3 Rising to Challenges

Language and Function: A

CEFR Indicators
Page 45
5-6. Learning to learn: associating/elaborating
• Can understand enough to be able to meet needs of
a concrete type, provided people articulate clearly and • Students complete the exercise. Copy the table headings
slowly. (A2.2) on the board. Volunteers write the answers under them.
• Can ask and answer questions about pastimes and past • Students highlight two people that end in -or and -er, and
activities. (A2.2) a thing that ends in -ion in the table as examples of what
they need to do in exercise 6. They complete the tables
• Can use an idea of the overall meaning of short texts and in their notebooks and share.
utterances on everyday topics of a concrete type to derive
7. Learning to learn: recognizing and using formulas
the probable meaning of unknown words/signs from the
and patterns
context. (A2.2)
• After students check their answers, ask: Why are word
Page 44 families important? (This way, we can identify root words
and understand common meanings or sounds instead of
Warm-up activity memorizing spellings and meanings of all words. This improves
people’s reading fluency.)
• Write gapped sentences in the simple present and simple
past forms about your country and its history: The capital 8. Learning to learn: reasoning deductively
of Colombia is ________. (Bogotá) • Volunteers read the answers from the quiz in exercise 4
aloud. They classify the questions.
1–2. Learning to learn: using keywords
• Ask: Which questions are in the simple present? Which are
• Ask students to point to different countries on the map. Ask: in the simple past? Explain.
Where is China? And Canada?
• Read the words in bold (before and now) in the instruction
Grammar guide
aloud. Play the conversation. Students listen for clues to • Write some sentences and questions in the simple past
determine what country Jin lived in before and where he form on the board. Explain:
lives now. - Past subject questions: question word + the past form
• Play the audio again. Students complete the sentences of the verb. Who went to Spain?
using the words in the box. Play it once more for them - Past object questions: question word + did + subject
to check their answers. Have them say the sentences. + verb. What did you do yesterday?
3. Learning to learn: developing cultural understanding • Ask: Do we use did in past subject questions? (No, we use the
• Put students into small groups. Brainstorm topics they can past form of the verbs.) Read the subject questions from the
talk about: climate, food, religion, customs, clothing, etc. quiz aloud.

• Groups choose a country on the map and talk about it, 9. Learning to learn: using linguistic clues
using the words in exercise 2. Then, they can research
• Point to the picture at the bottom right of the reading.
the information online and check their guesses.
Ask: What do you think the text will be about? Elicit from
4. Learning to learn: getting the idea quickly them that it is about a basketball player.
• Ask: What do you know about China? • Students read the text and highlight the correct question
• Students read the questions and the possible answers. for each paragraph. Play the recording a couple of times for
Explain this is how they will know what to look for when them to check the answers. Pairs act out the conversation.
listening to the audio. Tell them to guess the answers. 10. Learning to learn: practicing naturalistically
• Play the audio. Students underline the correct answers. • Students check the Check it out! box. Explain the difference
Play the recording again for them to check their answers. between a migrant (a person that moves from one place
to another) and an immigrant (a person who comes to live
Extension activity permanently in a foreign country).
• Ask: What else do you know about China? Write headings • Put students into pairs. Make sure they understand the
on the board: Food, People, Sports, Places, Language, importance of learning to rise to challenges from people’s
History, and Entertainment. experiences. Walk around the classroom to check their
• Students form small groups and guess information about interactions.
each category. Set a time limit. After the time is up, groups
research the facts online to confirm or change them. Checkpoint
Then, say and explain the guesses and also the actual
Learning to learn: self-evaluating
information to the class.
• Students read the indicator and color the check marks
• Ask: Would you like to visit China? Why? What would you like
according to their performance. Make sure no one criticizes or
to see and do?
disapproves of those students with below-average progress.

T32
Language and Function: B
CEFR Indicators • Ask: Did Jabulani’s family read the legend before they
• Can generally identify the topic of discussion around them explored the museum? (No. They read the legend while
when it is conducted slowly and clearly. (A2.2) they were exploring it.)

• Can understand the main points of short texts dealing • Read through the table in exercise 5. Ask: Do we use the
with everyday topics. (A2.2) past form of the verbs in all simple past sentences? (No, only
in affirmative sentences and subject questions.) What’s the
• Can tell a simple story. (A2.2) difference between was and were? (We use was with I/he/
she/it; we use were with you/we/they.)
Page 46
6. Learning to learn: analyzing expressions
Warm-up activity • Students read the texts and the Check it out! box.
• Invite students to talk about how they feel when they face
• Point to the example and read it aloud. Ask: Why do you
a difficult situation.
think this is incorrect? What is the correct way of writing it?
• Ask: Have you learned anything from challenging or Elicit from the students that the correct phrase is I saw.
embarrassing situations? Explain.
• Allow them some time to complete the exercise. Play the
recording a couple of times so they can check their answers.
1. Learning to learn: overviewing and linking with already Volunteers say their experiences in front of the class.
known material
• Ask: Have you had any similar experiences?
• Ask: What is a blog? (An online journal or diary.) Do you have
a favorite blog? Do you usually read travel blogs, or what kind? 7. Learning to learn: reasoning deductively
Have you read an interesting blog post lately? Which one? • Students find the underlined sentences in exercise 6. Point
What was it about? to the example in exercise 7 and ask: Which answer from
• After they finish the exercise, volunteers read the texts they exercise 6 matches this question? Elicit from students that
underlined as their answers to the questions and justify their it is the second underlined sentence in the first text.
choices. Ask: What do you think about Meng Jiangnu’s story? • They complete the questions individually. Pairs go to the
2–3. Learning to learn: using linguistic clues board and ask and answer the questions.
• Students read the sentences and try to choose the best 8. Learning to deal with emotions: becoming self-reflecting
options based on what they remember about the blog. and self-evaluative
Then, they go back to the text to check their answers. • Students read the questions. You may suggest additional
• Students circle the time expressions in the blog. questions or ask them to propose other ones and write
them on the board.
• Volunteers read the Believe it or not… box aloud. Invite
students to research and share more legends, myths, or • Allow them time to think of a personal anecdote to write
interesting stories related to the Great Wall of China or other about. Suggest that they read the texts in exercise 6 again to
World Heritage Sites. get an idea of the anecdote they could write about and how
to write it.
4. Learning to learn: highlighting
• Explain this is an opportunity to analyze difficult experiences
• Students work in small groups. A volunteer reads the
they may have lived, reflect on what happened, and
prompts of the examples they need to find in the blog.
evaluate the situation and outcome. That way, they can
They highlight the sentences in the text.
reflect upon their own feelings at the moment and realize
• Volunteers read each sentence from the text aloud to the we all can learn from challenges.
class. After each, ask: Is this verb/Are these verbs written in
• After they finish, students share their personal anecdotes
the simple past or past progressive?
with the class. Remind the class to be respectful and not
Page 47 to mock their peers.

5. Learning to learn: seeking practice opportunities Teaching tip

• Students complete exercise 5. For further practice of • You may ask students to first read their stories in a small
the past progressive, you can play this video to the class: setting, in pairs, or in groups. In addition to providing extra
[Link] practice, smaller audiences reduce performance anxiety.
• Invite groups of students to look for short stories or songs
to practice the simple past and past progressive forms.
Checkpoint
Grammar guide
Learning to learn: self-evaluating
• Copy sentence e from exercise 2 on the board. Explain:
• Students read the indicator and color the check marks
- The past simple describes finished past events. according to their performance. Make sure no one criticizes or
- The past progressive describes events in progress at the disapproves of those students with below-average progress.
same time as another past event or sets the scene for
things happening around the time of another event.

T33
Language and Function: C
Page 49
CEFR Indicators
5–6. Learning to learn: overviewing and linking with already
• Can understand enough to be able to meet needs of a
known material
concrete type, provided people articulate clearly and
slowly. (A2.2) • After students complete exercise 5, have volunteers explain
the meaning of already and yet in their own words.
• Can understand short, simple texts on familiar matters
of a concrete type which consist of high frequency • After they finish, students complete the definitions
everyday or job-related language. (A2.2) individually. Check their answers as a class. Volunteers say
an example for each case.
• Can give very short, basic descriptions of events, past
activities, and personal experiences. (A2.2) Grammar guide
• Write these examples from the text on the board: I’ve
Page 48 already made some really good friends. I haven’t tried mole
yet. Have you settled there yet? Explain:
Warm-up activity
- The adverbs already and yet mean “before now” and
• Go back to the map from exercise 1, page 44, and ask: “until this moment.”
Which country would you like to visit for vacation? In which
country would you like to live? Why? How do you think the - We put already before the main verb in affirmative
life of immigrants in their new countries is: hard, easy, fun, sentences and questions or at the end of the sentences
boring? Why do people move to other places? or questions for emphasis.
- We put yet at the end of negative sentences and
1. Learning to learn: using keywords questions.
• Students read the sentences aloud. Ask: Are these positive or - We often use already and yet with the present perfect.
negative experiences? (a is a negative experience, b is positive, • Ask: When we’ve done something, which adverb do we use?
c is negative, and d is positive.) How would you feel if the (Already.) When we haven’t done something or we’re asking
negative ones happened to you? about it, which adverb do we use? (Yet.)
• Explain that they will hear about the experiences of four
immigrants. Play the audio so students can complete 7. Learning to learn: cooperating with peers
the exercise. Ask questions about the recording. • Students write questions with already and yet in their
notebooks and make sure they are correct. Then, they ask
2. Learning to learn: taking notes
and answer them in pairs. Have them share their exchanges.
• Students read the heading and the title to guess what the
reading will be about. Ask: Where did Faten live before? Where 8–9. Learning to learn: formally practicing with sounds
does she live now? They also read the list in the box aloud. • Students read both questions individually. Play the audio
and ask: Can you hear the difference? Explain.
• Students read the text individually. You may ask them to
answer while they are reading or after they finish reading. • Write the headings “/j/ yet” and “/d / jet” on the board.
Say the words aloud, emphasizing the difference in sounds.
• Ask the class about each thing so they can all answer
Play the audio again and have students point to the correct
together: Has Faten made friends? Has she moved to a higher
heading. Volunteers repeat the questions.
level in Spanish? Repeat with the remaining issues.
• Play the recording from exercise 9 and stop after each
• Suggest that students take notes on the things that Faten sentence. Check the answers as a class. Play it again and
has done that they find interesting, share them, and explain. have them repeat each sentence.
3. Learning to learn: semantic mapping 10. Learning to learn: representing sounds in memory
• Read the words in the box aloud. Allow students some time • In pairs, students read the tongue twisters a few times as
to match them. Explain that in the first and third columns, fast as possible without making any mistakes. Volunteers
they must be placed before the expressions, and in the recite them for the class. Correct if necessary.
second and fourth ones, they must go after them. Draw
semantic maps on the board and include more expressions. 11. Learning to learn: asking for verification
• Students read the table and guess whether their peer has or
• Volunteers share their answers and give sentence examples
has not done each activity. They ask questions in the present
following the correct order. Say: It is hard time, no time hard.
perfect form, meaning they have to use the past participle
Remind them they are collocations.
of the verbs in the prompts. They write their peer’s answers.
4. Learning to learn: asking for clarification or verification
• Encourage students to ask their peers additional questions.
• Put students into pairs. Encourage them to ask you or each Have volunteers compare their own and their classmate’s
other about collocations they are unsure about. Walk around experiences in front of the class.
the classroom to check their work.
• Students talk about their experiences using the collocations Checkpoint
correctly. They can find new collocations to talk about
challenging situations. Learning to learn: self-evaluating
• Students read the indicator and color the check marks
• Invite volunteers to talk about their peers’ experiences to the
according to their performance. Make sure no one criticizes or
rest of the class.
disapproves of those students with below-average progress.

T34
Language and Function: D
CEFR Indicators Extension activity
• Can ask and answer questions about pastimes and past • In small groups, some students pretend to be reporters,
activities. (A2.2) and one to be Linda Caicedo.
• Can generally identify the topic of discussion around them • Hold a press conference. Reporters question the player,
when it is conducted slowly and clearly. (A2.2) who answers using the information they know now about
her. Remind them to use the simple past and present
perfect forms.
Page 50
Warm-up activity 6–7. Learning to learn: analyzing expressions
• Brainstorm the names of sportspeople and write them • Students read the sentences aloud. Then, they circle the
on the board. correct options. Play the audio again and have students
listen to the sentences again.
• In small groups, students talk about their favorite
sportsperson, sharing important facts about them. • After students complete the rules, volunteers explain why
each sentence in exercise 6 is in the simple past or simple
1–2. Learning to learn: planning for a language task perfect form, using the rules.
• Students look at the pictures and read the Believe it or Grammar guide
not… box. If they come up with more than three questions,
• Write the following sentences on the board: Linda Caicedo
they can write them in their notebooks.
has played in Spain since 2023. She has participated in three
• In small groups, students share their questions. Play the World Cups so far. She started playing for Real Madrid when
audio a couple of times. Students look up the unanswered she was eighteen. Linda participated in her first World Cup in
questions online in reliable sources. 2022. Explain:
• Watch some of the videos about Martin Strel with the class. - The present perfect describes actions in incomplete or
3. Learning to learn: paying attention unfinished time periods.
• Students read both columns to find out what information - The past simple describes actions in periods that are
they must listen for. Encourage them to try and match both complete or finished.
columns based on what they remember from the audio. • Ask: Can we say, “I’ve been to Texas last week”? (No, because
• Play the recording again. Students verify their guesses or “last week” refers to a finished period of time.) Can we say, “I
match the questions to their corresponding answers. Play went to Texas this year”? (No, because we need to specify when
the audio once more if necessary. the finished time period happened, yesterday, last week, etc.)
4. Learning to learn: grouping 8. Learning to learn: placing new words into a context
• Students take a look at the table and read the terms in the • Students read the Check it out! box aloud. Say: Ever means
box. Ask: What do you know about figure skating, soccer, “at any time in your life.” Never means “at no time in your life.”
climbing, and swimming? Do you know any terminology They are usually used with the present perfect form.
related to them? Write the table headings on the board
and write down their ideas. • Elicit a question for the first prompt as a class. (Have you
ever met a famous person?) Students write the remaining
• Students complete the table and compare their answers questions in the notebook. When they finish asking and
in pairs. answering them, volunteers report interesting answers.
• Ask: Why do you think these sports are physically challenging?
Name other physically challenging sports. Which ones do you
Extension activity
like or practice? • Sit in a circle and play Never Have I Ever. The first player
says a statement about something they have never done
Page 51 before, starting with “Never have I ever.” Anyone who has
5. Learning to learn: delaying speech production to focus done the action that the first player mentioned must raise
on listening their hand.
• Students look at the photos: Do you know this soccer player? 9. Learning to learn: practicing naturalistically
What do you know about her? Elicit from students she is
Linda Caicedo, a soccer player from Colombia. • After asking and answering questions about the person,
have groups take turns sharing their findings with the rest
• Students read the sentences. Explain they will fill in the of the class. They can even show videos, photos, or news.
blanks using the verbs in parentheses in simple past or
present perfect. You may ask them to attempt to complete
the sentences before listening to the audio. Checkpoint
• Play the recording for students to complete the sentences. Learning to learn: self-evaluating
Then, play the audio again for them to check their answers. • Students read the indicator and color the check marks
• In pairs, students research more about Linda Caicedo’s according to their performance. Make sure no one criticizes or
career and talk about it, using the simple past and present disapproves of those students with below-average progress.
perfect forms.

T35
Listening and Speaking YOUR
SPACE

3. Learning to learn: elaborating

CEFR Indicators
• Students listen to the first part again and complete the
• Can follow the general outline of a presentation on exercise. Then, they pair up and explain to each other why
a familiar or predictable topic, where the message is Navi and Romina showed resilience. Tell them to consider
expressed slowly and clearly in simple language and these questions: How do they feel at the beginning? And at
there is visual support. (A2.2) the end? What expressions show resilience?
• Can interact with reasonable ease in structured situations • Tell students to talk about Paula as well. Ask: How does she
and short conversations, provided the other person helps if feel? Why doesn’t she show resilience?
necessary. (A2.2)
• Play the audio again and challenge students to identify
the problems the characters have.
Page 52
4. Learning to learn: paying attention
Warm-up activity • Have the class repeat the expressions so they become
• Make several sets of cards, including these situations: You familiar with how they are pronounced. Have them check
move to another house/city; you start a new school; you lose their meaning online and share their findings.
a family member/friend; you lose a pet; you get sick/injured; • Before playing the second part of the recording, explain that
you break up with your girl/boyfriend; your family is hard up; when you give encouragement, you give someone support,
your parents separate; you’re bullied. confidence, or hope when they are going through a hard,
• Form small groups and give a set of cards to each one. challenging time.
Ask: Are these difficult or easy situations? (Difficult.) • Students listen and circle the phrases they hear.
• Groups make a list of the feelings (adjectives) that can • Choose students to share their answers and check them
be related to these scenarios. Allow them to search for with the whole class.
vocabulary if necessary. They may come up with adjectives
such as: sad, frustrated, angry, confused, irritated, anxious, 5. Learning to learn: becoming aware of others’ thoughts
devastated, nervous, annoyed, frightened, hurt, lonely, and feelings
melancholic, worried, etc. • Before students answer the question about themselves, tell
the class that judging others for not being resilient is not
• Volunteers share some of the adjectives, using this model:
OK. Like any other ability, it takes time to develop, and it also
When you lose a pet, you feel sad and lonely.
depends on factors such as our character or if our family or
friends give us support during the process.
1. Learning to deal with emotions: understanding that a
situation can be painful or challenging for another, even • They can answer the question in pairs or groups. Since this
if it is not for you is a very personal issue, they need to feel comfortable
• After students mark the correct definition, they take notes talking about it.
on a situation they would like to share. 6. Learning to learn: planning for a language task
• Students pair up and talk about a tough time in which they • Pairs read the expressions in the box aloud and look up their
think they were resilient. meanings using a printed or online dictionary if necessary.
They can look for more expressions to give encouragement.
• Since this is a sensitive issue, ask the class to be very
respectful of their classmates’ experiences, feelings, • Students individually think about situations and take notes
and ideas. in their notebooks. Since this is a speaking activity, they
should only write keywords and phrases.
• Regarding resilience, tell students that people recover from
hard times at their own pace. Some people do it faster than • When role-playing, pairs switch between the situations
others, and that is fine. each student chose and use the expressions from the
box accordingly.
2. Learning to learn: adjusting or approximating the message
• Have some students take turns reading the topics listed
aloud. Correct their pronunciation if necessary. Checkpoint
• Play the first part of the audio a couple of times and tell Learning to learn: self-evaluating
students to focus only on the six topics first. Students pair • Students read the indicator and color the check marks
up and compare their work. according to their performance. Make sure no one criticizes or
• Play it again for students to take notes on what each of the disapproves of those students with below-average progress.
items means. They should focus on words or phrases.
• In the same pairs, students paraphrase the definitions
using their notes, without worrying about grammar and
vocabulary mistakes or using the exact language. They
share their own definitions and give a real-life example.
Make sure everyone understands the meaning of the skills.
• Ask: Are there some other important skills missing? Which ones?

T36
Reading and Writing
• The first five students to finish show you their work. If
CEFR Indicators everything is correct (including spelling), they win. They
• Can pick out the main information in short news reports cannot win if there is a misspelled word.
or simple articles in which figures, names, illustrations, and 4. Learning to learn: using imagery
titles play a prominent role and support the meaning of
the text. (A2.2) • Students read and match individually, trying not to go back
to the text.
• Can exchange opinions and compare things and people
• Have volunteers share their work by using complete
using simple language. (A2.2)
sentences, for example: A. He suffered frostbite in his fingers.
• Can tell a simple story. (A2.2)
5. Learning to learn: reasoning deductively
• Students circle the items. They reread the article and
Page 53
underline the sentences they think support their choices.
Warm-up activity • For example, the sentences …hoisted 35 kilos of gear to the
• The flashcards and the video in the QR codes act as a beginning of the route and …they have to scale up the wall
starting point for this lesson. Invite students to scan the twice in the first and second paragraphs are evidence of
codes so they have enough context for what they will physical strength.
learn in class. At school, ask them if they liked the video • Invite students to explain why the other options are
and, if possible, have them answer comprehension incorrect, for example: Since Dubouloz climbed alone,
questions as a class. empathy was not necessary to succeed.
6. Learning to learn: asking for correction
1. Learning to learn: cooperating with peers • Students individually write the descriptions.
• Allow students to watch short videos of each sport for them
• Form mixed-ability pairs. Tell students to exchange their
to get a better idea of how they work.
work to receive feedback. Comments must be very
• Students individually rank the sports based on the pictures, respectful. Students explain why the syntaxis, grammatical
videos, and what they already know about them. structures, or word choices are incorrect if that is the case.
• They pair up and explain their rankings to each other. They 7. Learning to work with others: helping others get their
can use this interaction model: I ranked esports 4 (as the least ideas across
exciting) because, for me, it’s really boring to sit and play video • In pairs, each student prepares some ideas to discuss.
games for hours.
• Students with a higher proficiency level listen carefully
• On the board, write expressions for reacting to others’ ideas and help their classmates express their opinions in a more
and encourage students to use them: That’s also exciting/ organized, fluent, and natural way. Students can also show
boring for me. I don’t like it either. I love it too! I do think it’s their peers how to pronounce difficult words.
exciting/boring.
• Reflect with the class that sometimes people put their
• Volunteers share their work with the whole class. health at risk when trying to become the best in their
2. Learning to learn: highlighting field. Elicit how people can take care of their health while
• Before students listen and read the text, ask if they know the pursuing their dreams.
difference between solo climbing and free solo climbing. 8. Learning to learn: adjusting or approximating the message
Write the students’ ideas on the board and tell them they • Students write their texts. Tell them to trust and use what
will confirm this information in the article. they already know in terms of language and content, as
• Make sure they understand that the pieces of equipment well as their personal experiences and imagination.
they need to highlight are shown in the pictures. • Explain to students that sentences do not have to be
• They listen and read along. Then, they complete the exercise. grammatically perfect in their first draft. They will make
improvements based on your revision.
• Ask: Were we right about the difference between solo climbing
and free solo climbing? In what paragraph can we confirm it? Extension activity
Teaching tip • Encourage students to watch the documentary Free Solo.
• Motivate students to create a glossary with terms from You may watch it in class. Prepare a workshop in advance
this lesson. They can record difficult or new verbs, nouns, with questions for students to answer before, while,
and adjectives. and after watching the film. Make sure they can use and
practice the vocabulary and grammar from this lesson
• Ask students to include a sentence or phrase to during the workshop.
contextualize every piece of vocabulary, as well as
a picture.
Checkpoint
Page 54
Learning to learn: self-evaluating
3. Learning to learn: placing new words into a context
• Students read the indicator and color the check marks
• Students quickly refer back to the text and find the
according to their performance. Make sure no one criticizes or
corresponding words.
disapproves of those students with below-average progress.

T37
Project
Together We Can Do It!

• Students reread the facts about the person they chose and
CEFR Indicators write some opinions based on them, especially why they
• Can exchange opinions and compare things and people chose this person and what we all can learn from their
using simple language. (A2.2) experiences and decisions.
• Can give very short, basic descriptions of events, past • Groups prepare their presentations so that every member
activities, and personal experiences. (A2.2) of the group participates and shares their opinions about
their character.
Page 55 Step 4. Learning to deal with emotions: discussing what
Step 1. Learning to contribute to society: being aware of makes them feel different emotions
different global issues • Before inviting students to reflect upon their feelings
• Elicit the meaning of flee: “to escape from a place because you while carrying out the project, highlight their effort and
are in danger.” commitment. After that, go over the instructions with them.
If necessary, allow students to use their mother tongue to
• Elicit possible reasons why people have to flee their country: elaborate on their feelings.
war, violence, extreme poverty, hunger, because of their
sexual or gender orientation, political opinion, religion, Extension activity
or ethnicity.
• In the same groups, students find out about a specific
• Have a class reflection on how governments must protect conflict that has forced people to flee their country.
fundamental freedoms as well as promote and enforce
non-discriminatory laws and policies in a practical and • They search for the political, economic, and sociocultural
concrete way. causes of the conflict and how it has affected people.
• Students search for someone with the characteristics • During their research, groups probably find concepts such
mentioned in the instructions. as refugee, migrant, asylum seeker, immigrant, and internally
displaced people. Encourage students to internalize and be
• This project can be made individually, in pairs, or in small
able to explain those concepts.
groups. If done in groups, after every member of it has
researched a different person, they choose one by analyzing
the different views presented. Your world: courage
• Remind students they should come to an agreement in a • Write these letters on the board for students to
respectful way. If the group cannot reach a decision, they unscramble: e-g-a-r-u-o-c (courage.)
can simply put paper strips with the people’s names in a
bag and take one out. • Ask: What is courage? (The mental and emotional strength
to deal with a dangerous or difficult situation.) Do students
Step 2. Learning to think creatively: employing new ideas need courage? Why?
and content in solving a task or activity
• Students form small groups and discuss the following:
• Groups make a draft of their timeline. At this point, they
1. Stand up for what is right, even if you stand alone.
organize the information chronologically using only
2. Don’t give in to negative peer pressure, even if you have to
keywords and phrases.
give up a friend.
• Once group members agree on the information they want 3. Don’t avoid doing something for fear of making a mistake
to include in their timeline, they make a second version or failing.
using complete sentences.
• Groups discuss situations where someone they know
• Instruct groups to refer back to the previous lessons as displayed courage, such as standing up to a bully, saying
many times as needed to clarify the different grammatical no to drugs or cheating, or trying out for sports or a
structures and vocabulary they need to use. school play.
• Groups now think about a creative, innovative way to
• Groups write short explanations of the cases they
present their timeline. They can look for resources on the
discussed and display their work in the classroom or
web or other digital tools for them to share their work.
on their social media under the title Profiles of Courage.
Another option is to create an interactive presentation in
which the entire class is involved and participates actively.
Step 3. Learning to think critically: distinguishing between
fact and opinion
• Students read the speech bubble at the bottom and
distinguish the facts from the opinions stated in the text.
• Ask: How can you identify the facts here? (They describe events
and actions related to Luol Deng.) How can you identify the
opinion here? (It states a personal view or belief.) What’s the
function of the word because? (It introduces an explanation.)
• Explain to students that when you give an opinion, it is
necessary to support it.

T38
Quiz Time
Pages 56-57 4.
Before working on the evaluation, review the most important • Students take a look at the pictures. Elicit from them the
topics of the unit with the class. This section is designed to be story should be about going camping.
completed in approximately one hour. • Explain to students they can either come up with a story or
1. write about their own experience. Point to the terms in the
• Students look at the picture and read the title. Say: This is an box and encourage them to use all the words.
old story about two young people in love. • Students reread their text to edit or review it.
• Play the audio. Students mark their answers as they listen to 5.
the legend. Play it again for students to check their answers • Students first read the prompts. Then, they unscramble the
one more time. expressions to complete the conversations.
2. • Encourage them to try and figure out the meanings of the
• Students read the text about Lewis Hamilton. They read it expressions to confirm their answers.
again and circle the correct verb (in simple past or present 6.
perfect.)
• Students read the email. Point to the first example and read
• Students reread the text to check their answers. the question using yet to fill in the blank.
3. • Students underline the remaining answers and reread the
• In advance, ask students to find twelve pictures that portray email to check their answers.
present perfect sentences about things they have and have 7.
not done in their lives.
• Students read the text about Mila individually. Then, they
• In groups, students take turns displaying their pictures write 3 or 4 questions about her life.
while the others ask questions about them. The students
• Put students into pairs. Students ask each other the
displaying their pictures must answer whether they have
questions about Mila’s life without going back to the text.
done something or not using the present perfect form.
• Walk around the classroom to check their work. Have
• Walk around the classroom to check their work.
students check their answers in the reading after they finish.

Notes
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T39
3 Rising to
Challenges

Goals
• Ask and answer questions about a person in the simple past.
• Write a meaningful personal anecdote.
• Ask and answer questions about what people have done.
• Talk about a sportsperson using the simple past and present perfect.
• Use expressions to give encouragement.
• Write an imaginary experience about rising to challenges in sports.
• How do you face challenges at
school, home, in sports, etc.?
• What lessons have you learned
from those challenges?
• Why do people leave their homes
and move to other places?
• How are people’s lives when they
move abroad?
Language and Function: A
1. Look at the map and color the countries mentioned in the box. Then, listen and label where
Jin lived before and where he lives now.

a. China ________________
now
before
b. Canada ______________

Useful English: speculating • suppose • guess • think

2. Listen again and complete the sentences. • imagine • believe • bet

a. I _________________________
imagine the subjects are pretty similar. d. I __________________________
bet you get pretty bored.
b. I _________________________
think we probably start school earlier. e. That’s OK, I __________________________
guess .
c. I _________________________
believe in Canada you stay at school f. I __________________________
suppose you have to do your
for lunch. homework in your free time.

3. Group work. Point to a country on the world map and speculate about how life might be there.
I guess people in Canada are always inside I bet people in China
their houses in winter because it’s cold. eat very healthy food.

4. Pair work. Take the quiz and underline your answers. Then, listen and check.

How much do you know

about China?
a. What’s the capital city of China? e. The Great Wall of China was built to keep out
Nanjing Beijing Shanghai invaders. When did the construction begin?
2,500 BC 500 BC 500 AD
b. What percentage of the world’s population
lives in China? f. Which wasn’t invented in China?
5% 10% 20% fireworks television paper

c. Which wild animal doesn’t live in China? g. Who ruled China until the early 20th century?
snow leopard lion giant panda kings sheiks emperors

d. Who was a famous Chinese philosopher? h. Where did the rulers of China live?
Confucius Aristotle Buddha The Forbidden City The Lost City
The City of Light
Check it out!
BC = Before Christ (or BCE = Before Common Era)
AD = In the year of the Lord (or CE = Common Era)

44
5. Complete the table with some of the words from the quiz.
Word families
Verb (action) Noun (thing) Noun (person)
invade invasion invader
philosophize philosophy philosopher
invent invention inventor
rule rule ruler
build building builder
construct construction constructor

6. Copy the table in your notebook and follow the instructions to add more words. Then, share.
a. Five people that end in –or and –er and b. Five things that end in –ion and the
the corresponding actions and things. corresponding actions and people.

7. Read and mark (✓).

According to the table in exercise 5, word families are...

groups of words related to each other groups of words related to each other
✓
because they have a similar final sound. because they have a common root word.

Your grammar: simple past

8. Classify the quiz questions.
a. Simple present: a b c b. Simple past: d e f g h

9. Read and highlight the correct options. Then, listen and check.

A: In my research on China, I found out A: Yes, he was known as the “Moving Great
about a famous Chinese basketball player Wall.” I guess they called him that because
who succeeded in the USA. His name is he was the tallest basketball player in the
Yao Ming. He was born in 1980. NBA (2.29 meters) back then.
B: And how did he got to the USA? / B: Was he very popular before he retired? /
And how did he get to the USA? Did he was very popular before he retired?
A: When he was only 13, he practiced A: Yes, he was inducted into the Basketball
basketball for around 10 hours a day, and Hall of Fame in 2016. He helped the sport
he soon got a tryout for the Shanghai Sharks become more popular in China and was
junior team. He later started playing on the the face of the NBA in its attempt to
Sharks senior team when he was 17. He popularize the league around the world.
played in the USA for the NBA’s Houston
B: What difficulties does he face? /
Rockets from 2002 until 2011, when
What difficulties did he face?
he retired.
A: Since he was so tall, he broke some
B: Did he have a funny nickname? / bones in his legs, ankles, and feet a
Did he has a funny nickname?
few times.

Check it out!
10. Pair work. Research a migrant and ask and answer migrant = a person who moves to
questions about how their life was in the new place. another place usually to find work.

Checkpoint I can ask and answer questions about a person in the simple past.

WB, page 20 45
Language and Function: B
1. Read the blog post and underline the answers to the questions below. Check it out!
shed tears = cry

Jabulani’s
Travel Blog
My Day at the Great Wall of China Before going back to Beijing, we went to the Great
Hi, guys! Now that my family and I have migrated from Wall Museum. While we were exploring it, we read
South Africa to Asia, we’re visiting many places here. a fascinating legend about a woman named Meng
Last month, we went to China. In my last post, we were Jiangnu (or Meng Jiang). Three days after she got
in Beijing. Well... from there, we went to the Great Wall! married, her husband was forced to go north to work
It was raining when we left Beijing, but the sun was on the Wall. As she was waiting for him, she heard that (a)
shining when the bus got to the Great Wall. As soon as the workers were suffering from hunger, exhaustion,
we arrived, I started to climb it with my brother. As we and cruelty in the freezing cold weather. Meng Jiangnu (b)
were getting to the top, we turned around and saw made him warm clothing and brought it to him. Even
our family far behind us. (Look at the picture we took! though she suffered from hunger and the cold weather
Ha ha ha!) They’re so out of shape! We waited for some as she was walking to see him, she kept going. When
time until they caught up with us. she arrived, she found out her husband was dead. The
legend says that she was so sad and cried so much that
the section of the Wall where he was buried collapsed!
As we were reading that, we all shed a few tears.
Every time I look back on that story, I think the Wall (c)
is a magnificent piece of
engineering, but it’s sad that
many people were forced
to work on its construction
and died there. There’s a lot
to think about that.

a. What was the problem b. What was c. Why did Jabulani choose
in the legend? the solution? to tell this story?

2. Highlight the correct options based on the blog.

a. It stopped raining before / while / until they got e. After / When / While the workers were building
to the Great Wall. the Great Wall, they suffered from hunger,
cruelty, and exhaustion.
b. Jabulani left his family behind while / before /
as soon as they arrived. f. When / While / Before Meng Jiangnu heard
c. He didn’t know about Meng Jiangnu until / about her husband’s situation, she made him
warm clothing.
while / after he visited the Wall’s Museum.
d. Before / After / While Meng Jiangnu arrived at
the Wall, she realized her husband was dead.

3. Go back to exercise 1 and circle the time expressions Believe it or not...

you saw in exercise 2. The Great Wall of China is the largest
man-made project in the world. Its
Your grammar: simple past and past progressive total length is over 20,000 km in
4. Group work. Find examples of these tenses in the blog. northern China, and it winds up and
down across hills and plateaus like
a. Simple past for finished events in the past. a dragon. It took over 2,000 years to
build it. It became a UNESCO World
b. Past progressive for setting the scene and actions in progress
Heritage Site in December 1987.
in the past.

46
5. Read and match the tenses in exercise 4 to their structures.

Tense Affirmative Negative Yes/No questions

b subject + was/were + -ing subject + was/were + not + -ing was/were + subject + -ing?
subject + was/were or subject + did + not + verb in base did + subject + verb in base
a regular or irregular verb form form or subject + was/were + not form? or was/were + subject?

6. Mark with a (✓) the correct phrases and with an (✗) the incorrect ones, and rewrite the verbs
correctly. Then, listen to check.

This took place a few years ago. One day during my first week at my new
school, I was waiting for my mom to pick me up. (a) I was seeing ( ✗ ) a car
that looked like hers, so (b) I went over ( ✓ ). While (c) I run ( ✗ ) towards the
car, I tripped and almost fell. Then, when I was about to open the door, the
car drove off, and I started running after it. (d) I noticed ( ✓ ) that people were
laughing at me, and I didn’t know why. Suddenly, I realized it wasn’t my
mom’s car, and I sat down, feeling embarrassed. Some guys from my class
saw that and told me to walk home with them. After a while, (e) I was
deciding ( ✗ ) to laugh about it, and they laughed with me, too. I didn’t have
any friends before that, but they became my friends that day.

saw was running decided

Check it out!
Last month, I was walking to school alone when I saw this boy Laugh at someone
that I really like in front of my house. While (f) I chatted ( ✗ ) with means that people
my best friend, I asked her if she thought this was my chance to are making fun of that
talk to him. (g) She texted ( ✓ ), “Go for it!” As I was gathering person, and laugh with
strength to say, “Hi,” and before I could say anything, (h) I heard someone means that
( ✓ ) him saying, “Hi! How are you?” So, I answered, “Fine.” I started the person also finds
to look up when I realized that (i) he was talking ( ✗ ) to me but the situation funny.
to somebody behind me! Still, I turned around and said to them, Go for it! = Take
“Hello. Don’t we go to the same school?” As (j) I introduced ( ✗ ) the risk!
myself, I felt nervous but confident. They were very friendly! gather strength/
After that, I learned I don’t have to be afraid of what I feel. courage = to prepare
to handle a difficult
was chatting wasn’t talking was introducing situation

7. Complete as if the underlined sentences in exercise 6 were the answers.

a. What ___________________
was doing
he ___________________ outside his new school?
b. When ___________________
did drive off ?
the car ___________________
c. Did
__________________ have
he ___________________ any friends before that anecdote happened?
d. Was
___________________ walking
she ___________________ to school with her best friend?
e. Where ___________________
was the boy she really likes?
f. How ___________________
did feel
she ___________________ after the mistake?

8. Write a personal anecdote by answering the questions in your notebook. Then, share.
a. Where were you and what were you doing? d. How did you feel after that happened?
b. Who else was there? e. Why is it relevant to you, or why do you
c. What happened? remember it?

Checkpoint I can write a meaningful personal anecdote.

WB, page 21 47
Language and Function: C
1. Listen and match.
a. I haven’t made any real friends yet. b. I’ve started a part-time job teaching.
c. I’ve found the language very difficult. d. I haven’t had any big problems.

Maya Oba Joe Jet

d b a c

2. Read and mark the things Faten has (✓) or hasn’t done (✗).

Voices of
the Students Also, the food is different here.
In Egypt, I ate hummus, falafel,
Faten talks about moving
baklava, etc. I love shawarmas,
to Mexico from Egypt
but I never tried burritos there.
I love Mexico now, but at the beginning, it was really hard for Now, I know that they may
me because I didn’t know anyone at college. I’ve been here for look similar, but they taste very
nine months, and I’ve already made some really good friends, different. Since I’ve been here,
especially Diego and Mara. I’ve already been to Diego’s house, I’ve tried a lot of traditional
but I haven’t been to Mara’s yet
yet. Mexican food: burritos, a. ( ✓) made friends
We moved because my mom got a job, but my dad has faced guacamole, chilaquiles, and b. ( ✓ ) moved to a
some challenges getting one so far. He’s been cleaning the more. It’s wonderful but spicy. higher level in
house, cooking our meals, and helping us with homework. I’ve yet That’s
I haven’t tried mole yet. Spanish
really enjoyed this time with him. Besides that, we haven’t next on my list of foods to try. c. ( ✗ ) been to
had any tough problems, and we’re adapting very quickly. Mara’s house
My friends often ask me, “Have
d. ( ✓ ) been to
The school wasn’t easy for me at first. I spoke some Spanish, you settled there yet
yet? Are people
Diego’s house
that’s why people haven’t had a hard time understanding me, too different?” I think the world
e. ( ✓ ) tried
but I couldn’t write much. However, it has been a challenging is the same all over: some people traditional
experience for me to learn and use their slang. Now, I write are nice, others not so much; Mexican food
Spanish pretty well, and I’ve already moved to a higher level, some are friendly, and others f. ( ✗ ) tried mole
although I don’t feel completely confident yet.
yet aren’t. I feel happy here now.

3. Read and match. a. hard b. challenges c. problems d. challenging

face/deal with face

experience time
tough provide
task job
rise above c a take on
d question habit b
run into rise to
role feelings
have overcome
target lesson
unexpected present/pose

4. Pair work. Research the meanings of the collocations above and talk about experiences you
have lived, using them.

This new school has been I have risen to the challenge since my
a challenging experience. teacher moved me into an advanced class.

48
Your grammar: present perfect with already and yet
5. Read the text in exercise 2 again and highlight already and yet.
6. Complete the definitions with already and yet.

a. Yet
_________________ means “until this moment.” d. Yet
_________________ is used in questions and negatives.
b. Already
_________________ means “before now.” e. Already goes before the main verb and can
_________________
come at the end of the sentence, too.
c. Already is used in affirmative sentences
_________________
and questions. f. Yet
_________________ goes at the end of the sentence.

7. Pair work. Ask and answer questions with already and yet.

Have you done your math homework yet? No, not yet. Have you already learned to swim?

Yes, I have.

Pronunciation: /j/ and /dⳅⳅ/

8. Listen. Can you hear the difference between the underlined words?

a. Have you flown yet? b. Have you flown a jet?

9. Listen and circle the word you hear in each case.

a. Jess / yes c. yam / jam e. yellow / jello g. jail / Yale

b. Jess / yes d. yam / jam f. yellow / jello h. jail / Yale

10. Pair work. Read and say these tongue twisters.

a. Yes, Jess makes jam b. It’s just a joke that I haven’t c. Red jello, yellow jello.
out of yams. flown in a jet yet.

11. Pair work. Guess what your classmate has or hasn’t already done, writing Yes or No.
Then, ask and answer the questions to check your guesses. Ask more questions.

Have you...? Your guess Answer

Answers may vary.

fly in a plane
go to another country
try Korean food
learn to play an instrument
swim in the ocean

Have you flown

in a plane? No, I haven’t.

Oh! My guess
was wrong.

Checkpoint I can ask and answer questions about what people have done.

WB, page 22 49
Language and Function: D
1. Martin Strel swam the length of the Amazon River in 2007. What would you like to know
about his life and career? Write some questions.
Answers may vary.

Where was he born?

a. _________________________________________________________________________________________________
Believe it or not...
b. _________________________________________________________________________________________________
Martin Strel holds
c. _________________________________________________________________________________________________ four Guinness World
Records for swimming
d.
_ _________________________________________________________________________________________________
some of the world’s
longest rivers. He swam
the Amazon River to
raise awareness of
deforestation and
river pollution.

Challenge!
Have you ever tried
2. Group work. Listen and find the answers to your questions or look to break a world
for them online. record? Choose one
Martin Strel was born in Slovenia. from Guinness World
Records Kids and try
to break it!
3. Listen again and match.

a. What’s Martin Strel’s nickname? He has swum four.

b. What’s a marathon swimmer? Yes, he has.
c. How many of the longest rivers There were piranhas, sharks,
has he swum? and even anacondas.
d. Has he already swum in the
It’s someone who specializes in
Mississippi River?
swimming really long distances.
e. Has he swum in the Nile River?
He swam 5,268 kilometers in
f. How far did he swim in the just sixty-six days.
Amazon River?
The “Fish Man.”
g. What dangers did Strel face
in the Amazon? No, he hasn’t.

4. Complete the table for these physically challenging sports.

• soccer player • harness • ice skates • ice rink • ball • bodies of water • wall
BrunoRosa / [Link]

Figure skating Soccer Climbing Swimming

place ice rink field wall bodies of water

equipment ice skates ball harness goggles

people ice skater soccer player climber swimmer

50
Your grammar: simple past vs. present perfect
5. Listen and complete with the correct verb forms.

a. At first, Linda Caicedo only ______________________

played (play) with boys her age and older.
b. She ______________________
became (become) the first woman to join the only soccer academy in her hometown.
c. She ______________________
participated (participate) in the FIFA Women’s World Cup 2023.
d. Her teammates say she _________________
has been
always _________________ (be) a responsible and punctual person.
e. She _________________
has studied (study) English for a while.
_________________

6. Listen again and circle to answer: Did each action finish at a specific moment?

a. She has played soccer since she was 5 years old. b. She made her professional debut at age 14.
Yes No Yes No

c. In 2022, she scored 18 goals in 46 matches. d. She has become a role model for a lot of girls.
Yes No Yes No

7. Complete the rules with simple past or present perfect.

simple past
a. We use the _________________________________________ to talk about actions in a finished time period.
present perfect
b. We use the _________________________________________ to talk about actions in an unfinished time period
that continues in the present.

8. Make questions using the clues. Then, ask and answer them in pairs.
Check it out!
a. ever / meet / a famous person? b. ever / win / anything? what? Have you ever been
who? where? how? when? to California?
No, I’ve been to Texas,
c. ever / travel / abroad? where? d. ever / go / to a concert? who? but I’ve never been to
how long? where? when? California.

9. Group work. Write an additional question. Then, research a person who practices a physically
challenging sport, answer, and share.
a. Where and when was this person born? _________________________________________________________________________________
Answers may vary.

b. What challenges has this person faced? _________________________________________________________________________________

_______________________________________________________________________________________________________________________________________

c. _______________________________________________________________________________________________________________________________________

_______________________________________________________________________________________________________________________________________

_______________________________________________________________________________________________________________________________________

Checkpoint I can talk about a sportsperson using the simple past and present perfect.

WB, page 23 51
Listening and Speaking
1. Read and mark (✓) the correct definition. Then, share an anecdote
YOUR
of a moment when you showed resilience in pairs.
the decision to stop making an effort when something
SPACE
difficult happens
the ability to recover quickly after something difficult or bad
resilience ✓
has happened
the capacity to deal with different happy and fulfilling situations

2. Listen to the first part of the podcast and order from 1 to 6.

a. self-control b. social support c. optimism
5 3 1

Resilience
d. ability to solve problems e. self-esteem f. adaptability
2 6 4

3. Listen again. Who showed resilience in the end? Write Yes or No and explain.
a. Paula: No b. Navi: Yes c. Romina: Yes

4. Listen to the second part and circle the phrases of encouragement mentioned.

Get over it. Don’t give up. Bounce back. Don’t stress about it.

Get back on the horse. Stay strong. Hang in there. Move on.

• Come on! You

5. Do you consider yourself a resilient person? Explain.
can do it!
6. Pair work. Come up with challenging situations where you can give • Give it a try!
encouragement with the replies in the box. Then, role-play. • Go for it!
• Why not?
I’ve been on the figure • It’s worth a shot.
You’ve always
skating team since I was bounced back. • What do you have
a little girl. Not long ago, You can do it to lose?
while I was performing, again if that’s • You might as well.
I broke my ankle. After what you really • Stay strong.
some time in physical love. You were
• Get over it.
therapy, I haven’t decided great at it.
if I want to go back, even • Bounce back.
though I love that sport. • Don’t stress about it.
You got this!

Checkpoint I can use expressions to give encouragement.

52 WB, page 24
Reading and Writing
Before reading
1. Rank these sports, from the most exciting (1) to the least (4), in your opinion.
Then, answer. Which one would you like to try? Why?
a. BASE jumping b. solo climbing c. table tennis d. esports
Answers may vary.

While reading
2. Listen and read. Then, highlight the gear mentioned and label.

How a French Mountain Guide Managed First Óscar Gogorza

Solo Winter Ascent of Perilous Grandes Jorasses
Charles Dubouloz endured freezing temperatures and frostbite to join the ranks of
the all-time greats by tackling the Rolling Stones route between France and Italy.

Standing at the foot of the north face of Grandes Between January 13 and 18, 2022, he made
Jorasses mountain (4,208 meters; 13,806 feet), history with this solo ascent.
one of the most striking summits in the world of Dubouloz spent five nights on the wall, lost
mountain-climbing, nestled between France and between five and six kilos (11 to 13 pounds),
Italy, Charles Dubouloz had a moment of doubt. endured temperatures as low as -30ºC (-22ºF),
Its legendary aura and history have broken the suffered frostbite in his fingers, and ruined his
nerves of even the most fearless in the past. The hands, which were totally chapped from the cold,
French climber struggled against the icy wind as he he said. But since achieving the historic feat, the
weighed up the fear making him question whether applause from the alpinist community has not
he was about to take on too big of a challenge: a ceased. To make the ascent, Dubouloz had to
solo ascent of the Rolling Stones route in the middle climb over ice that was melting and giving way to
of winter. Finally, the 32-year-old took a deep broken rock, an experience that was very draining. a.
breath, set his gaze forward, and hoisted 35 kilos He told the media that having to deal with bad
(77 pounds) of gear to the beginning of the route. rock—which could break under the weight of his
A solo ascent is not the same as free solo climbing. feet—put him under a lot of stress. It is difficult
harnesses
In the latter, a climber does not use harnesses, to enjoy an ascent in these conditions. The need
ropes or other protective equipment. One fall, and
ropes, to reach safety pushed the climber to advance
backpack
________________________
it is the end. But the few that practice this form forward without losing sight of the goal, working
of climbing are hooked on the freedom of moving all day, and sleeping on a ledge in a precarious b.
without being weighed down. In the former, an hammock
hammock. Due to the tension, Dubouloz ate
alpinist climbs without the assistance of another hardly anything. His entire diet consisted of soup
person belaying. Once they reach the end of their and hot water, which he used to melt chewy
ropes, they must put in a new anchor for the ropes sweets. He said he barely eats while on the
and descend to the bottom to collect their backpack
backpack, mountain due to the stress.
remove the previous anchor, and reset the fixed line
line. Adapted from El País (English edition) hammock
________________________

In other words, they have to scale up the wall twice. e. d. c.

Modern mountain climbing requires technique,
great physical preparation, and mental strength.
Charles Dubouloz has shown he is an all-star
mountain climber in every respect—someone
who is able to use all the techniques of
harnesses and ___________
mountaineering to face a huge challenge alone. ______________ fixed line
anchors ________________________ ropes
________________________

53
After reading
3. Read and complete. Then, go back to the text and check.

The Grandes Jorasses mountain is (a) 4,208

________________________ 13,806
meters or (b) ________________________ feet
high. It’s considered one of the most striking (c) summits
________________________ in the world by the alpinist
France
community. This mountain is located between (d) ________________________ and (e) Italy
________________________ .
legendary
It has a (f) ________________________ aura and history.

4. Read and match what happened to the body of Charles Dubouloz. Believe it or not...
• The north face of
d a mountain in the
Northern Hemisphere
is usually the coldest,
iciest, and hardest
a. He suffered frostbite. route to climb.
b • The red line shows
b. They were totally chapped. c the route followed by
Charles Dubouloz on
c. He lost between five and six kilos. the north face of
Grandes Jorasses.
d. He was under a lot of stress. a

5. Circle what was necessary for the French mountain guide to succeed.
• The type of climbing
a. empathy b. mental strength c. appetite
he did is called
d. physical strength e. nervousness f. patience an “ascent” since
people climb a
wall vertically.
6. Describe the ascent types in your own words.
a. Free solo climbing: ___________________________________________________________________________________________________________
It’s the most extreme type. The climber doesn’t have any aid or tools. People
Suggested
answers.

do it alone.
_____________________________________________________________________________________________________________________________________

b. Solo ascent: ____________________________________________________________________________________________________________________

It requires a lot of physical and mental strength. The climber has some tools.
People do it alone.
_____________________________________________________________________________________________________________________________________

7. Pair work. How do you think a person becomes one of the all-time greats in any field?
Writing
8. Imagine you’re an athlete. Write about a hard time in a sports situation you had and how you
rose to the challenge.
Answers may vary.

____________________________________________________________________________________________________________________________________

____________________________________________________________________________________________________________________________________

____________________________________________________________________________________________________________________________________

____________________________________________________________________________________________________________________________________

____________________________________________________________________________________________________________________________________

Checkpoint I can write an imaginary experience about rising to challenges in sports.

54 WB, page 25
Project
Together We Can Do It!

Step 1 Research an inspirational person who had to flee their country and who works to promote
human rights.

Name of the person:

Step 2 Make a printed or digital timeline about that person. Make sure to include:

achievements or most important

specific dates. specific places. a few pictures.
contributions. events in their life.

Step 3
Share your timeline. Make an oral presentation using the grammar in the unit and explain why
this person is an inspiration for you.
The northern and southern parts of Sudan were involved in two violent
1950s-2005 civil wars.

1985 Luol Deng was born in what is now South Sudan.

He fled from Sudan with his family, escaping from the civil war. They lived
1990 in Egypt, where he learned to play basketball from NBA star Manute Bol.
The UK granted his family political asylum. There, Luol started playing for
1994 a basketball club. Then, he moved to the USA.

While he was studying in the USA, he was recognized as the second-best

2003-2005 high school player in the country. He joined the Chicago Bulls. He played
in an NBA All-Star Weekend game.

He founded the Luol Deng Foundation and started cooperating with

2005 the Chicago Bulls Charities.

2006 He became a British citizen.

When he was playing for the Boston Celtics, Luol promised to donate
2007 $50 to UNHCR for every basket he scored during the season.
He started supporting the UN Refugee Agency (UNHCR) inspired by
2010 his own personal history as a refugee.
South Sudan gained independence from Sudan after many years of war
2011 and became a new country.
He played for different teams, like Miami Heat, Minnesota Timberwolves,
2016-2019 and others.
He was involved in the #WeWillRizeTogether project, which helps build
2018 schools in Ghana.

2019 He retired from basketball.

Luol Deng was born during a civil war in Sudan, and his family had to escape to survive. They lived
in Egypt and then the UK. After some time, he moved to the USA. While he was studying there, he
was recognized as the second-best high school player in the country... He’s an inspiration for me
because he showed me that it’s important to bounce back after a difficult situation and help others.

Step 4 Discuss your experience. Read and answer the questions.

What did you know

What did you want to learn? What did you learn?
about this person?

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Quiz Time
1. Listen and mark (✓).
a. When was this legend created?
In the 5th century In the 14th century ✓ In the 4th century
b. Where did it happen?
The India ✓ China Korea
Butterfly c. Why did Yingtai have to dress as a boy?
Lovers Girls couldn’t She didn’t want Girls couldn’t
✓
go to school. to study. travel alone.
d. When did she meet Shanbo?
While she While she was While she was
✓
was traveling. near her home. chasing butterflies.
e. Did Shanbo know from the beginning that Yingtai was a girl?
Yes ✓ No
A. Marino / [Link]

f. Where did they declare their love to each other?

At school In his village ✓ In her village
g. What happened when the lightning opened Shanbo’s tomb?
Yingtai continued her Yingtai’s father Yingtai jumped
✓
wedding procession. made a loud noise. into it and died.
h. How did Yingtai and Shanbo’s story end?
They lived happily They lived happily They lived happily
✓
as a pair of flowers. as a pair of butterflies. as a pair of humans.
2. Read and circle.
Lewis Hamilton is a Formula 1 driver. He (a) is / was born in 1985 in England,
and he (b) has started / started karting when he was only eight. As a kid, he
also (c) practiced / has practiced karate to protect himself from bullies, and
when he (d) was / has been thirteen, he already had his black belt. Since that
time, Hamilton (e) worked / has worked with the self-confidence, discipline,
and respect he learned from karate.
He has driven for important teams and (f) won / has won seven F1 world
championship titles throughout his career. He (g) has earned / earned more
than 100 Grand Prix victories.
Hamilton (h) worked / has worked with his foundation Mission 44 since it was
founded in 2021. This organization aims at creating education, work, and life
opportunities for young people from diverse backgrounds. Also, Hamilton
(i) has donated / donated a large percentage of his earnings to many charities.
At different events, he (j) has fought / fought to raise awareness of different issues,
like inequality and racism.

3. Group work. Follow the instructions.

Look! Have you

gone skydiving?
• Each student chooses twelve pictures
that portray things they have and
haven’t done in their lives.
• Other students point to the pictures
and ask and answer questions.

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4. Based on these pictures, write an anecdote using the simple past and past progressive forms.

____________________________________________________________________________________________
Answers may vary.

____________________________________________________________________________________________
• camping • rain
____________________________________________________________________________________________ • mosquitoes • good/bad
• no repellent experience
This made me realize something important. That ___________________________
• wild animals • family time
_____________________________________________________________________________________________.

5. Read, unscramble, and complete.

A: I really want to win, but I haven’t been able to improve my time.
a. can / it! /
you / do B: You can do it!
____________________________________ Just practice every day, and you’ll get there.

a / give / A: That job sounds like a dream. Should I send my résumé?

b.
try! / it B: Give it a try!
________________________________________

A: While I was having dinner with Mike last week, his pants got ripped right in front
c. lose? / what of me! It was funny! I texted him, but he hasn’t answered yet.
/ have / to /
do / you B: Maybe he’s embarrassed, but call him. What do you have to lose?
________________________________________________________

it / over / A: I’m so upset. My favorite blouse has a huge stain.

d.
get B: Get over it
________________________________________ . Just wash it as soon as you can.

6. Read and highlight.

Hi dude,
Have you done all your homework (a) _______________? I’ve (b) _______________ a. • yet • already
done the math equations, but I haven’t written the English composition (c) ____________. b. • yet • already
Do you want to come over? Dinner isn’t ready (d) ______________, but my dad has c. • yet • already
(e) _______________ lit the barbecue, so the food will be cooked soon. Call me!
d. • yet • already
Jason e. • yet • already

7. Read. Then, ask and answer questions about Mila’s life in pairs.
My name’s Mila. I started doing rhythmic gymnastics when I was only 6 years old. When
I was 9, I won a national championship and thought that all the pain, training, and effort
was worth it. I wanted to keep training to be the best, but someone told me that when
I turned 10 years old, my flexibility would stop improving. While I was performing, I always
felt that I was proving to everyone that I could succeed. Now, I realize how stressful it was
for me to be criticized by judges, competitors, and the crowd. I decided to retire at 12 after
losing several championships. I have never regretted my decision. While I was studying in
my last year of high school, I decided to become a sports journalist. Since then, I’ve focused
on studying journalism. I’ve already had the opportunity to work with important networks
thanks to my experience as an athlete, and I’ve made my own podcast.

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