Lesson Plans World View 3a & 3b

Lesson Plans Levels 3A and 3B
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WorldView: Book 3A, Unit 1, Day 1

(126 m)
Slide 2: Objectives (3 m)
Write the objectives on the board.
Slide 3: Warm up Activity (15 m)
1. SC Activity: Stimulus-Response-Review Greetings
Introduction: What are different ways we can greet each other?
Procedure:
1. Get into trios and answer the following questions. (Click on the slide.) What are different
ways you can greet someone? For example: What’s up? In your groups write as many
greetings as you can remember. (Give students 3 minutes to complete the task. Walk
around the room helping students if needed. Make sure everyone is speaking English.)
Now, can you give me some examples? (Write some examples on the board.)
2. Let’s read the next question. (Click on the slide.) Of the greetings that you wrote down,
which do you use when you already know the person? For example what’s up is used with
people you already know. Circle the greetings from your list you use with people you
know. (Give students 2 minutes to complete the task. Walk around the room helping
students if needed. Make sure everyone is speaking English.) Now, of the examples on the
board which ones do we use with people we already know? (Circle the correct examples.)
3. Let’s read the last question. (Click on the slide.) Of the greetings that you wrote down,
which do you use with people when you meet them for the first time? For example “Hello,
what’s your name?” is used with people you meet for the first time. Underline the greetings
from your list you use with people when you first meet them. (Give students 2 minutes to
complete the task. Walk around the room helping students if needed. Make sure everyone
is speaking English.) Now, of the examples on the board which ones do we use with
people when we first meet them? (Underline the correct examples.)
4. Stand up and walk around the class greeting as many people as you can in 3 minutes. Make
sure you introduce yourself to people you don’t know.
For example:
T: (To a student you know.) Hi, how’ve you been?
S1: Great!
T: (To a student you don’t know.) Hello. My name is XXX. What’s your name?
S2: My name is XXX.
T: Nice to meet you.
S2: Nice to meet you, too. Etc.
PLEASE NOTE: If you don’t know anyone in the class, ask a student to help you with the
activity before the class starts.
Slide 4: Vocabulary (10 m)
1. Form: Repeat the word 3 times and have students repeat after you each time. Write the word
on the board.
2. Meaning: Explain the word to students with the information in the table; give further
explanation if necessary.
3. Usage: Give an “example,” and elicit a complete answer using the new word, to the question
provided below.
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Click on the slide each time you introduce a new word.

Word Usage (teacher) Usage (student)
compliment When you compliment someone, you say something nice XXX compliment me
to him/her; you praise or admire the person. When I made when I XXX.
a delicious dinner, my family complimented me on it.
When was the last time someone complimented you on
something? What was it?
end a When you want to finish talking to a person you end the You can end a
conversation conversation. When I want to end a conversation, I tell conversation by saying.
my friends that I have to help my mother with something. XXX.
How can you end a conversation?
greet When you greet someone, you say hello. I always greet my Yes/No, I (don’t) greet
students when I arrive in the morning. Do you greet your them. I say good
neighbors when you see them on the street? What do you morning or good
say? afternoon.
introduce When you present one person to another, you introduce I introduced XXX to
them. My best friend introduced me to my current my family.
boyfriend. Tell me someone you introduced to your
family. Who was it?
make When you want to talk to someone you ask questions so I would like to make
conversation that you can make conversation with him. I usually make conversation with…
conversation with people when I’m standing in line. Who
is someone you would like to make conversation with?
make small talk To make small talk is the same as to make conversation. I make small talk
You usually talk about trivial or unimportant things. When when…
I meet someone at a party, I usually make small talk about
the weather. When do you make small talk with someone?
Slide 5: Getting Started (15 m)

1. FP Activity: Discussion – vocabulary
Introduction: What do you think these words and phrases mean?
Procedure:
1. Now, open your books to page 2, exercise 1. Look at the words and phrases. Are there any
you don’t know? (If there is an expression someone doesn’t know, ask the group to explain
the word.)
2. Get into pairs. When we meet someone for the first time we usually try to pick something
to talk about that will get the conversation started easily. What do we usually talk about?
(Elicit some answers from students.) Look at the topics and decide which of them are
appropriate for small talk with someone you have just met. (Give them a few minutes to
do this. Monitor students and help them as needed. Make sure everyone is speaking
English.)
3. Now, join with another pair and compare your answers. Do you agree?
4. So, what topics were appropriate for small talk? (Quickly go over the answers with the
class. Discuss their reasons for deciding if a topic was inappropriate. Click on the slide the
correct answer is: the weather.)
For example:
T: Is your health appropriate for small talk?
S1: Yes.
T: Why?
S1: Because I would have lots to talk about.
T: Do you all agree?
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S3: No, I think people you just meet don’t want to know what is wrong with you. Etc.
2. Oral Activity (10 m)
FP Activity: Role Play – Vocabulary
Introduction: Let’s make some small talk.
Procedure: When I say go, you are going to stand up and find someone you don’t know in the
classroom. You are going to introduce yourself and for the next five minutes make small talk
about any topic you want. The catch is you can’t stop talking; if you do you lose.
For example:
T: Hello, My name is Juan. What’s your name?
S1: My name is Susana. Nice to meet you.
T: Nice to meet you too. It’s a beautiful day, isn’t?
S1: Yes, last week…Etc.
(While students are talking walk around and act as a judge asking students to sit when they stop
talking. Once the five minutes are up, the remaining students are the winners.)
Follow up: Can you tell me what some of the topics are that you talked about?
Slide 6: Vocabulary Practice (20 m)
1. Open your books to page 2, exercise 2. Look at the box. These are the conversation functions
we saw before. Get into pairs. Read each piece of conversation and decide which function goes
with each one. Write the correct letter next to it. (Monitor students and help them if needed.
Once they finish click on the slide to check their answers.)
2. Now, let’s look at exercise 3. Read each of the responses. Any questions? In pairs decide the
best response for each sentence from exercise 2. Go over the example. (Monitor students while
they work. Make sure everyone is speaking English. DO NOT CLICK ON THE SLIDE TO
CHECK ANSWERS UNTIL AFTER EXERCISE 4.)
3. Now, listen to the audio and check your answers. (Play the audio once. Play it again if
necessary. Click on the slide to check their answers.)
4. Now find a new pair and practice the conversation. Once you finish switch roles.
Slides 7-8: Listening (15 m)
1. Open your book to page 3, exercise 5. Look at the picture. Where are they? What are they
doing? Do you think they know each other? (Elicit some answers from students to these
questions.) Get into pairs. Look at the topics in the box and predict which three topics Sue,
Bernardo and Tom will talk about. (Ask some students about their answers. Answers will vary
depending if the pair thinks they know each other or not.)
2. Let’s do exercise 6. You are going to listen to the conversation between Sue, Bernardo and
Tom. Circle the topics they talk about. (Play the audio. If necessary, play it a second time.)
Now, let’s check your answers. (Click on the slide to check the answers.)
3. (Click on the slide.) Let’s look at exercise 7. Please read the sentences. (Give them a minute to
read.) Do you have any questions?
4. Now, you are going to listen to the conversation again. Please decide which sentences are true
and which sentences are false. (Play the audio. If necessary, play it a second time.) Get into
pairs and compare your answers. (Play the audio again so that students can check their answers.
Click on the slide to check the answers again.)
Slide 9: Grammar Focus: Review: Present Continuous (10 m)
1. Look at the slide. What structure is this? (Present continuous.) Look at the sentences. In pairs,
match the sentence to the concept. (Give them a minute to do this. Ask them for the answers
then click on the slide to show the answers.)
2. (Click on the slide once more.) Copy the three sentences in your notebooks and in pairs; label
each part of the sentences. (As they do this, write the three sentences on the board.)
3. Now, who wants to label each sentence? (Get 3 students to go to the board and label the
sentences.)
4. Are these correct? (Ask students if they agree, if there are discrepancies, correct any mistakes.
Finally, click on the slide to show the answers.)
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Slide 10-12: Grammar Focus: Review: Simple Present (15 m)

1. Look at the slide. What structure is this? (Simple present.) Look at the sentences. In pairs,
match the sentence to the concept. (Give them a minute to do this. Ask them for the answers
then click on the slide to show the answers.)
2. (Click on the slide once more.) Copy the three sentences in your notebooks and in pairs; label
each part of the sentences. (As they do this, write the three sentences on the board.)
3. Now, who wants to label each sentence? (Get 3 students to go to the board and label the
sentences.)
4. Are these correct? (Ask students if they agree, if there are discrepancies, correct any mistakes.
Finally, click on the slide to show the answers.)
5. Open your books to page 4, exercise 1. Which sentences use the present continuous? (The
answer is the first and third.) What structure is used in the second and forth sentence? (The
answer is present simple.)
6. (On the board make two columns. In one column write play and visit. In the other, seem and
love.) Which of these verbs show action? (play and visit) Which verbs don’t show action?
(seem and love) I am going to say some words and you have to say if they are action or non-
action verbs. (Say: run, like, want, work, study, have.) (Action- run, work, study. Non-action-
like, want, have.)
7. Now, let’s look at exercise 2. Study the examples again from exercise 1. Underline the
information that completes the rules about the present continuous. (Click on the slide to check
their answers.)
8. Open your books to page 4 and do exercise 3 in pairs. (Give them time to do this. Monitor the
group and help them with any questions they may have. When they finish, click on the slide to
check their answers.)
Slide 13: Model Conversation (10 m)
1. Have students practice the conversation in pairs.
2. Then, have them do it again substituting their own information; they can practice this various
times switching roles.
3. Finally, cover or change the slide and have them do it without looking. Accept any logical
sentence even if it doesn’t exactly follow the same sequence as the slide.
Slide 14: Wrap up & Homework (3 m)
1. What was the objective for today’s class? (Have them look at the board.) What are some
vocabulary words you learned today? What new grammar did we see? What things did we talk
about?
2. Do you have any questions about today’s class?
3. Do Unit 1, exercises 1, 2 and 3 for homework.
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(126 m)
Slides 17-19: Homework (5 m)

1. FP Activity: Interview - Review present continuous
Introduction: Let’s find out information about your classmates.
Procedure:
1. (Click on the slide. Tell students to copy the part of the chart that is in orange in their
notebook.)
2. (Divide the class in groups of 6 or 7 students. Make sure there are at least 6 students in a
group to do this activity.) (Start the class by reviewing expressions that relate to location: on
my right/left, beside, next to, directly across, two places to my right, and so on. Ask
students to tell you who is sitting on their left/right, next to the person in front of them,
etc. Do this in open class, selecting different students each time for your questions. Make
sure everyone understands the expressions.) Read the sentences and answer them in the
correct column. Write T for true and F for false in the “I think” column if you are not sure
about your answer. If you are sure about it, write it in the “I know” column. (Give students
time to complete the task. Monitor them and help them if needed.)
3. Get into pairs and decide on the correct questions to ask for each statement. (Give students
time to complete the task. Monitor them and help them if needed. As a whole class, go over
each statement and question.)
Suggested questions:
Are you wearing contact lenses?
Do you have two brothers?
What city do you come from?
Are you a heavy smoker?
Do you own a pet?
Do you live in an apartment?
Where do you work?
Do you like ice-cream?
4. Now, stand up and move around, ask the people in your list, and check your answers. Ask a
follow-up question if you can. Complete the “I know” column with “T” or “F”. Check their
names too.
For example:
T: Do you have any brothers or sisters?
S3: Yes, I do. I have two brothers.
T: Are they older than you?
S3: Yes….Etc.
Slide 22: Pronunciation (10 m)
1. You are going to listen to some sentences in English. (Play the audio once.) Explain that in
English some syllables are longer and stronger and other syllables are shorter and weaker.
Listen to the audio again and listen to the rhythm. (Play the audio as it plays, tap on your desk
to highlight the rhythm.)
2. (Play the audio, pausing after each sentence and having students repeat. Check their
pronunciation and correct any mistakes. You can ask for individual repetition also.)
3. Have students work in pairs and practice the sentences.
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Oral Activity (20 m)

SC Activity: Information Gap– present continuous
Introduction: Imagine you are at a party and there are friends there that you haven’t seen in a
while.
Procedure:
1. To keep a conversation going it is always good to ask follow-up questions. For example if
the person says “I’m living in an apartment.” you could ask “Where?” as a follow up
question.
2. Open your books to page 5, exercise 6. Get into pairs. Imagine you are at a party. Student
A your name is Pat. Student B your name is Alex. You haven’t seen each other in a very
long time. You are going to talk about what is going on in your lives.
3. Student A, turn to page 136. Student B, turn to page 138. Make sure you don’t see your
partner’s cues. Take turns asking and answering each other’s questions about your lives.
When possible try to ask a follow-up question. (Give students a minute to go over their
information.)
For example:
T (Pat): I haven’t seen you in a long time. How are you?
S3 (Alex): I’m fine thanks, really busy! I’m acting in a play right now.
T (Pat): Wow! What play are you acting in?
S3 (Alex): I am acting in…
Etc.
Slide 23: Writing Activity (10 m)
1. (Click on the slide) Think about what is happening in your life. Look at these questions and
make some notes about things that are happening in your life. For example: You are studying
English with Miss XXX. (Give students 4 minutes to complete the task. Monitor them and
help them if needed.)
2. Open your books to page 5, exercise 7. Read the instructions and complete the task. You have
6 minutes.
1. FP Activity: Presentation – present continuous
Introduction: Let’s talk about what is going on in your life.
Procedure: (Get the class divided into two. Have them form two circle one inside the other
and they must be facing each other. Each student should be facing a student and everyone
should have a pair. If you have an odd number of students you will need to participate in this
activity.) Now, everyone should be standing in front of another student. When I say go you will
tell each other what is going on in your life. Make sure both of you say things about your lives.
After two minutes I will say change. The outer circle will stay still. The inner circle will move
on to the next person. This way everyone will have a new partner and you start your
presentation again. The activity ends when I say finish.
For example:
T: Well, I’m teaching four classes at the university this semester. I’m planning a long
vacation to Europe for next year. My sister is visiting me from Chiapas, and she’s
staying at my house.
S3. I’m studying psychology at the university and I’m working in a store. I’m dating
someone new; his name is Pedro.
T: Change!
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Slide 24: Oral Activity: (20-30 m) Please note: you need copies for this activity.
1. FP Activity: Role - Play – Present Continuous for the extended present
Introduction: Is it easy to talk to people you don’t know? Why is it sometimes difficult?
Procedure:
1. Work in groups of 3 or 4 and talk about a social event or a situation where they had to talk
to other people. Talk about a situation that you enjoyed or hated. (Give students 3 to 5
minutes to do this.)
For example: T: A situation I hated was when I went to a party for work about three
months ago, but I didn’t really know anyone except the other secretary that
works with me, so it was difficult. Everyone was talking to different people,
but I didn’t know anyone.
Procedure:
2. Now, tell the group about the situations you discussed. (Write the situations on the board.)
3. You are going to work in pairs. You will prepare a dialog for the situation on the card that
I’m going to give you. You have to create a dialog that is appropriate for the situation and
you nave to use the lines under the picture in your dialog. To do this, you first have to
decide where the situation takes place and the relationship of the people to each other so
that you can decide how to use the lines. (Click on the slide to show an example card.)
4. (Pair students up and give each pair two cards or four if you have a very strong class; one if
you have a weak class. Cards can be repeated. Give them 2 or 3 minutes to look at the
cards.)
5. You can make some notes to prepare your conversation, but don’t write out the
conversation.
For example: (Click on the slide to show the example.)
Procedure:
6. Practice your conversations. (Set a time limit of 7 minutes to practice the conversations. If
some pairs finish quickly, give them another card to work on.)
For example: (Click on the slide to show the example.)
Follow up:
7. (Ask each pair to present one or both of their conversations to the rest of the class. If you
have a big class for groups of 4 (two pairs), each with different situations if possible, and
ask each pair to act out one or both of their conversations. If there’s enough time, create
new groups so students can act out their conversations for other pairs.)
Slide 25: Oral Activity: (15 m)
1. SC Activity: Find Someone Who…?–Integration of tenses
Introduction: Do you find it easy to talk to people?
Procedure: Look at the slide. In your notebooks, write numbers 1 to 5. In a minute you are
going to stand up and find people who have these different characteristics. When you have the
name of a person for each characteristic in your notebooks, you can sit down. To do this, you
need to ask questions.
For example:
T: What is the question for the first one?
Ss: Do you always talk to people when standing in line?
T: And if the person answers “yes”, can you put his/her name in your notebook?
Ss: Yes.
T: And the second question?
Ss: Do you have a conversation with strangers on public transportation?
T: And if the person answers “yes”, can you put his/her name in your notebook?
Ss: No! The person has to answer “no” to this question in order to put his/her name
in our notebooks.
Follow up: T: Who always talks to people when standing in line?
S2: Fabiola always talks to people when standing in line. Etc
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about?
3. Do Unit 1, exercises 4, 5 and 6 for homework.
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(136 m)

1. Write the objectives on the board and have students repeat while doing so.
Warm up Activity (15 m)
1. FP Activity: Agree or Disagree - Differences between Men and Women
Introduction: Do you think men and women are the same? Why or why not?
Procedure:
1. This unit is about character traits and some differences between men and women. What do
you think “Why Men Can’t Iron” means? (Elicit ideas from students. Explain iron if
necessary: pronunciation of iron is AY ern)
2. (Write the following cues on the board for this activity: drive, cook, clean, fix a car, play
soccer, decorate a house.) Using some of the ideas on the board, individually think about 6
common beliefs about men and woman. Make notes if necessary. (Give students time to
complete the task. Monitor them and help them if needed.)
3. Now, get into trios. Each member of the team must say a belief. The rest of the team has
to say if they agree or not. If they don’t agree that person must justify and defend their
point of view until everyone agrees. (Let students discuss their ideas; at the end you can ask
a few groups to comment on what they discussed.)
For example:
T: Men are usually better soccer players than women.
S3: I don’t agree. Some women play very well.
T: Maybe, but they can’t play on the same team as men.
S4: Why not? I think women should play on the same teams as men.
Slides 5-12: Vocabulary (10 m)
on the board
2. Meaning: Use the picture to explain the word and give further explanation if they don’t
understand.
provided below.
aggressive A person who is violent or hostile is aggressive. If you don’t XXX is aggressive.
give a criminal your money or car when they ask for it, they Because …
become aggressive Who do you know that is aggressive?
Why?
hardworking The adjective to describe a person who works hard is XXX is hardworking.
hardworking. My sister works all week at her job and then Because…
arrives home and does housework and takes care of her
children. She’s very hardworking. Who do you know that is
hardworking? Why?
cooperative A person who helps and supports others is cooperative. My XXX is cooperative.
sister always helps me out with the housework, the laundry and Because …
the children; she is very cooperative. Who do you know that
is cooperative? Why?
messy A person who is has his/her things in disorder or disorganized XXX is messy. Because
is messy. My brother’s room is always messy; he never puts …
his things in order. Who do you know that is messy? Why?
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competitive A person that has a strong desire to compete or to succeed is XXX is competitive.
competitive. My brother has always been very competitive Because…
and he gets very angry when he loses at a game or competition.
Who do you know that is competitive? Why?
noisy Someone or something that is NOT quiet is noisy. My XXX is a noisy place.
neighbors love to play their music very loud; they are really
noisy. What places do you visit that are noisy?
emotional When someone cries easily that person is emotional My sister Women are emotional
is very emotional; she cries at a sad movie, when she gets in XXX (Ex. weddings,
angry, when she’s frustrated, etc. What events cause women to pregnancy, etc.)
be emotional?
talkative Someone that talks a lot is talkative. : If your girlfriend is XXX is talkative.
talking all the time and doesn’t shut up you say she is Because…
talkative. Who do you know that is talkative? Why?
Slide 13-14: Getting Started (10 m)

1. Open your books to page 6, exercise 1. Complete the sentences using the adjectives from the
box. (Give students time to complete the task. Help them if needed.)
2. (Play the audio so that students check their answers. Click on the slide to re-check their
answers.)
1. FP Activity: Description-Adjectives
Introduction: Look at the slide. What are the people doing in the pictures?
Procedure: Look at the pictures. Get into pairs. Take turns describing the photographs using
the adjectives you learned in exercise 1. Give reasons why you chose those adjectives. (Give
students time to complete the task. Walk around and help them if needed. Make sure everyone
is speaking English.)
For example:
T: I think the girls are competitive because they are playing hard.
Procedure: Now, form groups of 5. Take turns sharing how you described each picture and
say if you think these activities are normal for men or women. (Give students two minutes to
complete the task. Once time is up go over the answers with the class check if they understood
the words by asking why they chose them.)
Follow up:
1. Get into trios. Take turns saying which of the adjectives from exercise 1 apply to you. Make
sure you ask follow-up questions to what your team members are saying. Take notes
because you will need the information later (Give students time to complete the task.
Encourage students to justify their statements. Help them if needed.)
2. (Call on a few students to report about what other students said.)
For example: Juan is very competitive when he plays soccer, but not in his personal life.
Slides 16-17: Reading (15 m)
1. Open your books to page 7, exercise 4. Get into pairs. Look at the chart and decide which of
the adjectives from exercise 1 best describe men or women. This is a discussion so there is no
correct answer. (Give students time to complete the task. Walk around helping students and
make sure everyone is speaking English. Once they finish call on several students to share their
answers with the rest of the class. Give students the prompt: We think (men) are…because…
2. A book review is critique (opinion) or an analysis of a book. You usually find them in
newspapers. This critique is about a book called “Why Men Don’t Iron.” What do you think
the book is about? (Elicit some ideas from students.) Read the review and underline the
adjectives you find. (Give students time to complete the task. Monitor students and help them
if needed.)
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3. Do you agree with the authors of the book? (Elicit some answers from students. Have them
explain why.)
4. Look at exercise 6. Read the questions. Any questions? Get into pairs. Read the book review
again and answer the questions. Your answers should be based on the book review and not on
your opinion. (Click on the slide to check their answers.)
Oral Activity: (10 m)
1. FP Activity: Discussion-Adjectives
Introduction: Let’s talk about men and women in the past and now.
Procedure: Get into groups of 3. Pick two activities that either men or women didn’t do in the
past, but are doing now. Describe how and analyze why the roles and attitudes surrounding
these activities have changed. (Give students 5 minutes to complete the task. Walk around and
help them if needed. Make sure everyone is speaking English and engaged in the task. Once
the finish, ask each group to share one of the specific activities and analysis with the class.)
For example:
T: Women in the past didn’t vote. Women now are active voters and politicians.
S1: Women in the past never worked. Women that work are very common now.
Slide 18: Grammar Focus: Comparative adjectives and Equatives (10 m)
1. Teacher says the sentence(s) and has students repeat as s/he writes it/them on the board.
2. Teacher labels the sentence(s) with students’ participation. (Click on the slide to show the
labels.)
3. Elicit and point out important patterns to students:
a. What form of the adjectives do we use to compare two things? (Comparative form.)
b. What word do we use with the comparative form? (Than.)
c. What do we use when the two things or people that we are comparing are equal? (as +
adjective + as.)
d. What can we use when the two things or people are NOT equal? (not as + adjective
+ as.)
Slides 19-20: Controlled Practice affirmative and negative: Repeat/Complete (10 m)
1. Repeat: Have students repeat the sentences after you. Do each example first chorally and then
individually.
2. Complete: Have students say the complete sentence with the correct answer; do some chorally
and some individually.
Slide 21: Grammar Practice (10 m)
1. Open your books to page 8, exercise 2. Complete the rule box according to what we studied.
(c, a, b)
2. Get into pairs. You will rewrite the sentences so that they have the same meaning. (Go over
the first sentence. Give students time to complete the task. Walk around and help them if
needed. Make sure everyone is speaking English. Click on the slide to check their answers.)
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FP Activity: Presentation-Comparative adjectives and equatives
Introduction: Compare the people in your family.
Procedure:
1. Get into groups of 4. Think of the members of your family. Prepare a presentation
comparing members of your family. You can use the adjectives we saw at the beginning of
the class or others that you know. You can make a drawing or notes to help you. (Give
students a few minutes to prepare the activity.)
2. Now, give your presentation to your team members. Your classmates should ask follow up
questions to find out more about your family.
For example:
T: My mother is as noisy as my sister. My brother is better at soccer than I am. I’m
more hard-working than my sister and brother. My father isn’t as emotional as my
mother. My sister isn’t as aggressive as my brother. My mom cooks better than
anyone else in the family. Do you have any questions?
S2: Is your sister emotional?
T: Not really. My mom is more emotional than my sister.
Etc.
Follow up: Now, can some of the groups share what their classmates said?
about?
3. For homework, do Unit 2, exercises 1, 2 and 3 in your workbooks.
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(98-118 m)

Write the objectives on the board and have students repeat while doing so.
Warm up (10 m)
FP Activity: Presentation-Comparative adjectives and equatives
Introduction: Compare your parents.
Procedure:
1. Take out a sheet of paper. On the left side of the paper make a drawing of your mother
and write her name. On the right side make a drawing of your father and write his name.
Think about their personalities and about the things each one can and can’t do. Are they
happy, aggressive, messy, lazy, etc.? Write some notes under each drawing.
2. Get into pairs. Tell your partners information about your parents. Once both of you have
compared your parents, decide whose parents are the most similar to your own.
For example:
T: My father is messier than my mother. My mother is always cleaning and putting
things in order. My father is more aggressive than my mother. He also gets angry
easily. Neither my mother nor father is noisy, except at parties. At parties, my father
loves to play music very loudly. Both my mother and father are good people; but
my mother is more cooperative than my father.
1. Open your books to page 8, exercise 1. Some words in English, such as comparatives, have a
strong pronunciation and a weak one. Weak pronunciations are much more common. Look at
the examples in the box. Listen to the pronunciation of each sentence. (Play the audio once.
Play the audio again if necessary.)
2. Listen to the audio again. This time, I want you to notice the weak pronunciation of AS and
THAN. (Play the audio once.)
3. (Play the audio again. This time have students repeat after each sentence chorally.)
4. Get into pairs. Open your books to page 8, exercise 3. Get into pairs. Look at the sentences.
Student A says a sentence. Student B says the sentence with the same meaning. Once you
finish switch roles.
1. FP Activity: Discussion-Comparative adjectives and equatives
Introduction: Let’s talk about men and women.
Procedure:
1. Open your books to page 9, exercise 7. Look at the questionnaire. Complete the
questionnaire using your own words and ideas. (Set a time limit of 5 minutes. Walk around
and help them if needed.)
2. Get into groups of 4. Make sure you have girls and boys in your groups. Compare your
answers and discuss any differences in opinion you might have; make sure you give reasons
about your answers. Listen carefully to what your classmates say because you will need the
information later.
For example:
T: I think men are physically stronger than women, but women are emotionally
stronger than men.
S2: I don’t agree. Women cry when anything happens; they aren’t strong emotionally.
T: Yes, they are. For example, when two people are married for a long time and the
man dies, the woman continues to live and do well, but if the woman dies, the man
can’t live alone; he’s not emotionally strong enough.
Follow up: What did your groups talk about? Did you agree with your classmates?
17

FP Activity: Debate - Comparative adjectives and equatives
Introduction: Who are better drivers, men or women?
Procedure:
3. Look at the slide. Who are better drivers, men or women? (Elicit some answers from
students.) Do you think their sex is an influence? Why? (Elicit some answers from
students.)
4. Get into groups of 4-5. These two teams are going to defend the idea that men are better
drivers than women. These two teams are going to defend the idea that women are better
drivers than men.
5. Get together with your team and come up with some ideas on how to defend your point of
view. Take notes so you don’t forget your ideas. (Give students5-7 minutes to complete the
task. Walk around and help them if needed.)
6. Now, let’s debate this topic: Who are better drivers, men or women? Make sure you give
reasons and examples for what you say. (Be the debate leader. Give each side 3 minutes to
present their ideas, and then you can have people from each team give counter arguments
to prove their side of the debate. Make sure everyone is speaking English.)
7. Now, based on what you discussed, who gave better reasons and therefore is the winner of
the debate. (As a final activity ask each team to tell you who won and some of the reasons
they gave.)
For example:
T: Women are better drivers because they are more responsible than men. Women are
as competent as men, but men aren’t as careful as women.
Slide 30: Writing Activity: (7 m)
1. Open your books to page 9, exercise 9. Think of a man and a woman or girl and boy you
know. Write a short paragraph comparing them. (Give students 7 minutes to complete the
2. If you didn’t finish in class, please finish for homework.
Oral Activities: (25 m)
1. FP Activity: presentation-Comparative adjectives and equatives (10 m)
Introduction: Let’s talk about the people you compared.
Procedure: Get into trios. Tell your classmates about the two people that you compared in the
writing. Give then three or four examples and explain why you wrote that. Other members of
the team should ask follow up questions to what the person speaking says.
For example:
T: My friend Jorge is more talkative than my friend Susana. Susana is more emotional
than Jorge; she cries about everything.
18
2. Please note: you need copies for this activity.

SC Activity: Stimulus Response Game-Comparative adjectives and equatives (15 m)
Introduction: Let’s play a game with the grammar we have learned.
Procedure:
1. Get into groups of 4. You will each get two sets of cards; one set of cards with adjectives
and one set of cards with people. Mix up the cards and place them face down in front of
you.
2. Take turns picking a card from the top of each pile. You have to compare yourself to the
person or people on the “people card” using the adjective on the “adjective card”. You
must give a reason for the comparison when possible. If your partner considers that what
you said was grammatically correct then you keep the cards. The person with the most cards
at the end of the game wins.
For example:
T: I’m more talkative than my brother. For example, when his friends come to the
house, they hardly talk; they only play video games. When my friends come to the
house, we talk constantly.
about?
3. For homework, do Unit 2 exercises 4, 5 and 6 in your workbooks.
19
talkative cooperative noisy

aggressive messy romantic
hardworking lazy friendly
neat calm intelligent
competitive intelligent happy
emotional strong kind
most of my
brother/sister aunt
friends
partner
most people in my
cousins (husband/wife/
country
girl/boyfriend)
most of my most people my
best friend
relatives age
mother grandparents uncle
father classmates me ten years ago
a typical woman a typical man you
20

(110-120 m)

1. Write the objectives on the board and have students repeat.
1. FP Activity: Information Gap-Living in luxury: Review of Simple Present
Introduction: Look at the slide. What can you see? Is it a luxurious or cheap hotel?
Procedure: Please get together in teams of three. Look at the expression “living in luxury” and
together come up with a definition of what living in luxury would be for you. (Give students 4
For example:
T: I think living in luxury is when you have maids and people that help you do all the
work in your house. I also think that to live in luxury, you always travel first class.
You have a chauffeur who will drive you anywhere you want to do. Etc.
Follow up: Now, can someone please share the definition that you came up with? (Have one
or two teams share their ideas.)
on the board.
understand.
provided below.
baby- In some expensive hotels they have a person to take care of No/ Yes, I
sitting children so their parents can go out freely, this is a baby-sitting would/wouldn’t use a
service service. I personally do not feel comfortable using a baby- baby-sitting service for
sitting service for my children. Would you use a baby-sitting my children. Because…
service with your children? Why? Why not?
cafés Cafés are where people sit and have coffee and maybe some XXX is a famous café.
dessert. Italian Coffee is a café. What other famous cafés are
there in México?
a fitness A fitness center is where people go to do exercise and work No/ Yes, I have/haven’t
center out. Some hotels have fitness centers for their guests to do been to a hotel with a
exercise during their stay. Have you been to a hotel with a fitness center.
fitness center?
swimming (Pointing to the picture on the slide.) This is an enormous No/ Yes, I don’t have/
pool swimming pool. Other hotels have smaller swimming pools. have a swimming pool
Do you have a swimming pool at home? Where can you find at home. You can find
many swimming pools? many swimming pools
in XXX.
ballroom In hotels, people have parties in ballrooms. Wedding People have XXX in
receptions are usually held in ballrooms. What other festivities ballrooms.
do people have in ballrooms?
guest The guest rooms are where people stay in a hotel. The Mayan The XXX has nice guest
rooms Palace in Cancun has very elegant guest rooms. What other rooms.
hotel has nice guest rooms?
21
tennis A tennis court is the space where people play tennis. There are You can find a tennis
courts tennis courts in every park in the U.S.A. Where can you find a court …
tennis court in this city?
a business A business center is a room with computers, telephones and Yes/No, business
center different things dedicated to doing business. Some hotels have centers are/aren’t useful
business enters for their guests to communicate with their for guests. Because…
offices and do business. The Four Season hotel in Mexico City
has a nice business center. Are business centers useful for
guests? Why? Why not?
a In hotels, there are special spaces for people to give Yes, I went to the
conference conferences. These are called conference rooms. I saw Miguel conference room at the
room Angel Cornejo at the conference room at the Hotel María XXX. I saw XXX.
Isabel. Have you ever been to a conference room? Who did
you see?
a Hotels often have a limousine service for famous people. No, I didn’t hire/ Yes, I
limousine They go to the airport and pick them up in a limousine. I have hired a limousine
service never used a limousine service. Did you hire a limousine service for my quince
service for your quince años? años.
a video Video arcades are places where people play video games like Yes, I go/ No, I don’t go
arcade space invaders or Daytona USA. I don’t like video arcades to video arcades. I
because I get nervous. Do you ever go to video arcades? What usually play XXX.
game do you play?
Slide 17: Vocabulary Activity (5 m)

1. Go to exercise one on page 10 and look at the photos.
2. Circle the facilities or services in the box that you can see in the pictures.
3. No w, take one minute to compare your answers with the person sitting to your right.
4. Check your answers; look at the slide. (Click on the slide to show the answers.)
Slides 18-19: Listening 1 (5 m)
1. Now look at the box again and try to imagine what services and facilities the Four Seasons
Hotel offers. In a minute we will be doing a listening. (Give them a minute to think.)
2. Now listen and write a check next to the items you hear. (Play the listening.)
3. Now, let’s check the answers. (Click on the slide for answers to appear.) Were you correct?
4. Now in teams of four, decide what four services or facilities are the most important ones for
you and why. You have three minutes.
5. (Get students input.) So, for this group, which are the four most important items and why?
(Two teams share their ideas.)
Slide 20: Listening 2 (5 m)
1. Now look at the box with numbers on page 11, exercise 5. Listen and repeat them after me.
(Have students repeat the numbers after you.)
2. Now listen to the numbers and circle the ones you hear. (Play the listening.)
3. Let’s check the answers. (Click on screen for answers to appear.)
1. Now look at the questions on page 11, exercise 6. Read them in silence and tell me if you have
any questions. (Clear up any existing questions.) In a minute, you will be listening to a
conversation; listen carefully for the answers to these questions.
2. Now listen and write down the answers. (Check to see if it is necessary to play the listening
again.)
3. Let’s check the answers. (Click on screen for answers to appear.)
22
Slides 22 & 23: Grammar Focus: Simple Present (10 m)

1. Look at the slide and relate the labeling at the bottom with the sentences on the top. (Give
them 1 minute to do this.)
2. Okay, let’s check the answers. (Click on the slide.)
3. Now copy the sentences with corresponding labeling. (While students do this teacher writes
sentences on the board.)
4. I need 2 students to label the sentences. (Have 2 students come up to the board and label the
sentences.)
5. Look at the next slide and work with a partner to answer the questions. (Click on the next slide
and give then 2 minutes to do this.)
6. So let’s check your answers. (Elicit answers from students and make sure there are no
questions.)
Slide 24 & 25: Controlled Practice for all forms. Repeat/Complete (10 m)
individually.
2. Complete: Have students say the complete sentence with the correct information; do some
chorally and some individually.
Slide 26: Oral Activity (10 m)
1. SC Practice: Question & Answer
Introduction: Let’s ask and answer questions about these hotels.
Procedure: Use the information on the slide to ask and answer questions about the different
hotels. (Have students notice that the Travistock Hotel and the National Hotel are not that
luxurious and for that same reason, might not offer all the services.)
For example:
T: S1, ask the question with National Hotel/baby-sitting service/provide.
S1: Does the National Hotel provide baby-sitting service?
T: S2, answer whatever you think is true.
S1: Yes, it does.
T: S1, ask how much/cost
S1: How much does it cost?
T: S2, answer.
S2: The service costs 19 Euros for 5 hours.
(Do ten in this fashion and then have them work in pairs and practice asking and answering.
Teacher walks around to supply semi-controlled correction.)
Slides 27-28: Grammar Practice (5 m)
1. Open your books to page 12, exercise 3.
2. Complete the conversation with the verbs in Simple Present.
3. The first one is already done for you. (Give students 3 minutes to do it.)
4. Let’s check the answers. (Click on the slide for answers to appear and clear up doubts.)
2. Have them do it again substituting their own information. They can practice this various times
and switching roles.
sentence even if it doesn’t exactly follow the same sequence as above.
Slides 30-31: Speaking (10 m)
1. Please work in pairs.
2. Student A will open his/her book to page 13 and look at the information for the Marina Hotel.
3. Student B will go to page 136 and study the information for The Delta Hotel.
4. You are both going on a business trip together and need to find the best option for a hotel.
5. Ask and answer questions about the different hotels and come up with the best option.
23
For example:
SA: How far is The Delta Hotel from the downtown area?
SB: It’s in the downtown area. How far is the Marina Hotel?
SA: It’s 30 minutes away.
6. Once you have finished asking and answering questions and you have shared all the
information necessary, come to an agreement on which hotel you will be staying at.
7. Now share your information and decision with another pair.
Slides 32-34: Pronunciation (only if time permits)
1. Look at the slide. As you can see we have different numbers. In a moment I will play the
recording. I want you to pay special attention to where the stress (the strong sound) is in each
word. (Play the recording and have students identify the stress.)
2. Where does the stress fall? (Get students input.)
3. Now look at the next slide in a moment you will hear a listening. Tell me where the stress is
now. (Play the listening.)
4. Where does the stress fall now? (Elicit from students that the stress now falls in the first
syllable and on the next word.)
5. I am going to play it once more for you to repeat the statements. (Play the recording and have
students repeat after each set of words.)
6. (Click to next slide.) Now in this last listening, you will hear some information. Please identify
and circle the correct number for each sentence. Before I play the listening take a moment to
read the sentences. (After giving them a minute to read the sentences, play the listening.)
7. Let’s check your answers. (Click on slide and have students check their answers.)
vocabulary words you learned today? What new grammar did we see? What did you practice
doing?
3. For homework, do Unit 3: Exercises 1, 2 and 3.
24

(106-115 m)

Write the objectives on the board and have students repeat.
1. FP activity: Student Presentations-Describing a dream apartment: Rev. Simple Present
Introduction: Look at the slide. Have you ever thought about your dream apartment? What
would your dream apartment be like?
Procedure: Please get together in teams of three. Describe your dream apartment to your
classmates. (Give students 4 minutes to do this.)
For example:
T: My dream apartment is next to a park. It has three bedrooms. One is used as a
video or reading room. It has a blue ray movie theater set up where I watch movies
and concerts with my friends. The sound system is fantastic. In my bedroom I have
a super stereo system that I listen to at night. In the living room there is a small bar
where I prepare strange cocktails for my friends when they visit me. The apartment
is not very big, but it has as many modern conveniences as any big, expensive
apartment.
Follow up: Now, can someone please share a teammate’s dream apartment? (Have one or two
teams share this information.)
on the board.
understand.
provided below.
building (Point to the picture.) That is a building. There are beautiful I like the XXX
buildings in the downtown area of Mexico City. I love the building.
correos building in front of Bellas Artes. What beautiful
buildings do you like?
rent an When you live in an apartment and you pay someone (the I rent an apartment.
apartment owner) money to do this, you rent an apartment. I rent a No it isn’t easy to rent
small apartment, but the rent is low. Who rents an an apartment near the
apartment here? Is it easy to rent an apartment near the campus.
campus?
spacious Spacious is big, with a lot of space. My apartment is not You can find a spacious
spacious. It is really small. Old apartments are really apartment…
spacious. Where can you find a spacious apartment?
tiny Tiny means very small. A Smart Car is tiny. It has enough No, a suburban is not
space for only 2 people. Is a suburban tiny? What car is tiny? tiny. A XX is tiny.
well-located When an apartment is well-located, this means a lot of Yes/No, it is(n’t) well-
important and convenient places are nearby. Near my located because it ...
apartment there is a bank, a park, a cinema and many schools.
My apartment is 10 minutes away from the downtown area. It
is well-located. Is your house well located? Why (not)?
25
surveillance Surveillance cameras are used in banks for security. They There are surveillance
camera are cameras that record the activities done in a certain area. cameras in XXX.
There are surveillance cameras in government buildings.
What other places have surveillance cameras?
housekeeping Housekeeping (point at the picture) refers to the work done Yes, I help with the
in a house. Washing windows, mopping the floors, housekeeping. I …
vacuuming, all of these things are considered part of
housekeeping. I help with the housekeeping every
Saturday. Do you help with the housekeeping? What do you
do?
Slide 48: Grammar Focus: Comparatives and Simple present tense (10 m)
1. Teacher shows the slide; says the sentence(s) and has students repeat as s/he writes it/them on
the board.
labels.)
3. Elicit from and point out important patterns to students:
a. Can we use the comparative form of adjectives with other verbs apart from the
verb “be?” (Yes.)
b. When we are talking about singular nouns, what is necessary to use? (The articles
a/an.)
c. What expression do we use for count nouns? (as many as)
d. What expression do we use for count nouns? (as much as)
Slides 49-50: Controlled Practice Affirmative: Repeat/Complete (10 m)
individually.
and some individually
Slide 51: Oral Practice (15-20 m)
1. FP activity: Problem Solving-“The right apartment”-Simple Pres. & comparatives
Introduction: Is it easy to choose an apartment? What do you consider when choosing an
apartment?
Procedure: Imagine that you and another two friends are going to study in London. You need
to choose an apartment to live in. On the slide you have two options.
1. Take one minute to look at the characteristics of each of the apartments.
2. Now, get together with the other two classmates and together choose the best option.
All three of you must agree.
3. Be ready to share your decision and you reasons for selecting this or that apartment.
For example:
T: We should rent A because it has more bathrooms.
S2: Yes. If we rent A, we can each have a bathroom…
S3: Yes, but B has more spacious rooms …
Follow up: Now, as a group, let’s decide on the best apartment. (Ask students which
apartment is best and get them to give you their reasons for choosing one over the other.)
26
Slides 52-54: Reading-Sharing an Apartment (15 m)

1. Please look at the slide. What do you think this article is going to be about?
2. Work in pairs and write two questions that you think this article will deal with. (Have some
pairs share their questions.)
3. (Click on screen.) Read the paragraph, and in your own words tell me what it’s about.
4. Before you read the rest of the article, let me read the questions that that you need to answer.
(Read the following questions and make sure all is clear.)
Why are young people deciding to share apartments?
Does living together always work out?
According to the article, what are things we have to consider when choosing someone to share an apartment
with?
5. (Click on the next slide.) Read the rest of the article.
6. (Click on the next slide.) Try to answer the questions. Do you want to read it again? (If
necessary go back to the reading and let them read again.)
7. Okay, give me the answers. Is there anything you would add to these recommendations?
8. Make a list of things that you have to consider in order to choose the correct roommate. (Work
in pairs.)
Slide 55: Questionnaire: Building and relating activity (10 m)
1. Look at the slide. Here we have some of the important areas to check and consider when
choosing a roommate.
2. Take a moment to look at them and think of specific questions you would ask in each area.
For example:
T: S1, what question would you ask in the area of personality?
S1: Do you have a lot of friends?
T: Any other ideas?
Ss: Is it easy for you to make friends?
(Have them work in pairs and get at least one question per area.)
3. Okay, so give me some of the questions you have come up with? (Get some questions for each
area from students and put them on the board.).
4. (Click on the slide.) Look. Now, we have many different questions apart from the ones you
came up with. You have two minutes to relate the question to the area.
5. Let’s check your answers. (Click on slide for answers to appear.)
Slide 56: Oral Activity (10-15 m)
1. FP activity: Problem Solving-Simple Pres. & comparatives
Introduction: Is it easy to find a good roommate? What do you have to consider when
interviewing a prospective roommate?
Procedure: Now using the questions you designed, and the questions you remember from the
previous slide, ask and answer questions to determine who would be the best person to share
an apartment with. Work in teams of three; ask and answer questions and compare
personalities and lifestyles to determine the best roommate. Be ready to share the information
you discovered. (Give students time to interview each other.)
For example:
T: Pedro and Juan might be good roommates because they are both organized. I am
not as organized as they are. Pedro’s schedule is more compatible with Juan’s. They
both like to get up early and I don’t like to get up as early as they do.
Follow up: Okay, now in your team, who could share an apartment? (Have trios share their
information.)
27

doing?
28

(104-118 m)

1. Write the objectives on the board.
Slide 5: Warm up Activity (10-15 m)
1. SC Activity: Question & Answer: Simple past, vocabulary
Introduction: Do you remember the last time you got sick? What happened? How did you get
sick? What did you do about it?
Procedure: Look at the questions on the slide. You are going to work in pairs and ask each
other about the last time you were sick and what the problem was. (Give them time to ask and
answer the questions.)
For example: (See the slide for the example.)
Procedure: Who wants to share something interesting they found out about a classmate’s last
illness?
For example: The last time Daniel got sick he was driving home from school. He felt really
bad and had to stop in the middle of the traffic and get out of his car. He threw up right in the
middle of the street.
on the board.
understand.
provided below.
a headache When your head hurts (mimic), you have a headache. I I take XXX when I have
always get a headache when someone smokes near me. a headache.
What do you take when you get a headache?
a sore throat When your throat hurts (mimic), we say you have a sore I take XXX when I have
throat. When I have a sore throat, I usually drink tea with a sore throat.
lemon and honey. What do you take when you have a sore
throat?
a rash When you have an allergic reaction to something, sometimes Yes, I had a rash; it was
you get a rash. A rash is usually red bumps on your skin and from…
these bumps usually itch (mimic). When I wear cheap jewelry,
I get a rash on my skin. Have you ever had a rash? What was
it from?
a cold When you have a cold, you usually get a headache, sore I take XXX when I have
throat, runny nose and often have a cough. A cold is caused a cold.
by a virus. When I get a cold, I usually take (Afrinex). What
do you take when you have a cold?
a backache When your back hurts, we say you have a backache. My I had a backache… I
sister was skating and she fell; today she has a backache. was …
Have you ever had a backache? What happened?
a When your stomach hurts, you have a stomachache. I ate I had a stomachache…
stomachache some tacos yesterday, but they weren’t very good, so I have a I took XXX to feel
stomachache today. When was the last time you had a better.
stomachache? What did you take to feel better?
29
an earache When your ear hurts, you have an earache. Babies often get I had an earache
earaches when they get a cold. Have you ever had an when…
earache? When?
Slide 13: Getting Started (5-7 m)

1. Open your books to page 14, exercise 1. Work in pairs and match the words to the pictures.
(Give them time to complete the task.) Let’s check your answers. (Click on slide to check
student’s answers.)
2. Now, repeat the words after the audio.
1. Now, look at exercise 3. Work in pairs. You will give each person from exercise 1 some advice.
You will take turns starting the conversation. You can use the ideas in your book to help you.
Make sure you add at least one piece of advice of your own. (Let them work in pairs and help
them if needed. Do semi controlled correction.)
Slides 15-16: Reading (15-20 m)
1. What is an allergy? (Hopefully students will tell you, but if not, explain that an allergy is a
condition where your body reacts to something in the air, water or food and that this reaction
can cause sneezing, itching, or even death in severe cases.)
2. (Click on the slide to show the questions.) (Ask the students these questions as if it were a
group discussion; get different people to answer the questions and give their opinions.)
3. Open your books to page 15, exercise 5. You are going to read Dr. Monica’s article about
allergies and answer the questions. You need to find out who was depressed, who was annoyed
and who was embarrassed. You need to read to find the information only, so you must do this
quickly. You have 2 minutes to find the answers. (Give them ONLY 2 minutes; they should be
reading quickly for a general understanding.)
4. Let’s go over the answers. So, who was depressed? Who was annoyed? Who was embarrassed?
5. Now, you are going to read the article again and fill in the chart at the bottom of page 15.
(Give students 5 minutes to read this time and fill in the chart.)
6. Next, work in pairs and check your answers with a classmate. (When they finish, click on the
slide to show the answers.)
Slides 17-19: Grammar Focus (15 m)
1. (Teacher shows the slide; says the sentence(s) and has students repeat as s/he writes it/them
on the board.
labels.)
3. Elicit the patterns from students:
a. When do we use an adjective ending in –ed? (To describe how a person feels.)
b. When do we use an adjective ending in –ing? (To explain what or who makes the
person feel that way.)
4. Open your books to page 16, exercise 2. Circle the correct words to complete the rules. (Give
them a minute to do this. Check their answers orally: 1. -ed; 2. -ing.)
5. Now, work in pairs and complete the conversations in exercise 3. (Give them time to do this.
Then, click on the slide to show the answers.)
30
Slide 20: Pronunciation (18-20 m)

1. Open your books to page 16, exercise 4. In a minute, you are going to listen to the adjectives
and put each adjective into the correct sound group. What’s the difference between the two
groups? (The first column adds the sound –d to the adjective and the second one adds a
separate syllable –ded or –ted to the adjective.)
2. Listen to the words, and write then in the correct column. (Play the audio once or twice for
them to put the words in the correct column.)
3. Now, listen and check your answers. (Play the second audio with the answers. When they finish
checking the answers, click on the slide to show the correct answers.)
4. Now, let’s repeat the adjectives after the audio. (Play the audio again and have students repeat.)
5. Next, work in pairs and practice the conversations in exercise 3.
Slides 21-22: Repeat/Complete (10 m)
individually.
about?
3. For homework, do Unit 4, exercises 1 and 2 in your workbooks.
31

(116-126 m)

1. SC Activity: Find someone who-Adjectives, present and past
Introduction: Did you do something relaxing last weekend? What are you interested in doing
next weekend? Let’s find out some things about your classmates.
Procedure:
1. Look at the slide. You are going to ask your classmates questions to find people that have
certain qualities. In your notebooks write numbers 1-6.
2. So, what’s the question for the first one? (Have students give you the question.) And the
second? (Go over the questions for each one.)
3. In a minute you are going to stand up and ask your classmates questions to find people
who have these qualities. If you ask, and your classmate answers “no” can you write that
person’s name in your notebook? (No.) If you ask a question and your classmate answers
“yes” can you write his/her name in your notebook? (Yes.) Remember, you can also ask
for more information.
For example: (Click on the slide to see the example.)
Oral Practice (10 m)
1. SC Activity: Stimulus-Response-Adjective ending in –ed and -ing
Introduction: Let’s talk about people and things we know using the adjectives.
Procedure: I will give you some information, and you need to make a sentence with that
information.
For example:
T: boring / book
S6: The most boring book I’ve ever read was (The Green House).
T: sister / excited
S2: My sister was excited when she got tickets to the Lady Gaga concert.
Cues: (You can use the same cue for more than one student.)
interesting / movie exciting / vacation
my mother / surprised my father / annoyed
confusing / class relaxing / weekend
I / embarrassed frightening / event
my father / tired I / shocked
depressing / story my mother / disappointed
my classmates / interested exciting / game
disappointing / vacation annoying / sound
my brother / frustrated the teacher / frustrated
my friend / depressed boring / movie

32

on the board.
understand.
provided below.
a temperature When your body is above 37°C (98.6°F) we say you have a I XXX when I have a
/ a fever temperature or a fever. When I have a fever, I take an temperature/fever.
aspirin. What do you do when you have a temperature /
fever?
a cough This is to cough (mimic). When I get a cold, I always get a I take XXX when I have
cough. What do you take when you have a cough? a cough.
sneeze This is to sneeze (mimic). When there is a lot of dust in the When I … I sneeze.
air, I sneeze. What makes you sneeze?
pain When something hurts, we say you have pain. After her I had pain… It was
surgery, my mother was in a lot of pain. When was the last from…
time you had a lot of pain? What was it from?
Slide 34: Oral Activity: (15-20 m)

1. SC Activity: Slotted Dialog-Adjectives, illnesses
Introduction: What are some illnesses people get? How do you feel when you are sick?
Procedure:
1. Let’s look at the slide. You can see different words and phrases we have learned. Work in
pairs and put the phrases in the correct boxes. For example, “allergic to” goes in the first
box under “I am… / I feel.” What about “allergy”? (Second box.) And “annoying?” (Third
box.) Now, do the rest. (Give them time to put the words in the correct boxes, answer any
questions they may have. “Hay fever” is an allergy to the pollen in certain plants.)
2. Let’s check your answers. (Go over the answers with the group. You can click on the slide
to show them.)
3. Now, you are going to work in pairs and practice the dialog on the slide. You can add or
invent additional information
Slide 35: Oral Activity: (20 m) Please note: you need copies for this activity.
1. FP Activity: Story Presentation-Adjectives
Introduction: Are you creative? Can you make up stories? Let’s see.
Procedure:
1. I’m going to give you a card that has 5 adjectives on it. You are going to work in trios to
create a story using the adjectives. You can use them in any order that you want, but you
can’t change them. If you have the adjective “confused,” in the story you can’t say that “the
instructions were confusing.” You have to use the form that you have on the card. (Give
out the cards.)
2. You will have 5-10 minutes to prepare your story in your trio. You can take notes, but you
can’t write down the complete story. Each person in your trio has to say part of the story.
When you are ready, you will tell the class the story. The best story wins.
33
Slide 36: Speaking (15-20 m)

1. FP Activity: Information Gap/Role-Play-Adjective and illnesses
Introduction: If you are sick, what do you do? What do doctors ask you when you visit them?
What symptoms do they ask you about?
Procedure:
1. Open your books to page 17, exercise 7. You are going to work in pairs. One of you is the
doctor and the other is the patient. The doctor will ask questions to find out what the
problem is with the patient. You can take notes in the space in your book. The doctor
needs to give the patient at least two pieces of advice. Student A is the patient and will look
at page 137. Student B is the doctor and will use this page. When you finish, you can
switch roles. Remember, you can also create your own symptoms if you want.
For example: (Click on the slide for the example.)
1. FP Activity: Discussion-Should, illnesses, adjectives
Introduction: Do you think it’s better to see a doctor when you’re sick, or is it better to use
home remedies?
Procedure: Let’s talk about illnesses and what you think is the best medicine or what is your
best medical advice. (Ask the questions to the group in general; get different students to
respond to the questions with their experience. Make sure that you get different people to talk
about the questions; if you see someone hasn’t said anything, ask him/her a specific question.
You can add additional questions if you want.)
Cues:
 Is it better to take medicine or is it better to drink teas or use herbal remedies? Why?
 With what symptoms or illnesses would you never visit the doctor?
 With what symptoms or illnesses would you always visit the doctor?
 Are things like homeopathic medicine really better? Why or why not?
 Have you ever used these kinds of remedies? What happened?
 What about acupuncture? Does it really work? Have you ever used it? What happened?
 Do you think that some people can cure you by looking into your eyes? Have you
heard of this?
 What is your opinion about “curanderos”? Do they really help people get better? Have
you ever gone to one, or do you know someone who has?
 Do you think that the food we eat these days is safe? Is it making people sick?








about?
34
satisfied bored
tiring satisfying
relaxed shocked
boring depressing
depressed frightening
annoying confused
surprised embarrassing
shocking entertained
frightened tiring
confusing excited
embarrassed disappointing
exciting frustrated
disappointed interesting
frustrating relaxed
interested annoying
entertaining surprised
tired confusing
relaxing depressed
annoyed boring
surprising shocked
35
36
WorldView: Book 3A, Unit 5

(141 m)

1. FP Activity: presentation – vocabulary
Introduction: What do you do each day?
Procedure: A typical day is what you usually do each day. Get into groups of 4. Think about
what you usually do every day. Take turns saying what you usually do each day. You must say
at least 4 things each. The rest of the group must pay attention since you will need the
information later. (Give students time to complete the task. Walk around and make sure
everyone is speaking English.)
For example:
T: I wake up at 6:00 a.m. every day. I do my homework at work. I make dinner for the
family when I get home. I chat with my friends at night.
Procedure: Once you finish find a new group and tell them what each member of your
previous group said.
For example:
S3: The teacher said she wakes up every day at 6:00 a.m. S4 said he drives his sister to
school then comes to school. S5 said he does exercise and then eats breakfast
before he comes to school.
on the board.
understand.
provided below.
Give a click on the slide each time you introduce a new word.
deliver a When someone takes a telegram to your house you say they Correos Mexicanos
telegram deliver a telegram. My sister sent me a telegram to tell me my delivers telegrams.
mother was sick. The mailman delivered the telegram. What
Mexican institution delivers telegrams?
hire a person When a company gives a job to a person you say they hire a Restaurants hire
person. My sister hired a person to cook at the house. What XXX to XXX.
people do restaurants hire? What do they do?
make When you cook food in the morning like eggs, bacon and a XXX make(s)
breakfast coffee you make breakfast. Every Sunday my children make breakfast at my
breakfast for the family. Who makes breakfast at your house? house.
pay bills When you owe money like rent, credit cards, electricity those I pay my bills XXX.
are bills. You go to the bank to pay bills. Every pay day I have
to pay my bills. How do you pay your bills?
send a When it is someone’s birthday or Christmas you send a I have sent a greeting
greeting card greeting card. Every Christmas my brother sends me a card to my XXX
greeting card to wish us a Merry Christmas and a Happy New because it was XXX
Year. Who have you sent a greeting card to? Why?
37
spend time When you are with someone watching a movie or talking you I spend XXX time
are spending time with them. Every Friday night is family with my parents each
night. We all spend time together watching a movie and week.
talking about our week. How much time do you spend with
your parents each week?
take pictures With your camera you take pictures. We I went on my winter XXX cameras take
vacation I took many pictures of the sights. What brands of great pictures.
cameras do you think take the best pictures? Why? Because…
take out the When you remove the trash from your house, you take out the XXX takes out the
trash trash. When the trash can in the kitchen is full I take out the trash at my house.
trash. Who takes the trash out at your house?

1. SC Activity: Matching Exercise–vocabulary
Introduction: Let’s talk about what people do.
Procedure:
1. (On the board, draw a chart with four columns. Write send, deliver, make and pay the
title for each column.) What’s one thing people often send? (Elicit a letter, a card and write
it in the correct column.) What’s something people often deliver? (Elicit a pizza, groceries
write it in the correct column.) What is something people often make? (Elicit breakfast,
money write it in the correct column.) What’s something people often pay? (Elicit bills
write it in the correct column.) Make sure you understand that when you send something,
someone else takes it for you. When you deliver something you take it yourself.
2. Get into pairs and think of three more things you can send, deliver, make and pay. (Give
students 5 minutes to complete the task. Walk around and help them if needed. Make sure
everyone is speaking English. Once they finish call on different students and complete the
chart on the board.
For example:
T: We can send flowers to a girl.
S2: Medicine can be delivered.
3. Now, open your books to page 22, exercise 1. Look at the words in the box. Write the
verbs in the box next to the associated words in the web. The words in the web are the
objects of the verbs. (Do more than one example if students don’t understand. Give
students 5 minutes to complete the task. Walk around the classroom helping students if
needed.) (DO NOT GO OVER THE ANSWERS YET.)
4. Get into pairs and compare your answers. Discuss any answers you have different and
agree on one answer. (Give students 4 minutes to complete the task. Make sure everyone is
speaking English. Once they finish click on the slide to check their answers.)
1. SC Activity: Stimulus-Response & Question-Answer – Vocabulary
Introduction: Let’s share some information about you.
Procedure: (Before you start review words of frequency if needed: always, often, usually, and
sometimes.) In your notebook I want you to write 5 true statements about yourself using verb-
object combinations from exercise 1 on page 22. (Give students 4 minutes to complete the
For example:
T: I usually make breakfast for the family on Sundays. I always pay my bills on time. I
never send telegrams. I sometimes take out the trash. I usually make phone calls to my
friends every day.
Procedure: Get into pairs. Take turns reading your statements and make follow up comments
on your partner’s sentences.
For example: (Look at the book for the example.)
38

1. FP Activity: Presentation – Review
Introduction: Open your book to page 23, exercise 1. Look at the picture. Where are these
people? What are they doing?
Procedure: Look at exercise 4. Get into trios. Take turns telling one another about one of the
topics in the list. You must listen carefully and be ready to ask follow-up questions. (Give
students 7 minutes to complete the task. Walk around and help them if needed make sure
everyone is speaking English. Encourage students to keep the conversation going by asking
follow-up questions and giving comments.)
For example:
T: My cousin had an unusual job once. He was a bodyguard for a famous singer.
S2: Really? Who?
1. Look at the picture of the party scene again. You are going to listen to the interview with Ron,
and then find Ron and his wife in the picture. (Play the audio. If necessary, play it a second
time.) Now, let’s check your answers. (Click on the slide to check the answers.)
3. Now, you are going to listen to the conversation again and answer the questions. (Play the
audio. If necessary, play it a second time.) Get into pairs and compare your answers. (Play the
audio again so that students can check their answers. Click on the slide to check the answers
again.)
1. (Teacher clicks on the slide and reads the question. Elicits a sentence from students. Teacher
says the sentence and has students repeat as s/he writes it/them on the board.)
example.) (Repeat the process for the next question.)
a. Who does the action in a sentence? (The subject.)
b. Who receives the action of a verb? (The object.)
c. When we ask a question with Who, do we use do or does if we want to know the
subject? (No.)
d. What form of the verb do we use when we are looking for the subject? (3rd person
singular.)
e. When we ask a question with Who, do we use do or does if we want to know the
object? (Yes.)
f. What is the order in questions when we want to know the object of the sentence?
(QW+ aux. + subject + verb.)
4. Open your books to page 24, exercise 2. Complete the rules in the box by filling in the blanks
with subject or object. (Give students time to complete the task. Click on the slide to check
their answers.)
5. Now, let’s look at exercise 3. Look at the conversation. Complete the subject and the object
questions with who and the appropriate form of the verbs in parentheses. (Go over the first
questions with the class as the example. Give students 7 minutes to complete the task. Walk
around and help them if needed. Click on the slide to check their answers.)
6. Get into pairs. Ask and answer the questions from exercise 3, substitute the information with
your own. Make sure you ask your own questions also. (Give students time to complete the
task. Walk around helping them if needed. Make sure everyone is speaking English.)
39
Slide 17-18: Pronunciation (10 m)

1. Open your books to page 25, exercise 4. In English intonation changes in order to make the
most important word in each sentence stand out. This word is called the focus word. You are
going to listen to some sentences in English. Notice the way the most important word in the
question and answer stands out. (Play the audio once. Play it again if necessary.)
2. (Click on the slide.) Let’s do exercise 5. Read the sentences and circle the focus word in each
question and answer. (Play the audio, play it again if necessary. Give students time to complete
the task. Walk around and help them if needed. Click on the slide to check their answers.)
3. (Play the audio, pausing after each sentence and having students repeat. Check their
pronunciation and correct any mistakes. You can ask for individual repetition also.)
4. Pair students up and have them practice in pairs.
Oral Activities (15 m)
1. SC Activity: Question & Answer – Review
Introduction: Let’s talk about your life.
Procedure:
1. Open your books to page 25, exercise 7. Look at the colored notebook page. Complete the
sentences to make true statements about your lives. You have to fill it out with people’s
names. For example: my brother Luis, my friend Susana. (Give students time to complete
the task. Help them if needed.)
2. Get into pairs. Take turns asking and answering questions about your partner’s routines.
Make sure you take notes of your partner’s answers so that you can compare your routines
later. (Give students time to complete the task. Walk around and help them if needed.
Make sure everyone is speaking English.)
3. (Call on students to share to the class what they learned about their partners.)
For example:
T (Pat): Both Juan and I make breakfast at home in the mornings.
S2 (Alex): I eat lunch at home but Ana eats lunch out.
about?
3. Do Unit 5, exercises 1, 2, 3 and 4.
40

(110-120 m)

1. FP Activity: Finding expressions for disbelief
Introduction: Look at the slide. Do people sometimes tend to exaggerate or distort
information? Do you know what a pathological liar is?
Procedure: Please get together in teams of three and answer the question that will appear on
the screen. (Click the screen for the question to appear.)
For example:
T: If a friend says that he played with the Manchester United soccer team, I will say
“Oh come on you’re kidding right…
Follow up: (Click on the slide for expressions to appear) Here are some expressions you can
use. Repeat them after me. (Have students repeat after you to get the correct pronunciation
and intonation.)
Now, think of some ridiculous or exaggerated things you can tell your classmates like the
Manchester United statement. (Give them a few minutes to think of some things.) Now, Get
up and go around the room and tell different classmates your statements. Of course, your
classmates will respond with expressions of disbelief.
For example:
T: I sang a duet with Lady Gaga in a concert last year.
S8: That can’t be true. You can’t sing.
on the board.
understand.
provided below.
boiling When something is very hot we say that it is boiling. I like my No/ Yes, I like/don’t
coffee really hot; I like it boiling. Do you like your coffee or tea like my coffee boiling
boiling? Why? /Why not? because…
exhausted When you work all day without any rest you feel very, very tired. I feel exhausted
You feel exhausted. Last week I worked about 60 hours; I was when…
exhausted at the end of the week. When do you feel
exhausted?
flooded When it rains a lot and water covers everything we say the place No/ Yes, It has/hasn’t
is flooded. During the rainy season, Veracruz, Tabasco and been flooded. XXX
Oaxaca are often flooded. Has your neighborhood ever been usually gets flooded.
flooded? What places usually get flooded?
freezing Look at the pictures. Is it very cold in those places? We can say It’s freezing in XXX in
it’s freezing. In Siberia it is usually freezing. What places in the winter.
Mexico are freezing? When?
packed When a place is extremely crowded we say it is packed. When XXX is packed on
U2 came to Mexico, the concerts were packed. What other Saturday nights.
places are packed? When are they packed?
41
involved When someone is interested in some cultural, political or social I am involved in XXX.
activity and actively participates, we say that person is involved
in that activity. I am involved in photography workshops. What
are you involved in?
1. Go to exercise 1 on page 26.
2. Match the adjectives from the right column with adjectives from the left column that have
similar meaning.
4. As you can see the adjectives on the left are ordinary adjectives and the adjectives on the right
are more extreme, more intense.
Slide 14: Grammar Focus: Adjectives and Intensifiers (10 m)
1. Shows the slide; say the sentence(s) and have students repeat as you write it/them on the
board.
2. Label the sentence(s) with students’ participation.
3. Elicit certain patterns from students by asking:
a. Is interesting an extreme adjective or ordinary? What about fascinating? (Ordinary.)
b. What intensifier do we use with extreme adjectives according to the examples?
(Absolutely.)
c. What intensifier do we use with ordinary adjectives? (Very.)
d. What about really? This intensifier can be used with…? (Both.)
4. Click on the slide to make these concepts more visual.
Slides 15-16: Vocabulary Activity (5 m)
1. Go to exercise two on page 26.
2. Here we have a conversation. Fill in the blanks with the adjective that you feel corresponds.
Slide 17: Pronunciation (Only if time permits; the objective is to get to free practice.)
1. Look at the slide. As you can see in the table, we have adjectives with different numbers of
syllables and different places where the stress falls. In a moment I will play the recording. I
want you to pay special attention to where the stress (the strong sound) is in each adjective and
how many syllables each adjective has. (Play the recording and have students identify the stress
and number of syllables.)
2. I am going to play it again. Write the adjective in the corresponding column. (Play the
recording.)
3. Let’s check your answers. (Click on the slide to check answers.)
4. Now I am going to play it again for you to repeat. (Play the recording and have students
repeat.)
Slide 18: Controlled Practice: Repeat (10 m)
1. Repeat: Divide the group into two teams; team one repeats the question and team 2 repeats
the answer. Then have someone from team two repeat the question and someone from team
one repeat the answer. Repeat the procedure switching the roles if you feel the group would
benefit from it.
Slide 19: Some other extreme adjectives (5 m)
1. Look at the slide. What can you see? Are these extreme or ordinary adjectives? Right!
2. Do you think there are extreme adjectives that have similar meanings?
3. So let’s look at the extreme adjectives for “good.” (Click on the slide and have students repeat
the adjectives after you.)
4. Now let’s look at some extreme adjectives for “bad.” (Click on the slide and have students
repeat the adjectives after you.)
5. And finally let’s see some adjectives for “interesting.” (Click on the slide and have students
repeat the adjectives after you.)
6. Are there any questions?
42

1. SC Activity: Stimulus Response-Adjectives
Introduction: Now let’s play a game. Let’s have 3 teams. The idea is for you to say sentences
as fast as you can.
Procedure: Now, I give you an adjective and you give me a sentence with that adjective plus
an intensifier.
For example:
T: awesome
S1: I went to a really awesome movie last night. It was about the Independence of
Mexico.
Cues:
magnificent horrible
terrible marvelous
enormous tiny
crowded exhausted
awful freezing
fascinating captivating
1. SC Activity: Question & Answer - Adjectives and adjective intensifiers
Introduction: Let’s ask and answer questions using adjectives and intensifiers.
Procedure: Use the information on the slide to ask and answer questions about the different
items on the slide. Be sure to give additional information to make your answer stronger. (Do
ten in this fashion and then have them work in pairs and practice asking and answering.
Teacher walks around to help with semi-controlled correction.)
For example:
T: S1, ask the question with accident / bad?
S1: Was the accident bad?
T: Yes, it was absolutely awful. Many people got hurt.
1. FP Activity: Mini Student Presentations-Describing past events
Introduction: Do you like to remember pleasant moments in your life? Who can tell me about
a pleasant moment? (Let students mention some pleasant moments.)
Procedure: (Go to slide 20.) Please look at the slide. Take a moment to think about how you
would complete these ideas. Now please share your pleasant moments with at least 3
classmates. Make sure to use some of the adjectives and intensifiers we have been working
with.
For example:
T: The best concert I’ve been to was a Rolling Stones concert. The place was
absolutely packed and the people were really involved in the concert. Everybody
was singing and Mick Jagger danced all over the stage. He was really motivated and
gave a great concert
1. FP Activity: Video Description/Role-?lay-Past tense and adjectives.
Introduction: Do you like to travel? Have you ever been to a Carnaval? What do you think
being in the Rio de Janeiro Carnaval is like?
Procedure: Let’s watch the video on the Rio de Janeiro Carnaval and imagine all the adjectives
you can used to describe this event.
Now imagine that you and the classmate next to you just got back from Carnaval; work
together and get prepared to share your experience with the class.
For example:
S1: It was really crowded. There were people from all over the world.
S2: It looked absolutely fascinating! People never stopped dancing.
43
Slide 23: Listening (10 m)

1. Please open your books to page 26. Go to exercise 1.
2. In a moment I will play the recording for you. Please check (write a checkmark  on the
board) all the adjectives you hear. (Play the recording and make sure students are following
instructions.)
1. Now open your books to page 27. Go to exercise 10. Take a moment to read the statements.
Are there any questions?
2. I will play the recording for you again. Your job now is to writ F if the statement is false and T
if the statement is true. If the statement is false, you need to correct the statement in order to
make it true. (Play the recording and make sure students are following instructions.)
doing?
44

(106-115 m)

Write the objectives on the board and have students repeat.
1. FP Activity: Student Presentations-defining and taking about urban legends.
Introduction: Look at the picture. Can someone describe it? Have you ever heard the term
“Urban legend”?
Procedure: Please get together in teams of three. Talk about the 4 questions that are on the
screen.
For example:
T: For me an urban legend is a scary story. It is usually false.
Follow up: Now, someone share what you talked about in your teams.
on the board.
understand.
provided below.
tub (Pointing to the picture.) This is a tub. I love to get into the I have a tub. I use the
tub and take a relaxing bath when I feel really exhausted. tub …
Who has a tub at home? When do you use your tub?
myth A myth is something that is not true. Unicorns are a myth; Yes/No, I (don’t) think
they never really existed. Do you think Atlantis is a myth? Atlantis is a myth.
true/untrue Something that is not false is real or true. The komodo No it isn’t a true animal.
dragon is a true animal. It really does exist. (Pointing at the No, it isn’t untrue.
picture.) Is the Loch Ness monster a true animal? Right it is
untrue. It is false. Is your love for your boyfriend/girlfriend
untrue?
terrified When you are very, very afraid; you are terrified. I was Yes, I have been
terrified of vampires when I was a child. Have you ever been terrified. I was terrified
terrified? When were you terrified? when…
Slides 35-36: Jigsaw Reading-Urban Legends (15 m)

1. Please look at the slide. What do you think this article is going to be about?
2. Before you read the article, let me read the questions that that you need to answer. (Click on
the slide and read the questions and make sure all is clear.)
3. Get into teams of three. S1 will read the first paragraph. S2 will read the second paragraph and
student 3 will read paragraph 3. Only read the paragraph you are assigned.
4. (Click on the next slide.) Read the assigned paragraphs.
5. (Give then 2 minutes to read their paragraphs.) Now work with your team and explain what
you understood about the paragraph you read.
6. Let’s look at the questions again and answer them. (Elicit students’ answers and clear up any
questions.)
45
Slide 37: Grammar: Past Continuous and Simple Past (10 m)

the board.
labels.)
3. Have students answer the 3 questions at the bottom of the slide. Have students work in pairs
to do so.
4. (Click on the slide for answers to appear.) Go over answers and elicit the difference between
Past Continuous and Simple Past from students.
Slide 38: Guided Grammar Practice
1. Please open your books to page 28, exercise 3.
2. Complete the sentences with the correct form of the verb. Remember the different uses we
have seen for Simple Past and Past Continuous.
3. Let’s check your answers. (Click on the slides for answers to appear.)
individually.
Slides 41-44: Oral Practice (15-20 m)
1. SC/FP activity: Problem Solving-“The story”-Simple Past & Past Continuous
Introduction: Are you good at puzzles? Are you good at putting events in order?
Procedure:
1. On this next slide we have 8 pieces of a story. These pieces are not in the correct order.
Work in teams of four and put the eight items in the correct order. (Give students 8
2. Okay, now in order to check your answers we are going to watch the video. (Click on the
next slide and play the video.)
3. Let’s check the order. (Elicit order from students then click on the next slide to get the
correct order.)
4. Who would like to re-tell the story in their own words? (Call on a team and have students
re-tell the story any way they can. If other teams want to try it, go ahead.)
5. (Correct after all participations; use FP correction.)
Slides 45-46: Oral Practice (15 m)
1. FP Activity: Story building activity-Simple Past & Past continuous
Introduction: Are you good at inventing stories? Let’s play a game.
Procedure: Let’s divide the group in 3 teams. In a moment the beginning of a story will
appear. Team 1 has to continue the story. Then, team 2 adds to the story after team one’s
participation. Team 3 adds another part, after team 2. Then Team one continues and so on
until someone can’t continue any longer. (Start the game. There are several prompts on the
next slide.)
For example:
I was sitting there, having a cup of coffee when she walked in…
T: She didn’t see me, but I saw her. She was beautiful.
Team1: She was wearing the dress that I liked so much.
Team 2: She was not alone. Her brother was with her. He was absolutely…
46
Slides 47-48: Oral Activity (10-15 m)

1. FP Activity: Student Presentations-Simple Past & Past Continuous
Introduction: We all have stories of special things we have experienced in our lives.
Procedure: Look at the slide and think of a true story that happened to you. If you want to
take notes, open your books to page 29, exercise 4. There you can write down the time, place
and what happened. (Give students some time to do this.)
Now, work with the person to your right and tell him/her about your story. Then let him/her
tell you his/her story. (Click on slide 47 for students to refer to.)
For example:
T: Last year I went bungee jumping in the Rocky Mountains. The view was absolutely
incredible. I was about to jump when the instructor stopped me. He looked and the
equipment and…
Follow up: Would someone like to share what they heard?
doing?
47

(116-133 m)

1. FP Activity: Presentation: Prefer
Introduction: Do you like to eat out or do you prefer to eat at home? When do you prefer to
eat out? When do you prefer to eat at home?
Procedure: Work in trios and tell your classmates about your preferences. Talk about when
and why you eat out, and when and why you eat at home. Mention what you prefer; to eat out
or to eat at home. (Give them time to ask and answer the questions.)
For example:
T: I prefer to eat out most of the time. I don’t like to cook and I don’t have time,
either. The only problem is that it can be expensive, so I usually don’t eat out.
When it’s a special occasion like my father’s birthday or when it’s Mother’s Day, my
whole family eats out. At Christmas, I always prefer to eat at home; my mother
cooks delicious food at Christmas.
on the board.
understand.
provided below.
hot /spicy When you eat something that makes your mouth and lips feel XXX is hot and spicy.
like they are burning, we say that the food is hot or spicy. In
this case, hot isn’t the opposite of cold. Habanero chilies are
very hot and very spicy. What food in Mexico is hot and
spicy?
healthful / When something is good for your health, we say it’s XXX is healthful or
nutritious healthful or nutritious. Fruit and vegetables are healthful nutritious.
and nutritious. What is something else that is healthful or
nutritious?
low-fat Food that doesn’t have a lot of oil, grease or fat is low-fat. XXX isn’t low-fat.
Fruit is low-fat. Tell me something that isn’t low-fat.
formal / When a place is decorated in an expensive manner, we say it’s I wear formal clothes…
elegant formal or elegant. We can use formal or elegant to
describe a place or the way someone dresses. We don’t use
formal to describe a person. When I go to a wedding I dress
in a formal manner. When do you wear formal clothes?
polite / When you are at a store, hotel, restaurant, etc. and the people XXX people at YYY
courteous who work there treat you nicely, we say they are polite or place are polite /
courteous. The waiters at my favorite restaurant are always courteous.
polite. Tell me about a place where the people who take care
of you are polite or courteous.
bland When food has very little flavor, we say it’s bland. When I XXX is bland.
have a stomach infection, I have to eat bland food. Tell me a
food that is bland.
48
sour Sour is a flavor that makes you pucker up (mimic). The XXX is sour.
opposite of sweet is sour. Lemons are sour. What is a drink
that is sour?
rude Rude is the opposite of polite. The woman that gives out When I meet a rude
numbers at the government office is very rude; she was person I …
yelling at everyone. What do you do when you meet a rude
person?
Slide 15: Getting Started (5-7 m)

1. Open your books to page 30, exercise 1. Work in pairs and put the words from the box into
the correct column in the chart. What are the different categories in the chart? (Go over each
of the headings to make sure students understand them.) (Give them time to complete the
task.)
2. Let’s listen to the audio to check your answers. (Play the audio for them to check their
answers.)
1. FP Activity: Role-Play: Vocabulary
Introduction: Do you like all kinds of restaurants? What kind of food do you prefer?
Procedure: Look at exercise 3. Work in pairs. Discuss the restaurants in the photos in your
book and talk about the foods you see. Use the adjectives from exercise 1 or other adjectives
you know. Which restaurants and foods do you like? Which do you dislike? (Let them work in
pairs and help them if needed.)
For example: (Go over the example in their books.)
1. Open your books to page 31, exercise 4. In English, vowels that are not stressed, or are weak,
have a short, sound /ǝ/. Listen to the words and the pronunciation of the vowels in blue.
3. (Click on the slide.) Now, listen to the audio and underline the vowels in these words that have
the short sound.
4. Let’s check your answers. (Click on the slide to show the answers.)
Slides 17: Reading (15-20 m)
1. What is your favorite restaurant? Work in trios and talk one minute about your favorite
restaurant and why it’s your favorite. (Give students 3 minutes to do this.)
2. Now, open your books to page 31, exercise 9. You are going to read the restaurant review and
decide if the review is favorable or negative regarding the décor or decorations, the service and
the food. (Give students a few minutes to read and then fill in the chart.)
3. What answers did you get? Was the décor favorable or not? (Favorable.) And what about the
service? (Favorable.) What about the food? (Negative.)
4. Next, look at the questions in number 10. Please read them silently. (Give them one minute.)
Now, read the review again, and when you finish, answer the questions.
5. Let’s check your answers. (Click on the slide.)
6. What did you answer for number 3? Who would go to this restaurant? Why? Who would NOT
go to this restaurant? Why not?
49

on the board.
labels.)
a. What do we use to describe that something is sufficient? (An adjective + enough or a
noun + enough.)
b. What do we use to say that something is more than what we want or expect? (Too +
adjective.)
c. When we use too, it usually has a negative idea. For example, you can’t say “He’s too
nice.” You’d have to say “He’s very nice.”
4. Open your books to page 32, exercise 2. Circle the correct words to complete the rules. (Give
them a minute to do this. Check their answers orally: 1. after; 2. before; 3. after.)
5. Now, work in pairs and complete the conversation in exercise 3. (Give them time to do this.
Slides 21-22: Repeat/Complete (10 m)
individually.
Slide 24: Speaking (10-15 m)
1. FP Activity: Information Gap-Adjective to describe food and restaurants
Introduction: Do you like to go to restaurants? Do you like to try new restaurants and food?
Procedure: Open your books to page 33, exercise 4. You are going to work in pairs. You and
your partner just ate dinner at a new Italian restaurant in you city. You are going to share your
impressions of the restaurant and food. Student A will look at page 33 and Student B will look
at page 136. Discuss whether you would go back to the restaurant or not.
Follow up: Now, in groups of four, think of a restaurant or café near your school. What do
you like about the place? Why?
about?
50
WorldView: Book 3A, Midterm Review

(123 m)
Slides 2-3: Homework: (5 m)

Slide 4: Objectives: (3 m)
1. Go over each of the objectives; don’t write them on the board.
1. (Click on the slide.) Look at the sentences. Copy them in your notebooks.
2. Now, read each sentence and circle the mistake; it’s one of the underlined words or phrases.
Then, write the correction in your notebooks. (Give students time to complete the task.
Monitor them and help them if needed. Once they finish click on the slide to check their
answers. Go over any questions they might have.)
1. SC Activity: Find Someone Who – Pres. continuous to talk about the extended present
Introduction: Do you know what your classmates are doing these days? What’s going on in
their lives? Are they taking dance lessons? Are they doing exercise to lose weight? Let’s find
out.
Procedure:
1. Open your books to page 18. Exercise 1. Read the chart. Any questions? In a minute, you
are going to stand up and ask questions to find someone who is doing each of the activities
listed in the chart. When you find someone, you fill in the name.
2. What’s the question for the first sentence? (Are you changing your diet?) And what can
you answer? (Yes, I am or No, I’m not.) If your classmate says NO, can you write his/her
name in the chart? (No.)
3. Remember we use the present continuous form to ask and answer the questions about
situations happening these days, but not necessarily at the exact time of speaking. (Give
students 10 minutes to complete the task. Walk around and help if needed. Make sure
4. Now, get into groups of four and report to each other what you found out about your
classmates. Each member of the team must say at least two things.
For example:
T: Juan is changing his diet. He isn’t eating bread or pasta. He’s trying to lose weight.
Slide 6: Oral Practice (15 m)
1. FP Activity: Debate – Adjectives and as…as.
Introduction: Let’s discuss the differences between men and women.
Procedure:
1. Open your books to page 18. Exercise 4. Listen to the conversation. (Play the audio. Play it
again if necessary.) What are the speakers doing? (Elicit answers from students. They are
talking about differences between men and women.)
2. Let’s look at exercise 5. You are going to work in pairs. One will be student A and the
other will be student B. Read your point of view, which you will have to present to your
partner and give reasons why you believe that. Look at the slide for some phrases you can
use to debate with your partner.
3. You have 4 minutes to read your part and organize your ideas. I suggest you take brief
notes on your reasons; this could help you when you are debating. (Give students 6
minutes to debate their ideas. Walk around and help them if needed. Make sure everyone is
speaking English.)
4. Now, get together with another pair to form groups of 4. You are going to discuss your
own ideas about differences between men and women. (Click on the slide. Ask:) Who is
neater? Who is more organized? (Encourage students to give reasons when responding.)
Example on next page. 
51
For example:
T: Women are neater than men because men don’t worry about those things.
S2: Men are more organized in money issues because women love to go shopping and
don’t think about how much they are spending.
1. FP Activity: Role Play-simple present in statements and questions
Introduction: Let’s plan our vacation.
Procedure:
1. Open your books to page 19, exercise 7. Listen to the conversation. (Play the audio. Play it
again if necessary. Click on the slide. Play the audio again and have students repeat the
conversation.
2. Get into pairs. One student will be A, and the other will be B. Imagine you are going on
vacation and you need to make a hotel reservation. You are each going to call a hotel.
When student A calls the Super Seven Hotel, student B is an employee of the hotel. When
student B calls the Drake Hotel, student A is an employee there.
3. Student A; go to page 141. Read the features of the Drake Hotel, and student B; go to page
138 to read the features of the Super Seven Hotel.
4. Call and ask questions about each hotel’s facilities and services. (Walk around the room,
helping if need. Make sure everyone is speaking English.)
5. Now that you know what each hotel has as far as services and facilities; discuss which hotel
is better and why. (Once they finish call on a few pairs to tell you which hotel they prefer.
Encourage then to give reasons.)
For example:
T: I think The Drake Hotel is better because it has free transportation to and from the
airport.
S2: The Super Seven Hotel is just minutes from the airport and has free baby-sitting
services.
Oral Activities (20 m)
1. SC Activity: Stimulus-Response-Adjectives ending in ED and ING
Introduction: Let’s talk about things that have happened in your life and how you felt..
Procedure:
1. Open your books to page 19, exercise 10. Look at exercise 5. Read the instructions. Get
into groups of 4.
3. Each group must have a coin and each person a different token as markers.
4. When you land on a space, say a sentence using the word. If the sentence is correct you can
stay on that space. If it isn’t correct, you need to move back one space. The winner is the
first player to reach the end.
For example: (Have a student come up to the front to model the activity with you.)
T: (Toss a coin and move the correct spaces.)
T: I was very frightening when the earthquake started.
S1: That is incorrect you don’t say I was frightening you say I was frightened. Move
back one space.
(Then it is the next person’s turn.)
Follow up:
(Write on the board the following adjectives: bored, excited, interested, exciting, and
boring.) (Divide the class into two) Open your books to page 19 again. Using the
adjectives in the box you are going to create a story. Get into a circle. I will start the
story then the second student must continue the story by saying a sentence using a
different adjective. The next student does the same. Once the story comes to an end
start a new story.
Example on next page. 
52
For example:
T: We went to the horse races last Saturday and it was very exciting.
S2: I got bored because I didn’t understand how to make bets.
S3. The interesting part was watching the horses run by. Etc.
Slide 8: Oral Activities (15 m)
1. SC Activity: Game – Using subject and object questions
Introduction: Let’s play a game.
Procedure:
1. Open your book to page 38, exercise 1. Look at the pictures of the game board. Listen to
the following conversation. (Play the audio once.) Now, listen again. This time I want you
to listen carefully to the questions in the conversation. You may take notes if you want.
(Play the audio. Play it again is necessary.) What questions did you hear? (Write the
questions students tell you on the board. Once they finish click on the slide and compare
answers.)
2. Get into groups of 4. Read the instructions to exercise 2. Each group must have a coin and
each person a different token as markers. When you land on a space, with a picture, you
have to ask two members of your group two questions about the topic. If the questions are
correct you stay. If the questions aren’t correct, you move back one space. The winner is
the first player to reach the end.
For example:
T: Who cooks the meals in your house?
S4: Correct! Next.
1. FP Activity: Information Gap – using subject and object questions
Introduction: Let’s talk about the different activities you do every day at home.
1. On a piece of paper you are going to write three questions. You want to ask questions to
find out who does different things at home. For example, who washes the dishes in your
house? Or, who gets up first in your house every day? Now, write your three questions.
(Give them a few minutes to write their questions.)
2. Now, stand up and get into a circle. (Have the whole class stand up and get into a circle. If
the class is too large, make two smaller circles.) Now, the first person starts by asking the
person in front of him/her one of the questions on his / her paper. Then the person that
answers the question, ask the next question to the following person in the circle. (They
circle will have to move one person each time. The circle will continue rotating until
students get back to where they started.)
For example:
T: Ana, who washes the dishes in your house?
Ana: My sister and I take turns. Rodrigo, who wakes up first at your house?
Rodrigo: My mother does. Juan, who cooks lunch every day?
Juan: My sister does. María, who washes the clothes at your house?
Etc.
53

1. FP Activity: Role-Play – too and enough
Introduction: Let’s go out for dinner.
Procedure:
1. Listen to the audio. It is about Alice’s Restaurant and The Blue Lantern Restaurant. Listen
to what the customers say about what they like and don’t like. (Play the audio. Play the
audio again if necessary.)
2. What do the customers like about Alice’s Restaurant? What don’t they like? (Elicit some
answers from students. Repeat the process with The Blue Lantern Restaurant.)
3. Open your books to page 39, exercise 7. Get into pairs. One student is A and the other is
B. Imagine you are going out to dinner. You are going to discuss local restaurants and
choose a place to have dinner together. Think about what food you want to eat, how much
money you have, etc. Read your assigned roles and start. (Give students time to complete
the task. Walk around and help them if needed. Make sure everyone is speaking English.
Once they finish call and some pairs to tell you about their restaurant choice.)
about?
3. For homework, study for the exam.
54

(110-120 m)
1. FP Activity: Opinion Gap /Marriage
Introduction: Is marriage difficult? What sort of problems do married couples have?
Procedure: Please get together in teams of three. There are two questions on the slide that you
need to answer and share ideas about.
For example:
T: I think one of the most important things in order to have a successful marriage is to
have common goals in life. Couples argue a lot when they do not share the same
life project.
Follow up: Okay, now let’s share some of the ideas that you came up with.
on the board.
understand.
provided below.
react to What you do when you have a problem; the actions that you Yes, I react/No, I don’t
problems take. This defines how you react to a problem. Some people react to problems
freeze when they have a problem. They do not react to the quickly. I usually …
problem. Do you react to problems quickly? How do you
react to problems?
take care of When you pay your bills on time and you are responsible for Yes, I take care / No, I
financial how much you spend, you take care of your financial don’t take care of my
obligations obligations. I always take care of my financial obligations financial obligations.
because I don’t like to pay interest. Do you always take care of To take care of my
your financial obligations? What do you do to take care of financial obligations I
your financial obligations? …
make When famous people get married they sometimes make Yes, I think / No, I
prenuptial prenuptial agreements to protect their money and belongings don’t think making
agreements in case of divorce. This contract establishes who gets what in prenuptial agreements
case of a divorce. Michael Douglas and Catherine Zeta Jones is a good idea because…
made a prenuptial agreement. Do you think making
prenuptial agreements is a good idea? Why? /why not?
lose your People who get very mad sometimes lose their temper. They When I lose my
temper go crazy and say things or do things they shouldn’t. When I temper, I …
lose my temper, I punch the wall. What do you do when you
lose your temper?
exchange During the wedding ceremony, one of the most important After they exchange
wedding moments is when the bride and groom exchange wedding wedding rings, the
rings rings. Before they exchange wedding rings they make groom gives the bride
promises. What happens after they exchange wedding rings? some wedding coins.
Do the bride and groom always exchange wedding rings? Yes, they always
exchange wedding
rings.
55
sign a When people rent an apartment you need a legal paper to make People sign contracts
contract it official; you need to sign a contract. When I bought my when …
house, I signed a contract. On what other occasions do
people sign contracts?
have How do you protect your car? Are there companies that fix Yes it is a good idea to
insurance your car if you have an accident’ Yes, but only if you have have car insurance
insurance. When you have insurance you make a contract because cars are stolen
with a company in case you have an accident? That way you and very often. Having life
your car are protected. Is it a good idea to have car insurance insurance is a good idea
in Mexico? Why? What about having life insurance? Is that a to protect your children
good idea? in case you die.

1. Go to exercise 1 on page 34.
2. Match the two columns in order to make logical sentences.
Let’s do the first one together. “When people are under a lot of stress they may lose …” What is the
answer? Right, their temper
3. Check your answers; look at the slide. (Click on the slide to show the answers. Check to see if
there are any questions.)
4. Now please go to exercise 3 on page 34. Wok in pairs: one will chose a word from the
vocabulary we just saw and the other will give a sentence using that word to describe himself
or someone he knows. Do 4 words and then switch. (Click on slide to see the example.)
5. (After giving students some minutes and going around to help students, ask teams to share
some of the sentences they came up with and correct as in a FP activity)
Slide 13: Pre-reading Activity (10 m)
1. Let’s look at the slide. In a minute we will be doing the reading on page 35, but before doing
this; works in teams of four, look at the slide and discuss the questions that appear. Make sure
that you back up your opinions with valid reasons.
For example:
T: I would never begin a business with a friend without a contract. Many times the
best friendships go bad and there are terrible fights over the business.
2. (Give them some time to discuss the questions.) So, who can share some of the ideas you
talked about in the groups? (Have one or 2 teams share their ideas.)
Slide 14: Reading (10 m)
1. Take a few moments and look at the questions that you need to answer after the reading. Are
there any questions.
2. Open your books to the reading on page 35. You have five minutes.
3. (Once the five minutes are up.) Now answer the questions in exercise 5.
4. (Give them a moment to complete exercise 5.) Let’s check your answers. (Click on slide for
answers to appear.)
Slides 15-16: Grammar Focus/Modal auxiliaries: must, have to and can (10 m)
the board.
2. Teacher has students answer the questions on slide 15 in pairs.
3. Teacher elicits answers to the questions on the slide and clears up any questions that may come
up.
4. Teacher has three students come up to the board. One student labels all the verbs, another
labels all the expressions and another labels all the auxiliaries. The first one to finish wins.
5. Teacher and students check labeling on slide 16 and clear up any questions.
Ask:
a. What expressions do we use for obligation? (Have to and must.)
b. What expression requires do/does for questions? (Have to/ has to.)
56
c. What expression do we use for prohibition? (Can’t)

d. What is the form of the verb when we use these expressions? (BFV)
e. What expression do we use in questions for obligation? (Have to)
1. Please open your books to page 36, exercise 3.
2. Complete the sentences with the correct expression. Remember the different uses we have for
have to, must and can’t. (Give them 5 minutes to do this.)
4. How many got all of them correct? Raise your hand. How many had only 1 mistake? Two?
individually.
1. SC Practice: Find someone who-Modals
Introduction: Let’s find out some information about our classmates.
Procedure: Look at the screen; there are six statements. Your job is to find someone for who
these statements are true. What would the question be like in the first one? Sts: Do you have to do
housework at home?
For example:
T: Do you have to do housework at home? (Ask a student.)
S: Yes, I have to clean my room.
T: So is this sentence true for him? So I don’t right his name down and I look for
someone else.
Follow up: So who found someone for all the statements?
1. FP Activity: Student Spontaneous Presentations-Modals
Introduction: Imagine that we belong to an association dedicated to giving money to people
who work very hard and do not have an easy life.
Procedure: Get into teams of 3. In a minute you will see images of different people; your job
is to tell the person’s story in order for him to be given some help. Think of the person’s
obligations and also about the things life does not permit him to do.
For example: (Click on the slide.)
T: This is Pedro. He has to risk his life every day to bring food home for his 4 younger
brothers. He can’t study or look for other opportunities because he must dedicate
all his time to working so that his brothers can have a better life. His parents are
both alcoholics and he can’t depend on them for anything. Also he has to watch
over his brothers so his parents don’t make them ask for money in the streets.
(Click on slide and have different teams tell the story.)
Follow up: We need to only select 2 people to get the prize. Who gets it and why?
57

doing?
58

(106-115 m)

1. FP Activity: Student Discussion/successful managers.
Introduction: (Write the word “manager” on the board.) When you see this word, what does
it make you think of? What is a manager?
Procedure: Please get together in teams of three. Talk about the 3 questions that are on the
screen. Then, write a list of three things for each question.
For example:
T: For me a successful manager is a person who motivates his workers to be better
every time.
Follow up: OK, now let’s talk about some of your ideas. (Turn this into a mini discussion.)
on the board.
understand.
provided below.
huge When something is very big we say it is huge. Mexico City is Yes, it is / no it isn’t
huge. The bridge on the slide is huge. Is this campus huge? huge
encourage Telling someone that he/she can do something that seems My XXX encourages
difficult is to encourage them. Saying things like: “come on; me to do things.
you can do it; go for it” is to encourage someone to do Commercials
something. My family always encourages me to do things. encourage you to buy
Who encourages you to do things? What do commercials things.
and ads encourage you to do?
make an When you try, using your energy and dedication to do I make an effort to…
effort something; you make an effort. Your parents make an
effort to give you a good education. What do you make an
effort to do?
a task A task is something that you have to do at work, at school or Our task is to learn and
at home. My task, my objective for today is to teach you practice some
some expressions. What is your task for today’s class? expressions.
come across The way people envision you because of your attitude, He comes across as an
as gestures and manners is the way you come across to people. XXX and in the second
Maradona, for example, comes across as egocentric and he comes across as
conceited. Look at the slide. How does the boy come across XXX.
in the first picture? And in the second?
build trust People who are friends do actions for the other person to Yes, I build/No I don’t
confide in them; they build trust. Mothers build their build trust with my
children’s trust in them every day. Do you build trust with girl/boyfriend. To build
your girlfriend/boyfriend? How do you build your parent’s trust I come home early,
trust in you? I help at home, I am
honest…
59
reprimand When you do something incorrect at work, your boss They reprimand me
reprimands you. He tells you what you did wrong and the when …
consequences. Sometimes, I have to reprimand my son
when he comes home late. When do your parents reprimand
you?
Slides 36-37: Grammar focus (part 1)/ Modals: should, have to, must and can (10 m)
1. Please look at the next slide. Here are the three sentences that are incorrect.
2. Your job is to write the sentences using the correct expression. The questions in parenthesis
will help you do this. (Give students some time to write the correct sentences.)
3. Shall we check your answers? (Click on the slide for the answers to appear and clear up any
doubts.)
4. Let’s look at this last sentence. (Click on slide for last sentence to appear.)
5. What concept are we expressing here? Is this recommendation? Prohibition? (Hopefully
students will answer “Not obligatory “or something similar.)
6. Right. (Click on slide for concept to appear and make sure students understand that “don’t
have to” can only be used for this concept.)
7. So to summarize, take a look at this chart. (Click on next slide for chart to appear.)
8. Study this for a moment. (Students will probably copy it; that’s ok) and tell me if you have any
questions.
Slide 38: Grammar Focus (part 2)/ Modals: should, have to, must and can (8 m)
1. Please look at the slide. There are eleven sentences with different expressions and at the
bottom of the slide, there are 4 different items.
2. Your job is to relate the items at the bottom with the sentences above. Please notice that there
are some sentences that are not correct because of the idea, not the grammar.
For example:
T: Let’s do the first one together. “A good manager should be friendly” Look at the
concepts below, which of those ideas is it expressing? Right, a It’s recommendable.
Now continue with the rest.
Slide 39: Controlled Practice Affirmative/Negative and Questions: Change (8 m)
1. Change: Have students change the sentences with the concepts to sentences with modal
auxiliaries; do some chorally and some individually.
Slide 40: Pre reading Activity (15-20 m)
1. In a minute, we will be reading an article. But before we read, look at the slide. Here is the title
and subtitles of the article.
2. In pairs, you are going to answer the questions that are about to appear. Use the information
on the slide to help you. (Give them some time to answer the questions.)
3. Who can share their answers?
1. Look at the slide. Here we have the reading.
2. Work in pairs. Student A will read paragraphs 1 and 3, student B will read paragraphs 2 and 4.
(Give them some time to do the reading and when they finish that slide, click to get paragraphs
3 and 4.)
3. Was the article about what you talked about? Did you find the words you were expecting?
1. SC Activity: Chain drill- Modals for recommendation, obligation and prohibition
Introduction: Now that you have read the story, we can give a presentation on the content.
Can we do this? Let’s talk about the recommendations, things that are obligatory and things
that are not permitted for a good manager.
60
Procedure: Let me give you 4 minutes to read the article again. Now, we are going to give a
presentation all together about the content of the reading. Let’s use the slide to help us and all
the expressions we have been practicing. I’ll begin.
For example: (Pointing to the title.)
T: This article is about things we should do to be better managers. S1, repeat what I
said and add information. (Point to motivate.)
S1: This article is about things we should do to be better managers. It says that we
have to motivate our employees. (Exploit the information on the slide until most of
the information from the reading has been covered.)
Follow up: Now get into teams of six and try doing this activity on your own. (Once they have
practiced, have one team give the complete presentation.)
1. SC Activity: Stimulus-Response-Modals for recommendation, obligation & prohibition
Introduction: Do you remember what the word reprimand means? Who can tell me what it
means? What things do we need to do to reprimand people effectively? (Get students
opinions.)
Procedure: In a moment you will see some pointers on what specialists say about
reprimanding people effectively. Your task is to take the information, put it into a sentence
using some of the expressions we have been practicing and give further explanation.
For example: (Click on the slide.)
T: The first information that appears is “Reprimand people immediately,” so I say:
You have to reprimand people immediately after they did something incorrect. If you wait until
later, the reprimand looses strength since the facts are not fresh. S2, get ready for the next
piece of information. (Click on slide and have student 2 participate.)
Follow up: Now get into teams of six and try doing this activity on your own. (Once they have
practiced, have one team give the complete presentation.)
Slide 45-49: Oral Activity (20 m)
1. FP Activity: Problem Solving / Role Plays- Modals for recommendation, obligation and
prohibition
Introduction: Do you know what a Human Resources department is? What kind of problems
do they have to take care of? Is it an easy job? Let’s imagine that we are part of the human
resources department at a large company and we have to solve some problems.
Procedure: Look at the slide and read the situation that appears, then get together with 3
classmates and discuss what you have to/ should or can do? Be prepared to share your ideas
with the class.
For example: (Click on the slide for situation to appear and give students 1 minute to read.)
T: Well, we can’t fire him, but we can take money away from his salary. We have to
talk to the owner and tell him about the situation. What do you think? (Get
students’ opinion.)
Follow up: (After each situation has been discussed, choose 2 students. One will be the HR
person and one will be the person on the slide, have them role play the reprimand.)
doing?
61
62

(116-131 m)

1. FP Activity: Presentation: Future
Introduction: Do you like to travel? Is there someplace that you dream of visiting some day?
Where would you like to go? Why?
Procedure: Work in trios and tell your classmates about a place you dream of visiting some
day. Tell them why you want to go to that place and what you would do and see there.
on the board.
understand.
provided below.
head out To head out is to leave to go someplace. Last Saturday we I head out at…
headed out to Querétaro at 7:00 a.m. What time do you
head out in the morning?
put someone When you give a person a place to stay overnight, we say you Yes, I put ____ up for
up put the person up. We always put an object between put XXX.
and up. I put my sister up for a week when they were fixing
her house. Have you ever put someone up? Who was it? For
how long?
get off When you exit a bus, train, boat, airplane or subway, we say I get off …
you get off. You can only use get off for transportation that
you can stand up in. When the bus reaches my stop, I get off.
When you take a bus or subway, where do you get off?
break down When a something mechanical stops working, we say it Yes, my car broke
breaks down. We usually use break down for motorized down once…
vehicles like cars, trucks and busses. When we were driving
back from Veracruz, our car broke down. Who has a car?
Has your car ever broken down? What happened?
go on To go on is to continue. When my sister calls me, she can I (don’t) usually go on;
just go on talking for hours. If you are taking an exam and I…
can’t answer a question, do you go on, or do you try to
answer the question?
start off To start off is to begin or start. The tour of the city started I would start off…
off at the central plaza. If you were going to give a tour of
your city, where would you start off?
show When you show someone around, you show them the XXX showed me
someone different things there are in a place. We always put an object around.
around between show and around. When I started my new job, one
of the secretaries showed me around. Who showed you
around this school on your first day?
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Slide 13: Phrasal Verbs (5 m)

1. Look at the slide. We have two kinds of phrasal verbs in English: separable and inseparable.
2. Separable phrasal verbs can use a direct object between the verb and particle.
3. Inseparable phrasal verbs cannot separate the verb from the particle.
1. Open your books to page 40, exercise 1. Work in pairs and match the words to the definitions.
(Give them time to complete the task.) Let’s check your answers. (Click on slide to check
student’s answers.)
1. Now, look at exercise 2. Work in pairs. You will take turns describing an interesting trip that
you have taken. (Go over the example on the slide.) (Let them work in pairs and help them if
needed. Do semi controlled correction.)
Slides 16-20: Listening (20-25 m)
1. What do you know about London? (Let them say anything they can about London.) There is a
river that goes through the middle of the city of London called the River Thames (pronounced:
temz). You can see many famous historical places along the river.
2. Look at the picture in your book. Look at the different places there are along the river. (Give
students a few minutes to look at the picture.) Have you heard of any of these places? Which
one(s)?
3. Let’s watch a video. See if you can see any of the places that are in your book, in the video.
(Play the video.)
4. What places did you see? (Let students mention anything that they’ve seen.)
5. Look at the next slide (Slide 16). Of the places you can see in this picture or from the video,
which places would you like to visit. Work in pairs and answer the two questions on the slide.
(Give students a few minutes to do this.)
6. Look at the slide (Slide 17). You are going to listen to a conversation between a tourist and a
travel agent. Check the places on the map that they mention. You can also look at the map on
the slide for reference. (Play the audio once. Play it again if necessary.)
7. What places did you check off? Compare your answers in pairs. (Give them a minute.) Let’s
check your answers. (Go to slide 18 to show the answers. Note: They mention Kew Gardens,
but it’s not on the map.)
8. Now, look at the questions on page 41, exercise 5 in your books. Read the questions. (Give
them a minute to do this.) Let’s listen to the conversation again and then answer the questions.
(Play the audio. Play it a second time only if necessary.)
9. Let’s check your answers. (Click on the slide to check their answers.)
10. (Click on the slide to show the questions.) (Ask the students these questions as if it were a
group discussion; get different people to answer the questions and give their opinions.)
on the board.
labels.)
3. Elicit the use of the structure from students:
a. When can we use the simple present? (To talk about schedules, timetables and events
on the calendar in the future.)
b. When can we use the present continuous? (To talk about personal plans in the future.)
4. Open your books to page 42, exercise 2. Fill in the missing information in the chart. (Give
them a minute to do this. Check their answers orally: 1. Simple present: example sentences a
and c. 2. Present continuous: example sentences b and d.)
5. Now, work in pairs and complete the sentences in exercise 3. (Give them time to do this. Then,
click on the slide to show the answers.)
64
Slide 23-24: Oral Activity (20-25 m)

1. FP Activity: Information Gap/Role-Play: Simple present, present cont., future
Introduction: Do people like to travel to Mexico? What places do they like to visit?
Part 1: Procedure:
1. You are going to work in groups of 4. I want you to imagine that you are working in a
travel agency and that you are planning a trip to sell to foreigners who will come to
Mexico. Your trip should be two weeks long and you need to write out the itinerary
for the trip including the places that the tourists will visit in each city that they go to.
Part 2: Procedure:
2. Now, you are going to try to sell your package to your classmates. (You need to divide
the group into small groups so that there is only one student from each original group
in each new group. Each representative from each group will have to try to convince
his classmates that his package is the best.) In your groups, you will have between 3
and 5 people. They will listen to the itinerary and can ask questions. At the end, each
student will vote for the package that they think is the best. You can’t vote for your
own package.
about?
65

(111-123 m)

1. SC Activity: Find someone who-Integration of tenses
Introduction: Did you like to travel? What things do you not like about traveling?
Procedure:
done or will do certain activities. In your notebooks write numbers 1-6.
2. So, what’s the question for the first one? (Have students give you the question.) And the
3. In a minute you are going to stand up and ask your classmates questions to find people
who have these qualities. If you ask, and your classmate answers “no” can you write that
person’s name in your notebook? (No.) If you ask a question and your classmate answers
“yes” can you write his/her name in your notebook? (Yes.) Remember, you can also ask
for more information.
1. Open your books to page 42, exercise 4. You are going to listen to the phrasal verbs. Notice
how the sound of one word is linked to the next word. (Play the audio for them to hear the
blending.)
2. Now, listen and repeat after the audio. (Play the audio again for students to repeat.)
Oral Practice (15 m) Please note: you need copies for this activity.
1. SC Activity: Chain Story-Phrasal verbs, vocabulary
Introduction: Are you good at telling stories? Let’s see how creative you are.
Procedure: I will give you paper with a word or words on it. Then, you will tell a story about
your trip to London using the word or words you have on your card. The number you have on
the card is the order we will do the story in. We will do the story two times; first with numbers
1-12 and then again with numbers 13-24. Let’s see which story is better.
For example:
T: My paper says 1. Put someone up. Last year I took a trip to London. I have a friend
who lives there, so he put me up, so I didn’t have to pay for a hotel.
S1: My paper says eat breakfast. My first day in London, I got up early, took a show
and ate a big breakfast because I knew it was going to be a busy day.
Etc.
Slide 33: Speaking: (10-15 m)
1. SC Activity: Information Gap-Simple Present & Present Continuous
Introduction: Do you like to travel on weekends? What places can you go?
Procedure:
4. Let’s look at the slide. Imagine you are going to travel to Washington D.C. for the weekend.
Student A will look at page 137 and Student B will look at page 139. You will need to find
out the information for the trip.
The example is on the next page. 
66
For example:
T: What airlines will I travel on?
S1: You are traveling on Jet Airways.
T: And what time does my flight leave?
S1: It leaves at…
Etc.
Slides 34-35: Speaking: (25 m)
1. FP Activity: Role-Play- Present, Present Continuous & Future
Introduction: If you could go to Washington, D.C., what would you do? What places would
you visit?
Procedure:
1. Look at the brochure in your book on page 43, exercise 7. Work in pairs and use the
information to plan what you want to do on your weekend in Washington, D.C. Include
the places you want to go, where you want to eat and the times for each activity. Take
notes on what you decide, because you will tell the group about your plans later. (Give
them time to plan out their weekend.)
For example: (See slide 34 for the example.)
Procedure:
2. Now, work in groups of 4 and tell each other what you are planning to do on Saturday and
Sunday. Find out if you are doing any of the same things at the same time.
Slides 36-38: Oral Activity (20-25 m) Please note: you need copies for this activity.
1. FP Activity: Information Gap/Role-Play- Present, Present Continuous & Future
Introduction: What do you know about Scotland? Tell me anything you know about the place.
(Write any words or ideas that they say on the board.)
Procedure:
1. Look at this slide. What place do you see? (The United Kingdom.) What are the different
parts of the UK? (England, Scotland, Ireland, Wales) Look at some of the places in
Scotland. (Click on the slide.)
2. I want to you imagine you are on vacation in Scotland. You are staying at a 5 star hotel
there. It’s Tuesday morning and you meet two other people who are also tourists visiting
Scotland. You are going to tell the other tourists about what you have planned to do
during the week and describe the tour you are going to take, based on the information in
the card that I’m going to give you. Also, you need to arrange to go out together one night.
3. You are going to work in groups of 3. You will each have a card that has two parts; the
part on the left has the arrangements you have made and the part on the right has the
itinerary for the tour that you are going to take. (Hand out cards to students; you will need
one sheet for each 3 students. Give them a few minutes to read over the information.)
4. (Go to slide 37.) Look at the slide. These are some of the places that you will be going.
Work in your groups and discuss what you’ll be doing and what the itinerary is for the tour
you will take. You will have to add information to what you have in your diary and
itinerary. In the itinerary, you can see some places where there are “…” (ellipsis) and you
will have to add a verb in those places to make the idea complete.
For example: (Click on slide 38 for the example.)
Follow up: What arrangements did you make? (Ask each group what they decided to do on
their final night together.)
about?
67
1. put (someone) up 13. put (someone) up

2. eat breakfast 14. eat breakfast
3. get on bus 15. get on bus
4. head out 16. head out
5. get off bus 17. get off bus
6. start off 18. start off
7. Houses of Parliament 19. Houses of Parliament
8. take a boat ride 20. take a boat ride
9. break down 21. break down
10. show (someone) around 22. show (someone) around
11. Trafalgar Square 23. Trafalgar Square
12. go on 24. go on
68
69
70

(131 m)

1. FP Activity: Discussion – unit preview
Introduction: Think about what things you can do with your right hand but you can’t do with
your left hand, or vice versa.
Procedure: Think about three things that are really difficult for you to do with your non-
dominant hand. For example, (ask a student) what hand do you write with? (Student answers
what hand he / she writes with.) Can you write with the other one? (Student answers.) What
things can you do with one hand and can’t do with the other? (Elicit two or three ideas from
students.) Get into trios. Discuss and compare your ideas. Make sure you listen carefully since I
will ask you later. (Give students time to complete the task. Walk around and help students if
needed. Make sure everyone is speaking English. Once they finish call on a few students to
report what their classmates said.)
For example:
T: I can’t use a knife with my right hand.
S3: I can use a knife with both my hands, but I can’t write with my right hand.
Follow up game:
(Have all the students stand up.) We are going to play Simon says. You have to do the action,
but only if you hear the words: “Simon Says.” If you I tell you to do an action, and you do it,
but I don’t say “Simon Says,” you lose and you have to sit down.
For example:
T: Simon says put your left hand on your head. (If students use the wrong hand, they
sit down.)
T: Put your right hand on your foot. (The students that do the action lose and sit
down.)
Etc.
on the board
understand.
provided below.
a piece of cake Something that you can do easily is a piece of cake. Writing XXX is a piece of cake
a text message is a piece of cake. Can you tell me what for me to do because…
activity is a piece of cake for you? Why’
challenging Something that is not impossible, but can be difficult to do XXX is challenging
is challenging. Speaking English for you can be for me because XXX
challenging sometimes. Can you tell me a sport that is
challenging for you? Why?
complicated Something that is difficult to understand or explain is XXX is complicated to
complicated. Fixing a computer can be complicated. What explain because XXX
would be complicated to explain? Why?
doable When something can be done, we say it’s doable. Getting a XXX is a doable recipe.
10 in this class is doable. What is a meal or recipe that is
doable for you?
71
hard Something difficult to do is hard. Trying to learn Chinese is XXX is a hard subject.
hard. What subject in college is hard?
manageable Something you can do with some level of difficulty is Yes/No, it is(n’t)
manageable. I have a lot of work sometimes, but it’s manageable because…
usually manageable. Is the amount of work you have to do
for school manageable or not? Why?
no trouble When you do something and don’t encounter problems, it’s I have no trouble doing
no trouble. When someone asks us a favor and it does not XXX.
cause us trouble we say “no trouble” Tell me something
you have no trouble doing,
straightforward When something is straightforward, it is simple, honest or I’m (not) usually
NOT complicated. When I give people directions to my straightforward
house, I try to be very straightforward. When you have to because…
give someone bad news, are you straightforward or do you
try to avoid the situation? Why?
tough Something difficult to do, accomplish, or deal with is tough. XXX was a tough
For me it’s tough to get up early in the morning. What is a subject because XXX.
tough subject you had in junior high school? Why?

1. Open your books to page 45, exercise 1. Look at the expressions in the box. Get into pairs and
write the expressions in the correct column in the chart. Make sure you read each one and
discuss if it means easy, OK, or difficult. (Go over the example. Give students time to
complete the task. Walk around and help them if needed. Make sure everyone is speaking
English.)
2. Now, listen to the audio and check your answers. (Click on the slide to re-check.) (Play the
audio again and have students repeat the expressions with the audio.)
1. FP Activity: Discussion-Vocabulary
Introduction: Everything we do causes a feeling in us. Some things make us happy and others
make us sad. What’s something that makes you happy? And something that makes you sad?
Procedure: Open your books to page 44, exercise 3. Look at the situations in the box. Any
questions? Get into new pairs. Using the expressions in exercise 1, take turns saying how you
felt when you first learned to do those activities. Make sure you ask follow up questions and
the person speaking gives reasons. (Give students time to complete the task. Walk around and
help them if needed. Make sure everyone is speaking English. Once they finish call on a few
students to report what their partner said.)
Follow up:
Get into new pairs. Take turns quizzing each other on the words in exercise 1. Remember not
to look in your books. Student A says DOABLE Student B says another word that has the
same meaning like OK, manageable, straightforward. Then you switch roles.
Slides 8: Reading (15 m)
1. Open your books to page 45, exercise 4. Get into pairs. Read the questions. I am right-handed
(or left-handed if it is the case.) (Ask if anyone uses the opposite hand.) “Juan” is left-handed.
(To make sure students understand you act out with a pen in your hand right-handed and left
handed. Ask students.) Are you left-handed? (Students must answer in complete sentences.)
Are you right-handed? Explain to students that when somebody can write with both hands you
say he/she is ambidextrous.
2. Work in trios. Discuss the questions in exercise 1. (Give students 5 minutes to complete the
72
3. Now, look at the title of the article. What does right mean here? (It means correct.) What do
you think this article is about? (Elicit some answers.) Read the article and answer the questions.
Make sure your answers are complete. (Give students time to complete the task. Walk around
and help them if needed.)
4. Get into pairs and compare your answers. (Click on the slide to re-check their answers. Clarify
any doubts they have.)
Slide 9: Oral activity: (10 m)
1. FP Activity: Discussion-vocabulary
Introduction: What hand do you use to eat? What hand do you use to brush your teeth? Let’s
talk about which hand we use to do different things.
Procedure:
1. Get into groups of 3. Look at the slide and decide which hand you use to do these things.
Think about whether you could do these things with your other hand. You must also think
why you could or couldn’t do them.
2. Now, each member of the team will say which hand they do that activity with. They must
also say if they can do it with the other hand and explain. Other members of the team can
question him on his or her answers.
For example:
T: I use scissors in my right hand. I can’t use them in my left hand because I don’t
have enough strength and I cut crooked.
1. Open your book to page 45, exercise 6. You are going to listen to Mike and Juliana talk about
being left-handed and right-handed. Put a check mark next to the things they talk about. (Play
the audio. If necessary, play it a second time.) Now, let’s check your answers. (Click on the
slide to check the answers.)
2. (Click on the slide.) Let’s look at exercise 7. Look at the pictures of an ability test that Mark and
Juliana took. They both did this test with their right hand. How hard do you think this test was
for Mark and Juliana? Why? (Elicit some answers from students.)
3. Now, you are going to listen to the rest of the conversation to find out how difficult this test
was for them. You must write M for Mike and J for Juliana next to each result. (Play the audio.
If necessary, play it a second time.) Get into pairs and compare your answers. (Play the audio
again so that students can check their answers. Click on the slide to check the answers again.)
Slide 11: Grammar Focus: Modals for ability (10 m)
labels.)
a. What do we use to talk about ability in the present? (can / can’t)
b. What do we use to talk about abilities that began at a specific moment or lasted for a
period of time in the past? (could / couldn’t or be able to)
c. What do we use to talk about ability on a specific occasion in the past? (able to or
managed to)
d. What do we use to talk about something that wasn’t possible on a specific occasion in
the past? (not be able to, didn’t manage to or couldn’t)
individually.
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Slide 14: Oral Activity: (15m)

1. FP Activity: Presentation-Modals for ability
Introduction: Could you drive a car when you were 10? Can you drive now? Can you ride a
bike now? Could you ride a bike when you were 10? Let’s talk about things we could and
couldn’t do when we were younger and what we can and can’t do now.
Procedure: Get into trios. Look at the slide. Think about these activities and if you were able
to do them in the past and if you can do them now. Give a presentation about your past and
present abilities. You can use the ideas on the slide, or add some of your own ideas. When you
finish, your classmates can ask you questions. Make sure you use the grammar we just learned.
(Give students time to complete the task. Walk around and help them if needed. Make sure
For example:
T: When I was little, I was able to ride a bike, but now I can’t ride a bike. Now, I can go out by
myself, but I couldn’t when I was 10. When I was 10, I couldn’t drive a car, and I can’t
drive a car now. When I was 10 I was able to run fast and I was able to sleep 10 hours a
night, but now I can’t run fast, and I never sleep 10 hours a night. Now I can work to make
some money, but I couldn’t work when I was 10.
S2: Why can’t you ride a bike? That’s something you don’t forget.
T: I can’t ride a bike now because I don’t have a bike.
S2: I can’t run as fast as I could when I was younger.
T: Why?
S2: Because I don’t do any exercise now so I’m completely out of shape.
about?
3. For homework, do Unit 10 exercise 1, 2 and 3 in your workbook.
74

(128 m)

Warm up (10 m)
1. SC Activity: Chain Drill-Modal verbs for ability (10 m)
Introduction: Let’s talk about this you can and can’t do.
Procedure: Think of something you can do or can’t do. The first student will say something
he / she can or can’t do or is able or not able to do. Then you repeat what your classmate says.
(This is a chain activity where the first student will say what he / she is able or not able to do
then say his/her classmates’ information. Don’t let the chain go beyond 8-10 people because it
gets too long; at that point, you should start another chain.)
For example:
T: I am able to cook really well.
S1: She is able to cook very well, but I can’t cook.
S2: She is able to cook very well. He can’t cook. I can play sports really well.
S3: She is able to cook very well. He can’t cook. She can play sports really well. I can’t
read without glasses. Etc.
1. Open your books to page 46, exercise 1. Look at the examples for a minute. (This is just to
remind them what we saw yesterday.) Look at exercise 2. Complete the rule box according to
what we studied. (Click on the slide to check answers.)
2. Get into pairs. You will complete the sentences with the correct form of can, could, be able to,
or manage to. You should use each form at least once. (Go over the first sentence. Give students
time to complete the task. Walk around and help them if needed. Make sure everyone is speaking
English. Click on the slide to check their answers.) (Teachers please note: there is a mistake
in the book. Number 8 says: Tom locked his keys in the car with the keys inside… It
should say, Tom locked his car with the keys inside…)
1. Open your books to page 47, exercise 4. I am going to play the audio. Please notice the
difference in the pronunciation of can and can’t and of could and couldn’t. (Play the audio once.
Play the audio again if necessary.)
2. (Play the audio again. This time have students repeat after each sentence chorally. Students may
have difficulty with couldn’t. Encourage them to pronounce the “N” without adding a vowel
before it. The tip of the tongue goes to the roof of the mouth to pronounce /d/ and stays there
without moving to make the following /n/ sound.)
3. Open your books to page 47, exercise 6. You are going to listen to the sentences in your books.
Listen for the word can, can’t, could, or couldn’t in each sentence and write the word you hear.
(Teachers please note: there is a mistake in the teacher’s book. Number 3 says that the
answer is “can’t” but the speaker on the audio says “can.”)
1. FP Activity: Discussion-Modals for ability
Introduction: Let’s see what things you can and can’t do.
Procedure:
1. Open your books to page 47, exercise 7. Get into pairs. Look at the box with the ability
test. Read the four tests. Any questions? Good. Make sure you take notes while doing the
test. Make sure you use your left hand if you are right-handed or vice versa. (Set a time limit
of 10 minutes. Walk around and help them if needed.)
2. Find another pair to form a group of 4. Each pair is going to tell the other pair about their
results in the ability test. The other pair should ask follow up questions to get more
75
information. (Give students time to complete the task. Walk around and encourage students
to ask follow up questions. Help them if needed. Make sure everyone participates and is
speaking English. Once they finish call on a few students to report to the class how their
partner did.)
1. Open your books to page 47, exercise 9. Read the instructions. Write a brief report describing
your results on the abilities test. Make sure to use the grammar we have learned. (Give students
7 minutes to complete the task. Walk around and help them if needed.)
2. If you haven’t finished, please do so for homework.
1. FP Activity: Role-Play- Modals for ability
Introduction: Get the best job.
Procedure:
1. Look at the first want ad on the slide. What specific skills are needed for these jobs? (Elicit
some answers from students.) What questions could be asked in a job interview? (Elicit
some answers from students)
2. Get into pairs. Look at the different want ads on the slide. Brainstorm the specific skills and
abilities needed for each job. Some clues come from the ad, while other ideas will come
from your knowledge of the job or your imaginations. Each pair should develop questions
that might be asked in the interview for that job, using can, be able to, and do you know
how to….
For example: (for the first ad):
(Questions from the ad itself.)
 Can you use Word?
 Do you know how to use Excel?
 Can you file?
 Do you know how to speak Spanish?
(Students’ own questions.)
 Can you type quickly?
 Are you able to use a computerized telephone system?
 Can you work late?
 Do you know how to drive?
Procedure: Now, you are going to work in pairs and interview each other.
For example:
T: Good (morning/afternoon.) Please take a seat. Now, I’m going to be asking you
some questions.
S1: Okay.
T: Can you use Word?
S1: Yes, I have a lot of experience with Word. It’s the program we used for almost all
our office correspondence in my last job.
T: Excellent. What about Excel?
S1: I can use Excel, but I’m not an advanced user. I can do basic things with Excel.
T: Okay. And can you speak Spanish.
S1: Yes. I can speak Spanish fluently. Etc.
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Slide 28-29: Oral Activity: (30 m) Please note: for this game you need copies.
FP Activity: Role-Play – Modals for ability
Introduction: Let’s talk about the past and present of things you can and can’t do.
Procedure:
1. (Write on the board I can… and I can’t…) What are some social activities you can and
can’t do? For example: Can you speak in front of an audience? Can you talk to strangers at
a party? Why are these things difficult for some of you? (Elicit lack of confidence.)
2. (Click on the slide) Read the following advertisement. (Give students time to complete the
task. Click on the slide again. Ask each question to the class and as they answer click on the
slide to check their answers.)
3. (From the photocopy. Give each student a card that says “role card” and two cards that
say “after”. Make sure that the two “After” information cards each student gets do not
match the “Role card” problems.
4. Students have to find the information that matches their “Role Card” problems. The
“Before (role card)” has information about what the person couldn’t do before he or she
took the course; the “After” card gives information about what the person can confidently
do after the course. Make sure students understand the information on the cards. Please
note: It doesn’t matter how large the group is because roles can be repeated.)
5. (Have students start mingling and find the student who has their “After” information by
asking. “What does your card say?” If they find a match, they should take that card from
the student who has it.)
For example:
T: What does your card say?
S3: I can cook three-course meal for friends and family without worrying.
T: Can I have your card? In the past, I got nervous when I cooked for others.
(Continue till everyone has their matching cards.)
6. (Check that each student found the correct matches. See the complete worksheet for the
answers.)
7. Create groups of 4: One Anna, one Marian, one Paul and one Brad per group. Write these
questions on the board: What couldn’t you do before the course? What can you do now?
In their groups students have to interview each other using the questions on the board.
For example:
T: What couldn’t you do before the course?
Paul: I was afraid to open up to people.
T: What can you do now?
Paul: The day after the course, I was able to have my first real conversation with my
wife.
about?
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78

(115-120 m)
Slides 2-3: Check homework (5 m)

1. FP Activity: Video Activity
Introduction: Do you like the way your house / apartment looks? Do you sometimes wish
you had money to make changes in your rooms?
Procedure: Please look at the video and then get together to talk about what this program
(Trading Spaces) is about; answer the questions on the slide. (Click on video and give them
time to discuss.)
For example:
T: I think the program is about how people live…
2. FP Activity: Presentation
Introduction: So what is the program about? (Make sure students understand the idea of the
program.) Would you like to trade spaces with someone and remodel their house or
apartment? Who with?
Procedure: Again work in pairs and tell your classmate who you would like to trade spaces
with and why.
For example:
T: I would like to trade spaces with my cousin. He has a small apartment with a
balcony and with the proper lighting and furniture the place would be fantastic.
on the board.
understand.
provided below.
lamp (Pointing to the picture on the slide.) This is a lamp. You can put I have lamps …
lamps on tables or on desks or there are also floor lamps. I have
a floor lamp in my bedroom. Where do you have lamps?
rug (Pointing to the picture on the slide.)This is a rug. A rug does Yes, I have / No, I don’t
not cover the entire room, just a small portion. I have a red rug have a rug. My rug …
under the table in the living room. Do you have a rug at home
Where?
carpet A carpet is like a rug, but it covers the complete space in the I like … carpets.
room. I love white carpets, but they get very dirty. What kind of
carpets do you like?
picture A picture is an image that you hang on the wall that usually Yes, I have/ No, I don’t
brings back memories. I have pictures of my family in my office. have pictures in my
Do you have pictures in your room? What/who is in the room. I have pictures of
pictures? …
throw A pillow is what you put under your head when you sleep, and a I have throw pillows …
pillow throw pillow is a smaller pillow used to decorate a room. I I use a throw pillow to
usually use throw pillows when I am watching TV to be …
comfortable. Where do you have throw pillows? What do you
use throw pillows for?
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drapes A drape is what you put on the widows for people to not to see We usually close the
inside or to make the room darker. You usually open the drapes drapes at night so …
in the morning to let the sun light come in. Do you open or close
the drapes at night? Why?
armchair An armchair is a special type of chair that has a place for you to Yes, I sometimes fall
put your arms on. I have a very comfortable armchair where I asleep / No, I never fall
watch TV. Do you ever fall asleep in an armchair? Is your asleep in an armchair.
armchair in the kitchen? Where? No, My armchair isn’t
in the kitchen. It is in the
living room.
magazine A magazine rack is a container where you put magazines. A Yes, I have/ No, I don’t
rack doctor’s office usually has a magazine rack in the waiting room. have a magazine rack
Do you have a magazine rack at home? Where? lat home. My magazine
rack is in the …
basket Look at the picture. Here we have four baskets. I like the first We use baskets to …
basket to put sweet bread in it. What do we use baskets for?
stereo The stereo speakers are boxes that emit the sound from a No, you can’t hear the
speakers stereo. You can’t hear the music from a stereo if you don’t have music if you don’t have
stereo speakers. Can you hear the music in your car if the stereo stereo speakers. Yes,
speakers are disconnected? Can stereo speakers be small? stereo speakers can be
very small now.
bookcase A bookcase is the piece of furniture where you place your books. Yes, I have / No, I don’t
In elegant houses they have beautiful wooden bookcases. Do have a bookcase at
you have a bookcase at home? Have you read all the books in home. No, I haven’t /
your bookcase? Yes, I have read all the
books in my bookcase.
fireplace (Pointing to the picture on the slide.) This is a fireplace. Houses Houses in …usually
in Mexico usually don’t have fireplaces, because it is not that have fireplaces.
cold. Where do houses usually have fireplaces?
cabinet The space where you put the cups, glasses and dishes in the My kitchen has many /
kitchen is called a cabinet. My kitchen is very small; it only has doesn’t have many
one cabinet. Does your kitchen have many cabinets? What is in cabinets. There are …
the cabinets? in the cabinets.

1. Go to exercise 1 on page 48. Look at the picture at the bottom and relate the words in the blue
box to the pictures.
3. Now please go to exercise 2 on page 48. Match the sentences on the left with the logical
response from the right column.
4. Check your answers; look at the slide. (Click on the next slide to show the answers. Check to
see if there are any questions.)
Slide 17: Reading Activity (10 m)
1. Let’s look at the slide. In a minute we will be doing the reading on page 49 about the program
“Trading Spaces,” but before doing this; look at the questions on the slide. This is the
information you will be looking for
2. (Give then some time to look at the questions.) Are there any questions about the information
you will be looking for.
3. Now read the newspaper cutout and answer the questions.
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1. Now we are going to listen to the Macedos’ reactions to the remodeling. Who likes the
remodeling more? (Click on the slide and have students listen.)
2. Check your answers; look at the slide. (Click on the slide to show the answer.)
3. Now we are going to listen again. Go to page 49, exercise 9.
4. Your job is to match the columns on the left with what you hear from the column on the right.
(Play the recording, slide 19.)
Slide 20: Grammar Focus/Present Perfect- Actions at an indefinite time in the past. (10 m)
the board.
labels.)
3. Point out certain patterns to students, Ask:
a. Are these actions in the present, past or future? (Indefinite time in the past.)
b. Do we know exactly when they happened? (No.)
c. What auxiliary can you see in all the sentences? (Have/has)
d. What form is the verb in? (Verb in past participle.)
e. Where does the auxiliary go in questions? (Before the subject.)
f. What do we add for negative sentences? (“Not” after the auxiliary.)
g. Does the auxiliary change according to the subject? How? (Yes. Has for he, she and it;
have for all other subjects.)
individually.
1. SC Activity: Stimulus-Response: Present perfect
Introduction: Do you know what Photoshop is? What can you do with this program?
Procedure: Look at the screen; you will see a Photoshop artist working on a model’s picture.
Work with a partner and tell me how the model has changed at the end of the process. There
are some words on the screen to help you.
For example:
T: He has changed her eyes. He has made them bigger. (Play the video and have
students take notes.)
Follow up: (Have students share their ideas.)
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1. FP Activity: Spontaneous Presentations-Present perfect, simple past
Introduction: (Write 1980 and 2010 on the board.) Have many things changed since 1980?
Tell me some things that have changed. How have these things changed?
Procedure: Get into teams of three and think of all the things that have changed in the last 30
years. Look at the slide to help you come up with some ideas and be prepared to give the class
a presentation.
For example:
T: Television has changed a lot. Television programs have become more violent and
with more sex. The scenes are now much more realistic and overt, before things
were just implied. Soap operas have not changed that much. The stories are still the
same: Rich boy falls in love with poor girl and after many problems they live
happily ever after.
doing?
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(117-127 m)

1. FP Activity: Presentation: Simple present, future
Introduction: Do you have specific things you do every day? For example? Do your activities
sometimes change from week to week?
Procedure: Work in trios and tell your classmates about what your normal schedule is; the
things you usually do every week, and then tell them about what you will do next week and
mention any changes in what you normally do. (Give them time to do this, do correction for
free practice activities.)
Slide 6: Vocabulary/Grammar (10 m)
1. Look at the slide. We have 3 different prepositions here: in, at and on. Let’s look at the first
one. We use the preposition IN when we talk about parts of the day, in months of the year, or
in years. I was born in (December.) What month/year were you born in? (Ask 2-3 students.)
When do you study best, in the morning, in the afternoon or in the evening? (Ask 1-2
students.)
2. Now, let’s look at the second preposition: AT. We use AT to talk about specific times or with
“night.” I get up at (6:00) every day. What time do you get up? (Ask 2-3 students.) What TV
program do you watch at night? (Ask 1-2 students.)
3. Now, let’s look at the third preposition: ON. We use ON to talk about days or dates. I don’t
work on Sundays. When do you study? When do you go to parties? When do you celebrate
Christmas/your birthday/your parent’s anniversary? (Ask 1-2 students.)
4. When we use next, last, this, or yesterday, we don’t use a preposition. I didn’t study last night.
What did you do this morning / last weekend / yesterday night? Where will you go next
weekend? (Ask 1-2 students.)
Slide 7: Vocabulary: Getting Started (5 m)
1. Open your books to page 52, exercise 1. Work in pairs and put the words into the correct
boxes. (Give them a few minutes to do this.)
2. Let’s check your answers. (Play the audio for them to check their answers.)
3. (Click on the slide to show the answers. Go over any discrepancies.)
1. Open your books to page 52, exercise 3. Work in pairs and complete the sentences with a
preposition where necessary. (Give them time to complete the task.) Let’s check your answers.
(Click on slide to check student’s answers.)
1. Open your books to page 52, exercise 4. You are going to listen to some sentences with
prepositions. Notice the weak pronunciation of the prepositions at, in and on. (Play the audio
for them to hear the pronunciation.)
3. Now, practice your pronunciation by reading the sentences in exercise 3 with a partner.
Slide 10: Reading (15-17 m)
1. Do you like soccer? What do you know about soccer? In the US people call the game soccer,
but what do they call it in England? (Football.) Do you know any teams from other countries?
What is your favorite foreign team? Do any Mexican players play for foreign teams? Who are
these players and what teams do they play for?
83
2. Now, open your books to page 53, exercise 7. Work in pairs to fill in the missing information.
(Give them a minute to do this.) What are the correct answers? (Check answers orally: football,
soccer.)
3. Look at exercise 8. Peter is a big fan of Manchester United. Have you ever heard of that team?
Where do they play? Who are some of their players?
4. You are going to read Peter’s web page about his favorite team; Manchester United, and then
answer the questions. Please read the questions first. (Give them a minute to do this.)
5. Do you have to read everything to find the answers to these questions? (No.) Right, you only
need to look through the information, but don’t have to read it completely. This is called
scanning: you are only looking for the specific information that answers the questions. So, look
for the answers to the questions, let’s see who can find the information the fastest. (Give them
a few minutes to do this.
6. So, what are the answers to the questions? What’s the answer to number 1? (Let them answer
orally before clicking on the slide to show the answer.) What’s the answer to number 2? (Let
them answer orally before clicking on the slide to show the answer.) What’s the answer to
number 3? (Let them answer orally before clicking on the slide to show the answer.)
1. Now, would you like to take a trip like the one that Peter is planning? Would you ever consider
traveling to another country to watch your favorite team play? Why or why not? (Try to get
students to discuss this a little bit; 2-3 minutes.)
2. You are going to listen to a phone conversation. Peter is talking to another fan to tell him that
some of the details of the trip might change. Look at the information on the web page and
circle the information that might change. (Play the audio; play it a second time if necessary.)
3. So, what things might change? (Let students tell you and then click on the slide to show the
answers.)
4. You are going to listen again, and then answer the questions. First read the questions on the
slide or on page 53, exercise 10 in your books. (Give them a minute to do this.) Now, listen
again. (Play the audio; play it a second time if necessary.)
5. So, what are the answers to the questions? (Let students tell you and then click on the slide to
show the answers.)
Slides 12-16: Grammar Focus (17-20 m)
on the board.
labels.)
a. Which modal do we use to say that something is possible? (could +BFV)
b. Which modal do we use to say that something is impossible? (couldn’t + BFV)
c. Which modals do we use to say that something is possible or that it’s not sure ?
(may / might + BFV)
d. Which modals do we use to say that it’s possible that something won’t happen or
to say we aren’t sure? (may not / might not + BFV)
4. Open your books to page 54, exercise 2. Fill in the missing information in the chart. (Give
them a minute to do this. (Click on the slide to check their answers.)
5. Now, work in pairs and complete the conversation in exercise 3. (Give them time to do this.
Slides 17-18: Controlled Practice: Repeat/Complete (10 m)
individually.
84

about?
85

(106-131 m)

1. SC Activity: Problem Solving-May, might, could
Introduction: Do you like gadgets? (Explain that a gadget is a mechanical device that is
interesting because of its ingenuity or novelty.) Men usually like gadgets more than women. My
favorite gadget is a pen that is also a USB memory. What are some gadgets you have or that
you like?
Procedure:
1. You are going to work in groups of 3-4 students. I will show you some gadgets and you
need to decide what you think each one is. Take notes in your group, so that when you are
ready, we can discuss your answers with the whole group. Use may, might, could, may not,
might not and could not to help you. You will see one image at a time, and then it will
disappear. You only have 2-3 minutes to decide what each thing is in your group. (Show
the first item.) (Walk around and help them with vocabulary if necessary. After 2-3 minutes
click on the slide to show the next item. Do all 6 items.)
For example:
T: This might be something you can use to make holes in a coconut to get out the
milk. Or it could be something that you can use to dissect an animal. You couldn’t
use it to eat or to clean your house.
Follow up:
2. (Click on the slide to show all the items.) What do you think the first item is? Let’s hear
what you decided? (Have different groups say what they think the item is and the group
can vote on what they think is the best option.)
3. What about the second item? (Do all of the items.)
Answers:
1. This is used to squeeze the juice from oranges or lemons. You put a glass or cup inside
the three legs and put the lemon or orange on the bulb on the top and squeeze. The
juice goes into the cup.
2. This is to give your head a massage.
3. This is a shelf to hang on the wall. You can fill it with CDs.
4. This you put on the side of a pot. Then you can put a spoon inside the hook and it
won’t fall into the pot.
5. This is a chair. If you click on the slide again, it will show you how it works.
6. This can be used to open jars. You put the jar in the V and then turn it.
1. SC Activity: Find someone who-may, might, could
Introduction: Are there things you may or may not do? Are there things you could or couldn’t
do?
Procedure:
1. Look at the slide. You are going to ask your classmates questions to find people that may,
might, could or may not, might not or couldn’t do some things. In your notebooks write
numbers 1-6.
2. Let’s look at the sentences. For the first four, we are going to ask with “will you…?” So,
what’s the question for the first one? (Have students give you the question.) And the
3. For the last two, we are going to ask with “did you…?” So, what’s the question for
number 5? And number 6? (Have students give you the questions.)
86
4. So, stand up ask your classmates questions to find people who may, might or could do
these things.
Follow up: So, what did you find out? Who might not come to class tomorrow? (Go over each
of the questions.)
Slides 27-28: Speaking: (15-20 m)
1. FP Activity: Information Gap-May, might, could
Introduction: What activities do you do every week? Do you have to plan your activities?
Procedure:
1. Open your books to page 55, exercise 4. First, you need to complete the calendar on the
page with your activities. You can use the ideas that you can see there or write your own.
You have to include at least two things that aren’t on the list. Make sure to leave at least 3
hours free during the afternoon or evening. (Give them time to do this.)
For example: (Click on slide 27 to show the example.)
Procedure:
2. Now, work in pairs and find a time to meet on Saturday to go to a movie together. You
need to get to the theater at least a half an hour before the show.
For example: (Click on slide 28 to show the example.)
Slides 29-32: Speaking: (15-20 m)
1. SC Activity: Guessing Game-May, might, could
Introduction: If you see a picture of a place, can you name the place? Do you know of some
famous places in Mexico? What are some places you know of?
Procedure:
1. Let’s divide the group into two teams. There are 6 pictures total; three pictures for each
team to guess. The pictures will be revealed little by little. The team that guesses the correct
place in the fewest guesses wins.
2. Let’s practice with one first. I will show you parts of the picture and you guess what place it
is using may, might or couldn’t. (As you click parts of the picture will be revealed, you will
also reveal an example for student to see.)
3. Now, let’s play. Group 1 this is your picture. Remember. I will keep track of how many
guesses it takes for you to tell me the correct picture. The team with the fewest guesses
wins.
Answers:
Picture 1: Teotihuacán: Pyramid of the Sun
Picture 2: Palenque
Picture 3: The Cathedral in Mexico City
Picture 4: Xel-ha
Picture 5: The Aztec Stadium
Picture 6: Los Arcos in Cabo San Lucas
Slides 33-36: World of Music (30-50 m)
1. Reading
1. Look at the picture on the slide. Who is this? Do you know who he was? (Frank Sinatra.)
He was very famous in the US in the 60s and 70s, and even through the 80’s. Luis Miguel
even sang a duet with him a few years back.
2. Look at the information in the circle about Frank Sinatra. Please read it. (Give them a
minute.)
3. Have you heard the song “My Way”? Do you know what it’s about?
2. Warm up
4. What does independence mean to you? What makes a person independent? Today we’re
going to be listening to a song about independence.
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3. Vocabulary
5. Open your books to page 58. Work in pairs. Look at the expressions and match them to
their meaning. (Give them time to do this.)
6. Let’s check your answers. (Go over the answers on the slide. Answer any questions they
may have.) 17
4. Listening
7. Now, you are going to listen to the song and you need to decide what kind of person the
song portrays. Look at exercise 2 in your books. Please read the three options. (Give them
a minute.)
8. Now, let’s listen to the song. (Play it once.)
9. What kind of person does the song portray? (Proud an independent.)
10. Now, look at page 59. I’m going to play the song again, and this time complete the lyrics.
(Play the song for them to write the answers. Play it a second time if necessary.)
11. Now, work in pairs and compare your answers. (Give them a few minutes to do this.)
12. Let’s listen again to confirm your answers. (Play it again for them to check.) (After you play
it you can click on the slide to show the answers.)
13. Optional: (You can have them sing along if you think they would like to. Or you could
have a competition with the group in two teams to see who can sing better; have each side
sing every other stanza.)
5. Speaking
14. Now, work in groups of 3 and discuss the questions at the bottom of page 59. (Walk
around and monitor your students.)
about?
88

(131 m)
Slide 2: Homework (5 m)
1. FP Activity: Discussion – Vocabulary Review
Introduction: Why do you think people in Mexico immigrate to the United States? (Call on a
few students for examples.)
Procedure: Get into groups of 3. Now, in your group discuss and make a list of why people in
Mexico immigrate to the US. (Give students time to complete the task. Walk around and help
students if needed. Make sure everyone is speaking English. Once they finish call on each
group to give you an example and explain why they wrote that on their list.)
For example:
T: Men leave to the US to get better jobs. One reason is the fact they lack job
opportunities here.
on the board
understand.
provided below.
green card A green card is a kind of identification card for people who The equivalent to the
move to the United states and become permanent residents. green card here in
If I want to leave Mexico and live in Los Angeles, the Mexico is called FM2
American government has to give me a green card to live (forma migratoria.)
there. What is the name of the equivalent to the green card
here in Mexico?
ID An ID card is an identification card; it is a document that The IFE/passport can
(identification) proves you are who you say you are. At the bank, I use my be used as an official ID
card IFE as an ID card. What are some things that can be used card here in Mexico
as an ID card in Mexico?
immigration Immigration is the place where government employees You can find
examine the passports, visas, etc. of foreign nationals immigration offices in
entering the country. When you get off a plane in another XXX. (Ex. El Paso
country, before you actually leave the airport you go through Texas, Aeropuerto
immigration where they check your passport. Where can Internacional de
you find immigration offices in Mexico? México, etc.)
passport A passport is an official document your government gives The Mexican passport
you so you can travel to another country. My passport has is green.
my picture and personal information that helps the
immigration officer identify me. What color is a Mexican
passport?
89
permanent A permanent resident is a person who is originally from XXX is a permanent

resident another country, but that the government has given official resident of Mexico.
residential status to live there is a permanent resident.
Imagine I left to Costa Rica to live. After you have lived
there for a long time you are a permanent resident of that
country. Who is a famous person, not from Mexico, that is a
permanent resident here?
tourist visa When you travel to a country as a visitor, you need a tourist You get a tourist visa
visa from the government of the country you want to visit; for the US in XXX.
you can’t work with a tourist visa. If you want to go to
Disney World on vacation you need a tourist visa to enter
the US. Where can you get a tourist visa for the US in this
city or state?
work permit A work permit is a document that allows you to work They get their work
legally in another country. The US gives Mexican farmers permits in Gobernación.
work permits that allow them to work on US farms. Where
do foreigners who want to work in Mexico get their work
permits?

1. (Write the following column titles on the board: documents, word/s about someone’s status and words
about people coming to a country.) Open your books to page 60, exercise 1. Get into trios. Look at
these three columns. I want you to classify the vocabulary words in the blue box. (Give
students time to complete the task. Once they finish go over the answers and explain any word
they still don’t understand.)
Answers:
Documents: green card, passport, ID card, tourist visa, work permit.
Word/s about someone’s status: permanent resident.
Words about people coming to a country: immigration, nationalities.
2. Now, look at your book. This page is from a travel guide. It has tips on visas and other
information. Which document from the box do you need to visit a foreign country? (ID card,
passport, tourist visa.) What is the difference between resident and tourist? (A resident lives in
the place a tourist visits the place.) What documents from the book would you need if you
moved to United States? (Work permit, green card.)
3. Get into pairs. Using the words from the box complete the text. Remember to use the context
to figure out the answer. (Give students time to complete the task. Walk around and help them
if needed. Have two pairs come together and compare their answers. DO NOT CLICK ON
THE SLIDE TILL AFTER YOU PLAY THE AUDIO.
4. (Play the audio so that students can check their answers. Play it again if necessary. Finally click
on the slide to re-check their answers.)
1. FP Activity: Presentation – Vocabulary review
Introduction: Imagine you are able to pay for a trip anywhere you want. Where would you like
to go?
Procedure: Get into pairs. Talk about a trip you would like to take to another country. Use the
vocabulary we have learned. Remember to use I’d like to… Remember if you are not sure what
you need you can use “might” (Give students 7 minutes to complete the task. Walk around and
For example: (Look at book page 60 exercise 3.)
90

1. Open your books to page 61, exercise 4. We are going to read about Kate and Rod. They live
in the US. They met a few months ago and now they are married now. An immigration officer
is interviewing them. Why do you think they are being interviewed? (Elicit some ideas from
students.) Look at the interview in your book. What is the case number? (247) Read the notes
and find out the reason for the interview. (Give students some time to complete the task. Once
they finish click on the slide to check their answers.)
2. (Click on the slide.) Look at the questions. Read the officer’s notes again. Complete the chart
with Rod’s information leave Kate’s information in blank. (Give students time to complete the
task. Walk around and help them if needed.) Get into pairs. Compare your answers. (Click on
the slide to re-check their answers.)
3. The officer is also going to interview Kate. Why do you think the officer is going to ask her the
same questions? (He wants to compare their answers.) Listen to the interview and complete the
chart with Kate’s information. (Play the audio once. Play it again if necessary. After they finish
listening, have students get into pairs and compare their answers. Click on the slide to re-check
their answers.)
4. Look at the information in the chart. What information is different? Get into pairs and take
turns saying the differences. (Give students time to complete the task. Walk around and help
them if needed.)
Slide 15: Oral activity: (20 m)
1. FP Activity: Role-Play – Vocabulary review
Introduction: Imagine you are going to take a trip. What do you need to travel there?
Procedure:
1. Imagine you are a tourist information officer for a different country (not Mexico) Think of
the answers to the questions on the board related to your country. Take notes so you don’t
forget. (Give students 5 minutes to complete the task. Walk around and help them if
needed.)
2. Now, get into pairs. Student A, the future traveler is calling student B, the tourist
information officer to ask about travel to XXX country. Ask all the questions you can think
of to make sure you know everything there is to know about traveling there. Take notes
because you may need them later. Once you finish switch roles. (Give student 10 minutes to
complete the task. Walk around and help them if needed. Encourage students to ask follow
up questions and make sure everyone is speaking English.)
For example:
T: Do I need a visa to travel to France?
S1: Yes, if you are coming as a tourist you need a tourist visa.
T: What is the weather like in France during the summer?
S1: The weather is very hot so I recommend you bring shorts and T-shirts.
T: If I want to work in France do I need anything special.
S1: Yes, you need a work permit; if not you will go you jail. Etc
Follow up: Get into trios. Take turns saying what country you are going to visit and what
information you got about it.
Slide 16-18: Grammar Focus: Present perfect with for and since (20 m)
labels.)
a. What tense do we use to talk about actions that started in the past and still continue?
(Present perfect.)
b. When do we use for? (To talk about a length of time.)
c. When do we use since? (To talk about the specific time that an action started.)
4. Open your books to page 62, exercise 1. Look at the examples.
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5. Look at exercise 2. Complete the rule box according to what we studied. (Click on the slide to
check their answers. Answer any questions they might have.)
6. Get into pairs. Write the expressions in the correct column. (Give students time to complete
the task. Once they finish click on the slide to check their answers.)
7. Let’s look at exercise 4. This is a conversation between Rod and the immigration officer. Write
the correct form of the verb in parentheses or for or since to complete the conversation.
(Give students time to complete the task. Walk around and help them if needed. Once they
finish click on the slide to check their answers.)
8. Get into pairs and practice the conversation once you finish switch roles.
Oral activity: (15 m)
1. FP Activity: Role Play-present perfect with for and since
Introduction: Imagine you need to find out some information about someone. What are some
questions you can ask?
Procedure:
1. Get into groups of 4. I’m going to assign each of you a role because you are going to
conduct an immigration interview. Students A and B are a couple. Students C and D are
immigration officers. The immigration officers will interview them both, but separately, in
order to decide if they are really married.
2. Student A and B turn to page 138 of your books. Students C and D turn to page 140.
Make sure you don’t see each other’s books.
3. (Give students 5 minutes to prepare. Student A and B work together to decide on the
personal information they will both say. Students C and D prepare a list of questions that
they will ask. Remind students that the interviews will be done separately so they need to
write down the information.
4. Conduct the interviews. Student C interviews Student A. Student D interviews Student B.
(Give students 5 minutes to complete the task. Walk around and help them if needed. Tell
them to conduct their interviews on opposite sides of the room so they don’t hear each
other’s answers.
For example:
T: How long have you lived in Mexico?
S1: I have lived in Mexico for 6 months.
T: How long have you known each other?
S1: We have known each other for 6 months.
5. (Once they finish, students A and B compare your interviews.) Did you get the same
answers? Students C and D compare your notes. Do students A and B have a real
marriage? Tell them your conclusion and your reasons for it.
For example:
T: We think your marriage is a fake because Student A said you met 5 months ago and
student B said you have known each other for a year.
about?
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(120-130 m)
Slides 2-3: Homework (5m)

1. SC Activity: Stimulus Response-Describing sound and ideas
Introduction: Are sound effects important in movies? How does sound affect us? Do sounds
convey ideas and images? For example?
Procedure: In a moment you will be hearing 5 different sounds. On a piece of paper write
down the word, or mental image that comes to your mind as you hear the sound. Close your
eyes. Ready? (Play the different sounds.)
Now, get together in teams of three and share your ideas.
For example:
T: For example if you hear (click on example sound) an explosion, what image, idea or
word comes to your mind? In my case, I think of a terrorist walking in the
downtown area with a backpack. What do you think of?
Follow up: Who can share something interesting that they heard?
on the board.
understand.
provided below.
cheer When you want your team to win, you encourage them with No, we don’t cheer for
chants and noises. You cheer them on. When I am playing the opponent. We … to
soccer/volleyball I cheer for my teammates; I say “come on you cheer our team on.
can do it”. Do you cheer for the opponent? How do you cheer
your team on?
clap (Clap your hands.) This is to clap. We usually clap when I clap when…
someone does a good job. The audience clapped so Paul Yes, I like / No, I don’t
McCartney would sing another song. When do you clap? Do like people to clap at
you like people to clap at you? me.
cry When something hurts you physically or emotionally you cry. I cry when …
(Cry.) I cry when I see a sad movie. When do you cry? Men I think men should/
should never cry, do you agree? shouldn’t cry.
laugh When something is funny you laugh. (Laugh.) Mr. Bean makes XXX makes me laugh
me laugh. What makes you laugh?
scream When girls get scared or excited they scream. (Scream.) When I Yes, I scream / No, I
go to a Shakira concert I scream. Do you scream if you see a don’t scream if I see a
rat? When do men usually scream? rat.
Men usually scream at
soccer matches.
shout Some people shout when they get mad. (Shout.) Men shout at When someone shouts
the referee if he doesn’t mark a penalty. What do you do when at me I …
someone shouts at you?
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whistle (Whistle a tune.) What am I doing? Right, I am whistling. I Yes, I can / No, I can’t
whistle when I am happy. Can you whistle? Show me. When whistle.
do you whistle? I whistle when I…
yawn When you are sleepy, you usually yawn. I yawn when I am I yawn when…
bored. What about you? When do you yawn? Is it disrespectful Yes, it is / No, it isn’t
to yawn when you are with someone? disrespectful to yawn
when you are with
someone.
1. Look at the slide. Match the verbs in the box with the pictures below. (Give them 2 minutes to
do this and then check answers.)
Slide 15: Listening Activity (10 m)
1. Let’s look page 64, exercise 2. In a minute you will hear some sounds. Listen to the sounds and
match them to the photos at the bottom of the page. (Play the recording.)
Slide 16: Pre listening Activity (7 m)
1. What is a radio phone-in contest? Look at the slide; look at the pictures and tell me.
2. When we use deduction to find an answer, for example in this case, where you are looking at
the pictures to answer the question, we use (click on the slide) the expressions: It must be…
or it’s probably…
3. So, what is a radio phone-in contest? (Have students answer using the expression above.)
4. In a moment you will be listening to a radio contest. The name of the contest is (click on the
slide to show “What’s that job?”). What do you think this contest is about? What do the
contestants have to do? (Get students opinions.)
1. Go to page 65, exercise 4. We are going to do the first listening. Your job is to put a check next
to the winner of the contest. (Play the first listening.)
2. Let’s check your answer. (Click on slide for answer to appear.)
Slides 18-19: Listening 2 (8 m)
1. Go to page 65, exercise 5. Read the questions that are there. You have 1 minute. Are there any
questions?
2. I am going to play the recording and you answer the questions. (Play the recording.)
3. Let’s check your answers. (Click on slide for answer to appear.)
4. Now, get together with a partner and make a list of all the sounds you can remember.
1. Exercise 7 is next. Read the statements that are there and make sure you understand them. You
have 1 minute.
2. I am going to play the recording and you write T for true or F for false. If the answer is false
write the correct information next to it. (Play the recording.)
3. Let’s check your answer. (Click on slide for answer to appear.)
Slide 21: Grammar Focus/Modals for deduction: must be, might be and can’t be (10 m)
the board.
2. Teacher has students label the different elements. (Click on the slide to show the labels.)
3. Elicit important patterns to students; ask:
a. What do we use might be, must be and can’t be for? (For deductions.)
b. Do we use these expressions when we use deduction based on evidence? (Yes.)
c. Which one do we use when we are almost sure something is true? (must be)
d. Which one do we use when we are almost sure something is not true? (can’t be)
e. Which one do we use when we are not really sure something is true? (might be)
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Slides 22-23: Guided Grammar practice (10 m)

1. Please open your books to page 66, exercise 3. Complete the sentences with the correct
expression for deduction. (Give them 5 minutes to do this.)
3. How many got all of them correct? Raise your hand. How many had only 1 mistake? Two? Are
there any questions?
Slides 24-25: Controlled Practice all forms: Repeat/Complete (10 m)
individually. (You can have one side of the group repeat A and the other repeat B if you want
to make this more natural.)
and some individually. (You can have one student say the first part and another say part B to
make it more natural.)
1. SC Activity: Stimulus-Response-Deduction with must be, might be or can’t be
Introduction: Are you good at judging people from just looking at them? Can you guess
information for people by just looking at the? Are you a good judge of character?
Procedure: Look at the screen. In a minute you will see the picture of a person, try to make
deductions about the people who appear. Look at the screen; here is some information that we
will be guessing. What questions can we ask to get this information? (Elicit question from
students and click on the slide to get first image.) Work in pairs, one student asks the
information and the other makes deductions and gives reasons behind these deductions.
For example:
T: What is his nationality?
S3: He must be Mexican.
T: Why do you think he’s is Mexican?
S3: Because of his skin. It’s dark, so he must be Mexican.
Slide 27-28: Speaking (10 m only if time permits)
1. Open your books to page 67, exercise 7. Imagine that you are on a phone-in radio contest; you
will hear clues for you to guess the job.
2. After listening to the first clue; work with a partner and say all the possible jobs.
3. Then listen to the second cue and say the most probable jobs.
4. Listen to the third cue and make your final guess. (Play the different cues and have students fill
in the chart in pairs.)
5. Okay, now let’s check your answers. (Click on slide for answers to appear.)
6. Let’s do the same for game 2. . (Play the different cues and have students fill in the chart in
pairs.)
7. Okay, now let’s check your answers. (Click on slide for answers to appear.)
doing?
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(106-115 m)
Slide 32-33: Homework (5 m)

1. FP Activity: Student Discussion-Hand signals and meanings.
Introduction: When we communicate, do we only use our mouths? What other things do we
do to communicate?
Procedure: Please get together in teams of three. Look at the slide; there are several hand
signals. Look at each one and answer the questions below.
For example:
T: For me, the first signal probably means “take it easy.” You might use it if someone
is upset or aggressive.
Follow up: Okay, now let’s talk about some of your ideas. (Have students share their ideas.)
on the board.
understand.
provided below.
become To become aware of is the same as discover. They say that a I became aware of
aware of person’s eyes are the windows to his/her soul. When you their identity when I was
look at someone in the eyes, you become aware of the …
persons intentions. When did you become aware of the
Reyes Magos true identity?
body Body language is the way you move your body, face and Yes, body language is
language eyes to express something. A big portion of communication important for actors.
is through body language. Is body language important for Body language helps
actors? Why? the express more.
feel When you feel that something is dangerous, you feel When I feel threatened
threatened threatened. I feel threatened when I’m walking and a dog I…
barks at me. When I feel threatened, I get goose bumps. (Me I usually … when I feel
pongo chinito.) What happens when you feel threatened? How threatened.
do you react when you feel threatened?
feel attracted When you like something or someone, you feel attracted to I feel attracted to …
to that person or thing. I feel attracted to women/men with
dark eyes. Who do you feel attracted to?
tell the truth/ When you are honest and you say what really happened, you Yes, I always/ No, I
lies tell the truth. I always tell the truth no matter what the don´t always tell the
consequences. Do you always tell the truth? The opposite of truth.
telling the truth is to tell a lie. Politicians usually tell lies. Do No, I never/ Yes I
you sometimes tell lies? sometimes tell lies.
96
Slides 41-43: Pre-reading Activity (10 m)

1. In a minute, we will be reading an article. But before we read, look at the slide and together
with 2 classmates; discuss and answer the question. (Give students some tome to discuss and
answer.)
2. Okay, who wants to share what you came up with? (Have students share their answers and
discuss them.)
3. (Click on the next slide.) Read this paragraph silently.
4. Who can tell me why interpreting body language is important? (Discuss this with the group.)
5. (Click on the next slide.) Look at the different pictures. What do you think these people are
expressing with their body language. (Give them a minute to look at the pictures and have
different students give you their ideas on each picture.)
1. Now let’s read the article. Please get into teams of three. Each student in each team will be a
different letter: A, B or C. Student A will read paragraph one; student B will read paragraph
two; and student C will read paragraph 3. (Give them some time to do this.)
2. Now get together with the members of your team and tell them what you read about. (Give
them some time to do this.)
3. (Click on the next slide.) Now let’s read the following slide. Again, student A will read
paragraph one; student B will read paragraph two; and student C will read paragraph 3. (Give
them some time to do this.)
4. (Go to slide 45.) Now, based on the pictures on the slide, give me more specific information
about the reading. (Give students some time to get their ideas together and then have them tell
you about the reading.)
For example:
T: The reading says that when you are talking to a person, if her lips are closed and
tight, the person might disagree with what you are saying or is mad.
Slide 47: Grammar Focus: might be, must be and can’t be with verbs + ing) (10 m)
the board.
labels.)
3. Elicit important patterns from students, ask:
a. In the first three sentences, what form is the verb in? (V+ing)
b. In these 3 sentences are we talking about temporary actions? (Yes.)
c. From those 3 sentences, in which one are we not sure something is happening? (He
might be feeling happy.)
d. So, might be + Ving means we are sure or not sure? (Not sure it is happening.)
e. And what does must + v ing indicate? (Almost 100 % sure it is happening.)
f. Can’t be + Ving means? (Almost sure it is not happening.)
g. How is the last sentence different? Is there a verb be there? (No be, only BFV.)
h. So can we use must + BFV to indicate almost sure? (Yes.)
Slides 48-49: Controlled Practice Affirmative and Negative: Repeat/Complete (10 m)
individually.
Slides 50-51: Oral Activity (15 m)
1. SC Practice: Stimulus-Response-Logical deduction (might, must and can’t)
Introduction: Are you good at playing detective? Can you make deductions based on a
situation?
Procedure: In a moment you will see a sentence on the screen your job is to make logical
deductions about each situation.
97
For example:
T: Look at the first sentence. Tom must be doing dangerous business. He might be in
danger.
Follow up: Now let’s see what really happened to see if your speculations were correct. (Click
on slide 51 and get students comments on if they were right.)
1. FP Activity: Role Play- Logical deduction (might, must and can’t)
Introduction: Have you ever heard of these radio shows where people have problems and
someone gives them advice?
Procedure: Look at the slide. Here we have part of the conversation between Dr. Helpu
(pronounced “help you”) and a caller. Your job is to complete the conversation with
something logical. Please get into pairs and practice the conversation. There are situations at
the bottom to help you.
For example:
T: S1 you begin the conversation.
S1: This KMP Radio. Dr. Helpu on the line. How can I help you?
T: Well Dr., I have a feeling my son might be taking drugs.
S1: Why is this? What has he done lately that makes you think that?
T: He’s irritable; he’s lost interest in his studies and he doesn’t talk to us. So I think he
must be having serious problems and he might be taking drugs.
S1: I really don’t think there is anything to worry about. Your son might be
heartbroken and doesn’t want anyone to know.
Follow up: (Have different pairs perform.)
doing?
98
WorldView: Book 3A, Final Review

(121-131 m)
Slides 2: Homework: (5 m)
Monitor them and help them if needed. Once they finish click on the slide to check their
1. SC Activity: Stimulus-Response: Have to, must, can’t
Introduction: Are there certain activities you have to do in certain jobs? For example, if you
are a doctor, what are some things you have to do? (Let students say a couple of things.)
Procedure:
1. What are some unusual professions? Give me some examples. (Write some of these on the
board; include things like opera singer, belly dancer, animal trainer, street musician, etc.)
Now, on a piece of paper, write down a profession; try to think of an unusual profession.
(Give them a minute to do this; if someone can’t think of anything, help him/her.)
2. Now, you will say things you have to, must or can’t do in your job and your classmates are
going to guess the profession. Let’s do one together.
3. (Do the example on the slide and then do one or two more with the whole group so that
they know what to do. Make sure they practice the structures: have to, must and can’t.
After you do a couple of examples with the group, you can divide the group into 2 or 3
smaller groups to let them practice.)
1. FP Activity: Debate – Adjectives and as…as.
Introduction: Where is Chicago? What do you know about the place?
Procedure:
1. Open your books to page 56. Exercise 1. Listen to the conversation. (Play the audio. Play it
again if necessary.) What are the speakers doing? (Elicit answers from students. They are
talking the places they’ll visit in Chicago.)
2. Let’s look at exercise 2. Look at the brochure for the Chicago Trolley Tour. Pick three
places you’d like to visit and circle them.
3. Now, work in groups of three and plan your group’s visit to Chicago. Agree on the places
you’d like to visit and how long you’ll stay at each place.
Follow up: What places did you decide to visit? (Have different groups tell you what they
decided.)
99
Slides 8-9: Oral Activity (15-20 m)

1. SC Activity: Abilities-can, could, be able to, manage to
Introduction: Do you have many abilities? What are some of your abilities?
Procedure:
1. Open your books to page 56, exercise 4. Listen to the conversation. (Play the audio. Play it
again if necessary.) What are they talking about? (Different abilities that they have.)
2. Let’s look at the slide and some different abilities. (Click on the slide for the different
abilities to appear. Go over them and explain any that students don’t know.)
3. Get into pairs. You will take turns taking the ability quiz on slide 10. You will ask each
other to do the different activities to see who has the most abilities. (Look at slide 10.)
(Walk around the room, helping if need. Make sure everyone is speaking English.)
Follow up: Who has the most abilities? What can you do? What can’t you do?
Slides 10-12: Oral Activities (20-25 m)
1. FP Activity: Role Play-Simple past, present perfect, future, abilities, etc.
Introduction: Is it easy to find a job in Mexico? When you apply for a job, what questions do
they ask you?
Procedure:
1. Let’s look at the job application. (Go to slide 11.) Let’s look at the information that they
want on this application. (Go over the areas and answer any questions they may have.)
2. Now, on a piece of paper, write out the information as if this were your job application.
(Tells students to only write the answers in their notebooks; DON’T write the questions or
the format.) (Give them time to do this.)
3. Now, work in trios and write 3 questions that you think the job interviewer will ask you at a
job interview. (Give them a few minutes to do this. Walk around and help them if needed.)
3. Now, let’s look at the questions on the next slide. (Go to slide 12.) These are some
questions that job interviewer typically ask. (Go over the questions with the group to make
sure they understand.)
4. You are going to work in pairs; one of you will be the job applicant and the other the
interviewer. You are going to interview each other for a job. You can use the questions you
wrote or the ones on the slide. You have to ask at least 6 questions and then you can
switch. You want to try to find out as much as possible about the job applicant and his/her
past experience.
For example: (See slide 13 for the example, but then go back to the slide with the
questions for students to use during the interviews.)
Follow up:
How were your interviews? Were you able to find out a lot about the person you
interviewed? Who was a better interviewer, you or your partner?
100

1. FP Activity: Problem Solving – Future, may, might, could
Introduction: Do you like to travel? Are you good at planning trips?
Procedure:
1. You are going to work in trios. Each group will plan a trip to three different places. In each
place you have to plan 3 different activities; you can’t duplicate the activities. Try to use
will, may, might or could. When you are ready, each group will present their itinerary to the
class and then we will vote on the trip that sounds the best. (Give students time to plan
their trips. Walk around and make sure that they don’t have the same activities for each of
the three places.)
Follow up: Now, each group present the three places they’ll visit and the things they plan to
do there. When you finish, we’ll vote on the best trip.
For example:
T: We are going to visit Italy, Greece and Switzerland. In Italy we might visit the
Coliseum, we can eat lots of pasta and we will drink Italian wine.
Slides 14-18: Oral Activity: (15 m)
1. SC Activity: Information Gap – may, might, must, can’t
Introduction: If I describe a place, can you tell me what place it is?
Procedure:
1. Let’s divide the group into two teams. I’m going to show you some information about a
place and you can make guesses about what place it is. You can use may, or might if you
aren’t sure, must if you’re almost sure or can’t to make a negative deduction. The team
that guesses the place with the fewest number of clues, is the winner.
2. Let’s look at the example on slide 15. I will show you the first clue and one student
from each team will give me one guess. If it’s not correct, I’ll show the second clue, and
the next student in each team guesses. If it’s not correct, I’ll show the third clue, etc. until
someone from one of the teams get the correct answer. (As you click on the slide, each
clue will appear. For the first slide which is the example, in addition to the clue a possible
answer will also appear. Make sure that students and teams take turns guessing: Team 1, S1
then Team 2, S1, next Team 2, S2 then Team 1, S2, next Team 1, S3 then Team 2, S3, etc.)
3. (There are four more slides with different places for students to guess. Make sure that they
use the modals for deduction.)
about?
101
102
WorldView: Book 3B, Unit 15, Day 1

(118 m)
1. FP Activity: Discussion – unit preview
Introduction: We are going to talk about soap operas. A soap opera or soaps are dramatic
shows that woman usually watch. In Mexico, most of these shows are in the evening, and they
last for months. For example: XXX is a current soap opera on channel XXX.
Think about what soaps you have seen. Were they good? Were they bad? Why?
Procedure: Think about two soaps you have seen or are currently watching. Think of some
reasons why they are good or bad. Get into trios. Discuss and compare your ideas. Come to an
agreement as to which soap is or was the best and which one is or was the worst. (Give
students time to complete the task. Walk around and help students if needed. Make sure
everyone is speaking English. Once they finish call on a few groups to report their results.)
For example:
T: I think Atrévete a Soñar is the best soap opera because the musical group in it was the
best.
S3: I think that soap was really stupid. A great soap was Hasta Que el Dinero nos Separe.
Pedro Fernandez was great in it.
on the board
understand.
provided below.
crime Activities that are against the law are crimes. The boy who XXX is a common
stole candy from the store committed a crime. Can you crime.
name some common crimes you hear about on TV?
death When a person’s heart stops beating he dies. Death in XXX is not a natural
humans is normal when it is for natural causes. My death.
grandfather was 92 years old he died. His death was of
natural causes. What human deaths are not natural?
family life Family life is your daily life in a family. My family life is My family life…
simple. I go to work every day, my children go to school. We
eat lunch together then we go to the park. In the evening we
all eat dinner. What is your family life like?
greed Greed is the desire to have more money than you need. My My XXX is greedy
sister is greedy she always wants more money. What she has because…
is never enough. Do you know anyone who is greedy? Give
reasons.
illness When someone is sick they have an illness. When you eat XXX is an illness that
bad fish you get sick. Their illness is food poisoning. What kills you.
are some illnesses that can kill you?
marriage When a man and a woman are married and are happy we say My XXX marriage has
“They have a happy marriage.” My mother’s marriage lasted XXX years.
lasted 42 years. Who in your family has the longest
marriage?
103
misfortune Misfortune is to have bad luck. My uncle has had I had misfortune XXX
misfortune first he lost his house, and then his car got I XXX.
stolen. Have you had misfortune? When? Explain.
power Power is to have control over someone or something. I I have power over
have power over my kids. They do what I tell them to do. XXX because XXX.
Do you have power over someone or something? Explain.
Getting Started (10 m)

1. Open your books to page 68, exercise 1. This unit is about soap operas. Soap operas dramatize
real-life events, concerns and problems. Get into trios and make a list of life events, concerns
and problems. For example: Husbands cheating on their wives. (Give students time to
complete the task. Walk around and help them if needed. Once they finish call on a few groups
to give you some ideas and write them on the board.)
2. Look at exercise 2. In pairs check the five topics that are most commonly seen in soap operas
in Mexico. (Give students time to complete the task.) Now, get into pairs and compare your
answers discuss any point you don’t agree on. (Give students time to complete the task. Walk
around and help them if needed. Make sure everyone is speaking English.)
1. FP Activity: Role – Play -Vocabulary
Introduction: Let’s act out some scenes from soap operas.
Procedure: Get into trios. Look at the slide. You have different scenes you must act out in
your group. Make sure you analyze and be very creative when recreating the part. The best
group for each scene will come to the front to present it to the class. (Give students time to
English. Make sure you identify a winner for each scene. Once they finish ask the winning
team for each scene to come to the front and present it to the rest of the class.)
For example:
T: The private investigator will arrive any minute.
S1: Mother; I really doubt my father is having an affair.
S3: My dear, a woman’s’ instinct is never wrong you’ll see. (Ding, dong) Here he is…
T: Hello, so what news do you have for me?
S2: Well ma’am, you were right; he is having an affair, but not only that, he and this
woman have two children.
S3: I knew it! Noooooooooooooo!
S1: Mother, keep it cool. Dad is in the hospital and he could die at any time. We must
ask him why he did this to you, to us. Etc.
Reading (15 m)
1. Open your books to page 68, exercise 4. We are going to read about Mumbai Soap. Look at the
picture. Who do you see? What is the man doing? (Elicit some answers from students.) Now,
look at exercise 2. Circle with pencil the topics you think this soap opera is about. (Give
students 3 minutes to complete the task. Ask some students to tell you what they chose and
why.)
2. Read the portion of the soap-opera that is on page 68 and confirm your predictions. If your
predictions were incorrect make sure to correct them. (Walk around and help them if needed.)
What is the name of the characters? How do Nina’s parents feel about Sanjay? Where do
Nina’s parents want her to go? (Elicit some answers from students.)
3. Get into pairs. Decide how you think Nina will solve her problem by choosing A, B or C.
Make notes about the reasons for your selection. (Give students time to complete the task.
Walk around and help them if needed. Make sure everyone is using English while discussing
their answer.)
4. In pairs, read part two of the soap opera and check your predictions about what Nina will do.
(Give students time to complete the task. Walk around and help students if needed.) What
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does Nina decide to do? (Go to London.) What information did you use to make your choice?
Her emails tell Sanjay about her life in London.) How many of you had predicted Nina would
go to London? (Have students raise their hands to take the poll.) Get into pairs and make a
short summery of part two in your notebooks. (Give students time to complete the task. Walk
around and help them if needed. Make sure everyone is speaking English while discussing their
answers.) Which topics from exercise 1 are important here? (Romance and marriage.) Now,
look at exercise 8. What do you think will happen next? Choose your answer and make notes
about your reasons. (Give students 3 minutes to complete the task. Make sure they don’t read
part 3. Help students if needed.)
5. Individually, read part three and check your predictions (Give students 3 minutes to complete
the task.) Get into pairs and summarize what happened in part 3. Compare your predictions
and the reasons for your choice. What happened next? (Nina accepts the job and stays in
London.) What information from the reading did you use to make your choice? (“Sanjay turns
on the TV in his Liverpool room hotel.” “He knows Nina is in London.” “He turns in surprise
and sees her on the TV screen.”) How many of you had chosen option C? Well done!
1. FP Activity: Role – Play -Reading
Introduction: Are you good actors? Could you be on a soap opera? Let’s see. Let’s act out The
Mumbai Soap.
Procedure: Get into groups of four. Assign each other role: narrator, Nina, Sanjay and Ravi.
Read parts 1, 2 and 3 aloud. Make sure you are dramatic about your parts. Once you finish,
switch roles. Repeat this till everyone gets to play every role. (Give students time to complete
the task. Walk around and help them if needed. Make sure everyone is speaking English. Once
they finish, ask each group to come to the front and present the play in front of the class.)
For example: (See the book for the example.)
Slide 12: Grammar Focus: will and won’t for future predictions (10 m)
labels.)
a. What auxiliaries do we use for the future? (will / won’t)
b. What form of the verb do we use after will or won’t? (BFV)
c. What’s the order for questions? (Auxiliary + subject + BFV)
d. What expressions do we use to make predictions? (think and don’t/doesn’t think)
e. What do we use after think or don’t /doesn’t think? (A second subject + will
+BFV)
f. What is the order for questions with think / don’t think? (We use the auxiliary
do/does before the first subject, followed by the second subject + will + BFV. We
don’t use question order (subject and auxiliary inverted) for the second subject and
auxiliary. )
individually.
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1. FP Activity: Description - will / won’t for predictions
Introduction: What are some things you’ll do in 10 years? What are some things you won’t
do?
Procedure: Get into trios. Take turns saying what you will and won’t do in 10 years. You must
each say at least 6 things that you will or won’t do. When you finish, your classmates will ask
follow up questions to find out the reasons for what you have said. . Take notes since you will
need them later. (Give students time to complete the task. Walk around and help them if
needed. Encourage students to make follow up questions. Make sure everyone is speaking
English.)
For example:
T: In ten years, I probably won’t work here, but I’ll still be a teacher. I’ll be married and
I’ll have 1 or 2 children. I don’t think I’ll work all day because I’ll have to take care of
my kids. I’ll live in a house instead of an apartment and I’ll have a dog.
S1: Why won’t you work here?
T: Because I think I’ll move to a different city.
S2: Where will you move to?
T: I’ll probably move to a small town. Etc.
Follow up:
Find a new trio and exchange information that you got from your previous group.
about?
3. For homework, do Unit 15 exercises 1, 2 and 3 in your workbook.
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(128 m)

Slide 20: Warm up (15 m)
1. FP Activity: Game - Review
Introduction: Let’s play charades about present and past movies.
Procedure: Divide the class into two teams. The people on the teams mustn’t face the screen.
The only person that can see the screen is the person doing the miming. I will click on the slide
and only using gestures and drawings your team must guess the movie. DON’T CHEAT; NO
USING WORDS AND NO SPEAKING SPANISH. (Once the team guesses the movie
change the person who is “miming.”) The team with the most points wins.
For example:
T: (With your hand show two words.).
The Group: Two words.
T: (Show one finger.)
The group: First word.
T: (Draw a toy on the board.)
The group: Toy…Toy Story!
Slides 21: Grammar Practice (15 m)
1. Open your books to page 70, exercise 1. Look at the examples for a minute. (This is just to
remind them what we saw yesterday.) Look at exercise 2. Complete the rule box according to
what we studied. Now, who can read number 1? (“Think” is the answer.) Who can complete the
second rule? (“isn’t going to” is the answer.)
2. Get into pairs. You will complete the sentences with the correct form of the verb. (Go over the
first sentence. Give students time to complete the task. Walk around and help them if needed.
Make sure everyone is speaking English. Click on the slide to check their answers.)
1. Open your books to page 70, exercise 4. I am going to play the audio. Please notice the
contracted forms of will. (Play the audio once. Play the audio again if necessary.)
1. FP Activity: Discussion-will / won’t for predictions
Introduction: How do you think the final episode of Mumbai Soap will end?
Procedure:
1. Open your books to page, exercise 71, exercise 6. How do you think Mumbai soap will end?
Take five minutes and complete the chart in your book with your predictions. (Give students
time to complete the task. Walk around and help them if needed.)
2. Get into groups of four. Take turns telling each other about your predictions. Make sure you
give reasons for your predictions. (Make sure you explain that they are making good guesses
based on what they know about the soap. Walk around and help students if needed. Make
sure everyone is speaking English.)
For example: (Look at the slide for the example.)
3. Now, listen to the last episode of Mumbai soap and check your predictions. (Play the audio
once. Play it again if necessary.)
4. As a conclusion, ask the class to summarize the last episode they just heard.
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1. Open your books to page 71, exercise 9. Read the instructions. Choose one of the three topics
for predictions in your book. Write a short note to a friend making predictions using the
grammar we have learned. (Give students 7 minutes to complete the task. Walk around and
2. If you haven’t finished, please do so for homework.
Slides 26-27: Video Activity (20 m) Please note: you need copies for this activity.
1. We are going to see a video about soap operas. What is your favorite topic for a soap opera?
(Elicit some answers from students.)
2. (Hand out the Video Activity Worksheet.) I am going to play the video but you will only hear
it. Once you finish listening answer the four questions on the Video Activity Worksheet. (Have
students work in pairs to compare answers. Call on students to answer the questions.
Remember that your objective at this point is to encourage participation and curiosity. For this
reason, tell students you will not say if their guesses are right or wrong. Accept all answers.
You may want to write the students’ ideas on the board.)
3. Now, look at the video with audio and picture. (Show the video.) Get into pairs and compare
your predictions with what you saw in the video. (Click on the slide to check answers.)
4. Look at the video again and answer the comprehension questions on your Video Activity
Worksheet. (Click on the slide to check their answers.)
5. Get into groups of 4. Take turns describing what you liked and didn’t like, and what would you
change in the video and why. (Give students time to complete the task. Walk around and help
them if needed. Make sure everyone is speaking English.)
Oral Activity: (25 m) Please note: you need copies for this game.
1. FP Activity: Information Gap – Will for predictions
Introduction: Let’s talk about the future and what you think will happen.
Procedure:
1. Get into two groups. One group will be A, and the other group will be B. (Give each
student the appropriate worksheet.)
2. Now, work with a partner (someone from the same group). Read the six questions on your
sheet. Any questions? (Clarify if any.) I want you to come up with 4 extra questions to
complete your questionnaire. Write them in your notebooks. (Give students time to
complete the task. Walk around and help students if needed.)
3. Now, find a new partner; someone from the other group (students should pair up an A
with a B). Now, interview each other all by asking the 10 questions you have.
For example:
T: Who will win the next soccer World Cup?
S2: Mexico will win the next Soccer Cup.
T: Who will the next president of Mexico be?
S2: The next president of Mexico will be Enrique Peña Nieto.
Follow up: (Have each student report to the class two interesting answers that their partner
gave.)
For example:
T: Jaime thinks that Mexico will win the next soccer World Cup. He thinks that the
next president of Mexico will be Enrique Peña Nieto.
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about?
109
VIDEO ACTIVITY WORKSHEET

Part 1:
1. Who are the people?

2. Where are they?
3. Why is the man worried?
4: What’s the story?
Part 2:
1. Nick’s life is a mess / going great.
2. Nick wants to watch the news on TV / turn the TV off.
3. Nick sees a woman with Dean on the news. Her real name is Jackie Baker / Jackie Bishop.
4. Dean tells the reporter that Nick is guilty / he admires Nick.
5. The woman tricked Dean / helped Dean in his career.
6. The reporter says that Nick is a great soccer player / may never play soccer professionally again.
VIDEO ACTIVITY WORKSHEET

Part 1:

2. Where are they?
3. Why is the man worried?
4: What’s the story?
Part 2:
1. Nick’s life is a mess / going great.
2. Nick wants to watch the news on TV / turn the TV off.
3. Nick sees a woman with Dean on the news. Her real name is Jackie Baker / Jackie Bishop.
4. Dean tells the reporter that Nick is guilty / he admires Nick.
5. The woman tricked Dean / helped Dean in his career.
6. The reporter says that Nick is a great soccer player / may never play soccer professionally again.
110
Worksheet A Worksheet A
1. Who will win the next soccer World Cup? 1. Who will win the next soccer World Cup?
2. Will you have children in the next 5 years? 2. Will you have children in the next 5 years?
3. When will people start living on the moon? 3. When will people start living on the moon?
4. Will you marry? If you do, will it be for love or for 4. Will you marry? If you do, will it be for love or for
money? money?
5. Will the US ever have a woman president? 5. Will the US ever have a woman president?
6. What clothes will people wear in the year 2100? 6. What clothes will people wear in the year 2100?
7. _______________________________ 7. _______________________________
8. _______________________________ 8. _______________________________
9. _______________________________ 9. _______________________________
10. _______________________________ 10. _______________________________
Worksheet A Worksheet A
1. Who will win the next soccer World Cup? 1. Who will win the next soccer World Cup?
2. Will you have children in the next 5 years? 2. Will you have children in the next 5 years?
3. When will people start living on the moon? 3. When will people start living on the moon?
4. Will you marry? If you do, will it be for love or for 4. Will you marry? If you do, will it be for love or for
money? money?
5. Will the US ever have a woman president? 5. Will the US ever have a woman president?
6. What clothes will people wear in the year 2100? 6. What clothes will people wear in the year 2100?
7. _______________________________ 7. _______________________________
8. _______________________________ 8. _______________________________
9. _______________________________ 9. _______________________________
10. _______________________________ 10. _______________________________
Worksheet B Worksheet B
1. Will you ever move to another country? 1. Will you ever move to another country?
2. When will it be possible to travel from New York 2. When will it be possible to travel from New York
to Tokyo in less than 8 hours? to Tokyo in less than 8 hours?
3. What will the weather be like this weekend? 3. What will the weather be like this weekend?
4. Will you speak fluent English in 10 years? 4. Will you speak fluent English in 10 years?
5. What will people eat in the year 2500? 5. What will people eat in the year 2500?
6. Will you ever be a movie star? 6. Will you ever be a movie star?
7. _______________________________ 7. _______________________________
8. _______________________________ 8. _______________________________
9. _______________________________ 9. _______________________________
10. _______________________________ 10. _______________________________
Worksheet B Worksheet B
1. Will you ever move to another country? 1. Will you ever move to another country?
2. When will it be possible to travel from New York 2. When will it be possible to travel from New York
to Tokyo in less than 8 hours? to Tokyo in less than 8 hours?
3. What will the weather be like this weekend? 3. What will the weather be like this weekend?
4. Will you speak fluent English in 10 years? 4. Will you speak fluent English in 10 years?
5. What will people eat in the year 2500? 5. What will people eat in the year 2500?
6. Will you ever be a movie star? 6. Will you ever be a movie star?
7. _______________________________ 7. _______________________________
8. _______________________________ 8. _______________________________
9. _______________________________ 9. _______________________________
10. _______________________________ 10. _______________________________
111
112

(120-130 m)
1. FP Activity: Discussion-Analysis of ads
Introduction: Do you know the difference between an ad and a commercial? What is the
purpose of an ad or a commercial? Are they creative? Do they have hidden messages? Can you
give me examples?
Procedure: I am going to show two ads. After looking at them, be ready to comment on what
the advertisers want you to think, and what hidden messages they have. Now, get together in
teams of three to share your ideas.
For example:
T: I think the hidden message is that if you buy a purse like this you will …
Follow up: Who can share their ideas? (Only 1 or 2 groups.)
on the board.
understand.
provided below.
delicious When you love the flavor or taste of something you say it is XXX is delicious for
delicious. For me, lasagna is delicious. What is delicious for me
you?
shiny When something reflects a lot of light, we say it’s shiny. Why XXX is/ are shiny.
do women like diamonds? Do they reflect light nicely? They are
shiny. Gold is shiny. What other things are shiny?
fresh (Pointing at the slide.) Look, this salad looks fresh; the Yes, it is good to eat
vegetables were bought recently. I love fresh fruit, right from fresh food. No, the meat
the tree. Is it good to eat fresh food? If I’ve had some meat in isn’t fresh.
the fridge for 3 weeks is it fresh?
reliable (Pointing at the slide.) Look at the Volkswagen. Is it a good car? XXX are reliable.
Why? These cars are reliable. You can always trust them to
work. A Bic pen is reliable; it always works. What other things
are reliable?
healthy- (Pointing at the slide) Do these people do exercise? Do they eat No, Lupita D’Alessio is
looking properly? How do you know? They look healthy or they are not healthy-looking.
healthy-looking. Jimena Navarrete is healthy-looking. Is XXX is healthy-
Lupita D’Alessio healthy-looking? Who is healthy-looking? looking.
fast A VW is reliable, but it is slow. It isn’t fast. A Ferrari is fast. XXX is fast.
What other cars are fast?
safe (Pointing at the picture.) Look at the baby; does he feel secure? Yes, I do / No, I don’t
Protected? He feels safe. Do you feel safe when you walk in the feel safe when I walk in
city? Where do you feel safe? the city. I feel safe in
XXX
soft When you touch a rabbit What do you feel? A rabbit is soft. A XXX is soft.
baby’s skin is soft. What other things are soft?
113
clean Look at the clothes in the picture. The T-shirts are clean; the I eat in clean
opposite of dirty. Someone washed them. When I eat, my hands restaurants. Yes/No, my
are clean. Do you eat in clean or dirty restaurants? Is your room is/isn’t always
room always clean? clean.

1. Open your books to page 72, exercise 1.Underline the logical word or words for each sentence.
(Give them 3 minutes to do this and then check answers.)
Slide 17: Pre reading Activity (10 m)
1. Look at page 73, Reading. The title of the article is Talking back to Ads.
2. What do you think “talking back” means? And what do you think the article will be about?
3. Stand up and ask as many classmates as you can until you think you have a good idea.
4. Write your answer in your notebook.
5. What do you think the article is going to be about? (Get students ideas.)
Slide 18: Reading Activity (10 m)
1. Look at the slide and look at the question. As you read concentrate on answering this question.
2. Now read the article. You have 3 minutes to do this.
3. What’s the answer? (Once you have elicited the answer, click on slide for answer to appear.)
4. How do you know their reaction is negative?
5. (Click on slide again.) Look at the slide again. Now we have a set of different questions. Are
there any questions?
6. Read the article again and now concentrate on answering these questions. (Give them 4
minutes to read again and answer the questions.)
7. Okay, let’s check your answers. (Click on slide for answers.)
Slide 19: Pre-listening Activity (5 m)
1. Now look at the slide. There are 4 questions that you will need to answer. Read them and make
sure you understand the questions.
2. Watch the commercial and be prepared to give your answers. (Click on video.)
3. What is the answer to these questions? (Have them answer the questions and get a discussion
going.)
Some prompters are:
 Do you think commercials and ads should always have attractive people in them?
 Is there any danger in this?
 Why don’t advertisers include ordinary people like us in the commercials?
 Have you ever bought something you didn’t need because of a commercial?
Slides 20: Listening 1 (5 m)
1. Look at the slide. What products do we have here? (Get students answers.)
2. In a minute you will hear a listening. Pay attention to the products that are mentioned and
check them off in your book. (Play the listening.)
3. What products were mentioned? (Get students answers.)
4. Let’s check to see if you are correct. (Click on slide for answers to appear.)
1. Now, go to page 73, exercise 7. Look at the 3 questions and make sure you understand them.
2. I am going to play the recording so you can find the answers. (Play the recording.)
3. What are the answers? Let’s check. (Click on slide for answers to appear.)
114
Slide 22: Grammar Focus/Future Real Conditional (10 m)

the board.
a. How many clauses do we have in each of these examples? (There are 2 clauses.)
b. What tense is the condition clause in? (Present.)
c. What auxiliary do we use in the result clause? (Will+BFV.)
d. Which clause is the result in the future? (You’ll meet many beautiful women.)
e. And which clause is the condition? (If you buy this car.)
f. Can we invert the clauses? (Yes, we can.)
g. If we begin the sentence with if, with the condition, what do we need between the 2
clauses? (A comma.)
Slides 23-24: Guided Grammar practice (10 m)
1. Please open your books to page 74, exercise 3. Complete the sentences with the correct form
of the verb. (Give them 5 minutes to do this.)
there any questions? (Clear up any questions that might come up.)
individually.
and some individually. (The verbs in the box are in case the need help.)
1. SC Practice: Stimulus-Response: Future Real Conditional
Introduction: So now let’s talk about some future actions according to a certain consequence.
Procedure: Look at the screen. In moment you will see part of a sentence. Your job is to
complete the sentence with something logical and correct. Let’s divide the group into two
teams. The team to complete to give a more logical and correct sentence gets the point.
For example:
T: (Click on the slide.) You see: If my girlfriend/boyfriend leaves me … And you
complete the sentence: If my girlfriend leaves me, I will never love anyone again.
Can somebody complete the sentence?
S1: If my boyfriend leaves me, I will cry until …
1. FP Activity: Presentations: Ads for products-Future real conditional
Introduction: Are you good at sales? How good are you at creating ads?
Procedure: In a moment you will see three products. Your job is to create an ad for this
product. Think of a slogan and the lines that you are going to say in order to convince people
to buy the product. Get into teams of four to choose the product and create the commercial.
(Give students 8 minutes to do this.)
For example:
T: (Click on the slide.) What is in the first picture? So what can we say in order to sell
this product? Let me begin and you continue: Thin Step your dream come true.
Having a beautiful body is only a step away. If you use Thin Step, you will wear
those sexy jeans with no problem. If you use Thin Step you will lose weight in 2
weeks. Now you continue.
S1: If you exercise with Thin Step you …
Follow up: Pay attention to the different ads because in the end you’ll have to select the best
one.
115
Okay, so Team number one can you share your commercial or ad? (Have different teams share
their ads and at the end have students vote for the best one.)
doing?
116

(115-120 m)

1. FP Activity: Problem Solving- Future real conditional, simple present
Introduction: Do you ever buy things you don’t need? When was the last time you bought
something you didn’t need?
Procedure: On the slide we have 5 products. Can you tell which products we have? (Students
answer.) Your task is to rate these products depending on how necessary these product are.
One would be the most necessary and 5 the least necessary. Make sure you express your
reasons for the ranking. (Give them 5 minutes to do this.)
For example:
T: I think that the motorcycle is the most necessary product there because if you have
a motorcycle you can beat the traffic on difficult days and get to work on time.
Follow up: (Once they have had some time to do the activity, try to come up with the ranking
with the entire group and promote discussion.) Now, let’s do it together. Which item in
number one? Do you agree? Why (not)?
Slide 36: Grammar Focus/Future Factual Conditional (will, may and can) (10 m)
the board.
2. Teacher has students label the different elements. (Present Condition/Future Result)
3. Have students answer the questions on the slide below the sentences.
4. Click on slide to get the answers.
a. What modal do we use when we are not sure? (may)
b. What modal de we use when we are sure? (will)
c. What modal do we use to express possibility? (can)
d. Can we put the result before the condition? (yes)
e. What form of the verb do we use after these modals? (BFV)
Slide 37: Controlled Practice Change (7 m)
1. Change: Have students change the sentence in a logical manner; do some chorally and some
individually.
1. SC Practice: Stimulus-Response: Future Factual Conditional
Introduction: Do you believe that every action has a reaction? Are you good at predicting the
consequences of certain actions?
Procedure: Make two teams. In a moment you will see part of a sentence. Look at the
sentence and say what will, may and can happen. Each team will be giving at least 2 sentences.
You can use whichever modal sounds logical. If a team cannot give the at least 2 sentences
they won’t win the point.
For example:
T: (Click on the slide.) You see: If you never do your homework … And you complete
the sentence: If you never do your homework, you’ll have problems with the teacher.
Can somebody complete the sentence?
S1: If you never do your homework, you can fail the course.
T: Now with may.
S2: If you never do your homework, you may not get a good grade.
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1. SC Practice: Chain Drill: Future Real Conditional/Future Factual Conditional
Introduction: Are you good at creating stories?
Procedure: Make two teams. On the screen you will see the beginning of a story. The
objective of the game is to continue the story using future conditional sentences. Each group
will add one sentence to the story until a team can no longer contribute to the story. That team
loses the point
For example:
T: (Click on the slide.) You see: Peter and Jane are going to the same party. If they …
and you add to the story: Peter and Jane are going to the same party. If they meet
there they may like each other. If they like each other, Peter will ask Jane for her
telephone number. If Peter asks Jane for her telephone number he will … and so
on.
1. FP Activity: Discussion/Role-Plays: Future Factual Conditional
Introduction: Is life always easy? Are there awful situations sometimes? Like what? Are you
good at helping people when they have a situation like this?
Procedure: Get into trios. On the screen you will see a difficult situation for someone. Get
together and talk about what can, may or will happen if this situation goes on? Be prepared to
share your ideas.
For example:
T: If Sofia continues this relationship she will probably get hurt. There is no future in
it. What do you think, S1?
S1: Well, I think that she is very much in love and if her parents put pressure on her
she may…
Follow up: (Have groups share their ideas and try to get a discussion going.) (Click on the
slide.) Okay, now I need 3 students to role play this situation in front if the class. (Have
students role play each situation.)
1. FP Activity: Student Presentations-Future Factual Conditional
Introduction: Are you good at expressing your ideas? Will it be necessary to give
presentations in your future jobs? Let’s practice giving presentations on different topics.
Procedure: Get into teams of four. As you can see there are several topics on the screen.
Choose one and prepare a presentation on the consequences that each action will cause. You
have 5 minutes to prepare. (Give students time to prepare.) Ready? Now share your ideas with
the people on your team. (Go around during preparation as a resource person and during
actual presentations in order to write down mistakes for your correction at the end of the
activity.)
For example:
T: I think that if drugs are legalized we will get rid of so much violence. What do you
think, S1?
S1: Well, I think that if drugs are legalized …
Follow up: (Discuss some of the questions on the screen if time permits after correction is
done.)
doing?
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(113-125 m)
Slides 2: Homework (5 m)
1. FP Activity: Presentation: Tenses, have to, should, etc.
Introduction: Let’s look at the word on the screen. It says “Willpower.” Do you have any idea
what that means? (Let them speculate for a few seconds.)
Procedure:
1. (Click once on the slide to show the man who has lost a lot of weight.) Look at this man.
Do you think it was easy to lose all that weight? (Let students answer.) What did he have to
do to lose weight? (Let them give you ideas.) Do you think it was easy? Why not? (Because
it took a lot of hard work. He had to control the desire to eat junk food and control the
desire to lie at home and watch TV. He had to have a lot of willpower.)
2. Work in groups of 3-4 and tell your classmates about something that you did that took a
lot of willpower to achieve. (Give them time to do this, do correction for free practice
activities.)
For example:
T: When I was younger I wanted to stop smoking, but as you know it’s very difficult to
stop. I tried 4 or 5 times to stop, but I couldn’t. I would go to a party or see
someone smoking after dinner, and I wanted to smoke a cigarette, too. Finally, I
decided that that was it: I wasn’t going to smoke anymore. I really wanted to smoke
sometimes, but then I remembered my goal and would not take a cigarette. It took
a lot of willpower, but I was able to do it. I’ve been a non-smoker now for 4 years.
on the board.
understand.
provided below.
take up When you take up something you begin to do an activity. Yes, I have a hobby. I
When I was in college I took up ballroom dancing. Do you do… I took it up…
have a hobby? When did you take it up?
throw away In the picture, the woman is throwing away the trash. After The last thing I threw
I use a Kleenex, I throw it away. What was the last thing away was…
you threw away?
give up In the picture the woman is pregnant, but she is a smoker. The hardest food for me
She had to stop smoking while she is pregnant or we say she to give up is…
had to give up smoking. When I’m on a diet, I have to give
up candy. What’s the hardest food for you to give up when
you go on a diet?
cut down on / When you reduce the amount or size of something we say It’s easy / difficult for
cut back on you cut down on it or you cut back on it. When I didn’t me to cut down / cut
have a job, I had to cut back or cut down on my spending; back on the amount of
I only bought the most essential things. Is it easy or difficult sodas that I drink.
for you to cut back / cut down on the amount of sodas
that you drink?
119
keep on When you keep on doing something, you continue to do it. It’s easy / difficult to
In the picture, if they want to win the race, they have to keep on studying
keep on running. Is it easy or difficult for you to keep on because…
studying at the university? Why?
get out of When you get out of something you avoid it. When he I try to get out of…
broke his arm, he was able to get out of helping clean his
room. I hate to iron clothes, so I always try to get out of
ironing. What’s something you try to get out of doing?
turn down When you don’t accept something you turn it down. The I turned down…
boy is turning down a cigarette. I was offered a job at
another school, but I turned it down because I prefer to
work here. Tell me something that you turned down
recently.
Slide 12: Vocabulary: Getting Started (5 m)

1. Open your books to page 78, exercise 1. Match the words with the definitions. (Give them a
few minutes to do this.)
2. Let’s check your answers. (Click on the slide to show the answers. Go over any discrepancies.)
Slides 13-14: Getting Started (15 m)
1. Look at the slide. Work in pairs and tell each other about something you’ve begun doing or
something you cut back on recently. (Give them a time to practice using the phrasal verbs.
Walk around and monitor them; do correction afterward.)
2. Now, let’s look at the next slide. Which of these things takes a lot of willpower? Which ones
don’t? (Ask different people for their opinions; try to get all the students to participate.)
Additional questions:
 Is it harder to lose weight or stop smoking?
 What are some things that are considered addictions?
 Is it harder to stop doing those things?
 Do you think some people have more willpower than others?
 What’s an area of your life where you feel you have a lot of willpower?
 What’s an area of your life where you don’t think you have a lot of willpower?



120
Reading (15-17 m)
1. So, do you have a lot of willpower? Who do you know that has a lot of willpower? Who is
someone you know that doesn’t have much willpower?
2. Now, open your books to page 79, exercise 4. Take the quiz to find out how much willpower
you have. (Give them time to read and answer the quiz.)
3. Let’s see what your score is. Count the number of a’s b’s and c’s that you have. (Let them do
this.)
4. Now, turn to page 137 to find out how much willpower you have. (Give them a few minutes to
do this.)
5. So, what did the results say? (Have a short group discussion about this.)
Questions:
 Do you agree with the results of the quiz? Why or why not?
 What can you do to have more willpower?
 Do you think it’s important to have a lot of willpower, or is it better to just do what
you want? Why?
 How many times in your life have you started something and then not continued
because you didn’t have the willpower?
 Would you like to change?


Slides 15-17: Grammar Focus (15-20 m)
on the board.
labels.)
a. In English, a gerund is a noun.
b. How do we form a gerund? (By adding –ing to a verb.)
c. What do we use after the verb enjoy? (We use a gerund.)
d. What do we use after prepositions or verbs with a preposition? (A gerund.)
e. What do we use after the verb want or learn? (We use an infinitive (“to+verb”).)
(Click on the slide to show the rules.)
4. Open your books to page 80, exercise 2. Work in pairs. Put the verbs into the correct box. You
can refer back to the quiz on page 79 to help you. (Give them time to do this. (Click on the
5. Now, work in pairs and complete the paragraph in exercise 3. (Give them time to do this.
Slides 18-19: Controlled Practice: Repeat/Complete: Gerunds (8 m)
individually.
Slides 20-21: Controlled Practice: Repeat/Complete: Infinitives (7 m)
individually.
121

1. Open your books to page 81, exercise 4. You are going to listen to some sentences. Notice the
weak pronunciation of “to” in the verbs followed by infinitives and how the /t/ sound
disappears so that it sounds like “wanna.” (Play the audio for them to hear the pronunciation.)
about?
122

(121-131 m)

1. SC Activity: Find someone who…? – Gerunds and infinitives
Introduction: Are there habits you had in the past that you don’t have now? Are there things
you stopped doing or things you gave up? For example?
Procedure:
done these things. In your notebooks write numbers 1-6.
2. Let’s look at the sentences. So, what’s the question for the first one? (Have students give
you the question.) And the second? (Go over the questions for each one.)
3. So, stand up ask your classmates questions to find people who have done these things.
Follow up: So, what did you find out? Who has stopped smoking? How did you do that? (Go
over each of the questions.)
1. FP Activity: Discussion-Tenses, agreeing, disagreeing
Introduction: Do you think you have strong willpower? Is it sometimes difficult to have the
self-control to finish things?
Procedure:
1. You are going to work in three groups. (Divide the class into three.) In your group you are
going to discuss the quotes you can see on the slide. Group 1 will discuss numbers 1, 2 and
3. Group 2 will discuss numbers 4, 5, and 6. Group 3 will discuss numbers 7, 8 and 9.
2. First read the quotes and make sure you understand them. (Give them time to do this.
Answer any vocabulary questions they may have. Don’t explain the quote to them if
possible.)
3. Now, in your group discuss the quotes you have. Say if you agree or disagree with the
quote and give your opinion on what the speaker says. Decide which of the three quotes
that you have, you agree with more and explain why. When you finish discussing the
quotes, you are going to tell the class which quote you agreed with the most and why. (Let
them discuss the quotes in their groups. Walk around and monitor them.)
For example:
T: I really agree with number 6. I think that it’s true that when you think you can do
something, you really can and when you think you can’t do something, you won’t
be able to do it. That’s why I never say I’m going to try; I always say I can do it.
Follow up: So, what did you find out? Which quote did you agree with most and why? (Have
each group say which quote they agreed with the most and why.)
Slide 31: Speaking: (15 m)
1. SC Activity: Game-Gerunds and infinitives
Introduction: Do you like to play games? Let’s play “The Willpower Game.”
Procedure:
3. Open your books to page 81, exercise 3. You are going to work in groups of 3. You will
take turns. Toss a coin; one side of the coin (heads) means you move two spaces, the other
side of the coin (tails) means you move one spaces.
4. When you land on a space, you have to use the information on the space to make a
sentence. If the sentence is correct, you stay on the space; if it’s incorrect, you have to go
back to where you started your turn. The first person to get to “Finish” wins.
123
Slide 32: Oral Activity: (20-25 m)

1. SC Activity: Stimulus-Response: True or False?-Gerunds and infinitives
Introduction: Do you know when someone is telling you a lie? Do you know a lot about your
classmates? Let’s see.
Procedure:
1. You are going to work in groups of 4. (If there is a group with fewer students, that’s okay,
but you can’t have a group with more than 4 students.)
2. In the group, decide which student is A, which one is B, which is C and which is D. (Give
them a minute to do this.) Make sure you remember your letter.
3. (Click on the slide once.) Each student has 3 verbs that they have to use. You are going to
make 3 sentences with each verb. Two of the sentences you make with the verb should be
true and one sentence should be false. In your notebooks, write three sentences for each
verb. (Give students time to do this. Walk around to make sure they write one false
sentence for each verb and two true ones.)
4. Now, in your groups, read the sentences to your classmates. They will then decide which
sentence is false and which sentences are true.
1. FP Activity: Presentations-Gerunds and infinitives, past, future
Introduction: Do you like to make New Year’s resolutions? What kinds of things do people
promise to do at the beginning of a new year?
Procedure: Work in groups of 3-4. Tell your classmates about some of the New Year’s
resolutions you made last year and what happened. Also talk about the resolutions you plan to
make for the next year.
Slide 34: Video Activity: New Year’s Resolutions (25-30 m) (Please note: you will need copies
for this activity.)
1. Previewing (picture off): (10 m)
1. (Hand out copies of the video worksheet.)
2. Do you think it’s a good idea to make New Year’s resolutions? Do they work for you, or
not?
3. You are going to listen to some people talking. Look at the questions in part 1 of your
worksheet. (Give them a minute to look at the questions.) You are going to listen to the
video, but you won’t be able to see it. When it’s finished, answer the questions. (Play the
video, but cover the lens of the projector so that they can’t see anything; they should only
hear the dialog.)
4. Now, answer the questions. (Give them a few minutes to do this.)
5. Next, compare your answers with a classmate. Do you agree or not? (Don’t tell them if
they are right or wrong at this point; the purpose of this activity is for them to speculate
about the video. Accept any answers they come up with.)
2. Gist Viewing (picture on) (5-10 m)
6. Now, you are going to see the video again with the picture on. (Play the video.)
7. Work in pairs and compare your predictions from the first viewing with the second time.
(Give them time to do this.)
8. (Ask the whole class:) Do you now have the same answers? Are any of your answers
different? Which ones? Why?
124
3. In-Depth Viewing (picture on) (10 m)

9. Look at the questions you have in section 3 of your worksheet. (Give them a minute to
read the questions.)
10. Now, you are going to see the video again and when it finishes, answer the questions. (Play
the video.)
11. Answer the questions. (Give them time to do this.)
12. In trios, compare your answers. (Give them time to do this.)
13. Do you have any questions? Do you need to see the video again?
4. Discussion (if time)
 Who are you more like, the man who made all the resolutions or the one that didn’t?
 What are some resolutions you’ve made in the past and kept?
 Why are resolutions or changes so hard to make?
 Are people just lazy or is there more to it?


about?
125
New Year's resolutions
1. Listen to the video segment with the picture off or covered and answer the
questions below. You can guess if you’re not sure.
2. Where are they?
3. Why are they there?
4. What do you think is the point of this scene?
2. Watch the video again, but with the picture on or uncovered. Were your answers
correct?
3. Read the statements below. Then watch the video segment again and answer the
questions.
1. What is the man's first resolution?
2. How does his friend feel about making resolutions? Why?
3. What do the men plan to order for dinner?
4. What are the man's other resolutions?
5. Why do the men laugh at the end of the segment?
New Year's resolutions
1. Listen to the video segment with the picture off or covered and answer the
questions below. You can guess if you’re not sure.
2. Where are they?
3. Why are they there?
4. What do you think is the point of this scene?
2. Watch the video again, but with the picture on or uncovered. Were your answers
correct?
3. Read the statements below. Then watch the video segment again and answer the
questions.
1. What is the man's first resolution?
2. How does his friend feel about making resolutions? Why?
3. What do the men plan to order for dinner?
4. What are the man's other resolutions?
5. Why do the men laugh at the end of the segment?
126

(120-130 m)
1. FP Activity: Discussion-Different Trends
Introduction: Do you know what a trend is? Look at the slide and tell me in your own words
what a trend is. (Have students share their ideas.)
Procedure: Now get into pairs and make a list of five trends, activities that are popular now.
Also mention how this is changing our life styles. (Give students 5 minutes to complete the
task.)
For example:
T: A trend that is in fashion is that more and more people are concerned with their
health. So many people have stopped smoking and are trying to eat healthier food.
Follow up: Who can share their ideas? (Have 2 or 3 pairs share their list of trends.)
on the board.
understand.
provided below.
alternative Homeopathic medicine and acupuncture are examples of Yes, I have/ No, I
medicine alternative medicine. People sometimes use alternative haven’t used alternative
medicine to lose weight. Have you ever used alternative medicine. I used
medicine? What for? alternative medicine
for/to …
renewable Solar energy and hydroelectricity are produced by nature, by No, gasoline is not a
resources renewable resources. We are now trying to use energy renewable resource.
produced by renewable resources like the wind in
windmills in order to protect the environment. Is gasoline a
renewable resource?
genetic Scientists are now working with, and manipulating cells in Yes, I think/ No, I
engineering order to clone organs and cure genetic illnesses. This is don’t think genetic
called genetic engineering. Some people don’t think that engineering is useful.
genetic engineering is ethical. Do you think genetic Genetic engineering
engineering is useful? How can genetic engineering help can …
us?
telecommuting Do you ever do homework with your friends using Yes/No,
Messenger or Skype? In some companies, some employees telecommuting is/
work from home on line. This is called telecommuting. isn’t t common in
With telecommuting, workers save time, energy and Mexico. We can use
expenses. Is telecommuting common in companies in telecommuting if …
Mexico? In what circumstances can companies use
telecommuting?
127
instant Text communication in real time is called instant Yes, I do/ No, I don’t
messaging messaging. An example of instant messaging is when you do a lot of instant
are on Messenger with your friends. Do you do a lot of messaging. I use
instant messaging? What do you use instant messaging instant messaging to
for? …
hybrid cars Nowadays, some cars can use gas or electricity. They are The XXX is a hybrid
hybrid cars. The Prius 10 from Toyota is a hybrid car. car. No, the Monza is
What other hybrid cars do you know about? Is a Chevy not a hybrid car.
Monza a hybrid car?
vegetarianism People who do not eat meat are into vegetarianism. Some I think vegetarianism
say that vegetarianism is not that good because we need …
proteins. How do you feel about vegetarianism?

1. Open your books to page 82, exercise Choose the logical word or words for each sentence
from the blue box above. (Give them 5 minutes to do this and then check answers.)
Slide 15: Pre-listening Activity (10 m)
1. Look at pages 82 and 83. Look at the pictures of the new trends.
2. Now look at the questions on the screen and get into trios to discuss them. (Check the example
on the slide with them and give them 7 minutes to discuss the questions.)
3. So what are your conclusions? (Have students share their ideas.)
Slide 16: Listening Activity 1 (5 m)
1. Go to page 83, exercise 5. In a minute you are going to listen to a conversation. Concentrate
on finding out what Beth’s job is. If you don’t know the name of the profession, just describe
it. (Play the audio.)
2. Let’s check your answer. Who can describe Beth’s profession? Did anyone get the name of the
profession? (Get students answers and then click the slide for answer to appear.)
1. Go to page 83, exercise 6. We are going to listen to the second part of the listening.
2. Before this, please look at the statements and make sure you understand them. (Give then a
minute to do this.)
3. Your job is to write T if the statement is true or F if the statement is false. (Play the audio.)
4. Let’s check your answers. (Click on the slide to get answers.)
Slide 18: Grammar Focus/Used to and Would for repeated past actions (10 m)
the board.
a. What expressions do we used for habitual, repeated past actions? (Used to and
Would.)
b. Do we use both would and used to for affirmative sentences? (Yes, both are for
affirmative.)
c. Do we use both would and used to for negative sentences? (Yes, both are for
negative sentences.)
d. Which expression do we use for questions? (We use used to.)
e. For verbs like be, or other verbs of state, which expression do we use? (Used to.)
128
Slide 19: Guided Grammar practice (10 m)

1. Please open your books to page 84, exercise 3. Change the sentences to sentences with similar
meaning, but using used to or would. (Give them 5 minutes to do this.)
2. Let’s check your answers. (Have students give you their answers, call on individual students to
give you the answers, then on the slides for answers to appear.)
there any questions? (Clear up any questions that might come up.)
1. SC Practice: Stimulus-Response: Used to and would
Introduction: Do you know what reincarnation is? Look at the pictures. Do you know who
these women are? (Click on the slide for names to appear.) The situation here is that Judy
Garland (Click on slide again for situation to appear) reincarnated in Lady Gaga.
Procedure: Get together with a classmate and come up with 5 things that she habitually did as
Judy Garland, but that now as lady Gaga she doesn’t do anymore.
For example:
T: She used to wear long skirts, but now as Lady Gaga she wears revealing clothes. She
would sing soft sweet songs, now as Lady Gaga she sings pop-rock.
Follow up:
Who would like to share their information? (Have several students give you sentences.)
1. SC Practice: Stimulus-Response contest: Used to and would
Introduction: Let’s talk about how some things have changed from the past to the present.
Procedure: Let’s divide the group into 4 teams. I will show you some pictures and your job is
to give me sentences about how things used to be and how things are different now. The team
to give me more sentences gets the point. (Click on first slide.)
For example:
T: Cameras used to work with film, but now they work with digital memory cards.
Note: There are 4 slides with different topics. Follow the same procedure for each slide.
1. FP Activity: Role Play/Interview: Used to and would for habitual past.
Introduction: Do you know what the expression “from rags to riches” means? Judging from
the picture what do you think it means? Right, from being very poor to being very rich in a
short time. This man that you see in the picture went from rags to riches. He won 15 million
dollars in the lottery.
Procedure: Work in pairs. One of you will be the reporter interested in how the person’s life
used to be and how it is now. The other person will be the fortunate man and will answer the
questions.
For example:
Reporter: What did you use to eat Mr. Newrich?
Mr. Newrich: Well, I used to eat anything I could find. Sometimes I took it from the
garbage
Follow up: Who would like to do the interview for the whole class.
doing?
129

(115-120 m)

1. FP Activity: Discussion- Past tense, used to and would
Introduction: What can you see on the slide? What do you know about these different eras?
Procedure: Work together with 2 classmates and give as much information as you know about
these different eras. (Give them 5 minutes to do this.)
For example:
T: In the 50s people used to listen to Elvis. He was called Elvis the pelvis because he
would dance and move his hips. In the 50s, women used to be totally dedicated to
their home.
Follow up:
Now, decide which era you would like live in and why. Be ready to tell the class. (Give students
a couple of minutes to do this and have them share their information.)
on the board.
understand.
provided below.
rush To rush is to hurry. When you do things in a rush you usually Yes, I sometimes rush to
do not do a good job. Do you sometimes rush to school in the school. I rushed to …
morning? When was the last time you rushed to do something?
lonely When no one is with you and you feel sad. You are lonely. I Yes, I/ No, I don’t feel
sometimes feel lonely when my friends don’t call me or visit lonely. When I feel
me. Do you ever feel lonely? What do you do when you feel lonely I …
lonely?
have Children sometimes cry and scream to get what they want. They I XXX to have things
(things) want to have things their own way. When my son was my own way.
your own younger, he always wanted to have things his own way, but I
way didn’t let him. What do you do to have things your own way?
wise People say that older people know more about life. They are My XXX is very wise
wiser. My grandmother was very wise. Who is wise in your
family?
choose To choose is to select from different options. For me going Yes, it is/ No, it isn’t
shopping is easy and fast. I choose what I want and I buy it. Is easy for me to choose a
it easy for you to choose a pair of shoes when you go pair of shoes when I go
shopping? shopping
still Look at the picture. After 52 years, they continue to be in love. I still …
They are still in love. I still like to play games and I am ___
years old. What is something you still do that you used to do
when you were a child?
130
Slides 38-39: Pre listening Activity (10 m)

1. Look at the slide. In your notebooks, copy a grid like the one on the screen. (Give them a
moment to do this.)
2. Now look at the next slide. (Click on the next slide) In a moment you will be listening to a
song. But before this, try to guess what words should go in the spaces from the words in the
box. Work in pairs.
Slides 39-40: Listening Activity 1 (10 m)
1. Now listen to the song and try to fill in the missing words.
2. Compare your answers with your classmate.
3. Let’s check your answers. (Go to the next slide)
1. Look at the next slide. There are some questions there. Do you need to hear the song again or
can you answer the questions? (If students need to hear it again, play it)
2. What are the answers to the questions? (Elicit answers from students and make sure they are
using the target structure.)
Slide 42: Writing Activity (15 m)
1. SC Writing Practice: Stimulus-Response: Used to and Would.
Introduction: Look at the slide. We have 6 expressions. What do we use these expressions
for? Right, to talk about stages of the past and happy memories.
Procedure: Work with a partner and complete each of the expressions with something logical.
(Give them some time to do this individually.)
For example:
T: Life was so easy then; we didn’t have to worry about money or problems. We used
to play in the streets without any danger. We would play soccer or any game we
wanted. We …
Follow up: (Have different students complete the sentences orally.)
1. FP Activity: Student Presentations/Used to and Would
Introduction: Now let’s share some pleasant memories with one another.
Procedure: Choose one of the expressions we just saw to talk about a pleasant memory from
your past. Stand up and tell this pleasant memory to at least 3 classmates. Remember to include
what made this stage of your life so special.
For example:
T: I remember when I was a child I used to ride my bike around the neighborhood. I
would put balloons on the wheels to make it sound like a motorcycle. My friends
and I would build houses in the trees and we used to have clubs.
Follow up: Who can tell me about an interesting talk they had with a classmate. (Have one or
two students share.)
1. SC Activity: Prove it or disprove it-Used to and Would
Introduction: Do you like to do investigations?
Procedure: On this next slide, you have 7 statements, which we have to prove or disprove.
How can we turn these statements into questions? (Make sure students know how to ask the
questions.) Stand up and ask as many classmates as you need to prove the theory or disprove it.
Remember to ask complete questions and answer with complete sentences.
For example:
T: Did you use to like el Chavo del 8?
S1: Yes, I used to like el Chavo del 8.
Follow up: What theories were correct and which ones were incorrect. (Have students share
the information.)
131

1. FP Activity: Student Presentations-Future Factual Conditional
Introduction: Do you believe in time travel? Do you remember this movie?
Procedure: Choose an era that you know about. Imagine that you have traveled to this era;
write it down on a piece of paper. Work in pairs and try to discover what era your classmate
travelled to by asking questions about habitual actions. Then switch roles.
For example:
T: I have travelled to a different time. Guess the era. What questions can you ask me?
S1: Did they use to travel by horse?
S2: Did they use to carry guns?
S3: Did they …?
switching roles.
doing?
132

(118-129 m)

1. SC Activity: Stimulus-Response: Passive voice with “made in”
Introduction: What is the title of this unit? (Made in the USA.) When we say something is
made in the USA, it means it is produced or manufactured in the USA. What are some things
that are made in Mexico? (Let them say 1-2 things.)
Procedure:
1. (Click once on the slide to show some items made in Mexico.) What are these things?
(Chocolate, cars, tequila, silver.)
2. Now, work in groups of 3-4. Each group will make a list of things that are made in
Mexico. You will have 5 minutes to make your list and the group with the longest list wins.
(Give them exactly 5 minutes; no more to make their lists.)
3. Now, let’s hear your lists. (Have each group present their list and count the items that they
mention; don’t accept anything that isn’t made in Mexico. The group with the most things
wins.)
4. So, does Mexico produce a lot of things? What things is Mexico most famous for?
on the board.
understand.
provided below.
cotton Cotton is a fiber that is used to make t-shirts. I love to wear My XXX is made of
cotton shirts; they are more comfortable than polyester. cotton.
What is something you have that is made of cotton?
glass Glass is a material that is transparent and breaks easily. The I have a XXX that’s
windows in your house are made of glass. I have a glass made of glass.
bowl at home where I put my change. Tell me something
you have that is made of glass.
gold Gold is a metal that is usually yellow in color. It’s one of the Yes, I have a XXX mad
most valuable metals. I have a lot of gold jewelry. Do you of gold.
have something made of gold? What is it?
leather Leather is the material you get from the skin of a cow. Most I have XXX that is/are
shoes are made of leather. I bought a beautiful leather made of leather.
wallet last month. What is something you have that is made
of leather?
pewter Pewter is a kind of metal that looks a little like silver, but Yes / No, she
isn’t that expensive. I have a pewter plate at home. Does has/doesn’t have
your mother have anything made of pewter? What? something made of
pewter. She has a…
lycra Lycra is a fabric that stretches easily. It’s often used in Yes, I have a XXX
bathing suits. Now it’s common for companies to make made of lycra.
shirts, blouses, jeans and many things out of lycra. Do you
have anything made of lycra? What?
133
silver Silver is a metal that is very common in Mexico. Taxco is I have a XXX that is
famous for its silver. I have a beautiful silver key ring. What made of sliver.
is something you have that is made of silver?
wood Wood is the material you get from trees. The chairs in my I have a XXX made of
dining room are made of wood. Tell me something you wood.
have that’s made of wood.
Slides 14-15: Vocabulary: Getting Started (15 m)

1. Look at the pictures. These are pictures of Fisherman’s Wharf in San Francisco, California. It’s
one of the most famous tourist attractions in California. It has many shops, restaurants and
attractions.
2. Open your books to page 86, exercise 1. Look at the pictures of the things you can buy at
Fisherman’s Wharf. Match the items with the materials. (Give them a few minutes to do this.)
3. Now, listen to the audio and check your answers. (Play the audio.)
4. Do you have any questions? (Click on the slide to show the answers. Go over any
discrepancies.)
6. Open your books to exercise 3. Work in pairs and take turns asking and answering the
questions. (Give them time to ask each other; monitor them and do any correction after the
activity.)
7. What are a couple of things you found out about your classmates? (Let the group say a couple
of things.)
1. When you visit a new place, do you buy souvenirs? When I travel, I like to buy (Mexican art).
What do you like to buy? What are some souvenirs that you’ve bought in the past?
2. Open your books to page 87, exercise 4. You are going to listen to two tourists; Marcel and
Peter, who are at Fisherman’s Wharf. Complete the chart with information on the items that
they talk about. (Play the audio. If necessary, you can play it a second time.)
3. Now, compare your answers with a classmate. (Give them a minute to do this.) Let’s check the
answers. (Click on the slide for the answers to appear.)
4. Now, listen again and in your book, circle the picture of the item that Peter buys. (Play the
audio.)
5. So, what did he buy? (Let them answer and then click on the slide to show the answer.)
6. Look at the question in exercise 6; what is the answer?
Slide 18-19: Pronunciation (7-10 m)
1. Open your books to page 87, exercise 7. You are going to listen to some words. Notice how
the /n/ or /l/ can form a syllable without a vowel sound. (Play the audio for them.)
2. Now, listen to some sentences with these words. Notice how they are pronounced in the
sentences. (Play the audio.)
3. Let’s listen to the sentences again, and this time repeat after the audio. (Play it for them to
repeat.)
Slides 20-21: Grammar Focus (15 m) NOTE: There are two parts to the grammar focus.
on the board.
labels.)
3. Elicit the use of the structure from students: (Click on the slide.)
a. What is the order of the elements in active voice? (Subject + verb + object.)
b. What happens to the object in passive voice? (It becomes the subject in passive voice.)
c. In passive voice, after the subject, what do we have? (The verb be in present + VPP.)
134
d. (Click on the slide.) We use the passive voice when the action is more important that
the person who did it. Often we don’t know the person who did the action or it’s not
important.
on the board.
labels.)
a. Can we use the passive voice in affirmative, negative and interrogative? (Yes.)
b. What goes first in passive voice questions? (The verb be.)
c. What is next in the question? (The subject.)
d. In negative, what is the form of the verb be? (It’s in negative.)
e. What form is the main verb always in? (Verb in past participle=VPP.)
f. (Click on the slide.) What do we add if we want to mention the person? (We use by +
person.)
7. Open your books to page 88, exercise 2. Look at the examples in exercise 1 and answer the
questions. (Give them a minute to do this. Click on the slide to check their answers.)
8. Now, work in pairs and complete the paragraph in exercise 3. (Give them time to do this.
Slides 22-23: Controlled Practice: Repeat/Complete: Affirmative (8 m)
individually.
Slides 24-25: Controlled Practice: Repeat/Complete: Negative (8 m)
individually.
Slides 26: Question-Answer (10 m)
1. SC Activity: Question-Answer – Passive voice present
Introduction: Let’s practice asking and answering questions about different products. What
are some products from Mexico? (Let them mention 1-2, then click on the slide.)
Procedure: Look at the slide. You are going to work in pairs and ask your classmate questions
about the products and where they are made, produced, grown etc. (Walk around and correct
the mistakes you hear. Try to get them to self correct.)
about?
135
World View: Book 3B, Unit 19, Day 2

(118-133 m)

1. SC Activity: Guessing Game– Passive and active voice
Introduction: Do you know where some things come from? Do you know what they are
made of or where they are produced?
Procedure:
1. Let’s divide the class into two groups; group 1 and group 2. Now, one student will come to
the front of the room. I will tell that student the name of something and he/she will have
to describe it by saying what it’s made of, where it’s from and what it’s used for. He/she
CAN’T use Spanish because if he/she does, his/her team loses a point.
2. The teams have to guess what the item is. The first team to guess correctly gets a point.
The team with the most points wins. (Whisper the name of the item in the ear of the
student who is at the front. Make sure that the student knows what the item is. Alternate
having students from group 1 and group 2 go to the front to describe the item. The team
that says the item correctly first gets a point.
For example:
T: (rice) This is something that is grown in Mexico.
G1: coffee
T: No. It’s eaten by many people every day.
G2: tortillas
T: No. It’s white and it can be eaten sweet or salty.
G2: chocolate
T: This food is grown and eaten a lot in China and Japan, too.
G1: rice
T: Correct! One point for group 1.
Cues: (Below you can see some cues; you can add your own to the list.)
 whiskey  pineapple  rings
 purse  tea  tortillas
 chile  pizza  beer
 pozole  wine  hamburgers
  
  
Slide 34: Grammar: Made of vs. Made from (5 m)
on the board.
labels.)
a. When do we use made of? (To talk about the material that the item is composed of.)
b. When do we use made from? (When the item is processed in some way; often this
process includes more than one base material to start with.)
Slides 35-36: Controlled Practice: Repeat/Complete (7 m)
individually.
136

1. SC Activity: Stimulus-Response-made of vs. made from
Introduction: Do you know what some things are made of or made from? Let’s see.
Procedure: I will say an item and you tell me what it’s made of or made from.
For example:
T: shoes
S1: Shoes are made of leather.
T: coffee
S6: Coffee is made from coffee beans.
Cues:
water bottles tequila sweaters window
paper clips tires Sidral rings
doors t-shirts candles tortillas
earrings houses bathing suits candlesticks
books flan pencils mole
Slide 38: Speaking: (25 m)
1. SC Activity: Find someone who… Passive voice
Introduction: Do you have things with you that are made of leather? Silver? Let’s see what
you have with you today.
Procedure: Open your books to page 89, exercise 4. Look at the chart in your book. You are
going to stand up and ask different classmates questions to find people who have things with
them today made of these different materials. (Give them time to ask each other questions.
Help them self-correct during the activity.)
Procedure: Work in pairs and tell your classmate about the results of the survey you took.
For example:
T: Juan’s jacket is made of cotton. It’s not handmade. It’s made in Mexico.
Follow up: What did you find out? Who has something made of cotton? Where was it made?
Was it handmade or imported? Who has something made of gold? Where was it made? Etc.
(Ask the group about the different items to find out what the group found out.)
1. SC Activity: Guessing Game-Passive voice, countries, languages
Introduction: Do you know what language is spoken in France? What about China?
Procedure:
5. Let’s divide the group into two teams. I am going to tell you a country, and you have to tell
me what language is spoken there. If they speak more than one language, you have to
mention at least one. The team that gets more languages correct wins the game. (Give a cue
to a student on team 1, if he gets it correct, his team gets a point; if not, then the cue goes
to the first student on team 2. If he gets it right, his team gets a point, if not it goes back to
the second student on team 1. Etc. If they don’t get it after 4 tries, give them the answer
and go on to the next cue.)
Cues: Brazil (Portuguese) Bahamas (English and Creole)
Canada (English and French) Iran (Persian)
Japan (Japanese) Kenya (English)
China (Chinese) Morocco (Arabic)
Austria (German) Norway (Norwegian)
Egypt (Arabic) Poland (Polish)
The Netherlands (Dutch) Switzerland (German)
Guyana (English) Taiwan (Chinese)
Thailand (Thai) Belgium (French and German)
Andorra (Catalan) Ukraine (Ukrainian)
137

1. FP Activity: Presentations-Passive voice
Introduction: Do you know a lot about different states in Mexico? What things are produced
in León, Guanajuato?
Procedure:
1. Work in groups of 3. There is going to be a competition to see who can convince the class
that his/her group’s state is the best or most important. You need to describe your state
and tell us what is made, produced, grown, etc.
2. Each group must choose a different state; two groups can’t have the same state. Work in
your trios to make a presentation about your state. (Give them time to do this. Walk around
and help if needed. Take note of any mistakes do correction at the end.) (Chiapas,
Guanajuato, Michoacán, Jalisco, Veracruz, Guerrero, Zacatecas, Nuevo León, Oaxaca,
Querétaro, Baja California, etc.)
Slide 41: Oral Activity (15-20 m) Please note: you will need copies for this activity.
1. SC Activity: Game-Passive voice
Procedure:
1. Work in groups of 4-5. Each group will get a game board. (You need to have enough
copies of the game board so that there is one board for each team of 5 people; maximum
of 4 copies for a group of 20 students.)
2. Each student needs to choose a token. (Pen cap, ring, etc.) You also need a coin. Toss the
coin. If you get “aguila” you move 1 space. If you get “sol” you move two spaces.
3. When you land on a space, you have to make a complete correct sentence with the
information on the space. If the sentence is correct, you can stay in that space. If the
sentence is incorrect, you have to go back to where you were before.
4. The person who gets to the “Finish” line first, wins.
5. (Demonstrate the game with one group of students. Help them with any new vocabulary.
Monitor students as they play, and make a list of common mistakes. When they finish do
error correction.)
about?
138
BEGIN

(-) tequila (+) silver (-) (?) cotton
(?) rice
produce jewelry Spanish grow
grow 
 make  speak  
(+) sushi
eat

(?) wine  (-) cell  (+)  (?)  (+)
make phones Arabic Ferrari whiskey
 produce speak make drink
(+) tacos
eat

(+) BMW (-) (+) mangos
(?) corn (?) coffee
cars sell English grow
grow  grow 
 teach  
(?) lottery
tickets
sell 
(?) insects  (-)   (+)
 have a
eat Jaguar (+) pasta Dutch
hangover
 produce eat speak

FINISH
139
140
WorldView: Book 3B, Unit 20

(168 m)

1. FP Activity: Description Guessing Game – Unit preview
Introduction: Are you good at describing movies? Can you guess a movie from a description?
Procedure: Get into groups of four. Sit in a way that you can’t see the screen. The first person
to come to the front of the group will face the screen. I am going to show you a movie poster.
You have to tell as many things as you can about the movie WITHOUT saying the name of
the movie. The person that guesses the movie comes to the front of the group and repeats the
process. Make sure different people have a chance to come to the front and participate.
For example:
T: (Shrek) This movie is about love. There is a princess and an ogre. They are both
green and their eternal friend is a donkey.
S3: The movie is Shrek!
T: Yes, your turn.
on the board
understand.
provided below.
action movie An action movie is a movie were the plot moves quickly. It XXX is my favorite
involves lots of physical action. Jurassic Park is a great action action movie because
movie. What is your favorite action movie? Why? XXX.
animated Animated movies are films were the characters and the XXX is my favorite
movies movie itself is made by digital images joined together that animated film because
give a sense of movement. Actors record their voices to give XXX.
the characters voice. Toy Story is my favorite animated film.
What is your favorite animated film? Why?
comedy A comedy is a film where the main purpose is humor. XXX is my favorite
American Pie is a classic comedy film. What is your favorite comedy film because
comedy film? Why? XXX.
drama A drama it is a type of movie that depends mostly on the XXX is my favorite
development of realistic characters dealing with emotional drama because XXX.
themes. The Pelican Brief won an Oscar for best drama
movie. What is your favorite drama film? Why?
horror movie Horror movies are movies that make you feel fear. Psycho is XXX is my favorite
a very scary horror movie. What is your favorite horror horror movie because
film? Why? XXX.
martial arts A martial arts film is a type of film were you can see many XXX is my favorite
film martial arts fight scenes. Karate Kid is a very good martial martial arts film
arts film. What is your favorite martial arts film? Why? because XXX.
musical A musical is a type of film where the characters sing several XXX is my favorite
songs as part of their dialogs. The Sound Of Music is a musical because XXX.
musical. What is your favorite musical? Why?
141
science fiction A science fiction movie is a type of film that uses science XXX is my favorite
movie and technology as the basis for the movie; you often see science fiction movie
spaceships, robots, aliens, or other futuristic elements. Star because XXX.
Wars is a very popular science fiction movie. What is your
favorite science fiction movie? Why?
thriller A thriller is a type of movie that uses suspense, tension and XXX is my favorite
excitement as the main elements. It can be fictional or real thriller because XXX.
and it holds your interest from start to end. Panic Room is a
thriller. What is your favorite thriller? Why?
western Western movies are devoted to tell stories primarily in the XXX is a western
latter half of the 19th century in the American Old West. movie.
Dances with Wolves is a western movie. What western movies
do you know?

1. FP Activity: Problem Solving -Vocabulary
Introduction: What movies do you like? What genre are they?
Procedure: Take out your notebooks and write down 10 movies you really like. (Give students
time to complete the task. Walk around and help them if needed.) Now, get into groups of
three. Work through your list taking turns, telling your classmate what type of movie it is and
why you like it. Decide out of the three lists which one is the best movie of all.
For example:
T: I really like Toy Story. It’s an animated film. It is one of my favorite movies because
the way the story is told is so great. When I saw it the first time I cried.
S2: I really like…
Follow up: (Ask each group what movie they decided was the best.)
1. Open your books to page 90, exercise 1. Look at the movie posters. Have you seen these
movies? (Elicit some answers from students. If they don’t know refer to back-up information
provided in the teachers guide.)
2. Get into pairs. You are going to match the words in the box with the comments about the
movies. (Give students time to complete the task. Walk around and help them if needed. Once
they finish click on the slide to check their answers.)
1. Open your books to page 91, exercise 2. Remember that the circles represent the number of
syllables. The big circle represents the stress. Count the number of syllables and write each word
in the correct stress group. (Once they finish, play the audio once. Play the audio again if
necessary.)
2. (Play the audio again. This time have students repeat after each word chorally.)
3. (Click on the slide and have students check their answers.)
1. FP Activity: Presentation -Vocabulary
Introduction: What can you say about the movies?
Procedure: Open your books to page 91, exercise 4. Get into pairs and take turns saying
things about the movies in the posters using the words from the box. (Give students time to
complete the task. Walk around and help them if needed.)
For example:
T: Shrek is an animated film. It is also a comedy.
S1: Lord of the Rings is a drama; it keeps you on the edge throughout the film.
142

1. Open your books to page 91, exercise 5. Look at the questions about some movies. Do you
know the answers? Now, guess the answer to each question. (Give students a couple of
minutes to complete the task.) You are going to listen to the interview and check your answers.
(Play the audio. If necessary, play it a second time.) Now, let’s check your answers. (Click on
the slide to check the answers.)
3. Now, you are going to listen to the interview again and this time I want you to write T if the
statement is true and F if the statement is false. Write the correct information when you see a
mistake. (Play the audio. If necessary, play it a second time.) Get into pairs and compare your
answers. (Play the audio again so that students can check their answers. Click on the slide to
check the answers again.)
Slide 20: Grammar Focus: so, too, either, neither (10 m)
labels.)
a. Which expressions do we use in affirmative statements to make additions? (so and
too)
b. Which expressions do we use in negative statements to make additions? (not + either
and neither)
c. What is the order when we use so or neither? (So/neither + auxiliary or be + subject)
d. What is the order when we use too? (Subject + auxiliary or be + too)
e. What is the order when we use either? (Subject + auxiliary or be in negative + either)
f. Always use an auxiliary, a modal, or a form of be, or do that appears in the statement.
individually.
1. Open your books to page 92, exercise 1. Look at the example for a minute. Look at exercise 2.
Complete the rule box according to what we studied. (Give students time to complete the task.
Once they finish click on the slide and check their answers.)
2. Get into pairs. You will complete the exercise according to the example. (Go over the first
sentence. Give students time to complete the task. Walk around and help them if needed. Make
sure everyone is speaking English. Click on the slide to check their answers.)
143

1. SC Activity: Stimulus-Response: so, too, either, neither
Introduction: Do you always agree with your teachers? Why (not)?
Procedure: I’m going to say a sentence, and you have to agree with me using so, too, either or
neither. If you want to disagree, you can say “But….”
For example:
T: I love English class.
S3: So, do I. / I do too.
T: I have a Ferrari.
S6: But, I don’t have a Ferrari.
Cues:
1. I hate taking the bus to school.
2. I didn’t do my homework last night.
3. I will take a vacation next year.
4. I can’t speak French.
5. I don’t like to play soccer.
6. I drove to school today.
7. I drank coffee for breakfast.
8. I didn’t study for my last exam.
9. I can’t dance salsa.
10. I won’t travel to the USA on my next vacation.
11. I have a large family.
12. I like to do exercise.
13. I got up late this morning.
14. I have lived in another country.
15. I’ve never sang karaoke.
16. I am an excellent cook.
17. I’m not working tomorrow.
18. I was sleeping at 10:00 last night.
19. I wasn’t dancing last Saturday night.
20. I have lived with my parents all my life.
21.
22.
23.
24.
144

1. FP Activity: Find someone who –so, too, either, neither
Introduction: Tell me, do you all like the same movies? What about TV programs, do you all
like the same ones?
Procedure: Individually write 6 statements about movies or TV programs you know. Half of
the statements should be affirmative and the other half should be negative.
For example: (Write these on the board.)
I don’t like horror movies.
I love romantic comedies,
Procedure: Now, stand up and find people that agree with you. Remember to use so, too,
either and neither to agree. If you don’t agree, you can tell the person that you don’t agree.
For example:
S1: I don’t like horror movies.
S3: But I love horror movies. I guess we don’t agree. I hate romantic comedies.
S1: So do I.
Etc.
Follow up: Who in this class has similar taste in movies or TV to yours?
For example:
T: Juan and I both like horror movies and we hate romantic comedies. If we watch
TV, we both watch sports; we don’t like other kinds of programs.
Slide 26: World of Music: (if time)
1. Get into groups of three. Open your books to page 96, exercise 1. You are going to work
together to guess the meanings of the four sentences. These sentences are used in the song we
are going to listen to. (Give students time to complete the task. Walk around and help students
if needed. Make sure everyone is speaking English. Once students have finished, click on the
2. Now, look at the sentences of exercise 2. Any questions? I am going to play the song. I want
you to listen to it and decide which the best answer is. (Play the audio. Play the audio again if
necessary. Click on the slide to check their answers.)
3. Listen to the song again. This time you are going to fill in the gaps. (Play the audio once. Play
the audio again if necessary. Click on the slide to check their answers.)
4. We are now going to sing the song. (Play the audio and encourage students to sing.)
about?
145
146

(128 m)

1. SC Activity: Stimulus-Response – Review of past program content
Introduction: What do people in offices do? What do they talk about?
Procedure: Look at the picture and describe what is going on. What do each of those people
do? (Elicit some ideas from students.) What do you think they are talking about? (Elicit some
ideas from students) What are they doing now? (Elicit some answers from students) Get into
pairs and describe the picture. Be as creative as you can. Remember everything you have
learned so far in this course.
For example:
S1: Javier is a businessman. He is visiting Mrs. Smith with a business proposal.
S2: Ana is a receptionist. She is telling Javier that Mrs. Smith is very busy and that he
will have to wait.
on the board
understand.
provided below.
switch over When you are watching one channel on TV and you I switch over to another
to change it to another one you say “I switched over channel when …
to channel 5.” Whenever a soccer game comes on, I
switch over to another channel. When do you
switch over to other channels?
turn down When you want the volume louder you turn it up. I have to turn up…
/turn up When you want the volume low you turn it down. I I ask them to turn the TV
turn the volume up on my cell phone to hear it. down.
When my son plays his music very loud, I turn it
down. What things do you have to turn the volume
up to hear? If you want to go to sleep, what do you
ask your family to do the TV?
turn on / When you want to switch on, start or activate During the day I turn on…
turn off something you turn it on. When you want to stop or I turn off…
extinguish something you turn it off. When it is dark
you turn the light on. When it is day you turn the
light off. What things do you turn on during the
day? What things do you turn off during the day?
go off When an alarm starts beeping we say the alarm went A XXX has an alarm that
off. My alarm clock goes off at 6:00 every morning. goes off.
What other electrical gadgets have alarms that go
off?
147

1. SC Activity: Find someone who… -Vocabulary
Introduction: Let’s talk about things you do.
Procedure: Look at the slide. Copy the chart in your notebook. (Give students time to
complete the task.) Now walk around and find someone who does those things. Remember to
structure the question correctly. The person answering should answer with a complete answer.
For example:
S1: At what time do you turn your TV on?
S5: I turn my TV on at 5 o’clock.
1. Open your books to page 98, exercise 1. Complete the sentences with the words in the box.
Look at the words in the box. The verbs in the sentences are phrasal verbs, they are made up
of two parts the verb and the particle. The words in the box are particles.
2. (Go over the example with the whole class.) Get into pairs and do the activity. (Give students
time to complete the task. Walk around and help them if needed. Once they finish click on the
1. FP Activity: Presentation - vocabulary
Introduction: Tell me about the things you do when you get home.
Procedure: Open your books to page 98, exercise 3. Get into new pairs. Talk about the things
you usually turn on when you get home at night. Remember you can use words like (write these
words on the board) first, then, next, and then, finally to say the order in which you do things.
Slide 13: Reading (20 m)
1. Open your books to page 99, exercise 4. You are going to listen to people making different
noises. Listen carefully so that you identify what they are doing. (Play the audio once. Play it
again if necessary.)
2. Now, I am going to play the audio again this time make notes if you identify what the person is
doing. (Play the audio once. Play it again if necessary.)
3. (Elicit from student the answers and write them on the board. Once you finish click on the
4. Get into trios and discuss which noises you find annoying and which noises you don’t mind.
(Give students five minutes to complete the task. Walk around and make sure everyone is
speaking English.)
5. Look at exercise 6. Read the questions and answer the questions according to what you think.
(Give students a few minutes to complete the task.)
6. Now, get into pairs and discuss the answers to each of the questions. Decide which one is the
best answer for both of you. (Give students time to complete the task. Walk around and help
them if needed. Once they finish call on a few pairs to tell you what they decided on each
question.)
Slide 14: Grammar Focus: Modals: could you, would you, would you mind? For polite requests
(7 m)
labels.)
a. What do we use to make polite requests? (could you and would you)
b. What form of the verb do we use after these expressions? (BFV)
c. After would you mind, what do we use? (a gerund)
148

2. Get into pairs. You will complete the exercise according to the example. (Go over the example.
Give students time to complete the task. Walk around and help them if needed. Make sure
everyone is speaking English. Click on the slide to check their answers.)
1. Open your books to page 101, exercise 4. Remember in English, speakers link and sometimes
blend words together. Listen to the pronunciation of would + you and could + you. (Play the
audio once. Play the audio again if necessary.) How do they sound?
1. FP Activity: Role Play - could you, would you, would you mind? For polite requests
Introduction: Let’s practice making polite requests.
Procedure: Open your books to page 101, exercise 7. Get into different pairs; work with
someone you haven’t worked with before. Decide who will be A and who will be B. You are
going to role-play the different situations using polite requests and vocabulary from this unit.
Student A will look at this page, student B will turn to page 142. (Give students time to
English. If a pair finishes early, tell them to switch roles and start again.)
For example:
SA: Hi, how are you? I left my wallet at home and I am really hungry. Could you lend
me money so I can eat?
SB: Sure! Just pay me soon.
about?
3. For homework do Unit 21 exercise 2, 3 and 4 in your workbook.
149
WorldView 3B: Midterm Review

(120-130 m)
Slides 2-3 Check Homework (5 m)
1. FP Activity: Student Presentations/favorite things
Introduction: Do you have a favorite thing? Some piece of jewelry, clothes or a gadget that
you love.
Procedure: Think about your favorite thing for a minute and then tell a classmate about it.
Include what it is made of, how you got it, and why you like it so much.
For example:
T: I really love a jacket that I have. It is made of leather. I got it as a present 3 years
ago. My wife gave it to me. I really don’t know why I like it so much, but I just feel
very comfortable when I wear it.
Follow up: Who can share something interesting that they heard?
Slides 6: Find the Mistake (10 m)
1. Look at the slide. There are 10 sentences on the slide. Find the mistake from the three
underlined words in each sentence and circle it.
2. Once you have found the mistake, write the correction in the blanks that appear on the right.
3. Let’s check your answers. (Click on slide for circles to appear. Click again for corrections to
appear one by one.)
Slide 7: Grammar Reminder (5 m)
1. Look at the two pairs of sentences. What sentences do you feel sound better. Here are some
questions to help you decide. (Click on the slide for questions to appear.)
2. Work in trios and decide what sentences would be better.
3. Let’s check your answers. (Click on the slide for answers to appear.)
4. What is the structure we use for Passive Voice? (Elicit from students and then click on the slide
for them to visualize the structure.)
5. Are there any questions? (Clear up any questions students may have.)
1. SC Practice: Question-Answer -Passive Voice Present
Introduction: Can you imagine being in coma for 30 years? Imagine that one of you just woke
up from a coma and that your memory has been affected. You don’t remember some basic
concepts. And also there are things that now exist that you know nothing about.
Procedure: Work in trios. One student will ask the questions and the other 2 students will
answer the questions.
For example:
T: What is gasoline?
S: Gasoline is something that is for cars.
T: What is gasoline made of?
S: Gasoline is made of petroleum.
T: What is gasoline used for?
S: Gasoline is used to make cars move.
T: Where is gasoline made?
S: Gasoline is made in refineries.
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1. SC Practice: Question answer-Passive Voice Present
Introduction: How much do you know about our country? What is grown, mined and
produced in certain places?
Procedure: Work in teams of four and ask each other questions about what is grown, mined,
produced or sold in different places of our country.
For example:
T: What is grown in Chiapas?
S: Coffee is grown in Chiapas-
T: What is produced in Coahuila?
S: Cars are produced in Coahuila.
T: What is produced in Leon?
S: Shoes are made in Leon.
Slide 10: Grammar Reminder 2 (7 m)
1. Please look at the slide. There is a small conversation; look at the questions below and answer
them. Get into pairs to do this.
2. Let’s see what your answers are.
3. Make sure to elicit that:
 The conversation has to do with the present and the future. One clause is a condition in
the present and the other clause is a result in the future.
 “I’ll buy it” is the result in the future.
 “If he lowers the price” is the condition in the present for the result in the future to take place.
1. FP Activity: Student Presentations-Factual Future Conditional
Introduction: Look at the screen. The woman has a problem. Do you know what the problem
is? (Have students guess.) Do you know what a widow is? (Have students give their answers.)
Let’s see what the woman’s problem is. (Click on screen for situation to pop up.)
Procedure: There will be 3 candidates and their teams. (Divide the groups into 3 teams, each
representing and helping one of the candidates.) The task is to convince the widow that your
candidate is the best choice to marry. Both candidate and team members can participate. Get
together and prepare your reasons for being the best choice.
(Have one girl act out the part of the widow.) “The widow” will have to choose the best
candidate and give reasons why.
For example: (Look at slide for example.)
Candidate: If you marry me, you will never feel sad again because I will always make
you laugh.
Friend on team: If you marry him, he will make you happy.
Follow up: (Have the group ask the widow about her choice and the reasons why. The group
must determine if the choice was good or not and give reasons.)
1. Look at the three sentences on the slide. What can you see in the three sentences? How many
verbs does each sentence have? (Get students’ answers.)
2. Look at the questions below and think about them for 1 minute.
3. Can you answer? (Get students input on verbs that take a gerund and verbs that take an
infinitive.)
4. Are there any questions? (Clear up any questions that they might have.)
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1. SC Practice: Stimulus Response-Gerunds and Infinitives
Introduction: Now let’s practice with some of the verbs and expressions you have just
reviewed. Let’s play a game.
Procedure: You will see part of the sentence appear on the screen. Your job is to complete
the sentence with something logical. Make sure to identify if the verb requires a gerund or an
infinitive. Also, make sure your sentences are logical. It is not permitted to repeat something
that has already been said. Now stand up and if you make a mistake you sit down. The last one
to remain standing wins the game.
For example:
T: He quit his job because he was tired of working overtime. Now, S3.
S3: He quit because he was tired of traveling 2 hours to get to work.
1. FP Activity: Role Play Dialogs-Factual Future Conditional and Gerunds
Introduction: Are you experts in any field?
Procedure: Well today we are all going to be experts in many fields. Look at the screen. As
you can see we have some mini dialogs that we need to complete with your ideas. Get into
pairs; one of you will be the expert and one of you will be the person with the problem.
Practice the dialog using the situations that are below. Once you have finished, switch roles.
For example:
Expert: How can I help you?
Worried: I’m a compulsive buyer. How can I cut down on spending so much money?
Expert: You will cut down on spending money if you make a list of only the things you
really need. Don’t buy anything that is not on that list.
Follow up: (Have some students come up and do the dialogs in front of the group.)
1. Look at the screen. Analyze the way so, too and either are used. (Give students a couple of
2. Now answer the questions. (Have students analyze and answer the questions.)
3. (Make sure they remember.):
 The different word order permitted for so and too.
 That neither is the same as not either, but that the word order for each is different.
1. SC Practice: Stimulus Response: so, too, neither and not either
Introduction: Do you know what a yes man is? A yes man is a person that never disagrees
and always says yes to everything. They especially say yes to their boss. Today, we are all going
to be yes men or women; we will agree with the boss 100%.
Procedure: Here are some opinions that your boss is expressing. Agree with your boss using
so, too, neither or not either. The statements will appear on the screen.
For example:
T: I don’t like classical music. S1 agree with me.
S1: Neither do I.
T: Or?
S1: I don’t either.
152

1. SC Practice: Find Someone Who- so, too, neither and not either, used to
Introduction: What kind of things did you used to do when you were in Secundaria? (Let
students give you some ideas.) Look at the screen. Here we have a find someone who activity.
Procedure: Stand up and find someone who used to or didn’t use to do these activities in
Secundaria. There are 3 free activities where you have to add your own ideas. Make sure to
answer adding so, too, neither or not either in your conversation. Follow the example.
For example: A: Did you use to copy on exams?
B: No I didn’t use to copy on exams.
A: Neither did I. / I didn’t either.
A: Did you use to hide and smoke?
B: Yes. I used to hide and smoke.
A: So did I. / I did too.
Follow up: Okay, who did you find with similar experiences to yours in Secundaria? (Have
students give you sentences like: Pedro used to play tricks on classmates, and so did I.)
1. What was the objective for today’s class? (Have them look at the board.) What did you practice
doing?
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(114-132 m)
1. FP Activity: Presentation: Review of tenses
Introduction: What are some crimes that are common in your city or town? Have you ever
been the victim of a crime or do you know of someone who was the victim of a crime?
Procedure: Work in groups of 3-4. Tell your classmates about a crime you or someone you
know was the victim of and what happened. Also, mention if they captured the criminal, and if
so, what happened to him/her. Discuss what kind of punishment you think the criminal
deserved.
For example:
T: About 3 years ago, my son was on a pesero. Two guys got on and took out guns.
They made everyone give them their money, jewelry, cell phones, etc. Then, they got
off and ran away. The passengers on the pesero didn’t report the crime, but I think
they should have. I think that these kinds of criminals should go to prison for at least
3 years! That would be fair punishment.
on the board.
understand.
provided below.
commit a When a person does a crime, we say he commits a crime. (El Chapo Guzmán) has
crime In the picture, that man committed a crime, so the police committed many
arrested him. Tell me the name of a person that you have crimes.
seen in the news who has committed a crime.
steal When you take something that isn’t yours, you steal. We I once stole…
don’t use rob when you take something. When I was a child,
I used to steal candy from my sister. Have you ever stolen
anything? What?
rob When you take something from a person or place you rob One time I was robbed
the person or place. The thief robbed the bank and stole on the subway. They
300,000 dollars. Have you ever been robbed? What did they stole my cell phone.
steal from you?
mug When someone comes up to you and attacks you in order to I have been mugged.
take something from you, we say that they mug you. When When I was…
I was downtown once, a man came up to me and mugged
me. He pushed me to the ground and took my necklace.
Who has been mugged? What happened?
scam When someone tries to take your money by using some kind Yes / No, I have(n’t)
of deception we say that they scam you. One time a man heard of any scams.
tried to sell me a ring; he said it was gold, but I didn’t buy it The scam was…
because I’m sure he was trying to scam me. Have you ever
heard of any kinds scams? What was the scam?
154
burglarize When a person enters your house or office to take money or My… house/office was
valuables, he burglarizes you. A friend’s home was burglarized. They took
burglarized when she went to Cuernavaca for the weekend. …
The burglar took her TV, computer and jewelry. Have you
ever been burglarized or do you know of someone who
was burglarized? What did the burglar take?
shoplift When you steal something from a store, you shoplift. When Yes/No, I (never)
I was 10 years old, I shoplifted a piece of candy from the shoplifted…
store. My mother realized and made me pay for the candy
and she also punished me. Have you ever shoplifted
anything? What happened?
Slides 11-13: Vocabulary: Getting Started (20-25 m)

1. Open your books to page 102, exercise 1. Work in pairs and complete the chart. (Give them
time to do this.)
2. Now, listen to the audio and check your answers. (Play the audio once.)
3. Next, listen again and repeat after the speaker. (Play the audio a second time.)
4. Look at exercise 3. (Click to show the next slide.) Work in pairs and rank the crimes in exercise
1 in order of how serious you think the crime is. Number 1 is the most serious and number 6 is
the least serious. (Give them a few minutes to do this.)
5. Now, work in groups of 4 and decide which type of punishment each type of crime deserves.
(Go on to slide 14.) For example: (See the slide for the example.) (Give students time to do
the activity.)
6. Group discussion: (Ask students from different groups these questions.)
 So, what crime is the most serious for you?
 Which crime is the least serious?
 What punishment do each of the criminals deserve?
 Are there any crimes that you think don’t need to be punished? (For example, parking in a
no parking zone.) If so, which ones?
 Are there any crimes that you think deserve punishment of life in prison or death? If so,
which one(s)?



1. Look at the paining. What painting is it? What do you know about this painting? (Click on the
slide.) Look at the questions and answer them in pairs. (Give students a few minutes to answer
the questions.)
2. Look at exercise 6 in your books. Listen to the story about the Mona Lisa and match the
questions to the answers. (Play the audio. Give students a moment to answer the questions.)
4. Look at exercise 7. Listen to the audio again and write T or F after each statement. Then,
correct the false statements. (Play the audio again. Give them a minute to answer the questions.
If necessary play the audio a third time.)
Slides 17-18: Grammar Focus (10-15 m) NOTE: There are two parts to the grammar focus.
on the board.
labels.)
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a. In active voice, what is the structure? (Subject + verb + object)

b. In passive voice, what is the structure? (The object becomes the subject followed by
be in past + VPP.) (Click on the slide.)
c. When do we use the passive voice? (When the action is more important that the
person or thing that did the action. Often we don’t know the person who did the
action or it’s not important.)
on the board.
labels.)
a. What is the structure for questions? (QW + be in past + Subject + VPP.
b. When we ask a question with “who,” what do we have to have (by+ person) Click
on the slide.)
7. Open your books to page 104, exercise 2. Look at the examples in exercise 1 and underline the
correct answer. (Give them a minute to do this. Check the answer orally: passive.)
Slides 19-20: Controlled Practice: Repeat/Complete: Affirmative (8 m)
individually.
Slides 21-22: Controlled Practice: Repeat/Complete: Negative (8 m)
individually.
Slides 23-24: Controlled Practice: Repeat/Complete: Questions (8 m)
individually.
Slides 25: Grammar Focus (10 m)
1. Now, open your books to page 104. Work in pairs and rewrite the sentences in exercise 3.
(Give them time to do this. Then, click on the slide to show the answers.)
1. Open your books to page 105, exercise 4. Listen to the rhythm in the sentences. Notice that
the stressed syllable of each important word is long and clear, and that unstressed syllables and
unimportant words are short and weak. (Play the audio for them.)
repeat.)
about?
156

(111-136 m)

1. SC Activity: Find someone who…– Passive voice in past
Introduction: Have some bad things happened to you in the past? For example, did you ever
have money stolen from you?
Procedure:
1. Look at the sentences on the slide. You are going to stand up in a minute to ask your
classmates questions to find a person who has had these things happen to him/her.
2. What’s the question for number 1? (Edict the questions for each of the cues from the
students.)
3. When you have a name for each number, sit down.
Slides 34: Oral Activity (10-15 m)
1. SC Activity: Question-Answer – Passive voice past guessing game
Introduction: Do you have things from different countries? For example, where is your watch
from? Or where is your cell phone from?
Procedure: Work in groups of 4. You are going to describe your object to your classmates and
they have to guess where the object is from. If after 6 guesses they don’t get it, they can ask
you where it was from. (Walk around and correct the mistakes you hear. Try to get them to self
correct.)
1. FP Activity: Presentation-Passive voice in past
Introduction: Have you ever gone to a formal party? For example, a wedding, a Quinceaños
party, or an anniversary party?
Procedure: You are going to work in groups of 4 and describe the party you went to. Talk
about what you did, what was served, who was invited, etc. When you finish, your classmates
can ask you questions about the party. (Give them a few minutes to prepare; don’t let them
write down their presentations; they should be done orally. Take note of student mistakes and
do correction at the end of the activity.)
157

1. FP Activity: Presentation-Passive voice in past and present, review of tenses
Introduction: Are there many interesting places to visit in your city or state? What are some
important tourist attractions in Mexico?
Procedure: You are going to work in groups of 4. You will plan a tour for a group of tourists
from Europe that will be coming to visit your state. You need to plan 5 different places or
activities for them to visit, and you need to describe the different things that you will take them
to see. When you are ready, each group will present their tour to the class; the best tour wins.
(Give them a time to prepare their tours. Take note of student mistakes and do correction at
the end of the activity.)
1. FP Activity: Information Gap-Passive voice
Introduction: Look at the picture on the slide. What do you see? What do you think
happened?
Procedure: Open your books to page 105, exercise 6. You are going to work in pairs. You are
going to read parts of an article about a famous train robbery. One student will look at page
140 and the other will look at page 142. First read the information, then ask and answer
questions to get the missing information. (Walk around and take note of student mistakes and
do correction at the end of the activity.)
Follow up: Now, tell the story in your own words without looking at pages 140 or 142.
For example:
T: The story was about a train robbery in England many years ago. The thieves…
Oral Activity: (15-20 m)
1. SC Activity: Guessing Game-Passive voice past and present, music
Introduction: Do you like music? What kind of music do you like? Do you know a lot about
the singers and composers?
Procedure: Work in groups of 5-6. Each group needs to write a list of 10 questions about
music, musicians, composers, etc. The questions can be in active voice, but the answer has to
be in passive voice. When you are ready, you are going to ask the people from another group
your questions. If they answer correctly using the passive voice, they get two points. If they use
the correct grammar, but the information is wrong, they get one point. At the end, the group
with the most points wins. (If you have 4 groups, you can have two groups work together
asking and answering each other’s questions. If you have 3 groups, you can have group 1 ask
group 2, and then group 2 ask group 3, and finally group 3 ask group 1.)
For example:
T: Who sang La Vida Loca?
S4: La Vida Loca was sung by Ricky Martin.
T: Excellent. Two points. Who wrote “Here Comes the Sun”?
S8: Here Comes the Sun was written by John Lennon.
S2: No. It was written by George Harrison. You get one point for grammar, but zero
points for the information.
about?
158
159

(128 m)

1. FP Activity: Discussion – Unit preview
Introduction: What do you do to relax?
Procedure: Get into groups of three. Imagine you had a very hard week. You are all stressed
out. The weekend is finally here. What would you do to relax? Take turns saying what each of
you would do. Once you are finished decide whose relaxing weekend is the best. (Give
students time to complete the task. Walk around and make sure everyone is speaking English.
After they are done, call on each group and have them share the perfect relaxing weekend.)
For example:
T: My weekend, after that stressful week, would be to get takeout food on Friday and
just relax at home. On Saturday I would get up early and go on a nice bike ride then
I would have a light lunch. In the afternoon I would get a massage and then visit
with friends. On Sunday I would sleep in and relax; maybe I’d go out for lunch.
S3: My relaxing weekend…
Slides 5: Vocabulary (10 m)
on the board
understand.
provided below.
take a break Take a break is an expression you say when you stop doing I take a break after…
something to relax or rest. When you are studying and you
are tired you take a break. Tell me an activity you do and
that after a while you take a break.
take it easy Take it easy is an expression used to say that you do things To take it easy I …
in a relaxed manner. After you have surgery you need to
take it easy. What do you do to take it easy?
take on When you take on something you agree to do something. I would take on…
When a worker agrees to have more responsibilities you say
“He took on the inventory of the department.” What other
responsibilities would you agree to take on at home?
take part in When you take part in something you participate in it. For I take part in…
example, students in this class took part in a discussion
about what you would do to relax on the weekend. What
activities do you take part in at school or work?
take up When you take up an activity you start a new activity. When I would like to take
I decide to lose weight I will take up running. What new up…
activities would you like to take up?
160

1. SC Activity: Stimulus-Response-Vocabulary
Introduction: What are the people in the pictures doing?
Procedure: Get into groups of four. Look at the pictures on the slide. Decide what these
people are doing and write a sentence that best describes it. Make sure you use the correct
vocabulary word. Each correct sentence is worth 3 points, 2 for originality and 1 for sentence
structure. Remember you must use the vocabulary words we just learned. (Give students time
to complete the task. Walk around and help them if needed. Make sure everyone is speaking
English. Once they finish make a point chart. Have each group say the first sentence and
decide as a group how original it is. You will grade the structure of the sentence. Repeat this
process for each picture. The team with the most points wins.)
For example:
T: Picture 5 is people that decided to take up running as part of their new healthy
lifestyle.
S2: They decided to take up running to lose weight.
1. Open your books to page 106, exercise 1. Look at the chart. Now look at the pictures. Read the
conversations, and then in the chart write the expressions with take next to the correct
definitions. (Give students time to complete the task. Walk around and help them if needed.
Once they finish click on the slide to check their answers.)
2. Get into pairs and compare your answers. If you have something different discuss it and come
to an agreement as to what the answer is.
1. SC Activity: Stimulus-Response - Vocabulary
Introduction: Tell me about you.
Procedure: (Write on the board: take part in, take up, take a break.) Open your books to page
107, exercise 3. Get into pairs and take turns saying three things you want to take part in, take
up, and take a break from. (Give students time to complete the task. Walk around and help
them if needed. Make sure everyone is speaking English. Once they finish call on a few pairs
and have them tell you a couple of examples.)
Slides 8: Listening (15 m)
1. Open your books to page 107, exercise 4. Look at the picture. Work in pairs and discuss the
answers to the two questions you can see there. (Give students time to complete the task.
Once they finish call on a few students to share their answers.)
2. Now, look at the questions in exercise 5, guess the answer to each question. (Give students a
couple of minutes to complete the task.) You are going to listen to Ian and Martha; take notes
as you listen. (Play the audio. If necessary, play it a second time.) Now, let’s check your
answers. (Click on the slide to check the answers.)
Slide 9-10: Grammar Focus: Verbs for likes/dislikes+ gerunds and/or infinitives (10 m)
labels.)
a. When can we use a gerund or infinitive? (After the verbs: like, hate, love, and can’t
stand.)
b. After which verbs or phrasal verbs can we only use a gerund? (After mind, enjoy, be
sick of, and be into.)
4. (Click to the next slide.) Here is a list of verbs that use an infinitive after them, or a gerund or
both.
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individually.
1. SC Activity: Chain Drill - Vocabulary
Introduction: What’s something you like to do? What’s something you hate or can’t stand
doing?
Procedure:
1. Say one thing you can’t stand doing, then the next person will say what you can’t stand
doing, and what s/he can’t stand doing. The following person will say what the two
previous people can’t stand doing and add his/her own sentence. Etc. (This is a chain drill
where each person says what all the previous students said, and adds his/her own
sentence. Once the chain has gotten to 10, stop and start a new chain.)
2. (Do the same drill, this time with enjoy or like.)
For example:
T: I can’t stand waiting in line at the bank.
S1: I can’t stand working on Sundays. You can’t stand waiting in line at the bank.
S2: I can’t stand getting up early, he can’t stand working on Sundays, and she can’t
stand waiting in line at the bank.
about?
162

(116 m)

1. SC Activity: Find someone like you… – Grammar and vocabulary review
Introduction: Do you do or like the same things as me?
Procedure: Look at the chart on the board. Copy it in your notebooks and answer the
questions in the “me” column. (Give students time to complete the task. Tell them to write
one or two things. Walk around and help them if needed.) Now, stand up and walk around
asking your classmates questions to find someone that does or likes the same things as you.
For example:
T: What do you usually eat for breakfast?
S3: I usually have ham and eggs.
T: I don’t eat ham and eggs; I usually have fruit and yoghurt. How often do you do
exercise?
S3: I do exercise 2-3 times a week.
T: Me too. What’s your name?
S3: Sam. (I write Sam in the last column.)
1. Open your books to page 108, exercise 4. Listen to the audio and look at the groups of
consonant sounds, shown in boldfaced type. (Play the audio once.)
2. English often has long groups of consonant sounds where words come together. (Play the audio
once. Play the audio again if necessary.)
Oral Activity (30 m) Please note: you need copies for this activity.
1. FP Activity: Presentation – Likes and dislikes, take, gerunds & infinitives
Introduction: What activities do you like? What activities do you dislike?
Procedure:
1. What leisure activities do you think are popular in the United States? (Write their
suggestions on the board.)
2. Work in groups of 4. I’m going to give each group a set of cards. First look at the cards and
identify the different sports and leisure activities in the pictures. For example, watching TV,
swimming, etc.
3. Do you like or dislike any of these activities? For example? (Encourage them to use a
variety of verb constructions for expressing likes and dislikes, for example, I like / hate /
can’t stand / don’t mind / love / don’t enjoy / I’m sick of / I’m into _______ ing. Write
their ideas in two columns, like and dislike, on the board, numbering each idea. For
example:)
 Julio loves surfing the Internet.
 Tim can’t stand weight lifting.
Why do you like or dislike certain activities? Encourage students to explain why they like or
dislike the activities using expressions with take, such as take it easy, take a break, take the
day off, take on too much, take part in, and take up. For example, I’d really like to take up
snowboarding. It looks like fun.)
4. In your group of 4, you are going to divide into two teams; each team has two players. You
will mix up the cards and then put them face down in a pile. One student will take a card
and show it to everyone. The student who took the card will then have to talk about the
activity on the card for 30 seconds, starting with one of the ways to express likes or dislikes.
163
5. For example, if a student picked card showing people camping, he or she would say: I’d
really like to take a few days off and go camping because I like to be in open air and be
close to nature. Some people might not enjoy camping because…
6. A member of each team should act as timekeeper. If you are able to speak for 30 seconds,
then your team keeps the card. If you hesitate for more than 3 seconds, you have to put the
card in a central pile somewhere in the classroom. In addition, if you manage to use an
expression with take correctly during the 30 seconds, you will get a bonus point.
7. Once a member of a team has finished, then a member of the other team picks up a card
from their pile and talks about the activity. The game continues until all the activity cards
have been used up. The winning team is the one that collects the most cards and bonus
points.
8. (While students are doing the activity, you need to walk around and take note of their
mistakes so you can do correction at the end of the activity. Make sure they are speaking
English.)
1. FP Activity: Information Gap – Verbs for likes/dislikes + gerunds and/or infinitives
Introduction: What are you willing to do to have a healthy life?
Procedure:
1. Open your books to page 109. Look at the survey chart. Any questions? Individually, I want
you to answer the survey, and add two more ideas of your own that you think can be used
to keep in shape. (Give students time to complete the survey. Walk around and help them if
needed.)
2. Now, get into groups of three. Take turns asking each other the survey questions. Make
sure you take notes on your partners’ answers. (Give students 10 -12 minutes to complete
the task. Make sure everyone is speaking English.)
Follow up: Now, work with two people you didn’t previously work with and and report what
your previous team members said.
For example:
T: Juan said he would eat less junk food.
Slide 23 Writing: (10 m)
1. Imagine you recently decided to change your diet and do exercise to get into shape. It really has
given great results. A friend asked you for advice because he or she wants to do the same thing.
Write a letter to a friend about changes you’ve made to your diet and exercising, what your
exercising schedule is like, what activities you recommend more than others, etc. Make sure
your give a lot of details. Explain what a normal day is like with this new style of life.
Slide 24-25: Video Activity (20 m) Please note: you need copies for this activity.
1. Previewing (picture off): (10 m)
2. Have you ever had a massage? Why do people get massages for? What do you think a
“massage for relaxation is for”
3. You are going to listen to some people talking. Look at the questions in part 1 of your
worksheet. (Give them a minute to look at the questions.) You are going to listen to the
video, but you won’t be able to see it. When it’s finished, answer the questions. (Play the
video, but cover the lens of the projector so that they can’t see anything; they should only
hear the dialog.)
164
4. Now, answer the questions. (Give them a few minutes to do this.)

5. Next, compare your answers with a classmate. Do you agree or not? (Don’t tell them if
they are right or wrong at this point; the purpose of this activity is for them to speculate
about the video. Accept any answers they come up with.)
2. Gist Viewing (picture on) (5-10 m)
6. Now, you are going to see the video again with the picture on. (Play the video.)
7. Work in pairs and compare your predictions from the first viewing with the second time.
8. (Ask the whole class:) Do you now have the same answers? Are any of your answers
different? Which ones? Why?
9. Look at the statements section 2 of your worksheet. (Give them a minute to read the
questions.)
10. Now, you are going to see the video again and when it finishes, fill in the blanks with the
correct answer.. (Play the video.)
11. Answer the questions. (Give them time to do this.)
12. In trios, compare your answers. (Give them time to do this.)
13. Do you have any questions? Do you need to see the video again?
about?
165
166
Massage for Relaxation
Watch the video segment with the sound off and answer the questions below. You can
guess if you’re not sure.
2. What are they doing?
3. How many different types of massage do you see?
4. What is the purpose of the show?
Write W for Western massage techniques, R for reflexology, or A for Asian body work
after each statement.
1. Used for back pain, muscle pain, and joint problems ___
2. Can normalize tissues, organs, and structures in the body ___
3. Involves applying pressure to spots on the foot ___
4. Involves applying pressure to “acupoints” or “meridians” ___
5. Tries to balance the flow of Chi or Ki in the body ___
Massage for Relaxation
Watch the video segment with the sound off and answer the questions below. You can
guess if you’re not sure.
2. What are they doing?
3. How many different types of massage do you see?
4. What is the purpose of the show?
Write W for Western massage techniques, R for reflexology, or A for Asian body work
after each statement.
1. Used for back pain, muscle pain, and joint problems ___
2. Can normalize tissues, organs, and structures in the body ___
3. Involves applying pressure to spots on the foot ___
4. Involves applying pressure to “acupoints” or “meridians” ___
5. Tries to balance the flow of Chi or Ki in the body ___
167

(120-130 m)
1. FP Activity: Discussion on living in the digital age
Introduction: We are living in the Digital Age. Do you know what that means?
Procedure: Please get into pairs and think of at least 8 everyday tasks. Write them down in
your notebooks. Next, answer the three questions that are on the screen.
For example:
T: Our grandparents were not able to communicate with friends every day the way that
we do by Messenger or Skype. Our grandparents had to write letters and it took a
long time for them to get an answer. Now, we get answers very quickly on line.
Follow up: What did you talk about. Who would like to share? (1 or 2 pairs share ideas.)
on the board.
understand.
provided below.
cell/ (Pointing to the slide.) These are cell or mobile phones. My My cell phone is …
mobile cell phone is old. Is your cell phone new or old?
phones
laptop A laptop is a computer which you can take anywhere you want. Yes, I have / No, I don’t
It is portable. My laptop is a Compaq. Do you have a laptop? have a laptop. It is a …
What brand is it?
DVD Do you like to watch movies at home? The equipment you use My DVD player is …
player to play movies is a DVD player. I have a DVD player which
also plays VHS tapes. Can you describe your DVD player?
digital A digital camera is a camera that records the images on a I have a digital camera
cameras memory and you can transfer the images to a computer. I have that…
a Cannon digital camera that takes 18 MP images Do you
have a digital camera? What is it like?
printer (Pointing to the slide.) Look this is a very modern printer that I have a printer that can
also prints photos. I would like a printer that can also scan scan and …
documents. Do you have a printer at home? What can your
printer do?
digital TV A digital TV is a special kind of TV which has a better image No, Mexico does not
and lets you choose what you want. Digital TV exists in have digital TV.
countries that are technologically advanced. Does Mexico have
digital TV?
screen A screen is a place where you can see the images that come My computer screen is
from a computer or DVD player. My computer screen is small …
and it is hard for me to see things. What is your computer
screen like?
168
remote A remote control is a gadget which lets you change the channel Yes. My brothers always
control and settings on your TV. My wife and I always fight over the fight over the remote
remote control. Do people in your family fight over the control.
remote control?
keyboard The place where you put your fingers to write on the computer Yes, I have/ No, I don’t
is a keyboard. I can write on the computer without looking at have to see the
the keyboard. Is it necessary for you to see the keyboard to keyboard to write on
write? the computer.

1. Open your books to page 110, exercise 1. Answer the question with the technical equipment
from the box (Give them 2 minutes to do this and then check answers.)
Slides 17-18: Pronunciation (10 m)
1. Look at page 110, exercise 3.
2. Listen to the recording and notice the stressed syllables.
3. Now, go to exercise 4. Circle the strong syllable sound in each word or phrase.
4. Check your answers on the slide. (Click on slide for answers to appear.)
5. Now listen and repeat.
Slide 19: Discussion Activity (10 m)
1. Look at the equipment in exercise 1.
2. Work in teams of 3 and answer the questions in exercise 6.
3. So, who can share your answers? (Let two groups share their information and discuss as a
whole.)
Slides 20-22: Pre-reading Activity (5 m)
1. Look at the slide. What can you see on the slide? (Click on the slide.) Are there any differences
between TVs from before and TVs now? What are some of the differences? (Have students
tell you the differences and assist when necessary.)
2. Now, let’s look at this next slide. There are two questions on the top. You have 2 minutes to
find the answer. Ask as many classmates as you can until you find the answer.
3. To answer the question, follow the example bellow. (Give them 2 minutes to do this and walk
around the room to check that students are following instructions.)
4. OK, who has the answer? (Have some students give you their answers.)
5. Let’s see the correct answer. (Click on the next slide and get students reactions.)
1. Look at the questions in exercise 8, on page 111. Go over them and check if you have any
questions.
2. You have some minutes to read the article on digital TV. Look for the answers to these
questions. (Give students 5 minutes to read the article and answer the questions.)
3. Let’s check the answers. (Click on slide and have students check their answers.)
4. Now look at the questions in exercise 9. Read the article again and answer these questions.
(Give students some moments to do this.)
Slide 25: Grammar Focus/Relative Clauses (10 m)
1. Teacher asks students to look at the 2 sentences on the slide and put them together into one
correct sentence. (Gives them 30 seconds to this.)
2. Teacher clicks on slide to get the answer.
3. Teacher clicks the slide; says the rest of the sentences and has students repeat as s/he writes
them on the board.
a. How many parts are there in these sentences? (Two)
169
b. If we have only the first part of the sentence “A television studio is a place.” does it
seem like the sentence is complete? (No, it is not complete.)
c. Does the second part of the sentence clarify and give more information? (Yes, it
completes the sentence.) (Click on slide for Relative Clause explanation to appear.)
d. We call these relative clauses. What words do we use when we begin these clauses?
(Where, that, which and who.)
e. Do we use where when we are talking about a place? (Yes)
f. What do we use who for? (People)
g. And which? (For things)
h. What do we use that for? (People and things.)
individually.
and some individually. (The verbs in the box are in case the need help.)
1. Go to page 112, exercise 3. There are 2 columns. One with the beginning of the sentence and
one with the end of the sentence.
2. Match the two columns and use which who or where to make logical complete sentences.
(Give students 5 minutes to do this.)
3. Let’s check your answers. What are the pronouns that need to be used in each sentence? What
do we have to add before “a”? Right, who. (Have students say the correct pronoun for each
sentence and click on screen for them to appear.) Now give me the complete sentence. (Have
individual students say the logical complete sentence and click on slide to check their answers.
Arrows will appear to match the columns.)
1. FP Activity: Presentations -Relative Clauses
Introduction: Are you good at defining things? How good are you at creating definitions?
Procedure: You will see different terms on the screen. Your job is to create a definition for
each term you see. There will be three teams; two will compete in making definitions and team
3 will decide which definition is better and why. (Divide the group into three teams and decide
who will be the judge. Play the game with the first five concepts and stop to change roles. The
judging team becomes a participant and one of the participant teams becomes a judging team.
Play the game with another five concepts and change roles again.)
For example:
T: What is a greedy person?
T1: A greedy person is a person who …
T2: A greedy person is a person that …
T: Judges, who is the winner and why? Why did you like that definition better?
Judges: we liked …’s definition better because …
doing?
170
171

(106-131 m)

1. FP Activity: Presentation: Should, review of tenses
Introduction: Do you plan to get married some day? What things are important to you when
looking for the perfect mate?
Procedure:
1. Individually, make a list of 5 characteristics that are important for you in a husband/wife.
2. Work in groups of 3-4. Tell your classmates about what you consider to be important
characteristics for a partner. (Click on slide to show example.)
For example:
T: For me, it’s important that any man I marry be handsome. He should like children
because I want to have 2 or 3 kids. He should be honest and should be a nice and
good person. He should have a job, so that he can provide a home for our family.
What characteristics did you write?
Follow up discussion:
 Were there any characteristics that you all had? If so, which ones?
 Do you think it’s important to know your future spouse well before you get married?
 Have you ever heard of an “arranged marriage”? What does that mean?
 Would you like to have your parents choose your prospective spouse for you?
 Are there countries where they still have arranged marriages? Where?



on the board.
understand.
provided below.
bride On the day a woman is getting married, you refer to her as A bride usually carries
the bride. In Mexico, the bride usually wears a white dress. flowers.
What does a bride usually carry when she gets married?
groom On the day a man gets married, you call him the groom. The groom gives the
The groom often wears a suit or tuxedo on the day he gets bride…
married. What does the groom give the bride on the day of
the wedding?
best man The man who is the principal assistant to the groom is the The best man can help
best man. My brother was the best man at my wedding. the groom with the ring.
What can the best man help the groom with?
maid of honor The woman who is the principal assistant to the bride is the The maid of honor can
maid of honor. At my sister’s wedding, her best friend was help the bride with her
the maid of honor. What can the maid of honor help the dress, flowers, etc.
bride with?
172
groomsmen The groomsmen are additional men that help the groom. Yes/No, they (don’t)
My brother’s groomsmen planned a bachelor’s party for have groomsmen. The
him. Do grooms in Mexico have groomsmen? What do groomsmen…
they do?
bridesmaids The bridesmaids are additional women that help the bride. The bridesmaid was
These bridesmaids are wearing blue dresses. Have you ever wearing…
seen a bridesmaid at a wedding? What was she wearing?
get engaged When a man asks a woman to marry him, then the couple He usually gives her a
(to someone) gets engaged. I got engaged to my husband / wife a year ring when they get
before I got married. What does the man usually give the engaged.
woman when they get engaged?
get on each When you get on each other’s nerves, you annoy or irritate XXX gets on my
other’s nerves each other. My ex-boy/girlfriend and I used to get on each nerves.
other’s nerves all the time. Tell me about a person that
always gets on your nerves.
get to know When you meet a person and start to be with them, you get I got to know him/her
(someone) to know that person. I got to know my best friend when by…
we worked on a project for school. How did you get to
know your current boy/girlfriend?
get along (with When you get along with someone, you have a good I get along best with…
someone) relationship with that person. I get along really well with
my best friend, Irene. Who do you get along with best in
your family?
get married (to When you make a promise to stay with a person for the rest XXX got married
someone) of your life, you get married to that person. My mother got recently.
married to my father many years ago. Tell me about
someone you know who got married recently.
get over When you end a relationship, at first it’s hard, but after a It took me XXX to get
(someone) while you stop being in love; you get over your ex- over my ex-
boy/girlfriend. When my sister broke up with her boyfriend, boy/girlfriend.
it took her 6 months to get over him. Who has broken up
with someone in the past? How long did it take you to get
over your ex-boy/girlfriend?
get back with When you end a relationship and then later decide to be Yes/No, I have (never)
(someone) with that person again, we say you got back with your gotten back with an ex-
boy/girlfriend. I have never gotten back with an ex- boy/girlfriend. The
boy/girlfriend. Have you ever gotten back with an ex- second time it was….
boy/girlfriend? Did it work out better the second time
around?
get divorced When you end a marriage, you get a divorce. My best friend XXX got a divorce
(from got a divorce because her husband was seeing another because…
someone) woman. Do you know someone who has gotten a divorce?
Why did he/she get a divorce?
get upset When you get angry, we say you get upset. I get upset I get upset when…
when people don’t do what they say they are going to do.
When do you get upset?
173
Slides 11-12: Vocabulary: Getting Started (20-25 m)

1. Open your books to page 116, exercise 1. Look at the photo and identify the people. Give
them time to do this.)
3. Look at exercise 2. (Click to show the next slide.) Work in pairs and complete the story with
the correct expression with get. (Give them a few minutes to do this.) (Click on the slide to
show the answers.)
4. Now, work in groups of 3 and tell each other about a wedding you’ve been to recently.
For example: T: I went to a wedding about a year ago. It was a very simple wedding. The bride
and groom only invited their close family and a few friends. I think there were about 30 people
total. The ceremony was held at a very small church in Coyoacán. The reception was held in a
restaurant that used to be an old hacienda. The food was wonderful and there was a small
group of musicians playing music. Some people danced, but mostly they talked and had a nice
time with the family. Later the bride and groom left for their honeymoon. They were going to
take a trip to Italy!
1. Open your books to page 117, exercise 5. We’re going to listen to how the /t/ at the end of a
word links to another /t/; the linking of two “t’s” sounds like one /t/. We are also going to
listen to how a /t/ links to a vowel sound; the linking of a /t/ with a vowel sound sounds like
a /d/. Listen to these phrases and sentences. (Play the audio for them.)
repeat.)
1. Open your books to page 117, exercise 7. Work in pairs and discuss the questions. (Give them
a few minutes to do this.)
2. Now, listen to Monica and Carlos talk about the movie Monsoon Wedding. It’s an Indian movie
where the family wants their daughter to marry someone they have chosen for her, but she
doesn’t agree. After you listen, answer the questions in exercise 8. (Play the audio, then give
students a few minutes to answer the questions.) (Click on the slide to show the answer.)
3. Look at exercise 9 in your books. Listen to the dialog again and answer the questions true or
false. (Play the audio. Give students a moment to answer the questions.)
Slides 16: Grammar Focus (10-15 m)
on the board.
labels.)
a. What word do we use to introduce a sentence where we are expressing an opinion? (It)
b. What do we use after IT? (be in any tense + adjective or verb phrase + verb in
infinitive)
c. If we want to mention the person, where do we put that information? (We add for +
object before the verb.)
4. Open your books to page 118, exercise 2. Look at the sentences in the box. Circle the correct
answers. (Give them a minute to do this. Check the answers orally: 1) infinitive; 2)object.)
Slides 17-18: Controlled Practice: Repeat/Complete: (8 m)
individually.
174
Slides 19: Guided Practice (10-15 m)

1. Work in trios. Look at the information on the slide. Take turns using the words in column 1
and 3 to make logical sentences. Begin each sentence with “It’s”. You can use the words in
column 2 to specify who. (Give them time to do this. Walk around and help them self correct.)
2. Who can tell me some of the sentences you came up with? (Get different groups to say their
sentences.)
about?
175

(116-141 m)

1. FP Activity: Agree or Disagree?-Introductory “it”
Introduction: Do you all have the same opinion about different thing? Let’s see who has the
same opinion as you.
Procedure:
1. Look at the sentences on the slide. Write them in your notebook and finish each sentence
with something that is true for you. (Click on the slide to show the example. Give them
time to do this.)
2. Now, in a minute you are going to stand up and ask your classmates questions to find
someone who has the same thing as you do for each question. What’s the question for
number 1? “What is easy for you to do?” And for number 2? “What is hard for you to
do?” (Elicit the questions for each of the cues from the students.)
3. When you have a name for each number, sit down. (Walk around and take note of
students’ mistakes to do anonymous correction later.)
Follow up: Who has the same thing as you for the first one? What things did you write that no
one agreed with? (Ask students for different answers that their classmates gave.)
1. SC Activity: Opinion Gap-Introductory “it”, suggestions, advice
Introduction: Is it important to consider many things before getting married? What things do
you have to consider? (Get students to say 3-4 things that need to be taken into account.)
Procedure:
1. Open your books to page 119, exercise 5. You are going to read the advice in the guide and
add two more statements of your own. (Give students time to do this.)
2. Now, work in pairs and share your opinions about the statements. (Walk around and take
note of student mistakes and do correction at the end of the activity.)
Follow up: Now, are there any statements that you all agree or disagree with? Which ones?
Why? (Get different students to give you their opinions.)
Slide 28: Oral Activity (15-20 m) Please note: you will need copies for this activity.
1. SC Activity: Game-Introductory “it” for opinions
Procedure:
1. Work in groups of 4-5. Each group will get a game board. (You need to have enough
copies of the game board so that there is one board for each team of 5 people; maximum
of 4 copies for a group of 20 students.)
2. Each student needs to choose a token. (Pen cap, ring, etc.) You also need a coin. Toss the
coin. If you get “aguila” you move 1 space. If you get “sol” you move two spaces.
176
3. When you land on a space, you have to make a complete correct sentence with the
information on the space. If the sentence is correct, you can stay in that space. If the
sentence is incorrect, you have to go back to where you were before.
4. The person who gets to the “Finish” line first, wins.
5. (Demonstrate the game with one group of students. Help them with any new vocabulary.
Monitor students as they play, and make a list of common mistakes. When they finish do
error correction.)
Slide 29: Oral/Written Activity (15-20 m)
1. FP Activity: Storytelling- Introductory “it” for opinions, expressions with “get”
Introduction: Are you good at telling stories? Let’s see.
Procedure: You are going to work in groups of 4 and you are going to write a story about
Daniel and Karla. As you can see, you have the beginning of the story on the slide. You have to
use at least 5 of the expressions in the boxes. When you are ready, you will tell the class the
story. The best story, wins. (Give them a time to write their stories. Walk around and give help
if needed. Take note of student mistakes and do correction at the end of the activity.)
For example: (See the slide for the beginning of the story.)
Slides 30-31: Video Activity: Unusual Weddings (35-40 m) (Please note: you will need copies for
this activity.)
1. Introduction: (10 m)
1. Do you think that weddings in Mexico are the same as they are in other countries? What
things do you think might be different? (Let students give you their opinions.)
2. Let’s look at some vocabulary:
veal Veal is the meat of a young cow. Veal parmesan is a Yes/No, I have (never)
delicious Italian dish. Has anyone here ever eaten veal? eaten veal. It was…
What was it like?
stomp When you step down hard on something you stomp on it. Yes/No, some/no one
In the past, they used to stomp on the grapes to get the has stomped on my
juice to make wine. Has anyone ever stomped on your foot? foot. I …
What did you do?
hoist To hoist is to lift into the air. They saved this man by They use a helicopter to
hoisting him from the water. What do they use to hoist hoist people from the
people from the ocean? ocean.
cleanse To cleanse is to clean completely or to make something I cleanse my hands
pure. The doctor cleansed his hands before starting the with…
operation. How do you cleanse your hands to avoid getting
influenza?
smear To smear is to spread a soft substance over a surface in a Yes/No, I have (never)
messy way. This baby has cereal smeared over his face. smeared cake on
Have you ever smeared birthday cake on someone’s face? someone’s face. He/she
What did the person do? …
2. Previewing: (5-7 m)
4. Look at the questions on the worksheet. Work in groups of 3-4 and discuss the questions.
(Give them time to discuss the questions.)
3. Gist Viewing (10 m)
5. You are going to watch a video. In the video a woman is asking the people if they have
ever been to an unusual wedding. Watch the video and take notes on the wedding customs
that they describe. (Play the video. If necessary, play it a second time.)
177
6. Work in groups and discuss whether the wedding customs that they mentioned in the
video are like the customs that you discussed in your groups earlier. (Give them time to do
this. Walk around and help if needed.)
7. What did you discuss? Were any of the customs you discussed before watching the video
mentioned in the video? Which ones? (Get students to describe any unusual weddings they
have attended.)
8. Look at the questions you have in section 3 of your worksheet. (Give them a minute to
read the questions.)
9. Now, you are going to see the video again and as it’s playing, fill in the missing
information. (Play the video. If necessary, play it a second time.)
10. Go over the answers.
5. Discussion (if time)
 Are any of you married? What did you do at your wedding? What customs did you follow?
 If no one is married: Who has been to a wedding before? What were some of the customs
at the wedding?
 Have you ever been to the wedding where they did things that seemed unusual? What did
they do?


about?
178
BEGIN

wasn’t is
was easy isn’t hard will be
important dangerous
  fun 
 
will be
nice

wasn’t
 is  won’t  is a  was
hard
crazy be easy good idea horrible

isn’t
easy

will be was is a bad wasn’t isn’t
wonderful hard idea nice fun
    
won’t be
easy

isn’t    
dangerous will be was wasn’t is
 wonderful crazy pleasant absurd

FINISH
179
Unusual Weddings
4. Before watching the video, discuss these questions in groups of three or four.
What are the customs for weddings in your country? Do you know about any other interesting
wedding customs? What are they? Where are they from?
5. Watch the video and take notes on the different customs that are mentioned. Are
any of them like the customs you discussed with your group?
6. Read the statements below. Then watch the video segment again and fill in the
blanks to complete the sentences.
6. Speaker 1: At an ________________ wedding, there was a lot of _______________.
7. Speaker 2: At a wedding I went to, the ________________ smeared cake on each other’s
faces.
8. Speaker 3: My friends got married in ________________. They were married by someone
who looks like _______________.
9. Speaker 4: At a ________________ wedding, the _______________ was lifted on a chair.
10. Speaker 5: At a Spanish wedding, the groom has to give the bride ___________________.
11. Speaker 6: At an African wedding, the groom may wash the bride’s __________________.
12. Speaker 7: At a _____________ wedding, the bride and groom try to _________________.
13. Speaker 8: At my brother’s wedding in _____________, there was a lot of _____________.
Unusual Weddings
1. Before watching the video, discuss these questions in groups of three or four.
What are the customs for weddings in your country? Do you know about any other interesting
wedding customs? What are they? Where are they from?
2. Watch the video and take notes on the different customs that are mentioned. Are
any of them like the customs you discussed with your group?
3. Read the statements below. Then watch the video segment again and fill in the
blanks to complete the sentences.
1. Speaker 1: At an ________________ wedding, there was a lot of _______________.
2. Speaker 2: At a wedding I went to, the ________________ smeared cake on each other’s
faces.
3. Speaker 3: My friends got married in ________________. They were married by someone
who looks like _______________.
4. Speaker 4: At a ________________ wedding, the _______________ was lifted on a chair.
5. Speaker 5: At a Spanish wedding, the groom has to give the bride ___________________.
6. Speaker 6: At an African wedding, the groom may wash the bride’s __________________.
7. Speaker 7: At a _____________ wedding, the bride and groom try to _________________.
8. Speaker 8: At my brother’s wedding in _____________, there was a lot of _____________.
180
181

(151 m)

1. FP Activity: Presentation – Preview unit
Introduction: How much money did you spend last weekend?
Procedure: Individually think about last weekend and what you did. Make a list of the money
you spent and what you spent it on. (Give students a couple of min. to complete the task.)
Now, get into trios and tell your partners what you did and how much money you spent. Make
sure you specify each peso spent. The rest of the team should ask follow up questions to the
person presenting. Identify who was the person who spent the most money.
For example:
T: Last Friday I went to a party. I spent $35 pesos on transportation but I also spent $300
pesos on drinks. On Saturday I went shopping and spent $400 pesos. On Sunday I stayed
home so I didn’t spend any money. In total I spent $735 pesos last weekend.
on the board
understand.
provided below.
bank account / When you have money in the bank you have it in a bank I have a bank account
bank statement account. Each month the bank sends you a bank in XXX. I receive my
statement to tell you how much money you have in it bank statement XXX.
and the movements you have made. I have a bank
account in Bancomer, every week I receive my bank
statement through internet. In what bank do you have a
bank account? How often do they send you a bank
statement?
be in the black / When you have money in the bank you say “I am in the I have a bank account
red black.” When your balance is in negative numbers you and I am usually in
say “I am in the red.” On the first of the month, I’m in XXX
the black, but by the end of the month, I’m in the red.
Do you have a bank account? Are you usually in the red
or in the black?
borrow money / When you need money you borrow money from the I have borrowed
lend money bank or from a person, and the bank or someone lends money from the bank.
you the money. Bancomer lent me money to buy a They lent me XXX
car. I borrowed $200,000 pesos. Have you ever
borrowed money from the bank or from someone?
How much did they lend you?
checking account A checking account is a type of account that lets you I have a checking
write checks to pay for things. I have a checking account with XXX
account in HSBC. I use the checks to pay my bills. bank.
Who has a checking account? What bank do you have
your checking account with?
182
savings account When you want to save money for the future you keep it I have a savings
in a savings account at the bank. I always deposit 20% account. I have XXX
of my monthly salary into my savings account. Who money in it.
has a savings account? How much money do you have?
receive interest / When you are saving money in the bank you receive I pay XXX interest on
pay interest interest. When you owe money to the bank you pay my credit card.
interest. In my savings account I receive 4% interest I receive XXX
every month. But I have to pay 45% interest in my credit interest on my savings
card. How much interest do you pay on your credit account.
card? How much interest do you receive in your
savings account?
deposit money / When you go to the ATM machine to get money you say I withdrew XXX
withdraw money “I withdraw money.” When you go to the bank to add pesos yesterday.
money to your bank account you say “I deposit
money.” Every quincena my company deposits the
money I earned. I have to go to the ATM machine to
withdraw money and buy things. Who went to the
ATM machine yesterday? How much money did you
withdraw?
Slide 11-12: Getting Started (10 m)

1. Open your books to page 120, exercise 1. (Write on the board two columns money coming in and
money going out ) Look at the phrases is the box. Get into pairs and write the phrases under the
correct column.
For example: “invest money” means you are going to spend money therefore you write in
under money going out. To save money means you put money away therefore you write it under
money coming it. (Give student 5 min to complete the task. Check it orally and discuss any
answers students don’t agree on.
2. Individually you are going to complete each sentence with a pair from the box. Remember to
change the verb form when necessary. (Give students time to complete the task. Don’t click on
the slide till after the next activity. Walk around and help them if needed.)
3. Get into pairs. Compare your answers discuss any differences you have. (Give students time to
complete the task. Once they finish click on the slide to check their answers.)
4. Let’s do exercise 3. Look at the bank statement. Now answer the 4 questions with the
information on the bank statement. (Give students time to complete the task. Once they finish
click on the slide to check there answers.)
1. FP Activity: Discussion -Vocabulary
Introduction: Which of the bank activities do you do?
Procedure: Get into pairs. Open your book to page 120. Look at the vocabulary box and tell
your partner which of those bank activities do you do? (Give students time to complete the
task. Walk around and help them if needed. Make sure everyone is speaking English.)
For example:
T: I usually pay interest at the University because I always forget to pay on time.
S2: I receive my bank statement every month. Etc.
1. FP Activity: Discussion –Pre-reading
Introduction: Do you prefer to go to the bank to do your banking or do you prefer to bank
on line?
Procedure: Get into pairs. Open your book to page 120. Look at the pictures and discuss
which of the banking methods you prefer. Discuss with your partner and give reasons of why
183
you prefer that method. (Give students time to complete the task. Walk around and help them
if needed. Make sure everyone is speaking English.)
For example:
T: I prefer doing my banking by Internet. You avoid lines and traffic.
2. Open your books to page 121, exercise 6. Read the information on the website for DirBanking,
and find three advantages of banking with their online service. Take notes since you will need
them later. (Give students time to complete the task. Help them if needed. Once they finish
call on individual students to report to the class. Tell the class to listen as each student speaks
so that they don’t say an advantage that was already mentioned. Continue calling on students
until all advantages are reported. Now, let’s check your answers. (Click on the slide to check
the answers.) Did we miss any?
3. Now, look at exercise 7. Read the web page again now answer the questions. (Give students
time to complete the task. Once they finish, click on the slide to check their answers.)
1. FP Activity: Presentation-Vocabulary
Introduction: Tell me about your bank.
Procedure: Get into groups of 4. Invent a radio ad about a bank your group creates. Use the
web page information on page 121 for some ideas. Each group will present their radio ad in
front of the class. The whole class will decide which bank is the best. You have 10 min to
prepare your ad and your ad must last at least 30 seconds.
For example:
T: Springfield Bank is the bank for you. We have the best online banking and if you
open a checking account with us today we will give you the best interest rate on
your investment accounts so come today and become one of our customers.
Slide 15: Grammar Focus: verbs with two object (10 m)
labels.)
a. Some verbs can have a direct object. A direct object receives the action of the verb. A
direct object answers the question what or who.
b. Some verbs can also have indirect object. An indirect object can come before the
direct object. It answers the question to whom or for whom. The indirect object is
usually a person.
c. Use to or for + the indirect object when it follows the direct object.
1. Open your books to page 122, exercise 4. Remember that in English, words that give new or
important information sound longer and stronger. Listen to the audio and notice the weak
pronunciation of the pronouns. (Play the audio once. Play the audio again if necessary.)
2. Notice how the /h/ sound in him and her is silent, and the how these words are linked to the
words before them.
4. Now, look at exercise 6. You are going to listen to the sentences in your book. Complete the
blanks with the words you hear. (Play the audio once. Play it again if necessary. Once they finish
click on the slide and have students check their answers.)
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1. FP Activity: Presentation – Verbs with two objects
Introduction: What would you do with $100,000 dollars?
Procedure: You’re your books to page 123, exercise 7. Imagine you have won $100,000 prize
in a contest and now you have to decide how to spend it. Read the ideas from the book and
think some of your own. Individually make a list of how you would spend the money. Make
sure you are very specific in how and how much. (Give students time to complete the task.
Walk around and help them if needed.)
Now, get into groups of three. Tell your classmates about your decisions. The rest of the team
should ask follow up questions to the person presenting. (Give students time to complete the
task. Walk around and encourage students to ask follow up questions. To conclude call on a
few students and ask them what their teammates would do with the money.)
For example:
T: I would donate $20,000 to charity. I would spend $5,000 on clothes, etc.
about?
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(112-117 m)
1. SC Activity: Interviews-How well do you take care of …?
Introduction: (Write the expression “Less is more” on the board.) What do you think this
expression means? (Have students give you their ideas and then click to see slide.)
This expression means that sometimes it is better to have less than more of something. For
example it is better to spend less electricity than more.
Procedure: Look at the screen. There are three questions there. Interview one of your
classmates with the questions above. Be prepared to report what you discovered.
For example:
T: S1, How well do you manage your time?
S1: I am good at managing time. I always get my work done.
T: How well do you handle your money?
S1: Not too well. I usually spend more than I make.
Follow up: Now, tell me what you found out about your classmate and give him/her some
advice if you think it is necessary.
For example:
T: S1 manages his time well and always finishes his work, but he’s not very good at
handling money. He spends more than he makes. He shouldn’t go to malls or
stores where he feels the need to spend and buy things that maybe he really doesn’t
need.
on the board.
understand.
provided below.
waste When spend something without being careful; you waste I waste …
something. You can waste (point at the images on the screen
and elicit from students: space, resources, opportunities, time,
paper, energy/electricity, money). I usually waste a lot of water
when I take a shower. What do you waste?
use To utilize is to use. We can use (point at the images and elicit We use water to …
from students: space, resources, opportunities, time, paper,
energy/electricity, money). We use money to buy things. What
do we use water for?
spend Another way of saying use is spend, but we use each verb for I spend money on …
certain things. We use spend for (point to images and elicit
from students: money, time). I spend 45 pesos on lunch every
day. What do you spend money on every day?
save The opposite of waste is save. To save is to use with good I … to save electricity.
judgment. I try to save electricity by turning off the lights when
I leave the room. What do you do to save electricity?
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1. Look at the slide; you can see the different things (nouns) that we use waste for.
2. Now go to page 124, exercise 2. Make word webs with the things (nouns) that the different
verbs can be used with.
3. Let’s check your answers. (Click on slide 10 for answers to appear.)
Slide 12: Listening Activity (10 m)
1. Look at the images on pages 124 and 125 in your book. Look at what the different people are
doing and make as many sentences as you can using the verbs we have just seen. (Give student
one minute and elicit sentences form students.)
Slides 13-14: Pre-listening Activity (7 m)
1. Look at exercise 5 on page 125. Choose one of the words and underline it so it expresses your
opinion. (Give them a couple of minutes to do this.)
2. Now compare it with a classmate.
3. Look at your answers again and now compare it with the radio interview that you will listen to
in a moment. (Play the audio.)
4. Let’s check your answers. (Click on slide for circles to appear.)
1. Go to page 125, exercise 8. Read the questions that are there. You have 1 minute. Are there
any questions?
2. I’m going to play the recording and you answer the questions. (Play the recording.)
Slide 16: Grammar Focus/Modals for deduction: must be, might be and can’t be (10 m)
the board.
a. What do we use ought to and should for? (advice)
b. What do we use could for? (suggestion)
c. What do we use in questions for advice and suggestion? (should)
d. What do we use for negative sentences with advice? (shouldn’t)
e. What form is the verb in with all of these auxiliaries? (BFV)
f. When we ask questions with should, does the word order change? (Yes, should + Subject
+ V.)
1. Please open your books to page 126, exercise 3. There are some sentences there. Rewrite these
sentences using should, ought to or could. In some cases there is more than one possible
answer. (Give students some time to do this individually.)
2. Okay, now compare your answers with the person next to you.
3. Let’s check your answers. Who can give me number one? (Have students give you answers
orally, correct and clear up any questions.)
individually.
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1. SC Practice: Stimulus-Response: Giving advice
Introduction: Are you good at giving people advice? Do people look for you to tell you their
problems?
Procedure: Look at the screen. In a minute a situation will come up. Your job is to give that
person advice. We need to give as many suggestions and as much advice as possible. (Click on
screen for each situation to appear and have different students give advice. Play devil’s
advocate to get discussion going. That is always ask if others agree and make some comment to
cause disagreement.)
For example:
T: You see: My best friend’s boy/girlfriend is flirting with me. What advice can
you give me?
S1: You should tell your friend about it.
T: Do you agree? Why not?
S2: No I don’t think so because he will probably believe her more than you. You
should talk to her and tell her you are not interested.
1. FP Activity: Student Presentation: Advice for Travelers.
Introduction: Do you like helping your friends? Do you often give them advice?
Procedure: Your best friend is going to travel abroad for the first time. Fortunately, she/he
has you to help and give him/her some advice and suggestions. Talk to her/him and give
advice; on the slide there are some words to help you come up with the ideas. Work in pairs;
take turns being the friend and give each other advice.
For example:
T: You should try to learn at least some important phrases to help you in the native
language of the country where you are going. People respect tourists when they try
to speak their language.
doing?
3. For homework, do Unit 27: exercises 1, 2 and 3.
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(110-115 m)

1. FP Activity: Student Presentations/Talking about your dreams
Introduction: Do people have different dreams about their future? What do you really want
for the future? What is your dream?
Procedure: We all have dreams and goals in life; talk to the classmate next to you and share
your main dream or objective in life and the things you should do to achieve this. (Give
students some minutes to prepare and then to share.)
For example:
T: Well my dream is to become a great photographer, so I should go to as many art
exhibits as possible and practice taking photos of different things. I should study
the work of different photographers and learn from them. I could take some
courses at the university to improve. I should learn how to develop my own
photos.
Follow up: Who can share a classmate’s dream? Who heard something interesting?
1. Have students go to page 127 in their books. Play the recording and have students first listen to
the weak pronunciation of should and could and the way ought to turns into “oughta”.
2. Have student listen and repeat.
Slides 29-30: Pronunciation Practice Activity (10 m)
1. Look at the screen. There are two columns of sentences. The ones on the left are blue and the
ones on the right are red. The blue sentences are in the correct order and are part of a
conversation. In pairs, put the red sentences in the correct order to form a logical conversation.
2. Okay, let’s check your answers. What sentence goes with Hey, you look worried. Is anything wrong?
Get students answers and go on to the next part of the conversation. (Click on slide for arrows
to appear and show the answer.)
3. (Click to the next slide for conversation to appear in order.) Now that we know how the
conversation goes, let’s practice it in pairs. (Go around the room to check pronunciation and
that they are all doing it)
4. Now switch roles.
Slide 31: Pre Reading Activity (10 m)
Introduction: What does a Human Resources Manager do? Does she/he interview job
candidates? What kind of questions does he/she ask?
Procedure: Imagine that you are Human Resources Managers, Work in teams of three and
come up with a list of 5 important things to check. Put these things into a list with number 1
being the most important thing to check and five the least important thing to check.
For example:
A: Well, the first thing we should check is if the candidate is honest.
B: I think we ought to see if the person can do the job.
C: Well, maybe we should check his/her previous work experience.
189

1. Now let’s do the reading. Do you know what a pointer is? (Get students’ guesses.) Well a
pointer is like a suggestion. So look at the title for this reading. What do you thing this reading
is going to be about? (Get students’ input.)
2. Let’s work in teams of three. (Have students count 1, 2 and 3 to form the teams.)
3. All number ones will read paragraphs one and four. All number 2s will read paragraphs two
and five. And all number 3s will read paragraphs three and six.
4. Be prepared to share your information with your teammates.
5. (Once they are finished reading have them get together and share their information.)
Slide 33: Mapping Reading Comprehension Activity (10 m)
1. Now let’s create a mind map to help us remember the main ideas.
2. There are 6 main topics on the screen and more than 20 words that were mentioned in the
reading. Put the words under the main concept that it belongs to.
For example:
T: impressions and dress appropriately go under the main concept dress.
Note: If you feel that it is necessary you could ask them if they need to refer back to the reading.
Slides 34: Oral Activity (15 m)
1. SC Activity: Retelling the reading- Should, could and ought to
Introduction: So now let’s retell the reading in our own words based on our mind maps.
Procedure: I am going to start and I’ll say who continues.
For example:
T: The reading is about pointers to have a good job interview. S1, you continue.
S1: It says that first impressions are important so we should dress well for our
interview. S5, continue.
S5: It also says that we have to be prepared and that we should investigate as much as
we can about the company. S3, continue.
S3: It also …
(Do this 2 or three times so everybody participates.)
1. FP Activity: Student Presentations- should, could, ought to
Introduction: So now you are the experts and you will be giving other people pointers on how
to be successful in different situations.
Procedure: Let’s divide the group into five teams. Look at the slide. We have five different
areas that we will be giving pointers on. (Appoint each topic to a certain team.) Get together
and prepare a presentation on pointers to do well in these circumstances.
For example:
T: If you want to do well on your first date, you should go to a quiet place where you
can talk and get to know each other. Don’t go to a disco where the music is too
loud and you can’t talk.
Follow up: So which team would like to begin with the presentations?
doing?
3. For homework, do Unit 27: exercises 4, 5 and 6.
190
191

(115-120 m)
1. FP Activity: Presentation-The most important day
Introduction: Are there days in our lives that we remember forever. Do you have a special day
that is very important for you? Take a minute and think about that special day. Why was that
day so important? What happened? (Give them some moments to think about this.)
Procedure: In pairs, take turns telling each other about that special day. Share what happened,
how you felt and why it was so important. (Give them some time to do the activity.)
For example:
T: I remember when I had my first child. I was really nervous waiting for the doctor to
come out and give me the news. Suddenly he came out and told me I was the father
of a boy. I was so happy that ….
Follow up: S1, tell me about S2’s important day. (Have a couple of students share what they
heard.)
on the board.
understand.
provided below.
anniversary Every year people who are married celebrate the day they got My parent’s anniversary
married. This is an anniversary. My anniversary in on the 28th is on the …
of August. When is your parent’s anniversary?
live music When musicians play live at a party we say that there is live Yes, I like to /No, I
music. I prefer live music over a DJ’s music. Do you like to don’t like to dance to
dance to live music? live music.
barbecue When you prepare food in the backyard, usually on a grill over We usually have XXX at
an open fire, you have a barbecue. I love to have barbecues a barbecue.
with my friends and family; the food seems to taste better. What
food do we have at a barbecue in Mexico?
family When you get together with relatives; family that you don’t see Yes, I have family
reunion very often you have a family reunion. I have a family reunion reunions. I like them/I
with my cousins every year in October. Do you have family don’t like them because
reunions? Do you like family reunions? Why? …
potluck When all the people invited to an event bring food, we say that Yes/ No, potluck
dinner we have a potluck dinner. Everybody contributes something. I dinners are/aren’t
like potluck dinners because you can try different types of common in my family.
food. Are potluck dinners common in your family?
black tie A black tie party is a very formal party where people come Yes, I like/No, I don’t
dressed very elegantly. I don’t usually go to black tie parties; I like black tie parties.
prefer to be less formal. Do you like to go to black tie parties? The last black tie party I
When was the last time you went to a black tie party? went to was in …
192
wedding A wedding is a ceremony where two people get married. No, I don’t/ Yes, I cry at
Women usually cry at weddings. Do you cry at weddings? weddings. The most
What is the most important part of the wedding? important part of the
wedding is when …
1. Open your books to page 128, exercise 1.Write the words from the box in the column that they
belong to. (Give them 3 minutes to do this and then check answers.)
3. Now go to exercise 2 and complete the sentences with the words from exercise 1. (Give them
some moments to do this.)
Slides 15-16: Reading Activity 1 (7 m)
1. Look at the slide, what is this? (Have students speculate.)
2. Now look at the questions in exercise four, page 129. Your job is to read the advertisement and
answer these questions. You have 2 minutes to do this. (Give them some moments to do the
task.)
3. Let’s check your answers. (Go to the next slide for answers.)
Slide 17: Reading Activity 2 (7 m)
1. Look at exercise 5 on this same page. Here you have 6 sentences that talk about parties.
2. Now look at the images at the bottom. What can you see there? (Let students describe the
images.)
3. Your task is to match the 6 sentences with image A or B. Write A or B in the space next to
each sentence.
Slide 18: Grammar Focus/Present Unreal Conditional (12 m)
the board. (Write only the conditional sentences on the board.)
a. Are we talking about real situations or unreal situations? (Unreal situations.)
b. How many clauses are there in each statement? (Two.)
c. One clause is the imaginary condition and the other is? (The result.)
d. When we use the If clause first, what do we need between the 2 clauses? (A comma.)
e. Can we switch the order? (Yes.) Do we need a comma? (No.)
f. What elements does the Result clause include? (S + would or could + BFV.)
g. What elements does the If clause include? (S + Past FV.)
h. Look at the first if clause (If I were a millionaire). What is the form of the verb be in
unreal conditionals? (Were.) Is that the common conjugation for to be with I? (No)
What is the conjugation? (Was) Well, we use “were” for all persons when talking about
an unreal conditional. For example: If I were, If you were, If he were, If she were.
1. Please open your books to page 130, exercise 3. Here you have 8 sentences; your job is to
rewrite the sentences using the unreal conditional.
For example: T: You have: “I live in a small apartment, so I don’t have large parties.” You
answer: If I didn’t have a small apartment, I’d have large parties. (Give students 7 minutes to
do this.
2. Let’s check your answers. (Check answers orally and accept anything that is logical and
grammatically correct.)
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1. Please listen, only listen to the recording. Notice the weak pronunciation of would in these
sentences. Also notice how the contracted form of would is pronounced.
2. Now, listen and repeat after the recording:
Slide 21-22: Controlled Practice all forms: Repeat/Complete (10 m)
Introduction: Look at the slide. Who can tell me in their own words what Daniel’s situation
is? (Click on slide.) Let’s talk about some things that he would do if he were free.
individually.
Cues:
1. If he were free, he’d hug his children and wife.
2. If he were free, he could walk in the park.
3. If he were free, he wouldn’t commit another crime.
4. If he were free, he’d respect the law.
5. If he were free, he’d take care of his children.
6. If he were free, he wouldn’t go out drinking with his friends.
7. If he were free, he’d look for a job.
8. If he were free, he could spend time with his family.
9. If he were free, he’d give speeches about the dangers of liquor.
10. If he were free, he wouldn’t drive carelessly.
11. If he were free, he wouldn’t have alcohol at home.
12. If he were free, he could make up for all the wasted time
and some individually. (The verbs in the box are in case they need help.)
194

1. SC Activity: Stimulus-Response: Present Unreal Conditional
Introduction: So now let’s imagine what we would do under certain circumstances.
Procedure: Look at the screen. In moment you will see part of a sentence. Your job is to
complete the sentence with something logical and correct. (Have different students respond to
each cue.)
For example:
T: (Click on the slide.) You see: If I were a famous reporter… And you complete the
sentence: If I were a famous reporter, I would interview Carlos Slim.
T: Can somebody else complete this sentence?
S1: If I were a famous reporter, I would …
doing?
195

(114-120 m)

1. FP Activity: 3 Wishes- Present Unreal Conditional, simple present
Introduction: Do you know what a genie is? (Get students answers.) If you had 3 wishes, what
would you wish for?
Procedure: Get together with another two classmates and share what you would wish for if
you had 3 wishes. Be ready to share your team’s information with the group.
For example:
T: If I had 3 wishes, I would wish for a new car. I would also ask for a good job and I
would probably wish for an apartment building. What would you wish for and
why?
Follow up: Who would like to share their team’s information?
Slides 30-31: Listening Activity (10 m) Please note: you need copies for this activity.
1. In a minute we are going to watch a video with a song, but before this let me give you this
worksheet. (Hand out worksheet.) The lyrics for the song are on the sheet, but there are some
words missing. Fill in the spaces with the words from the blue box. (Give them some time to
do this.)
2. Now work in pairs and compare your answers. (Give them some time to do this.)
3. Now we are going to watch the video. Try to check your answers. (Have students listen and
work with the worksheets.)
4. Let’s check your answers. (Click on next slide and have them check their answers.)
5. (Elicit information from students.) Did you like the song? What kind of a song was this? What
was it about? What was the general idea?
Slide 32: Grammar Focus/Present Unreal Conditional (8 m)
the board.
2. Teacher has students label the different elements. (Present Condition/Future Result)
3. Have students answer the questions on the slide below the sentences.
4. Click on slide to get the answers.
5. Elicit important patterns from students; ask:
a. We already know that in If clauses we use the verb in the past form. Can we use
something else? Look at the Grammar Focus. (Could + BFV)
b. When we use could in if clauses, what does it mean? (Opportunity , possibility or
ability) (Click on slide for this information to appear.)
1. FP Activity: Student Presentations/Present Unreal Conditional
Introduction: In the song it talks about changing the world? What would you do if you could
change the world? Think about this for a couple of minutes.
Procedure: Stand up and ask the question on the slide to as many classmates as you can and
answer the question also. Be prepared to share something that you found interesting.
For example:
T: What would you do if you could change the world?
S1: If I could change the world I would give everybody equal opportunities.
Follow up: Did you hear anything interesting?
196

1. SC Practice: Guided Question Free Response/Present Unreal Conditional
Introduction: Let see how you would react under these following circumstances.
Procedure: Get into teams of three. Look at the screen, there are 9 different questions. Take
turns asking and answering the questions. Make sure to ask complete questions and answer
with compete answers and ask follow up questions.
For example:
T: S1, What would you change if you could change something from your physical
appearance?
S1: If I could change something from my physical appearance, I would change my
nose.
T: Why would you change your nose?
S1: I would change my nose because I think it is too long.
1. SC Activity: Guided Question-Free Response: Present Unreal Conditional.
Introduction: Are you good at knowing if people are honest or not? Are you good at
detecting when someone is telling a lie?
Procedure: Get into groups of 4. On the slide you see a series of questions about sticky
situations. Each one of you has to answer these questions. Take turns asking. If you feel that
the person that is answering is telling the truth, put your thumb up (show them how), but if
you think the person is telling a lie, put your thumb down and say why you think the person is
lying.
For example:
T: S1, what would you do if you found a gold ring in the bathroom?
S1: If I found a gold ring in the bathroom, I would give it to the coordinator to find
the owner.
T: Does everybody think he is telling the truth?
S2: I don’t think so.
T: So, what do you think he would do?
S2: If he found a gold ring he would take it home and sell it.
T: So what do the rest of you think? Is it thumbs up or down?
Group: It’s …
1. FP Activity: Problem Solving-Present Unreal Conditional
Introduction: Do you think you will be good at leading Mexico in the future? Are you good at
administrating? Are you good at making decisions?
Procedure: You and your classmates are in charge of distributing Mexico’s budget for next
year. You must decide how much each of the following programs must receive. Assign
percentages for each program and give reasons for your decisions.
For example:
T: I think education is very important. If we had a better education, our people would
be more productive and we would have a better country. If we spent more money
on education we could have better results. That’s why I think that the education
program should get 20 percent of the budget.
Follow up: So let’s see what you came up with? (Have student discuss, now as a whole, what
percentages should be given to each program.
197

doing?
198
Worksheet for song “Change the World” by Eric Clapton

First listen to the song; then fill in the spaces with the words from the
box in order to complete the song. Work with a partner.
If I could _____ the stars,
Pull one down for you,
Shine it on my heart
So you could see the ____:
That this love I have inside dreams something
Is everything it seems.
But for now I find reach queen sunlight
It's only in my _______. would truth love fool
And I can change the world,
I would be the __________ in your universe. universe
You would think my love was really something good,
Baby if I could change the world.
And if I could be king,
Even for a day,
I'd take you as my _______;
I'd have it no other way.
And our ______ would rule
This kingdom we had made.
Till then I'd be a ______,
Wishing for the day...
That I can change the world,
I would be the sunlight in your universe.
You ________ think my love was really something good,

I could change the world,
I would be the sunlight in your _________.
You would think my love was really __________ good,
199
WorldView: Book 3B, Final Review

(118 m)
Slides 2-3: Homework: (5 m)

Monitor them and help them if needed. Once they finish, click on the slide to check their
1. SC Activity: Find someone who…? – Passive voice
Introduction: Let’s find out what happened.
Procedure:
1. (Divide the class into two groups. Give each student from group A a piece of sentence
from the A section. Give each student from group B the complement of the sentences
given to the A group. Make sure all the sentences are complete. If you have a group with
an odd number of students you must participate in this activity.)
2. Each of you has a piece of sentence. You must go around finding the complement to your
part of the sentence. When you find your correct partner sit down. (Give students time to
complete the task. Once you finish ask each pair to tell you their sentence and write it on
the board. If there are any errors have students self correct.)
For example:
T: Coffee is ------ produced in Brazil.
Group A Group B
Coffee is produced in Brazil.
Tea is grown in India.
My car was stolen.
The dog was left outside all night.
Millions of emails are sent every day.
The flight was delayed.
Hamlet was written by Shakespeare.
The computer was fixed.
My house is cleaned every week.
Kangaroos are found in Australia.
Titanic was directed by James Cameron.

1. SC Activity: Question-Answer – Verbs for likes/dislikes + gerunds
Introduction: Let’s talk about a balanced life.
Procedure:
1. Open your books to page 115. Exercise 6. Listen to the conversation. (Play the audio. Play
it again if necessary.) (Click on the slide) Look at the questions and listen to the audio again
(Play the audio.)
2. Get into pairs. Using the questions on the board or others take turns asking each other
about work and leisure activities. Take notes about your partner’s answers. (Give students
time to complete the task. Walk around and help students as needed.)
Example:
T: What do you study?
200
S1: I’m studying engineering.

T: Do you like your classes?
S1: Yes, I do. I really like most of my teachers, too.
T: Do you work?
S1: Yes, I work on weekends.
T: What do you do on weekends?
S1: I….
3. Get together with another pair to form a group of four. Take turns telling the rest of your
group about your partner’s life. (Give students time to complete the task. Walk around and
make sure everyone s speaking English. As a conclusion call on a few students to tell the
class about their partner.)
For example: (Look at the slide for the example.)
1. SC Activity: Guessing Game – Relative clauses with that, which, who, where
Introduction: Who am I? What do I do?
Procedure:
1. Open your books to page 115, exercise 9. Make a list of five items or occupations and
write a short definition next to each using the relative pronouns; who, which, where, that.
Look at the example on the slide. (Give students time to complete the task. Help them if
needed.)
2. Listen to the conversation. (Play the audio. Play it again if necessary. Click on the slide.
Play the audio again and have students repeat the conversation.)
3. Get into groups of three. Take turns reading your definitions and the rest of the group has
to guess the answer. Each person that guesses an item or job wins a point. (Give students
time to complete the task. Once they finish have each group choose two definitions and
give it to the class to see if they guess.)
1. SC Activity: Stimulus-Response- using for… / to … after adjective/ noun to express
opinions
Introduction: What do you think makes a successful college student?
Procedure: Imagine you are going to give advice about how to succeed at the university. Use
the chart on the slide and your own ideas to make five statements expressing your opinion.
(Give students time to complete the task. Once they finish call on a few students to give their
opinion to the whole class.)
For example:
T: It’s a good idea for you to study a little every day so you don’t cram for exams.
1. FP Activity: Role Play – Direct and indirect objects
Procedure:
1. Open your book to page 132, exercise 3. Listen to the following conversation. (Play the
audio once.) Now, listen again. This time I want you to listen carefully to the numbers that
are used. (Play the audio again.) What numbers did you hear? (Write the numbers students
tell you on the board. Once they finish click on the slide and compare answers.)
2. Get into groups of 4. Assign each other a role A, B, C and D. Imagine that student A won
a million dollars and is trying to keep it a secret. Students B, C and D have heard about it
and are visiting student A. They each want some money from student A, and present their
points of view. You must continue your discussion until you have reached an agreement.
Read your part and organize your ideas. You may want to take brief notes to use in your
discussion. (Give students two minutes to prepare.)
201
3. (Give students 10 minutes to complete the task. Ask one student from each group write
down the final agreement. Once they finish, have each representative of the group read
their agreement to the class.)
1. SC Activity: Stimulus-Response – Modals should/shouldn’t, could, ought
Introduction: If you have a problem, do you ask people for advice?
1. Open your book to page 133, exercise 6. Look at the list of problems. Get into pairs and
take turns asking for and giving advice. You can choose any problems you wish or you can
invent a problem of your own. (Give students time to complete the task. Encourage them
to ask follow-up questions. Make sure everyone is speaking English.)
For example:
T: I spend too much time working. What should I do?
S2: You could ask your boss to give you fewer hours at work.
S3: You should find another job.
Etc.
Slide 10: Oral Activity: (15 m) Please note: you need cards for this activity.
1. SC Activity: Information Gap – Present unreal conditional
Introduction: Do you know what you would you do in certain circumstances? Let’s see.
Procedure:
1. I’m going to give each of you a card. On the card there is a question that you have to ask at
least 5 classmates. Take note of your classmates’ answers because you will share them with
the group in the end. We will vote for the most interesting response to each question.
(There are two sets of identical cards. Give each student a card and let him/her read it to
make sure they understand the question before they start.) (Walk around and help if
necessary; do correction for semi controlled activities.)
Procedure:
1. So, what did your classmates say about the first one? (Get different people to tell you what
their classmates said.)
2. Which response do you think was the most interesting? (Let students give their opinion.)
For example:
T: (Raúl) said that if he had been born a woman, he’d be a very ugly woman.
about?
202
What would your life be like if you had What would you do if you won free flights
been born the opposite sex? for a year?
If you were in a bar and a person offered

What would you do if your mother won ten you $50 to kiss a complete stranger on the
million dollars in the lottery? cheek without saying anything first, would
you do it? Why or why not?
If your doctor told you that you had one

How would life be different if everyone in
year to live, how would you change your
the world received the same salary?
life?
How would life be different if we lived in a If you could invite any four people--living
world where everyone was the same race or dead--to dinner, who would you invite
and religion and spoke the same language? and why?
How would the world be a different place if How would life be different if people didn't
you had never been born? have thumbs?
What would your life be like if you had What would you do if you won free flights
been born the opposite sex? for a year?
If you were in a bar and a person offered

What would you do if your mother won ten you $50 to kiss a complete stranger on the
million dollars in the lottery? cheek without saying anything first, would
you do it? Why or why not?
If your doctor told you that you had one

How would life be different if everyone in
year to live, how would you change your
the world received the same salary?
life?
How would life be different if we lived in a If you could invite any four people--living
world where everyone was the same race or dead--to dinner, who would you invite
and religion and spoke the same language? and why?
How would the world be a different place if How would life be different if people didn't
you had never been born? have thumbs?
203
204

Lesson Plans World View 3a & 3b

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Lesson Plans World View 3a & 3b

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Lesson Plans Levels 3A and 3B

WorldView: Book 3A, Unit 1, Day 1

Click on the slide each time you introduce a new word.

Slide 5: Getting Started (15 m)

Slide 10-12: Grammar Focus: Review: Simple Present (15 m)

WorldView: Book 3A, Unit 1, Day 2

Slides 17-19: Homework (5 m)

Oral Activity (20 m)

Slide 26: Wrap up & Homework (3 m)

WorldView: Book 3A, Unit 2, Day 1

Slides 2-3: Homework (5 m)

Slide 13-14: Getting Started (10 m)

Oral Activity: (15 m)

WorldView: Book 3A, Unit 2, Day 2

Slides 24-25: Homework (5 m)

Slide 28: Model Conversation (10 m)

2. Please note: you need copies for this activity.

talkative cooperative noisy

mother grandparents uncle

father classmates me ten years ago

a typical woman a typical man you

WorldView: Book 3A, Unit 3, Day 1

Slides 2-3: Homework (5 m)

Slide 17: Vocabulary Activity (5 m)

Slides 22 & 23: Grammar Focus: Simple Present (10 m)

WorldView: Book 3A, Unit 3, Day 2

Slides 37-38: Homework (5 m)

Slides 52-54: Reading-Sharing an Apartment (15 m)

Slide 57: Wrap up & Homework (3 m)

WorldView: Book 3A, Unit 4, Day 1

Slides 2-3: Homework (5 m)

Slide 13: Getting Started (5-7 m)

Slide 20: Pronunciation (18-20 m)

WorldView: Book 3A, Unit 4, Day 2

Slides 25-26: Homework (5 m)

Slide 29: Model Conversation (10 m)

Slides 30-33: Vocabulary (5 m)

Slide 34: Oral Activity: (15-20 m)

Slide 36: Speaking (15-20 m)

WorldView: Book 3A, Unit 5

Slides 2-3: Homework (5 m)

Slide 11: Getting Started (20 m)

Oral Activity (10 m)

Slide 17-18: Pronunciation (10 m)

WorldView: Book 3A, Unit 6, Day 1

Slides 2-4: Homework (5 m)

Oral Activity (10 m)

Slide 23: Listening (10 m)

WorldView: Book 3A, Unit 6, Day 2

Slides 27-28: Homework (5 m)

Slides 35-36: Jigsaw Reading-Urban Legends (15 m)

Slide 37: Grammar: Past Continuous and Simple Past (10 m)

Slides 47-48: Oral Activity (10-15 m)

WorldView: Book 3A, Unit 7

Slides 2-3: Homework (5 m)

Slide 15: Getting Started (5-7 m)

Slides 18-20: Grammar Focus (15 m)

WorldView: Book 3A, Midterm Review

Slides 2-3: Homework: (5 m)

Slide 9: Oral Activity: (15 m)

WorldView: Book 3A, Unit 8, Day 1

Slides 11-12: Vocabulary Activity (15 m)

c. What expression do we use for prohibition? (Can’t)