7th Grade Nicaragua Beyond Evolution Teacher's Guide.pdf

Silvia Martinez

CVE!

Beyond

$A | macmillan
| education

manne n!
Bey" SO We
Evolut

mada y estimado docent

El Gobierno de Re rio de

illación y Unidad Nacional, a través del Mi

ducaciön, con el propósito de garantizar una E

¡cación Gratuita y de

den igualdad de oportunidades para todas y todos, se complace en

je la noticia que en este año académico incor
nglés: el libro de texto, el cuaderno de trabajo, y la guía
-a de «Nicaragua Beyond Evolution! “7% Grade"»

Nicaragua Beyond Evolution! ha sido cuidadosamente elaborado para
y a los estudiantes de séptimo grado un enfoque pedagógico integral y
con una amplia gama de temas y situaciones cotidianas. Este

nentar el interés y la participación
nacionales y

studiantes, y para alinearse con los estándares

ticas des

Algunas de las caracte? adas de Nicaragua Beyond Evolution!

foque comunicativo: Prioriza el desarrollo de las habilidades de expresión
oral y comprensión auditiva, permitiendo a los estudiantes adquirir
confianza para comunicarse en situaciones reales,

* Contextualización: Ofrece ejemplos y diálogos auténticos que sitúan el
aprendizaje del idioma en contextos reales y relevantes para los estudiantes,
lo que facilita la comprensión y la aplicación práctica del contenido,

* Actividades colaborativas: Cada unidad contiene una variedad de
actividades interactivas que estimulan la participación activa de los.
estudiantes y promueven la colaboración en el aula

niente CRC AE

+ Evaluación integrada: Of permiten un

seguimiento detallado del pre

retroalimentación personalizada y una adaptación del proces

aprendizaje según las n
13 El libro de texto se complementa con recursos digitales
audiovisuales y actividades

cesidades individuales,

= Recursos en |

jeractivos, materi

adicionales que enriquecen y diversifican el aprendizaje:
Creemos firmemente que esta propuesta será valiosa en su labor educativa
para brindar a los estudiantes una experiencia de aprendizaje enriquecedora.
Estamos dispuestos a brindarle todo el ap
el máximo provecho de este libro de texto y adaptarlo a las necesidades

fa que pueda sacar

específicas de sus estudiantes,

Agradecemos sinceramente su compromiso.
para brindar a los estudiantes una experiencia de aprendizaje significativa. Nos
emociona trabajar junto con u
enseñanza del idioma inglés.Qued:
consulta o colaboración adicional, le enviamos un cordial saludo y nuestros.
mejores deseos para el inicio de est

on la educación y su dedicación

colar enriquecedor en la

sted y lograr un año

ido a su disposición para cualquier

vo ciclo educat

¿Listo para una nueva aventura de aprendizaje?

MINISTERIO DE EDUCACIÓN

blshing Director x
T En

Design Coordinator

Picture Researcher

Design

Students Book Credits

CANIEN No, 3993

SA de CV

and © Stochphoto and Stock Ina

COORDINACIÓN GENERAL
Cra, Melba Maria López Monte!
Directora General de Educación Secundaria
Cra, Tessia Olga Torres Thomas

Directora de Secundaria Regular.

Cro. Cástulo de los Santos Perez Morales
Coordinador Nacional de Inglés ~ Secundaria.

REVISIÓN Y ASESORÍA TECNICA
ro. Cástulo de los Santos Perez
Coordinador Nacional de Inglés - Secundaria
Cro, Carlos Eduardo Martinez

Asesor Pedagógico Nacional de Inglés - Secundaria Regular.
ra, Yahaira Carolina Salmerón Gutiere

Asesor Pedagógico Nacional de Inglés - Secundaria Regular.

rantes dela Comisión Nacio

Realizamos un especial agradecimiento a los in
Inglés (MINED = INATEC - CNU) por sus aportes
de texto,

Pages Starter

1 a

24 Lesson 4
27 Project Electroni
29 Socio-emotional Skills

ic Resume
30 Language Guide

Pages Unit 2 - People and Situations

31 Planner
32 Lesson
35 Lesson2
38 Leson3
41 Lesson4
44 Project: Schedule for a Field Trip

46. Socio-emotional Skills
47 Language Guide

48 Planner
49 Lessont
52 Lesson2
55 Lesson3
58 Lessond
61 Project: Electronic Presentation.

63. Socio:emotional Skills
64 Language Guide

Contents Pages [Unit 4 - Local and Wider Community

65 Planner
66 Lesson 1
69 Lesson 2
72 Lesson3
75 Lesson
78 Project: Travel Guide Blog

Skills

80. Socio-emotional
81 Language Guide

Pages Unit 5 - Places I Visited

82 Planner
83 Lesson 1
86 Lesson2

89 Lessons
92 Lessoná

95 Project: Travel Journal
97 | Socio-emotional Skills
98 Language Guide

Planner

Lesson 1
103 Lesson2
106 Lesson 3
109 Lesson 4

112 Project: Comparison Chart
114. Socio-emotional Skills
115 Language Guide

116 Audio Script
122 Workbook Answer Key
126 Digital Resources Compilation

Introduction

ding language th
activities that enhance the acquisition ofthe langua
Nicaragua Beyond Evolution! focu
«+ strengthening students" learning backgrounds and sti
2 developing critical and creative thinking to achie
+ involo s ir learning
+ reinforcing English en tool to extend
+ developing knowledge and linguistic kils necessary to

9 the necessar use the language beyond

+ nurturing socio-emotional and professional is and

sonal relationships and problem sol

strategies to face adversities and wo

Students Book
Each level of Nicaragua Beyond Evoluti

f each unit, students wil have a N
learning outcomes and worked on
specific language contents the students wil cover as wel
the collaborative project they wil per
A series of cons in the Students Book indica 1
A
À à tele students to listen carefully o

time appears Each Pronunciation Bl

ils

Bane

help students comb

every lesson, there are two activ

ne the language leaned with a specifi

together in order to develop interpersonal, problem

solving, and communication sk

Saar
zn

Pais Asa class
These interaction cons appear when the acttes require

active participation

ras a class. Interaction willbe clearly stated in he teachers.

notes, as It deems necessary

Student’s Book

>
> :
€

isa colaboratve Projet that Additional Features

action though an increase in

the end of each uni

fosters student-faculty inte
anding of diverse perspectives develops a higher level

To suppor their lea
offers students additional features such
suggestions to develop their

Guide atthe end of each unt for further theory for every
lesson, and at the end ofthe book, a Pronunciation Guide
Useful too fr students to lean the correct

words in English. You will also find dé
Printable Lists of Regular and Irregular Verbs
conjugations

of thinkin, oral communication, selmanagement, and
so provides the opportunity to practice

‘what they have learned and apply it to their own lie or the

Workbook

Teacher’s Guide

Nicaragua Beyond Evolution! provides the teacher wit

ae =: 4

pee = >
Mode
EN hat han th individual and collaborativ

cy is to the Online Practice Test for further

of preparation. itis
(0 this tool at the end

al Resources

Ww

Teacher's App

PA aga Pene

i ip eee
A ee

BESIT23NI001 EE y A
=

registration "

please contact us

Waneducation.com, whe

Nicaragua Beyond Evolution! grants access tot
Registro
Macmiten Education Latam > Students Book with embedded audi
+ Projectable Workbook
Registr el Teacher's Key de tu TG: . Digital Version
o le Clas Audio Tracks
Teacher's Key. | BESIT23NI001 + Test Generator, a digital to! to create and customize exan

yond Nicaragua Sectio
Digital Resources

| vascas | + Answer keys for the Grammar Drills and the complemen
printable Video Activities worksheets in the Beyond

Nicaragua Section from the Student’ Digital Resou

+ Teaching Notes for al the socio-emotional actvitie
included inthe Socio-emational SKils Se

Students Digital Resources

10

2 VOCABULARY

Answers: 1d 2b 3

3 READING Form sal

student’ attentior rules outloud

pronunciation mistakes,

some volunteers to paraphrase

LANGUAGE pow suce

the Language box and havea o

LANGUAGE Draw stdents'ateton to

‘ut ot ASk hem to under the ve inthe

6 WRITING Dive the c

ty 4

4. Blan that

revousy mentioned so they art witha capital eter. Encourage them
atcaptalaationnEngish wos to make corrections, give and receive
in ek nat language. Or you feedback. Tel them that one way to get
e and past Ron the at something fs by having someone

me they we something, they istakes. Tell trem that ths

keep that in mind unt it be a good opportunity to put into practs
tothen. the rule: Use kind words, Remind them
dass is a safe space to make

7 SPEAKING Ask a volurteerto
the instructions outloud. Explain
wll workin small groups, as the con

k and)

encourage them to check answers wi

stop the actity and solve

E 8 TEAM UP Spin to students tha

ranges,

3 Gide them to discuss using the outcome

12

[O

from Activity 7: Help them come up with
5 to 10 rules, which they not only consider
the most Important but they ae also

committing to respecting them

throughout the year If possible, have
students use a large sheet of paper or
have them paste some sheets of paper
tegetherto make a large one. Give them

cn

visible place on

them read the rules out fou

them well

EXTRA ACTIVITY Choose one p

of students to be the rule ot

someone calls out or does 1
les, the guardians

ule guardans, you may e

guarians once or twice, so
used to watching for imprope
Students not caught by the rue

E Ce wa i
= ICH), mm (oe

James on the board. Choose
er pair of students to be then

nge the

conduct

EXTRA ACTIVITY

e 9 SELF-ASSESSMEN

13

Grade Competence

The student ommion greetings, courtesy expression, fan
pressions, stress and intonation patterns appropriately in familiar and rehearse
activities to participate in social and classroom situations

The student uses proper punctuation marks to exchange personal information

s various texts to understand main points and details related

The student analy

he student istens to words pronunciation to improve the recognition ofthe

Reading y Liu 9 an
pepe in your community 3ct.2) Interviewing (p. 13, act 7; 16, act 6
Using cognates to understand a text. (p. — *Asking for and ghing persona

king for and giving information about
Listening a person (o, 16, ac. 6:9. 17, act 8
Listening to get detal about personal 20, act. 8,p 23, act. 2 a
information. (o. 12, act
stistening to different instructions Writing

“Listening to numbers through radio period) (p. 6, 3
«Writing short sentences about personal

as well as socal media

ne calls, and shor

dialogues, (p. 12, act 3)
«Listening for specific information

(14, act. 8)

p. 18, act

eration (p
ask for personal
7; 0.19,

wing a cor

«Writing que

Speaking ns

‘introducing oneself (p 11, act 7)

«Communicating to others (p

14

Socio-emotional Skills
«Personal, socal, and emotional identity

Selfintroductions, greetings,

in pairs, copy the wor
and others) (9.9, act. 2
Cardinal Numbers (p. 12, act. 2)
Counties / nationalities / oc

(© 18, 2ct.2)

verb t
and Inte
Imperat
Ph. que
pe

Lesson 1
Unit 1- Lesson 1

ake, _ 4 Suggested answers

k unde Jorge
Mis Sánchez u bc
Pe 2d 3 4c si DEVELOPMENT |
o 4 dents
= the conect one. Ref students to
Answers: 1am 2are 3i
nd useful for ind LANGUAGE bru sue atetnt6) attention tothe different personal
1nd be Language box and hav a oser ead t our fe
out ous. Ask them en ou Singular) and you (o
the examples rom Atv. Remind them that cpitalzation and
a {uation is importan
3 LISTENING dad Pt 5 Have students Answers: tam 2are 3is 46 5
vidual andthe Gare Tee 88 ey finish, remind

5 many times as #
Students compare their answers in pai x

istogweand

15

Unie tut

a di A

OL CLOSURE | node tn

share the lists of greetings.

hssmates As a cass ‘opportunity to assess stude

orrections, — 7 TEAM UP Have students introduce ig the graphic orgar

nal vers some themselves Instruct them tomakenotes 8 SELF-ASSESSMENT femind erestn
plunteers to come ront and about ther dassmates, so they can students that self-assessment activities actual conversatior
role-play ther conversations. Take n ntioduce them late After a few are opportunities to think about their mi y
and when they finish, congratulate them minutes, vide the dass into small performance and improve during the

and give them feedback groups and tell them to take turns 19 school yea. This activity is also an

16

Unit 1 Assessment

=" Lesson 1 Rubric

Date: Students name: Group:

Students il fuero ple present affirmative fon.

h + Assess your students by circling the descriptor that correspond to their
performance during tl

Aspect

nd the Students Digital Resour
The student | 4 h s understa
can follow | u m
dassroom n her A
instructions. x ü
The student |dentiyihe | etes
can spel his | 1 bet, | ap r
Ther name, a but cannot spel | needs help
‘The student nue
can use the reli ir
verb to be in ung | in simple nimple present, |simele pc
simple À ree easly
inset /herslt | /herseit and
es ut has ifficly_| other peopie

DR 2023 € Maem Educación SA de CV On) for teaching purposes.

Unit 1 - Lesson 2

18

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the application

Answers: 1 Azucena Or

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Consulate Officer: Good moring What's you

Azucena: Azucena Ortega

Consulate Officer: Can you spl yournane

Consulate Officer: Thanks. Ard how old ae you?

Azucena: Fm tineen

pete are you fem?
‘Azucena: Matagalpa, bt vein Man
Consulate Officer: What your at
Azucena: 47 Boar Avenue, Mangia, 14360,
Consulate Officer: 47 Bovat Avenue, Manag,
Hat your phone number?
Azucena: 55496814,
Consulate Officer: Can you epest that?
Azucena: 55496814.
what's your email

Consulate Officer: An

Azucena: i's o136@oreralicom
Consulate Officer: OK. Thankyou Now, when do

Unit 1

4 GRAN

SC ar see cat

AAR Draw students!

attention to the sentences in the box
and ask them to underline the possessive
Adjectives. Have them read the options,
and choose the correct one. Have them

check their answers

asa dass, Refer

stu

ents to the Language Guide on page
24 for further explanat
Answers: 1b 2a

5 Have students complete the table
based on the information from the
‘examples and the Language Guide.
invite pairs to compare their answers.

Answers: 1 my 2 y

Sits Gour 7

EXTR
small groups and ask

3
18
person:

Unit 4:12

q

es

sing the words from the
in pair
Answers: 1your 21m 3you
4 address 5 number 6

Unie y= Le

situation, and ask for tf

English, Get then
get, 50 they can re

EME. à

G invite students to

fe the conversation they have just

d. You can use this activity as evidence

10 assess your students‘

19

back Isto Improve

FT Draw students attention tothe Mbox. tis
advisable to elicit what they know about blogs
and # they have experience wring one. Explain
1 students that they can keep 2 recor of thet

progress by using e blog

10 Remind

ity 10

a

are with the class some of thei

tudents read the question and

to answer its a dass
est that students discuss the
estion with their teammates before

nal answer, Remember to foster
espectful and supportive environment

For additional practice, refer students
to the Workbook and the Student's Digital
Resources.

UA Assessmen;
Lesson 2 Ruby

Date: Students name: Sas Group:
Lesson outcome: Students will understand and use numbers and possessive ad ;
‘exchange personal formation.

Students will nite a short dialogue in which they use greetings and ques

[Assess your student by crling the descriptors that correspond to their performance
during this lesson.

‘Outstanding
performance
Thestudent | Thestudent | Tr
The student | cannot dently | uses the correct | mates son
cam make | ra questo ton words, | mstak
quero te | words to use or | but anne’
ester | hou to structure the | what needs t nation
personal |sicturea | questions actes or
information. | question correct mproved.
Trestudent | The student
Thestademt | doesnot understands x tor
can amer | understand | questions but and
questions | questions, and | anno: structure qui
about hi her | cannot hs/he rectly a
personal | stuctue answers state fluently
Information. | answers conecty potcessive
core adjective
Tue prados | me scene [The sudert [The student uses | The stu
am usa | | unable touse | uses numbers, J and pronounces | uses number
mumbers | nimbersto | butconfuses | numbers accurately tc
comedy te | once somectther | corte, out | pr
Te students [me student | The sudert uses | The stuc
problems | asks appropriate | most of the wiites an
‘organizing | questions, but | necessary appropt
information to suugglesto | svucturesto | conversar
[| vite à wate à longer | write à 10.9
‘conversation to | conversation. | conversation to. | personal
get personal get personal information
information. information ina for

DR 202,0 Macmillan Educación, SA de CY Only for teaching purposes.

Unit 1 - Lesson 3

SKILLS Dé tud

ce themselves. Th

know bout their partners. Model

4 Draw students
he examples. Have them read

the options and choose the correct one

Have students check their answers as a

dass Refer students to the Language

Guide on page 24 for nation

wing on the

vel of the class, you
standing

or before and after before performing

ul to check und

Answers: 1 before 2

Lesson 3 Unie 1

TEEN NEWS. :
| TWO NICARAGUAN STUDENTS WIR pire
INTERNATIONAL SCHOLARSHIP ur

3 Red ginn nom.

ES

5 Remind students that they can oo interesting?

back to the Language Guide on page 24

atspeaking Bere
en? 1are 11 Are

incase they need to rev
Mo
Then get stude
check and com

M the topic

y the activity and provide help
1 into pair for them to)
x their answers, EXTRA ACTIVITY set aside some

‘Answers: 1 Am good at it you time for students to practice the verb to.
2 student? 3 Is he from Herma ‘be, Get them into pairs. They have

21

LANGUAGE Draw stusons attention to

the Language box and have a wo

ut loud, Explain to students that punctuation
ds arty and precision to wr

8 TEAM UP Have studen

beter Seta time Im
perform the activi. Monitor am

ep as needed

9 SELF-ASSESSMENT

school year. Monitor t

isa good opportunity to $

collaboration by getting st

e

11

Unit 1 Assessment

Lesson 3 Rubric

Date Students name: Group:

Asse your students by circling the descriptors that correspond to thelr performance

Needs Good Very good | Outstanding
fat improvement | performance | performance | performance

The student
get the main
den a

| he student : A
use Yes / No ape

to. | et personal
information

caca SA de CA On lt teaching pures.

Unit +
Unit 1 - Lesson 4

a

À WARM-UP Draw student 3
attention to the instructions and ask as many times as necessary, Have th e

students to quest student who wrote Answers: ete: N

cane 6 Randy

2 voc Review the pus | Me

Get students into smal

i eet Congratulations Wha’ the Ih
to check their answers. ti Pete Lan: in poe

b i W un Den Bn
cable to model pronunciation. Presenter: Heo Whee ae you em, at?
Pete ew Zan

Presenter:

find it useful to remind students

ll the names of countries and

ationalities should rester
be capitalized LES

‘Answers: Country: Portug: Presente: Ar

ë steat Britain Nationality:

Presenter: Wow! How ols So Shocks

UI -
complete the task. Let students compare attention to the questions and 5 Draw students’ attention to the enti

Ecuador Ecadadan Hal Haan Unted States students to the Language Guide on page the answer. Be

American, New Zend - New Zealand 5

Btn Br 24 for futher explanation. Answers: 1 What 2 Where Answers: 1an 2a 3the 4
Answers: 10 2b 3d 43 3 Who 4 How old e Sa

ho 24

LANGUAGE Before staring

Sn students’ attention to the Langue

sy,

box i
Mig be helpful to Say several nouns outloud

bc ee from students they have to use a 0
do. Support students further by proving

‘amples of counties that are preceded
bythe

Unit 4 : L4 Unit 7.14

nama’ Win tr lp

5 Suggested answer:

25

LANGUAGE nn Unit 1 Assessme,

x Lesson 4 Rul
a Date: Students name: Group:
ont use DNAL SKIL Lesson outcome: Students will formulat

9 the descriptos that correspond to thelr performance

E Very good | Outstanding
12 performance | performance

LANGUAGE 5 ring À

9 TEAN

10 SELF-ASSESSMENT re

% DR 202, Marian Educación, SA de CV. Only fr teaching p

Electronic resume

nas Dé
en

MY COMMUNITY piano sucer
that cutre deines thei denty, how they see
ensehes andthe goup

vales, vell, and radios realen a home

from tem diferen oc O)
tn in ei communes. Have tude
note how they may be similar scoring to the

place where they Ine and how occupation

result fom te teraction between the

and physica), Encourage em t thnk
about rent egos of Nicaragua and ask

them hey can menton or oecupations

reed to these regions,

Ask th

Ike the one sho

ved in Activity 3, Get

them into small groups

select useful informaton
to complete their daft. Model Activity 4

on the board as reference so th

‘or Activity 6

ding help when needed

Activity 7, explain to students that

he speling and grammar check too

«thei Word document or they can use
puter sofware to check if they

AT raw sers attention tote box
is adsabe o ect what ey know about
one fee wing assistant programs. Inte
some students to sare ei experence
wih be ass

hen draw students attention tothe
checkt in Activity 8. Explan or ect the
meaning of each sentence. Gt them into

27

Unit 4

Socio-emot

hey just earned UT You can raw
make comments ema borifyou need
each intreduct
dents to do the same using the
let mpt yo ¿ce yours!
nc al s 10 tell you more 4 Ask students to discuss the questions
ter choices — characteristics that could describe them. What personal characters

29

Language Guide

We use imperatives on signs or to give orders,

instructions, or warnings

Stay on your rig
Take that gum out of your mouth
Open your book

Don't run! The floor is wei

We use the verb to be to say who we are, our name,
how we feel, ete. It changes form (am, is, or are)
according to Ihe subject (1, you, Luis, ec)

amas He/S!
are happy W
las /itis big

ls a teacher
are Mexican
They are friends.

The

Wh- questions are used to ask for specific
information. They begin with question words i
what, when, where, who, why, and how old. Put
these words before the verb.

How old are you? Im 17
What is your name? My name's Pepe.
Where are your friends? They're in the cafetera

is

We use the verb to be to say who we are, our name
how we fe, ec. It changes form (am, is, o are)
according t the subject (I, you, Luis, et).

Are youa student No, lam not.

Is Aaron sad? No, he isnot
Hes happy.

‘Am late? No, lam not

Possessive adjectives show that something belongs.
to someone, or indicate a relationship. They always
come before a noun (person or thing). There is one
form for each subject.

I: My teacher is Sonia
You: Your class is now
He: His pen is blue.

She: Her name is Rosa

We: Our friends are here
They: Their tear plays well

The definite article (the) indicates a spe

‘one singular thing in general. A and an rr
A goes before words that start with
sound and an goes before words that sta
vowel sound.

The Science book isred. The

Use period at the end of a sentence.
7 Use a question mark at the of a question.
A Capitalize the first letter of every sentence

He's from Nicaragua.
‘Ace they thirteen?

stening

Vocabulary
Speaking y
answering a Bi
Son E
Grade Competence ; EN
“+The student uses language for a range of purposes such as: to communicate ideas, x Ir > E a Grammar
| "askand answer questions, provide pe explanations and deserts, ve simple le presen
BEER Wh song and make <tatements à e
een tocecciptors of evens tesis ond provi agregar | Writing
th end trough personal tes or emi Wing short sentences about amiy «Symp present with frequency adverb
Te student uses context clus (defi) o get meaning o terms tom authentic ae
ring and reading materi | wing uestons De
"The student listens to pronunciation to improve the recognition of the vocabulary, | ee
Lu, «Predicting information using vial act
Reading tex about routines port tng an emai Pronunciation
e Virting text about areas Fami members (a= /a/0-/48

*Understanding vocabulary in context

0.29, act.2

31

EE AA an use
Unit 2 - Lesson 1 a 3 y questions about routines
1 WARM-UP nt 3
md 4 ue 0
SKILLS itis a grat opooruniy o JA vecs

jie onl ohh aoe a

students to practice scanning. Remind them

A cuestons yo re anses, before as ee |
2 VOCABULARY dos se reading more © it

le wth hem how is technique can elp them

ous, discuss

Answers 4 GRAMMAR Draw student ARE.
s acusabl o ha
er Toby's Day
AUDIO SCRIPT versa à dass Refer students to
Answers: Creed: a
1 2
EXTRA ACTIVITY ome
days LANGUAGE iis adisbi tat students
x (ide he vers n te example sentences to
ent nich vers have en = res oucan shold ts when he eb end in 6 VOCABULARY Have students do
3 READING invtestudentstoread skthem to ire te bots in At Sas as the fist p ty ind
xt wl tis disale to gt tens n pis to necessary, 2k them to use ther donas
eine make ast of vets endngin-s, ch, | 5 Hove students do the actvtyindvidually Have them exchange books and have
; e à nd Rein them hat rh rd Have students check answers sa dass Students write the answers on the
nd, pion hey should ads when He ver ends Answers: 1 goes 2 ists 3 se ioe ee
fests check 8, 3h 2 -0.Thy Should ages when cat 5 e the questions

32

"cea ra An Dx CN GR
Sikes Salas rin Seen

OS er

Answers: 1 February 2 ‘ordinal numbers: Have students check ne its
4July 50% ‘as a poup. lf necessary make a quick even

for this topic. Explain to students that onal

Questions: stude
fumes help us communicate the order of
things in a series. They are often used in dates.

LANGUAGE Draw sens ation to! To nish the activ, wit the ordinal numbers

Language ba. tis advisable to get

sucerts ito small goups to make a list of

on the board to check wring

<i ne = aS

= a Bee e

PRONUNCIATION re

answers with a partner Tell students

Have students read the sentences and! 0 write similar sentences using their

predict the Kind of word they wil isten personal information, End this activity by
9, noun, the name of a month. Tell _ elkiting from students when the seasons.

students that you wil play the audio for ofthe year statin Nicaragua,

ther to repeat the months of the year Answers: 1 September 2 Mare
nd then complete the sentences. Play

33

aumo scurr (onl roy Unit 2
L he aulary d Lesson 1
means Date: Students name: 2 Group:
Lesson outcome: ne covet cres and vocabulary t talk ou

| cuosure | Pe tani! et yu sty stn Ge spr he coe

¿during this lesson.

7 WRITING :
N — Le
N ere | méme | eel
e The student f help | begining to scan scans a tex
mue ls : BE
8 SPEAKING =: ei, ae
iy nda Ep to rate ns Olena
happens herself, ‘verb in simple
' etnies sl [a a
i fron mip TET [esco Peper |
seu on las ar
9 WRITING » cc | osc po
E ÓN pos u
abet E he |.
a A |e A goes
; ter rdalonshps with her Sad ot at | a
asm ther peoples | nl me eee
=“ Se
LANGUAGE Before starting Activity 9, Porres" | Lan Kr
on mn a aca cos ET

34

Unit 2 - Lesson 2

1 WARM-UP

2 READING

onto
them tat the
we regulan

age box. Remi
os of frequency inde
You can use the perertae bar at

te bottom ofthe page to cantly tre concept

Provide some additonal examples to support.

your students

| DEVELOPMENT |

4 GRAMMAR Draw students

Answers: 1 Yes 2 Yes 3No 4

LANGUAGE Draw students atentin t

Under e frequency aves in te emal

‘rom At 2 on page 29,

EXTRA ACTIVITY set asic

them on the board ta be used la

5 Have students do
ndividual. OF
them into pair

ed. get
nd have them exchange
books and compare their answers
Answers

1 2feels 3lke 4 plays

5 ith texts 6 eats / sleeps

las
6 LISTENING db Pay the audio

into groups to check their answers. tis

important that you very that students

nave written comecly the third person,

sers on the

Sram

Answers: 1 plays
Seats 6watches 7

verify spaling
2goes 3

AUDIO SCRIPT

m

Wat day 5 god fo you?

y heros? | usualy

a 6:00, but we can have the
19500

en Thursdays.

day afteroons got my dancing

lesson What about Wedhesaps?

Julio: so

35

12-

RS WR

She 0 tha ae ta oa L

EXA ee
>
7 SPEANING copy teseece. EXTRA ACTIVITY setaidesore QUIEN

nto pairs o use the information th

y in par, Before having students

answers in small groups,

write ther emails, draw their attention to

the emallin Activity 2. Monitor the
partners ity walking around the classroom

and providing help so they use correct

Unit 2 sses
Lesson 2

Date: Students name: E Group:

LANGUAGE Dr» su

pee ne acts using days ofthe week

Lesson outcome:

i * LANGUAGE

Assess your students by circling the descriptors that correspond o thelr performance
during this lesson.

Newds Good Very geod || Outstanding
improvement | performance | performance | performance

12

10 SELF-ASSESSMENT

SOCIO-EMOTIONAL SKILLS

suo. y I
ed The stadt cn |
Een | produce text
s eat his her |
ap own erste
5 usin y ach ze
t t present ond
y, frequency
3 pra

Lesson 3 - Talking about my family
Unit 2 - Lesson 3

1 WARM-UP. wane

2 VOCABULARY rete x m k the kb
» board. T sa
er hei note
Answers: Age: 1906 Height:
dium he (= theetuaniag|family
0 t Eyes: ‘sig sg ser
Answers: 1 2 AUDIO SCRIPT
a À a Sehe nina ls
3 READING Get stude p eo logs ai Lanta
coe them | e elencos elas mo ue ne
A tes rats Se
se mat o s in help & Answers: 1 step-mo 2 step-fat what soun yy have in common. Pla
ri bette 5 VOCABULARY Have students do 3 grandmother 4 grandfather re audio twice. Have st s tel
Answers: 1 2 he activity individual. Once theyhave Salle ect answers. Explain to studes
3 4 5 inished, get them into small groups to you audio again. Pause the
6 19 heck their answers. A good additional PRONUNCIATION ___ audio after
= practice coud be o ei from students Explain to students that youwilpay to rep
4 LISTENING quip ii is who has a mily or the names of the audio so they can repeat the name ds.

nd identify Answers: lala/ 204,

52 heit books and listen to th family members they lke the most. ‘of each family mem

38

——

ERA

a e

juage Guide on page 8 Refer students to the family tree. Model

her explanation come sentences as support
the answer asa cass Answers: have 2has 3 doesn ‘ut the activity Get them into small
have Adonthae Shave 6 have

es. Then have 41 for

ps Encourage them to use vocabulary

the previous acts,
LANGUAGE Draw students’ atonion to
the Language box tis a good idea to eit
some examples from students

9 SPEAKING

LANGUAGE Draw students’ attention

or examole, without

SOCIO-EMOTIONAL SKILLS

er

Dial Resource

Unit 2 Ass

Lesson 3

Dato: Students name: Group:

Assess your students by circling the descriptors that correspond to thelr performance
during this lesson

Needs Good Very good | Outstanding
Aspect | improvement | performance | performance | performant
The student
a rel

write, and use

from a text
darts
visual support.

‘The student ie

can use th i

correct form | cence and

‘of the verb
te bare te ne core 5 a
PE tn, and m »
people

The student 5 mes
co aah ond

em
orally im order
tofind out | °°
formation o
about

someone's E
fam

=
sson 4 Describing weekend activities

Unit 2 - Lesson 4 AUDIO SCRIPT

4 WARM-UP Dr: F ie

EXTRA ACTIVITY

4 GRAMMAR
3 LISTENING dab si
s s 5
Answers: 1 2 Answers: 11do 20085 3
Sd 6dont 7

4

Online Jasin ty src
Cinema NE
4 o

' d enhance sell-esten Unit 2 ssessment

partners’ family members. You ding to higher Wellbeing, Lesson 4 tubric
Workbook and the Students Digital Resources. A ©
8 TEAM UPH: Lesson outcome: Students will use Ihe simple present tense appropriately to talk about their
OS fens your dy eg ase re eo

during this lesson

thes fama

EA IC the verb to have
tase the arme | sentences 0d or fe.
is be people

See ual oes oly din
ces very | abe tonne à

ye accurte | mothe accurate

n 2 positive note stsomeones | quesions to find} conversation 10
ÿ Gui méomanon | fnd out

Sbout someone's | formation about
‘amy someone’ family

Explain to students that having

good
with their

Spending time

DR 203,6 Maca Educació. SA de EM On fo esti purposes

Schedule for a field trip

(interpersonal awareness
|

MY COUNTRY Remind sent ho

ua identity as Nicaraguan cien

because inaenes how

y and hei communi encourage

om vo ey are and where they belong,

Activity 4 tohan

Schedule for a field trip

A mad)

the class later Invite st
pictures when they go
they organized in on
fhe ce

x to ke

k express

d be advisable

SELF-ASSESSMENT RUBRIC
students! atten he table on
Activity 7. Rea mation in it and

different act during

their answers in Activity 7, they a

to make suggestions on how to imp

their performance in Activity 8)

exchange opinions and suggestions based

Monitor and provide help if necessary

INTERPERSONAL AWARENES
Students can further develop thei

Have students do th

ronic schedule app or

them focus on

ideas clearly it would

an draw.

45

IDENTITY
E Thank you Note

OBJECTIVE

WARM-UP

46

otional Skill

4

WRAP IT UP

5 ask students to discuss the
ons: When do you say thank you?

nto discuss with

ers with the rest of the

sensation’ TEACHING TIP ts recommended
hi that you make a gratitude journal where
ñ de makes them more You write down the things you are
imistic about the future, relate better gratefulfor and invite students to do so
e er pe gnize the

as wel. It would also be good if you
good things they have and receive thank students for their effort and

IT You can craw students’ attention to them!
box ifyou need more help.

SIMPLE PRESENT: AFFIRMATIVE SIMPLE PRESENT:
The simple present tense is used to talk about routine NEGATIVE / INTERROGATIVE

activities, facts, and preferences. Itis formed with the To form negative sentences and questions, we use

simple form of verb. We add -s when the subject is the auxiliary do. He, she, and it, use the auxiliary Action verbs: Wh- question + do / does + subject +
he, she, or it. Here are some spelling rules. In the last does, The negatives do not and does not can be _ verbin simple form + complement?
column, you can see some exceptions to the main rule. — contracted as don’t and doesn’t, respectively. Verb to be: Wh- question + am / is / are + subject +

regular Verbs with Verbs ending Common Question: Do / does sujet + verb insimpe form When dojo 010 he When your exam?

a ar + complement ? supermarket?
os) Goa, a ee : Who doeshehave Who isyour Engish
k+s Kiss +5 ave-has Doyoulike pop music. No, I don't like it dinner with? teacher?
NRA ques Doeshe have a dog? No, he doesn't have Wheredoesshelve? Where are your
ae oe ie ae What do you do exe al eae eat
ee aa weekends? What is your phone
SIMPLE PRESENT TENSE: SHORT How do you get to number?
ANSWERS school? How are you?
u run every day She sleeps 10 To give a short es / No answer use the subject +
hours. cua (do, does ver to be) in affirmative or
He watches TV at night. We have alot of negative form, When the answers negative, use a
homework. contraction
Do you work here? Yes, do No, I don't
FREQUENCY ADVERBS Does he live near? Yes, he does / No, he doesn't
Frequency adverbs tell you how often something Are you happy? Yes, | am / No, I'm not
happens. Some common adverbs (from more Is she your sister? Yes, she is /No, she isn't
frequently to les frequently) are: always, often, Are they fiends? Yes, they are / No, they aren't

usually, normally, regularly, sometimes, occasionally,

rarely, seldom, hardly ever, never.

Place the frequency adverb before the action verb, but SIMPLE PRESENT TENSE:

place it after the verb to be. WH- QUESTIONS

To ask for specific information like routines or

You always ile personal information, use an appropriate question

eon word, such as when, who, how, what, where, how
poe often, et. before the auxiliary (do, does, verb to be)
She ifSometimes late and complete the question as usual.

PX
He if never tired after soccer games

47

Grade Competence

Reading Speaking

Listening “0 3

48

Unit 3
Unit 3 : Lesson 1 eds
; vstud Answers: 1bookcase 2 desk 3
; N ai peer so rnin erde rer py ai
ble Shox
; me d pictures an A
navi 2
Answers: tin 20 >
under Son ‘
LANGUAGE Draw students ation to y ES ee
t heir the Language box and have a volunteer read it AA pa
pac aes e+ oie ab «bake «ee o Ae rH ma
Answers:1F 21 3F 4T 5 nous from the las or proie some more a 4 on
(e cream, ten sn, ht oo! =o
etc.). Refer students to the Language Guide on 5 . Den
Ber mis pape 58 fr further erpanaton. : 7 u
o Beto at of ca sel enn

u things. There's a udents a o bal
es Ho pe nas they ste 5 5 a
F : ee
eus on Goom (bie Ge
ue Get Oy
55 y. 5 GRAMMAR Draw students’
attention to the examples in the box. LANGUAGE Draw students’ attention

S VOCABULARY certs ave them ead the erences nd) er haf ie

49

ae DE Unit 3 Assessment
Rubric

e (eg. Qe 4 Lesson 1
E an oe a > Date students name: Groups
> : 5 Lesson outcome: Students wi thei bedrooms using suitable vecabulay and

ts by circling the descriptors that correspond to their performance

answers: 1 2a 3 A KILLS
5 6 11 Draw students’ attention t
3 Sin ae 10 he emojis so they identify th st vse
$ WRITING Before asking student 1d prowding help when ne maton
: © at our feelings and emotion I
ave students take Remind students that moto mt eto see |pepeuomot | pce desc | pace accra
pla describe = end
wareness helps them build where objects |" es [hes =
3 onflics better =
Answers: two 2four 3 Students = IE:
answers. 4 Students ou answers. Se iho es | ety
42 Have a dass discussion about their meth! | paces
current mood and why they fee ke that =
into pats. Then et à time limit or students o ps Te
$ /her bedroom for answer the question indivi pes her eciom
h For adétional pace, refer students to the er | can me
95 to verify how accurately they Workbook andthe Students Dial Resources. Gao ee ee
erpret the information they tierce Fare | lire vane | bus abe to econ fom
aes {deere eZ catan) e or
tened to putitin a drawing her buon na

10 SELF-ASSESSMENT Remind

dents that self-assessment activities

Unit 3 Lesson 2

Unit 3 - Lesson 2 th

den gen Rene 0

UNa Answers: 1d 2a 3e 4c 5

2 activi
Play the au tudents to
ning confim their predictions. If necessary, play
e o twice. Have students repeat the sous 2
le words in small groups 3 ans
a N y

i likes (con
5 ico
thub

6 tention to the examples inthe box.
be Havethe es and
je ds. complete the rules, Then check answers UT Aer dong Adi, draw ster have them exchange books in pairs to
o sary. 25a dass. You might need to remind ¡on othe bo. I ads heck their answers, Then have some
Answers: 1T 27 3F 47 5 dents to include a /an before singular — getInemet acces sa students can check ew, volunteer read their answers out loud.
uns, and to pluralize nouns by adding vocabulary elated ta rooms and fer students to the Language Guideca
SKILLS Dian students’ ento tothe sor objets at home. page 58 for further explanation.
Sis box is disable to havea bilingual Answers: Y there isn't 2 there aren Answers: 115 Zimt 3is ahnt
onary a hand, Ive suders to undering 31 4 Auen 5 Have students do the act Sare Garent
vocabulary and yt net meaning individually. Once they have finished

52

LANGUAGE

por

For addional practice, refer students ote
book and tre Students Dial Resources

Unit 3 Assessmen

Lesson 2
Date Students name: Group: |

Amen peus eine ck

during this lesson.

a vee or
nd mes come | dec 0
Es
este rooms.

Te dent com
ask and answer |
questions in order equate =
9 dest rome Fue ans

DR 2023, 0 MacmilnEduacén SA de CM On for teaching purposes.

|

Lesson 3 Unit 3
Unit 3 - Lesson 3 SKILLS Duros Ay 2,000

information ty wre using ets

3 n ie es
Pi ne a se
ome
by DEVELOPMENT
e 4 4 GRAMMAR Draw students’
gee > “as a class. You may need to point
5 nu write questions students to look for more words in the theclass
bs sn PRONUNCIATION ‘teams. Tell them to exchange the words agalionce
xplain to students that you will play they found and practice them by saying u

55

Unit 3-13

5 Have in singular form (Yes, there) and!
ove fe answer inthe plural form
then Vo, there aren't). Refer students to the
he language Guide on page 58 for further
attentios explanation. Monitor the activity walking
verb to be w round the classroom and providing help.
negative fo 10 complete the tabl

ea) GE

Answers: 1's 2Yes 3 Are the words on the board (blend:
Athere SNo 6aren't toaster, coffee table, armchair 8

They are going to use it later init
EXTRA ACTIVITY
time for students to ask and answe

* aside some lesson. Get students into small 9

and refer them to the table in Act
x

questions about pieces of furniture and as a guide. Monito

home appliances that can be foundat provide help.

home, Teach some vocabulary and write

Answers: Tae 2k 3int 4
sae Gare 7 8
788 a

ble to ma

Suggested answers: 1

rect speling and punctuation

à garder 3
he kitchen 3 i
fows 4 any sta
8 WRITING Have students do
ty individually Monitor the
‘oviding help so students write their
ulary they already know or look
dents’ progress. Don't forget to check

Workbook and

e Students Digtal Resources.

Unit 3

Lesson 3

Student

Assessment

Rubric

Group:

Assess your students by circling the descriptions that correspond tothe

performance during thi lesson.

cae Peon
a =
D cmd y | es
“related te home. 4 4 ap
== sn (eee
eed :
dienen ad eae ee
ES lau
pie Kir appli but can home appkances.
ee ee
= Scien [ets

Units Lesson 4

3 » Lesson 4

pa
3 LE] N
| OPENING | i A i : 24% pr 4/10 angeht or mentioned
a Bone a
2 Lo] em to ch nswers.
m —_——

4 a

LANGUAGE He su
Language box india.
hon to use te st

» 4 ie na ‘oc
Hi san eee Bee ia
Engi them read the re choose
LANGUAGE EEES seen ee
= Ban Language box individually. Then help students 6 Have students look at the sentences.
A Ba zum par men Seco ie conc or o here

Teresa garden st tere? Final plan check answers with Ihe dass Refer rein the affirmative or

-gative form, or

La - Unit 3 Unit La

EXTRA ACTIVIT

question ta

Answers: 1

A Te, Assessmej

Lesson 4

Date: Students name: Group:

e" Assess your student by ring the descriptors that correspond to their performance
dering tle Laon

10

60

Electronic presentation

Electronic presentation

things re food
entorn dents no small goups
Activities 1 and 2
br i Activity 3
ude argur
a > or AN
plain that it's important 1 lustral
MY COMMUNITY Remind students the better Suggest that the
as it2ens, tis importan o ude to justify ther proposal
o students attention to th tin Activity For Activity 6, explain that students and be convincin that they use
ation they have is enough fo from them which elements (ton he audience. For Activity 7, encourage
sents to think nization is essential to transmit o consider in order to communicate attitude when presenting their project
m on or the Have them sketch their effectively Remind them that not only so they can convince others. Clarify the
onment and fo Ak resenta what they say, but how they say meaning of the items in the checklist and

61

hone

Activity 9
discuss

E

Socio-emotional Skills

EMOTIONAL WELL-BEING r toi

OBJECTIVE: si

m heir classmates, Remi

but knowing how

need to develop for

TT You can daw student attention to he
ther to draw color, boxifyou need more he.

mn down. Then

A compound noun is a noun that is made with two
‘or more words

A compound noun is usually formed by noun +
noun or adjective + noun, but there are other
combinations. Each compound noun acts as a
single word.

There are three forms for compound nouns:

Open: There is a space between words.

Hyphenated: There is a hyphen between words.

There is / There areis a phrase used to indicate the
existence of someone or something. There isis for
singular, and there ares for plural

There isa

There are

64

There is can be contracted as there.

We use There is / are + not o indicate the absence
of someone or something, I is common to use the

contractions isn't (is not) and aren't (are not).

There isn'ta close
There aren't students in th

To ask about the existence of someone or

something, use the interrogative form of there is /

there are. Put is or are before thereto make a

question

Is there a pen on your desk? Yes, there is pen

Are there pictures in the
ures in the be

3k? Yes, there are

Language Gui

We use them when we expect the listener to agree
with ou statement. When the statement is positive
we use a negative question tag. Ihe statement is
negative, we use a postive question tag.

We can add question tags ike isn’t there?, are
there? o a statement to make ita question
Question tags are more common in speaking than
in writing.

There are five chas, aren't there?

There is 2 garden, isn't there?

There aren't many books, are there?

a sofa, is there?

Listening
Socio-emotional Skills
= y IPP s ‚nal, social, and emotional
ae *Goals and identifying obstacles
E J = N Places in the city: green areas, stores,
5 rist attractions (p. 65, act. 8)
2 Means of transportation (p. 66, act. 2)
5 Tey Adjectives (p. 69, act 2)
Grade Competence x E Wh- questions review(p. 64, act. 4-7)

cities and communities worldwide

er ‘oper connectors in compound sen E Fromusciatión
at includes place descriptions, postcard sing about ther favorite place in the “Three OF more sylable words: Places
community or city o. 68, a peas
Reading «Making inf rom tex «vaina a bieg entry de paces Would / Wouldn't (p 7
: touristic places in a Writing a travel guide blog (ro)

65

Unit 4 Lesson 1 ut places in a town
Unit 4 + Lesson 1

: po — a)
UI en Ne

4 ve students
ng with a partner. imite them to mime
epostions After reading the

el students o complet

dual Let them compare

with a partner Have

ap to locate diferent so

prepositions, Moni

and provide hel.
Answers: 10 21 33 4b 5c 6e LANGUAGE Drowstdens'atenionto 6 Have students do the activity

‘ho explanation nthe bores. Inte tem to _indvidually. Encourage them to set

for 5 Have students ¢

pete the table look oral the imperatie forms used in the correct their answers using the exar

» h jualy Monitor the activity walking lssonto gie dkecons. Have them mime the. in the lesson. Have students check 1
Re 4 the classroom and providing help. — imperatives to ver partes. Refer students to answers in small groups.

> heck their answers as à dass. the Language Guide on page 7Sforfurmer Answers: 110 2 There are 3 Wat
e Answers: Y straight 2 explanation, 4on STheres Guntil

66

places on e activity walking
can do ine and providing help
Get students into pairs. or explain why they are important and

SKILLS Draw students atento tothe
Sa box read the information, and get them
into pairs o practice how o ask fr directions
sing diferent phrases.

67

eerie

10 SELF-ASSESSMENT Remi
students that self-assessment achte
are opportunities to think about thei

rformance and improve during th

68

12 &n

legal

For additional pracics eer students
to the Workbook and the Students Dita

Resource

1

Unit 4

Lesson 2
Date: Students name! +

Assessmen

Ruby

Group:

directions to get to places,

[Assess your students by crling the descriptors thet correspond to thelr perform,

during this lesson.

iferent
e es, buts able

The student dent words | identifies words
can ¡demi y word xs x places in
words for acer nd an

The stud
Identifies
words or

‘The student e kes some
tan hae a sa stokes when
ret vera miersaton to | having a
reco ye deco inversion to
toa apiace. | que directions to
lace, but

The stud
has a fluent
and accurate
to give

toa place

mstakes wh
directions to a | drectons too |togoto a place,
goto a place. | pace tape. | butisable to

The student
writes

directions
(go to a pis

DR 2023 Oca cn SA de CH On or teaching purposes

|
Unit 4 - Lesson 2

¡WARM

Answers: 1 2
3 4

PRONUNCIATIC

se audio. Emphasize on the
A ee

o they can practice both, speling

fr
umo serurr (GER

ee Keep ar That

Re

Woman: un nue url yu
rm the Nata Hs

Boy; Thankyou vey much

Woman: fre wekomne

| DEVELOPMENT |

4 GRAMMAR Draw students

attention to the questions in the box.

he
ich them to the <

2 them read the beginning of

answer based on the examples. Get

into small groups to check

efer students to the Language Guide
x further explanation

on page 75

Answers: 1e 23 3

5 Encourage students to read
and understand the answers so

Unit 4

ere

A

theycan

omplete the questions. Have them check

Answers: 1
3 How far

low do 1 get to

2Where

Unita 12

EXTRA ACTIVITY se

A

¿WRITING
ns and ask al 10

STEAM UP Have st

m enough time so the
liar with their classm SOCIO-EMOTIONAL SKILLS
wersations. I is advisat 11 Draw stud
check the directions End the activity Model the activity using the ex
tance of each buildin a
plain to them that buildings are places 12 Get students ge
re people can find different services them to dis to deal ermal
y are important. (eg. Opticians udents
portant because you can get your ent Digtal

Unit 4 Assessment

Lesson 2 Rubric
Date Students name: Group:

Assess your students by cirding the descriptors that correspond to their performance

Needs Good
Art | improvement _| performance
een namen ;
TARA, 7 m bed ens | me suene
LEE fieras | esta | érctens var | nomas
ae. LE
The dent cam | 11 me a
E en sete | estos toast or
serrate | costes to se. | duree beat
mt Pa estonsto | andres es
cto he rector and
maine [messes
plxcesonamap | ces on a map

22,0 Man vec SA de CY On fr tescng purposes

Unit 4 : Lesson 3

Answers:

AUDIO SCRIPT

Daniela how ou th

72

Daniela: .
Daniela: lt Bs
N

4 AGD Have students do the act
individual. Pay the audio up to

ud pars and have th

Compare their notes to check if what
SKILLS ete staring rviy 4 aw

and mode what he kay words arin tis case
(e: vers that nccate rections) and my
they ae useful wien making notes.

5 VOCABULARY itis advisable to

quickly review the meaning of the words
à the box. Have students do the activity
individual. Monitor the actiity walking
around the classroom and providing

to M

Unit 4

Lesson 3 +

Answers: 1 Tak
4vaking 5 take

EXTRA ACTIVITY Get stud
small groups. Have them use the

ak about

pressions from Acti
to places they usualy
and model the activity

1 ransportation

-4

6 GRAMMAR Have students

read and choose the correct option

individually Have them check their
answers in small groups, Refer studens
to the Language Guide on page 75 fot
further explanation.

a 13 - Unit 4 Unit 4-13

= ingyen Pr

= se tee

a etc ond

ES

18 Big mm
Answers: 1 2 Answers Kind of information they think a tourist them the starting point is always the
3 Fist 2 can get at the Tourist Information Center same: The Tourist Information Center.
3 Nort/ After that 4 Final drectons to go to different places Monitor the actwiy walking around the

it adrsable ta euch mien uggestion of places to visit in the area, cassroom and providing help if necessary.

ide feedback. Have students share
ir conversations with the dass

ndingonthe 8 SPEAKING Have students work in opening and cosing time of tours

12 of the clas, you can ask students to pairs Draw their attention to the map on attractions, etc). Model the act} using
other expressions from the Language page 68. Review with them the meaning the example dialogue. Have students read
ide for this activity ‘of each sign and place. Ask them what the instructions for this activi and remind.

73

them to resp
ences and feelings, a

For additional practice, refer students
ote Workbook and the Students Dial

a
Unit 4 Assessment

Lesson 3
ate Students name: Group:
Lesson outcome: Students wl use more tools 1 organize information and give dct

Assess your students by crling the descriptos thet correspond to thelr perform,

during this lesson.

Aspect

The sd con
ae, wre,
for mens of a hp
romper: | + ,

The student con
E ATA E makes notes
comerston

end mal note |

DR 2023 Maman Ets SA de CV On fr tenn purposes,

Unit 4

Lesson 4 und -aragua
Unit 4 + Lesson 4 A |
| : :
[DEVELOPMENT |
a mite three volunte 2 »
F a :
ie 1 attentio inking word: £ %
1 hem to study the examples and £ E
Answers: 1d, 23, 3e, 4b, 51, 6 LANGUAGE Eslain to students that they = ==
My Travel Diary Blog 42
Be tery ese ares &
ihre heckinn e which linking and practice pronunciation of wouldand LANGUAGE Draw sidens'atanlon tote

tocheck them wouldnt like is the same for all persons (0 wou Ake oo Say wantin a more pole
CCheck way Youcan wie some actinal examples on

tence tha

uch (No), Tel students we can (you he she, weandit
times infer feelings, emotionsand Answers: 139 Zand bu Abit’ Sand thé answers as a das. the bar cad an sets they have

Poner by wc do de Answers Affirmative (would ike) 1, indy Referente Logia Guide
Or ives us. Words such amazing, Havestudents complet thet 2 on ag 75 arte patio,

ee that indhidualÿ Read the sentences ou Negative (wouldn't lke): 5, 6

ula let us
75

Unit 4 La

me DR ee ‘ >
=. E = A EE
er
f=: Sere

a

forstudentsto students attention ta the Skills box.

y en

task. Ask students to reread them that the purpose of the bi

76

E
Unit 4 Assessment Y

Lesson 4 Rubric

cos you students by rl adr ans ta areas le a

th The student
; i con make |
ip the he success ble reading |

Travel guide blog

Communicating and influencing

MYWORLDR s ation and
organize the information :
url identity 0 For Activity 4 duce five
about the way they personal, so what will make it diferen
students ned to understand from other travel pages is ther abil
word wth 0 give their biog the a tou
thik bo and direction, You can o students à 1 IT tis acisble 1 ask students the
jothercuture aná hare write during the class and then uploa Activity 6. Have stude create a og before. Encourage them In sae
nue the entries as homework. Remi to make their blog more atra ther om experiences Draw students tenant
them to include information that w Suggest that they make a video or the box Refer them to the webste mano
¡olive vistors For Activity 5, stes pictures, if possible. They can also so they can eam how to create a bog.
he questions the importance of key words. Provide as homework
Je on fi examples based on their projects. Have Ask them to visit the website For Activity 8, explain that they
. ealthy cooperation d decide on the best in Activity 7, in which they take turns to present their projects

and /or they wil distribute the link

78

4
5 pal reate a produ
ee ne a SEE environmen

blog so everyone can see af have them complete the phrases in

5 Explain what the checkists for and Activity 10 ndivually. Get them into

how to use it. small groups to discuss how to Impr
performance

‘plain to students that for Activity 9
ey will reflect on their performance. on

Vite them to analyze the descriptions You can remind students that
y should always take

en they

"he table and grade themselves. Then work in team

79

pe

Socio-emotional Skills

GOALS A

OBJECTIVE: s le

ask some students t
hink bstace forthe
a bstacle 3 In small go student

eoyday activites? Gi

EE with another small group. Ask som asie

what they learned f 2

Ask them if they are surprise 7%
what they leaned from the

lun a classmates, Ask them if they lear

End the activi as a class discussion to obstacles that can deep! and

2% “ students realize that some stress an we need to learn ways to deal with it
E D reduce st duseit TEACHING TIP itis important that
E ou can goto the tobe vare ofthe real dficuities you handle stressful situations in th
o ou can stento music we will find on our way to succes assroom with the appropriate
Give them some time However, when stress is too much, it techniques for your elas. You could

jo-emotional Skills

ITT You can draw students atento to
box fou need more help

give directions or instructions, we don't use a

ect and the verb stays in simple form. This is

‘ged imperativo form.

9 to the bus stop across the

yalk three blocks.

Jeohways use imperative sentences and movement
locations when giving directions, Remember to
ok slowly when giving directions to another
son and don't forget to use hands and body
nguage to show what you mean.

um left on Juárez Si
ik through the mall until you reac
e movie theater

Ik around th
ewsstand on your left
o up the hill and y
anthe right.

To ask for directions, use an appropriate question
word, such as how; how far, where, what, ete
before the auxiliary (do, does, ver to be) and

complete

question as usual

se me, how do | get to the museum?
How far is the movie theater from the park
What isthe best w. the movie th
How do | get to the nearest subway station?

Where i the lb

‘When you give instructions or directions, its a good
idea to use words that indicate sequence, Here are
some ofthe words you can use: names of ordinal
numbers (fist, second ...), expressions to start (to
begin with, fist ofall, expressions for the middle
(then, next, after that), and expressions to finish
(finally, las.

First, take the bus to Alameda

Next, walk two blocks on Ala
Finally, tura left on the Co

Language Guide

We use linking words to connect two or more ideas
in a sentence or a paragraph.

Andis used to express addition.

But is used to express a contrast between two ideas.
Sois used to express the consequence or effect of
something

There is an aquarium and an amusement park

The History Museum is great, but it's very smal
My school is near my house, so | walk to school

We use would like to say want in a more polite way,
especially when we are making an offer or a

request. The form is always the same, even for the
third person singular.

| would like to visit Managua.

She would like to eat baho.
They wouldn't like to go to bed late

81

Grade Competence

Reading
Writing
Listening
y 5 a
Speaking Socio-emotional Skills

82

Writing about past vacations

; Ja Ds E
cra

3 VOCABULARY

READING LANGUAGE tio suce 7
hand it better, Ask 4 GRAMMAR A
eck e
BRA ACTIVITY 2 3 voor cesar fr uses te tts
3 10 tak s 4 of es in the Students Dial Resouces
lenge in sm x o
My and give your opinion on the xa LANGUAGE Dia sides enden") 5 Draw students’ attention to
and add extra information. Ask y tothe Language ox Have them ead the Have them work individually to
ns: Would you part quo es Infomaten and okformore examples them. Remind students he rules for
alenge? Why? Why not? C ara mg ven the tet fom regular vers, Monitor the activity
10 shere theirideas. Answers: 1 Betty 2in mal oups Et answers from ¿around the cassoo

83

SR aan pam! lapa
Sate tp compet
ck their answers. Mon!
Answers: 1 the activity walk nd the dassroom
3 4 5 6 and providing help,
Answers: 1 0

(6 Have students look at the table 2
Have them work individually. necessary, 3

84

4

7 Before doing the activi

main idea. Sugge

redict

195. Have

xt individually to get the

ns’ attention

a volunteer paraphrase them. Ask

students to complete the text witha
classmate. Monitor the activity walk

‘around the dassroom and providing

Have volunteers check the answe
different classmate

Answers: 1 organized 2

to present their paragraphs

Remind them of

here and wher
Giving details of the eve

how the event ended, Suggest that
5 use photos or drawings when
tudents can

feedback 10 each other. Monto

the

activity walking 2

und the classroom and

providing help. E
sto talk abo
paragraphs in their teams

the activity by asking

Studer the most in

0 SELF-ASSESSMENT

SOCIO-EMOTIONAL SKILLS

Brest

tions to
difficult situ

For adtional practice, refe suce
Wrkbook ad the Students Digal
Resources

tot

Date: Students name: Group

i

Aspect

The student
dal | a
prepositions of | 2

The student

The student

can complete a >
text using > een (fee
regular verbs

inthe simple
past to tall
‘about past

The student

paragraph
‘sing the

imple past to
describe
placa:

DR 2024 © scan Educación SA. de CV. Oy fr eching purposes.

—

Unit 5 - Lesson 2 ed

1 WARM-UP

L OPENING |

2 LISTENING dab

AUDIO SCRIPT :

SR
: = ee
: en Se ce m
ee eee

ee en

6 x ex the Language — 5 Draw students’ attention to the
= en 6 ther explanation. tables. Model he activity using the fist
mas ase Answers: 17 2F 37 AT 5 sentence, Have students complete the
ath 617 bles indvidvaly and compare answer
= Se vith a dassmate. Encourage them to
EXTRA ACTIVITY tf time allows, refer to the text in Activity 3 if needed

86

Sept pt
pe our ES Crime
EE in
sudents into groups to check their sw
answers, 9 stay in the tent
Answers: 1 told in mu
an =

EXTRA ACTIVITY if ume a
students into small groups, Ask th
take turns talking about a place they

PM

=

L cLosure |

6 WRITING Before doing the actvity,
have students work witha classmate to
recall the conversation in Activity 3

el the activity with a place you have
Visited. Encourage students to include in
their conversations what there was and

87

y visited, Encourage th

tivity to describe th

the structures in A

place. Monitor the activity walking

ghelp

M

SOCIO-EMOTIONAL SKILLS

D verre

b ming different strategie
10 Before dong y, ela
they have ever been stressed bet

additonal practice refer students

ent Dial

o the Workbook and the Sa
Resources

Unit 5
Lesson 2

Date: Students na

Assess your students by
during

Assess!

ame Group:

»y a conversation describing how a place was and y

ing the descriptors that correspond to thelr performance

Aspect

The student cam
ge specie

The aden con

There were /

The student cam
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post in negative
form to talk

“The student
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describe a place
in the past

Educación SA de CY Only for teaching purposes

1 3 - Describing a place | visited
Unit 5 - Lesson 3
4 WARM-UP

[OPENING }

3 VOCABULARY
lan
2 LISTENING db

4 READING:

Answers: 1

ugh time to

Answer:
Answers: 17 2F 3F 4 elicit other nd places earrings,
audio
fore doing the act

y, ask student

tes they
tees to share

to read again and circle the
ala

an identify Ask some vo]

ve them

13°

make the past tense of eac

students to eG

92 for furthe

2want

6 oklooked 7 enjoy
Irregular verbs: 8 go

9 be-was /were
" ght 12 take
13 come-came 14 do-9

EXTRA ACTIVITY Get students tt
pais to share different experiences aos
places in Nicaragua they visit
before. Model the activity with an

our Ow 9 TEAM UP Unit 5

Lesson 3

a ‘ Date: Students name: os

3 by circling the descriptors that correspond ta their performance

Needs Good Very good | Outstanding

PRONUNCIATION nominat
improvement | performance | performance | performance

10 e re 10 SELF-ASSESSMENT re
eu Dr Sen tien o :
S actice pr Sse n te =
= er that self-assessment ac sen 2

sty, Have students complete the

SOCIO-EMOTIONAL SKILLS laste Rue ee
11 Give students enough time sraroph about [apace ere | ol vst
0 reflect on the question a een sited and about a place
the reactons individual You can ask ee | ete he

how they have reacted

42 Ger students into gr

Way they structured it. Give students -051 groups have completed t
gh time to write their paragraph discussion, tell them to share the
individually. You can use this activity as answers with the class.

e of learning to assess your
Students’ progress For ational practice, refer students tothe
Workbook and the Student Dial Resources,

DR 2023,0 Macro ocación, SA. de CY Only for teaching purposes.

> Asking ana answeririg
questions in the past

Unit 5 - Lesson 4

1 WARM-UP

cm ne:

2 VOCABULARY 1 merber th rte oh Lis ne sige Crp

LANGUAGE

3 LISTENING dí

Se | DEVELOPMENT | |

eb ote Hogs Oo es Magu ihr ra unio

4 GRAMMAR Have students “Wee hota ag? ‘Dig eu ave goose? “Wen Say ge?
AUDIO SCRIPT er ee ee
= £ el the activity using the first question Answers: 1 Was
Rodrigo: te an example. Have them complete the 2Ye as. 3 We EXTRA ACTIVITY if time allows,

92

ES
ESE De
E der Verde erde ardor má
stions about trips they have made 6 Draw students’ attentio the Answers: 1 dic 2 3 Wa: research about a cultural landmark
‘experiences. providing help. Encourage students to 7 WRITING Before completing conversations. Encourage them to always.
93

11 Unit 5
Lesson 4

8 TEAM UP

et Ken

sadents by cing the descriptors that correspond to their performance
dee during this lesson

FE ende Good | Veygeod | Outstanding
weet | improvement | performance | performance a

The den com

dei wedhe

SKILLS . <=, 5 a ape | |

9 SELF-ASSESSMENT

DR a. Min Eat SA e CV On erecting purposes

Travel journal

| E
ä

Communicating and influencing

sn instructions for Activity,

MY COUNTRY Cultures exp

ow students tol stoves, bras remember

the pat have fn, and magne ther fae.

ad the instructions for Activity 4

tively. Monitor the

city walk the dassroom and

For Activity 5, invite students to

classmate and ask them to read their

Lssmates journal and provide respectful

feedback by consider

erent aspects
For example, the journal contains the

motivates
Activity 6, explain to students
at they wil take turns to present their

95

ORAL COMMUNICATION

SELF-ASSESSMENT RUBRIC

Écrire)

Activity 8.

e:

CONTROLLING EMOTIONS

© Dont worry, be happy

OBJECTIVE: s:

ed to make

and that

1 best of

they happen,

Sn
WARM-UP Write on the boar
peling Bee and divide 0 two
students thatthe main goal of the
to have fun. Choose
and a series of words that your
nts learned recently or vocabulary

needs tobe reinforced, Have one

Se See
e sel WRAP IT UP
A 3 What *

1 dents to get into groups. Invite ut the
ificult situation they experienced met

recently Allow some time for students to ring process we go
recollect the situation. Now that they th hen experiencing

have chosen a problem to work wit cause it helps us mature
Actwity 2 and answer any quest TEACHING TIP

5 may have king on developing and using
emotional ineligence skis ike se

2 Tell them to fill in the spaces in the

and flexibility

gram indvidually, Explain that they wllhelp students improve the way they

must follow one of the paths by manage emotions w
arswering as honesty as possible. As ether alone or w
adents work, walk around the students practice these sil in your e

d, invite hey can feel more co

ident, more

a problem solvers, and better

members of their group. Invite them to decision.

ask each other diferent questions to

IT You can raw stents’ attention tothe I
‘xi you need more help.

know more about the situation they
through, what they d

students to share thei

97

Language Guide

SIMPLE PAST AFFI
(7

MATIVE

AR VERBS)

To talk about finished actions in a time before now, we
use the simple past

There are two types of verbs, regular and irregular
Regular verbs take the -ed ending in the affirmative
For example, | played basketball yesterday,

The ~ed ending has three different pronunciations
depending on the sounds that precede it.

Simple form
ending

ed
pronunciation
1a

Examples

ed)

rest of ven a

cleaned, loved

98

THERE WAS / THERE WERE
(AFFIRMATIVE, NEGATIVE, AND
INTERROGATIVE), SIMPLE PAST
(NEGATIVE)

To talk about the existence of things in the past
‘we use there was / there were. To make negative
sentences, we add the word not. You can use
contractions for was not and were not: wasn’t and
weren't For interrogative sentences, we invert the
positions of the words: Was there...? /

Were there..? For the negative form in the simple
past, we use the auxiliary didn’t and the main verb
remains in the simple form, for example, We didn't
play the piano last year

There was a very good movi
There weren't any teachers at school
Was there à good book?

I didn’t study for the test

They didn't eat meat

SIMPLE PAST AFFIRMATIVE (REGULAR
AND IRREGULAR VERBS)

To make affirmative sentences in the simple past
regular verbs take the -ed ending and irregular
verbs each have a specific conjugation.

[forgot the teachers name
Samuel stayed at a hotel
They lived in a big house,
We met a lot of people

SIMPLE PAST (IRREGULAR VERBS),
SIMPLE PAST INTERROGATIVE
(REGULAR AND IRREGULAR VERBS)
Remember that in the simple past, regular verbs
take the —ed ending for affirmative sentences, but
irregular verbs have a specific form that you have
memorize, We use the auxiliary did to make
interrogative sentences and the main verb goes in
the simple form, no matter fit is regular or
irregular, To form Yes / No questions in the simple
past, we use the ausiliary did and the verb in the
simple form. To ask Wh- ques

ns, we use Wh-
question + did + subject + verb in simple form +
complement?

What time did Héctor He came at 7:00 pm

come?

What did you draw I drew the view from

here? my window.

Did they play soccer? No, they played!
tennis

Speaking
> al srdinal numbers: 51 to 1000

Modals 2: must / mustn’t (p. 98

ey travel around ther communitiesand Zo condnonal (o, 104 a
at they can and can't do
Grade Competence
n uses key words and pictures to keep a conversation going about cies
9 Can can't
traveling, transport, and personal preferenc =Witing similarities and differences about Inu,

The student compares and contrasts ways to get to a specific place in the soon) .
community, town, or 19 different means of transportatio iting lacie an general nd
The student shows critical thinking skils to face problem-solving situations about problems related to transportation
related to transport xt 8)

Socio-emotional Skills

3 en, is *Social-awareness and self-regulation
‘se reading for specific information *Infering /Ustening for details
deals (p. 101-102, a x
"eating about bike rules an «Listening for gist about Nicaraguan
pe 2 ? Road signs (Stop, turn right, pedestrian

EEE transportation (o. 16

10 speakers’ main ideas

crossing, no parkin
Street terms footpath, biker, yet,

99

U

it 6 - Lesson 1

nswers: 1 2

aras dad:

lara
Caras dad: »
Claras dad: A
lara: Ve. Dod

Claras dad:

Chara Meca 5
Claras dad .
ara Tank

Clara's dad eres e superar
ara:

aras dad: te au

s Dor on

Clara: OR, se
Clara's dad: ral os made 1 Goo
Clara es

SKILLS Explain o students that
reading the questions before Istening to
an audi helps them to know what kind
of information they should pay atento
to in order to answer them and make the

task easier.

Unit 6

4

dass. Explain tha

tion tothe sentences from

Lesson

Draw stude

ask them to read them an

the modal verb can

a so its the same forall persons.

plete

ents to the Language Guide
09 for further explanation.

pag
Answers: 1 can 2 can't

Explain to students that sometimes itis
difficult to differentiate can and can't
when listening, so they should listen

Unit 6 Assessmen

on 1 Rub,

Group:

their performance

SA de Cu On for teaching purposes

Answers: Main Road Rules:

Safety Measures:

anger!

3 VOCABUL

synonyms can help us understan

ning of words. Have them
“ent the part of speech of the six

lents

Answers: 1 must 2 must 3

LANGUAGE as students to read te

pain

Information i the Language be

that cnt (as wed te rev leon

Must have te sama funcion; thay express

prohibir. Mitr is more fara than ca

‘must and its negative form (musin‘) in
sentences Play the
dio more than once if necessary and

sth the dass. Then play

ne audio again for students to repeat the

Answers: 1 must 2 mustn't 3

ven 6

2
ser
e

5 Draw students
and read the instr
understands the it

students compl

9e Guide on page 109 for

attention tothe table Answers: 1 Cyclists must reduce speed
ining, 2 Cyclists mustn't use

el phones when riding. 3 Obligation

tions. When everyone
astructions, have
the table indiadually, 4

103

Unit 6-12 ae

ae

@ PEDESTRIAN SAFETY >
ds Ene

tivity walking aroun

assroom and providing help with

vocabulary if needed.

8 TEAM UP telig

the sent
Answers: 1, We
2F ide

toget

e them look careful atthe
their rules. Ask them to include a

104

oleset Yo Unit 6 Assessment"

display the rules on t Lesson 2 Rubi

Date Students name: Group:

Assess your students by circling the descriptions that correspond to their
performance during thi lesson.

9 SELF
re opportuni i EDEN Tes
and ir
hool year. Let studen se
learning process and rec
share their answers an = =
lassmates they can help to ime
weak aspects and others t =
practice with -
The stent con
SOCIO-EMOTIONAL Ski ee
40 Keep students in the same pris .
De and rend the quest oe
out loud. Encourage them to be honest Ss T eats
eir answers giving re swt pdestrion É sa je core
Bee : aes tg mt 7 accio | vocbuaryto | vocabulary
for them. Walk around the classro et cod the y ur [rer vtr | wre rules uen
stening to students interact, Be re é : me
ES to express themselves Tr

needed. Invite volunteers to share their
inswers with the class anc
whether most of your students has

ouble following rules or not

14 Read the question out loud and invit
ludents to take some minutes to reflect
he topic and draw their ow

Unit 6 - Lesson 3

lan
2 ©
Answers: 1

Answers: 1 o
2 4 GRAMM

amples int

5 Traveling Language

1s Referstuden

Students coud ide

ces 10 support

on page 109 for further

Lesson 3

Unit 6

156 :235 597 «678 :891 «952

al

Answers’ -er 2 more 3 than 4 inte to check their own answers an
self-comect. Then get them into pairs to
LANGUAGE Use some cassoom objects
to model he ues for making comparate
acts,

check their answ

Answers: 1
2 farther/ further tha

4 mote comfortable
5 Have students do y She
individually Encourage them to take a

ac than

13 - Unit 6 Unit 6-13

ES

: BE ae rm a a

G Have students do the activity (non-eco-friendly, fast slow), heavy Answers:1 more comí m of those adjectives,
sviduall More advanced students light). Monitor the actvity walking 3 more expensive 4 more power thei ists at hand so

might need a challenge. You can ask around the classroom and providing S better 6 eco-fiendier 7 fa later.

them to write a sentence with the help. Have students check their answers 8 heavier

pposte of the adjectives in parentheses in small groups. Ask them to check the 7 Draw students attention
(comfortable (uncomfortable), cheap spelingruls for adjectives such as.big EXTRA AC Setaside some to the questions. Get them into pairs to
(expensive), expensive (cheap), powerful and heavy. time forstudents to make a listo useful predict what the text wil be about, Then
ineffective), good (bad), eco-friendly adjectives. Have them practice making have them read the text individual,

107

Answers: 1

ansportation that were prefere
ample d guide and
prefered using

108

a 8
er dents do the a
recogni forts and

start thinking of

tant when interact

13 Is advsable to get students int

d them that

deas from othe jective an

For addon race, refer students tothe

Wort an the Su

nts Dial Resouces.

Assessment

Unit 6

Lesson 3

Date: Students name: Group:

conde
Cr
re 0
po),

DR 202, Mco Etc SA de CU. On tag purposes

Unit 6 - Lesson 4

Answer

Teacher:
Pedro: think

Teacher
Maria: And

34a

Answers: 1

Lesson 4 Unit 6

26à
3 EDD men mt rod
3 4 ol, if any ‚ge them to

ley agree or disagree with

nts in the audio say

ues they mention on

em about

109

14 - Unitg

Unit 6-14

[ DEVELOPMENT | 3 presenta ernste gig Gate npige Answers: 1 d 23 30 4

= 109 fran
5 You can ead the LANGUAGE ns 1 act
‘sentences out loud with the correct LANGUAGE Write one oftheeample GN the activity st ‚formation in the box and ask them to invest
imonston and pause after the ase sens one anh str 1 rin o sete Ay 6
before stents analyze them, Have eh ne man luxe Tene ty and check ey innate coma,

activity indvidually the flaseand rae that witout the main

s solve th

7 Have students rea 10
reasoning writing
invite several pai

sw Ask
the problems in the box an
example solutions provided. H
hoose a problem, eith

in the box or the ones written

board they mentioned in
Activity earlier and write possible 12 ke

solutions, Monitor the at

provide help with vocabulary if neede

9 TEAM UP Divide the class in groups a
and ask st

nts to Share their solutions

they wrote in Activity 8

he same problem to share solutions and es
discuss them. Finally, let them de

the best options to solve the issue, Provide ha

Rep if necessary Invite students to share people
hei solutions with the clas.

students othe

onal pra
Workbook and the Sudents Digital Resources

Unit 6 Assessment

Lesson 4 Rubric
Date: Students name: Group:
Assess your students by

“during ths lesson.

om soutiens | 0 esr rect

The student cam | 2 and tts bout
ie and tlle a tate sen and

DR 2073 © Muela Eduación SA de CV. Only or teaching purposes

Comparison chart

MY COMMUNITY Re

112

Unit 6

SEE ina A

ah à ae

m a = E
ting ways to
Each ate deas around
werent ing Diversity box. Invite volun
er raphrase
formation. Elicit the benefits
in diverse groups. Then invite
hare n how they
spected in

Aatvty 4 and

Activity 5, ask

113

Socio-emotional Skills motional Skills

e

DIFFERENT PERSPECTIVES

€

2
OBJECTIVE:
3€
nes Inne her
STEP BY STEP ue ty a A f
creates a more accepting and re
19 u ase de students wit
: e ith the IT can dan suce tention to the IT
at diferen npotence of responding Teaching students to be mor consdous _oxifouneed more hep

e use the modal verb can in the affirmative form

es something

We use the negative form (ca

1) to express that
something is prohibited. The full form cannot is

"sed in formal contexts or when we want to,

emphasize sor
Can and can’t are the same forall persons. They are

followed by the main verb in the base form.

can't a

can't a

We use must to express a strong obligation or that
something is mandatory, It often shows us that the
‘obligation comes from the speaker In spoken
English, can'tis commonly used to express
prohibition. Must and must not are used only in
formal language. In British English, must expresses
obligation, and mustn't and can't express
prohibition, Must and mustn't are the same for all
persons. They are followed by the main ver in the
base form.

P must wear se
must not
mustn't a

must ide x

Comparative adjectives are used to compare two
things, animals, laces, or people. Add er than for
short adjectives. For long adjectives, use more than.

Spelling of comparatives with one-syllable adjectives

Comparative

Type of adjective a.

o nigger,
ter

e adject in-yand ppier

- further
regular adie ad worse

00d - better

Language Guide

For all cases, its always necessary to use the
word than,

bigger than
faster than bicyc
easier than skating
more careful thar
at oy better
than

We use zero conditional to talk about facts or things
that are always true, like scientific facts, general
truths or things that are extremely likely to happen.
We use the simple present in both clauses of a zero
conditional statement (the if cause or conditional
clause and the main clause). The causes can bein
the affirmative and the negative form.

Zero conditional sentences can start with the If
clause or with the main cause.

When they start with the if dause, there is a comma
between the two clauses. When the main clause is at
the beginning, there's no comma. Instead of if we
can also use when.

When it rains, the pavement gets wi
If you drop a glass, it breaks.

You get the color green if you mix ello
You don't learn If you don't stu

115

onsulate Offi
Azucena:

Consulate Ofi
Consulate Ofi
Consulate

Consulate Officer

sulate Office

s Sanch 6 Consulate Office

(ab ca

: Pete:
E Present a
: Ken
à Presenters
: pas

se

i

116

Unit 2 - People and Situations

MN

Audio Seript

117

Audio Script

n lat
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Anna: the
Sam: Ys thee a
Ann
re ae posts on the Sam: thee ae.

a
cj

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a Teacher: Al
= Alana: OK
cr Miguel: ls
o Alana
Migue: Tek
Alana: ers a
DK Landter

tenbook, ex

Miguel

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Shea shons veo of xp

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Miguel ani

sexto ths one You cn put your English

use handouts and she wits note on the whiteboard
the nee. She ses a projector and a lap
sand notes.

Het’ a inde to help

118

Van
(oe

ay ee :
Boy
Woman: Walk sra Stet. Tun kt the 1

ci

Daniela: Wel

Miguel: Wow! Kos
Daniela: Take he subway.
Javier How long is he.
Daniela: takes about 10 minut
Miguel: What eses thee to see
Daniel: There's

very old toun hal in the ma lts beau
Javier: That nice! sit far rom the hotel
Daniela: No, it's within walking distance.
Miquel: there an amusement park?
Daniela: No there isn't, but ls te best 200 in he sat,

Audio Seript

119

5 + Places | Visited

Unit 6 -

Er
a

Jara's dad:
oras dad:

Clara's dad:

Clara's dad:
jara’s dad: Te
ars dad

hundred nine hundred

den
Teacher: Mai, 1
Mari:

Teacher: And
Pedro: On o
Sandra
Juan: come to
Teacher: OK
bis Bcome by ca, 6 by
Pedro ste
Teacher: Wry’
Juan: e
Teacher: Right!
Maria: And
Teacher: 7
Sandra:
Maria; roben

tation in Ni

Audio Seript

Buses are
cent and

121

122

1 2 3
1 2 3 4
1 2 3 1 New Zealand
5 6 7 8 Nea
1 vH 4) 5
1 2 wat 3 Wheres Elena fro
4 5
1 2 3 aw 5 What
6 2d Ja dis 5 6 au
Unit 2
1 Wed 3riéy Aseruday ST)
1 2 35e 4
den 6 Tri
1 a 3 4 5
1 3 duos 5: s
1 3 Are
126 Neza mie panne
3 sisson sin Feb
Shison cr
1u 250 eszbie 3aarsrun
4a io Shecuenty do reese
vide aaa esos
2 ey sometimes fen frequent usualy alas
4 1deds Zen 3d Agus Spa
S 1 usualy vete int ate 21 ae har eut righ
Baas He sometimes ges tothe park
Dig toes 3has Agnes Sikes Gay have
Suk one
8 tusaly 2sot Shagon 4
9 1 Schoo alvajsstars tthe same tine. 2 Mega’ das sometimes vists museums
3 y saltar at A Te tudes ese go bak to schoo

10e gan

WB Answer Ke

Lesson 3, page 20

y father 2 grandmot 3 a ‘
oc 2s à 5 h a 3 edo? Yes, there
3 1has — 2Does 3 5 penal Aiea
4 Wat does you ï 2 He has bl ; pire 5 i
3 look lke hi 4 5 Ye der NOR
5 has 2dont doesnt 4 Sikes 6 tac 31 2 Are there, he 3
6 Students own answers 1 St
esson 4, page 51 k rin 2
Part 1: goto the movies ce wot ever 3 No, there it a poster om. 4
‚late, 5 a cole table
Part 2: 1 Reathch 3 6 Students own answe
4.9010 1h Scho goes tothe mal 7 1Ther’sone bedroom 2 3 A isthe 5
2 10 el 5 6 smart cooking bot 7
3 100/0 Zoves/at 30 4 5
A Students’ own answers Lesson 4, page 32
5, Students’ own answers 1 air Ztextbook 3 locke Se
2 Students’ own an
3 isnt there? Yes there 2 N 3
Unit 3 Ai thee? Yes he Sin A
Lesson 1, page 24 4 bee Jae isnt the 5
1 tdoset 2bed 3 desk Schar bookcase 5 5
¿E 6s
3 ton Zin Fund 5 6 Trento Brexto
& 1 There are clothes in the cs ree notebooks on he desk
3 Theresa big desk. Aime teypeson. The the door Unit 4
5 Students’ own answers Lesson 1, page 34
Gti Zar me Ath 5 60 ón 4 5
2 Arestaurant Ahank 5
Lesson 2, page 26 31w 2 4 5
1 bathroom, acom, balcony, kichen,porch 4 1coud 2 um SThere 7
ee emer 5 Istiaght 2lek 3goaog 4 5 nex
3 1 Thereisota ving oom 2 Thee rente bear 6 100% Zw along dacostom Snen
4 There isn't lot of space nthe che
4 4 F; There aren't four beércoms There ar three bediooms. 27 age 36
Bathtub in the bathroom. SF, There ii tedy bear in tre baby’ be son 2bak
Ther isn'ta washing machine inthe kchen Tere stove and ere ar som 29500
inthe Kitchen 3 Tonthecoer Zontherght
5 1 here is ing oon 2 Thee’ a bathroom in some campers Atom Zum 3% 4
3Thereisntagarden. 4Meresonebedoominacamper. Siherearentmany 5 1Whereisthegroceystoce? 2Hou

3 How do get tothe hospital? 4 Could

doses in a camper
6 Excuse 2ZWhere how 4get

Lesson 3, page 28

1 3 Ban cooking robot 2cracum dearer Beise Lesson 3, page 38
fridge 5 a; microwave cren 1 1biode,subway, skates, bus tad,
2 Ave there any stairs in your house? Yes, there are No there arent. 2isthereastoveinthe 2 takes Zwihin long Aide SMS Fist

123

1 Fist

Unit 6

à

1 2 3

3 Means of transportation
Materials to build:

1 2 3
41 2
s1

5 Tax
61m f 2
esson 4, page 61

Yoon foot 2 bike lanes

Fuel

help reduce polluti
ea lot ofcarsina

125

Nicaragua Beyond Evolution! Digital Resources Compilation

Seventh Grade

U

Students Digital Comp

Unit 1

+ Beyond Nicaragua Section:

+ Socio-emotional Skills Section:

+ Online Practice Test

Teachers Distal arp | PA

Audio Tracks Unit 1: Track +
Beyond Nicaragua Section:

Video worksheets 1-3 Answer keys

essons 1 to 4 Answer keys

Socio-emotional Skills Section:

Identity: Share
Identity: 8
Test Generator

126

Students Digital Component Resources

Bee A

es (+0 €

Audio Tracks Unit 2: Track 8
Beyond Nicaragua Section:
Videos 4-6

5

Video worksheets 4.6

Grammar drills: Lesson 1: Sing
(Grammar dlls: Lesson 2 Frequency Adver
(Grammar drills: Lesson 3: Simple Present (Questions es

(Grammar drills: Lesson 4: Simple Pr
Socio-emotional Skills Section:
Emotional Well-being: Recognize your
Emotional Well-being: How often do yo
Online Practice Test

reschers igtalar AA

‘Audio Tracks Unit 2: Track 8= Track 13
+ Beyond Nicaragua Section:
Videos 4.6
Video worksheets 4-6 Answer keys
Grammar drills: Lessons 1 to 4 Answer keys
+ Socio-emotional Skills Section:
Emotional Well-being: Recognize your emotions (Notes for Teachers

Emotional Well-being: How often do you fee …? (Notes for Teachers)
+ Test Generator

nit 3
pier s Digital Resources

a2 A mn
ES (+3

‘audio Tracks Unit 3
Beyond Nicaragua Section:

Videos 7-10

Video worksheets 7-10

Grammar drills:

Grammar drills E
Grammar drills:

Grammar drills: L

socio-emotional Skills Section:

Emotional Well-being
+ Online Practice Test

ters Digital App | PA

+ Audio Tracks Unit 3: Track 14 -
+ Beyond Nicaragua Section:
Videos 7-10
Video worksheets 7-10 Worksheets Answer keys
Grammar drills: Lessons 1 to 4 Answer keys
+ Socio-emotional Skills Section:
Emotional Well-being: Mu
Test Generator

Unit 4
Students Digital Resources

ES OCDE

+ Audio Tracks Unit 4: Track

+ Beyond Nicaragua Section:
ideos 11-12
Video worksheets 11-12
Grammar drills: Lesson 1: Imperative f¢
Grammar drills: Lesson 2:
Grammar drills: Lesson 3: Se

nike to

Grammar drills: Lesson 4
nal Skills Section:

+ Socio-emot

Emotional Well-being: Map to my go:
Goals re self-portrait

+ Online Practice Test

Teachers Digital app AA

+ Audio Tracks Unit 4: Track 20- Track 23
+ Beyond Nicaragua Section:
Videos 11-12
Video worksheets 11-12 Worksheets Answer keys
Grammar drills: Lessons 1 to 4 Answer keys
+ Socio-emotional Skills Section:
Emotional Well-being: Map to my goal (Notes for Teachers)
Goals: My future s
Goals: ican!
+ Test Generator

trait (Notes for Teachers)

127

Students Digital Resources

Audio Tracks Unit 5:

Beyond N

ists of Regular and Irregular verbs

Online Practice Test

rochers Digital ape PA

1

Audio Tracks Unit 5: 2
Beyond Nicaragua Section:

3-16 Answer keys
Grammar drills: Lessons 1 to 4 Answer keys
Socio-emotional Skills Section

Controlling Emotions: Take a deep breath

trolling Emot

1: This is just to say... (Notes for Teachers

ontrolling Emotions: An
Lists of Regular and Irregular verbs.
Test Generator

128

Unit 6
Students Digital Resources

+ Audio Tracks Unit 6: Track 29

Beyond Nicaragua Section
Videos 17-19

Video worksheets 17-19

Grammar drills: Lesson a

Grammar rs 2
Grammar drills: Lesson 3: Comparat
Grammar drills: Lesson 4: 2 N

+ Socio-emotional Skills Section
Different Perspectives: Being
Different Perspe

Different Perspectives: Tora
+ Online Practice Test

Teachers Digi app AA

‘Audio Tracks Unit 6: Track 29 - Tec
Beyond Nicaragua Section:

Videos 17-19
Video worksheets 17-19 Answer keys
Grammar drills: Lessons 1 to 4 Answer keys

Socio-emotional Skills Section:
Different Perspectives: Being Tolerant (Notes for Teachers)
Different Perspectives: Shor

Different Perspectives: Tolerance (Notes for Teachers)
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7th Grade Nicaragua Beyond Evolution Teacher's Guide.pdf