English

Class
Teacher’s Guide

English Class Plus 6 - Teacher’s

Guide was created as the result of
research conducted by the pedagogical
team of Editorial Santillana and
produced in keeping with its quality
standards, under the direction of
Elsa María Morales Cordero.

Marcell Lizano Navarro

Editor

Inc
luded
Graphics for English Class Plus 6- Teacher’s Guide were developed by the following team under the technical supervision of
Sandra Pérez Guillén:

Layout: Augusto Muñoz Segura

Cover: Sandra Pérez Guillén
Illustrations: Gilberto Vargas Vega and Santillana Archives
Photographs: Santillana Archives
Image retouching: Fanny Mejía Monge y Augusto Muñoz Segura
Final Art: Fanny Mejía Monge

Copy Editing: Leslie Simmons

Voices on the CD: Miguel Panayotty, Leslie Simmons, Catharine Whittaker, and Marcell Lizano

Printed in:
ISBN: 978-9930-516-09-6
First Edition: 2015

English Class Plus 6 - Teacher’s Guide conforms to the current

syllabus of the Ministry of Public Education for 6th grade.

© 2015 Santillana S.A.

Costa Rica

All rights reserved. No part of this book may be reproduced, stored in

a retrieval system or transmitted in any form or by any means,
electronic, mechanical, photocopying, recording or otherwise, without
prior permission in writing from the publishers.
Contents
Exploring English Class Plus 6 .................... IV Assessments
Methodology Tips ..................................... VI For the teacher – Study Block 1 ................. XXXIV
Cross-Curricular Themes............................. VIII For the teacher – Study Blocks 2 & 3 .......... XXXVII
Scope and Sequence ................................ X For the teacher – Study Blocks 4 & 5 .......... XLII
Message to the teacher ............................. XXIV For the teacher – Study Blocks 6 & 7 .......... XLVII
Oral Evaluation Checklists.......................... XXV
Complementary Activities ........................... XXVII

First Quarter 4
Socializing
Study
Block 1 6

My Physical Changes
Study
Block 2 20

Second Quarter 34
Types of Families
Study around the World
Block 3 36

Costa Rica and the English-

Study Speaking Countries.
Block 4 Customs and Traditions.
50

English-Speaking Countries.
Study Holidays and Celebrations
Block 5 64

Third Quarter 80
Costa Rica, a Green Paradise
Study
Block 6 82

Environmental Education
Study
Block 7 96

Vocabulary 112

Cutouts 119

© Santillana S.A. All rights reserved. Law on Copyright # 6683. III

Exploring English Class Plus 6

English Class Plus 6: A Didactic Package

Santillana Editions provides students and teachers with the didactic
package English Class Plus 6. A Student’s Book, a Teacher’s
Guide, a CD, and Flashcards are closely integrated to allow students
and teacher to work in a fun, diverse and progressive way.
Icons
Student's Book
Track 3
Listening Cutouts
Plus 6
English Class
s per week
at ha ve 3 -5 English lesson The student’s book is divided into quarters
hools th
Designed for sc blic Education)
(C os ta Ri ca n Ministr y of Pu for better organization. Each quarter opener
MEP
Based on the e contains songs introducing the topics of the
Sy lla bu s for 6th grad values
English ar themes and
study blocks making up
cu rr ic ul
Integrates the
cr os s- ntents of the each quarter.
d so ci oc ultural target co
guistic an through an
Includes the lin e re co m m en ded functions,
ell as th
syllabus, as w
-s ki ll approach g and reading
integrated tic skills (listenin
c lin gu is cabulary,
Combines the
four ba si
te n pr od uc tion), as well as vo
, oral and writ communication
comprehension at io n, to ac hieve authentic
spelling and pr
onun ci ammatical
h pr ac tic e w ithout using gr
mar throug mendations
Teaches gram tin g the MEP recom
Correct pronunciation
re sp ec
terms and by e them
is reinforced with texts
ures to reinforc that can be read while
Recycles struct es
tiple intelligenc listening to them.
Stimulates mul ell as on spellin
g
d on pr on unciation as w e seven
Focu se
oc ks th at co rrespond th to
n study bl e syllabus
Contains seve io ns proposed in th Illustrations help
iv e si tu at
communicat to understand
some texts.
In the Spelling section, students
The writing process is exercises include peer dictation, oral
gradual, from completing spelling and listening tracks with
a sentence with one or words contained in the In the Let’s Review section,
more words, to study blocks. a general review helps the
composing a short students to confirm their
paragraph, first with new knowledge.
given words, and
eventually freely.
Attractive and colorful context
to introduce vocabulary. The activities take into
account diversity in
learning styles.

Every page presents a

varied colorful design.
Children model and role-
play conversations.

IV © Santillana S.A. All rights reserved. Law on Copyright # 6683.

Page and A monolingual A CD including songs,
exercise vocabulary and rhymes, stories, and
numbers on a pictionary help diverse oral texts rendered
which the the students to by children and adults
cutouts will understand some with different accents. The
be used. words without last track of the CD is a
translation. song for students to prac-
tice the alphabet.

Teacher's Guide

Cross-curricular themes Methodology tips Scope and sequence

and warm-up ideas

Listenings A photo- A page of

for the copiable complementary
assessments, assessment photocopiable
answers and per study activities per
ideas for the block study block
oral exam

Lead-in. It's useful for introducing Cognitive targets

the topic and discovering what is of the spread
already known.
Answers

Class activities. They give Wrap-up. It helps to review the

some ideas on how to work lesson, think about the learning
on the activity. There are: process, organize a feedback
– track numbers when the session all together, etc.
activity is CD based, as well
as the transcripts of those
CD materials that are not in Supplementary material. It may
the student's book be additional activities, values,
– the indication for activities for children meeting
where to find the individual needs, Internet
corresponding cutouts addresses, teaching tips, spell-
ing practice interesting facts, etc.

© Santillana S.A. All rights reserved. Law on Copyright # 6683. V

Methodology Tips

Discipline

Listening
Keep the classroom clean and tidy. Kids move around
easily and can focus on the teacher and the blackboard
in an environment with controlled visual stimuli.
Perform an activity prior to listening to the
Pronounce instructions clearly and precisely so that the recording: refreshing vocabulary, predicting
children know exactly what is expected of them. It is what will be heard, describing images, etc.
important to remain both patient and firm when they get
distracted or cannot find their supplies, etc. Make sure students are clear about what to
do, before playing the recording.
Establish routines that provide a sense of familiarity to the
classwork. Occasionally, vary the routines keeping a
balance between discipline and relaxation. Make it clear that it is not necessary for them
to understand every word in the recording,
Plan your entire class and always have extra activities in just the general idea or the necessary facts to
case something doesn’t work as planned. carry out the activity.

If children are very restless after recess or physical

Stop the track at different times in order to
education class, begin your lesson with an activity that
give them time to answer or make sure they
calms them down, such as a dictation, writing or reading.
are answering the exercise.
Children tend to be disorderly when they feel bored.
Prepare alternatives to motivate them before going on
with the lesson: ask them to stand up, march in place,
breathe deeply and then sit down again.
Reading
Prepare extra activities for children who finish quickly:
make additional drawings, write extra sentences, classify
vocabulary in different ways, correct sentences, etc.
Begin with an activity which helps to build a
general initial understanding of the text, such
as prediction, discussion of the title and
illustrations, etc.
Speaking
Discourage word-for-word translation. This is
Provide models before beginning with accomplished by assigning a specific task. For
speaking activities. example, answering a question, finding the
name of a person, a place, etc.
Do not interrupt, unless students have serious
communication problems or ask for help. Invite them to guess the meaning of unfamiliar
words by looking at the context. Don’t translate
Be aware of the errors and work at another time the words that they don’t know unless it’s
with those you consider more important. absolutely necessary.

Avoid taking notes constantly while your students Involve them in reading, encouraging them to
are speaking, so they will not feel insecure. talk about the feelings of the characters and
the emotions they may feel.
Promote a quiet and peaceful atmosphere
during the presentations of your students to
fosterself-confidence.

VI © Santillana S.A. All rights reserved. Law on Copyright # 6683.

 Using the board

When introducing new words or structures, the board

should be used frequently to give the written version
Writing of what they are hearing. Write clearly and in an
organized way.

Handle writing as a process, not as a Divide the board into different sections and be consistent
product. Follow specific steps that will guide in its use. For example, assign new vocabulary to the left
the student towards the final composition. side of the board, tasks, schedule and date to the right
side, and grammar currently studied to the central part
of the board.
Provide model texts, which will serve as a
guide to what is expected of students. Use space on the board to show flashcards or other visual
material to your students.
Help them to improve their writing skill by
teaching the use of conjunctions. Ask your students to erase the board. Being selected for
easy tasks like this one improves self-esteem and
confidence. Choose different students each time and make
Place small yet significant goals for your
sure to include every one of them.
students to reach. When they do, these
goals will become confidence-building Perform activities so that students interact on the board:
achievements which will encourage them they can write the answers, place a picture, point to a
to keep working. flashcard, underline a word in a sentence, etc.

Use the board to show how to solve the exercises. Leave

the example on the board until they complete the activity.

Warm-ups

Learning English is a skill. People learn through their them to walk around the chairs as you play music. Say:
senses. Everyone has a sense with which he or she Sit down when I stop the music. The person who does
learns better. But in most English classes learning is only not sit down must say two sentences about a topic that
visual and auditory. It's necessary to teach through you choose; for example, projects for the next holiday,
kinesthetic modality too. These are some physical warm- food preferences, description, etc. The pupil that does
ups that not only help to learn faster, but also make not get a chair does not go out of the game. After
students work together like a group. saying his/her sentences, he/she just goes on. So no
chair has to be removed.
1. Tour guide
Tell your students: Work in pairs. One of you is a tour 4. Miming game
guide. She / He has to give instructions to the other, On cards write action verbs, titles of films, etc. Divide
who is a blindfolded tourist. The guide directs the tourist the class into groups of 6-7. Each pupil receives a card
in the classroom saying where to go and what objects to and mimes the verb, without speaking, until a member
pick up. Then they switch roles. of the group guesses it.

2. Exercise your body 5. ABC game

Have the class follow your instructions. Say, for Have the class work in pairs. Say: Stand up and face
example: Stand up. Hands up. Clap. Left leg up. Hands each other, your hands in front of you, palms up. One
down. Move your hips. Run. Stop. Jump. Turn around to of them says, If you bring the [word that starts with an
your left. Turn around to your right. Stop. Sit down. a, for example, airplane], I'll bring the [word that starts
Breathe deeply. Calm down. with a b, for example, boat]. He/she slaps his/her
partner's hands. The other says: If you bring the [boat],
3. Musical chairs I'll bring the [word that starts with a c, for example,
Have students work in groups of 6-7. Arrange chairs cow]. They continue until Z. If there is a difficult letter,
(one less chair than people) in circles, facing out. Ask they could skip it.

© Santillana S.A. All rights reserved. Law on Copyright # 6683. VII

 Cross-Curricular Themes
Environmental education is considered a suitable platform for in harmony with socio-cultural and natural environments.
the construction of an environmentally-aware culture of
people and societies, to reach sustainable human Some fundamental general contents of this cross-curricular
development, by means of a process that allows them to theme are:
understand their interdependence with the environment,
Environmental
Conservation

starting from knowledge of the immediate biophysical, social, Conservation, Protection and Recovery of the
economic, political and cultural reality. Environment (socio-cultural and natural)
Education, as an instrument for the achievement of an • Conservation and saving of energy
environmental awareness, requires the conceptualization of • Conservation of clean air
basic values, such as love, peace, equity and responsibility. • Conservation and saving of water resources
Education for the acquisition of an environmental awareness • Conservation of soil
implies an integral view of reality, in order to make the most • Biodiversity (Protected Wild Areas)
appropriate decisions for maintaining and improving the • Environmental services
quality of individual and collective life that pursues the • Meso-American biological corridor
systematic satisfaction of physical and intellectual needs, as • Conservation of national, regional and local cultures
well as those of a moral, spiritual, cultural and social nature Prevention and Mitigation of the Impact of
Education for Health

The promotion of health through the school as a center heath problems that affect their school life.
of socialization in childhood allows for early learning Some fundamental general contents of this
related to the understanding of health and its main cross-curricular theme are:
factors. The search for spaces for reflection and analysis
of concrete realities in health favors the development of Self Care
healthy lifestyles during childhood and adolescence. • Daily hygiene
During the elementary school years, students go through • Washing of hands before eating
different stages which produce physical, psychosocial • Washing of hands after going to the bathroom
and cognitive changes. All these phenomena submit the • Brushing of teeth
students to social pressure that cause them a series of Aspects of Health

This cross-curricular theme promotes true participation of Some fundamental general contents of this cross-curricular
Human

family, community institutions and citizens in general. theme are:

Rights

Thus, citizens should be well informed and knowledgeable • Declaration of human rights
of the legal system that the country offers, so everyone • The political constitution of Costa Rica
participates effectively, and not just for electoral purposes. • The judicial-institutional frame that allows the practice

Education in human sexuality begins from early childhood among peers, adults, youth and children.
and lasts throughout one’s life. First, it is a right and a duty Some fundamental general contents of this cross-curricular
of parents. The educational system, as a socializing and theme are:
humanizing space, requires that its educational institutions
promote development and learning to attend and to • Sexuality and cycle of life (early childhood, late
Education

complete the education given by parents. It is the nation’s childhood, preadolescence, adolescence, adults and
responsibility to subsidize and encourage parents to take elders)
Sex

action in the field of the education and the information stated • Sex / gender
in the Childhood and Adolescence Code. • Self-esteem
The methodology to be used in an integrated sex education • Autonomy
favors reflection, investigation and analysis, within a process • Tolerance
of authentic dialogue that promotes participation of the • Aggression and its manifestations
family and the educational community; promoting the • Prevention of aggression
development of healthy relationships based on equality • Agent of change

VIII © Santillana S.A. All rights reserved. Law on Copyright # 6683.

Human Action on the Environment Sustainable Human Development
• Prevention and mitigation of fires, particularly in • Relationship between population, environment
forested areas and development
• Pesticides: problems, effects and alternative solutions • Quality of life
• Organic agriculture • Commitment to the environment
• Climate change • Equality of gender, ethnicity and opportunities
• Appropriate handling of solid waste • National identity
• Education in the reduction of risks and the prevention • Education for co-management and self-management
of disasters • Civil participation
• Principles and values of the Earth Charter
Respect for All Forms of Life • Ethics of development
• Ecology • Education in population
• Biodiversity: flora and fauna • Migrations
• Human ecology • Urban and rural population
• Social demography
• Diversity in culture, ethnicity and learning styles

• Vaccination • Food hygiene

• Oral health • Education for the consumer
• Visual and auditory acuity • Nutritional facts
• Anemia and hemoglobin
• Emergent illnesses Physical Activity
• Daily exercise
Healthy Eating • Participation in outdoor activities
• Breast-feeding
• Desirable eating habits
• Healthy eating

of individual and social rights in Costa Rica (public and • Peaceful solution of conflicts
private entities) • Instances of organization and student participation in
• Childhood and Adolescence Code the institutional environment
• The origin and evolution of the Costa Rican
democratic system

• Conceptualization of conflict • Rights and Laws (AIDS Law, Law against Sexual
• Solution of conflict Harassment)
• Communication types • Law # 7600 in Childhood and Adolescence Code
• Creativity • Hygiene, personal care, Pap smear test,
• Peaceful responses mammogram
• Investigation • Identification and analysis of the characteristics of one’s
• Selection of information own family
• Open attitude • Intergenerational relationships
• Democratic attitude • Analysis of myths, taboos and prejudices
• Equality • Expression of affection and tenderness
• Masculinity • Paternity and maternity
• Femininity • Decision-taking
• Machismo • Patriarchy
• Feminism • Affectivity and others

© Santillana S.A. All rights reserved. Law on Copyright # 6683. IX

 Scope and sequence
Suggested annual planning based on the English Syllabus

Listening Speaking Rea

• Understanding explicit and • Responding with single words or short • Ap
implicit information phrases to what is seen or heard sc
• Identifying the main point or important • Holding a conversation • Ta
Study Block 1: information from an oral stimulus • Knowing when and how to interrupt
Socializing a conversation

Objectives Functions and Language

Pages 6-19 To communicate about: Functions The

• ways of asking for and denying permission • Asking for and denying permissions •
• ways of using the telephone • Using a telephone
• ways of asking for and giving information • Asking and giving information
on the phone • Receiving and leaving messages •
• ways of receiving and leaving messages • Interacting with others •
• the importance of English as a
global language Language
• interaction with pen-pals, as a means to • Telephone conversations •
make new friends • Personal Information
• information about exchange programs
Expressions
• Can I go to...? •
• May I go to...? •
• Yes, you may.
• May I speak to...? •
• Hold on. •
• One minute please.
• This is... •
• The number is...
• Is... at home?
• Yes, but he/she is busy. •
• Would you like to leave a message?
• Yes, tell him/her to call me back.
• No, thank you. I’ll call back again. •
• I’m from...
• I like to...
• I go to school...
• My hobbies are...
• My favorite...

X © Santillana S.A. All rights reserved. Law on Copyright # 6683.

 Reading Writing
hort • Applying basic reading skills such as skimming, • Producing short pieces of writing
scanning, anticipating, and reviewing a text • Transferring oral/aural and visual information
• Taking notes to record important information into written form
pt

Procedures Values and Attitudes Skills to be Evaluated

The students will: • Politeness in social The students will:

• Listen carefully to interaction (manners) • Develop pronunciation and
pronunciation models • Interest in friendship listening comprehension skills
and terms definitions • Respect for people • Apply vocabulary in
• Get the gist of short statements different situations
• Listen to passages about different • Participate in different activities
topics to fill in charts, complete • Understand reading comprehension
texts, make associations • Infer from a reading selection.
• Demonstrate knowledge of • Produce correct sentences in oral
English to read texts and apply and written form
information in written, oral,
and pictorial ways
• Complete oral tasks
• Discuss possibilities,
consequences, points of view
• Ask for and give information
• Apply background knowledge to
convey meanings
• Read passages about different
topics to fill in charts, complete
texts and make associations
• Produce short written dialogues
and paragraphs using and
adapting familiar language
• Discuss possibilities,
consequences, attitudes, and
personal points of view

© Santillana S.A. All rights reserved. Law on Copyright # 6683. XI

 First Quarter Listening Speaking Re
• Understanding information in the class • Planning and organizing information •
• Understanding familiar language in expository language such as
and simple sentences spoken at near presentations, oral and written reports
Study Block 2: normal speed • Participating in pair and •
My Physical group discussions
• Formulating and asking questions
Changes
about different topics

Objectives Functions and Language

Pages 20-33 To have the ability to express opinions about: Functions Th

• common diseases and epidemics in • Describing diseases and epidemics •
the world in the world
• teen-tips, How to cope with myself? • Comparing physical and emotional •
• challenges and joys of growing up differences between boys and girls
during teen years
• Discussing health and diseases
• Expressing ideas, opinions, likes •
and dislikes

Language •
• Do you know what AIDS is? •
• AIDS is…
• Some of the symptoms are…
• Girls develop faster than boys. •
• Boys are… than girls.
• I think that eating junk food is •
dangerous for good health.
• I like to do exercise. •
• I dislike + …ing. •

XII © Santillana S.A. All rights reserved. Law on Copyright # 6683.

 Reading Writing
on • Extracting the main ideas and important details from • Producing short pieces of writing such as sentences,
written texts like songs, poems, riddles, stories, folk paragraphs, stories, etc.
orts tales, etc. • Writing short compositions
• Drawing meanings from oral and written sources

Procedures Values and Attitudes Skills to be Evaluated

The students will: • Responsibility for health in general The students will:
• Listen carefully to pronunciation • Interest in friendship • Understand main ideas
models and terms definitions • Respect for differences among people • Match words with pictures
• Demonstrate knowledge of • Produce structures, vocabulary,
English to read texts and apply pronunciation and intonation
information in written, oral and • Respond to different questions properly
pictorial ways • Produce vocabulary
• Select words to complete • Improve vocabulary reading
meanings, sentences • Infer from a reading selection
and paragraphs • Write sentences correctly
• Locate items in a context • Use correct sentences when speaking
• Combine sounds, words,
expressions to complete oral or
written texts
• Apply background knowledge
to convey meanings
• Exchange information
with classmates
• Participate in dialogues
• Produce pieces of writing

© Santillana S.A. All rights reserved. Law on Copyright # 6683. XIII

 Second Quarter Listening Speaking Re
• Identifying the main point or important • Imitating the correct •
information in the text pronunciation of words •
Study Block 3: • Understanding familiar language • Talking about concrete situations,
Types of Families events, and facts using
familiar language
around the World

Objectives Functions and Language

Pages 36-49 To express opinions about: Functions Th

• types of families • Describing and comparing objects •
• information about types of families • Expressing ideas, opinions,
in the world likes and dislikes •
• differences and similarities between Costa • Expressing the importance of •
Rican families and those from English knowing about different topics
speaking countries • Asking for and giving information •
• high-tech helping families in the world about different topics
•
Language
• Computers •
• Types of families
• High tech •

Expressions
• They are used to…
• Computer includes a monitor, a mouse
and a large keyboard.
• … is cheaper than…
• Do you have a... in your home?
• Which is your favorite modern inven-
tion? Why?

XIV © Santillana S.A. All rights reserved. Law on Copyright # 6683.

 Reading Writing
• Drawing meanings from oral and written sources • Summarizing short texts, events, and personal
• Extracting the main ideas and important details experiences in written form
from written texts like songs, poems, riddles, • Writing letters, messages, postcards, and
stories, etc. simple stories

Procedures Values and Attitudes Skills to be Evaluated

The students will: • Respect for others’ customs The students will:
• Identify sounds, words, • Self confidence • Distinguish sounds, words
expressions to complete a text • Equality for everyone or expressions
• Use information in context • Identify specific details
• Apply background knowledge to • Produce simple dialogues and
understand a given message short conversations.
• Develop reading comprehension • Understand sentences and
activities about familiar topics short paragraphs
• Discuss ideas, pictures, and • Produce correct sentences in oral and
charts of different topics written way
• Participate in role-playing
or simulations
• Produce written short dialogues

© Santillana S.A. All rights reserved. Law on Copyright # 6683. XV

 Listening Speaking
• Understanding short passages • Expressing plans for the future based
Study Block 4: containing familiar language on personal experiences
Costa Rica and the • Responding to spoken language • Taking part in brief tasks in which the
English-Speaking at near normal speed in student performs at least two or three
everyday circumstances information exchanges
Countries. Customs
and Traditions

Objectives Functions and Language

Pages 50-63 To compare and contrast: Functions

• typical dishes from Costa Rica and English- • Giving opinions about different topics
speaking countries • Expressing opinions, ideas, likes
• formal and informal invitations to go out and dislikes
• different forms of entertainment in Costa • Asking for and giving information
Rica and English-speaking countries • Talking about eating habits
• English-speaking countries' folk tales,
legends, and songs Language
• Food
• Forms of entertainment
• Formal and informal invitations

Expressions
• My favorite typical dish is…
• What about you?
• I like… but I dislike…
• What are the ingredients for
pumpkin pie?
• Wash your hands before eating.
• Don’t talk while eating.
• Costa Rican and British people like to
watch soccer games on TV.
• I like to…
• Would you like to come?
• I love to…

XVI © Santillana S.A. All rights reserved. Law on Copyright # 6683.

Reading Writing
• Understanding the general idea of short sentences • Making short substitutions in a short, familiar
• Understanding short phrases presented in a written task
familiar context • Reproducing concepts, ideas, and
opinions on different topics in written forms

Procedures Values and Attitudes Skills to be Evaluated

The students will: • Respect for others’ customs. The students will:
• Choose the right words to • Interest in friendship. • React to new vocabulary or material
complete meanings, sentences • Sincerity to express emotions. • Answer different questions correctly
and paragraphs • Describe events
• Apply background knowledge to • Produce oral and written statements
understand a given message • Use the new language properly
• Locate items in a context • Infer from a reading selection
• Read passages about different • Understand main ideas
topics to fill in charts, complete • Write sentences correctly
texts and make associations • Check written exercises based on
• Substitute words and expressions readings and dialogues
for equivalent meanings
• Exchange information with others
• Participate in role-playing
or simulations

© Santillana S.A. All rights reserved. Law on Copyright # 6683. XVII

 Second Quarter
Listening Speaking Re
• Gathering information in oral form. • Responding with single words or short •
• Sharing points of view phrases to what it is seen or heard
Study Block 5: • Exchanging basic information •
English-Speaking
Countries. Holidays
and Celebrations

Objectives Functions and Language

Pages 64-79 To express personal opinions about: Functions Th

• holidays and celebrations • Commenting on the holidays and •
• food and beverages celebrations held in Costa Rica
• music and dances, and folk tales • Expressing likes and dislikes •
• comparison of holidays and celebrations • Describing recipes
within Costa Rica and English • Describing music, dances •
speaking countries and folk tales

Language •
• Holidays and celebrations •
• Food and beverages
• Songs, folk tales •

Expressions
• People in Costa Rica celebrate
Christmas with… •
• People in other English-speaking
countries celebrate New Year’s…
• On Independence I like to… •
• Turkey is prepared in the United
States with…
• Tamales are prepared in
Costa Rica with…
• Some typical dances in
Costa Rica are…
• La Segua is a popular folk tale in
Costa Rica.

XVIII © Santillana S.A. All rights reserved. Law on Copyright # 6683.

 Reading Writing
hort • Applying basic reading skills such as skimming, • Selecting words to complete meanings, sentences
scanning, anticipating, and reviewing a text and paragraphs
• Reading passages about different topics to fill in • Producing pieces of writing
charts, complete texts, make associations

Procedures Values and Attitudes Skills to be Evaluated

The students will: • Respect for others' customs The students will:
• Listen carefully to pronunciation • Solidarity with all people • Identify or extract ideas, main points
models and terms definitions • Self-confidence and general information from listening
• Apply background knowledge and visual devices
to convey meanings • Express opinions, ideas and feelings
• Select words to complete • Use the new language properly
meanings, sentences • Use reading comprehension skills
and paragraphs • Produce short pieces of writing
• Share points of view
• Discuss of ideas, pictures, and
charts of different topics
• Read passages about different
topics to fill in charts, complete
texts and apply information in
written form
• Demonstrate knowledge of the
language learned to read texts
and apply information
• Create short written dialogues
and compositions using and
adopting familiar language

© Santillana S.A. All rights reserved. Law on Copyright # 6683. XIX

 Third Quarter Listening Speaking Rea
• Listening carefully to the teacher’s • Sharing points of view • De
pronunciation and use of terms • Asking questions about different topics va
Study Block 6: • Understanding familiar language and • G
Costa Rica, simple sentences
a Green Paradise

Objectives Functions and Language

Pages 82-95 To express opinions about: Functions The

• English-speaking countries • Describing the flora and •
• outstanding landmarks in the world fauna of Costa Rica
• ways to preserve and improve democracy • Expressing opinions about •
• cultural diversity in the world different topics and situations
• the most visited places in the world •
Language •
• Biological reserves
• Flora •
• Fauna •
• Democracy
• Threats to a democratic state •
• Lack of participation •
• Disobeying rules
• Taking care of public institutions
• Lack of information about Human Rights •
• Factors that preserve democracy
• Respecting the opinion of the majority

Expressions
• There are many biological reserves in
our country.
• In a biological reserve you can find…
• Flora and fauna are varied.
• In Costa Rica there are many different
types of birds, snakes, butterflies, etc.
• There are many species of orchids,
roses, trees, medicinal plants, etc.
• Democracy is…
• I wish…
• I consider…
• I think…
• We should…

XX © Santillana S.A. All rights reserved. Law on Copyright # 6683.

 Reading Writing
• Demonstrating knowledge through applications in a • Producing short pieces of writing
pics variety of contents • Transferring visual or oral information into written forms
• Getting the general meaning of short statements through completing charts, tables, etc.

Procedures Values and Attitudes Skills to be Evaluated

The students will: • Awareness of students' rights The students will:

• Listen to the pronunciation and • Concern about a better world • React to new vocabulary
use of terms • Respect for people or material
• Apply background knowledge to • Express opinions, ideas
convey meanings and feelings
• Brainstorm different topics • Use reading comprehension skills
• Elicit information from students or • Understand new vocabulary
among partners or material
• Ask for and give information
• Create and participate
in dialogues
• Participate in short discussions
• Choose the right words to
complete dialogues, sentences
and paragraphs
hts • Listen to passages to get the
main ideas and complete
y different tasks

© Santillana S.A. All rights reserved. Law on Copyright # 6683. XXI

 Third Quarter Listening Speaking Rea
• Showing listening comprehension when • Imitating the pronunciation • Dr
exchanging information of words correctly • Ex
• Drawing meanings from oral sources • Participating in pair and wr
Study Block 7: group discussions
Environmental
Education

Objectives Functions and Language

Pages 96-111 To express opinions about: Functions The

• pollution around the world • Expressing opinions about different topics •
• advantages and disadvantages related to • Identifying uses of different inventions
the use of technology and the environment
Language •
• Types of pollution •
• Technology
•
Expressions
• We must recycle. •
• We must take care of our environment.
• Erosion is caused by cutting down trees,
polluting, burning soil, etc. •
• Chemicals factories cause a lot of
problems in the environment. •
• High-tech machines cause noise
pollution.

XXII © Santillana S.A. All rights reserved. Law on Copyright # 6683.

 Reading Writing
• Drawing meanings from oral and written sources • Summarizing short texts, events, and personal
• Extracting the main ideas and important details from experiences in written form
written texts like songs, poems, riddles, stories, etc. • Writing letters, messages, postcards, and simple stories

Procedures Values and Attitudes Skills to be Evaluated

The students will: • Concern for the environment The students will:
ics • Listen carefully to modeled • Conservation of the environment • Check pronunciation and
s pronunciation and terms • Sensibility towards living beings listening comprehension
uses and definitions • Produce structures, vocabulary,
• Locate items in a context pronunciation and intonation
• Apply familiar language in • Produce correct sentences
different contexts • Understand reading comprehension
• Participate in role-playing • I Infer meaning from texts.
or simulations • Write sentences correctly
• Read passages about different
t. topics to fill in charts, complete texts
es, and make associations
• Develop reading comprehension
activities about familiar topics
• Produce short written dialogues

© Santillana S.A. All rights reserved. Law on Copyright # 6683. XXIII

 Message to the Teacher

Dear teacher,

Welcome to !

You have already read the first pages of this Teacher’s Guide: Exploring English Class Plus 5,
Methodology Tips, Warm-ups, and Cross-Curricular Themes. You have seen where Scope and
Sequence is, to consult all school-year long. Before you begin working with your students, we
want to share some details with you.

You’ll find a photocopiable page with complementary activities for each study block; In the
pages of the guide that correspond to each study block you’ll see when to work with the
complementary activities. They can be used in the classroom or as homework.

There is a two-page photocopiable assessment per study block. It’s preceded by a page or half
a page for you with the answers, ideas for the oral exam, and the text of the listenings, that
you’ll read for your class to answer.

You may tell your students about the organization of as it is described on pages IV
and V, so they’ll feel more comfortable with their student’s book. You can explain that you’re
going to guide them through the book so they will never be alone. You’re telling them what to
do, where to cut out, what to listen to and when, how to role-play, etc. They can be confident
that the book is right at their level, not so easy that they might be bored, and not so difficult that
they might lose their motivation.

Tell them too that when you write on an oral evaluation checklist, you’re not judging them,
you’re just observing their performance in order to improve it and to give them some advice.
Ease away the stress in your class! Play music, have them breathe deeply and move around
while learning.

May you and your students have fun with

XXIV © Santillana S.A. All rights reserved. Law on Copyright # 6683.

 For the Teacher
Oral Evaluation Checklist – English Class Plus 6
Student's name: Date:
Total points: Grade:

Score Below average Average Above average Excellent

Criteria 1 2 3 4

Listening comprehension

Fluency

Pronunciation

Vocabulary

Comments:

Teacher:
Oral Evaluation Checklist – English Class Plus 6

Student's name: Date:

Total points: Grade:

Score Below average Average Above average Excellent

Criteria
Criteria 1 2 3 4

Listening comprehension

Fluency

Pronunciation

Vocabulary

Comments:

Teacher:

© Santillana S.A. Photocopiable XXV

For the teacher

School:
Oral Evaluation Checklist
English Class Plus 6s
Student's name: Level:
Total points: Grade: Date:

Fluency Listening Comprehension

Criteria Criteria
Possible Points Possible Points
for evaluation for evaluation
Points obtained Points obtained
The student: The student understands:
Has clear ideas and an Everything 4
effective use of communi- 4
cation strategies
The main ideas 3
Has clear ideas and basic A few words,
3 2
communication strategies but not the global meaning

Barely makes himself Little 1

2
understood
Lacks communication stra- Pronunciation
1
tegies
Criteria
Vocabulary for evaluation Possible Points
The student has a Points obtained
Criteria pronunciation that:
Possible Points
for evaluation
Points obtained Never interferes with the
The student presents: 4
meaning
A full command of the stu-
4 Seldom interferes
died vocabulary 3
with the meaning
An appropriate command Hampers understanding of
3 2
of the studied vocabulary the meaning
Makes meaning
A poor command of the 1
2 incomprehensible
studied vocabulary

Lack of vocabulary
1
resources Total points

Comments:

Teacher:

XXVI © Santillana S.A. Photocopiable

 Complementary Activities
■ To use on page 7 in the “Wrap-up” section

Start

Finish

How to play May I buy

souvenirs? Yes, you may.
1. Flip a coin.
Heads = 1 space Tails = 2 spaces

2. Ask your partner. Use may or can if there

is a ✔, and may not or can't if there is an ✗.

© Santillana S.A. Photocopiable XXVII

■ To use on page 23 in the “Wrap-up” section
I run 30 meters I run 35 meters
Look, read, and complete. in 10 seconds. in 10 seconds.

than

fast light

heavy slow

short tall
Martin Gloria Anna Alex Alan Lisa

1. Martin is Alex. 4. Lisa is Gloria.

2. Anna runs Alan. 5. Alan runs Anna.
3. Alex is Martin. 6. Gloria is Lisa.
■ To use on page 29 in the “Wrap-up” section

Read and write sentences to express opinions.

I like to ride my bike twice I like to be with my friends I run 35 meters

a day. I dislike eating fruit at school. I dislike taking in 10 seconds.
and vegetables. a shower every day!

I like to listen to music

when I feel happy.
I dislike doing exercise.

Adrián Julio Édgar

Adrian, I think that riding your bike twice a day is good for your health.
Adrian,
Julio,
Julio, is not good for your health.
Édgar,
Édgar,

XXVIII © Santillana S.A. Photocopiable

■ To use on page 45 in the “Wrap-up” section

Write the name of the countries.

Hi! I'm
Hi! I'm Japanese.
Canadian.

Hello! I'm Hello! I'm

Costa Rican. Greek.

Write family characteristics for the countries that are marked on the map.

Countries Family Characteristics

© Santillana S.A. Photocopiable XXIX

■ To use on page 60 in the “Additional Activities” section

Play in pairs.

Go on a canopy tour Go to the movies

Go fishing Watch a soccer match on TV

Go camping Go to a concert

Go cycling Go to the beach

Play soccer Go horseback riding

XXX © Santillana S.A. Photocopiable

■ To use on page 77 in the “Wrap-up” section

1. Classify the words into each celebration.

costumes parades carols resolutions presents football games countdown live

programs candies

Christmas Halloween Thanksgiving New Year

2. Write about holidays and celebrations customs. Use the words above.

Christmas: At Christmas people sing carols.

Halloween:
Thanksgiving:
New Year:

■ To use on page 79 in the "Additional Activities" section

3. Play pictionary in two pairs.

Instructions. Each pair cuts out a set of cards. A member of each pair picks a card and draws
the celebration on a piece of paper. His or her partner guesses the celebration. The pair with
more correct guesses is the winner.

Pair A

Halloween Day of Cultures New Year Australia Day Groundhog Day

Pair B

Freedom Day Masquerade Day Thanksgiving Christmas Bonfire Night

© Santillana S.A. Photocopiable XXXI

■ To use on page 85 in the “Wrap-up” section

1. Follow the maze and discover Gael, Thelma and Claudio’s opinion and fa-
vorite place. Write them down.

because it
i has
Carara
m

se
C o st a d
para
an
n
a gree
yp
lan
ts.

Costa Rica is
Ric
a is rich in biodiversity.
bout it. Isla del
Caño

ea
Take

m or

careo
rn
na is exceptional. L

ea

f
u

it.
e fa
arin Lomas de
m
The Barbudal

1. Gael thinks that . His

favorite place is .
2. thinks that .
Her .
3.

■ To use on page 95 in the “Wrap-up” section

2. Unscramble the words. Then complete the sentences.

1. oilocablgi servesre 4. manhu htsrig

2. ralof nad unafa 5. aknrlmasd
3. mocycrade

a. In the Carara National Park you can see varied .

b. Solidarity and are part of any democracy.
c. Isla del Caño is a . It is also an archeological site.
d. is a political form of government in which people can elect their rulers freely.
e. There are many around the world. Some of them are: the Arch of
Triumph, the Opera House, and the Taj Mahal.

XXXII © Santillana S.A. Photocopiable

n To use on page 97 in the “Wrap-up” section

Consequences Causes

chemicals filtered into

air pollution the ground

light pollution billboards

noise pollution city lights

soil contamination loud machinery

waste material dumped

water pollution
into the water

visual pollution aerosol deodorants

© Santillana S.A. Photocopiable XXXIII

For the Teacher Study Block 1
n Make a photocopy of assessment 1 on pages XXXV and XXXVI for each student.
l Read twice the following sentences for exercise 1.
a. May I sing in Spanish? No, you may not.
b. Can I play with my bike in the park? Yes, of course you can.
c. Can I go to the aquarium? Yes, you can.
d. May I watch TV? No, I’m afraid you may not.
e. May I touch the snake? No, you may not.

l Read twice the following sentences for exercise 2.

a. At the farm, you can’t feed the animals.
b. Mary doesn’t like to take notes.
c. Antonio Meucci was an inventor.
d. Graham Bell patented the telephone in 1876.

n Keys to:
Exercise 3. a. buy souvenirs → picture 2 / b. eat lunch → picture 4 / c. feed the horses → picture 1 /
d. go to the movie theater → picture 5 / e. take pictures → picture 3

Exercise 4.
Ann: Is David at home?
Rose: Yes, but he is busy.
Ann: What is he doing?
Rose: He is baking a cake. Would you like to leave a message?
Ann: Yes, tell him to call me back.
Rose: What’s your telephone number?
Ann: My number is 3456780.

Exercise 5.
a. Jordan is 12 years old. T / b. Jordan is from Canada. F / c. Jordan's favorite food is fish and vegetables. T /
d. Jordan doesn’t live in the United States. T / e. Jordan’s favorite sport is soccer. F

Exercise 6. Sample answers:

b. My favorite sport is soccer.
c. My hobbies are swimming and painting.
d. My telephone number is 230945.
e. I am from Costa Rica.
f. I like riding my bike in the park.

n Oral exam contents

a. Answering questions. Choose two of the following questions to ask each one of your students:
1.Why is English an international language?
2. What’s your favorite subject? Why?
3. What is a pen pal? Do you have pen pals? Where do they live?
4. What do you like to do?
5. Would you like to travel to another country? To which country? Why?

b. Dialogue. Have your students work in pairs. Choose one of the following conversations:
Conversation 1. Use the pictures from exercise 3 on page 5. Have your students ask and answer questions based
on these pictures, at least two different questions per student.
Conversation 2: Use the cutouts to exercise 25 on page 12. Have your students make a dialogue inspired by three
of the pictures.
Conversation 3: Invite your students to act out a telephone conversation.

c. Description. Each student describes her / his hobbies.

XXXIV © Santillana S.A. All rights reserved. Law on Copyright # 6683.

 Assessment 1
Name: Date:

1. Listen and circle the answer that you hear.

a. May I sing in Spanish? No, you may not. / Yes, you may.
b. Can I play with my bike in the park? No, I’m afraid you can’t ./ Yes, of course you can.
c. Can I go to the aquarium? No, you can’t. / Yes, you can.
d. May I watch TV? No, I’m afraid you may not. / Yes, you may.
e. May I touch the snake? No, you may not. / Yes, of course you may.

2. Listen and fill in the blanks.

a. At the farm, you can’t .

b. Mary doesn’t like to notes.
c. Antonio Meucci was an .
d. Graham Bell the in 1876.

3. Match the words and label the pictures.

Buy Eat Feed Go Take

the souvenirs ures

horses pict lunch to the
movie theater

© Santillana S.A. Photocopiable XXXV

4. Read and complete the dialogue.

Ann: What is he doing?

Rose: Yes, but he is busy.
What's your
Ann: telephone number?
Rose: He is baking a cake.
Ann: Yes, tell him to call me back. Is David at home?
Rose:
Would you like to
Ann: My number is 3456780.= leave a message?

5. Circle F (False) or T (True).

Hello, my name is Jordan. I am twelve

years old. I am from the United Sates
but I live in Canada with my family. I go
to school in the morning. I like to eat fish
and vegetables. My favorite sport is
baseball. My hobbies are playing the
guitar and listening to rock music.

a. Jordan is 12 years old. T F

b. Jordan is from Canada. T F
c. Jordan's favorite food is fish and vegetables. T F
d. Jordan doesn’t live in the United States. T F
e. Jordan’s favorite sport is soccer. T F

6. Complete each category and write a complete sentence about yourself.

a. favorite food: rice pudding d. telephone number:
My favorite food is rice pudding.
b. favorite sport: e. country:

c. hobby: f. likes:

XXXVI © Santillana S.A. Photocopiable

 For the Teacher Study Block 2
n Make a photocopy of assessment 2 on pages XXXVIII and XXXIX for each student.
l Read twice the following sentences for exercise 1.
a. Paula is taller than Tom.
b. Maribel is heavier than Martha.
c. Arlette walks slower than Beatrice.

l Read twice the following sentences for exercise 2.

Fernanda: I like to wear jeans and to see horror movies. I dislike exercising and listening to rock music.
Mariana: I like to exercise and listen to rock music. I dislike wearing jeans and seeing horror movies.
Rafael: I like to see horror movies and to do exercise. I dislike wearing jeans and listening to rock music.

n Keys to:
Exercise 3. a. 3 cups, milk, yogurt, cheese / b. oxygen, 1 hour / c. inmune, vulnerable / d. with their bodies,
eating disorders
Exercise 4. a. Ingrid / b. Ingrid / c. mother / d. mother / e. mother / f. both / g. Ingrid
Exercise 5. Boys: facial hair appears, voice changes, Adam’s apple grows / Girls: breast development starts, first
period occurs, hips get wider

n Oral exam contents

a. Answering questions. Choose two of the following questions to ask each one of your students:
1. Do you have brothers, sisters cousins, etc? Are you taller or shorter than them?
2. What do you like / dislike doing?
3. What are the benefits of taking plenty of calcium / iron / vitamin C?
b. Dialogue. Have your students work in pairs. Choose one of the following conversations:
Conversation 1. Use the text from pages 24 and 25. Have your students take turns talking about changes
during teen years.
Conversation 2: Use the information from page 32. Have your students talk about the risks of anorexia and bulimia.
c. Description. Each student describes physical differences between boys and girls during puberty.

Study Block 3
n Make a photocopy of assessment 3 on pages XL and XLI for each student.
l Read twice the following text for exercise 1.
This is a USB flash drive. My father uses it to save information and take it to his office. He also uses it to copy files from
other computers to his computer. It has a lot of memory space, so I can also save my favorite songs there.

n Keys to:
Exercise 1. 1. a / 2. a / 3. b
Exercise 2. Patricia: stepfamily / James: single-parent family / Paul: foster family / Victor: nuclear family
Exercise 3. a. keep in touch with family more quickly and send your location for somebody to pick you up /b. do
research and communicate with relatives living abroad /c. record beautiful family moments
Exercise 4. a. more expensive / b. cheaper / c. cheaper / d. more expensive
Exercise 5. a. It's the nuclear family. / b. There are common-law families with children and without children. / c. There are
blended families because some parents want to have a new family after a divorce or after their first partner dies.

n Oral exam contents

a. Answering questions. Choose two of the following questions to ask each one of your students:
1. What types of families are there in the world?
2. Which are the parts of a computer?
3. Which is your favorite modern invention? Why?
b. Dialogue. Have your students work in pairs. Choose one of the following conversations:
Conversation 1. Use the text from exercise 10 on page 32. Have your students take turns to talk about families in
Canada and in England.
Conversation 2: Have your students talk about how high-tech device can help families.
c. Description. Each student describes her or his own family.

© Santillana S.A. All rights reserved. Law on Copyright # 6683. XXXVII

Assessment 2
Name: Date:

1. Listen and circle the answer that you hear.

a. Paula is shorter than Tom. b. Maribel is heavier than Martha.
Paula is taller than Tom. Maribel is thinner than Martha.

c. Arlette walks faster than Beatrice.

Arlette walks slower than Beatrice.

2. Listen and write Yes or No.

Likes and Dislikes

listen to see horror
Name exercise wear jeans
rock music movies

Fernanda

Mariana

Rafael

3. Fill in the blanks with the words from the box.

milk
a. A balanced diet should include
of daily products like , with their bodies

,and . inmune

1 hour
b. The body gets more when we
yogurt
exercise a day.
eating disorders
c. The HIV virus affects the system and
vulnerable
leaves the body to diseases. oxygen
d. Some teenagers are not happy 3 cups
and they have . cheese

XXXVIII © Santillana S.A. Photocopiable

4. Read and put a check (4) in the correct column.

Ingrid’s family generation gap

The differences between two generations is named “generational gap.”

Let’s take a look at Ingrid’s case. She is a thirteen-year-old girl. She likes to take her own decisions, wear
short skirts, be with her friends, and listen to rock music. She surfs the net and sends text messages
everyday, but she never writes letters on paper.
Her mother, Mrs. Newman, is forty-five years old. When she was young, there were no cell phones! She
hates rock music and loves to wear long skirts. She's just beginning to use a computer. She prefers
writing letters on paper.
They sometimes don’t understand each other, but they love to be together.

Mrs.
Statements Ingrid
Newman
a. She is 45 years old.
b. She listens to rock music.
c. There were no cell phones when she was 13 years old.
d. She writes paper letters.
e. She dislikes rock music.
f. She wears skirts.
g. She sends text messages.

5. Complete the chart with the information in the boxes.

Changes during teen years

Boys Girls
1. 1.

2. 2.

3. 3.

facial hair appears breast development starts first period occurs

hips get wider voice changes Adam’s apple grows

© Santillana S.A. Photocopiable XXXIX

Assessment 3
Name: Date:

1. Circle the information that you hear.

1. Jimmy's father uses the USB flash drive to .
a. save information b. save his favorite songs
2. The USB flash drive is also used to .
a. copy files from other computers b. compress files
3. Jimmy likes the USB flash drive because he can .
a. copy from other computers b. save his favorite songs

2. Identify the type of family in each situation and match with the picture.

Patricia James

I live with my mother, my I live with my father. We

stepfather, and my are only two, but we
stepbrother. We are very support each other a lot.
happy together.

Patricia has a James has a

. .

Paul
Victor
I don’t live with my birth
parents because I had a I live with my mother, my
lot of problems with them. father and my sister. We
Now I'm living with a like to eat together and
nice family temporarily talk. Today we're
while they find me a celebrating their wedding
permanent home. anniversary!

Paul has a Victor has a

. .

XL © Santillana S.A. Photocopiable

3. Write the functions of each device.
a. A smart phone is used to and .
b. A laptop is used to and .
c. A digital video camera is used to .

4. Complete the sentences to compare the following prices.

120,000 12,000 18,000 75,000

c. The land phone is

a. The smart TV is
than the
than
smart phone.
the radio.
d. The smart phone is
b. The radio is
than the
than the smart TV.
land phone.

5. Read the text and answer the questions.

Irish Families
The typical family in Ireland is that of two parents and their children. But over the last few years,
there has been an increase in single-parent families. These days there are a lot of common-law
marriages with or without children. There are also blended families formed by parents that want to
start a new family life after a divorce or after their first partner's death.

a. What's the most common family type in Ireland?

b. In relation to children, what differences are there between common-law families?

c. Why are there blended families in Ireland?

© Santillana S.A. Photocopiable XLI

For the Teacher Study Block 4
n Make a photocopy of assessment 4 on pages XLIII and XLIV for each student.

l Read the following text for exercise 1 twice.

Irish Corned Beef with Cabbage
A very popular dish in Ireland is corned beef with cabbage. The ingredients of this dish are corned beef, carrots,
onions, mustard, and parsley, all cooked together in water. Then, cabbage is added, along with salt and pepper. The
meat is cooked until it is soft and tender.

n Keys to:
Exercise 1. carrots, onions, mustard, parsley, salt, pepper, cabbage, corned beef.
Exercise 2. Answers will vary.
Exercise 3. Wash your hands before eating, don’t talk while eating, eat with your mouth closed, don’t make noises while
eating, don’t burp after eating, eat with cutlery, don’t put your elbows on the table.
Exercise 4. Answers will vary.
Exercise 5. 1. F / 2. T / 3.l T / 4. F / 5. F / 6. T / 7. T

n Oral exam contents

l Have your students work in pairs.
a. Dialogue. Students tell each other one legend from one English-speaking country. They briefly explain what the
legend is about and ask each other questions.
b. Role play. a. One student is a foreigner. The other one is a Costa Rican giving advice about table manners
in Costa Rica.
b. Students take turns inviting each other to different activities. They decide if they want to accept or
reject the invitation.

Study Block 5
n Make a photocopy of assessment 5 on pages XLV and XLVI for each student.
l Read the following text for exercise 1 twice.

a. On this day, Borucas have a festival and there are dances, fireworks and people wear masks.
b. On this day, in Puntarenas, fishermen decorate their boats and there are religious parades in the city.
c. On this day, people visit the cemetery to remember their dead friends and relatives and bring them flowers.
d. On this day, there is a light parade in San José, and there are concerts.

n Keys to:
Exercise 1. a. 1 / b. 2 / c. 3 / d. 4
Exercise 2. Cook / Cut / Put / Mix / Add
Exercise 3. a. New Year - England / b. Thanksgiving - United States / c. New Year - Philippines / d. Christmas - Ireland
Exercise 4. some cultural aspect of the country / sugar, milk and coconut / for family reunion / tambito / Guanacaste / joyful
Exercise 5. 1. They represent some cultural aspects or the country. / 2. Its name is La cajeta. / 3. It talks about the
tradition of cooking the sweet called cajeta. 4. It originates in Guanacaste. 5. People dance it at the rhythm of tambito.
6. They get together because the preparation takes a lot of work and it's a perfect excuse for a family reunion. 7. They are
sugar, milk and coconut.

n Oral exam contents

l Have your students work in pairs.

a. Answering questions. Ask your students about their favorite food and beverages.
b. Dialogue. Students ask each other about holidays and celebrations in Costa Rica and in English-speaking countries.
c. Exposition. Students tell a folk tale.

XLII © Santillana S.A. All rights reserved. Law on Copyright # 6683.

 Assessment 4
Name: Date:

1. Listen and check the ingredients for Irish corned beef with cabbage.

fish parsley

carrots salt

egg pepper

onions cabbage

mustard potatoes

chicken corned beef

2. Mention a Costa Rican dish that you like and another that you don’t like.
I like .
I dislike .

3. Write sentences about table manners with the phrases in the boxes.

burp after eating talk while eating eat with cutlery make noises while eating

wash your hands before eating eat with your mouth closed put your elbows on the table

1. Wash your .
2. Don’t talk .
3. .
4. .
5. .
6. .
7. .

© Santillana S.A. Photocopiable XLIII

For the teacher
4. Complete the invitations.

1. Would you like to ?

, but I can’t. I have to .

2. Do you want to ?
That sounds good, but I need to .

5. Read the text and circle T (True) or F (False).

A Legend from Belize: Tata Duende

In Belize, grandparents and elders always

tell children not to go out at night to play in
the jungle. The reason? Children may
encounter Tata Duende. This is an ugly little
man in a big red hat and with a beard. His
feet are backwards-facing, so you never backwards-facing feet
know if he is coming or going. But what
does Tata Duende want? Well, he loves the
forest and the animals and gets really angry
if someone hurts them. So, if you don’t want
to anger Tata Duende, be kind to nature.

Oh, and another thing. Tata Duende has a

weakness: he loves to eat. So if you
encounter this creature, give him some fruit,
tamales or bread, and you’ll be safe.
angry an elder

1. Tata Duende is a big man. T F

2. He is not beautiful. T F
3. He loves nature. T F
4. If you meet Tata Duende, he’ll give you tamales. T F
5. It’s good for children to play at night in the jungle. T F
6. People are out of danger if they give food to Tata Duende. T F
7. Tata Duende's feet face backwards, and not forwards, as is normal. T F

XLIV © Santillana S.A. Photocopiable

 Assessment 5
Name: Date:

1. Listen and number the celebrations in the order you hear them.

The Day of the Dead Virgin of the Sea celebration

The Little Devils' Festival The Light Festival

2. Complete the recipe with the correct word from the box.

cut cook add put mix

Rice and Beans

the rice and the beans separately.

onions and red pepper into small pieces.

the pieces of onions and red pepper in a saucepan.

the rice and the beans with the pieces of onions and red pepper in the saucepan.

coconut milk and enjoy!

3. Match the tradition with the country and the celebration.

a. The first person that comes to the

New Year United States
house brings good luck.

b. They eat turkey with sweet

Christmas Ireland
potatoes followed by pumpkin pie.

c. They walk around the house

Thanksgiving Philippines
shaking a casserole with coins.

d. They place red candles in the

New Year England
window for Mary and Joseph.

© Santillana S.A. Photocopiable XLV

4. Complete the text with the missing information from the boxes.

Most Costa Rican dances and songs tell a story or represent joyful
. One popular
dance is called La Cajeta. It’s about our typical cooked sweet sugar, milk, and
coconut
made of . It also
represents the tradition of cooking this sweet. The preparation
tambito
takes a lot of work, so in the past and even today, in some rural
areas, families work together to do a large portion of it and it is
Guanacaste
the perfect excuse
. La Cajeta is danced at the rhythm
for a family reunion
of and it comes from
. Costa Ricans like this dance
some cultural aspects
because the rhythm is very .
of the country

5. Answer, based on the text above.

1. What do most Costa Rican dances represent?

2. What is the name of a popular dance?

3. What does the dance called La Cajeta symbolize?

4. Where does the dance La Cajeta originate?

5. With which rhythm do people dance La Cajeta?

6. Why do families in rural areas work together to prepare cajeta?

7. What are the ingredients of a cajeta?

XLVI © Santillana S.A. Photocopiable

For the Teacher Study Block 6
n Make a photocopy of assessment 6 for each student.

l Read the following text for exercise 1 twice.

There are many national parks and biological reserves of the United States Park Service. Virgin Islands National
Park is one of them, in the Caribbean Sea. Here, you can do many activities, such as birdwatching, scuba diving,
or swimming. The climate is subtropical and the sea is warm. You can see wild animals; bats, wild donkeys and
crabs are common species there. There are only two ways to get to the Virgin Islands, by air or by sea.

n Keys to:
Exercise 1. 1. b / 2. a / 3. b / 4. a / 5. a
Exercise 2. a. 4 / b. 1 / c. 5 / d. 2 / e. 3
Exercise 3. 1. c / 2. d / 3. b / 4. a
Exercise 4. 1. It's the largest indigenous reservation in the United States. / 2. They speak the traditional Navajo
language and English. Some of them speak Spanish. / 3. It's hogan. / 4. Frybread and mutton stew. They like goat's
milk cheese. / 5. Because they are part of the world's cultural diversity.
Exercise 5. Answers may vary.

n Oral exam contents

a. Answering questions. Mention two Costa Rican National Parks. Ask: Where are they? What can you do there?
What animal and plant species can you see there?

l Have your students work in pairs.

a. Dialogues. Student A chooses a topic (Costa Rican National parks, the most visited places in the world, democra-
cy or cultural diversity), and prepares a short speech about it. Student B asks three questions about the topic (What
can you see there? Why is democracy important? Where is the Great Wall of China? etc.) Then they switch roles.

Study Block 7
n Make a photocopy of assessment 7 for each student.

l Read the following text for exercise 1 twice.

Eating meat is so delicious! Many of us love it. But we never stop and ask if that habit hurts the environment. Well, it
does! Let’s see how. To produce all the meat that we eat big expanses of land are necessary for the cows to eat. This
means that many trees have to be cut down to give space to the cows. Also, cow manure produces gases that increase
the greenhouse effect. How can we help? Well, we can reduce our consumption of meat.

n Keys to:
Exercise 1. 1. trees / 2. gases / 3. To help protect the environment – reduce – meat
Exercise 2. Answers will vary.
Exercise 3. Answers will vary.
Exercise 4. Sample answers. 1. Using a bicycle prevents air pollution. 2. Recycling can help to reduce the amount
of plastic bottles and reduce the destruction of forests. 3. Subscribing to electronic publications helps to stop the
destruction of forests. 4. Sharing a car ride with a neighbor helps to prevent air pollution.
Exercise 5. using bicycles, taking public transportation, sharing the car with a neighbor, buying a hybrid car /
recycling plastic bottles / subscribing to electronic editions, recycling the paper editions.

n Oral exam contents

a. Answering questions. Students will answer your questions about environmental problems; for example, What
are the most serious environmental problem in your community?

l Have your students work in pairs.

a. Dialogues. 1. Students discuss the effects of two environmental problems and solutions to solve them.
2. Students talk about habits they have that hurt the environment. Then they give advice to each other on how to
change those habits.

© Santillana S.A. Photocopiable XLVII

Assessment 6
Name: Date:

1. Listen and underline the best option.

1. Where is the Virgin Islands National Park located?
a. In North America b. In the Caribbean Sea

2. What animals can you see there?

a. Crabs, bats and wild donkeys b. Whales, wild cats and bats

3. How can you get to the park?

a. Only by boat b. By boat and by plane

4. What activities can you do there?

a. Bird watching, scuba diving, swimming b. Whale watching, canopy, running

5. What kind of climate does the Virgin Islands National Park have?
a. Subtropical b. Hot tropical

2. Write the correct numbers in the squares.

1 democracy 2 tropical 3 prefer 4 English-speaking 5 lack

a. Belize, Canada and Australia are examples of countries.

b. A way to develop is education.
c. There is a of information about human rights.
d. The climate is in Braulio Carrillo National Park.
e. I to visit the Taj Mahal tomb.

3. Match.

1. Hummingbird 2. Coati 3. Coral reef 4. Fern

a. b. c. d.
XLVIII © Santillana S.A. Photocopiable
4. Activity.
■ Read and answer.

The Navajo Nation is the largest indigenous reservation in the United

States. Here, people speak the traditional Navajo language and
English as well. Some of them speak Spanish too. Mud
A Hogan is the traditional Navajo home. It is constructed with wood
and mud.
Navajo people eat corn, beans, wild animals, fruits and vegetables. Goat
Frybread and mutton stew are typical dishes. They love goat's milk
cheese. They wear traditional costumes or contemporary clothing. The
Navajo play several instruments, flutes, drums and other percussion Mutton
instruments.
The Navajo culture is an important part of the world's cultural diversity.
Stew
1. What is the Navajo Nation?

2. What languages do Navajo people speak?

3. What's the name of their traditional home?

4. Which are some typical Navajo dishes?

5. Why is the Navajo culture important?

5. Write sentences using the words in the boxes.

reptiles stone spheres The Colosseum government language

respect traditions green paradise democracy obey

1.
2.
3.
4.
5.
6.

© Santillana S.A. Photocopiable XLIX

 Assessment 7
Name: Date:

1. Listen and complete the sentences.

1. To produce meat, we need to cut down .

2. Also, cow manure produces Cow's manure

that increase the greenhouse effect.

3. , we can
our consumption of .
Greenhouse effect

2. Complete the sentences with the words in the box.

air pollution chemical factories

light pollution waste products
noise pollution cars
soil contamination loud machinery
water pollution city lights
visual pollution power lines

1. is caused by .
2. may be caused by
3. is caused by
4. is caused by .
5. may be caused by
6. is caused by

3. Write solutions to the following problems.

1. To reduce the amount of garbage, we must .

2. To reduce water pollution, we must .
3. To reduce noise pollution, we must .

L © Santillana S.A. Photocopiable

4. Read the text and correct the mistakes in the sentences.

Things that People Can Do

We all know that many of the things people do everyday hurt the environment. But, what can
we do to help protect the environment? Here are a few ideas:
– Cars pollute the air. We all know that. Now some things we can do to prevent this is to
walk, use a bicycle or take public transportation when possible. Or, we can share car
rides with a neighbor or buy a hybrid car (a car that uses electricity and fuel.)
– Many of us like to drink sodas. These drinks are responsible for most plastic bottles
that end up in the trash. We can help decrease the number of bottles by recycling
the plastic bottles.
– It’s customary to read the newspaper in the morning and buy our favorite magazine at
the supermarket. But to make those publications many trees have to be cut down. One
way to stop destroying the forests is to subscribe to electronic editions of your favorite
newspapers and magazines. And, of course, recycle the paper editions.

1. Using a bicycle can contaminate the air.

2. Recycling can help reduce the amount of car pollution and plastic bottles.

3. Subscribing to electronic publications hurts the environment.

4. Sharing a car with a neighbor helps to prevent trash.

5. Read the text again and complete the conceptual map.

To protect the environment

people can

Reduce air pollution

Reduce plastic trash Reduce deforestation
caused by cars
by by by

using bicycles

© Santillana S.A. Photocopiable LI

Cognitive Targets
Developing:
• Skills to identify familiar
topics to be studied
• Ability to deduce meaning
from context
• Coordination of the tongue
and lips
• Concentration and
memory skills

Lead-in
Divide the board into two
columns and write the headings
“Socializing“ and “My Physical
Changes“. Have students
brainstorm all the words they can
relate to these topics. Have them
spell the heading.

Class Activities

1. Play track 1 for students

to listen to the song for
the first time and follow
along with the track in
their books. Ask students
to underline the words
they don’t understand,
and together try to
grasp the meaning from
the context.

2. Write the vocabulary from

track 1 on the board:
hobbies: activities done during
free time for entertainment
alike: similar
coin: a flat and round piece of
metal used as money
ring: a circular band worn on
a finger as an ornament
boring: not interesting Songs as Teaching Tools

3. Have students listen to track Take advantage of songs; they’re a great teaching tool. Through songs children can:
1 again and circle the
vocabulary in their books. • learn that music expresses feelings and ideas
• achieve deep satisfaction and contentment
4. Play track 1 one more time • develop vocal imitation
for students to sing with • forget about grumpiness and boredom
you. Divide the class into • learn vocabulary, opposites, collocations and grammar

4 © Santillana S.A. All rights reserved. Law on Copyright # 6683.

 three groups and assign
one stanza per group.

5. Ask students what their

hobbies are. Write them
on the board. Ask them if
they practice those
activities alone or
with friends.

6. Play track 1 again and

have students underline all
the rhyming sounds

7. Play track 2 for students to

listen to the song for the
first time.

8. Write the vocabulary from

track 2 on the board:
drums: a percussion instrument
that resounds when hit by sticks
guarantee: to tell someone in
a definite way that something
is true
great: fantastic
a movie star: a famous person

9. Play track 2 again and

have students sing the song
with you.

10. Ask students what the

message of the song is.
Explain that they should be
proud of who they are.
They should feel good
about themselves because
they are great teenagers.

11. Have students say things

about themselves like the
singer in track 2.
• acquire verbal communication tools such as phrasing
• learn about the world around them Wrap-up
• discover patterning and rhyme Ask students to predict things
• improve their multitasking skill they will learn in the first quarter
• feel a sense of togetherness based on the songs. Ask: what
• develop listening, concentration and memory skills topics related to socializing and
• stimulate vocal coordination physical changes do you expect
• develop their imagination to learn in this quarter?

© Santillana S.A. All rights reserved. Law on Copyright # 6683. 5

Cognitive Target
To communicate about:
• Ways of asking for and
denying permission

Lead-in
See if students know how to
ask for permission in English,
e.g., what do they say when
they want to go to the rest-
room? Write the answers on
the board.

Class Activities
1. Read.
Read the text bubbles
aloud once. Read again
and ask students to repeat
after you.

Elicit understanding by
asking questions such as:
What’s going on here?
What does the girl want
to do? Was she allowed
to do it?

Explain: Use can and

may to ask and answer
what you are permitted
to do.

Ask students to underline

the modals “can”, “may”
and “could” in the
permission requests. Also
tell to circle the modals
used in the answers too.
Point out that when the
question uses “could”,
they answer with “can”.
Tell them they can expand
Yes or No answers, e.g., Correcting Pronunciation
“Yes, of course.” / “No, • Take into account that fluency and accuracy are key factors when learning another
I’m afraid not.” language. Help your students correct their pronunciation in different ways.
Explain: Each one of you is like a little teacher. Try to correct your pronunciation
Have students role-play by listening carefully to what you say and to what your classmates say.
the dialogues. Monitor - Self-correction. If you respectfully draw their attention to mistakes, your
pronunciation and make students will be able to correct them right away. Don’t ignore mistakes, not even
sure that they answer simple “slips”. It’s easier to learn the correct pronunciation of a word from the
could with can. start than have to unlearn incorrect pronunciation later on.

6 © Santillana S.A. All rights reserved. Law on Copyright # 6683.

 2. Look and complete
the dialogues.
Focus students’ attention
on the example. Read it
aloud. Read again and
have students repeat
after you.

Ask students to complete

the other dialogues using
the example as a guide.
Divide the class into pairs
and have students role-
play the dialogues.

You can take advantage of

going
this activity to teach students
going to play basketball.
that “come with” means to
going

join somebody else, or to

accompany someone.

Sure Wrap-up
come with you
Make a list of all the verbs
studied in these pages, “take
pictures, play, have, come.”
Explain that “have” is also
used with food, and in those
cases it means “to eat”, as in
going
going to play tennis. the text bubble in exercise 1.
are you going
Add some other verbs in
context such as: “buy
souvenirs, sing for you, watch
May I come with you Sure a film, play with my pet, ride
my bike, touch a bunny, swim
with my friends, have some
soup”, among others. Practice
with students how to
ask for permission orally using
can, could and may with
those verbs.

- Peer correction. Allow the students to help correct their classmates’ Say: Imagine that you are
pronunciation when they notice something wrong. Insist: Be respectful. visiting a museum. What may
Correct in the way you would like to be corrected. you or may you not do there?
- Teacher correction. If an individual student or the class is unable to find Why? Write the Do’s and
where a mistake is or how to correct it, show them where there is a problem Don’ts on the board.
and model the right way. Be very subtle and try not to make your students feel
badly. Be patient and positive. Some words, like birthday or burning, require Photocopy the activity on page
extra practice to assure correct usage. XXVII for students to play.

© Santillana S.A. All rights reserved. Law on Copyright # 6683. 7

Cognitive Target
To communicate about:
• Ways of asking for and
denying permission

Lead-in
Write the verbs studied in
exercise 6 on the board: use
the phone, Say: Stand up and
mime each action with me.
Then call on different students
to spell the verbs.

Class Activities
3. Listen, cut out
and glue.
Have the class cut out the
cutouts on page 119,
listen twice to track 3 and
repeat each sentence.

Ask students to write

down the verbs they
can grasp from track 3.
Here’s the transcript:

Track 3
Sandra: Mom, can I ride
my bike?
Mom: Yes, you can.
Sandra: Mom, may
I watch TV?
Mom: No, I’m afraid not.
Sandra: Mom, can I
take pictures?
Mom: Yes, of course
you can. Yes, you can. No, you can't.
Sandra: Mom, may I go to Yes, you can. No, you can't.
the park?
Mom: Yes, you may.
Sandra: Mom, may I go to
the movie theater?
Mom: No, you may not.
Sandra: Mom, can I
play basketball? Notes:
Mom: No, you can’t.

4. Role-play Sandra’s
conversation.
Model the conversation for
students. Ask two volunteers
to read the boxes and the
text bubbles.

8 © Santillana S.A. All rights reserved. Law on Copyright # 6683.

 5. Complete the chart.
Encourage students to
review previous pages to
look for the answers to
requests made with “can”,
Sample Answer (S. A.)

“may”, and “could”.

Have some volunteers ask

for permission using the
modals in the box.

Remind students they can

also use “of course”, and
“sure” for positive
answers to requests, and
“of course not”, and I’m
afraid not for negative
answers. Have some
volunteers practice
answering requests with
those answers.

6. Write questions and

answers.
Have the students read the
example. When they have
finished, say: Read the
questions in pairs.
Can I stand up? –Yes, you can stand up.

Can I go to the restroom? –No, you may not go to the restroom. Bring a ball to class and
play “Hot Potato”. Ask
Can I close the door? –Yes, you can close the door.
students to cover up their
May I touch the cat? –Yes, you may touch the cat. answers in the book.
Have students pass
–No, you may not feed the cows.
around the ball while you
Could I feed the cows?

play a song in the CD.

The student that has the
ball when you stop the
song asks a question with
the modals and
verbs in the question-and-
answer machine, and
Notes: the student next to
him answers.

Wrap-up
Invite students to say what they
have learned so far in
a feedback session all together.
Write the main points on
the board.

© Santillana S.A. All rights reserved. Law on Copyright # 6683. 9

Cognitive Targets
To communicate about:
• Ways of using
the telephone
• Ways of asking for
and giving information
on the phone

Lead-in
Ask: How often do you
use the telephone? (S.A.
Once, twice a day.) How
many of you send text
messages? What do you
write? What else can you
do with a phone?

7. Read and write the

corresponding
number.
Ask students to read all
the information before
doing the exercise. Read
4
everything aloud and ask 1
students to repeat.

Then, focus their attention

on the first text bubble.
Ask: Who do you think he
is talking to? Is it an
emergency/business call?
Have them write the 2 3

corresponding number.
Then do the other
sentences together.

8. Answer in pairs.
Bring magazines to class
and have students make
a poster about other
ways of using the phone.
Have them brainstorm
their ideas, look for Teaching Tips
pictures to illustrate • When assigning homework, make sure your students can do it on their own. Take
their ideas, cut them your students’ background into consideration and be aware that certain topics
out and paste them on may be offensive to some of them, for example, when discussing cross-curricular
their posters. topics such as sexuality, prevention of aggression, daily hygiene, etc.

Then, ask some pairs to • Before starting an activity that asks students to compete, establish the rules and have
present their work to them agree to follow these rules. Avoid categorizing your students. Don’t use words
the class. like ”losers” or “winners”; that could make your students feel sad and frustrated.

10 © Santillana S.A. All rights reserved. Law on Copyright # 6683.

 9. Listen and
follow along.
Play track 4 and have
students listen and follow
along in their books. Play
track 4 again, and stop it
after each line for students
to repeat. Finally, ask two
volunteers to role-play for
the class.

10. Answer.
Play track 4 again and
have students answer.
Then ask them to work
in pairs and compare
their answers.

On strips of paper, write

the questions in exercise
10 scrambled. Divide the
class into five groups.
Provide each group with
a strip, and ask them to
unscramble the question.

Take advantage of
They are going to go to the theater.
this activity to remind
students to use
contractions when
Jackie's parents are going to go with them.
speaking. Tell them
Yes, they are going to see a musical. that instead of saying
She is going to... they
They are going to eat at eight o'clock. can say She’s going to...
or contract They are
No, she is going to eat shrimp. going to ... as They’re
going to...

Wrap-up
Cut sheets of paper in half
lengthwise to make two strips
• Remember that children have the right to talk with their parents what they discussed of paper. Give each student a
in class, so be careful when giving personal opinions. Be impartial and avoid strip and tell them to fold it in
controversial topics. half to form two sections. In
each section, they should write
• If you have to deal with upset parents, don’t let them interrupt your class. what Jackie and Mandy are
Set aside some time after the class to talk with them in a place such as the going to do: ‘They’re going to
teachers’ room. If possible, arrange to have a witness (a colleague or the see a musical. They’re going
principal) accompany you to prevent misunderstandings. remember to always to eat at a restaurant.” Finally,
keep calm and be polite all the time. they illustrate the sections.

© Santillana S.A. All rights reserved. Law on Copyright # 6683. 11

Cognitive Targets
To communicate about:
• Ways of asking for and
giving information on
the phone
• Ways of receiving and
leaving messages

Lead-in
Have students brainstorm
expressions used to talk over
the phone. Write them on the
board. First, ask if they know
One minute, please Betty, it's for you
any in English, if not, let them
give you the examples in Hello!
Spanish and then, provide the this is
equivalent in English.

Class Activities How much

11. Listen and fill in At what time is the movie?
the blanks.
Copy the sentences in the
green boxes on the board.
Play track 5 and have the
class say stop when they
hear these sentences.
Here’s the transcript:

Track 5
Anthony: Good morning,
Mrs. Simmons. It's Anthony. Is
Betty at home?
Mrs. Simmons: One minute,
please. Betty it's for you.
Betty: Hello!
Anthony: Betty, this is
Anthony. Would you like to go
to the movie theater?
Betty: Sure, I'd love to.
What's the name of the movie?
Anthony: The Fly.
Betty: At what time is the
movie? Values
Anthony: It's at four • Talk about the pros and cons of cell phones. Cell phones have many benefits for
o'clock.Betty: Where is it? society. Now families, friends, or businessmen can communicate from their cars, a
Anthony: It's at the restaurant, the street, and call for help in case of an emergency.
shopping mall.
How much are the • Tell them that problems arise when people overuse cell phones. Comment: Letting a
tickets? cell phone ring or having a conversation on it when in public places is very
Anthony: Don't worry. It's impolite. Sending messages in class or when you are talking or eating with
on me. someone shows a lack of respect for the people around you.

12 © Santillana S.A. All rights reserved. Law on Copyright # 6683.

 12. Role-play a
telephone
conversation.
Request: Read each
question and the
9 corresponding answer in
pairs. Use the expressions
5
in the boxes to create
8 new questions and
3 answers and enrich your
role-play.
6

13. Number the

4
conversation in the
correct order.
1 Ask the students to scan
10 the text and find the
three questions and their
2
corresponding answers.
7 Have the class together
11 identify the first sentence
and number it.

Encourage the students

to use their creativity and
imagine the purpose of
the call, the library’s
schedule on working
days, and where the boy
is calling from. Call on
three pairs to read the
dialogue. Check their
pronunciation. Then have
them act out
the dialogue.

14. Listen and

follow along
Have students listen to
track 6. Then, ask them
how Nicky’s mom
expressed her desire to
Additional Activity leave a message. Have
• Write the following situations on cards: them repeat the question.

There is a strange man outside my house. There is a car accident in Maple Street.
Wrap-up
Could you tell me where the post office is? Can you tell me when the train leaves?
Have students review all the
Tell Mr. Ascher to sign the contract papers. Tell my assistant to go to the bank. phone conversations studied so
Hi, Mom! Are you having fun in New York? Hello, Jenny, let's go to the cinema. far. Then, ask them to come up
• Invite the pupils to say if people ask for help in an emergency, ask for information, with a conversation in pairs for
making business or just greet friends. Have them explain their choices. role-playing.

© Santillana S.A. All rights reserved. Law on Copyright # 6683. 13

Cognitive Targets
To communicate about:
• Ways of asking for and
giving information on
the phone
• Ways of receiving and
leaving messages

Lead-in
Ask students what details they
consider important when taking a
message. Write all the answers
on the board.
April 29th

Class Activities Jameson

15. Underline the 8 p.m.
important details to
take a message in
4

exercise 14.
Have students work in pairs
and compare what details
they underlined.
Free Answer (F.
A.)

16. Read the message

and complete the
reservation.
Point out the phone
message. Ask who wrote it,
who called and who the
message is for: Elsie wrote
it. Dad called. The message
is for Mom. Tell students to
read the message and
complete the restaurant
reservation form with the
information from the
message. Check answers
with the class.

17. Write a telephone

message for a friend.
Remind students to use
Elsie’s message as a guide. Spelling
Encourage them • More than simply naming the letters of a word, English Class Plus approaches
to exchange messages spelling as the proper way to write a word. The student’s book promotes correct
and check all of the spelling through exercises such as dictation and oral spelling.
information is included.
Take advantage of this • The last track of the CD is a song for students to practice the alphabet. Play this
activity to explain the track and sing with students before doing spelling exercises. It’s helpful to practice
difference between “who” the alphabet before asking them to orally spell words.
and “whom”.

14 © Santillana S.A. All rights reserved. Law on Copyright # 6683.

 18. Listen and repeat.
Play track 7 once. Then
ask students what they
recall. Play track 7 again
and have them repeat.

19. Role-play. Use

the questions in
exercise 18.
Read the situations to
students. Divide the class
into pairs. Ask students
to read questions in
exercise 18. Explain
that those questions are
used to ask the speaker
to repeat what he said.
Have pairs write down
a short dialogue to role-
play the situation. Invite
them to include details.

20. Practice spelling

F. A. in pairs.
When students finish
exercise 20, ask them
to spell the words they
chose for their classmate.
Remember that at the
bottom of the page,
there is a box with
words to practice
spelling with students.

Wrap-up
Have students review all the
phone conversations studied
so far. Then, ask them to
come up with a conversation
in pairs for role-playing.

Write on the board “that /

Spelling Practice you / can / again / say / ?”
• Here are some words to practice spelling. Invite students to
unscramble the question.
Have them work in
canyon firefighter blue eight rainy quiz dirt groups of three and
choose a question in
cactus conservation ambulance surprised passenger house office exercise 18. Have them
scramble it for another
March seventeen January terrible cramp grass shelf
group to unscramble.

© Santillana S.A. All rights reserved. Law on Copyright # 6683. 15

Cognitive Targets
To communicate about:
• the importance of English
as a global language
• Interaction with pen pals,
as a means to make
new friends

Lead-in
Divide the class into three teams
and have them stand in line at
the back of the classroom.
Whisper a sentence such as
English is great! to the first
student of each group, who has
to whisper it to the second
member, and so on. The last
student runs to the board and
writes it.

Class Activities
21. Read and answer
in pairs.
Have students have fun
trying to read how to say
“love” in English, Greek,
German, Russian,
Japanese, Spanish,
Hungarian, and French.
Brainstorm why it’s
necessary to speak several
languages, not just to pass
an exam, but for their life
in general.

22. Cut out, read

and glue.
Say: Cut out the cutouts on
p. 119. Describe them in
pairs. Read the sentences
aloud. Ask: Where do you
think that [description of a
cutout] fits? Have them Pre-Reading Activities
read each statement and • Take into account that pre-reading activities make the reading exercise easier and
comment on it, including help to introduce a new topic and new vocabulary.
what the man says; e.g., - Have your pupils predict what the text is about, based on the title
I like to watch NatGeo and illustrations.
programs in English, - Choose some key vocabulary and show a picture of it, or make a drawing to
because I learn a lot. Or: represent it.
My uncle has a good job - Brainstorm with the class about what they know in relation to the subject of
because he speaks English. the text.

16 © Santillana S.A. All rights reserved. Law on Copyright # 6683.

 23. Read and complete.
Have students exchange
books for peer correction.

24. Read and identify

the parts.
Say: Read the text silently.
Then close your books.
Invite them to tell you
everything they remember
share our interests, about the letter.
hobbies, likes and dislikes.
pen pal
This is not a matching
learn
exercise; it is designed to
geography, art, history and culture
have students identify the
parts of a letter, so you
need to explain them
practice improve
beforehand. Review the
different components of
an informal letter as they
appear in this exercise.
1
Ask them to write number
2 one in the first circle, and
3 tell them that part is called
“sender’s address”. They
must write number two in
4 the second circle and note
that part is called the
“date”, and so on.
5
6 Explain there are other
expressions to close a
letter, such as “Regards”,
and “I hope to see you
soon”, for example.

25. Write a letter

to Barry in
your notebook.
Check the use of
vocabulary and grammar.
Reading Activities When the draft is
• Consider that reading activities will help students improve their writing and speaking corrected, ask them to
skills. They also help you to determine how much they have understood from the text. copy it on a clean piece
- Invite them to work in pairs and ask each other comprehension questions. of paper. Say: Read your
- Encourage them to summarize the story in their own words. letter to the class.
- Prepare word searches, puzzles, or fill-in-the-gap activities to reinforce
new vocabulary. Wrap-up
- Write on the board sentences from the text that contain deliberate mistakes for Have students label the parts in
the students to correct. the letter they wrote.

© Santillana S.A. All rights reserved. Law on Copyright # 6683. 17

Cognitive Targets
To communicate about:
• Ways of asking for and
denying permission
• Ways of using
the telephone
• Ways of asking for and
giving information on
the phone
• Ways of receiving and
leaving messages
• The importance of English
as a global language
• Interaction with pen pals,
as a means to make
new friends
• Information about
exchange programs

Lead-in
Play a version of “Pin the Tail on
the Donkey”. Bring a world map.
Write, on strips of paper, United
States, Australia, Ghana, United
Kingdom, and Canada. Have
blindfolded students take
I live with a family.
turns sticking the strips in the
right place.
I can stay for a semester or a year.
Class Activities
26. Read and answer. I have the opportunity to visit another country, go to a school,
Have the students look at learn about a different culture and practice a foreign language
the map in their books.
Say: Match the countries To Australia, New Zealand, Canada…
with their location on the
map. Invite some volunteers
to point to each place on I can wait to be an adult and take part
the map on the board. in a work exchange program.
Have them read silently
while you read aloud. Then
call on some students to
read a sentence each. Say:
Answer the questions as a Values
group in exercise 26. Then, • Have your students think about the advantages and dangers of the Internet. Tell
Say: Write the answers in them that pen pals or key pals are a great opportunity to practice English.
your books. Ask: Would However, this experience may turn dangerous when people, especially children,
you like to be part of an do not protect themselves.
exchange program? What
country would you like to • Insist on the importance of talking with their parents or teachers about the personal
visit? Ask: What does the information they write in their e-mails or chats. Remind them that people may
boy say to the girl? pretend to be someone else and we can’t know when they are lying.

18 © Santillana S.A. All rights reserved. Law on Copyright # 6683.

 27. Complete the
questions and
the answers.
Advise the class: Before
solving the “Let’s
Review” section, take a
look at the whole study
block 1. Then, observe
the structures in the
boxes and write them
where it’s logical; for
skating rink
example, if there is a
No
negative verb (can’t),
home write No. If you don’t
Yes
but she's busy
know something, skip it
and return to this item
My hobbies are when you have finished
leave a message the others. Walk around
to call me back and monitor your
English students’ work.
in many countries
a work language Have some volunteers
read the sentences aloud
for checking.

28. Cut out and glue.

Ask the students to cut
out the pictures on page
This is Anthony. Is Dad at home? 119. Explain that they
Jamie speaking. May I speak with Ms. Vargas?
have to determine which
pictures they must glue.
For example, in the first
box (Introducing
yourself), they glue the
Could you ask him to call sentences used when
Hold on, please.
me back? somebody introduces
One minute, please.
Can you take a message? himself, and so on.

Wrap-up
Have students close their
books. Draw four columns
on the board, using the titles
Additional Activity of the boxes in exercise 28
• Play the “Good Idea, bad Idea“ game. If children think it’s a good idea, they as the heading for each
jump forward; if they think it’s a bad idea they jump backwards. Divide the column. Ask students what
class into groups of four students. Have Team 1 stand in front of the class. Say: expressions they recall for
Give out personal information to strangers in chat rooms. (jump backwards) Other each purpose.
statements could be: Never meet an online friend without an adult’s presence.
(forward) Give out pictures of my family and myself to strangers. (backwards) Photocopy assessment 1, on
Avoid provocative chat rooms and web sites. (forward) Believe everything you see pages XXXV and XXXVI, for
online. (backwards) each student.

© Santillana S.A. All rights reserved. Law on Copyright # 6683. 19

Cognitive Target
To have the ability to express
opinions about:
• Challenges and joys of
growing up

Lead-in
Write “Teen Years” on the board
and ask students to say
everything that comes to their
mind related to the topic. Write
all the ideas on the board.

Class Activities
1. Read.
Ask: What is adolescence?
What happens during
adolescence? Write some
of your students’ ideas on
the board.

Write the vocabulary on

the board: “go through: to
experience / widen: to
expand / ups and downs:
good and bad times /
deepen: to become strong
/ break: to crack”. Go
over the vocabulary.

Write the vocabulary on

separate pieces of paper.
Repeat some words. Put
the papers in a bag.
Divide the class into pairs.
Have each student take
one paper. Ask them to
spell the word for their
partner to write down. Ask
some volunteers to do the
exercise in front of
the class.
Teaching Vocabulary (First Part)
Ask pairs to write • Consider that the more vocabulary your students can handle, the better their
sentences with the words writing and speaking performance will be. It requires time and skills. Here are
they have. Then have them some techniques you may use to reinforce new vocabulary:
say their sentences and – Synonym activities. Have students match words with similar meanings (clean-neat.)
write them on the board. – Antonym activities: Have them substitute words with opposites. For example,
Correct them and ask Horses run slower than elephants. Horses run faster than elephants.
students to write them – Observation activities: For example, ask them to cross out the word that doesn’t
down with the corrections. belong (teenager-car-changes.)

20 © Santillana S.A. All rights reserved. Law on Copyright # 6683.

 Then read the text slowly
and have your students
repeat each sentence.
Invite them to read the
text individually, look at
the pictures and describe
them. Have the class
circle the vocabulary in
the text bubbles.

Ask students to underline

some key words in the
bubbles. Explain that key
words help them identify
the main idea in texts.
Examples are: “teen years,
adolescence, growth and
changes” in the first text
bubble; “Girls, hips
widen, waist smaller” in
the second one;
“Transitional stage,
emotional ups and downs”
in the third and finally,
“boys, voice deepens,
and breaks” in the last
speech bubble.

Comment: Girls tend to

develop faster than boys,
but later boys catch up!
The age when physical
changes occur depends on
many factors, such as
nutrition, physical activity
and gene inheritance. At
your age, some people
have already developed.
Others will develop later.
But this is quite normal.

Wrap-up
– Word posters: Write the words under study on a piece of paper and have Write “adolescence” on the
your students practice pronunciation and spelling. Write “tall, weak, fat, board. Ask students to close
slow, fast, strong, thin, short”, etc. Ask them: Which is the opposite of their books. Have them say
“short” in the list? Invite the students to brainstorm new words and add everything they can remember
them to the list. from these two pages.
– Charades: Choose key vocabulary and encourage some students to act Have them list the vocabulary
it out without speaking. Invite the rest of the class to guess the words or words they learned. Ask them
sentences their classmate is miming. to spell the words for you to
write on the board.

© Santillana S.A. All rights reserved. Law on Copyright # 6683. 21

Cognitive Target
To have the ability to express
opinions about:
• Challenges and joys
of growing up

Lead-in
Have the class follow your
commands: You are a tall
giraffe. (They stand up.) Now
you are taller. (They stand
on their tiptoes.) Now you
are shorter. (They bend
their knees.)

2. Match.
Read the first column and
have volunteers say the
corresponding match.

3. Listen and circle the

words that you hear.
Read the text aloud. Have
students repeat. Ask them
to pay attention to the two
possibilities in each
sentence. Play track 8
twice. Say: Repeat each
sentence. Then have them
circle the words. Check
as a class. Here’s
the transcript:

Track 8
Timothy is a teenager now. He
is 13 years old. He is
experiencing physical and
emotional changes. He is taller
than his friends. He is stronger
than 10 years ago. He is
heavier than his brother Kim.
Timothy likes sports. He runs
faster than his father.
Teaching Vocabulary (second part)
4. Talk with • Consider some more techniques to teach vocabulary:
a classmate. – Drawing pictures: Prepare cards with new vocabulary words. Divide the class into
Model the text bubbles. two teams. Have a member of Team 1 choose a card and draw the meaning of the
Read the words on the word on the board so that the rest of the team can guess it.
right. Have students – Create new sentences: List the new vocabulary words on the board. Organize the
repeat. Take advantage of class into small groups and provide them with white sheets of paper. Give them
this activity to review the a few minutes to write as many sentences as they can with the new vocabulary.
rules of comparatives. Finally, invite your pupils to read them. Be kind when correcting mistakes.

22 © Santillana S.A. All rights reserved. Law on Copyright # 6683.

 5. Read.
Write the vocabulary on
the board: “exciting:
causing enthusiasm /
adulthood: stage when a
person has grown and is
fully developed / key:
important / face: to
confront, deal with /
acquire: get / keep in
mind: to remember”

Go over the vocabulary.

Have students underline
the words in the text. Ask
them to write a sentence
with those words. Read
the text aloud.
A person between the ages of ten and nineteen years old
6. Read and answer
the questions in
It's a period of preparation for adulthood.
the bubbles.
Have some volunteers
read the questions. Ask
During this stage, key developmental
experiences occur.
students how old they
Emotional changes, as well.
think the young people in
the picture are.

Have students reread

silently the text in
exercise 5. Ask the
questions orally first.
Then have them work in
pairs. Explain that the
answer of question 1
goes on line 1 and so on.
Have some pairs share
their answers with
the class.

Wrap-up
Play a memory game.
– “Give Me a Hint” game: Divide the class into two teams. Have a member of Organize the group in pairs.
each team stand in front of the class. Give them a card with a word and its Have each student in turn
definition. Student A gives a one-word clue to his team. If Team 1 cannot guess name from memory as many
the word, it’s Team 2’s turn. The game continues until one of the teams guesses. words as he can from the
pages studied so far. The other
• Consider that most of these games make your students compete, so you may have student checks the answers.
upset students disputing points. One alternative is to keep score to track who
participates and who doesn’t, not winners and losers. Have students do the first
activity on page XXVIII.

© Santillana S.A. All rights reserved. Law on Copyright # 6683. 23

Cognitive Target
To have the ability to express
opinions about:
• Challenges and joys of
growing up
• Teen-tips. How to cope
with myself?

Lead-in
Write “Physical and Emotional
Changes” on the board. Ask
students what changes, in
addition to the ones mentioned
in the previous pages they
already know about.

Class Activities
7. Read.
Write the vocabulary on
the board: “catch up
with: to reach something
that is ahead / at times:
sometimes /upper:
above another part /
sweat: moisture that
comes out through the
pores / clogged: blocked
/ swing: variation,
change / be aware of:
to know / cope with: to
handle / keep in mind:
remember / deal with:
to handle / concerns:
worries / mood:
temper / get mad at
somebody: be angry
with somebody /
weird: strange”

Read the texts aloud and

slowly. While reading
point at the body parts
mentioned to remind Values
students what those parts • Tell the class that teenage years are an exciting period of physical development
are. For example, when and deep emotional changes. Growing up requires a lot of energy, and that’s why
reading underarm hair good nutrition and exercise are vital for optimum physical and mental
also grows, point at the development. Fast food just contributes to obesity, which is a cause of low self-
underarm and so on. esteem and serious health problems.
Also ask students to
underline the vocabulary • Have them notice the importance of daily hygiene, especially after exercising or
words in the texts. when girls are menstruating. This will prevent skin problems and many infections.

24 © Santillana S.A. All rights reserved. Law on Copyright # 6683.

 Have a boy volunteer
repeat after you when
reading the box about
changes in boys and a girl
volunteer repeat after you
while reading the box
about girls’ changes.

Draw student’s attention to

emotional changes and
ask them how they feel,
and what they are
experiencing currently.
Pay attention to their
concerns. Tell them they
can trust you and
their parents.

Tell students there are some

tips to cope with changes
during teen years. Ask
three or four volunteers to
read the boxes at the
bottom with tips. Ask the
class what other tips they
can share.

8. Discuss in pairs.
Read the question in
exercise 8 and have
students work in pairs to
answer it. Have them
underline the changes in
the texts. Check orally.

9. Match.
Read the first column and
have volunteers say the
matching parts.

Wrap-up
Invite students to draw a boy
and a girl like the ones in these
• Suggest: Share your school experiences, both good and bad, with your family. If pages and to write a short
they are good experiences, your family will be happy for you; if they are bad, paragraph about physical
your family will help to find a solution. If you have a problem, don’t keep it secret. and emotional changes during
teen years.
• Encourage your students to explore their interests in music, sport, dance, arts, or
any other activity that involves a lot of energy and creativity. Tell them that it is not Have them present their work to
worth trying out new experiences that can be risky and dangerous, such as the class. Display the drawings
smoking, drinking alcohol, etc. on the classroom walls.

© Santillana S.A. All rights reserved. Law on Copyright # 6683. 25

Cognitive Targets
To have the ability to express
opinions about:
• Teen-tips. How to cope
with myself?
• Challenges and joys of
growing up

Lead-in need
Suggest to your students that they walk like study
write a riddle that gives special skate dislike surfing
clues about one of their
classmates. For example, She
likes rock. She dislikes skirts. She
likes to go to the park. Who is
she? Invite your pupils to read
their riddles aloud and have the
class guess them.

Class Activities
10. Complete the poem with the
words.
Once they have completed
the poem, invite your
students to answer: Is it
about an adult or a
teenager? Why?
Encourage them to choose
a title.
w a l k
11. Cut out and play with
s k a t e
a classmate.
n e e d
Invite the pairs to base their
role-play on the cutouts on
l i k e

page 121 and on the given s t u d y

expressions. Have them act d i s l i k e
it out in front of the class. s u r f i n g

12. Listen and complete.

Draw students’ attention to
the words in exercise10.
Have students work in pairs
and practice spelling with Spelling Practice
those words. Then ask • Here are some words to practice spelling.
students to cover exercise
10. Play track 9 one time bull triangle drought sunglasses Thursday blanket dove
and have students listen but
not answer exercise 12 yet. bald microwave hairdresser watermelon November goose toilet
Play track 9 again and
have students complete fair toothpaste handsome necessary nineteen garage porch
the words.

26 © Santillana S.A. All rights reserved. Law on Copyright # 6683.

 Here’s the transcript:

Track 9
1. walk w-a-l-k walk
2. skate s-k-a-t-e skate
3. need n-e-e-d need
4. like l-i-k-e like
5. study s-t-u-d-y study
6. dislike d-i-s-l-i-k-e
dislike
7. surfing s-u-r-f-i-n-g
surfing

13. Solve the maze,

write the questions,
and answer.
movies do you like to see Invite the students to
see romantic movies.
follow the maze first with
What kind of clothes do you their finger and then with
dislike wearing a pencil. When they have
I dislike wearing caps and jeans. completed the sentences,
suggest they read the
Where do you like to go
questions and the answers
I like to go to the beach. in pairs. Walk around the
What kind of music do you dislike
listening to class to correct
pronunciation. Practice
I dislike listening to ska music.
the sounds [i:] (see,
meat, movie, teenager)
F. A. and [ai] (like, I, kind.)

14. Complete with

a classmate.
Copy on the board the
chart with only one column
Likes and one column
Dislikes. After the students
have completed their chart
individually, ask: What
have you written? Write
down the most frequent
answers. Have them
comment on the results; for
example, Generally, our
Notes: class likes pop music,
but dislikes rock.

Wrap-up
Invite the students to sing
part of their favorite English
song. Encourage them to talk
about the kind of music it is,
the singer or the group, etc.

© Santillana S.A. All rights reserved. Law on Copyright # 6683. 27

Cognitive Targets
To have the ability to express
opinions about:
• Teen-tips. How to cope
with myself?
• Challenges and joys of
growing up

Lead-in
Write “What do people eat?”
on the board. Accept all
answers. Tell students that the
food we eat affects our health
and that healthy food provides
teenagers with the nutrients
they need to grow strong.

Class Activities
15. Read
Have students look at the
chart and say all the
nutrients they can identify.
Read the chart aloud and
have students repeat.
Ask students to circle all
the food in the chart that
they eat. Ask them what
item they didn’t circle, for
example, “spinach”. Ask
them what nutrient they
lack if they don’t eat
spinach and what other
food they can eat to
get it.

16. Discuss in pairs. Use

the information in the
previous chart.
Model the speech bubbles.
Have some volunteers act
the conversation out.
Encourage them to ask each
other questions such as: Values
“What happens if you • Involve your students in a discussion about the risks teenagers may face and what
don’t eat ?, Where wise decisions they may take.
else can you get ?.
What are the benefits of • Write on the board the headings “Favorable and Unfavorable”. Have the students
?, How often do you take turns writing actions under the appropriate heading; for example, a student
eat ?, Do you like might propose, leave school for the “Unfavorable” column, and graduate from
?” and use all the high school for “Favorable”. Someone else could write take drugs and have a
information in the chart. healthy life, respectively.

28 © Santillana S.A. All rights reserved. Law on Copyright # 6683.

 17. Listen, follow along
and complete the
food pyramid.
Ask students to scan the
text and find examples of
food. Use this opportunity
to present new words.

Write the following

questions on the board:
“1. Why should we
exercise? 2. What should
we do when we exercise?
3. What is the best
physical activity? 4. What
should children eat the
most? 5. What shouldn’t
children eat a lot of? 6.
What is the food pyramid
in the text for?” Play track
10 and have students
follow along. Encourage
them to underline the
answers to the questions.
Divide the class into pairs.
Ask students to compare
and write the answers in
their notebooks. Check
with the class. Here are
the answers: 1. It makes
you feel good, stronger,
more relaxed, and it helps
you stay at a healthy
weight. 2. We should
meat and dairy breathe deeply. 3. The
vegetables fruit fats products
beans activity you like the most.
4. Grains. 5. Fats. 6. To
show the foods children
should eat every day.

Wrap-up
Divide the class into pairs. Ask
Additional Activities students to say what they
• Write on the board the following statements: usually eat in a day. Encourage
If I were music, I would be… If I were a movie, I would be… them to check the food pyramid
If I were a place, I would be… If I were a piece of clothing, I would be… and advise their classmates on
how to improve their diets: You
• Invite your students to copy and complete the sentences in their notebooks and should eat more fruit. You
read them aloud. Propose they explain their answers; for example, If I were a shouldn’t eat a lot of fats. Make
place, I would be the Chirripó because there the air is clean. Finally, have them a copy of the second activity on
find partners whose answers are similar to theirs in one or more cases. page XXVIII for each student.

© Santillana S.A. All rights reserved. Law on Copyright # 6683. 29

Cognitive Targets
Having the ability to express
opinions about:
• Common diseases and
epidemics in the world
• Teen-tips. How to cope
with myself?
2

Lead-in 6
Write these situations on the
board: “1. Anita needs to 5
exercise, but she is always alone. 3
2. It’s rainy and cold. We
can’t exercise.” 1

Class Activities
18. Match.
Ask students to match the
halves of the sentences 4
without looking at the text.
Divide the class into pairs.
Tell students to compare
their answers and
scan “Be Cool and
Healthy” to check. Have
volunteers read the He should eat more fruit. He shouldn't eat too much apple pie.
complete sentences. He should sleep eight hours. He shouldn't go to bed late.

19. Listen to the interview He should drink more water. He shouldn't eat donuts for breakfast.

and mark (4) the

correct sentence. F. A.
Play track 11. Suggest to
students that they focus on
the boy’s habits to find out
if he has a healthy or
unhealthy lifestyle. Here’s
the transcript:

Track 11
Woman: Good morning.
What's your name?
Boy: Billy.
Woman: Thanks Billy. Teaching Tips
Do you exercise everyday? • Consider that sixth-grade students are developing their own identity and learning
Boy: No, I only exercise
how to cope with themselves and with different people. Promote collaboration,
at school.
Woman: I see. tolerance and companionship by doing specific activities.
How much water do you
drink every day? • Involve them in making classroom rules in a democratic way. Prizes and penalties
Boy: About one glass. should be established in advance. Always stick to class rules; otherwise children
I prefer to drink soda may lose interest in them. Propose they elaborate beautifully decorated posters
or milk shakes. with the rules. The following is just an example:

30 © Santillana S.A. All rights reserved. Law on Copyright # 6683.

 Woman: OK... one glass
every day. How many hours
do you sleep every day?
Boy: I go to bed at eleven
and wake up at six...
Seven hours.
Woman: Seven hours? You
should sleep more.
Boy: I know but my favorite
TV program finishes at
eleven!
Woman: And what do you
usually eat for breakfast?
Boy: A donut and milk. I
don't like milk, but my mom
says it's good for me.
Woman: It is! What about
fruit and vegetables? Do you
eat them frequently?
Boy: Yes, when my mom
makes salad. I eat an apple
before I go to bed, but I
prefer apple pie.
Woman: Well, that's all
Billy. Thanks for your time.
Boy: You're welcome.

20. Listen again and

write some tips for
Billy to have a
healthier life.
Suggest to students that
they can check page 29 to
get some ideas.

21. Ask a partner.

Divide the class into pairs.
Have them record their
partner’s answers to
present them to the class.

22. Read.
Have different volunteers
read the text in the ovals.
Ask them to circle key
Classroom Rules data such as quantities.
• Follow directions.
• Don't disturb your classmates. Wrap-up
• Work quietly. Write “AIDS” and “Teen
• Respect your teachers and your classmates. Pregnancy” on the board and
• Keep the classroom clean. ask students to say everything
• Don't make fun of your classmates. that comes to mind related to
• Be supportive of your classmates. those topics.

© Santillana S.A. All rights reserved. Law on Copyright # 6683. 31

Cognitive Targets
Having the ability to express
opinions about:
• Common diseases and
epidemics in the world
• Teen-tips. How to cope It is a disease that affects the immune system.
with myself? Fever, diarrhea, vomiting, among others.
• Challenges and joys of
growing up Women under 20
Three million
Lead-in
Write “Diseases and Epidemics” A 60 % chance
on the board. Have students
say all diseases and epidemics
affecting teenagers nowadays.

Class Activities
23. Answer in pairs.
Have students reread the
text in exercise 22 and
underline the answers of
exercise 23 in the text.

24. Read and answer.

Write “Anorexia”,
“Bulimia”, and
“Alcoholism” on the
board. Ask students if they
know anything about
those problems affecting
teenagers nowadays.
Accept all answers.

Read the text bubbles to

model pronunciation.
Then, have four
volunteers reread.

Ask the class why

they think those
problems are common
among teenagers.
Internet
Divide the class into pairs http://kidshealth.org/index.html
and have them answer the This page offers you a variety of topics related to teenagers. Click on the subject you
questions in the last text would like to discuss with your class and get useful information, as well as interesting
bubble. Have pairs tell the additional resources.
class their answers to the
questions and record http://www.who.int/mediacentre/factsheets/fs103/en/
them on the board for If you want to get more information about epidemics and diseases in the world, visit
later discussion. the World Health Organization site.

32 © Santillana S.A. All rights reserved. Law on Copyright # 6683.

 25. Discuss in pairs.
Have students look at the
pictures and describe what
they see. Divide the class
into pairs. Read the
questions aloud. Tell
students they can review
page 29 to give some
reasons. Encourage them
to ask each other questions
about their eating habits.
For example: Do you skip
breakfast? How much
water do you drink daily?
Do you drink milk every
day? What’s your favorite
snack? What other liquids
do you drink instead of
water? How often do you
eat fast food? You can
write the questions on the
board and ask them to
come up with another five
sentences to discuss with
their partner.

26. Play.
Divide the class into
groups of four. Give each
group a die. Explain that
they must take turns
throwing the die and
placing a marker in the
right space. To advance,
he or she needs to
complete the sentence or
do what the space
indicates. As they play the
game, check their answers
and oral production.
Choose students at random
and have them answer for
Notes: the whole class.

Wrap-up
Photocopy assessment 2 on
pages XXXVIII and XXXIX.
Propose they exchange their
tests to do peer correction.
Check their work. Then given
them the oral exam.

© Santillana S.A. All rights reserved. Law on Copyright # 6683. 33

Cognitive Targets
Developing:
• Skills to identify familiar
topics to be studied
• Ability to deduce meaning
from context
• Coordination of the
tongue and lips
• Concentration and
memory skills

Lead-in
Ask students to go to page 3 and
read the titles of the study blocks
that make up the second quarter.
Then ask them to read the titles of
the songs on pages 34 and 35.
Have them say which songs are
related with each study block.

Class Activities
1. Play track 12 and have
students follow along in
their books.

2. Write on the board the

vocabulary from track 12,
located in the box at the
bottom of this page.

3. Go over the vocabulary

and answer any questions
students may have.

4. You can also take

advantage of this song to
teach that the words
“Mom“, “Dad“, and
“Grandmother“ are written
in capital letters because
they are used as proper
nouns (as names). For
example, in the sentence Vocabulary from track 12 cottage: a country house
“Hello Mom”, the word pane: a sheet of glass buzzing: making a vibrating sound
“Mom“ can be replaced by full of: containing a great quantity of widescreen TV: a television with a big
a name, so is capitalized. something field of vision in relation to its height
But in “This is my icy: containing ice and width
mom“, the word “mom“
cannot be replaced by Notes:
a name. Therefore it is
not capitalized.

34 © Santillana S.A. All rights reserved. Law on Copyright # 6683.

 5. Have students listen to
track 12 again. Ask boys
to sing the first stanza.
Then have boys and girls
sing the second stanza,
which is the chorus. Next,
have girls sing the third
stanza. Then have all of
them sing the chorus,
and so on.

6. Play track 13 and have

students follow along.

7. Write on the board the

vocabulary from track 13
at the bottom of this page.

8. Ask students what custom

in the United States they
can infer from the song
(People in the USA eat
turkey on Thanksgiving).

9. Divide the class into three

groups. Assign the first
stanza to group 1, the
third to group 2, and the
chorus to group 3.

10. Play track 14 and have

students underline all the
words they think describe
Christmas time in
the song.

11. Write on the board the

vocabulary in track 14
found at the bottom of
this page.

12. Have students sing the

Vocabulary from track 13 Vocabulary from track 14 song with you.
jerky: having quick and rough motions across: from one side to the other
stay: remain in a place come together: to be in a place together Wrap-up
pluck: remove all around: at every part Have students explain what
pepper: food seasoning join: to link or connect the three songs are about.
tastier: having more flavor hope: an expectation of good things For example: Track 12 tells
feather: a flat structure forming the faith: trust the story of a boy who
plumage of birds peace: tranquility spent his vacations with
own: particular joyous: happy his grandmother.

© Santillana S.A. All rights reserved. Law on Copyright # 6683. 35

Cognitive Target
To express opinions about:
• Types of families
• Information about types of
families in the world

Lead-in
Write “Types of Families around
the World” and ask students what
they know about families in other
countries. For example: How
many members do they have?
What do they do for a living?
How do they spend time
together? etc.

Class Activities
1. Listen and
follow along.
Tell students they’ll listen to
a story of a family.
Draw students’ attention to
the pictures on page 36.
Encourage students to
predict what will happen
in the story. Ask: What is
the characters’ nationality?
Why do you think so?
Where do they work? Is the
girl happy in the picture
above? Why do you think
she is sad in the picture at
the bottom?
Write the vocabulary on the
board: “all day long: during
the whole day / noodles:
pasta / owner: the person
who a property belongs to
/ rent: the money paid to
live in a place/ trouble:
problem” Go over the
vocabulary and explain all
the words. Use gestures, Speaking Tips
sentences, and pictures to • Help those students who find it hard to speak because they think they don’t have all
help understanding. Play the vocabulary they need. Show them that it’s always possible to communicate their
track 15 and invite students ideas with simpler words.
to follow along in their
books. Pause the track • Give them a pattern to structure simple sentences: subject + verb + complements, but
when they have listened without using this terminology. Explain: Say at first who does the action, for example
to all of the text on “I”. Then say what action you do, for example, “live”. So we have “I live”. Then you
page 36. may say where you live and with whom you live: I live in Limón with my brother.

36 © Santillana S.A. All rights reserved. Law on Copyright # 6683.

 Ask some questions to
check understanding: Was
the restaurant popular?
What kind of food did they
serve? Where did Lin’s
family live? Why did
people stop going to the
restaurant? Why was Mr.
Arnold angry? Was
Lin worried?

Draw students’ attention to

the picture on page 37 and
ask what they think Lin is
doing. Write the vocabulary
on the board: “wrapped:
covered / crack something
open: to break / drop out:
appear / believe: think that
something is true /
nonsense: with no meaning
/ silly: without common
sense / amazing: great,
impressive” Go over the
vocabulary with students.
Explain every word.

Continue playing track 15.

When students finish
listening to all of the text on
page 37, pause the track,
and write on the board:
“What did Lin find? Did Lin
believe the messages? Did
Lin open two cookies?
What did the first message
say? Did she open a
second cookie? Were the
second and third messages
very strange?” Make false
and true statements about
the story such as: Lin found
a basket with cookies. They
• Don’t overcorrect mistakes while your students try to speak; instead, compliment were chocolate cookies. The
their effort when they speak. This will give them more confidence. The important cookies had a message. Lin
thing here is to communicate. read the message. Lin
believed the message. Lin
• Explain to them that every language has its specific sounds. Practice some went to sleep. Ask students
English phonemes regularly. For instance, have them differentiate θ and ð: to stand up if the statement
θ: think, broth, both, thing, thin, fourth, fifth, Catharine, Dorothy, method is false and clap their hands
ð: this, that, with, these, they, brother, without, then, father, mother, their if the statement is true.

© Santillana S.A. All rights reserved. Law on Copyright # 6683. 37

 Draw students’ attention to
the picture and encourage
them to make predictions
about what will happen.
For example: Lin’s mother
will make fortune cookies.

Write the vocabulary on

the board: “dream: a
series of thoughts and
images that occur in a
person’s mind when he is
sleeping /recipe:
instruction on how to cook
something / bake: to cook
in an oven / inside: in
the interior of something /
loved one: somebody
you love / soon: in a
short time”

Continue playing track 15

and invite students to
follow along in their books.
Pause the track when they
have listened to all of the
text on page 38. Ask some
questions to check
understanding: What
happened in Lin’s dream?
Who started making
cookies? Who wrote the
messages in the cookies?
Did Mr. Kraft visit
the restaurant?
What happened?

Ask students to review

pages 36, 37 and 38
silently. Divide the class into
two teams. Ask students to
close their books and take
turns making statements Meeting Individual Needs
about the story such as: • If you have students who work more slowly than the rest, consider the following
Lin’s family had a ideas so that they don’t miss anything important.
restaurant. Her father died. – Assign for homework those activities that take them longer. Make sure you
People stopped going to always check their work the following class.
the restaurant. Students – When giving general instructions to the entire class,make sure that these
get a point for their team students pay attention to your explanations. Sometimes students work
for each correct sentence more slowly because they don’t know exactly what to do since they
hey say. were distracted.

38 © Santillana S.A. All rights reserved. Law on Copyright # 6683.

 Draw students’ attention to
the pictures on page 39.
Ask students why they
think people are happy
in the pictures.

Write the vocabulary on

the board: “ evening:
period of time at the end of
the day/ lost: to be in a
place where you cannot
find your way / again:
another time / quickly: at a
fast speed / girlfriend:
female partner/ to be back:
to return/ wonderful: great,
super / crowd: many
people / try: eat” Continue
playing track 15 and invite
students to follow along in
their books. When they
finish listening, have five
volunteers come to the
board and choose a
character: Lin, Mrs.
Williams, Christine, Mr.
Kraft, Mr. Kraft’s girlfriend,
and the three people in
line. Play this last part of
the story again and have
volunteers act out their part.

Wrap-up
Bring a ball to the class. Throw
it to a student and say a
sentence about the story for
example: Lin had a Chinese
restaurant. The student that
receives the ball says another
sentence about Lin such as: She
lived above the restaurant, and
throws the ball to a classmate,
who does the same thing and
– Give them more support during classwork activities. Praise their effort the so on. Ask students what can
goals achieved, and make them feel confident about their work. they mention about Chinese
– Assign a classmate who can tutor these students and help them finish families based on the text. Ask
their work. The student you choose must be patient, willing to help, them: What are some
and tactful. characteristics of Chinese
– Identify one of the student tutor’s strong points so that he or she can help his families? Do you see these
or her partner. This will develop a sense of solidarity in both of them. reflected in some Chinese
– To lower their stress levels, you can give them shorter assignments in class. families living in Costa Rica?

© Santillana S.A. All rights reserved. Law on Copyright # 6683. 39

Cognitive Target
To express opinions about:
• Types of families
• Information about types of
families in the world
F
Lead-in
T
Write “Fortune cookie will help
you”, “You will make a lot of T
fortune cookies”, “Fortune T
cookies will make you happy”,
T
“Your loved one will come back
soon”, and “You will soon find F
something you lost”. Ask
students what word appears in
every sentence. Tell students
that to make a prediction they
should use “will”. Invite It has three members.
students to work in pairs and
make predictions for each They are from China.
other such as: You will get a
100 on your English test. They own a restaurant.

Class Activities They lived above the restaurant.

2. Write T (True) or
F (False).
They stayed together and started to bake fortune
Remind students they can cookies for their customers.
review the previous pages
to do this exercise. Read
the sentences aloud and
have the class say if it is
true or false.

3. Answer in pairs.
Divide the class into pairs.
To check, read the
questions aloud and have
some pairs answer.
Take advantage of question
5 to highlight the
importance of family
support when facing
difficult times. Notes:

4. Talk with a classmate.

Explain: This conversation
is a model. The dots mean
that you have to give your
own opinion. Model the
given conversation with
a student.

40 © Santillana S.A. All rights reserved. Law on Copyright # 6683.

 5. Read.
Invite students to look at the
text and say what it is: It’s a
letter. Have them read the
letter quickly and say who
wrote it: Valerie.

Write some vocabulary

on the board: “lawyer:
someone who practices
law / once in a while:
sometimes / siblings:
brothers and sisters“ Go
over the vocabulary and
have students spell the
words orally.

Read the letter aloud and

then ask some questions to
check understanding, such
as: Where’s Valerie from?
What’s her family like? Does
she have an extended
F. A.
family? What do her
parents do for a living?
What did she do recently?

6. Write a reply
to Valerie.
Tell students to reply to
Valerie’s letter. Remind them
to answer the questions that
she asked. In addition, they
should also write other
information. Encourage them
to use Valerie’s letter as a
guide. Ask them how they
should start: Hi, My name’s
(Andrés). I’m from (Costa
Rica). Monitor and help
as needed. Finally, divide
the class into pairs and
Notes: have them read each
other’s letters.

Wrap-up
Write “Canadian Families” on the
board. Have students mention
some characteristics based on
Valerie’s letter. Write the ideas on
the board to make a mind map.

© Santillana S.A. All rights reserved. Law on Copyright # 6683. 41

Cognitive Target
To express opinions about:
• Types of families
• Information about types
of families in the world

Lead-in
Write “Asian Families” and
“Greek Families” on the board
and ask students if they know
anything about families from
those cultures. Accept all
answers and write their ideas
on the board.

Class Activities
7. Read.
Write the vocabulary on
the board: “role: function
/ provide for: to give
someone else the things he
needs / household chores:
regular tasks at home /
entire: the whole / core:
important / elderly
people: people aged 65
years and over / as a
matter of fact: in reality /
aging: growing old / “
Go over the vocabulary.
Read the text aloud and
slowly. Ask students to
underline the vocabulary
words. Ask questions to
check understanding.

8. Match.
Read one column and
have volunteers say the
matching item.

9. Listen and sing.

Have students look at the Teaching Tips
picture in exercise 9 . Ask: • If you happen to have a multi-level class, personalize materials by using the same
Who is she? Who is he? activity and creating different tasks according to students’ level.
What are they doing?
What can you see? • For example, if you have a listening activity in which students only have to circle the
Play track 16 once and correct word, erase the words for intermediate students, or have them complete blanks
have students listen. Play with phrases or even sentences if they are advanced.
track 16 again and sing
with the class. • Consider that this way, you’ll make sure students will work with challenging tasks.

42 © Santillana S.A. All rights reserved. Law on Copyright # 6683.

 10. Read.
Write the vocabulary on
the board: “supportive:
helping / to be in need: to
have a necessity / get
together: gather, be in a
place together / plenty of:
a lot of, sufficient amount of
/ turn something down: to
reject something offered”.
Go over the vocabulary
with students. Read the text
aloud. Then have some
volunteers reread.

11. Check T (True)

or F (False).
Have students underline in
the text where they found
clues to check T or F.

Wrap-up
Draw three columns on the
board and head each one with
the families studied: “Greek
families, Asian Families,
Canadian families”.Have
students stand in four lines.
Mention some characteristics
and have the first student in
each line jump to the correct
column. After answering, he or
she sits down. For example, say:
This family respects elderly
people very much (Asian
family). This family is big and
the members are very supportive
(Greek family). This family is
nuclear and usually both parents
work outside the house
(Canadian family). Then invite
students to walk around the
classroom with music playing.
• Little by little, involve quiet students that hardly ever participate. Resist the When you stop the music, the
temptation of asking the first student who raises his or her hand to answer the student that is closest to you
questions you ask. mentions one of the families
being studied (Asian, Canadian
• Instead, get more students to participate by encouraging them to raise their and Greek). Whoever is just
hands. Once you see some hands from the quiet students up, take advantage behind him mentions a
and ask them to share their answers. Always be supportive about what they say characteristic of that type
in order to make them feel more confident. of family.

© Santillana S.A. All rights reserved. Law on Copyright # 6683. 43

Cognitive Targets
To express opinions about:
• Information about types of
families in the world
• Differences and similarities
between Costa Rican fami-
lies and those from
English-speaking countries
• High-tech helping families
in the world.

Lead-in
Write on the board: “A bicycle
and a car / A house and a
camping tent / A book and a
computer”. Ask students to
compare the cost of each pair
of items. Write “…is cheaper
than…” or “… is more
expensive than…” to help them.

Class Activities
12. Read. 1. S. A. In Costa Rican families both parents work as in Canadian
Read the text aloud and
2. F. A.
families. Costa Rican families are basically nuclear, there
slowly. Ask students to are extended families but they aren't as close and big as
underline words they have
Greek families.

already studied, such as

“get together”, “role”, etc.,
and clear up any question
regarding vocabulary.

13. Discuss in pairs.

Encourage students to
review previous pages
to find similarities and Extended
differences between
Costa Rican families S. A. Greek or Costa Rican
and families from the
other cultures.

14. Read and answer.

Draw students’ attention to
the picture. Ask them how Values
many people are in it. • Organize a class discussion about the topic “The objects and us.” Direct the
Have students repeat discussion toward the concept that in our life objects are the least important aspect.
after you read. Read the The important thing is how we behave, our feelings, our actions, our solidarity, etc.
questions aloud and have
them answer as a class. • On the left side of the board, write the following sentences:
Ask them where in the Do objects define us? If I am what I have, and if I lose what I have, who am I?
text they found the clues
to answer. What is consumerism? May we value people based on what they have?

44 © Santillana S.A. All rights reserved. Law on Copyright # 6683.

 15. Listen, and
follow along.
Play track 17 once and
have students listen. Play
track 17 again, pause it
after each word and ask
students to repeat.
Go over the prices of the
devices. Ask: How much
does the keyboard cost?
and so on with all
of them.
Ask students to cover the
box. Call out the numbers
and have them say the
name of the device.

16. Look at the prices

in exercise 15 and
write T (true) or
F (False).
Take advantage of this
opportunity to teach the
structures “cheaper than”
and “more expensive
F than”. Write them on the
F
board. Read example 1
in exercise 16. Write on
T
F the board the price of the
monitor and the printer.
T Write the first sentence the
other way around (“The
printer is cheaper than the
monitor.”)so that students
practice both structures.
o n i t o r r i n t e r
e y b o a r d
o u s e
17. Read and complete.
Write “A computer
includes a...” on the
board and have students
complete the sentence.

Wrap-up
• On the right side of the board, write the following sentences: Have your students talk
about devices, chats or
We are our actions. We are our behavior. Treat others as you want to be treated.
social networks they use to
communicate with friends
We cannot feel important because we have a device and somebody else doesn't.
or family; for example,
• Divide the class in as many groups as there are sentences, with a speaker in why and when they use
each group. After a ten-minute preparation, have the teams share their opinion them, their advantages
with the rest of the class. and disadvantages.

© Santillana S.A. All rights reserved. Law on Copyright # 6683. 45

Cognitive Target
To express opinions about:
• High-tech helping families
in the world

Lead-in
Ask students to work in groups of
three and draw a robot on a
piece of newsprint paper. The
robot they make should have a
specific function in the house, for
example, cleaning bathrooms,
making coffee, watering the
plants, or making the bed. The 4
design of their robot should focus
on one specific task. Have them 4
show their drawing to the class
and explain what the robot does.
4
Class Activities
18. Cut out and glue.
Ask students to go to page
123 to find the cutouts.
Have them work in pairs
and ask each other the
name of the devices. Have
them glue the cutouts in the
corresponding place.

19. Listen and mark the

devices you hear
that the speaker’s
brother has.
Play track 18 once for
students to listen without
doing the exercise. Play track
again to do the exercise.
Here’s the transcript:

Track 18
A: This is my brother’s
bedroom. He has a lot of
cool things.
B: Can I see? Notes:
A: Sure! Look! He has a CD
player and a cell phone.
He doesn’t have a video
camera or a computer. But
look, he has a great
camera.
B: Wow! He has a lot
ofthings!
A: Yes, but I have a video

46 © Santillana S.A. All rights reserved. Law on Copyright # 6683.

 game and he doesn’t. Do you
want to play?
B: Yes, let’s!
20. Talk with a partner.
Tell students they can use
the devices in exercise 18
to make the dialogue.
Model the speech bubbles.

21. Read.
Have students look at the
pictures and describe them.
Ask them if they know
what the devices are for.
Have them tell you if they
have any, and what they
use them for. Then read
the descriptions of the
devices aloud. Have
volunteers reread.

22. Discuss in pairs.

Organize a class discussion
about the topic: “How
high-tech devices help
families in the world”.
Write the most relevant
k e y b o a r d ideas on the board.
m o u s e
m o u s e p a d 23. Listen and complete.
w e b c a m Play track 19 twice. Here’s
m o n i t o r the transcript:
h e a d p h o n e s
Track 19
1. k-e-y-b-o-a-r-d
p r i n t e r
s p e a k e r 2. m-o-u-s-e
m i c r o p h o n e 3. m-o-u-s-e-p-a-d
u s b 4. w-e-b-c-a-m
5. m-o-n-i-t-o-r
6. h-e-a-d-p-h-o-n-e-s
7. p-r-i-n-t-e-r
8. s-p-e-a-k-e-r
9. m-i-c-r-o-p-h-o-n-e
Spelling Practice 10. u-s-b
• Here are some words to practice spelling.
Wrap-up
sugar exhausted epidemic oatmeal bronze thorn father Propose: Work in pairs. Play a
kind of memory game with your
freezer characteristic toothache knowledge therapist trail leg partner. In turns, one of you says
the name of a device on pages
46 or 47 and the other explains
mother fertilizer February milkshake homework omelette hand
what the device is used for.

© Santillana S.A. All rights reserved. Law on Copyright # 6683. 47

Cognitive Targets
To express opinions about:
• Types of families
• Information about types of
families in the world
• Differences and
similarities between Costa
Rican families and those
from English-speaking
countries
• High-tech helping families
in the world.

Lead-in
Tell the class: Name two
technological devices that you
use at home. Ask: How do those
devices make your lives easier?
What was your life like before
those devices? How do you feel
if one of those devices doesn’t
work, for example, if your TV
doesn’t work?

Class Activities
24. Listen and
follow along.
Play track 20 and ask
students to point at each text
when they listen to them.
Pause after each scene and
ask students questions to
check understanding:
What’s the boy’s name? Is F. A.
he in the store with his
friends? Does he like the
X-Star Robot computer
F. A.
game? Can he have it?
How much does the
computer game cost? Does
he want a cheaper game?
Is he happy?
Internet
25. Discuss in pairs. http://www.elllo.org/
Read the questions aloud Here you’ll find listening activities about different topics and find exercises about the audio
and elicit the answers. files. If your tape recorder does not reproduce MP3 formats, download an audio file converter
Ask students what (like the one on http://www.nch.com.au/switch/index.html) to convert the file to .aiff format.
technology is not extremely
necessary, but offers http://www.breakingnewsenglish.com/technology.html
some advantages such In this site you can find lesson plans, flashcards and listening exercises about the topic of
as entertainment. technology. You can download the audio files in MP3 format.

48 © Santillana S.A. All rights reserved. Law on Copyright # 6683.

 26. Play.
Explain: Work in groups
of three. Use a coin to
move onto the spaces. If
you don’t know an
answer, you miss a turn.
Have students use a piece
of paper with their initials
as counters to move along
the board. Have them
comment about what the
children say.
You can also write down
all the questions from the
game on separate pieces
of paper. Scramble the
papers and number them
from 1 to 13. Ask each
student to choose a number
from 1 to 13. Read the
corresponding question
and have them answer.

27. Write the name of

two devices and how
they help families.
Have students go back to
F. A.
page 47 and review the
high-tech devices that help
families. Tell them they can
also write about other
devices they know.
Have some volunteers tell
the class about the devices
they chose and how useful
they are.

Wrap-up
Write on the board the words:
“types of families – families in
Costa Rica and around the
world – technology”. Say: Write
http://www.eslflow.com/technologylessonplans.html down a sentence about
In this site you’ll find different lesson plans, and PDF worksheets to expand on the something you learned about
topic of technology, devices and gadgets. You can download and photocopy illustrated those three topics in this
worksheets for free. study block. Have some
volunteers share their sentences
http://www.eslpartyland.com/teachers/conversation/cqtech.htm with the class.
This site offers conversation questions, not only about technology but also about a Photocopy Assessment 3 on
variety of topics. You can choose the ones best suited to the level of your students. pages XL and XLI for students.

© Santillana S.A. All rights reserved. Law on Copyright # 6683. 49

Cognitive Target
To compare and contrast:
• Typical dishes from Costa
Rica and English-
speaking countries

Lead-in
Hold a short competition in
the class. Organize students in
groups of four. Give them
three minutes to write as many
English-speaking countries as
they know. The group that
wins gets a small prize. If not
mentioned, find out if they
know that India is an English-
speaking country. Ask students
What’s the capital of India?
(New Delhi), What is India’s
official language? (English),
Can you name a famous
person from India? (Gandhi).

Class Activities
1. Look and read.
Read the text to your
students. When you She is from a southern state of India called Andhar Pradesh.
finish a paragraph, ask
a volunteer to reread it
aloud. Then ask the class
for information related
She speaks English and Hindi.

to the section read. For

example: What can you
tell me from this part She chats on the Internet with her friends.
called “language”? (S.A.
Meera studies English
and Hindi at school, She likes studying, reading, watching TV, going to the movies,
she speaks Hindi at and taking pictures.
home and with friends,
she has two language
teachers). Do the
same exercise with
each section. Teaching Tips
• As you get to know your students, determine what type of stimulation each one
Once the class has read responds to best: visual, oral or kinesthetic. Use their preferred method of
the entire text, ask: communication when you have to teach a key structure or vocabulary.
Where does Meera come
from? Why is this state • Write out the rules for your visual students; say them out loud for those who
famous? What’s Meera respond to oral stimulus and have the third group write them down themselves and
favorite dish? What does act out the new words. If you combine the three types of communication, students
Meera eat for lunch? will learn more successfully.

50 © Santillana S.A. All rights reserved. Law on Copyright # 6683.

 Guide students’ attention
to the pictures. Have them
locate those dishes in the
reading and underline
them. Then say: Look at
the pictures. Which of
these dishes look familiar
to you?

Provide students with

sheets of paper and ask
them to divide them in two
sections. Ask the class to
write Meera as the title for
one section and their
names as the title for the
other. In Meera’s section,
have students write down
everything she likes and
dislikes and also her
habits. In the other section,
have students write down
what they like and dislike,
and their habits; ask if
these are similar or
different to Meera’s.

2. Answer.
Have students work in
pairs to do exercise two.
Check answers orally.

Wrap-up
Have students prepare a poster
with their information. Ask them
to organize it like the ones in
pages 50 and 51, with the
sections. Explain to students that
they must include their personal
information, where they are
from, why that place is famous
Values (S.A Heredia is called the city
• Develop interest in friendship as an important value among your students. After of flowers), what food is eaten
activity 5, you can have a short discussion on the importance of having friends. there, what their favorite food
is, and what they like and
• Propose to the students: Think of your best friend. Write as many good things dislike. Monitor students’ work
about having this friend as you can in one minute. and provide any vocabulary
they need. Ask some volunteers
• Now ask: How can we keep our friends? Elicit answers such as: By sharing, to present their posters to
listening to them, showing solidarity, deserving her or his trust, by not fighting, etc. the class.

© Santillana S.A. All rights reserved. Law on Copyright # 6683. 51

Cognitive Target
To compare and contrast:
• Typical dishes from
Costa Rica and English-
speaking countries

Lead-in
Write on the board: “1. What’s
your favorite food?, 2. Do you like
to try food from other countries?,
3. What food from other countries
do you know?, 4. What do you
like?, 5. What don’t you like?”
Divide the class into groups. Invite
students to discuss the questions.
Check answers.

Class Activities
3. Match
Check the matching
exercise as a class. Have
students discuss whether
those dishes are totally
strange for them or if the
ingredients are also
common in Costa Rica.
Ask how Costa Rican and
Indian dishes are similar.
For example: Roti is a
type of bread; however,
on page 51 it looks
like a Costa Rican
homemade tortilla.

4. Check T (True)
or F (False)
Have students correct the
false statement and show
you where in the reading
they found the answer.

5. Look and read

Draw students’ attention to Notes:
the pictures and ask if they
are familiar. Have them
predict what Yorkshire
pudding is. Explain that it is
food eaten by English
people and that they will
find out more about that
food in the next reading.

52 © Santillana S.A. All rights reserved. Law on Copyright # 6683.

 6. Listen, follow along
and underline the
English food and
beverages in the text.
Read the title of the text
and ask students if they
know any English dishes.
Explain to students that the
text is an interview. Play
track 21 and have
students follow along.
Direct students’ attention
to the pictures. Ask them
what each picture
represents: The picture on
the left is the girl’s
breakfast. The picture in
the top is the girl eating
breakfast with her family.
The picture on the bottom
is fish and chips. Play
track 21 again and ask
students to underline
all the popular English
food mentioned

Elicit understanding. Ask

students to close their
books. Write on the
board:”1. What does the
girl have for breakfast? 2.
What time does she finish
school? 3. What’s her
favorite meal? 4. Does she
like tea? 5. What’s black
pudding? 6. What’s her
favorite food? 7. What are
chips? 8. What does she
have for dinner? 9. What
does she have for lunch?”
Go over the questions one
by one and have students
Internet answer orally.
http://wilderdom.com/games/MulticulturalExperientialActivities.html
In this site, there are many activities to teach children respect for others. It includes Wrap-up
activities and links to other sites on respecting others’ culture Divide the class into pairs. Have
and customs. students interview each other
using questions 1–4, 7, and 9
http://www.preschoolrainbow.org/multicultural.htm written on the board. Invite
This site provides an activity intended to teach respect for others’ culture. Although it was volunteers to tell the class about
originally intended for preschool children, the activity can be adapted for sixth graders. their classmate’s answers.

© Santillana S.A. All rights reserved. Law on Copyright # 6683. 53

Cognitive Target
To compare and contrast:
• Typical dishes from
Costa Rica and English-
speaking countries

Lead-in
Invite the class to work in pairs
and invent an original dish.
Have pairs give a list of its
ingredients, explain how to
prepare it, say if it’s a main
dish or a dessert, draw it and
present it to their classmates.
The class will vote for
the best dish.

Class Activities
7. Read.
Ask students to look at the
pictures of the dishes.
Then read aloud the
description of each dish to
model pronunciation.
Have students identify
some of the ingredients in
the pictures. Then have
some volunteers read too.
Ask: Which dishes would
you like to eat? Why?

On separate pieces of
paper, write the names of
the dishes in exercise 7. On
other pieces of paper write
the description of each dish.
Put the papers with the
name of the dishes in one
bag and the descriptions in
another bag. Have students
choose one piece of paper
from each bag so that
every student has a dish Meeting Individual Needs
and a description. Invite • Adapt certain activities when you have different levels in the same class. That way
them to walk around the the more advanced students can take advantage of the task and the less advanced
class looking for the students don’t get frustrated.
description of the dish
they have and the dish • Individualize activities for each student’s level. You can use the same material for
that corresponds to the the whole class, but assign different tasks. For example, in a reading task, ask
description they have on some of the students to answer questions which require more complex mental
the other piece of paper. processes and others to answer more factual questions.

54 © Santillana S.A. All rights reserved. Law on Copyright # 6683.

 8. Write about a
Costa Rican dish
you would like to
add to the menu.
F. A.
Have students brainstorm a
list of Costa Rican dishes
they know. Ask them to
choose their favorite from
the list. Have them write a
description of the dish in
the space provided but
not the name. Then have
students work in pairs
and exchange their
books to guess what dish
they partner described.
You can ask other
pairs to exchange their
books to guess more
Costa Rican dishes.

9. Role-play using the

countries and dishes
on page 54.
Model the speech bubbles
for students. Have them
repeat. Ask students to
choose one
of the countries in the
menu on page 54 and
a dish. When they are
ready, organize pairs
whose members have
chosen a different
country from theirs. Invite
five pairs to role-play
in front of the class.

Wrap-up
Divide the class in two teams. In
turns, one member of each team
goes to the front of the class,
with his/her back facing the
• Consider another way to individualize a task which is to use different materials board so that he or she cannot
with similar tasks. For example give some students a simplified version of a text see the board. You write one
and others the original text. Both groups will answer the same questions, only in vocabulary item from the lesson
different versions of the same text. on the board and the members
of this student’s team have to
• However, be careful about labeling students. To avoid this, let students decide explain the word so that the
for themselves which tasks or which version of the materials they want to use student guesses it. The team that
to feel comfortable. guesses more words wins.

© Santillana S.A. All rights reserved. Law on Copyright # 6683. 55

Cognitive Target
To compare and contrast:
• Typical dishes from Costa
Rica and English-
speaking countries
• Table manners

Lead-in
Have students brainstorm all
the dishes they can recall from
previous pages. Write all the
answers on the board. Have
students explain what dishes
they like and what dishes
they dislike.

Class Activities
10. Talk with
a classmate.
Read the text bubbles
aloud to model
pronunciation. Then
choose two volunteers to
read the speech bubbles F. A.
again. Model how to
use useful language
with one example. Do
not interrupt unless
there is a breakdown
in communication.

Explain to students they

can look for dishes in the
previous pages or use the
list on the board.

Have some volunteers

role-play for the class.

11. Practice spelling

in pairs.
Have students review
previous pages and look Spelling Practice
for eight words. Ask them • Here are some words to practice spelling.
to choose four of those
words for a classmate to feed highway sister sandals heels hip chips
spell. Then, ask them to
dictate the remaining sauce headache parrot hurricane allergic eye coast
four words to their
classmate. Walk around range nephew cousin strawberry suitcase jacket son
to check spelling.

56 © Santillana S.A. All rights reserved. Law on Copyright # 6683.

 12. Circle the correct
table manners for
Costa Rica.
Write “table manners”
on the board. Say:
Remember what you
studied in fourth grade.
Give me some examples
of table manners.

13. Read.
Drill the pronunciation
of the names of the
countries with the
students. Read the text
aloud. Then have students
at random read the text.
Ask them to underline the
table manner and have
them mime some of the
ones you consider
appropriate (of course,
not burping!)

Draw two columns on the

board with the heading
“Do’s” and “Don’ts”. Have
students look for polite
manners and behaviors
they must avoid, and fill
in the columns together.
Next to each “do” or
“don’t” write the name
F. A. of the country to which
it corresponds.

14. Answer with

a partner.
Divide the class into pairs.
Once they have finished,
ask them to share their
answers with the class.
Internet
http://www.mes-english.com/flashcards/hobbies.php Wrap-up
In this site, there are many flashcards with leisure activities. This will provide an Invite three volunteers to
opportunity to expand students’ vocabulary, since there are many new activities in simultaneously draw one of the
addition to the ones on the following pages. more exotic table manners on
the board. Propose that the
http://www.eslflow.com/sportlessonplans.html class guesses which table
In this site, you can find plenty of printable material for leisure activities, ports manner is illustrated and which
and hobbies. country it is from.

© Santillana S.A. All rights reserved. Law on Copyright # 6683. 57

Cognitive Target
To compare and contrast:
• Different forms of
entertainment in Costa
Rica and in English-
speaking countries

Lead-in
Invite the class to mention
forms of entertainment. Write
on one side of the board “I like
it” and on the other side “I
don’t like it”. If a pupil likes
an activity, he or she writes “I
like it” or “I don’t like it” below
the corresponding category.

Class Activities
15. Look and read.
Elicit the names of the
forms of entertainment
from the students.

Point to the pictures and

ask: What are they
doing? Ask students
which of these activities
they like and which
they don’t.

Photocopy page 58 and

cut out the pictures and
the names of the activities
for students to play a
memory game.

Have students play

charades. Divide the class
into two teams. One
member of each team
acts out an activity in
exercise 15 for his
group to guess. Additional Activities
• Diversify the wrap-up activity, especially for kinesthetic pupils, by playing a game
Have students say what that will allow them to review the contents of both pages in a more active way.
activities in exercise 15
are common for Costa • Play Hot Potato.
Ricans. Ask them which of Rules: Sit the class in a circle. Write words or phrases studied so far on slips of
those activities they paper, as many as there are people in the class. Each student gets a different word or
do and when. phrase. Then, throw a ball to one of them and play music.

58 © Santillana S.A. All rights reserved. Law on Copyright # 6683.

 16. Listen and complete.
Before doing the listening,
ask students to read the
texts and try to predict the
missing words. Then play
track 22, stopping the
audio after each country.
Finally, check as a class.

watch TV visiting their friends and

relatives
17. Compare forms of
go camping go entertainment with
and fishing shopping to the beach a classmate.
go to Read the text bubbles
to model pronunciation.
skiing visit friends and the movies
relatives eat out
Then, choose two students
to read the speech bubbles
for the class. Have
students get in pairs and
discuss the differences and
similarities between
the countries.

18. Listen and

follow along.
Have students look at the
pictures. Then play track
23. Ask: What’s the
difference between the
first and the second
scene? Where does the
boy want to go? What
forms of entertainment
are mentioned?

Divide the class into pairs

and ask students to write
a dialogue. Tell them to
use exercise 18 and
activities in exercise 15 as
a model. Have pairs role-
play the dialogues.

They start passing the ball to each other until the music stops. The student who has the Wrap-up
ball when the music stops has to make a sentence with the word or phrase he or she Propose that the class does the
has. For example, if the student has “go camping”, he or she can say “In Canada, “Additional Activity” on pages
families like to go camping”. If the student has “playing soccer”, he or she can say “I 48 and 49. After they have
don’t like playing soccer.” Keep going until most of the students have participated. played, ask them: What did
you like the most about the
• At the end of the activity, organize a feedback session as a class so that the students game? What words were
can express how they felt during the game. difficult for you?

© Santillana S.A. All rights reserved. Law on Copyright # 6683. 59

Cognitive Target
To compare and contrast:
• Formal and informal
invitations to go out
F. A.

Lead-in
Paste the movie section of a
newspaper on the board.
Students should choose three
movies they would like to see.
Then, they get together with two
people who liked at least one of
these movies and make a list of
reasons why they are interested
in that movie.

Class Activities
19. Read and answer
with a classmate.
Model the intonation of
the questions and have
the students repeat after
F.A.
F.A. F
you. Then choose pupils
at random to read the F.A.
speech bubbles. F.A. I

20. Read, complete, F.A.

I
and write F (formal)
or I (informal). F.A.
Have students complete F
the dialogues individually
and decide if they are
more formal or informal.
Get students in pairs and
practice the dialogues.
Finally, have pairs give
their own responses to the
invitations, accepting or
refusing, depending on
their likes and dislikes.

21. Role-play. Additional Activity

In pairs students create • Work on the activity on page XXX. Organize the class in pairs. Photocopy a set of
two role plays, one about cards for each pair.
a formal invitation and Rules. The students put a pile of cards facing down between them. Then they take
another one about an turns picking up a card and inviting their partners to do the respective activity
informal invitation. In one together. If the partner refuses, he must give an excuse. On the back of the card, the
of them the person partner writes the question and the answer and mentions “Formal invitation” or
accepts, in the other he or “Informal invitation.” If the person accepts, he or she may ask: When? What time?
she refuses. Should I bring something?

60 © Santillana S.A. All rights reserved. Law on Copyright # 6683.

 22. Listen, cut out
and glue.
Play track 24 and have
S. A.
students listen to it. Ask
students to cut out the
cards on page 123 and
name the activity they
represent. Refer students to
exercise 22 and explain
that a check mark (✓)
means that the person
accepts the invitation and
a cross (✗), that the person
rejects it. Play track 24
again and ask students to
glue three images of three
F. A. positive answers and just
one for a negative answer.
You may play the track two
or three times for better
comprehension. Here’s the
transcript:

Track 24
A: Hey, Monica. Do you
want to go to the pool?
B: Sure.
A: Would you like to go to a
rock concert?
B: Not really. I don’t like
rock music.
A: Would you like to
go hiking?
B: I’d love to.
A: Do you feel like going to
the museum?
B: That sounds great!

23. Write two dialogues.

Have pairs practice the
dialogues and present it.

• Model the activity with an example: Wrap-up

Student A picks up the card with the text “Go to the movies”. He or she Have students think of an activity
may say: and walk around the class
Gina, do you feel like going to the movies? Student B may answer: Great! Let’s go! taking turns inviting and
Then, let’s suppose that student B picks up the card with the text “Go camping.” The responding
question could be: Rodrigo, may I invite you to go camping with my family? And to invitations. Ask them to
a possible answer is: I’d love to, but I can’t. I’m afraid of mosquitoes, snakes, choose between formal or
and rain! informal invitations.

© Santillana S.A. All rights reserved. Law on Copyright # 6683. 61

Cognitive Targets
To compare and contrast:
• Typical dishes from Costa
Rica and English-
speaking countries
• Formal and informal
invitations to go out
• Different forms of
entertainment in Costa
Rica and English-
speaking countries
• English-speaking countries’
folk tales, legends and music

Lead-in
Write on the board the words
night, dog, chains, black, scare,
forever, and drunk. Say: These
words are related to a Costa
Rican legend. Which legend is
it? After they guess, ask for
volunteers to say everything they
remember about El Cadejos.
S.A. Similarities: In both legends there is a black hairy dog with red
eyes and clinking chains that appears at night. They only scare
Class Activities people, they don’t hurt them. They protect them.
24. Read.
Read the legends aloud, Differences: El Cadejos is a Costa Rican legend and Black Shuck is an
following the tips given in English legend. El Cadejos accompanies drunken people and Black Shuck
the boxes “Teaching Tips” accompanies women on their way home.

below, in order to motivate

the class. Explain any word
students do not understand.
Go over the texts again.
Ask volunteers to read.

25. Answer in pairs.

Ask students to underline the
clues in the text that helped
them to find similarities
and differences.

26. Read.
Read aloud and have Teaching Tips
students repeat. • Captivate your pupils when telling and reading stories to them. Most students love
to listen to stories; doing it well is a useful teaching tool.
27. Listen and answer.
Play track 25 for students to • When telling students stories:
answer. Then play it again, – Vary the volume, tempo and pitch of your voice.
and have them guess what – Use your face and body to illustrate words, feelings and what is happening.
kind of music the other – Maintain eye contact with individual students and the whole group, as well.
rhythms represent. – Use different voices for each character.

62 © Santillana S.A. All rights reserved. Law on Copyright # 6683.

 28. Play.
Propose to the pupils that
they describe the board on
which they are going to
play in pairs. Each time
they land on a space they
have to answer the
question or perform the
action that is specified. In
order to win, a student
must arrive at the final
square by getting the exact
number of moves. For
example, if the student is
in Australia and the coin
lands on tails (two spaces),
he or she has to go back
to Australia. Choose
students at random to
give their answers to
the whole class.

Wrap-up
Ask students: Which three
countries of all the ones
mentioned would you like to
visit? Have them do this task
individually. Tell them to rank
the countries from one to three
and to give two reasons for
choosing each of them (food,
customs, legends, landscapes,
etc.) Then have them compare
their lists in pairs. Finally,
conduct a short survey in the
class to find out the reasons
why some countries are more
popular than others.

Photocopy Assessment 4 on
pages XLIII and XLIV. Have
students work individually. When
they have finished tell them to
– Speak at a pace which is appropriate to the story or stage of the story. get together with a partner and
– Create an engaging charismatic presence. exchange tests. They should
check their partner’s assessment
• Encourage students to do the same when they read their stories aloud. In the following using a pencil to to mark and
link, you can find some legends and folk tales that you could read in class: http:// justify all the corrections made.
www.mrdonn.org/stories.html Most of them need some adapting. Finally, check the test as a class,
In this link, there are stories for kids. Some of them are animated, others are interactive. asking for volunteers to read
There are stories with sound and texts: http://www.henry4school.fr/Literature/litt3.htm the answers.

© Santillana S.A. All rights reserved. Law on Copyright # 6683. 63

Cognitive Target
To express personal
opinions about:
• Holidays and celebrations
• Food and beverages

Lead-in
Write “English-speaking
Countries Holidays and F. A.
Celebrations” on the board.
Have students say all the
S. A. They wear costumes and go for candy door by door.

holidays people celebrate in S. A. It means that if a treat is not given to children, they'll play a trick.
English-speaking countries.
Write all their answers on
the board.

1. Answer in pairs.
Ask: When is Halloween
celebrated? Read
questions in exercise 1
aloud. Divide the class
into pairs and have
students answer.

2. Listen and
follow along.
Tell students they will
listen to a story about
Halloween. Ask them to
cover page 65 to focus
their attention on page
64. Explain that the
pictures around the boxes
represent what the texts
tell. Ask them to look at
them carefully. Play track
26 and have students
point at the texts when
they listen to them. Pause
the track after the first
text and to check
understanding ask: What
day is today? Is George Teaching Tips
happy? Why? Does he • If you teach in a multilevel class, add variety by having different activities for students
like Halloween? Continue from different levels.
playing the track, pause it – In a vocabulary lesson, assign different tasks. For example, you can have some
after the second text and students find the definitions of new words in a dictionary, others find sentences in
ask: How many bottles a text that have the new words, and the more advanced create sentences with the
does George see? What new words.
color is the Monster – For writing or listening lessons in a multilevel class, you can have lower-level pupils
juice bottle? complete paragraphs with words; higher-level pupils can complete the paragraphs

64 © Santillana S.A. All rights reserved. Law on Copyright # 6683.

 Say true and false
statements about the first
part of the story: George
is very happy because it’s
Halloween. His friends are
having fun. He sees four
bottles of water. The
Monster juice bottle is
green. Ask students to
raise their right hand if the
statements are true and the
left hand if the statements
are false. Have them
correct the false statements.
For example, George is
very happy because it’s
Halloween changes to
George is sad because he
doesn’t have a costume.
Have students predict
what will happen next.
Ask: Do you think George
will be able to wear
a costume?
Continue playing track 26
and have students point at
the texts on page 65 when
they listen to them. Pause
after the first text of the
page and ask: How many
drops did George drink?
How did George feel after
drinking the drops?
Continue and pause after
the second text and ask:
Does George go trick or
treating? Who went with
George? Continue and
pause after the third text
and ask: Was George a
normal boy the next day?

3. Match
with phrases, and more advanced students can write a complete paragraph. Have students work in pairs
This way, they will always feel that the work they’re doing is challenging. to do the matching exercise
– Do not allow too much time for a single activity since this can cause students and check as a class.
to get distracted. Instead, constantly vary class activities as well as techniques
and approaches. Wrap-up
– Change from activities that include movement, to those that require some silent Write “Halloween” on the board
work, to pair work and then, to some teacher-guided activity. This way, you’ll and have students say all they
address different learning styles and preferences. can related to that celebration.

© Santillana S.A. All rights reserved. Law on Copyright # 6683. 65

Cognitive Target
To express personal
opinions about:
• Holidays and celebrations
• Food and beverages

Lead-in
Write “Thanksgiving” on the
board and ask students what
they know about it. Accept all
their answers. Then explain:
The first Thanksgivings were
harvest festivals, days to be
thankful for a good crop. That
is why this holiday takes place
late in the fall, after the crops
have been gathered. In the
United States, Thanksgiving is
usually a family day,
celebrated with big dinners
and happy reunions.

4. Read and answer.

Tell students they will learn
about the history of
Thanksgiving. Have
students look at the
pictures on page 66.
Point at the ship and ask:
What’s this? Say: It’s
name was the
Mayflower. Write the
vocabulary on the board.
Ship: boat / New World:
The United States /
freedom: liberty /
pilgrims: traveler, the
group of people who
make up the Plymouth
colony. / land: get to a
place / harsh: difficult /
harvest: food / mighty
king: leader / feast: party Notes:
/ turkey: bird native
from North America /
commemorate: to
remember /defeat: failure
/ army: group of soldiers
/ to awake: to alert,
provoke / brethren:
people / issue: write /

66 © Santillana S.A. All rights reserved. Law on Copyright # 6683.

 ratify: approve / attempt:
a try spend with:
share with / blessings:
good things in life. Go
over the vocabulary. Draw
a circle and write
“Europe” in it and draw
another one far away and
write “The New World” in
it. Read the first
paragraph. While
reading help students
understand by drawing
the story. For example, in
the first paragraph: draw
a ship with people. Label
the people as “pilgrims”
and draw an arrow from
Europe to the New World
to show they traveled.
Then draw a storm to
represent the harsh winter
they faced and finally
draw some of them sick.
Continue with the
following paragraphs.

Go over the questions

orally. Ask students one
by one and have them
The settlers of the Plymouth colony. answer all together.
She wrote letters promoting an official day of Thanksgiving.

Yes, in 1941 the Congress made it a legal holiday. 5. Cut out and play.
Ask students to go to
page 125 to find the
Abraham Lincoln
cutouts. Have them cut the
pieces out, mix them up,
and solve the puzzle.

Take the labeled pieces,

show them to students
one by one and have
Notes: them repeat.

Wrap-up
Ask: What’s the purpose
of Thanksgiving? When is
it celebrated? What’s the
typical food for Thanksgiving?
What do people do
for Thanksgiving?

© Santillana S.A. All rights reserved. Law on Copyright # 6683. 67

Cognitive Target
To express personal
opinions about:
• Holidays and
celebrations
• Food and beverages

Lead-in
Put a map on the board and
mark Great Britain. Have
students say all they know
about that country.

6. Read.
Draw students’ attention
to the picture. Have them
describe it. Tell them they
will learn about an
important celebration in
Great Britain. Read the
title and point out the
picture of the bonfire.
Read the text aloud and
ask students to underline
all the verbs they find.
Answer any question
regarding vocabulary.
Have students read the
text silently.

7. Match.
Read the two columns
and ask students to look
for the answers in the
text. Remind them they
underlined the verbs so
it will be easier to find
the answer.

8. Ask a partner about

Bonfire Night.
Have students reread the
text in exercise 6 silently. Internet
Then ask them to cover http://www.dltk-holidays.com/thanksgiving/games.htm
the text. Have them work This site gives you several printable worksheets with games you can use to expand on
in pairs and ask each the topic of Thanksgiving. You can find games like hangman and memory games.
other questions about
the text like the examples http://bogglesworldesl.com/holidays.htm
in exercise 8. Read Here you can find worksheets with vocabulary, rhymes and games to learn about holidays
the text bubbles to in other countries. You can use the activities about Easter celebrations to compare the way
model pronunciation. Costa Ricans and North Americans celebrate it.

68 © Santillana S.A. All rights reserved. Law on Copyright # 6683.

 9. Listen and sing.
Ask students about their
traditions regarding the
Christmas tree. For
example: if they go and
search for their Christmas
tree, if they prefer a real
tree or buy an artificial
one, etc.

Play track 27 and have

students follow along.
Ask students to underline
all the words they don’t
understand and explain
the meaning. Play track
27 again and sing
with students.

10. Read and check the

correct picture.
Have the class read the
title. Ask: What
traditions are we going
to read about? (Irish
Christmas traditions)
What do you see here?
4 (Pictures organized two
4 by two, with boxes where
to check) Then, ask
students to read the
traditions and match
them with one of the two
pictures in each case.
Have them take turns
4
explaining their choices.
4
4 For example: I checked
the picture where three
children sing because
the text says, “Children
sing Christmas carols
(not adults).”

http://busyteacher.org/classroom_activities-vocabulary/holidays_and_celebrations- Wrap-up
worksheets/ Write “Bonfire Night” and
This website provides you with additional activities on the topic of holidays. Register “Christmas in Ireland” on the
and download them. They have resources focusing on the four skills. board. Have students close their
books and say as much
http://www.eslflow.com/Cultureandcelebrationslessonplans.html information as they remember.
Find more activities, pictures and games in printable PDF files about the topic of Write all the ideas next to each
holidays in English-speaking countries. celebration on the board.

© Santillana S.A. All rights reserved. Law on Copyright # 6683. 69

Cognitive Target
To express personal
opinions about:
• Holidays and celebrations
• Food and beverages
• Music and dances

Lead-in
Tell students: There are a lot of
traditions and superstitions
connected to the celebration of
the New Year in Costa Rica and
other countries. Which of them
have you heard of? (E.g.
wearing yellow underwear, eating
lentils or grapes, walking around
the block with luggage, getting
Santa Lucía flowers). Classify
the superstitions according to
whether they are for luck, money
or traveling.

11. Read and match.

Say: The Philippines is an
English-speaking island
located in South East Asia,
in the Western Pacific
Ocean, between Taiwan
and Vietnam. Another
official language is
Filipino, and many people
speak Spanish too.
Describe the pictures
to a partner.
Read the text aloud and
have students repeat. Then
have them match each
tradition with the
corresponding picture.

12. Listen and sing.

Explain: We make a
resolution when we decide Meeting Individual Needs
to do something or change • If you notice some students are hard of hearing, take these tips into account:
the way we do things. – Ask these students to repeat instructions after you to make sure they have
A promise. We make understood. Repeat or clarify any misunderstanding.
resolutions because we – Create a simple code of signs to accompany basic instructions you give. For
want to be better people. example, when you want your students to listen, put your open hand behind your
People in different countries ear. If you want them to write, mimic the action of holding up a pen and writing.
usually make resolutions on – Write the most important aspects of the instructions on the board.
New Year’s Eve. – When giving an oral evaluation, consider applying these tips.

70 © Santillana S.A. All rights reserved. Law on Copyright # 6683.

 Play track 28 and ask
students what happened to
the girl and why she had
to go to the dentist. Answer
any questions regarding
vocabulary. Play track
28 again and sing
with students.

13. Read.
Read the text aloud for
students. Go over the text
paragraph by paragraph
and have them repeat
chorally. Ask students what
they think the people in the
picture are doing. Let them
know that one section of a
text explains what they are
doing. Have them match
the picture with the
corresponding sentence.
Explain that “Auld Lang
Syne” is an old Scots poem
meaning “old good times”.
F. A.
The first footer 14. Answer.
F. A.
Have students work in pairs
to answer the questions.

15. Listen and sing.

Explain to students that this
is the poem the text in
exercise 13 talks about.
Explain that since it is old,
language might be difficult
but there’s nothing to worry
about. Go over the
vocabulary. For auld lang
syne: for old good times /
acquaintance: friends /
brought to mind:
remembered / take a cup
– Monitor these students closely to make sure they are completing the task of kindness yet: share
successfully. If not, give them additional instructions. together as friends. Play
track 29 again and sing.
• If you have impulsive students, take these other tips into account:
– When working in pairs, have them work with a student who is more self- Wrap-up
controlled to help neutralize [delete the] impulsive behavior. Ask students for three superstitions
– Avoid talking to these students in a loud or stressful tone of voice. from the Philippines and three
– Let these students know as soon as possible what assignments they have to do. English traditions for the New Year.

© Santillana S.A. All rights reserved. Law on Copyright # 6683. 71

Cognitive Target
To express personal
opinions about:
• holidays and celebrations
• food and beverages
• music and dances

Lead-in
Write “Africa” on the board
and have students say all they
know about that continent. Ask
them if they know any holiday
or celebration from that place.
2 1
Class Activities
16. Read, then listen
and match the
activities with the
correct celebration.
Introduce the topic by
reading what is celebrated 2
each day. Explain: You will 2
get more information about
these holidays in track 30.
Play the track twice. After 1
the second time ask students
to match the number of the 1
holiday with the
corresponding pictures.
Here’s the transcript:

Track 30
Australia Day is on January
26. On this day, Australians
make family barbecues or
picnics. Others prefer to go
with their families to the
beach and have a good
time. At night, there are
spectacular fireworks.
South Africa celebrates
Freedom Day on April 27. On
this day, people make authentic
homemade African food, like
bobotie. Also, there are Values
military band performances. In • Teach students that it is important to respect each country’s celebrations.
all the streets, there are African
dance festivals too. • Emphasize historical aspects like the struggle that South Africa had to go
through to give everyone equal rights.
17. Talk to your
classmate. • Celebrations carry emotional content. They work as reminders of struggles and
Model the conversation efforts that have been made to make a nation a better place, so these are days to
and have students repeat. feel proud about what a nation has achieved.

72 © Santillana S.A. All rights reserved. Law on Copyright # 6683.

 Then say: Have similar
conversations using the
information in exercise16.
Walk around monitoring
and helping as necessary.

18. Read.
Ask students if they know
what a groundhog is. Have
them look at the picture and
say what differences they
see between the scene to the
left and the one to the right.
Read the text aloud. Stop
after each sentence and ask
questions to check
understanding. For
example, ask: When is
Groundhog Day
celebrated?, Where is it
celebrated?, after the first
sentence. Then, continue
with the second sentence
and ask: What do people
watch? Who’s Phil? Where
does Phil come out from?
After the third sentence you
can ask: How many winter
weeks are left if Phil sees
its shadow? What does it
mean if Phil goes back to
sleep? Finally, after the
Phil comes out of his burrow after winter hibernation.
fourth sentence, ask: Why
does Phil stay above
He goes back to sleep and it means six more weeks of bad winter weather. ground? What does cloudy
weather mean? Then have
He stays above ground and it means that spring is coming soon. volunteers reread the text
to practice pronunciation.

19. Answer.
Have students mark where
they found the answers in
Notes: the text.

Wrap-up
On pieces of paper, write either
“Freedom Day”, “Groundhog
Day” or “Australia Day” and
hand them out to students. Have
them say something about the
holiday they get.

© Santillana S.A. All rights reserved. Law on Copyright # 6683. 73

Cognitive Target
To express personal
opinions about:
• Holidays and celebrations
• Music and dances
• Comparison of holidays
and celebrations within
Costa Rica and English-
speaking countries

Lead-in
Write “Costa Rican holidays and
celebrations” on the board and
have students say as many
holidays as they know. Ask them
to mention Costa Rican holidays
that are similar to those from the
English-speaking countries they
studied in the previous pages.

Class Activities
20. Read and answer.
Have students look at the
picture. Have them
describe the picture. Ask:
What’s going on in the
picture? What does the
picture represent? Explain
that it represents the
cultural exchange when
Colon arrived to the
Americas. That day is
celebrated in Costa Rica
on October 12th.
S.A: Australia Day, Freedom Day, Thanksgiving
Write the vocabulary.
Heritage: legacy,
something that somebody
left to someone else / S. A. It is similar to other celebrations in Englsh-speaking countries such as
Gathering: when people Australia Day because it commemorates the country's history and roots.
get together / root: origin
/ conquistador: Spanish
conqueror / belong to:
to be part of / ocarina: Notes:
musical instrument.
Read each box aloud
to model pronunciation.
When you get to the
yellow boxes explain:
These children are
from different regions
in Costa Rica.

74 © Santillana S.A. All rights reserved. Law on Copyright # 6683.

 Then have students
reread silently.
Ask some questions to check
understanding: What are
Costa Rican roots? What
does the Day of Cultures
commemorate? What’s a
typical dance from the town
of Rey Curré? What’s a
dance from the Chorotega
community? Discuss
questions at the bottom
all together.

21. Read and answer.

Read the text aloud for
students. Then have them
S.A. Similarities: In Halloween children wear costumes. On
Masquerade Day people wear masks. Differences: On reread silently. Have
Halloween children get candy. The masks worn on them match the word
Masquerade day are part of the Costa Rican culture. “masquerade” with the
element in the picture that
F. A. correspond to such term.
Ask students to go to pages
64 and 65 to review
the information about
Halloween and compare
it to Costa Rica’s
Masquerade Day.

22. Practice spelling

in pairs.
Give students some time to
review previous pages to
look for six words. Have
them do exercise 22 with the
first three words they found
and ask them to spell the
remaining three words to
each other. Remember that
at the bottom of this page
there is a box with words to
practice spelling.
Spelling Practice
• Here are some words to practice spelling. Wrap-up
Divide the class into teams of
meales swamp straight musician preposition airplane square three. Have a member of each
team flip a coin. If they get heads
brother vomiting allergic paperclip bookshelf family mom they say something about the
Day of Cultures; if they get tails,
blow breads mountain profession quarter creek niece they say something about
Masquerade Day.

© Santillana S.A. All rights reserved. Law on Copyright # 6683. 75

Cognitive Target
To express personal
opinions about:
• Holidays and celebrations
• Food and beverages
• Music and dances
• Comparison of holidays
and celebrations within
Costa Rica and English-
speaking countries

Lead-in
Play “Runners and Secretaries”.
Write the following activities on
large slips of paper:
– Leave the door open
on Christmas Eve
– Leave cookies and
milk for Santa
– Exchange Christmas
presents
– Sing Christmas carols
from door to door
– Eat pork and tamales
– Others
Stick them on a wall outside the
classroom. Ask students to work
in pairs: one will run outside,
read each sentence, run back cook cut
and dictate it to his or her make mix
classmate. At the end, each
put
pair classifies which activities
are part of the way Costa
Ricans celebrate Christmas and wrap

which countries the other

activities are from.

Class Activities
23. Talk with a classmate
about how you
celebrate Christmas.
Read the text bubbles aloud
and have students repeat. Teacher’s Tips
Divide the class into pairs • Consider the following tips to motivate your class. Motivation is a key to learning a
and have them talk about language; therefore, different actions should be taken in order to work on the
their Christmas traditions. student’s affective factor towards their learning process.
– Make learning activities meaningful and relevant to students by relating the contents
24. Read and fill in to their own lives and reality. The contents and activities presented by the book are
the blanks. an attempt to reach students’ interests and needs, but as a teacher, you are the one
Before you start, drill the who knows your students best, so make any necessary adaptations to personalize
verbs they have to use. the classes according to your pupils’ needs.

76 © Santillana S.A. All rights reserved. Law on Copyright # 6683.

 You can mimic the
actions. Explain: This is
a recipe to make
tamales. Use the verbs
on the right to complete
S. A.

the recipe. Then,

compare your answers
with a classmate.
People place red candles in the Costa Rican people set a manger
window so that Mary and Joseph scene and put Christmas decora- 25. Underline the words
tions like candles in their homes.
that show the order
find the way to their homes.
People leave the door open and Costa Rican people eat tamales.
put milk and bread outside the There are performances of of the actions,
house for Mary and Joseph. Christmas carols in malls. like “First.”
Children sing Christmas carols and People put gifts under the Remind them: When you
Christmas tree and sometimes they
have a sequence of
play instruments from door to door.
Children put out sacks to receive put socks around the house with
presents from Santa. candies inside of them. actions, use the words
that you underlined.

26. Complete the chart

with similarities
and differences.
Remind students they can
find the information
about Christmas in
Ireland on page 69.

27. Read.
Read the text aloud and
have students underline
what they and their
families do on New
Year’s Eve.
S. A. Differences: exchange of presents and the song Auld Lang
Syne. Similarities: family gatherings, countdown and supperstitions. 28. Answer.
Discuss the answers with
the class.Remind them
S. A. Supperstitions: to eat
to go to page 71 to
twelve grapes for luck and
to walk around with lug- read about the New
F. A.
gage. Year in England.

Wrap-up
Photocopy the first and second
activities on page XXXI and have
– Always value students’ thoughts, knowledge, feelings, and opinions. This is students work on them. Later, ask
crucial to the success of an activity. Your pupils will feel more engaged in other students to work in groups of 3.
tasks and this will eventually lead to more motivation to learn the language. Give each group some newsprint
– Bring humor into the classroom. Create trust between you and your students, and a marker. Ask them to
and give positive and honest feedback so that you can make the language- choose some food or beverages
learning process an experience your students will recall with affection. consumed during holidays and
– If the aim of the activity is to show they understood a text, allow them to express write the list of ingredients and a
an idea in Spanish sometimes. simple way to prepare it.

© Santillana S.A. All rights reserved. Law on Copyright # 6683. 77

Cognitive Targets
To express personal
opinions about:
• Holidays and celebrations
• Food and beverages F.A.

• Music and dances

• Comparison of holidays
and celebrations within
Costa Rica and English-
speaking countries

Lead-in
Write “holidays in English-
speaking countries” on the
board” and have students say
everything they have learned.

Class Activities F.A.

29. Write four other New
Year’s resolutions.
Ask a student to read the
resolutions in the example.
Elicit a couple of additional
examples from the class.
Then propose: Write four
more resolutions for next
year and share them with
a classmate. Remember:
Keep your resolutions. They
are not just words! Take
advantage of this activity to
explain to students that the
structures “will” and “going
to” are both used to refer to
the future. However there is
a slight difference between
the two of them in that
“will” is usually used
in promises.

30. Write.
Have them review the
previous pages. Say: Additional Activities
Choose your two favorite • Have students imagine their ideal way to spend Christmas or the New Year.
celebrations of English- They can either mix traditions from different countries or invent crazy new
speaking countries in activities. Ask them to think about the preparation activities for the celebration,
this study block. Then, as well as those during and after the celebration. Let them present their ideas
write about them by to the rest of the class.
completing the lines.
Invite volunteers to read • In the case of the New Year, ask them to invent some “traditions” to attract money
their paragraphs aloud. or good luck.

78 © Santillana S.A. All rights reserved. Law on Copyright # 6683.

 31. Play.
Invite: Play the game in
pairs. Use the coin to
move in the board
game, as directed on
that page. Answer the
questions or follow the
instructions that appear
in the space. You can
find the answers in the
unit. The first one that
arrives at the finish
circle is the winner.

From time to time have

random students answer
for the whole class.

Wrap-up
Ask students to make a list of
real actions they can do next
year to have good results at
school, with family and
friends, and with money.
Encourage them to think of
specific actions that are not
based on superstitions. (E.g.
saving money, helping and
respecting family members
and friends, studying more,
doing homework, etc.)
Say: Work in pairs and share
your ideas with a classmate.
Choose the best three actions
to be better people next year.
At the end, the class shares
the three actions each pair
rated as the best.

On the following Web page

you can find seven tips to
keep New Year resolutions:
http://www.articlerich.com/
• Make copies of complementary activity 3 on page XXXI. Say: Play in pairs. One Article/7-tips-to-keep-your-
pair plays against another, Pair A versus Pair B. Each pair cuts out their own set New-Year-Resolutions/650618
of cards. A member of each pair picks a card and draws the celebration on a
piece of paper. His or her partner guesses the celebration. The pair with the Photocopy Assessment 5 on
most correct guesses is the winner. pages XLV and XLVI. After
students have finished
• Vary the activity by asking students to act out the activities for their classmate to answering, propose they do
guess the celebration. peer correction.

© Santillana S.A. All rights reserved. Law on Copyright # 6683. 79

Cognitive Targets
Developing:
• Skills to identify familiar
topics to be studied
• Ability to deduce
meaning from context
• Coordination of the
tongue and lips
• Concentration and
memory skills

Lead-in
Write the word “Calypso“ on
the board and ask students
if they’ve heard it before
and if so, what it means.
Explain that it is a type of
Afro-Caribbean music.

Class Activities
1. Play track 31 and have
students listen to the song
and follow the lyrics in
their books.

2. Write the vocabulary

from track 31 on
the board:
fun: entertainment
camp: go camping hike: a long
walk in the wilderness
summer camp: a campsite
that provides recreational
facilities for children
during vacations
sail: to operate a boat
wave: a long body of
water breaking on the shore
cave: a large
underground cavern

3. Have students underline all

the activities the singer did. Notes:
For example: “camped
under the stars”, “hiked up
a mountain“, etc.

4. Ask students if they can

do those activities here in
Costa Rica. Have them
say all the things they can

80 © Santillana S.A. All rights reserved. Law on Copyright # 6683.

 do to enjoy nature and
have fun in our country

5. Play track 31 and ask

students to sing.

6. Play track 32 so students

can listen to the song for
the first time and follow
along in their books.

7. Write the vocabulary from

track 32 on the board:
inhabit: live in
sand: a loose granular
substance found at beaches
and deserts
Eskimos: indigenous people
living in northern Canada,
Alaska, Greenland, and
eastern Siberia
smile: a facial expression
made with the mouth to
express happiness
grow: progress to maturity
flow: move along
continuously in a current

8. Have students listen to

track 32 and circle all
the rhyming words.

9. Write “A Healthy World“

on the board and have
students mention what’s
necessary to have a
healthy world based
on the song.

10. Play track 32 again.

Divide the class into three
groups. Assign a stanza
Notes: to each group and have
them sing.

Wrap-up
Have students explain whether
Costa Rica is a green paradise
or not. Have them mention
ways to preserve our
natural resources.

© Santillana S.A. All rights reserved. Law on Copyright # 6683. 81

Cognitive Target
Expressing opinions about:
• Identification and
description of outstanding
landmarks in the world

Lead-in
Say: I can swim, I lay eggs, I
have a shell. I’m a reptile. Who
am ? (a sea turtle) Ask for
volunteers to invent new riddles
and have their classmates
solve them.

Class Activities
1. Read.
Propose to your pupils:
Observe the photos.
Say what animals are
in them. Then look
for these animals in
the texts. Describe
the places.

Read aloud for students.

Then organize a choral
reading of each box. Check
understanding by asking,
e.g.: Where
can you see spider
monkeys/ Trumpet
trees /turtles, etc?

Write on the board “Braulio

Carrillo”, “Rincón de la
Vieja”, and “Santa Rosa”. S. A. National Parks
Have students close their
books. Say: Tell as much as S. A. Flame of the Forest, Golden
you remember about those Trumpet tree, Whitetail deer, turtles
two national parks.

2. Answer.
Have students answer in Values
pairs. Ask students what • Comment with your class: The Earth is a living planet; plants and animals work
reserves they have visited together to maintain healthy ecosystems. Many species are disappearing very
and what animals and fast. People are modifying and destroying the ecosystems. But if we protect our
plants they found there. planet, animals will have their ecosystems back and we’ll save many
Then ask them to explain endangered species.
which national park in
exercise 1 they would • Tell your students to ask their science teacher what plants and animals could
like to visit. become extinct in Costa Rica.

82 © Santillana S.A. All rights reserved. Law on Copyright # 6683.

 3. Listen and circle the
correct words.
Play track 33 for students to
listen without doing the
exercise. Ask them to follow
along. Play track 33 again
and have students circle the
word the speaker says.
Here’s the transcript:

Track 33
Hi Manuel! This is the
information for our Science
project.
In Costa Rica, there are many
different kinds of birds, reptiles,
amphibians, insects, fish, and
mammals. There are also varied
species of orchids, ferns,
bromelias, medicinal plants, etc.
To protect them we have many
national parks and biological
reserves.Guayabo, Negritos
and Pájaros Islands are
beautiful biological reserves in
the Nicoya Gulf. You can get
there by boat. The climate is
dry. There are raccoons,
pelicans and hermit crabs,
among other animals.
Carara National Park is on
the Central Pacific plain. It’s a
transition between a rain and
a dry forest, and so the flora
and fauna are varied. Tourists
can see crocodiles and
monkeys there.I need your
part to complete the project
Tania.
l Parks

4.
en
rtles Work in pairs. Ask
each other questions
about the previous text.
Tell students to underline
some information in exercise
• Have them brainstorm a list of things they could do to prevent, at least partially, 3 to ask the questions
the destruction of flora and fauna in our country. Ideas have to be realistic and in exercise 4.
simple. Invite them to share ecological tips with their families.
Wrap-up
• Raise awareness. Tell them thousands of marine animals die after eating plastic Have students give as much
bags in rivers, lakes and oceans so we should try to use fewer plastic and more information as they can recall
reusable bags. But if you use them, don’t throw them on the ground or into the about Costa Rica’s flora, fauna,
water. Recycle them. and biological reserves.

© Santillana S.A. All rights reserved. Law on Copyright # 6683. 83

Cognitive Target
To express opinions about:
• Identification and
description of outstanding
landmarks in the world

Lead-in
Arrange the pupils in a circle.
One student is in the middle.
Have them write the name of
their favorite animal on a piece
of paper. The person in the
middle says, e.g.: In Costa Rica
you can see reptiles. A student is a biological
whose favorite animal belongs reserve in Guanacaste.
to the reptile group changes hot and dry
places with the one in the center. quarter of the world's
bee species
Class Activities
endangered species
5. Write Manuel’s
part of the project. of trees
Kapok tree and the
Have the class discuss the
best order in which to write mahogany

the given words. red macaws and armadillos

6. Cut out and an extraordinary beautiful plac

e
play trivia with
a classmate.
Read the text bubbles and
the useful language for
modeling pronunciation.
Have some volunteers read
them again.

Ask students to cut out the

cards on page 127.

Ask that on every card

there is an animal, plant or
archeological object with
its characteristics.

Student A tells the Effective Questions

characteristics and • Take into account that asking your students about specific topics or reading
Student B guesses what activities is a direct way to check their understanding. However, you may not elicit
they refer to, then students the intended results if the questions you ask are not well planned.
change roles. – Make sure your class understands the questions. Adapt them to your students’
level and knowledge.
Encourage them to say as – When they have trouble answering, reformulate the question.
many characteristics in the – Questions should follow a logical sequence.
pictures as they can. – Redirect the questions if necessary. Some answers lead to new questions.

84 © Santillana S.A. All rights reserved. Law on Copyright # 6683.

 7. Read, listen
and complete.
Ask students to look at the
pictures. Have them predict
the missing information in
the text. Read the words in
the box to model
pronunciation. Then have a
volunteer read them again.
Play track 34 and ask
students to fill in the blanks.
Here’s the transcript:

Track 34
Pacific Isla del Caño is a biological
158
reserve located in the Pacific
Ocean. It has 158 plant
coral reef sharks dolphins
species and a beautiful coral
reptiles birds
reef. There are sharks and
dolphins. There you can see
glass frogs opossums
dry hot reptiles, birds, glass frogs,
stone spheres and mammals like opossums.
The climate is dry and hot.
This island is also an
archaeological site, with
stone spheres.

Have volunteers read the

Central hummingbirds caoba moist
text and check answers as
a class.
Braulio Carrillo Volcanic quetzals ceiba hot
range

8.
red macaws
Complete the chart.
Lomas de Guanacaste mahogany hot
Barbudal armadillos kapok tree dry
Ask students to review
Isla del Caño Pacific Ocean
reptiles
158 species hot previous pages and
underline information about
sharks
Poró, the flora, fauna, location
Santa Rosa Guanacaste whitetail deer Guanacaste tropical dry
jaguars
trees
and climate of Costa Rican
national parks and reserves.
Have them complete the
chart with the information.

Wrap-up
Interesting Facts In a feedback session have your
• Apply at least three levels of Benjamin Bloom’s taxonomy in your classes. The students discuss the following:
hierarchy goes from the lowest level to the most complex mental levels: What new aspects about Costa
– Knowledge: Students just remember facts. Rica have you learned in this
– Comprehension: Students interpret, explain and summarize materials. study block so far? Say: In English
– Application: Students use learned material in new situations. lessons you’ll always learn new
– Analysis: Students break down material into its parts and evaluate it. concepts within different topics.
– Synthesis: Students reunite parts to form a new whole. Make copies of the first activity
– Evaluation: Students judge the value of material. on page XXXII.

© Santillana S.A. All rights reserved. Law on Copyright # 6683. 85

Cognitive Target
Expressing opinions about:
• Identification and
description of outstanding
landmarks in the world
• Ways to preserve and
improve democracy

Lead-in
Write “democracy” on the
board. One student starts by
saying one; the next says two,
the third says democracy
(instead of saying three) while
clapping. The fourth says four,
the fifth five, and the next
democracy (instead of six),
while clapping, and so on with
multiples of 3.

Class Activities
9. Read.
Draw students’ attention to
the pictures. Ask them if
they know what those
places are. Ask: Does
Costa Rica only offer
natural attractions? Why?

Read the texts aloud to

model pronunciation.
Then ask volunteers to
read sentences in the
texts. Read one text first.
Then ask students to
underline difficult words.
Help them understand the
meaning. Do the same
with the second text.

Ask students what other

entertainment places they
know, such as museums, Internet
galleries, and places to http://www.worldwildlife.org/home-full.htm
enjoy Costa Rican music WWF is an environmental organization that works to conserve the biodiversity of life on
and food. Earth. In this site you will find interesting topics related to nature that you can discuss
with your students.
10. Match.
Read both columns and http://www.pbs.org/kcts/preciouschildren/diversity/read_activities.html
ask students to underline You’ll find here a variety of activities you can use to promote tolerance and solidarity.
the answers in the texts. Have your students learn about cultural diversity through a series of fun games.

86 © Santillana S.A. All rights reserved. Law on Copyright # 6683.

 11. Read and answer
in pairs.
Read the text aloud. Have
volunteers reread. Ask
students to work in pairs
and discuss the text. Ask
them to underline the
answers in the text.
Ask: Where can we
practice democracy for a
better society?(In the
government, at school, at
home, etc.) After the pairs
have finished, select three
students at random to
answer the questions.

12. Listen and circle T

(True) or F (False).
Read all the statements
aloud. Have students
1. A government where people can vote repeat. Play track 35 for
and give their opinions students to listen without
2. Democratic elections, obeying rules,
F.A. doing the exercise. Then
respecting human rights, tolerance play it again and have
them answer. Here’s
the transcript:
Track 35
I live in Costa Rica. I love my
country because of its natural
beauty and democracy.
I think we need to protect our
democracy. There are threats
to our democratic state. Lack
of participation is one threat.
We should participate in
elections, and all adults
should vote. I want to
participate actively when I
am an adult. Disobeying
rules is another threat to
our democracy. We should
respect laws. I consider the
traffic laws are important.
Notes:
We need to be tolerant
of differences and respect
human rights.

Wrap-up
Write “democracy” on the board
and ask students to share what
comes to mind in relation
to democracy.

© Santillana S.A. All rights reserved. Law on Copyright # 6683. 87

Cognitive Target
To express opinions about:
• Ways to preserve and
improve democracy
• Cultural diversity in
the world

Lead-in
Write “South Africa” and “Japan”
on the board. Ask students to tell
you all they know about those
countries. Write all the answers
on the board. Tell students they’ll
learn about those countries
in Lucy’s diary.

Class Activities
13. Read Lucy’s diary
and circle the
correct option.
Read Lucy’s diary aloud to
model pronunciation. Then
have volunteers reread.
Ask students what word they
think the pictures represent.
Have them match the
pictures with the words.
Ask: What do South Africa,
Japan and Costa Rica
have in common?
(They are democracies).
Have students ask each
other questions about
Lucy’s diary. Ask them
which country they like
better, South Africa or
Japan, and why.

Read the statements to com-

plete. Have students look for
the answers in the text. Ask
students to number the lines Teaching Tips
in the text. Check the • To save time, ask the class who is missing and write their names on a corner of the
answers all together and board. At the end of the class register them in your attendance book.
ask students in which line
of the text they found • When assigning homework, focus on the skills they have recently learned. Avoid
the answer. long homework and always grade it.
Call on different students to
read the complete sentences • Whenever you can, have your students help you grade homework. Ask them to
of the exercise. exchange books and review exercises as a group.

88 © Santillana S.A. All rights reserved. Law on Copyright # 6683.

 14. Read and complete.
Read the yellow box
aloud. Explain the
difficult words. Then read
the conversation between
Lisa and Kattia and ask
students to fill in the
blanks all together.
Ask two volunteers to
read the completed
conversation.
democracy
rights and duties Read what the boy says
health and suggest other ways
protection right to improve democracy.
You may talk about the
good citizens
way you practice
democracy.
school elections
candidates
15. Circle a topic you
like for a speech.
Give advice: If you have
to write or present an
assignment, choose an
Introduction: The family is the interesting topic you are
basis of society. In a democratic familiar with.

16. Write
society, the family must be dem-
the plan.
ocratic too.
Make the speech.
Body: Examples of democracy in
Give the activity as
the family, like division of chores,
homework. Explain how
mutual respect, solidarity. There to write an outline, with
must be some limits, because an introduction, a body,
democracy is not anarchism. and a conclusion. You
Conclusion: There is a sort of can use the sample
democracy in the family. answer in exercise 15
to show students how to
write their speech. Say:
The speech will last two
minutes. Have students
present their work to
the class. You can
have them vote for
• When your students are bored or unmotivated, change your tone of voice, circulate thebest presentation.
around the classroom, or change the activity. This will help you avoid
discipline problems. Wrap-up
Then have them discuss
• Keep in touch with your students’ parents. Send weekly or monthly messages about “Democracy in our everyday
their children’s performance at school. Let them know they can communicate with life: does it exist?” Have two
you about any worries or questions concerning their sons’ and daughters’ education volunteers write the main
and the English classes. Take into account that many of them don’t speak English. ideas on the board.

© Santillana S.A. All rights reserved. Law on Copyright # 6683. 89

Cognitive Target
Expressing opinions about:
• Identification and
description of outstanding
landmarks in the world
F. A.

• Ways to preserve and

improve democracy
• English-speaking countries
• The most visited places in
the world
• Cultural diversity in
the world

Lead-in
Draw a tic-tac-toe grid on the
board. In the cells write words
related with the unit, like cultural
diversity, biological reserve,
democracy, etc.; some letters are
missing. Divide the class in two
teams; have them take turns
filling in the missing letters. The
team with three marks in a F. A.
line wins.

Class Activities
17. Check ( ) the options
that you agree with.
Have the class read along
with you, stand up when
they agree and then make
pie charts with the results:

Laws should be more strict.

Yes
No

18. Discuss the opinions

in pairs and check ( )
in the chart what your
partner agrees with.
Have some volunteers tell
the class about their Spelling Practice
partner’s opinion. • Here are some words to practice spelling.

19. Practice spelling jungle breakfast medicine glasses kitchen horrible one
in pairs.
Ask students to review marker attractive minute crayon bathroom pancake aunt
previous pages and make
a list of words to practice wall airport history rainbow bedroom religion girl
spelling in pairs.

90 © Santillana S.A. All rights reserved. Law on Copyright # 6683.

 20. Read.
Draw students’ attention
to the pictures and have
them describe what
they see.

Read aloud for students.

Then have some
volunteers reread.

Ask students to go back

to pages 82 and 83 and
compare those pages to
page 91. Lead a
discussion. Ask: What
type of attractions are
characteristic of Costa
Rica? (S. A: natural
attractions) What are
the attractions that other
countries like the United
States and the United
Kingdom offer? (S. A:
architectural attractions,
commercial attractions)
Do you think that natural
beauty is the kind of the
attraction Costa Rica
stands out for?

21. Discuss in pairs.

Model the pronunciation
for choral repetition.
Have some pairs
tell the class their
partner’s responses.

Wrap-up
Discuss with the class: We can
understand and appreciate our
own culture better when we
know about other cultures.
Notes: (Sample answer: If we don’t
know about other cultures,
everything here seems ordinary
and unimportant. But if we
know what people eat, how
they celebrate, etc. in other
cultures, we’ll notice what
makes us different or similar to
people from other countries.)

© Santillana S.A. All rights reserved. Law on Copyright # 6683. 91

Cognitive Target
Expressing opinions about:
• Identification and
description of outstanding
landmarks in the world
• English-speaking countries
• The most visited places in
the world

Lead-in
Propose to the class: Keep your
books closed. Draw, in pairs, two
places in the world that you
would love to visit. Give their
names. Ask: Why would you
love to visit these places? What
places do you think tourists visit
the most in the world? What do
you know about these places?
Where have you seen these
places? (on TV, in magazines,
in books, etc.)

Class Activities
22. Read.
Say: Now open your books.
Were the places in this
exercise among the places
that you mentioned before?
Have them read the title:
“The Most Visited Landmarks
around the World”.
Ask: Do you know what
landmark means? Explain: a
landmark is a famous object
in a landscape, sometimes
easily seen from a distance,
and a key characteristic
of a given place. Explain:
Here are some of the most
visited places. Invite the class
to look at the pictures and
say the name of the place Interesting Facts
they would like to visit and • Discuss the following traditions from around the world.
why. Then have pairs Have students discover differences and similarities between those customs and
of students take turns Costa Rican traditions.
reading the texts. Have – In Bhutan, when an elderly person enters a room, everyone stands up and
them underline what remains standing until this person sits down.
they understand. Say: – In Mongolia, hitting an animal is considered the same as beating a friend.
Try to guess what you – In Myanmar, women lengthen their necks with gold bands from the age of
don’t understand. five or six since this is considered attractive.

92 © Santillana S.A. All rights reserved. Law on Copyright # 6683.

 Draw students’ attention
to the red squares in the
map. Tell them those are
English-speaking
countries. Following the
order in which they are
seated, ask students to
take turns saying all the
English-speaking
countries they know. If
one of them can’t answer,
he or she is out and
the others continue.
Bring a world map to
class and display it.
Have students work in
pairs. Ask them to
locate on the map the
countries marked with
red boxes in their books.
When they find all the
countries ask them to
write the name of each
on their corresponding
spots. Check as a class.
Ask: What do you know
about these countries?

Wrap-up
Bring a kitchen timer and a
soft ball. Have the class form
a circle. Set two minutes on
the timer. In turns, the student
with the ball says: You should
go to ___. There you can ___
(something related to the
topic “The Most Visited
Places in the World”.) Then
they pass the ball to another
classmate; this classmate
answers: It’s great, but I’d
prefer to visit ___ because
– In Japan, it is common to make slurping noises while eating noodles. ___, and he or she passes
– In the United States, people say, “Bless you” when someone sneezes. the ball to another classmate,
– In Russia, people pretend to spit three times over their left shoulder to avoid bad luck. who says the first lines You
– In France people knock on wood for the same purpose. should go…
When the timer rings, the
• Working in pairs, have students fill in a chart like the one below. student with the ball writes
Traditions that are the same a sentence on the board
Traditions unique to Costa Rica
in Costa Rica about any place.

© Santillana S.A. All rights reserved. Law on Copyright # 6683. 93

Cognitive Target
Expressing opinions about:
• Identification and description
of outstanding landmarks
in the world
• English-speaking countries
• The most visited places
in the world
• Cultural diversity in
the world.
• Ways to preserve and
improve democracy

Lead-in
Draw students’ attention
to the pictures in exercise
24 and ask if they know 1 3 5 2 4
those landmarks.

Class Activities
23. Role-play using the
information on pages
92 and 93.
Model the pronunciation of
the speech bubbles.
Organize the class in pairs.
Give each pair five minutes
to write a short script before F.A.
acting it out.

24. Listen and number

the pictures.
Play track 36 for students to
listen. Ask them to number
the places in the order the
speaker mentions them.
Then ask students what’s
their favorite place. Here’s
the transcript:
Track 36
Boy: Hello, Sandra! How
was your vacation?
Girl: It was fantastic! My family Additional Activities
and I went to Europe. We • Write on cards some words that your students have already learned.
visited London first. There we – Tape a card on a student’s back. Make sure he or she can’t see the word.
saw the Big Ben, a clock that is – Invite the rest of the class to give him clues to guess the word, such as It’s
famous all over the world. Then one of the most visited places in the world; It’s in China; It was constructed to
protect China from invaders, etc.
we flew to Paris. There we went
– Have the student guess the word by saying I think you are talking about the
up the Eiffel Tower. It's 324
Great Wall of China!
meters high!
– Continue the activity with more students.
Boy: Where else did you go?

94 © Santillana S.A. All rights reserved. Law on Copyright # 6683.

 Girl: Well, we saw another
famous tower, The Tower of
Pisa. It's in Italy. And then we
traveled to Copenhagen, the
capital of Denmark. They have
a beautiful statue called The
Little Mermaid. The statue is
on a rock and surrounded
by water.
Boy: What did you like
the most?
Girl: Well, my favorite
monument was the Coliseum.
It's in Rome. Unfortunately, it is
in ruins!
Boy: Oh, no!
25. Listen again and
match the landmarks
with the places.
Check orally. Read the
landmarks and places and
have students repeat.

26. Complete the chart.

Ask students to review the
entire study block to
complete the chart.

27. Discuss in pairs.

Ask students to write down
all the reasons they think of
and then share them with
the class.

28. Play the game

in pairs.
Provide pairs with a coin
and two small stones. Say:
To move ahead, answer
correctly. If you can’t, your
partner gets a chance to
answer and move.
Explain:”heads” is the
figure of the coat of arms
• Write on the board fifteen questions related to the topics studied in Unit 6. Organize on Costa Rican coins, and
the class in three teams. Provide each team with a newspaper. Tell them to make a “tails” is the number side.
paper plane for each member of the team. Assign points to some classroom objects,
for example, the teacher’s desk: 3 points; the window: 1 point, etc. Have the teams Wrap-up
take turns answering the questions on the board. If they answer correctly, they have Make copies of the second
the right to throw the plane, hit one of the target objects and win the points. activity on page XXXII and
– The winners might have the right to go to lunch five minutes earlier, choose Assessment 6 on pages XLVIII
their favorite seat for one day, etc. and XLIX for each student.

© Santillana S.A. All rights reserved. Law on Copyright # 6683. 95

Cognitive Targets
To express opinions about:
• Pollution around the world
• Advantages and
disadvantages related to
the use of technology and
the environment

Lead-in
Ask the pupils to say what kinds of
pollution they usually observe
around them: at school, at home,
in the streets, at the beach, etc.
Write them on the board.

Class Activities
1. Listen and follow
along.
Play track 37 and have
students repeat. Here’s
the transcript:

Track 37
1. newspaper
2. soda cans
3. cell phone
4. gift wrapping
5. food cans
6. plastic bottle
7. batteries
8. glass jar
9. foil newspaper gift wrapping
10. tires
food cans soda cans foil

Have them number the ten plastic bottle cell phone

items from one to glass jar
fourdepending on how much
they pollute the environment. tires batteries
Ask them to drawa situation
in whichthose materials
pollute the planet.

2. Classify the objects of

the picture. Teaching Tips
Write “metal, glass, plastic • Consider some tips to mange large classes:
paper” on the board and – In the first lesson, establish the rules. Do this together with your pupils and
explain their meaning. Have explain the reason why a particular rule is being set. Then post them on the
students write down the classroom wall for reference.
words in their notebook and – Be sure to apply the rules consistently. Avoid being arbitrary about how you
encourage them to write an give rewards or punishments.
object made of those – Don’t raise your voice to be heard. Instead talk quietly or stop and wait.
materials next to each word. – Address children by their names when praising them, but not when scolding them.

96 © Santillana S.A. All rights reserved. Law on Copyright # 6683.

 3. Look and read.
Draw students’ attention
to the pictures. Have them
describe the pictures
orally. Then read the texts
aloud. You can also have
some volunteers reread to
practice pronunciation.

Write the types of

pollution and the
definitions on separate
pieces of paper.
Distribute the papers
and have students walk
around to match
the papers.

Write words from

exercise 3 on the board.
Write them on pieces of
paper too. Hand out the
papers. Call out the
words at random. Ask
students to stand up when
they hear their word.

Have students close their

books. Write “types of
pollution” on the board.
Ask students to name the
types of pollution. Draw
arrows around the title
and write the types
students mention. Then
ask some volunteers to
give examples.

Wrap-up
Photocopy page XXXIII. Cut out
a set of cards; put them up on
the board face down, causes
and consequences separately.
– As they say, an ounce of prevention is better than a pound of cure, so try giving Number them on the back.
restless children an important task before they start to play up. They may respond Students turn over one cause
well to the responsibility. and one consequence. If they
– It’s important, especially with a large class, to hand things out quickly or use a match, the team keeps both
system to have this done. For example, you can sing a song together or play a cards. If not, put the cards
quick game to occupy the class while materials are handed out. back. Keep playing until all the
– Praise good behavior to generate love and self-esteem. Avoid spending the class cards are used. The team with
telling your students, Don’t do this, and Don’t do that. Always focus on the positive. the most cards wins.

© Santillana S.A. All rights reserved. Law on Copyright # 6683. 97

Cognitive Targets
To express opinions about:
• Pollution around
the world

Lead-in
Write “metal, “clothes”, “food”
in three columns on the board.
Ask students for ideas to
Trash Reduce, Reuse. Recycle
reduce, reuse or recycle in
each category. Write all
their ideas.

Class Activities
4. Read and write
a heading for
each paragraph.
Guide students’ attention
to the pictures. Ask them
to describe the pictures.
Landfills

Write “6%, 30%, 11%,

24%, 8%, 21%” on the
board. Have students look
in the text for what those
numbers represent. Ask
students to look at the
heading in the box and
check understanding.
Read the text aloud
for students and ask Incinarators
them to follow along.
Then, have them
choose a heading for
each paragraph.
Have them underline
the key words in every
paragraph that let them
to their choices.

5. Listen, follow along

with the previous
text and check Internet
your answers. http://english4childrentoday.blogspot.com/2010/11/environmental-education-for-
Tell students they will kids.html
listen to track 39 to check This blog has different activities related to recycling.
the headings.
http://www.teachchildrenesl.com/free-esl-go-green.html
6. Answer in pairs. This site has resources for English as a Second Language class (ESL). There are activities
Have students say where related to Earth Day, ecologically friendly food, handouts and flashcards to educate
they found the answer. children on how to protect the planet while teaching English.

98 © Santillana S.A. All rights reserved. Law on Copyright # 6683.

 7. Read, listen and fill in
the blanks.
Highlight that the missing
information is in numbers
so that they know what to
pay attention to. Play track
39. Here’s the transcript

Rubber, metal, food and plants, trash, plastic, and paper. Track 39
Teacher: Today we're going
to talk about how we can save
They produce ash and smoke.
F. A. the planet. First, some
questions. How many kilos of
trash do you think a typical
person in the U. S. throws
away every year?
Children: 20 kilos!
Teacher: No. Much more! A
typical person throws away
45 400 kilos of trash every year.
120 kilos 100 How many kilos of paper does
95 a typical person throw away?
What do you think?
Girl: 60 kilos!
Teacher: No! A typical
person throws away 120 kilos
of paper every year. And a
typical person throws away 95
cans and 45 glass bottles
every year.
Girl: That's a lot!
Teacher: How many of you
throw away plastic bags in
your house?
Boy: I do. We throw away
a lot of plastic bags in
our house.
Teacher: Well, a typical
person throws away 100
plastic bags a year. What
should we do with plastic
bags? Can anybody tell me?
Girl: I know! We should keep
them and recycle them.
Teacher: That's right, Jane!

8. Cut out, listen

and glue.
http://www.galaxy.net/~k12/recycle/ Refer students to page 127
This site presents activities related to the concepts of reuse, reduce and recycle. to find the cutouts. Play
track 40 and let them glue.
http://www.epa.gov/students/ Then play it again to sing.
This site of the US Environmental Protection Agency teaches how to protect the environment.
Wrap-up
http://www.everydayhealth.com/green-health/earth-day-teaching-kids.aspx Discuss with students how many
Here you’ll find ideas on how to teach children to reduce, reuse, and recycle. things they throw away in a day.

© Santillana S.A. All rights reserved. Law on Copyright # 6683. 99

Cognitive Targets
To express opinions about:
• Pollution around the world

Lead-in
Write on the board ‘Erosion”.
Ask: What is erosion? Write all
the students’ ideas on the board.

Class Activities
9. Read.
Read the text aloud for
students. Have them repeat
sentence by sentence.
Practice the structure “is
caused by”; for example,
say: A mosquito causes
dengue fever. (It has the
same meaning as:
Dengue fever is caused
by a mosquito.) Dengue
fever causes headaches.
Ask students to write four S. A.
sentences, one with the
structure “is caused by” and
another with the structure
Picture 1. Soil is healthy. Picture 2. Soil is burned. Picture 3. A landslide occurred.

“causes”. Invite them to There was erosion.

share their sentences with Because of the effects it brings about such as landslides that affect houses.
the rest of the class so that Reduce pollution and stop cutting down trees.
you can correct them.

Have students number the

pictures in exercise 9.
Play “Can You Guess?”.
Describe each picture
and have students guess
what picture you are
talking about.

10. Answer in pairs.

Read the questions for
students and clear up
any doubts. Check Notes:
their answers orally.

11. Talk with a classmate.

Get volunteers to read the
speech bubbles aloud.
Designate three pairs
to present their talk to
the class.

100 © Santillana S.A. All rights reserved. Law on Copyright # 6683.

 12. Read and write T
(True) or F (False).
Ask students to read the title
and predict what the text is
about. Draw the following
chart as a summary and go
over it.
Recycling

old organic
materials waste: (food
and garden
waste)
new
products
compost
F

F reduce use of energy

prevent greenhouse effect
F
T 13. Listen and complete
T Play track 41 as necessary.
Here’s the transcript:

Track 41
1. newspaper
d.

2. soda cans
3. cell phone
newspaper
4. gift wrapping
soda cans
5. food cans
cell phone 6. plastic bottle
gift wrapping
7. batteries
food cans
8. glass jar
plastic bottle
9. foil
10. tires
batteries
glass jar
foil
Wrap-up
tires
Write these topics on the board:
“air pollution, light pollution, noise
pollution, soil contamination,
water pollution, visual pollution”.
Give students a few minutes to
Spelling Practice review the causes of those
• Here are some words to practice spelling. problems in the book. Then have
them work in pairs. One of them
dad grandfather happy pollution engineer chalk sad says the causes of a problem
using the structure “is caused by.”
baby grandmother luggage endangered environment bush grass The other says if the cause and the
sentence are correct. For example,
boy passenger recycle extinct frequently branch fork “light pollution”: Light pollution is
caused by too much light.

© Santillana S.A. All rights reserved. Law on Copyright # 6683. 101

Cognitive Targets
To express opinions about:
• Pollution around the world
• Concern about the
environment

Lead-in
Divide the class into two teams.
Ask them to take turns flipping
a coin. If they get heads, two
members of the team act out
a harmful action to the 1 7 4
environment. If they get tails,
they act out an action to
protect the environment.

Class Activities
14. Listen and number
the pictures. 5 8 3
Have students look at the
pictures. Ask them if the
actions represented are
good or bad for the
environment. Play track 42
twice and have students 2 6

number the pictures. Here’s

the transcript:

Track 42
1. Good morning dear
audience. Today we are
visiting Clean City. The
people who live here are
really working hard to
protect their environment.
2. The Clean city community
follows very carefully The 3
Rs Plan: Reduce, Reuse and
Recycle. Waste can be
recycled into organic and
inorganic.
3. Many students use
computers to do their
schoolwork, saving paper
by making all their changes Teaching Tips
before printing out the final • Even if most of the activities in the class should focus on communicating meaning,
copy, sometimes drills can be useful to develop accuracy. The problem is that they can be
and they also refill their boring for students. Here are some ideas to make them more interesting:
ink cartridges. – Make groups of four students and choose one of them to guide the drills. These
4. The Clean City
drills can consist of fixed phrases in which they only change the subject, the verb,
playground uses recyclable
materials for play or the object: She likes ice cream. (He) He likes ice cream. (cake) He likes cake.
equipment. Old rubber tires – One variation of the previous idea is to seat students in a circle and ask one of
were made into a recreation them to say a sentence with the structure you are practicing.

102 © Santillana S.A. All rights reserved. Law on Copyright # 6683.

 5. Glass and plastic jars,
area.
coffee cans and other kinds of
containers can be washed
and used to store leftovers,
buttons, nails or thumbtacks.
6. Mike’s garage gives
regular tune-ups for the city’s
vehicles. This helps them run
cleaner and better.
7. The Material Recycling
Center is really important. The
city’s garbage and recycling
trucks bring the waste from all
the houses, schools and office
buildings to the center
for sorting.
8. And finally, here we have
the Toxic Waste Center, which
handles waste that can harm
people or the environment.

15. Look at the pictures

and match the
phrases.
Ask students to read the
Why don't phrases silently. Have
them do the exercise.
Play track 42 again
Let's
and ask them check
their answers.
Why don't
Let's
16. Listen and complete
Why don't the dialogue with
Why don’t or Let’s.
Why don't Have students look at the
Let's picture and ask them if
Why don't they know something
about Earth Day. Explain
that “Why don’t” and
Why don't
“Let’s” are used to give
suggestions. Play track
43 and have students
complete the dialogue.
Ask: What things are the
students going to do for
Earth Day? (Make posters
and have a poster
Then have this same student say the name of one of his or her partners and contest, write a song
the part of the sentence that should be changed. This partner then makes the about protecting nature,
new sentence and says the name of the following partner. plant some trees and start
– Add an affective element to the drills. Have some students whisper the sentence, a recycling campaign).
others articulate it without producing a sound, or say it laughing, crying, etc. Wrap-up
Talk with students about daily
– Ask individual students to say one sentence with the structure you are
actions to help the
practicing and have the rest of the class decide if it’s true or false: I live in environment. List their ideas
Cartago. (True?) Yes, it’s true. I live in Cartago. on the board.

© Santillana S.A. All rights reserved. Law on Copyright # 6683. 103

Cognitive Targets
To express opinions about:
• Concern about
the environment
• Necessity to take care
of the environment

Lead-in
Divide the class into groups . Ask
the groups to form a circle. Have
students make word chains. Start
with the word “water”. All the
words should be related. For
example: water, lake, fish, etc.

Class Activities
17. Listen and match
the columns.
Have students look at the
pictures. Ask them if the
actions represented are
good or bad for the
environment. Play track 42
twice and have students
number the pictures. Here’s
the transcript:

Track 44
Tad and Mike are reading an
article about water.
Tad: Hey, Mike. Listen to this.
How much water do you think
it takes to brush your teeth?
Mike: Mmm. I don't know. 13
Tell me.
does it take It takes 43 liters.
Tad: It takes about 13 liters of
water to brush your teeth. water does it take It takes 10 liters.
Mike: Wow!
Tad: How about to wash the
car? How much water does
it take?
Mike: I think it takes 50 liters.
Tad: No, it takes about 185 Teaching Tips
liters. How much water does it • Consider a few ideas you can use when the group just seems unwilling to
take to use the dishwasher? pay attention:
Mike: Let me guess. 15 liters? – When a pupil does not pay attention to your observations, start counting
Tad: Wrong again. It takes 43 slowly 1, 2… Make sure he or she knows that if you get to 3 there will be
liters approximately. This one is some sort of consequence, such as not participating in the next game.
interesting. How much water – If you reach 3, you must follow through with an appropriate consequence
does it take to flush the toilet? consistently; otherwise your students will know that if they continue
Mike: 10 liters? disobeying nothing will happen.

104 © Santillana S.A. All rights reserved. Law on Copyright # 6683.

 Tad: Correct. It takes 10 liters
of water to flush the toilet!
Next, how much water does it
take to take a shower?
Mike: Tell me.
Tad: About 76 liters. Now
listen to the last one. It takes
157 liters to run the washing
machine!
Mike: I think we should think
of ways of saving water at
home, don't you, Tad?

18. Complete and

answer the
questions.
Take advantage of this
exercise to remind students
to use “how many” with
countable nouns and
“how much” with
uncountable ones.

19. Listen and

follow along.
Play track 45 and have
students listen to it twice.
Then have some volunteers
read. Ask students to close
their books and tell you as
much as they remember
from the listening. Write
the ideas on the board.
Have volunteers act out an
action that represents one
of the four texts and ask
the class to guess which
one it is.

20. Work in pairs. Use

the information in the
boxes in exercise 19.
– Start singing a song in English or Spanish that the children know and love. Read the speech bubbles.
Try to make them join in with you. Sing until you see that you have the class’s Have students mention
attention back. three more ways to protect
– Clap a pattern which the class must clap back. Again, encourage the class the environment.
to join you.
– Don’t shout. On the contrary, talk in a softer voice than usual. This will Wrap-up
surprise the class and they will start listening to you. Bring reusable items and have
– Just move your lips without a sound. That will surprise them even more! students say ways to reuse them.

© Santillana S.A. All rights reserved. Law on Copyright # 6683. 105

Cognitive Targets
To express opinions about:
• Concern about the
environment
• Sensitivity towards
living beings

Lead-in
Write “w, m, k, a , p” on the
board. Divide the class into
pairs and invite students to
write animals that start with
those letters.

Class Activities
21. Listen and match
the animals with
the continents.
Have students look at the
pictures in exercise 21. Call
out the animals and ask
students to repeat after you.
Play track 46 and have
students listen to it. Remind
them that on the left of their
page, they’ll find the colors
and the corresponding
continent to do the exercise.
Here’s the transcript: mountain
gorilla

Track 46 manatee
There are many endangered kangaroo
animals around the world. Let's
armadillo
take a look at some of them.
Armadillos have an "armor" on panda
their back. They live in South sperm
whale
America mostly.
Manatees are the next penguin
endangered species. They live
in North America, primarily in
Florida. Manatees are
herbivores and eat marine and
freshwater plants, and they are
very fat and heavy. Notes:
The next endangered species is
the sperm whale. Sperm whales
are the largest toothed mammals
in the world. They can eat a
ton of fish a day. They live in
oceans all over the world,
but you can find them in
Europe. Next, we have the
mountain gorilla.

106 © Santillana S.A. All rights reserved. Law on Copyright # 6683.

 Mountain gorillas are very
strong and big. They live
in Africa.
Giant pandas are an
endangered species, too.
They are famous for their
black-and-white markings.
They live in China-that is,
in Asia.
Tasmanian forest kangaroos
have powerful legs. They can
travel very fast and hop very
high. They live in Australia
and Tasmania.
The Galapagos penguin is
listed as an endangered
species. They are birds, but
Where does it live? they cannot fly. They live
In the forests in Africa. in the Antarctic.

22. Listen again and fill in

What does it eat? the blanks with the
animals.
Fruit, leaves and sometimes insects.
Play track 46 again
and check orally.
Does it have a tail?
Yes, it does. 23. Read, unscramble
the questions and
answer them.
What does the ring-tailed lemur look like? Draw students’ attention to
It has brown and gray fur. It has a tail. the pictures. Ask them if they
It has black-and-white rings on its tail. know anything about that
animal. Read the text aloud.
Why is it endangered? Have them unscramble the
Because forests are disappearing questions and answer.
and hunters are killing them. Explain that “where” is used
to ask about a place, “what”
to ask about objects, and
“why” to ask for reasons.

24. Discuss in pairs.

Read the speech bubbles to
model pronunciation.

Notes: Wrap-up
Write the following chart.
Have students prepare a list
of animals and practice
asking questions.

What do (animals) eat?

Where live?
What look like?

© Santillana S.A. All rights reserved. Law on Copyright # 6683. 107

Cognitive Targets
To express opinions about:
• Advantages and
disadvantages related to
the use of technology and
the environment

Lead-in
Write the word “rainforest” on
the board. Invite students to
write other words using the
letters of that word. Explain
that they can only use those
letters. They can use a letter
many times. For example:
“rain, rest, eat, sea, fat, nose,
train, sit, no, rat, near, ten”.
World Wildlife Fund Rainforest Foundation Greenpeace

Class Activities
25. Read and complete
the sentences.
Write on the board:
“community, safe, healthy,
happy, protect,
endangered, rainforest,
musician, organization,
capture, ocean”. Teach
their meaning using
sentences, for example:
“A community is a group
of people. Playing with
fire is not safe”, etc.
Have students look at the
pictures. Explain the text
is about four different
organizations. Read it
with students and check
understanding. Ask: Does
Save the Children work in
different countries? What
does WWF mean? Who
established the Rainforest
Foundation? Have Values
students underline the • Whenever you play a game in the class in which there is a winner at the end,
words you taught and do remind students that what’s important is not to win but to have a good time
exercise 25. and participate.

26. Match the words • Before playing a game, ask students the following questions and discuss their
with their meanings. answers with them:
Have students circle the – What kinds of games do you like to play?
words in the text. – Where do you usually play? With whom?

108 © Santillana S.A. All rights reserved. Law on Copyright # 6683.

 27. Number the
inventions in order
of importance
for you.
F. A. Read the words with
the class and model
pronunciation. Have
students do the activity
individually. Ask them
to give one reason for
their decisions.

28. Match the objects

with the actions.
2 Identify with the class the
1
names of the objects in the
photos. Then read the
phrases and have the class
do the exercise individually.

29. Share your opinion

3 with a partner.
Get students in pairs. Go
5 over the language in the
speech bubbles and the
4
6
useful expressions box with
the class. Model the activity
with a student. Say:
Compare your answers to
exercise 28 and explain
your reasons to your
partner. To enrich the
discussion ask: What
would happen with
these inventions
without electricity?

Wrap-up
Have students play “Twenty
Questions”. Divide the class
into small groups. A student
from one group thinks of an
object studied in the lesson.
– How do you usually react when you win? The students in the other
– How do you usually react when you lose? group ask Yes/No questions
– What would you like to change in the way you react? about the possible uses of the
– In your opinion, what is the objective of games in English Class Plus 6? object in order to guess what
it is. Give them the format of
• After discussing, emphasize the importance of sharing and participating over the questions: Is it used to
winning. Mention that in an English class, the main objective is having fun while watch a rented movie? Is it a
playing and learning. DVD player?

© Santillana S.A. All rights reserved. Law on Copyright # 6683. 109

Cognitive Target
To express opinions about:
• Pollution around the world
• Advantages and
disadvantages related to
the use of technology and
the environment

Lead-in
Invite the class to imagine: You
are on a deserted island. You
must choose one technological
item that you’d like to have with
you. What would it be?

30. Read and answer

with a classmate.
Write the following question
on the board: Is technology
good or bad? Ask students
their opinion. Have them
read and elicit the questions
before reading the texts in
order to focus their attention
on those specific points.
Have them read the text
individually and draw a People can work from home. Scientists use software programs.
conceptual map with the Technology uses solar and wind energy.
main ideas; for example:

Technology Devices become trash and consume

energy. Cars and factories pollute.

has

Advantages Disadvantages

some of some of
them are them are

Teaching Tips
• When students learn to play with the language, they increase their self-confidence
they are
when speaking because they lose the fear of making mistakes. Here are a few
caused by
suggestions to play with the pronunciation, rhythm or intonation of a phrase.
Then call on
students at • Pick a sentence. Pronounce it and emphasize any aspect you want to work on
random and (intonation, rhythm, etc.) and have students repeat after you. Do it fast, without
ask them for
correcting mistakes. You may use the CD to have the pupils repeat what they hear,
their answers.
imitating all the sounds and other speech characteristics.

110 © Santillana S.A. All rights reserved. Law on Copyright # 6683.

 31. Discuss with a
partner ways to help
the environment.
Discuss the following
questions with the class:
What can happen if
people don’t protect the
environment? What can
you change now to protect
the environment?
Invite some volunteers to
read the ideas in the
diagram. Explain the
meaning of a word if
necessary. Divide the class
into pairs. Encourage
students to look at the
diagram and choose three
actions that they can do.
Have them share what
they chose orally.

32. Listen to the

questions and
F. A.
mark ( or 7)
your answers.
Tell students they will
listen to some questions
and record their answers
in their book. Play track
me 47. Here’s the transcript:

Track 47
1. Do you save water?
2. Do you recycle cans?
3. Do you recycle glass?
4. Do you reuse
plastic bags?
5. Do you recycle newspapers?
6. Do you throw trash in
trash cans?
7. Do you write on both
sides of paper?
• Teach students tongue twisters: 8. Do you turn off the light
– She sells seashells at the shore. Are the seashells she sells, seashells when you're not using it?
for sure?
– A big black bug bit a big black dog on his big black nose! Wrap-up
Photocopy Assessment 7 on
• Invite students to memorize them and repeat them in front of the class. You pages L and LI. Have students
could give prizes or clap your hands to congratulate those who do it the best. work individually and then check
Find more tongue twisters here: http://www.indianchild.com/tongue_twisters.htm the assessment as a class.

© Santillana S.A. All rights reserved. Law on Copyright # 6683. 111

Vocabulary Vocabulary

Study Block 1

Socializing
Words Examples Meanings
When you go abroad, try to learn
abroad another country
about the culture of the other country.
everywhere There are good people everywhere. in all places
If you want to improve your math
improve skills, pay attention in class and do become or make something better
your homework.
A teacher must have good
skill ability
communication skills.

supper We’re going to have supper together. dinner

worry My mother worries when I’m sick. feel concern or anxiousness

The building is on fire.

tennis court

skating rink

112 © Santillana S.A. All rights reserved. Law on Copyright # 6683.

Study Block 2
My Physical Changes
Words Examples Meanings
everybody Everybody likes good food. all people, everyone
I’m not ready yet but you can go and I`ll to reach something or someone
catch up
catch up with you later. that is ahead.
Human beings grow until they are about 20
grow become bigger
years old.
Junk food is not good for health, but many
junk food people like it because it’s ready to eat or fast food
rapid to prepare.
My mother is always in the mood to help
mood the way that you feel
other people.
A useful tip to help you get good grades is to
tip good and quick advice
study every day!

I’m stronger than

the little boy.

poultry

I’m taller than you.

I’m tall! I’m weaker than
the man!

© Santillana S.A. All rights reserved. Law on Copyright # 6683. 113

Study Block 3
Types of Families around the World
Words Examples Meaning
I cracked open the cookie to find the
crack break
message inside.
crowd There was a crowd outside the store. many people
A cell phone is a useful device
device electronic invention
in emergencies.
fortune I won the lottery. I have good fortune. chance or luck
At home everybody takes part in the the work to take care of a
housework
housework. home and a family
The message was nonsense until it
nonsense something with no meaning
was decoded.
Troubles are a part of life but you can
trouble problem
overcome them.

dough

strips of paper

He is eating noodles.

basket of fruits

114 © Santillana S.A. All rights reserved. Law on Copyright # 6683.

Study Block 4
Costa Rica and the English-Speaking Countries
Customs and Traditions
Words Examples Meaning
awful It’s awful not to study for an exam. very bad
sound made by glass or
Her bracelets clinked when she moved
clink metal objects when they hit
her arms.
one another
In my family we don’t like it when meat is
gravy a tasty sauce
dry; we like meat with gravy.
match The soccer match is about to start. a game
Don’t walk in lonely places. It’s
lonely no people around
too dangerous.
My family is big; I have at least twenty
relative member of your family
close relatives.
scary Horror movies are scary. something that causes fear

lamb blow your nose chips

pumpkin cutlery beet

© Santillana S.A. All rights reserved. Law on Copyright # 6683. 115

Study Block 5
English-Speaking Countries
Holidays and Celebrations
Words Examples Meanings
be the property of, be a
belong Who does this book belong to?
member of
harsh It was a harsh winter because of the snow. difficult
Tourists and natives admire Costa Rican what you can see from a point
landscape
landscapes. of observation
kind of restaurant in Great
pub In some pubs you can listen to folk music.
Britain
My sister and I spend our vacations reading
spend pass time
and doing outdoor exercise.
If you don’t give a treat then
trick or The children knocked at my door and said:
you can get a trick played
treat? “trick or treat?“
on you.

cotton candy drums

costume
red pepper grapes

116 © Santillana S.A. All rights reserved. Law on Copyright # 6683.

Study Block 6
Costa Rica, a Green Paradise
Words Examples Meanings

downtown Last weekend, I went shopping downtown. central area of a city

harbor This reserve harbors many species. to shelter

You haven’t finished yet? Please hurry up, we
hurry up do something more rapidly
have to go.
Lack of money is a problem for many
lack not having something
old people.
The four-eyed opossum has a long tail, a big small marsupial that looks
opossum
head and a thin body. like a rat
thing or person that represents
threat Domestic violence is a threat to women’s life.
a danger

tip of the tongue hermit crab

raccoon glass frog hummingbird

© Santillana S.A. All rights reserved. Law on Copyright # 6683. 117

Study Block 7
Environmental Education
Words Examples Meanings
dispose We dispose of trash every day. throw away
big quantity of water that
Floods are not just a natural disaster. They
flood covers an area that is
are often due to human beings.
normally dry
raise We raised money to change the roof of our
collect money
money school’s gym.
If you try hard, you’ll always be successful
try make an effort to do something
at school.
A water source is unusable if it
unusable that cannot be used
is contaminated.

peccary cloth towels

A landslide can kill

compost automatic dryer
many people.

118 © Santillana S.A. All rights reserved. Law on Copyright # 6683.

Vocabulary Cutouts

Page 8 Act. 3 Study Block 1

Page 16 Act. 22 Study Block 1

Page 19 Act. 28 Study Block 1

Could you ask him to call

Hold on, please.
me back?
One minute, please.
Can you take a message?

Is Dad at home? This is Anthony.

May I speak with Ms. Vargas? Jamie speaking.

© Santillana S.A. All rights reserved. Law on Copyright # 6683. 119

120 © Santillana S.A. All rights reserved. Law on Copyright # 6683.
 Page 26 Act. 11 Study Block 2

peppers

walk the dog

play soccer

hang out with

dairy products
your friends

© Santillana S.A. All rights reserved. Law on Copyright # 6683. 121

122 © Santillana S.A. All rights reserved. Law on Copyright # 6683.
 Page 46 Act. 18 Study Block 3

Page 61 Act. 22 Study Block 4

© Santillana S.A. All rights reserved. Law on Copyright # 6683. 123

124 © Santillana S.A. All rights reserved. Law on Copyright # 6683.
 Page 67 Act. 5 Study Block 5

Pilgrims Native
Americans

yam turkey

gravy

squash

pumpkin
pie

corn cornucopia

© Santillana S.A. All rights reserved. Law on Copyright # 6683. 125

126 © Santillana S.A. All rights reserved. Law on Copyright # 6683.
 Page 84 Act. 6 Study Block 6

Raccoon Bee
Mammal Insect
Guayabo, Negritos Lomas de Barbudal
and Pájaros Islands Quarter of the world’s
Nicoya Gulf bee species

Stone spheres Armadillo

Archeological site Mammal
Isla del Caño Lomas de Barbudal

Kapok tree Opossum

Tree Mammal
Lomas de Barbudal Isla del Caño

Crocodile Dolphin
Reptile Mammal
Carara (Pacific coast)
Transition between rain Isla del Caño
and dry forest (Pacific Ocean)

Page 99 Act. 8 Study Block 7

Plants, trees and animals, too, There’s only one Earth

in a balance eternal and true. that we all share
Let’s keep it safe and clean. old and young,
Let’s take good care of her! there’s only one Earth for us!

There’s only one Earth This great planet needs our help
that we all share and we need to be aware
old and young, that all its beauty
there’s only one Earth for us! is for us to share!

So we must keep her free There’s only one Earth

from pollution and waste. that we all share
Let’s keep our air clear. old and young,
Let’s stop abusing Earth!! there’s only one Earth for us!

© Santillana S.A. All rights reserved. Law on Copyright # 6683. 127

128 © Santillana S.A. All rights reserved. Law on Copyright # 6683.