Derechos Reservados Educactiva S. A. S. Prohibida Su Copia, Reproducción Y/o Distribución

Derechos Reservados Educactiva S. A. S.
Prohibida su copia, reproducción y/o distribución.

Authors
Mark Andrew Forbes
Jorge Alberto Cardoza Lozano
Authors
Mark Andrew Forbes
Graduate of the International TESOL Training Center,
Toronto, Canada. TESOL Certificate, licensed by LATIE
(Licensing Authority for Teachers of International
English).
Jorge Alberto Cardoza Lozano

B.Sc. in Biological Sciences, State University of New
York at Stony Brook, USA. B.A. in English and Spanish
Languages, Universidad Pedagógica Nacional, Colombia.
M.A. in University Teaching and Research, Universidad
Sergio Arboleda, Colombia.
Greenwich Editor-in-Chief, Javier Andrés Tibaquirá Pinto Educactiva S.A.S

Editor, Germán Alonso Obando Lozano © 2018
Proofreaders, Anny Wooldridge, Willington Monguí Espítia This publication is protected by Copyright and no
Art Director, Gloria Esperanza Vásquez Arévalo reproduction of any part may take place without the
written permission of the publisher.
Cover Design, Rocío Milena Marmolejo Cumbe
Cover Illustrator, Yein Lucy Barreto Pulido
Printed by Carvajal Soluciones de Comunicación S. A. S.
Project Design, Álvaro Rubiano Espinosa
Art Coordinator, Rocío Milena Marmolejo Cumbe
Printed in Colombia
Layout, Yolanda Alarcón Vega
Depósito legal
Cover Photography, Shutterstock®
Audio Producer, Juan Carlos Jaramillo
ISBN: 978-958-00-0297-0
Market Research, Cristina Villamil

Hit the Road! is a secondary school series aimed at
achieving a B1 level as defined by the Common European
Framework of Reference for Languages (CEFR). The program
is based on the principles of the Communicative Approach
to language learning and teaching, which promotes the
interactive development of all language skills and intercultural
awareness in students, while at the same time focusing on
their experiences and interests. From this perspective, it is
important that teachers encourage interaction among students,
as well as between students and texts in such a way that the
classroom becomes a full-time language laboratory; that is,
developing skills through practical language experimentation
and application rather than just thinking about it. Additionally,
Hit the Road! views English as a vehicle to reinforce basic
content areas (social studies, science, math, art, technology
and civic literacy), thus making the language lessons richer
and promoting students’ intellectual development.
t’s Book
Studen Audio CDs
• Intro: A 5-page review unit

• 1 audio CD
• 6 content-based units, for students
which are divided into 5
lessons, plus a project and • 2 audio CDs
a quiz for teachers
• Gap activities, glossary
activities and a grammar
summary at the end of the
book Get to Know
Hit the Road!
Teacher’s Guide
Step-by-step guidance for each lesson

Workbook
•
• CEF descriptors and learning

strategies, activity by activity
• Expansion on cultural, cross-
• Intro: A 4-page
curricular and linguistic contents
review unit
• Extra ideas, useful web links and a
• 6 units that
special section to help develop critical
reinforce what is
thinking
presented in the
Student’s Book • Suggestions for self-, peer and
teacher assessments
• Rubrics
III
I. Principles Behind
The course has been conceived in accordance presented in the English class, those belonging to
with the CEFR and offers a sequential-spiral other subjects and current affairs.
syllabus (recycling as frequently as possible) to help
It is also through activities oriented to the
teachers in their work of promoting the development
development of autonomy, via learning strategies,
of the communicative competence (linguistic,
that Hit the Road! responds to students’ needs.
sociolinguistic, pragmatic) in their students.
According to Rebecca Oxford (1990), learning
The communicative functions of language and the
strategies are specific actions that a student carries
holistic development of students are key foundations
out in order to make his/her learning process more
for Hit the Road! Jim Cummins (1980) establishes a
effective. Hit the Road! incorporates these strategies
difference between conversational language (Basic
because they:
Interpersonal Communicative Skills, BICS) and
academic language (Cognitive Academic Language • contribute to the development of the
Proficiency, CALP). The first refers to the kind of communicative competence.
language students acquire in the earlier years of • allow students to assume responsibility with
life, which allows them to talk about topics they are respect to their learning process.
familiar with; in other words, it is the language they • can be used to solve problems, carry out
need to interact socially on a daily basis. The latter tasks and achieve specific goals.
refers to the ability to deal with complex aspects • extend the role of teachers to become
of language related to subject areas. Thus, Hit counselors who stimulate their use.
the Road! focuses not only on the development • involve more aspects than simply the
of listening, reading, speaking and writing in an cognitive one.
integrated and progressive way, but also on carefully • are flexible and adaptable.
selected subject area content materials to reinforce • Task-Based Learning: The lessons are designed
academic language acquisition and related skills. using a structure which enables learners to
Hit the Road! believes in eclecticism: The program acquire English for real-life purposes. Students
embraces different approaches for teaching are prepared through challenging tasks and
English as a foreign language with the belief that activities to use vocabulary, expressions, and
these benefit both the learning and teaching grammatical structures in practical ways. They
processes. The purpose of taking into account these are also encouraged to apply and analyze survey
approaches is to allow teachers to broaden their information, research, report / discuss on different
awareness on what they do, how they do it and, topics and show their results in the form of project
above all, how they may help their students to learn. presentations, which help them develop both
interpersonal and language skills.
• Learner-Centeredness: Hit the Road! considers
students’ interests at each level of the process. However, this does not mean that grammar will
The books include activities that take into not be studied in the series. Rather, it is expected
account different learning styles and stimulate to be used for understanding and producing
the development of values and critical thinking messages when trying to achieve a number of
by establishing connections between the topics practical purposes.
Learning Strategies included in Hit the Road!

Direct Indirect
Memory Cognitive Compensation Metacognitive Affective Social
• Creating mental • Practicing • Guessing • Centering your • Lowering your • Asking

linkages • Receiving and intelligently learning anxiety questions
• Applying images and sending messages • Overcoming • Arranging and • Encouraging • Cooperating
sounds • Analyzing and limitations in planning your yourself with others
• Reviewing well reasoning speaking and learning • Taking your • Empathizing
• Employing action • Creating structure writing • Evaluating your emotional with others
for input and output learning temperature
IV
• 21st Century Skills: Hit the Road! provides opportunities for students to develop a
number of habits, character traits and knowledge that are considered crucial in the
information age. Therefore, the series intends to contribute to much more than just the
learning of the English language, thus working on cross-disciplinary skills that will help
learners interact and succeed socially and professionally in today’s world.
Hit the Road! and 21st Century Skills
Information, Media
Learning and Innovation Life and Career
and Technology
Communication and ICT Literacy Leadership and Responsibility

Collaboration • Apply technology effectively • Guide and lead others
• Communicate clearly • Be responsible to others
• Communicate with others
Media Literacy
• Analyze media Social and Cross-Curricular
Critical Thinking • Create media products Skills
and Problem Solving
• Interact effectively with
• Reason effectively
others
• Use systems of thinking Information Literacy
• Work effectively in diverse
• Make judgments and • Access and evaluate teams
decisions information
• Solve problems • Use and manage
information
Initiative and Self-Direction
Creativity and Innovation • Manage goals and time
• Work independently
• Think creatively • Be self-directed learners
• Work creatively with others
• Implement innovations
• Soft CLIL (Content and Language Integrated Learning): By including selected

curricular content, Hit the Road! aims at reinforcing topics related to subject areas.
In particular, the program uses the 4 Cs Framework as described byy Doyle,
y , Hood and
Marsh (2010): Communication, Content, nt, Cognition and Culture, whose relationship
fosters both content and language learning:
ning:
Communication: Language • CEF standardss (A1-B1)

learning and using • Teaching / Learning
arning methods and approaches
Content: Subject matter • Selected topicss related to specific areas
• English and subject

ubject area skills: math, social studies,
Cognition: Learning and thinking science, art, technology
echnology and civic literacy
processes • Learning strategies
egies
• 21st century skills
kills
• Texts that motivate

ivate students to learn about
Culture: Intercultural
other cultures and value their own
understanding, global citizenship
• 21st century skills
kills
V
II. Components
A. STUDENT’S BOOK
INTRO
At the beginning of the book there is a five-page unit, whose
purpose is to help students make the transition from one level to
the next.
UNIT STRUCTURE
Opening
It includes two or three questions to activate students’ previous knowledge and
life experiences. The goals (one per lesson) and a summary of the final project
are also stated clearly, so students can visualize their learning.
Lesson 1
Vocabulary
It familiarizes students with the

main lexical items related to the
topic(s) of the unit and, when
necessary, reviews previously
studied grammar. The items
are introduced through dialogs,
listening activities, short readings,
picture analysis, etc. Lexical
development is a basic element
in language learning, but it is not
considered an isolated process.
Rather, it is a series of items
associated in a given context with
clear communicative purposes.
Lesson 2
Language and Function
It presents the main functions

and grammatical structures
associated with the topic(s) of the
unit. So, within communicative
contexts, teachers and students
will find form-oriented tasks, as
well as function-oriented tasks.
VI
Lesson 4
Lesson 3 CLIL
Pronunciation
It focuses on reading and writing, while reinforcing content from six
This lesson, always with the subject areas (one per unit): social studies, art, science, technology,
main topic(s) in mind, provides math, and civic literacy. The tasks include level-appropriate text
students with a wide range of types, along with before, while, and after reading activities. In
activities to get familiar and addition, most of the time students will use the texts as models to
practice English sounds. develop their writing. By this stage of the unit, they will integrate the
use of lexis, grammar, paragraph structures, etc. to achieve “above-
the-sentence” communicative purposes. Lesson 4 takes them from
understanding (and taking position, in some cases) to creating their
own texts in English.
Lesson 5
Communication
It focuses on day-to-day
situations, enabling students
to learn new expressions and
develop real life communicative
abilities: ordering simple food/
drinks, saying sorry, asking for
help, selling and buying things,
using abbreviations, etc.
Project
Here, students will use the recently acquired knowledge and 21st
century skills to develop and present a product related to the
topic(s) of the unit. This special page also includes a “Discuss your
experience” stage, which gives students the opportunity to reflect
on their feelings while they were working on the project. Assessment
rubrics are included in the Teacher’s Guide.
VII
SPECIAL SECTIONS
Quiz Time
Students will go through a Challenge

number of activities to show An activity to trigger students’ previous knowledge at the
they have achieved the goals beginning of lessons 1-5.
proposed at the beginning of the
unit. There is at least one activity
per communicative skill, whose
rubrics are also included in the
Teacher’s Guide.
Checkpoint
A self-assessment statement related to the lesson’s main goal.
Extra self- and peer-evaluation suggestions with rubrics provided
in the Teacher’s Guide.
Glossary
It revisits the main lexical items

of the unit. The words are
accompanied by their class
(noun, verb, adjective, adverb),
meaning and photographs.
They will also be practiced on
the Glossary Activities appendix
Strategy Box
section at the end of the book.
This provides learning strategies (see Oxford’s inventory in section
I) related to a specific activity. There is at least one strategy per
skill (reading, listening, writing and speaking) in every unit.
VIII
Word Bank
This includes words/expressions that are necessary for
specific activities.
Grammar Box
This focuses on language structures. It is often
accompanied with a brief description of the
communicative function being presented/practiced,
as well as examples with useful color coding.
Language File
This includes additional language explanations:
capitalization and punctuation rules, spelling, parts of
speech, collocations, etc.
Heads Up!
This provides students and teachers with
interesting, supplementary information related
to the topic(s) of the unit. It also includes
cultural and subject matter facts, which
stimulate students’ curiosity/critical thinking.
Daily English
This familiarizes students with expressions that are very
common in English.
Dictionary
This presents the meaning of difficult words,
necessary to better understand a text. It only
appears in lesson 4 (CLIL).
IX
APPENDICES
Glossary Activities Gap Activities Grammar Summary
These pages reinforce the By engaging in meaningful A general view of the most
understanding and use of interaction, students fill important language structures
vocabulary through activities that information gaps related to what studied in the book.
make a further impression on they have learned.
students’ brain (from short-term
memory to long-term memory).
B. AUDIO CDS C. WORKBOOK
Each level comes with 2 The purpose of the Workbook

CDs for teachers and 1 CD is to review the topics and
for students (which does linguistic contents presented in
not include selected tracks). the Student’s Book. To do so,
These recordings become the following key principles have
models of pronunciation and been set:
intonation, relevant for the • Repeating and practicing of
development of the listening vocabulary and grammatical
and speaking skills. Dialogs structures.
that reflect real life situations
• Deepening understanding of
in different contexts provide
communicative functions.
authenticity.
• Consolidating subject area
concepts.
At the end of each unit there is
another Quiz Time, which may be
used as reinforcement.
X
D. TEACHER’S GUIDE
This includes the complete scope and sequence charts (books 1 to

6), step-by-step suggestions on every page, the transcripts of those
listening activities that do not appear in the Student’s Book, and a
useful tracklist.
2
4
The Challenge suggestions Three methodological • Production: A variety

1 help provide context and stages to ensure of instances for using
activate students’ previous communicative language language in a less
knowledge. teaching: controlled-way. These
writing/speaking activities
• Presentation: Inductive are related to each lesson’s
The exercises are and deductive activities main goal.
2 accompanied by the CEFR that expose students to
standard they address. language fundamentals.
4 • Practice: Opportunities Suggestions for peer- and
to apply new knowledge. 5 self-assessment linked with
Learning strategies are The activities to be used Checkpoint statements.
3 clearly identified and during this stage should
developed. be as flexible and
adaptable as possible, Extra ideas contribute to
so teachers are more 6 take some activities one
than welcome to include step beyond.
additional tasks to
enrich their lessons.
XI
The special sections in the Teacher’s Guide 8 Answers to all the activities.
expand on the cultural, cross-curricular
7
and linguistic information presented in the
Student’s Book.
Reading comprehension (lesson 4) is
9 developed in three stages: before reading,
while reading and after reading.
9 10 Specific goals, activity by activity.

8
7
11 Useful, topic-related web links.
11
A special section to help develop critical

12
thinking.
9
9
8
10
12
12
Quiz Time and Project rubrics, for grading

13 and assessing students’ performance.
XII
Hit the Road! regards preparation as a way to foster success: Planning gives teachers
confidence and the chance to predict possible areas of improvement; it ensures that the
teaching sequence is balanced and appropriate for students; and it allows for adjusting
materials. The design of the program makes allowances for a conventional insight of
planning, which you can develop through the following stages, all of which account for the
achievement of the main learning goals, as well as for variety and flexibility of resources:
Activities that explore students’ previous knowledge and help them become aware that they have a
lot of ideas to contribute to the class.
Warm-Up
• Describing pictures • Listening to or reading short, simple texts
• Talking about personal experiences • Recalling what has been learned
• Brainstorming of key words
Activities that introduce the context and exemplify the topics of the lesson: vocabulary and
Presentation expressions, structures, functions.
• Using pictures and key words/expressions • Analyzing aural and written models
Activities that promote assisted application of new knowledge. Skill integration. Cognitively
challenging activities so that students develop a problem-solving attitude toward language learning.
Practice
• Following models • Listening comprehension
• Describing pictures • Practicing pronunciation
• Role-playing
Activities that reinforce learning by practicing or extrapolating new knowledge:

Production • Personalizing • Role-playing
• Speaking in pairs or groups • Writing short texts
Expansion • Projects • Extra activities

• Gap activities • Critical thinking activities
Evaluation • Self-assessment
• Peer evaluation
• Teacher feedback
References
• Brown, D. (2001) “Teaching by Principles,” in Teaching by Principles: an Interactive Approach
to Language Pedagogy, Addison Wesley Longman.
• Cohen, A., Macaro E. (eds) (2007) Language Learner Strategies: Thirty Years of Research and
Practice, Oxford University Press.
• Consortium for 21st Century Learning. Retrieved from: http://www.p21.org/about-us/p21-
framework
• Council of Europe (2001). Common European Framework of Reference for Languages.
Retrieved from http://www.coe.int/t/dg4/linguistic/Source/Framework_EN.pdf
• Cummins, J. (1984) Bilingual Education and Special Education: Issues in Assessment and
Pedagogy, College Hill. Also, Jim Cummins on BICS and CALP. Retrieved from: https://vimeo.
com/56112120
• Doyle, C., Hood, P., Marsh, D. (2010) CLIL: Content and Language Integrated Learning,
Cambridge University Press.
• Oxford, R. (1990) Language Learning Strategies: What Every Teacher Should Know, Heinle
Cengage Learning.
XIII
Unit 1 Page 11 Unit 2 Page 25
Around the World! It Runs in the Family!
• Greet someone, introduce yourself and say • Describe a person you admire.
goodbye. • Describe a family member.
• Complete a text with personal information. • Recognize and pronounce the sounds /ಢ/ and /ೃ/.
• Contract simple sentences and recognize rising Apply different strategies to write short
Goals
•
and falling intonation in questions. descriptions.
• Write a short text describing your country, based • Talk about people’s physical and personality traits.
on a model.
• Use questions to show you don’t understand
something.
• Greetings and leave-takings • Parts of the body

• Personal information: name, last name, address, • Physical features: tall, short, medium height,
phone number, email little, pretty, beautiful, handsome, attractive, thin,
Grammar and Vocabulary
• Countries and nationalities chubby

• Verb to be in the present: I am Elena. Sara is from • Personality traits: shy, fun, quiet, messy, noisy,
Greece. He is 12 years old. What’s your name? lazy, outgoing, serious, sporty, relaxed, organized
How old are you? Where are you from? How do you • Family members: mom, dad, brother, sister,
spell your last name? cousin, uncle, aunt, grandma, grandpa
Functions • Possessive adjectives: my, your, his, her, its, our,
their
• Greeting people and responding to greetings
• Verb to be in the present: She is my mom. Her
• Introducing oneself and other people
name is Mary. She is tall. Her eyes are black. She
• Asking for and giving personal information is an outgoing person. Who is she?
• Asking for and giving the spelling of words • Live and have
• Asking for repetition and clarification
Functions
• Describing people
• Expressing possession
Strategies
• Expressing family relationships
Listening Listening
• Using context clues • Formally practicing with sounds
Reading Reading
• Guessing intelligently • Using imagery
Pronunciation
Writing • Associating
• Planning for a language task (based on a model) Writing

• Conjunctions: and (addition), but (contrast) •Recombining
Speaking Speaking
• Asking for repetition and clarification • Using a circumlocution or synonym
• Contractions (verb to be) Sounds /ಢ/ and /ೃ/

Communication
•
• Rising and falling intonation (yes/no and
wh-questions)
• Starting up a conversation at a basic level • Describing people’s physical and personality traits
CLIL
Social Studies: The continents Civic Literacy: Types of families

Project
Windows to the World (digital presentation) Family Ties (family tree presentation)
HIT THE ROAD! 1 Derechos Reservados Educactiva S. A. S.

The Right Clothing for

Every Day Is a Big Day!
the Season
• Talk about your daily routines. • Talk about the weather, seasons, and clothing.
• Discuss activities you do during the weekend. • Identify and signal an object’s owner and position.
• Identify and pronounce Simple Present tense verb • Identify and mark word stress.
endings. Read and interpret graphic data to complete a
Goals
•
• Describe your diet for one day. report.
• Talk about household chores you do. • Talk about celebrations.
• School subjects • Ordinal numbers, dates, and celebrations

• Days of the week • Seasons: spring, summer, fall, winter
• Time: o’clock, a quarter past, half past, a quarter • Adjectives (related to the weather)
to • Clothing (related to the weather)

• Prepositions of time: at, in, on • Demonstrative pronouns: this, that, these, those
• Adverbs of frequency: always, usually, sometimes, • Possessive pronouns: mine, yours, his, its, hers,
never ours, theirs.
• The Simple Present tense: He usually does • The Simple Present tense: She wears sandals in
homework in the afternoon. He doesn’t watch TV fall. It’s cold and snowy. Whose scarf is this? It’s
in the morning. Does he exercise on Sundays? hers.
How often does he play the guitar during the
week? He always plays the guitar. What time is it? Functions
It’s two twenty. • Asking and telling people the date
Functions • Talking about the weather
• Asking and telling people the day and time • Asking for and giving information about events
(celebrations)
• Asking for and giving information about routines
and habits • Asking for and giving information about personal
possessions
• Expressing the frequency of an action
Strategies
Listening Listening
• Identifying the purpose of a language task • Planning for a listening task
Reading Reading
•Highlighting •Using imagery
Pronunciation
Writing Writing
•Recognizing and using patterns • Using synonyms
Speaking • Using key words
• Placing new words into a context Speaking

•Practicing naturalistically
• Simple Present tense verb endings • Word stress

Communication
• Giving suggestions in simple ways • Showing interest in conversations

• Offering help in simple ways
CLIL
Science: Food groups Math: Weather and clothing trends

Project
A Day in a Comic Strip A Special Celebration (presentation)
Derechos Reservados Educactiva S. A. S. HIT THE ROAD! 1

Art Around the City Are You Having Fun?
• Talk about a relative’s job. • Talk about free time activities, likes and dislikes.
• Ask for and give simple directions. • Complete a post.
• Create two-line verses using compound nouns. • Identify and pronounce the sounds /n/ and /ŋ/.
Write a short descriptive text about an artistic Connect ideas using because.
Goals
• •
expression. • Complete a short phone conversation.
• Ask for and give directions using a subway map.
• Occupations: accountant, historian, librarian, • Free time activities: going to the movies, eating
nurse, doctor, waiter, butcher, mechanic, chef, out, hanging out with friends, playing video
craftswoman, trainer, carpenter, pilot, hairdresser games, traveling, listening to music, playing (an
• Places in the city instrument), watching TV, cooking

• Prepositions of place: between, next to, near, • The Present Progressive tense: My family is having
behind, at, on, in, across from, in front of, on the a picnic in the park. My dad is eating, my mom is
corner of sleeping, and my brothers are playing basketball.
Are you listening to music? What are you doing?
• There is / There are: There is a train station on
Park Ave. There are two hospitals and three parks • Like, enjoy, love, dislike, hate: I enjoy playing video
in my neighborhood. games. She hates watching TV. Pete loves playing
the piano.
• Imperatives (verbs to give directions): go straight,
turn right, walk one block Functions
Functions • Expressing preferences, likes and dislikes
• Asking for and giving simple information about • Talking about what people are doing at the
places moment
• Asking for and giving directions
• Understanding simple signs and notices
Strategies
Listening Listening
• Using linguistic clues • Using other clues
Reading Reading
• Analyzing expressions • Reasoning deductively
• Summarizing Writing
Pronunciation
Writing •Recognizing and using formulas and patterns

• Identifiying the purpose of a language task Speaking
Speaking • Adjusting or approximating the message
•Recombining
• Compound words • Sounds /n/ and /ŋ/

Communication
• Using expressions to be polite when asking for and • Participating in telephone conversations
giving directions
CLIL
Arts: Public art Technology: Video games

Project
Walking Your City (digital photography exhibit) A Day in a Life (video)

Talented People All

One Day At a Time
Around You!
• Ask and answer simple questions about how you • Describe someone’s personality and his/her
and other people feel. talents.
• Give information about your routines, habits, and • Talk about your abilities and future plans for those
current activities. abilities you lack.
Goals
• Use falling and raising intonation when asking • Correctly pronounce can and can’t.
yes/no and wh-questions. • Write about what some Paralympic athletes can do
• Ask and write information about someone else’s really well.
routine. • Use expressions to react to good and bad news.
• Use typical expressions in a telephone
conversation.
• Feelings (positive and negative) • Personality adjectives (I)

• Verbs related to school, home, work, and leisure • Action verbs
• Adverbs of frequency • Good at: I’m good at learning languages. They

• The Simple Present tense: I walk my dog twice a aren’t good at singing.
day. She never takes a nap in the afternoon. • Can: I can cook Thai food. He can’t do financial
• The Present Progressive tense: I’m chatting right math.
now. He’s taking hip hop classes this month. • Be + going to: I’m going to hire a voice coach. She
Functions isn’t going to give up!
• Talking about feelings Functions
• Asking for and giving information about routines • Describing people (qualities)
and habits • Talking about things that people do well
• Expressing the frequency of an action • Expressing ability in the present
• Talking about what people are doing at the • Talking about future plans
moment
Strategies
Listening Listening
• Asking for verification or clarification • Rewarding yourself
Reading Reading
• Highlighting • Translating
Writing Writing
Pronunciation
•Using mechanical techniques •Using a circumlocution or synonym

Speaking Speaking
• Taking risks wisely •Using mime or gesture
• Rising and falling intonation • Can and can’t

Communication
• Leaving and taking a message • Reacting to good and bad news

CLIL
Social Studies: Regions and routines Technology: Paralympic Games

Project
A Comic Presentation (comic strip) Got Talent (talent show)

Healthy and Tasty! A Fascinating Kingdom
• Use different expressions to talk about food items • Complete a short paragraph describing an animal.
that you like and don’t like. • Describe an animal’s abilities.
• Write a simple recipe. • Identify and pronounce short and long vowels
• Identify and pronounce the vowel sound schwa /ə/ correctly.
Goals
correctly. • Write short sentences describing animals’

• Write suggestions based on a text for how to have emotions.
a balanced diet. • Use expressions to show interest and surprise in
• Use expressions to ask for and buy food. short conversations.
• Countable and uncountable nouns (food) • Vertebrates

• Containers and quantifiers • Animal body parts
• Cooking actions • Animal skills
• There is/are + some/any: There is some cheese. • Short and long adjectives
There aren’t any tomatoes. • The comparative form: The giant panda is heavier
• How much/many: How much butter do you need? than the spectacled bear.
How many bananas are there? • The superlative form: The ostrich is the largest bird
• Imperatives: Grate the cheese. Don’t boil it. in the world.
• Object pronouns it and them. • Can (review): Blue whales can swim up to 48
kilometers per hour (km/h).
Functions
• Expressing existence in the present Functions
• Talking about food • Making comparisons and expressing degrees of
difference
• Following and giving simple instructions
• Expressing ability in the present
• Describing simple recipes
• Buying and selling food
Strategies
Listening Listening
• Taking notes • Repeating
Reading Reading
•Switching to the mother tongue •Developing cultural understanding
Writing Writing
Pronunciation
• Structured reviewing • Adjusting or approximating the message
Speaking Speaking
•Asking for correction •Placing new words into a context
Sound /ə/ Long and short vowels

Communication
• •
• Buying and selling things (food) • Showing interest and surprise

CLIL
Math: Fractions and percentages Science: Animals’ emotions

Project
Global Foodcast (podcast) Animals on the Brink (photography exhibition)

Ancient Civilizations The Traveler Is the Journey
• Ask and answer questions about an ancient • Use adjectives to describe different activities.
civilization. • Write summaries about past events, based on
• Give specific information about an ancient culture. simple interviews.
• Identify and pronounce the final -ed sound • Distinguish and pronounce the sounds /ʃ/ and /tʃ/
Goals
properly. correctly.
• Use also, too, and as well in different sentences. • Write simple ideas on how to become a more
• Use may, could, and can properly when asking for responsible tourist.
permission or making a request. • Recognize different airport announcements and
instructions.
• Personality adjectives (II) • Adjectives related to vacation experiences

• Regular verbs • Irregular verbs
• The verb to be in the Simple Past tense: I was in • Adjectives ending in -ed and -ing
Mexico last month. You were 12 when I met you. • There was/were: There was only local food. There
He wasn’t bored during his last vacation. were three international restaurants.
• The Simple Past tense with regular verbs: The • The Simple Past tense with irregular verbs: I
Muiscas thrived in the high Andean plains. The went to Rome last vacation. She didn’t go hiking
Egyptians didn’t cultivate maize. yesterday.
• Could: I could read when I was four. He couldn’t • Yes/No and wh-questions in the Simple Past tense:
speak Swahili. Did you have an accident during your trip? What
• Yes/No and wh-questions in the Simple Past tense: did you lose?
Did the Incas cultivate rice? Where did they live?
Functions
Functions • Expressing existence in the past
• Describing people (qualities) • Talking about past events and completed actions
• Talking about past events in the past
• Expressing ability in the past
Strategies
Listening Listening
• Delaying speech production to focus on listening • Taking notes
Reading Reading
•Highlighting •Reasoning deductively
Writing Writing
Pronunciation
• Overviewing and linking with already known • Seeking practice opportunities

material
Speaking
Speaking • Using mime or gesture
• Developing cultural understanding
• -ed ending: /㸍d/, /t/, and /d/ • Sounds /ʃ/ and /tʃ/
Communication
• Asking for permission and making requests • Recognizing airport announcements and
instructions
CLIL
Arts: Colors and their meaning Civic Literacy: Responsible tourism

Project
Comparing Civilizations (Venn diagram) A Trip Through Pictures (photo blog)

They Changed the World! Tell Me About It!
• Ask and answer wh-questions about famous • Ask and answer questions using comparative and
inventions. superlative adjectives.
• Interview a person and write a short report about • Write a short anecdote.
life in the past. • Recognize and pronounce the sounds /æ/ and /Λ/
Goals
• Identify silent letters in words. correctly.

• Write a brief descriptive text about a serendipitous • Write a description of a disorder of the endocrine
invention. system.
• Understand and practice expressions to buy • Use expressions to apologize.
technological products.
• Regular and irregular verbs • Adjectives ending in -ed vs. adjectives ending in
• The Simple Past tense and the Simple Present -ing
tense: In the 50’s, married women usually stayed • The comparative and superlative forms
home. Now, they usually go to college. • There was and there were: There was a big
• Wh-questions in the Simple Past tense: Where sculpture. There weren’t any pets at the park.
was the automobile invented? When did Karl Drais • The Past Progressive tense and the Simple Past
invent the bicycle? tense: Herbert was listening to music when Paul
• Used to: Ryan used to sing in a rock band. Gloria phoned him. May and Sky weren’t dancing at the
didn’t used to drive to work. club when Sophie arrived.
• Could and couldn’t: Before the Internet, people Functions
couldn’t send emails. After the VCR, people could • Expressing feelings and emotions and describing
record their favorite TV shows at home. the situations that cause them
Functions • Making comparisons and expressing degrees of
• Talking about past events difference
• Asking for and giving information about routines • Expressing existence in the past
and habits in the present and the past • Describing actions that were in progress when
• Expressing ability in the past other actions occurred in the past
Strategies
Listening Listening
• Self-monitoring • Getting the idea quickly
Reading • Using visual clues
•Using linguistic clues Reading

Writing •Using linguistic clues
Pronunciation
• Highlighting Writing
Speaking •Recombining
•Discussing your feelings with someone else Speaking
• Using imagery
• Cooperating with peers
• Silent letters • /æ/ and /Λ/

Communication
• Understanding and practicing expressions to buy • Using expressions to apologize

technological products
CLIL
Social Studies: Serendipitous inventions Science: The endocrine system

Project
Life-changing Ideas (infographic) Words and GIFs (blog about anecdotes)

What the Future Has in Store

It’s Never Too Late to Act
for Us
• Write an ad about a futuristic job and ask and • Write recommendations related to the three R’s.
answer questions about it. • Ask for and give advice on consumption habits
• Ask and answer questions about future plans. and routines.
• Understand and pronounce the reduced forms of • Link consonants to vowels in sentences with
Goals
be going to and want to correctly. phrasal verbs.

• Write the plot of your own futuristic story. • Use transition words to write pieces of advice.
• Use expressions to make, accept, or decline an • Use expressions to make promises
invitation.
• Futuristic jobs • Countable and uncountable nouns related to

• The Present Progressive tense (future): The class everyday technology and appliances
is starting in five minutes. We aren’t attending the • The three R’s: Reduce, reuse, recycle
conference today. • Eco-actions

• Future with Will: Genetic scientists will probably • Phrasal verbs (I)
find the cure to Parkinson’s disease. Megan won’t
• Definite and indefinite articles. No article
discover a new vaccine for the influenza virus. Will
engineers develop time traveling? • How many, how much, not many, not much, too
much, too many, a lot of, enough
• Be + going to: Jordi is going to buy a new car. My
parents aren’t going to travel to China by airplane. • Should and shouldn’t: Joan should drink more
Are we going to study computer science after water. They shouldn’t do the laundry so often.
graduating? Functions
Functions • Expressing quantity
• Talking about fixed arrangements • Asking for and giving information about
• Making predictions about the future consumption habits and routines
• Expressing future plans and intentions • Asking for and giving advice
Strategies
Listening Listening
• Using progressive relaxation, deep breathing, or • Paying attention
meditation
Reading
Reading • Using a circumlocution or synonym
• Getting the idea quickly
Writing
Pronunciation
Writing •Planning for a language task

• Planning for a language task
Speaking
• Making positive statements
• Cooperating with peers
Speaking
•Using laughter
• Reductions gonna and wanna • Linking consonants to vowels

Communication
• Using expressions to make, accept, or decline an • Using expressions to make promises

invitation
CLIL
Arts: Utopias and dystopias Technology: Technology to reduce pollution

Project
Futuristic Scenes (diorama) Ten Ideas to Change Your World (list of suggestions
to reduce pollution)

A Peaceful Place for All Nature Unleashed
• Write pieces of advice related to a problematic • Give recommendations on how to act before,
situation at school. during, and after a catastrophe.
• Write school rules and make signs to represent • Use connectors of sequence, cause, and result to
them. describe how a natural disaster occurs.
Goals
• Recognize and pronounce the reduced forms of • Recognize and pronounce the -ed ending of
have to and has to in sentences. adjectives.
• Write recommendations to resolve a conflict • Write implications about natural disasters using the
situation at school. zero conditional.
• Use abbreviations to write informal messages. • Report an emergency.
• Phrasal verbs (II) • Natural disasters and verbs related to them

• Should and shouldn’t (review) • Imperatives: Prepare a first aid kit. Don’t drive your
• Have to: James has to clean his bedroom. William car during a flood.
and Patrice have to walk the dog. • The Zero Conditional: If/When tectonic plates
• Don’t have to: Mary doesn’t have to get up early. reaccommodate and collide, there is an
You don’t have to work on Saturdays. earthquake.
• Must: I must study hard to get the scholarship. • Connectors of sequence: first, then, later, next,
Children must eat healthy food. finally
• Mustn’t: Lauren mustn’t skip school. Visitors • Connectors of cause and result: because, as, for,
mustn’t take pictures. since
Functions Functions
• Expressing opinion and giving advice • Following and giving simple instructions
• Expressing obligation and lack of obligation • Expressing general truths, scientific facts, and
predictable results of specific actions
• Expressing that something is or is not necessary
• Describing processes
• Expressing prohibition
Strategies
Listening Listening
• Using imagery • Reasoning deductively
Reading Reading
•Summarizing •Highlighting
Writing Writing
•Recombining • Asking for correction
Pronunciation
Speaking • Placing new words into a context
• Adjusting or approximating the message Speaking

• Using physical response or sensation
• Becoming aware of others’ thoughts and feelings
• Taking notes
• Reduced forms /hæftə/ and /hæstə/ • Adjectives ending in -ed: /t/, /d/, /㸍d/
Communication
• Using abbreviations to write informal messages • Reporting an emergency

CLIL
Civic Literacy: Conflict resolution Math: Propositions

Project
Ad Festival (advertisement) Ready to Help! (emergency committee)

Wonderful Experiences More than a Game
• Tell your vacation plans using travel-related • Talk about an Olympic sport and its equipment.
expressions. • Describe the rules of a sport you practice or have
• Describe personal experiences and provide practiced.
specific details. • Differentiate and pronounce the sounds /ɛ/ and
Goals
• Pronounce contracted forms correctly. /e㸍/ correctly.

• Write a letter to describe a personal experience. • Write a brief description of a sport.
• Understand and use airport-related expressions. • Understand and use expressions related to airport
situations.
• Iconic places and destinations around the world: • Sports and equipment
Tikal, Mount Fuji, Petra, Taj Mahal, the Great Wall, • Collocations (II)
Angel Falls...
• The Present Perfect tense (ongoing states): They
• Collocations (I) have played chess since primary school. She

• Verbs: past and past participle forms hasn’t done yoga since October.
• The Present Perfect tense and the Simple Past • Adverbs: since, for, how long
tense: I’ve been to Santiago. I traveled there two • Passive Voice in the present: To play hockey,
years ago. protective gear is required.
• Questions: Have you ever … ?
Functions
• Adverbs: already, yet
• Describing processes
Functions • Talking about ongoing states
• Describing places • Emphasizing an action rather than the person who
• Understanding and producing short narratives does the action
• Talking about personal experiences and giving
details
Strategies
Listening Listening
• Taking risks wisely • Taking notes
• Cooperating with peers Reading
Reading • Analyzing expressions
• Using linguistic clues Writing
• Highlighting Planning for a language task
Pronunciation
•
Writing Speaking
•Recognizing and using formulas and patterns •Using keywords
Speaking
•Using mime or gesture
• Contracted forms: ’ve, ’s • Sounds /ɛ/ and /e㸍/

Communication
• Checking-in at the airport • Hotel dialogs

CLIL
Social Studies: Globalization Arts: Sports and art

Project
The Impact of Tourism (report) Unusual Sports (presentation)

Revolutionary Technology Cool Jobs
• Express your opinion about cool tech gadgets. • Write the profile of a person.
• Describe a gadget you like. • Write your own profile: interests, likes and dislikes,
• Recognize and use rising and falling intonation in plans, goals.
short conversations. • Express meaning through intonation.
Goals
• Formulate the introduction for an interview. • Write a career prospect.

• Make and answer complaints about technology • Make plans and arrange a meeting.
devices.
• Collocations (III) • Personality adjectives

• Opinions, agreement and disagreement: I think..., I • Collocations (IV)
believe..., In my opinion..., I guess..., to be honest, • Love, like, hate + -ing; want to – would like to
I (don’t) agree.
• Future: will
• Passive Voice in the past
• Future: going to
• The Past Progressive tense and the Simple Past
tense Functions
• Indefinite pronouns: everybody, somebody, • Describing people (qualities)
nobody, anybody, everything, something, nothing, • Talking about likes and dislikes
anything • Making predictions
• Expressing opinion, agreement and disagreement • Talking about future plans and intentions
• Emphasizing an action rather than the person who
did the action
• Talking about actions that were in progress when
other actions occurred in the past
Strategies
Listening Listening
• Using progressive relaxation, deep breathing, or • Getting the idea quickly
meditation
Reading
Reading •Overviewing and linking with already known
• Practicing naturalistically material
Writing Writing
Pronunciation
• Using a circumlocution or synonym • Developing cultural understanding

Speaking • Becoming aware of others’ thoughts and feelings
• Lowering your anxiety • Cooperating with peers
• Rising and falling intonation • Reduction: want to

Communication
• Complaining • Planning activities with friends

CLIL
Technology: Digital natives and digital immigrants Math: Graphic organizers

Project
Like a Journalist (interview) University Fair (brochure)

Open Your Eyes Culture Everywhere
• Use gerunds as subjects to talk about • Describe cultural events by placing adjectives in
environmental issues. the correct order.
• Create a post to express consequences and give • Talk about a celebration and cultural icons related
recommendations related to an environmental to it.
Goals
issue. • Use word and sentence stress.

• Use pauses to stress powerful moments and • Write a detailed description of your own culture.
convey meaning.
• Communicate effectively in a fast food restaurant.
• Write a short description of a graph.
• Use polite formulas to interrupt a conversation.
• Gerunds as subjects: overfishing, oil spilling, • Phrasal verbs

monoculture farming, land clearing, overhunting, • Adjective order: I loved the red and white checked
poaching, irresponsible mining tablecloths.
• First conditional: If you don’t recycle electronic • Infinitive to express purpose: People use trouble
devices, you will genererate e-waste. dolls to tell them their worries and fears and to
• Modals: should, might, could, may sleep well. In order not to waste time, I took a train.
Functions • Gerunds after prepositions
• Talking about things that will possibly happen in Functions
the future • Describing objects with cultural value
• Asking for and giving advice and recommendations • Asking for and giving information about places and
• Expressing degrees of certainty customs
Listening Listening
Strategies
• Guessing intelligently • Guessing intelligently
Reading • Planning for a language task
• Structured reviewing Reading

• Associating •Reasoning deductively
Writing Writing
• Cooperating with peers • Grouping
Pronunciation
Speaking Speaking
• Discussing your feelings •Planning and organizing
• Formally practicing with sounds and writing
systems
• Punctuated pauses and comprehension • Word and sentence stress

• Emphatic stress
Communication
• Interrupting a conversation • Ordering food

CLIL
Science: Global warming - Climate change Civic Literacy: The concept of culture
Project
Eco Tips (poster) Cultural YouTubers (video presentation)

Your Carbon Footprint Paws and Claws
• Identify important actions related to sustainable • Use adverbs of time, place, manner, and
living. frequency in context.
• Write about actions to reduce school food waste. • Use the passive voice in the Present Perfect tense.
• Pronounce correctly the sounds / / and /t /. • Pronounce and use words with short and long
Goals
• Identify some eco-friendly actions to offset your vowel sounds creatively.

family’s carbon footprint. • Use correlative conjunctions in context.
• Have a conversation to participate in a swap • Use expressions to show agreement and
network. disagreement, as well as to give opinions and
reasons.
• Sustainable development • Pets and owners:

• Natural resources • Adverbs of time, manner, and place: tomorrow,
• Waste management happily, here
• Environmental awareness • Adverbs of frequency: often, regularly

• The Present Perfect Progressive: We have been • Adverbs of sequence: first, second, next
composting for four years. What have you been • Correlative conjunctions: both ... and, not only ...
learning these days? Has she been teaching but also, neither ... nor, either ... or
gardening lessons? • Passive voice in the Present Perfect tense: Have
Functions animals been better understood in the 21st
century?
• Talking about events that started in the past and
have continued up until now Functions
• Analyzing and evaluating environmental awareness • Giving reasons and explanations
actions • Restating what has been said
• Talking about personal experiences and giving • Expressing agreement and disagreement
details
• Arguing for a particular point of view about an
issue
Strategies
Listening Listening
• Using linguistic clues • Using other clues
Reading Reading
• Using keywords • Highlighting
Writing Writing
Pronunciation
•Formally practicing with sounds and writing •Structured reviewing

systems
Speaking
Speaking • Formally practicing with sounds and writing
• Using mime or gesture systems
• Sounds / / and /t / • Short and long vowels

Communication
• Talking about participating in a swap network • Using expressions to show agreement and
disagreement, as well as to give opinions and
reasons
CLIL
Civic Literacy: Sustainability Science: Taxonomy

Project
A Garbage Journal (poster board and journal) Quizmaster for a Day (online test)

Enough Resources for

The Art of Taking Pictures
Everyone
• Use the prefix over- to intensify the meaning of a • Use the imperative form in context to give
concept. photography tips.
• Use relative clauses and used to / didn’t use to in • Use the First Conditional in context.
context. • Correctly use contractions for will and will not.
Goals
• Identify and pronounce correctly words with the • Use discourse markers to add a point.
sounds / / and /ð/. • Use the First Conditional in order to find solutions
• Express your opinion about overpopulation. to potential problems.
• Ask a foreigner questions about his/her country.
• Large numbers • Imperatives: Keep an eye open for repetitive

• Words with the prefix over-: overpopulated, patterns. Don’t take pictures of people without
overconsumption asking for permission.

• Countries and population in the Americas • Intensifiers: Too much, too many, enough, not
enough
• Relative pronouns: who, where, which, that
• Relative clauses: Sarah shares a class with • The First Conditional: If you don’t have good
immigrants who speak three languages. lighting in a room, you will have to use the flash to
take a picture.
• Used to / Didn’t use to: My city used to have less
inhabitants in the 80’s. Housing didn’t use to be so • Discourse markers: Also, too, above all, equally
expensive. important.
Functions Functions
• Talking about habits in the past • Expressing possibility
• Expressing opinions and stating facts • Giving recommendations and/or advice
• Asking for and giving information about places and • Making predictions and speculating about the
customs future
• Understanding and producing simple narratives • Describing simple processes
Strategies
Listening Listening
• Practicing naturalistically • Paying attention
Reading Reading
•Using linguistic clues •Reasoning deductively
Pronunciation
Writing Writing
• Recognizing and using formulas and patterns • Adjusting or approximating the message
Speaking Speaking
•Adjusting or approximating the message • Finding out about language learning
• th: One combination, two sounds • Contractions: ‘ll - won’t

Communication
• Asking a foreigner questions about his/her country • Using the First Conditional in order to find
solutions to potential problems
CLIL
Social Studies: Overpopulation Arts: Photography tips

Project
Our Own Infographic (presentation) Smartphone Art (digital photography exhibition)

Technology Is Great!
Climbers Must Be Prepared
However ...
• Express obligation and give advice about climbing • Use gerunds and infinitives in context.
mountains. • Talk about activities that happened before other
• Talk and ask questions about hypothetical activities in the past.
situations. • Correctly pronounce and use some phrasal verbs.
Goals
• Correctly pronounce the contraction of would in • Express wishes and regrets using the Past Perfect
context. tense.
• Write a diary entry following a model. • Use some slang internet terms.
• Give advice after considering a situation.
• Mountains and climbers • Gadgets and technology issues

• Modal verbs: Should, must, have to, can, had • Gerunds and infinitives
better The Past Perfect and the Simple Past: Emma
•
• The Second Conditional: If I were 18, I would could not work comfortably because she hadn’t
register with one of those mountaineering clubs. adjusted her table and chair.
What would you do if you were on the summit of • Phrasal verbs: stare at, find out, zoom in
Mount Everest? If I weren’t so tall, I could wear my
best friend’s clothes. • Wishes and regrets: He wishes he hadn’t uploaded
so much information. I wish I had created a safer
Functions password.
• Talking about imaginary situations Functions
• Expressing obligation and lack of obligation • Describing problematic events and their outcomes
• Expressing that something is or is not necessary • Discussing pros and cons
• Giving advice, warnings, and prohibitions • Expressing wishes and regrets
Listening Listening
Strategies
• Associating/Elaborating • Using physical response or sensation

Reading Reading
• Using imagery • Overviewing and linking with already known
• Summarizing material
Writing Writing
• Using mechanical techniques •Adjusting or approximating the message
Pronunciation
Speaking Speaking
• Formally practicing with sounds and writing • Practicing naturalistically
systems
• Using a circumlocution or synonym
• Contraction of would • Stress: Phrasal verbs

Communication
• Giving advice after considering a situation • Using correctly some slang Internet terms
CLIL
Math: Percentages Technology: Reflections on modern technology

Project
One More Challenge (digital presentation) A Digital Survey (pie chart presentation)

Solved and Unsolved

Storytelling Time
Mysteries
• Describe the basic elements and devices of a • Identify and use vocabulary referring to mysteries.
fiction story you like. • Make guesses about mysteries using modals and
• Compare books to their comic or movie the Present Perfect tense.
adaptations. • Recognize and use the contracted forms must’ve,
Goals
• Identify and use rising and falling intonation in tag may’ve, might’ve, and could’ve.
questions. • Write a text giving two different explanations for a
• Write a short story plot based on an outline. mysterious event, artifact, place, or creature.
• Identify and use cognates and false cognates. • Complain politely about a service or product.
• Narrative elements: setting, character, plot, theme • Words related to mysteries

• Narrative devices: twist, flashback, hook • Must, may, might, and could in the Simple Present
tense: Mermaids must be fake. There may be an
• Fictional plot structure
explanation for that. Nessy might not be real.

• Comic elements: panel, speech balloon, thought I think ghosts could exist.
balloon, caption, onomatopoeia, gutter
• Must, may, might, and could in the Present
• Intensifiers so and such (that): It’s such an Perfect tense: You must have been really scared.
amusing comic! The resolution was so predictable! People may have mistaken a bear with the Yeti.
The plot develops so slowly that I got bored. What might have caused the Dancing Plague of
• Comparisons with as ... as: The movie adaptation 1518? The Celts couldn’t have built Stonehenge.
is not as thought-provoking as the novel.
Functions
Functions • Expressing degrees of certainty and possibility
• Emphasizing adjectives and adverbs about the present
• Expressing cause and effect • Expressing degrees of certainty and possibility
• Making comparisons and expressing degrees of about the past

difference
Strategies
Listening Listening
• Recognizing and using formulas and patterns • Using non-linguistic clues
Reading Reading
• Getting the idea quickly •Highlighting
• Practicing naturalistically Writing
Writing • Recognizing and using formulas and patterns
Pronunciation
• Linking with already known material • Summarizing

Speaking • Cooperating with others
• Asking for help or clarification • Becoming aware of others’ thoughts and feelings
• Becoming aware of others’ thoughts and feelings • Using laughter
• Tag questions: Rising and falling intonation • Contracted forms: must’ve, may’ve, might’ve,
Communication
could’ve
• Differentiating between true and false cognates • Using expressions to make, accept, or reject a
complaint
CLIL
Arts: Comic books vs. graphic novels Science: A mystery solved by science
Project
Another Way to Tell a Story (comic adaptation) An Eerie Podcast (podcast)

Jumping Off the Page Keeping Up With the World
• Express your opinion about different kinds of • Talk about news sources and news sections.
sports. • Report what your classmates said.
• Talk about unreal situations in the past. • Identify and stress content and function words.
• Link words to sound more natural in short Make your own savings plan by solving
Goals
•
conversations. proportions.
• Write a short text about a sports issue. • Identify and use conversational expressions related
• Understand and use idioms related to sports. to understanding information.
• Olympic sports: hammer throw, curling, fencing, • News sources: print newspapers, TV news,
sprint running, skeleton, breaststroke swimming newspaper apps, radio news, online newspapers
• Paralympic sports: para ice hockey, wheelchair • News sections: Local News, World Affairs, Health,
basketball, 7-a-side football, sitting volleyball Education, Technology, Culture and Arts, Opinion
• Sports equipment • Adjectives to describe news
• The Past Perfect tense: The player had twisted his • The Passive Voice in different tenses: Hundreds
ankle when the coach came back. of selfies are taken every day. What will be done to
• The Third Conditional: What would have happened negotiate peace?
if you had trained harder? • Reported Speech in different tenses: Frank asked
if Sophie had bought the tickets. Ross said he
Functions didn’t like the news.
• Talking about actions that happened before other
actions in the past Functions
• Describing situations that might have happened
• Emphasizing an action rather than the person who
but didn’t does the action
• Reporting what other people said
Listening Listening
Strategies
• Paying attention • Cooperating with proficient users of the language

Reading Reading
• Taking notes • Grouping
Writing • Using resources for receiving and sending
• Identifying the purpose of a language task messages

Pronunciation
• Transferring Writing
• Semantic mapping
Speaking
• Asking for correction
• Using resources for receiving and sending
messages Speaking
• Analyzing expressions • Adjusting or approximating the message
• Linking: consonant to vowel and vowel to vowel • Content words vs. function words
Communication
• Using idioms related to sports • Showing understanding, showing lack of

understanding, and checking for understanding
CLIL
Social Studies: The two sides of sports Math: Solving proportions to make a savings plan
Project
Behind the Curtain of Big Sports Events (debate) Our Online Newspaper (news/feature articles)

Internet: The Good, the Bad,

Human Rights First
and the Ugly
• Write a profile describing your personality. • Talk about situations in which human rights were
• Express opinions related to past events and infringed or protected.
decisions. • Reflect on positive and negative aspects of your
• Use the contracted forms should’ve and could’ve community.
Goals
in short conversations. • Recognize and use both British and American

• Write an opinion paragraph about a misuse of pronunciation.
technology. • Write a biography of a human rights activist.
• Use conversation starters to break the ice. • Use idioms to share personal experiences.
• Adjectives of personality: gleeful, messy, • Human rights: right to freedom of opinion, right
affectionate, grumpy, whiny, selfless, picky to take part in political affairs, right not to be
• Phrasal verbs: let down, bottle up, burn up, freak discriminated for any reason, right to education
out, chill out, end up, hype up • The Passive Voice in the Present Perfect tense:
• Wish: Etta wishes she were less shy. I wish I had Women’s rights have been infringed for centuries.
had a pet as a child. Don’t you wish you could The right to work hasn’t been denied here.
travel more? • The Passive Voice with modal verbs: Diversity must
• Should and could in the Present Perfect tense: You be respected. What could be done to protect the
should have listened to your mother. How could right of education? Discrimination shouldn’t be
they have done that? accepted anywhere.
Functions Functions
• Expressing wishes and regrets (past, present, and • Emphasizing an action rather than the person who
future) does the action
• Expressing criticism, regret, or disapproval related • Expressing obligation, strong opinion, possibility,
to past situations and decisions or advice
Strategies
Listening Listening
• Taking risks wisely • Taking notes
Reading Reading
• Using key words • Reasoning deductively
• Reasoning deductively • Summarizing
• Using linguistic clues Writing

Pronunciation
Writing • Organizing
•Planning for a language task • Discussing your feelings with someone else
Speaking Speaking
• Selecting the topic • Developing cultural understanding
• Coining words • Using music
• Contractions: should’ve and could’ve • British and American English

Communication
• Making small talk • Sharing personal experiences by using idioms

CLIL
Technology: Bad uses of technology Civic Literacy: Human rights activists

Project
Selfies with a Sense (PechaKucha 20x20) A Call to Action on Human Rights (video)

TEACHER´S GUIDE
A1.1
TEACHER´S GUIDE
A1. 2
TEACHER´S GUIDE
HIT THE ROAD! is an engaging six-level secondary

A 2.1
program aimed at achieving the B1 level according to the
Common European Framework. The program features:
TEACHER´S GUIDE
• a wide variety of activities using a combination of learning
strategies (memory, cognitive, compensation, metacognitive,
affective, social), which motivate students to play an active
role in their learning process and foster autonomy.
• ongoing (self) and summative assessment.
• integration of subject area content material (soft CLIL) to
reinforce/develop academic language acquisition and related
skills.
A 2. 2
• special lessons focused on improving pronunciation and

speaking skills.
TEACHER´S GUIDE
• challenging projects that consolidate both language and

content knowledge while raising awareness on 21st century
skills.
B1.1
TEACHER´S GUIDE
61081173
Kit Hit the Road! 5, TG
ISBN: 978-958-00-0297-0

B1. 2


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Derechos Reservados Educactiva S. A. S.

Prohibida su copia, reproducción y/o distribución.

Jorge Alberto Cardoza Lozano

Greenwich Editor-in-Chief, Javier Andrés Tibaquirá Pinto Educactiva S.A.S

Derechos Reservados Educactiva S. A. S.

• Intro: A 5-page review unit

Step-by-step guidance for each lesson

• CEF descriptors and learning

Learning Strategies included in Hit the Road!

• Creating mental • Practicing • Guessing • Centering your • Lowering your • Asking

Hit the Road! and 21st Century Skills

Communication and ICT Literacy Leadership and Responsibility

• Soft CLIL (Content and Language Integrated Learning): By including selected

Communication: Language • CEF standardss (A1-B1)

Content: Subject matter • Selected topicss related to specific areas

• English and subject

• Texts that motivate

It familiarizes students with the

It presents the main functions

Students will go through a Challenge

It revisits the main lexical items

Glossary Activities Gap Activities Grammar Summary

B. AUDIO CDS C. WORKBOOK

Each level comes with 2 The purpose of the Workbook

This includes the complete scope and sequence charts (books 1 to

The Challenge suggestions Three methodological • Production: A variety

9 10 Specific goals, activity by activity.

A special section to help develop critical

Quiz Time and Project rubrics, for grading

Activities that reinforce learning by practicing or extrapolating new knowledge:

Expansion • Projects • Extra activities

Around the World! It Runs in the Family!

• Greetings and leave-takings • Parts of the body

• Countries and nationalities chubby

• Expressing family relationships

• Planning for a language task (based on a model) Writing

• Contractions (verb to be) Sounds /ಢ/ and /ೃ/

Social Studies: The continents Civic Literacy: Types of families

HIT THE ROAD! 1 Derechos Reservados Educactiva S. A. S.

The Right Clothing for

• School subjects • Ordinal numbers, dates, and celebrations

to • Clothing (related to the weather)

Functions • Talking about the weather

• Placing new words into a context Speaking

• Simple Present tense verb endings • Word stress

• Giving suggestions in simple ways • Showing interest in conversations

Science: Food groups Math: Weather and clothing trends

A Day in a Comic Strip A Special Celebration (presentation)

Derechos Reservados Educactiva S. A. S. HIT THE ROAD! 1

Art Around the City Are You Having Fun?

• Places in the city instrument), watching TV, cooking

Writing •Recognizing and using formulas and patterns

• Compound words • Sounds /n/ and /ŋ/

Arts: Public art Technology: Video games

Walking Your City (digital photography exhibit) A Day in a Life (video)

HIT THE ROAD! 1 Derechos Reservados Educactiva S. A. S.

Talented People All

• Feelings (positive and negative) • Personality adjectives (I)

• Adverbs of frequency • Good at: I’m good at learning languages. They