Original ELPA21-style classroom practice—not an official test or scoring guide.
New: sentence choices and speaking submissions
Complete three word-choice sentences in every Writing section. In Speaking, record and replay your voice or paste a Vocaroo link. At the bottom of each activity, download a submission file and upload it to your teacher’s assignment.
Save your recording before leaving. Text answers are saved in this browser when available. Audio is kept only while this page is open. “Download my work” backs up text only; activity submission files include that activity’s audio.
Start here • Grades 9–12
One scene. Four ways to communicate.
Every activity includes a picture, an original reading passage, a different listening message, the speaking task, and a writing assignment.
Read: Find the main idea and supporting details. Answer two questions and explain your evidence.
Listen: Hear the new message before opening its transcript. Take notes and answer two questions.
Speak: Use the picture, planning boxes, and optional sentence starters. Answer the partner follow-up.
Write: Plan, draft, revise, and complete a response connected to the activity.
Each activity has four completion checkboxes. Mark each after doing that part. Reading and listening checks give practice feedback with explanations. They do not produce an official ELPA21 score.
Listening setup
Press Play inside an activity. Browser/device speech is used, not a recorded human voice. Available voices and offline playback vary. If no English voice is available, a teacher can read the included transcript aloud. You may replay during classroom practice.
Language toolbox
Describe: I notice… / The student is… Explain: This matters because… / For example… Compare: Both… / However… Recommend: I recommend… / One benefit is… Sequence: First… / Next… / Finally… Predict: They might… / A clue is…
More support: Use the bilingual word banks and sentence starters; rehearse in short sections. More independence: Explain evidence, connect ideas, and try the stretch questions. Plan in either language if helpful; produce your responses in English.
These original classroom activities practice understanding texts and spoken messages, explaining and supporting ideas, and communicating for a purpose. They are not official ELPA21 items, a test simulation, or a proficiency-level placement tool.
I can describe what people are doing and explain how it helps learning.
Look closely: Find one teacher action and two student actions.
01 • READ / LEE
Read for meaning and evidence
Read the original passage. Answer both questions, then explain one answer using a detail from the text.
During a class discussion, Mr. Lee asks students to explain whether working with a partner helps them learn. At first, several students answer only yes or no. He writes two headings on the board: claim and evidence. A claim is the idea a speaker wants others to accept. Evidence is information that supports that idea. Maya says partner work helps her understand difficult words. She explains that yesterday her partner used a diagram to clarify a science term. Another student describes a time when talking distracted him. The class discovers that a useful answer includes both an idea and a specific example.
02 • LISTEN / ESCUCHA
Listen for new information
Listen to the message, then answer the questions. This message adds information beyond the reading. Keep the transcript closed on your first attempt.
Audio uses an English voice supplied by your browser or device. If unavailable, a teacher can read the transcript aloud.
Transcript / Teacher read-aloud script
Before tomorrow’s discussion, choose one learning strategy that has helped you. Write the name of the strategy and one specific example on a note card. Do not write a full speech. When your partner speaks, listen for the reason behind the choice. Then ask one follow-up question. We will switch roles so everyone practices explaining and listening.
Read aloud at a natural pace; repeat for classroom practice as needed. Reading the script is a support, not a listening score.
03 • SPEAK / HABLA
Explain your ideas aloud
Your speaking task
Describe what is happening in the classroom. Explain how the teacher and students are helping one another learn. Use at least two details from the picture to support your ideas.
Record there, use its save/share option, and paste the recording link below. Vocaroo stores that recording outside this workbook; use it if your teacher allows it.
04 • WRITE / ESCRIBE
Writing • Choose the correct word
Complete each sentence
Select the word or phrase that makes each sentence correct. Read the whole sentence before choosing. Then complete the longer writing task below.
1. The teacher the directions before students begin.
Choices: explains / explain / explaining
2. Students take notes they want to remember the main ideas.
Choices: unless / although / because
3. Each student brings notebook to class.
Choices: these / a / an
Develop and revise your response
Write a paragraph explaining one strategy that helps you learn. State your idea, give a specific example, and explain the connection. Use the reading’s claim-and-evidence idea and the listening instructions to organize your response.
Classroom choices, not official test requirements: with support, try 4–6 connected sentences; for more challenge, develop 1–2 paragraphs. Answer every part of the task before focusing on length.
Writing support / Apoyo para escribir
One strategy that helps me is… For example… This shows…
Plan your main point, details, and ending. Use because to explain, for example to support, and however to contrast.
0 words
Revision check
0 words
Writing and speaking need teacher or partner feedback. Word counts and checklists are not proficiency scores.
Turn in activity 1
Review your answers and play your recording.
Download your submission file. It contains this activity’s written answers, word choices, and recorded audio or Vocaroo link.
Upload that file to your teacher’s assignment. Downloading alone does not turn in your work.
Use your teacher’s usual assignment page to upload the downloaded file.
Activity 02 / 25 • Recommend a plan
Solve it together
I can recommend a solution and support it with reasons.
Look closely: Look at the model, the sketch, and the materials.
01 • READ / LEE
Read for meaning and evidence
Read the original passage. Answer both questions, then explain one answer using a detail from the text.
A group builds a bridge from craft sticks. When they place a small weight in the middle, the center falls. Jordan wants to begin again immediately. Elena suggests examining the failure first. The group notices that several connections came apart while most sticks stayed whole. They draw the broken section and compare it with their original plan. Instead of changing every part, they decide to strengthen the connections and repeat the test with the same weight. This will help them judge whether that change improved the model. A failed test becomes useful when the group studies what happened.
02 • LISTEN / ESCUCHA
Listen for new information
Listen to the message, then answer the questions. This message adds information beyond the reading. Keep the transcript closed on your first attempt.
Audio uses an English voice supplied by your browser or device. If unavailable, a teacher can read the transcript aloud.
Transcript / Teacher read-aloud script
Our next test will happen after lunch. First, photograph the damaged section. Next, label the places where the connections separated. Repair those connections before changing the rest of the design. During the test, one person should add the weight and another should record what happens. If the bridge fails again, record that result too. An honest record is more useful than a perfect-looking report.
Read aloud at a natural pace; repeat for classroom practice as needed. Reading the script is a support, not a listening score.
03 • SPEAK / HABLA
Explain your ideas aloud
Your speaking task
The group’s bridge model has collapsed. What should the students do to improve their project? Recommend a plan and explain why it would help. Use details from the picture and give at least two reasons.
Word bank / Banco de palabras
collapse / derrumbarse • support / soporte • improve / mejorar test / probar • plan / plan
1. Plan with key words
2. Rehearse • Show sentence starters
First, the group should…
This would help because… Another reason is…
3. Speak, listen, and respond
Give your full response aloud. Partner: listen first, then ask:
Why is your first step more useful than simply rebuilding?
Stretch: How could the group check whether its new plan worked?
4. Try again
My speaking self-check
Check what you did in this attempt. These are reflection statements, not test scores.
Record your speaking response
Press Record and allow microphone access. Speak for up to 3 minutes, stop, then listen to your response. This is a classroom practice limit.
No recording yet. Recordings stay on this page until you download them; reloading removes them.
Record there, use its save/share option, and paste the recording link below. Vocaroo stores that recording outside this workbook; use it if your teacher allows it.
04 • WRITE / ESCRIBE
Writing • Choose the correct word
Complete each sentence
Select the word or phrase that makes each sentence correct. Read the whole sentence before choosing. Then complete the longer writing task below.
1. Yesterday, our bridge during the test.
Choices: collapse / collapsing / collapsed
2. We added supports strengthen the base.
Choices: of / to / at
3. The second bridge was than the first one.
Choices: stronger / strongest / strong
Develop and revise your response
Write a repair-and-test plan for the group. Explain the first steps, why one change should be tested at a time, and what students should record. Include a detail from both the reading and listening.
Classroom choices, not official test requirements: with support, try 4–6 connected sentences; for more challenge, develop 1–2 paragraphs. Answer every part of the task before focusing on length.
Writing support / Apoyo para escribir
First, the group should… Keeping… the same will help… During the test…
Plan your main point, details, and ending. Use because to explain, for example to support, and however to contrast.
0 words
Revision check
0 words
Writing and speaking need teacher or partner feedback. Word counts and checklists are not proficiency scores.
Turn in activity 2
Review your answers and play your recording.
Download your submission file. It contains this activity’s written answers, word choices, and recorded audio or Vocaroo link.
Upload that file to your teacher’s assignment. Downloading alone does not turn in your work.
Use your teacher’s usual assignment page to upload the downloaded file.
Activity 03 / 25 • Compare and choose
Two ways to study
I can compare two approaches and explain my preference.
Look closely: Find evidence of shared study and independent study.
01 • READ / LEE
Read for meaning and evidence
Read the original passage. Answer both questions, then explain one answer using a detail from the text.
Nora and Luis prepare for the same history test in different ways. Nora first studies alone to find the topics she does not understand. Luis explains the chapter aloud to a partner, who asks questions when an explanation is unclear. Later, Nora joins them to discuss two difficult events. Their teacher does not require one method for every task. She asks students to choose a method that matches their purpose. Quiet study can help someone concentrate, while discussion can reveal gaps in understanding. The students decide to combine independent review with a short conversation rather than treat the methods as rivals.
02 • LISTEN / ESCUCHA
Listen for new information
Listen to the message, then answer the questions. This message adds information beyond the reading. Keep the transcript closed on your first attempt.
Audio uses an English voice supplied by your browser or device. If unavailable, a teacher can read the transcript aloud.
Transcript / Teacher read-aloud script
The library has two study areas this afternoon. Use the tables near the windows for quiet review. Use the small meeting room for partner discussion, and keep your voices low. You may move between areas when your task changes. At the end, write one sentence about which space helped you most and why. Your choice should depend on your learning needs, not only where your friends sit.
Read aloud at a natural pace; repeat for classroom practice as needed. Reading the script is a support, not a listening score.
03 • SPEAK / HABLA
Explain your ideas aloud
Your speaking task
Compare studying with a partner and studying alone. Describe one similarity and one difference using the picture. Which approach would you choose to prepare for a difficult test? Explain your choice with two reasons.
Word bank / Banco de palabras
partner / compañero(a) • alone / solo(a) • similar / similar different / diferente • concentrate / concentrarse
1. Plan with key words
2. Rehearse • Show sentence starters
Both… However, …
I would choose… because… Also, …
3. Speak, listen, and respond
Give your full response aloud. Partner: listen first, then ask:
What is one advantage of the choice you did not select?
Stretch: When might you change your choice? Explain.
4. Try again
My speaking self-check
Check what you did in this attempt. These are reflection statements, not test scores.
Record your speaking response
Press Record and allow microphone access. Speak for up to 3 minutes, stop, then listen to your response. This is a classroom practice limit.
No recording yet. Recordings stay on this page until you download them; reloading removes them.
Record there, use its save/share option, and paste the recording link below. Vocaroo stores that recording outside this workbook; use it if your teacher allows it.
04 • WRITE / ESCRIBE
Writing • Choose the correct word
Complete each sentence
Select the word or phrase that makes each sentence correct. Read the whole sentence before choosing. Then complete the longer writing task below.
1. Maya studies quietly, Leo discusses ideas with a partner.
Choices: during / while / because of
2. Both students examples to check their understanding.
Choices: use / uses / using
3. Maya finished her notes she joined the discussion.
Choices: between / during / before
Develop and revise your response
Write a study plan for a difficult test. Explain when you would work alone and when you would work with others. Use one idea from the reading and one detail from the listening to justify your plan.
Classroom choices, not official test requirements: with support, try 4–6 connected sentences; for more challenge, develop 1–2 paragraphs. Answer every part of the task before focusing on length.
Writing support / Apoyo para escribir
I would begin by… When I need… I would… This plan fits my needs because…
Plan your main point, details, and ending. Use because to explain, for example to support, and however to contrast.
0 words
Revision check
0 words
Writing and speaking need teacher or partner feedback. Word counts and checklists are not proficiency scores.
Turn in activity 3
Review your answers and play your recording.
Download your submission file. It contains this activity’s written answers, word choices, and recorded audio or Vocaroo link.
Upload that file to your teacher’s assignment. Downloading alone does not turn in your work.
Use your teacher’s usual assignment page to upload the downloaded file.
Activity 04 / 25 • Give advice and explain
A welcoming school
I can explain a need and recommend helpful actions.
Look closely: Notice the map, the pointing gesture, and the people nearby.
01 • READ / LEE
Read for meaning and evidence
Read the original passage. Answer both questions, then explain one answer using a detail from the text.
On her first morning, Ana carries a school map but still cannot find the science room. The map shows room numbers, yet the hallway signs use department names. A classmate points toward the correct hallway, then notices that Ana is still uncertain. He offers to walk with her to the next sign. Along the way, he explains how the room numbers are organized. He does not assume that a smile means she understood. Before leaving, he asks her to explain where she will go after science. Useful help gives a new student both an immediate answer and a way to become more independent.
02 • LISTEN / ESCUCHA
Listen for new information
Listen to the message, then answer the questions. This message adds information beyond the reading. Keep the transcript closed on your first attempt.
Audio uses an English voice supplied by your browser or device. If unavailable, a teacher can read the transcript aloud.
Transcript / Teacher read-aloud script
Welcome helpers, please meet new students by the main office. Ask which room they need before giving directions. Offer to walk with them if they are unsure. Do not take their maps or schedules away from them. Let them point to the destination themselves. Before you leave, show them where they can ask for help later. Our goal is support, not doing every step for them.
Read aloud at a natural pace; repeat for classroom practice as needed. Reading the script is a support, not a listening score.
03 • SPEAK / HABLA
Explain your ideas aloud
Your speaking task
Imagine that the student holding the map is new to the school and cannot find a classroom. Recommend two ways the classmates could help. Explain how each action would make the student’s first day easier.
Word bank / Banco de palabras
directions / indicaciones • hallway / pasillo • welcome / dar la bienvenida guide / guiar • reassure / tranquilizar
1. Plan with key words
2. Rehearse • Show sentence starters
The student might need…
The classmates could… This would help because…
3. Speak, listen, and respond
Give your full response aloud. Partner: listen first, then ask:
How would you check that the student knows where to go?
Stretch: What could you say if the student did not understand your directions?
4. Try again
My speaking self-check
Check what you did in this attempt. These are reflection statements, not test scores.
Record your speaking response
Press Record and allow microphone access. Speak for up to 3 minutes, stop, then listen to your response. This is a classroom practice limit.
No recording yet. Recordings stay on this page until you download them; reloading removes them.
Record there, use its save/share option, and paste the recording link below. Vocaroo stores that recording outside this workbook; use it if your teacher allows it.
04 • WRITE / ESCRIBE
Writing • Choose the correct word
Complete each sentence
Select the word or phrase that makes each sentence correct. Read the whole sentence before choosing. Then complete the longer writing task below.
1. The student greeted us showed us the library.
Choices: who / which / where
2. The map helped us find classrooms.
Choices: ours / we / our
3. We felt welcome everyone offered to help.
Choices: unless / because / despite
Develop and revise your response
Write a short welcome message for a new student. Explain two ways to get help and one way to check a route. Use the reading and listening to keep your message helpful and respectful.
Classroom choices, not official test requirements: with support, try 4–6 connected sentences; for more challenge, develop 1–2 paragraphs. Answer every part of the task before focusing on length.
Writing support / Apoyo para escribir
Welcome to our school. If you need… You can… Before you leave…
Plan your main point, details, and ending. Use because to explain, for example to support, and however to contrast.
0 words
Revision check
0 words
Writing and speaking need teacher or partner feedback. Word counts and checklists are not proficiency scores.
Turn in activity 4
Review your answers and play your recording.
Download your submission file. It contains this activity’s written answers, word choices, and recorded audio or Vocaroo link.
Upload that file to your teacher’s assignment. Downloading alone does not turn in your work.
Use your teacher’s usual assignment page to upload the downloaded file.
Activity 05 / 25 • Explain a process
A cleaner cafeteria
I can describe a clear sequence and explain its purpose.
Look closely: Notice the bottles, paper, bins, and different student actions.
01 • READ / LEE
Read for meaning and evidence
Read the original passage. Answer both questions, then explain one answer using a detail from the text.
After lunch, a class notices bottles, napkins, and food scraps on several tables. Some students begin carrying everything to the same bin. Their teacher stops them and asks them to read the school’s bin labels. Accepted recycling materials depend on the local collection rules. The group assigns jobs: one team clears tables, another checks labels, and a third wipes the empty surfaces. Students rotate jobs the next day. The cleanup is faster when responsibilities are clear, but speed is not the only goal. Sorting correctly and sharing the work help prepare the cafeteria for the next lunch group.
02 • LISTEN / ESCUCHA
Listen for new information
Listen to the message, then answer the questions. This message adds information beyond the reading. Keep the transcript closed on your first attempt.
Audio uses an English voice supplied by your browser or device. If unavailable, a teacher can read the transcript aloud.
Transcript / Teacher read-aloud script
Today we have five minutes to prepare this area for the next class. Clear the tables before wiping them. Check the labels before sorting bottles and paper; not every item belongs in recycling. Keep liquids away from the paper collection bin. When your job is done, check with another team instead of leaving immediately. Tomorrow, teams will exchange jobs so everyone learns the whole process.
Read aloud at a natural pace; repeat for classroom practice as needed. Reading the script is a support, not a listening score.
03 • SPEAK / HABLA
Explain your ideas aloud
Your speaking task
Explain how the students could organize a cafeteria cleanup. Describe at least three steps in order. Use two details from the picture and explain how the group could divide the work fairly.
Word bank / Banco de palabras
sort / separar • collect / recoger • recycle / reciclar responsibility / responsabilidad • fairly / de manera justa
1. Plan with key words
2. Rehearse • Show sentence starters
First… Next… Finally…
Each person could… so that…
3. Speak, listen, and respond
Give your full response aloud. Partner: listen first, then ask:
Why did you choose this order for the steps?
Stretch: How could students prevent the same mess tomorrow?
4. Try again
My speaking self-check
Check what you did in this attempt. These are reflection statements, not test scores.
Record your speaking response
Press Record and allow microphone access. Speak for up to 3 minutes, stop, then listen to your response. This is a classroom practice limit.
No recording yet. Recordings stay on this page until you download them; reloading removes them.
Record there, use its save/share option, and paste the recording link below. Vocaroo stores that recording outside this workbook; use it if your teacher allows it.
04 • WRITE / ESCRIBE
Writing • Choose the correct word
Complete each sentence
Select the word or phrase that makes each sentence correct. Read the whole sentence before choosing. Then complete the longer writing task below.
1. There are plastic bottles in the trash today.
Choices: less / much / fewer
2. Students should their waste before leaving.
Choices: sorted / sort / sorts
3. The new signs explain each type of waste belongs.
Choices: where / which / whose
Develop and revise your response
Write cleanup instructions for another class. Include an ordered sequence, a reminder to follow local bin labels, and a fair way to divide work. Use both sources.
Classroom choices, not official test requirements: with support, try 4–6 connected sentences; for more challenge, develop 1–2 paragraphs. Answer every part of the task before focusing on length.
Writing support / Apoyo para escribir
First… Before sorting… Next… To share the work fairly…
Plan your main point, details, and ending. Use because to explain, for example to support, and however to contrast.
0 words
Revision check
0 words
Writing and speaking need teacher or partner feedback. Word counts and checklists are not proficiency scores.
Turn in activity 5
Review your answers and play your recording.
Download your submission file. It contains this activity’s written answers, word choices, and recorded audio or Vocaroo link.
Upload that file to your teacher’s assignment. Downloading alone does not turn in your work.
Use your teacher’s usual assignment page to upload the downloaded file.
Activity 06 / 25 • Evaluate options
When technology fails
I can choose a solution and explain its advantages.
Look closely: Find resources the group can use without the screen.
01 • READ / LEE
Read for meaning and evidence
Read the original passage. Answer both questions, then explain one answer using a detail from the text.
A presentation group arrives with slides, a printed outline, and a poster. When the screen will not turn on, the students ask for a moment to decide what to do. One member wants to postpone the presentation. Another points out that the main ideas are also on their poster. The group chooses to continue, but changes its opening so the audience knows where to look. Each speaker uses the outline to stay organized. The presentation is less polished than planned, yet the audience can follow the explanation. Backup materials protect the message when technology changes the method.
02 • LISTEN / ESCUCHA
Listen for new information
Listen to the message, then answer the questions. This message adds information beyond the reading. Keep the transcript closed on your first attempt.
Audio uses an English voice supplied by your browser or device. If unavailable, a teacher can read the transcript aloud.
Transcript / Teacher read-aloud script
Your presentation will still begin at ten. You may use the poster instead of the screen. Start by stating your topic and telling the audience how the poster is organized. Avoid spending the entire opening explaining the equipment problem. We want to hear your ideas. If a label is too small to read, describe that part aloud. I will give your group one extra minute to set up.
Read aloud at a natural pace; repeat for classroom practice as needed. Reading the script is a support, not a listening score.
03 • SPEAK / HABLA
Explain your ideas aloud
Your speaking task
Imagine the group’s classroom screen stops working just before its presentation. Should the students use their printed notes and poster or ask to present later? Choose one option. Use picture details and give two reasons for your choice.
Record there, use its save/share option, and paste the recording link below. Vocaroo stores that recording outside this workbook; use it if your teacher allows it.
04 • WRITE / ESCRIBE
Writing • Choose the correct word
Complete each sentence
Select the word or phrase that makes each sentence correct. Read the whole sentence before choosing. Then complete the longer writing task below.
1. The screen stopped working the presentation.
Choices: because / during / while
2. If the computer fails, we use our printed notes.
Choices: will / did / were
3. The presenter spoke so everyone could understand.
Choices: clear / clearness / clearly
Develop and revise your response
Write an email to your group proposing a backup presentation plan. Explain how to begin, which materials to use, and how to help the audience follow. Include a detail from each source.
Classroom choices, not official test requirements: with support, try 4–6 connected sentences; for more challenge, develop 1–2 paragraphs. Answer every part of the task before focusing on length.
Writing support / Apoyo para escribir
Our backup plan could be… We should begin by… To help the audience…
Plan your main point, details, and ending. Use because to explain, for example to support, and however to contrast.
0 words
Revision check
0 words
Writing and speaking need teacher or partner feedback. Word counts and checklists are not proficiency scores.
Turn in activity 6
Review your answers and play your recording.
Download your submission file. It contains this activity’s written answers, word choices, and recorded audio or Vocaroo link.
Upload that file to your teacher’s assignment. Downloading alone does not turn in your work.
Use your teacher’s usual assignment page to upload the downloaded file.
Activity 07 / 25 • Compare two scenes
Learning in different ways
I can use evidence from two pictures to develop a comparison.
Scene A • DiscussionScene B • Bridge project
Look closely: Compare what the teachers do and what students do.
01 • READ / LEE
Read for meaning and evidence
Read the original passage. Answer both questions, then explain one answer using a detail from the text.
Two classes learn about strong explanations. In one room, students discuss examples and respond to questions. In another, students build a model and describe why it failed. The activities look different, but both require students to make their thinking visible. Discussion allows people to compare ideas before acting. Building gives students a result they can examine together. Neither activity automatically produces understanding. Students still need time to explain, listen, and reconsider. A teacher combines the methods by asking students to predict a result, build a model, and then discuss how the result compares with their prediction.
02 • LISTEN / ESCUCHA
Listen for new information
Listen to the message, then answer the questions. This message adds information beyond the reading. Keep the transcript closed on your first attempt.
Audio uses an English voice supplied by your browser or device. If unavailable, a teacher can read the transcript aloud.
Transcript / Teacher read-aloud script
For tomorrow’s lesson, do not choose between talking and building. Begin with a short group prediction. Then build the model and test it. Finally, compare the result with your prediction. If the two do not match, explain one possible reason. The explanation is part of the task, not something to skip when time is short. You may revise your original idea after hearing another group.
Read aloud at a natural pace; repeat for classroom practice as needed. Reading the script is a support, not a listening score.
03 • SPEAK / HABLA
Explain your ideas aloud
Your speaking task
Compare the classroom discussion and the bridge project. Explain one similarity and one difference in how students learn. Which activity would help you learn a new idea more effectively? Support your choice with details from both pictures.
Word bank / Banco de palabras
discussion / discusión • hands-on / práctico(a) • collaborate / colaborar whereas / mientras que • effective / eficaz
1. Plan with key words
2. Rehearse • Show sentence starters
In both pictures…
In scene A… whereas in scene B… I prefer… because…
3. Speak, listen, and respond
Give your full response aloud. Partner: listen first, then ask:
Did you use evidence from each picture? Which details?
Stretch: Explain how a lesson could combine both approaches.
4. Try again
My speaking self-check
Check what you did in this attempt. These are reflection statements, not test scores.
Record your speaking response
Press Record and allow microphone access. Speak for up to 3 minutes, stop, then listen to your response. This is a classroom practice limit.
No recording yet. Recordings stay on this page until you download them; reloading removes them.
Record there, use its save/share option, and paste the recording link below. Vocaroo stores that recording outside this workbook; use it if your teacher allows it.
04 • WRITE / ESCRIBE
Writing • Choose the correct word
Complete each sentence
Select the word or phrase that makes each sentence correct. Read the whole sentence before choosing. Then complete the longer writing task below.
1. One student learns by diagrams.
Choices: drawing / draw / drawn
2. Another student to explain ideas aloud.
Choices: prefer / preferring / prefers
3. These methods are different, both can support learning.
Choices: despite / but / because of
Develop and revise your response
Write a comparison paragraph about discussion and hands-on learning. Explain one similarity, one difference, and a way to combine them. Use the reading and listening.
Classroom choices, not official test requirements: with support, try 4–6 connected sentences; for more challenge, develop 1–2 paragraphs. Answer every part of the task before focusing on length.
Writing support / Apoyo para escribir
Both approaches… However… A lesson could combine them by…
Plan your main point, details, and ending. Use because to explain, for example to support, and however to contrast.
0 words
Revision check
0 words
Writing and speaking need teacher or partner feedback. Word counts and checklists are not proficiency scores.
Turn in activity 7
Review your answers and play your recording.
Download your submission file. It contains this activity’s written answers, word choices, and recorded audio or Vocaroo link.
Upload that file to your teacher’s assignment. Downloading alone does not turn in your work.
Use your teacher’s usual assignment page to upload the downloaded file.
Activity 08 / 25 • Predict and justify
What happens next?
I can make a reasonable prediction supported by visible evidence.
Look closely: Separate what you can see from what you are imagining.
01 • READ / LEE
Read for meaning and evidence
Read the original passage. Answer both questions, then explain one answer using a detail from the text.
A student holds a map while another points down a hallway. A viewer may predict that the students will walk to a classroom together. That prediction fits the clues, but the picture does not prove it will happen. The student might instead ask the nearby teacher to confirm the route. A strong prediction is reasonable and connected to visible evidence. It is different from an observation, which states what is actually shown. When new information arrives, a careful reader is willing to change a prediction. Being thoughtful means explaining a possibility rather than pretending to know every detail.
02 • LISTEN / ESCUCHA
Listen for new information
Listen to the message, then answer the questions. This message adds information beyond the reading. Keep the transcript closed on your first attempt.
Audio uses an English voice supplied by your browser or device. If unavailable, a teacher can read the transcript aloud.
Transcript / Teacher read-aloud script
Here is one new detail about the hallway scene. The student has found the room on the map but is unsure whether today’s class meets there. The pointing classmate knows the usual route, but not the changed schedule. The teacher nearby has the updated information. Think about this detail before predicting the students’ next action. Explain why your new prediction may differ from your first one.
Read aloud at a natural pace; repeat for classroom practice as needed. Reading the script is a support, not a listening score.
03 • SPEAK / HABLA
Explain your ideas aloud
Your speaking task
Look again at the hallway scene. Predict what the students will do next. Support your prediction with two visible clues. Then explain one different outcome that could happen and why.
Record there, use its save/share option, and paste the recording link below. Vocaroo stores that recording outside this workbook; use it if your teacher allows it.
04 • WRITE / ESCRIBE
Writing • Choose the correct word
Complete each sentence
Select the word or phrase that makes each sentence correct. Read the whole sentence before choosing. Then complete the longer writing task below.
1. The students have their materials for the next step.
Choices: prepare / preparing / prepared
2. They are ready begin the experiment.
Choices: at / to / for
3. If they follow the directions, the results be useful.
Choices: may / was / has
Develop and revise your response
Write an initial prediction based on the picture, then revise it using the listening information. Explain which new detail changed your thinking. Use may or might where appropriate.
Classroom choices, not official test requirements: with support, try 4–6 connected sentences; for more challenge, develop 1–2 paragraphs. Answer every part of the task before focusing on length.
Writing support / Apoyo para escribir
At first, I predicted… After listening, I think… because…
Plan your main point, details, and ending. Use because to explain, for example to support, and however to contrast.
0 words
Revision check
0 words
Writing and speaking need teacher or partner feedback. Word counts and checklists are not proficiency scores.
Turn in activity 8
Review your answers and play your recording.
Download your submission file. It contains this activity’s written answers, word choices, and recorded audio or Vocaroo link.
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Activity 09 / 25 • Describe roles
Grow something together
I can explain how different roles contribute to a shared goal.
Look closely: Look at the watering can, seedlings, planting, and garden plan.
01 • READ / LEE
Read for meaning and evidence
Read the original passage. Answer both questions, then explain one answer using a detail from the text.
The garden team has more jobs than one person can complete. A student carries seedlings, another checks a plan, and others prepare the soil. Each task depends on another. Planting too early could place seedlings in the wrong bed; watering before the plants are in place could waste effort. The teacher asks the group to explain its roles before beginning. Students discover that carrying supplies is as necessary as planting. A useful role is not always the most visible one. By recognizing each person’s contribution, the team creates a plan that respects both the work and the people doing it.
02 • LISTEN / ESCUCHA
Listen for new information
Listen to the message, then answer the questions. This message adds information beyond the reading. Keep the transcript closed on your first attempt.
Audio uses an English voice supplied by your browser or device. If unavailable, a teacher can read the transcript aloud.
Transcript / Teacher read-aloud script
Before we plant, the planning team will mark the rows. The supply team will place tools beside each bed. The planting team should wait until both groups are ready. After planting, the watering team will check which beds need water. If your task finishes early, ask where help is needed. Please explain your job to a partner so the group knows how the tasks connect.
Read aloud at a natural pace; repeat for classroom practice as needed. Reading the script is a support, not a listening score.
03 • SPEAK / HABLA
Explain your ideas aloud
Your speaking task
Describe what the students and teacher are doing in the garden. Explain how at least three different roles help the group complete its work. Use visible details to support your explanation.
Word bank / Banco de palabras
seedling / plántula • water / regar • plant / plantar role / función • contribute / contribuir
1. Plan with key words
2. Rehearse • Show sentence starters
One student is… This helps the group…
Another person is… Together, they…
3. Speak, listen, and respond
Give your full response aloud. Partner: listen first, then ask:
What might happen if one important job were left undone?
Stretch: Which role would you choose, and why?
4. Try again
My speaking self-check
Check what you did in this attempt. These are reflection statements, not test scores.
Record your speaking response
Press Record and allow microphone access. Speak for up to 3 minutes, stop, then listen to your response. This is a classroom practice limit.
No recording yet. Recordings stay on this page until you download them; reloading removes them.
Record there, use its save/share option, and paste the recording link below. Vocaroo stores that recording outside this workbook; use it if your teacher allows it.
04 • WRITE / ESCRIBE
Writing • Choose the correct word
Complete each sentence
Select the word or phrase that makes each sentence correct. Read the whole sentence before choosing. Then complete the longer writing task below.
1. We planted seeds the soil.
Choices: between / in / onto
2. The plants need water grow.
Choices: to / of / from
3. Each team a different garden job.
Choices: have / having / has
Develop and revise your response
Write a team-job guide for the garden. Describe three roles and explain how they depend on one another. Use a sequencing detail from the listening and an idea from the reading.
Classroom choices, not official test requirements: with support, try 4–6 connected sentences; for more challenge, develop 1–2 paragraphs. Answer every part of the task before focusing on length.
Writing support / Apoyo para escribir
The… team will… This must happen before… Every role matters because…
Plan your main point, details, and ending. Use because to explain, for example to support, and however to contrast.
0 words
Revision check
0 words
Writing and speaking need teacher or partner feedback. Word counts and checklists are not proficiency scores.
Turn in activity 9
Review your answers and play your recording.
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Activity 10 / 25 • Encourage participation
Make room for everyone
I can suggest ways to include others and explain my reasons.
Look closely: Notice who is practicing, watching, and offering guidance.
01 • READ / LEE
Read for meaning and evidence
Read the original passage. Answer both questions, then explain one answer using a detail from the text.
During basketball practice, one student watches from the side. The coach does not assume the student is uninterested. She asks privately whether the student wants help joining. The student says passing feels unfamiliar. A teammate offers a short partner drill before the larger game. They begin with nearby passes and agree to rotate partners. The goal is a manageable first step, not immediate expert performance. Inclusion is more than inviting someone once. It also means adjusting an activity so a beginner can participate meaningfully and build confidence without being embarrassed in front of everyone.
02 • LISTEN / ESCUCHA
Listen for new information
Listen to the message, then answer the questions. This message adds information beyond the reading. Keep the transcript closed on your first attempt.
Audio uses an English voice supplied by your browser or device. If unavailable, a teacher can read the transcript aloud.
Transcript / Teacher read-aloud script
We will practice in pairs for the first five minutes. Start close enough that both people can complete a pass comfortably. After five successful passes, you may increase the distance a little. Ask your partner before changing the challenge. Anyone who is new may repeat the shorter distance. We are measuring improvement from your own starting point, not comparing everyone with the strongest player.
Read aloud at a natural pace; repeat for classroom practice as needed. Reading the script is a support, not a listening score.
03 • SPEAK / HABLA
Explain your ideas aloud
Your speaking task
Imagine a student watching the basketball practice wants to join but feels unsure. Suggest two ways the group could include the student. Explain why each action could help and use a detail from the picture.
Word bank / Banco de palabras
include / incluir • encourage / animar • practice / practicar confidence / confianza • take turns / turnarse
1. Plan with key words
2. Rehearse • Show sentence starters
The group could invite the student to…
This might build confidence because…
3. Speak, listen, and respond
Give your full response aloud. Partner: listen first, then ask:
How could you include a beginner without stopping practice?
Stretch: What could you say if the student makes a mistake?
4. Try again
My speaking self-check
Check what you did in this attempt. These are reflection statements, not test scores.
Record your speaking response
Press Record and allow microphone access. Speak for up to 3 minutes, stop, then listen to your response. This is a classroom practice limit.
No recording yet. Recordings stay on this page until you download them; reloading removes them.
Record there, use its save/share option, and paste the recording link below. Vocaroo stores that recording outside this workbook; use it if your teacher allows it.
04 • WRITE / ESCRIBE
Writing • Choose the correct word
Complete each sentence
Select the word or phrase that makes each sentence correct. Read the whole sentence before choosing. Then complete the longer writing task below.
1. Everyone should have a chance participate.
Choices: to / of / with
2. The coach changed the rules more students could join.
Choices: despite / because of / so that
3. The new activity is inclusive than the old one.
Choices: much / more / most
Develop and revise your response
Write advice for a student leader who wants to include a beginner. Recommend two actions and explain why they help. Connect your advice to both sources.
Classroom choices, not official test requirements: with support, try 4–6 connected sentences; for more challenge, develop 1–2 paragraphs. Answer every part of the task before focusing on length.
Writing support / Apoyo para escribir
First, ask… A small starting goal could be… This would help because…
Plan your main point, details, and ending. Use because to explain, for example to support, and however to contrast.
0 words
Revision check
0 words
Writing and speaking need teacher or partner feedback. Word counts and checklists are not proficiency scores.
Turn in activity 10
Review your answers and play your recording.
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Upload that file to your teacher’s assignment. Downloading alone does not turn in your work.
Use your teacher’s usual assignment page to upload the downloaded file.
Activity 11 / 25 • Observe and question
Notice before you conclude
I can separate observations from possible explanations.
Look closely: Look at the leaves, stems, ruler, and student notes.
01 • READ / LEE
Read for meaning and evidence
Read the original passage. Answer both questions, then explain one answer using a detail from the text.
Two plants sit on the science table. One has upright green leaves, while the other droops. A student immediately says the second plant needs more water. Her partner reminds her that the picture does not show how either plant has been cared for. Different conditions might explain their appearance. The class separates observations from explanations: leaf position is observable, but a cause requires more evidence. Students check care records and measure both plants over several days. They learn that a confident guess is still a guess. Good investigation begins with careful description and questions that can be checked.
02 • LISTEN / ESCUCHA
Listen for new information
Listen to the message, then answer the questions. This message adds information beyond the reading. Keep the transcript closed on your first attempt.
Audio uses an English voice supplied by your browser or device. If unavailable, a teacher can read the transcript aloud.
Transcript / Teacher read-aloud script
Record what you see before suggesting a cause. Use separate columns for observations and possible explanations. Measure each plant’s height today and again on Friday. Check the care log for water and light conditions. If a record is missing, write unknown instead of inventing a value. We can make a better plan when we clearly recognize what we do and do not know.
Read aloud at a natural pace; repeat for classroom practice as needed. Reading the script is a support, not a listening score.
03 • SPEAK / HABLA
Explain your ideas aloud
Your speaking task
Describe two differences you notice between the plants. Suggest one possible explanation for their condition. Explain what additional information you would need before deciding whether your explanation is correct.
Record there, use its save/share option, and paste the recording link below. Vocaroo stores that recording outside this workbook; use it if your teacher allows it.
04 • WRITE / ESCRIBE
Writing • Choose the correct word
Complete each sentence
Select the word or phrase that makes each sentence correct. Read the whole sentence before choosing. Then complete the longer writing task below.
1. I can see a student a map.
Choices: holded / holds / holding
2. The student might directions.
Choices: needed / need / needs
3. This is an inference, a fact we can see directly.
Choices: not / none / no
Develop and revise your response
Write a short observation report. Describe two visible details, suggest a possible explanation, and identify information still needed. Use the listening directions to distinguish facts from guesses.
Classroom choices, not official test requirements: with support, try 4–6 connected sentences; for more challenge, develop 1–2 paragraphs. Answer every part of the task before focusing on length.
Writing support / Apoyo para escribir
I observed… One possible explanation is… Before concluding, we need…
Plan your main point, details, and ending. Use because to explain, for example to support, and however to contrast.
0 words
Revision check
0 words
Writing and speaking need teacher or partner feedback. Word counts and checklists are not proficiency scores.
Turn in activity 11
Review your answers and play your recording.
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Upload that file to your teacher’s assignment. Downloading alone does not turn in your work.
Use your teacher’s usual assignment page to upload the downloaded file.
Activity 12 / 25 • Support a preference
Choose your club
I can compare opportunities and justify a personal choice.
Look closely: Compare the materials and activities at the two tables.
01 • READ / LEE
Read for meaning and evidence
Read the original passage. Answer both questions, then explain one answer using a detail from the text.
At the activity fair, an art club displays paintings while a robotics club demonstrates a small machine. Sam enjoys drawing but is curious about building. A friend tells him to choose the club with the most impressive display. Sam decides to ask different questions: What would a beginner do? How often does the group meet? What materials are provided? A display shows one part of a club, not the whole experience. Sam wants a choice that matches both his interests and his schedule. He also recognizes that the club he does not choose may offer valuable opportunities to other students.
02 • LISTEN / ESCUCHA
Listen for new information
Listen to the message, then answer the questions. This message adds information beyond the reading. Keep the transcript closed on your first attempt.
Audio uses an English voice supplied by your browser or device. If unavailable, a teacher can read the transcript aloud.
Transcript / Teacher read-aloud script
The art club meets on Tuesdays after school and provides basic materials. The robotics club meets on Thursdays and welcomes beginners. Both groups allow one trial visit before students decide. You do not need to join the same club as a friend. Ask the student leaders what you would actually do during a meeting. A visit can help you compare the experience with what you expected.
Read aloud at a natural pace; repeat for classroom practice as needed. Reading the script is a support, not a listening score.
03 • SPEAK / HABLA
Explain your ideas aloud
Your speaking task
The fair offers an art club and a robotics club. Which would you join? Use details from the picture and give two reasons. Explain one benefit the other club might offer.
Record there, use its save/share option, and paste the recording link below. Vocaroo stores that recording outside this workbook; use it if your teacher allows it.
04 • WRITE / ESCRIBE
Writing • Choose the correct word
Complete each sentence
Select the word or phrase that makes each sentence correct. Read the whole sentence before choosing. Then complete the longer writing task below.
1. The science club every Thursday.
Choices: meeting / meets / meet
2. I am interested joining because I enjoy experiments.
Choices: in / at / on
3. The art club offers opportunity to create murals.
Choices: a / these / an
Develop and revise your response
Write a message explaining which club you would try first. Give two reasons, acknowledge a benefit of the other club, and include one question you still have. Use both sources.
Classroom choices, not official test requirements: with support, try 4–6 connected sentences; for more challenge, develop 1–2 paragraphs. Answer every part of the task before focusing on length.
Writing support / Apoyo para escribir
I would try… because… The other club offers… I would still ask…
Plan your main point, details, and ending. Use because to explain, for example to support, and however to contrast.
0 words
Revision check
0 words
Writing and speaking need teacher or partner feedback. Word counts and checklists are not proficiency scores.
Turn in activity 12
Review your answers and play your recording.
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Upload that file to your teacher’s assignment. Downloading alone does not turn in your work.
Use your teacher’s usual assignment page to upload the downloaded file.
Activity 13 / 25 • Sequence and justify
A plan before building
I can explain a preparation process in a logical order.
Look closely: Focus on the resources students could use for their next attempt.
01 • READ / LEE
Read for meaning and evidence
Read the original passage. Answer both questions, then explain one answer using a detail from the text.
Before rebuilding their bridge, a group spreads the materials across the table. They have enough sticks for another attempt but only a limited amount of glue. One student starts attaching pieces. Another asks the group to pause and examine the sketch. They agree on the span, mark the places that need support, and decide how to use the available supplies. Preparation does not guarantee success, but it can prevent avoidable mistakes. By planning first, the students reserve materials for the most important parts and can explain why each step comes before the next.
02 • LISTEN / ESCUCHA
Listen for new information
Listen to the message, then answer the questions. This message adds information beyond the reading. Keep the transcript closed on your first attempt.
Audio uses an English voice supplied by your browser or device. If unavailable, a teacher can read the transcript aloud.
Transcript / Teacher read-aloud script
For this attempt, spend the first three minutes planning. Measure the gap the bridge must cross, then mark the supports on your sketch. Count the materials before using glue. One person should explain the plan while another checks whether the group has enough supplies. Ask for clarification now if any step is unclear. Once everyone understands the plan, you may begin assembling.
Read aloud at a natural pace; repeat for classroom practice as needed. Reading the script is a support, not a listening score.
03 • SPEAK / HABLA
Explain your ideas aloud
Your speaking task
Imagine this group is about to begin a new bridge model. Explain three steps it should take before building. Use the sketch and materials in the picture, and explain why the order of your steps matters.
Record there, use its save/share option, and paste the recording link below. Vocaroo stores that recording outside this workbook; use it if your teacher allows it.
04 • WRITE / ESCRIBE
Writing • Choose the correct word
Complete each sentence
Select the word or phrase that makes each sentence correct. Read the whole sentence before choosing. Then complete the longer writing task below.
1. Before we build, we should the materials.
Choices: measure / measures / measured
2. A plan helps us work as a team.
Choices: efficient / efficiency / efficiently
3. We will test the design we finish the model.
Choices: between / after / during
Develop and revise your response
Write a preparation checklist with explanations. Include at least three steps before assembly and explain why their order matters. Use the resource problem in the reading and directions in the listening.
Classroom choices, not official test requirements: with support, try 4–6 connected sentences; for more challenge, develop 1–2 paragraphs. Answer every part of the task before focusing on length.
Writing support / Apoyo para escribir
Before assembling… We should check… This step comes first because…
Plan your main point, details, and ending. Use because to explain, for example to support, and however to contrast.
0 words
Revision check
0 words
Writing and speaking need teacher or partner feedback. Word counts and checklists are not proficiency scores.
Turn in activity 13
Review your answers and play your recording.
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Upload that file to your teacher’s assignment. Downloading alone does not turn in your work.
Use your teacher’s usual assignment page to upload the downloaded file.
Activity 14 / 25 • Request clarification
Ask a question that helps
I can ask for clarification and explain what I need.
Look closely: Notice how students can signal that they want to speak.
01 • READ / LEE
Read for meaning and evidence
Read the original passage. Answer both questions, then explain one answer using a detail from the text.
During a lesson about evidence, Theo feels confused. He could say, I do not get it, but that would give the teacher little information. Instead, he explains that he understands the claim but cannot tell which detail supports it. The teacher compares two examples and asks Theo to explain the connection. He tries, then asks one more question about the weaker example. Clarification works best when a learner names the specific difficulty. A useful question does not need complicated language. It needs enough detail for another person to understand the help being requested.
02 • LISTEN / ESCUCHA
Listen for new information
Listen to the message, then answer the questions. This message adds information beyond the reading. Keep the transcript closed on your first attempt.
Audio uses an English voice supplied by your browser or device. If unavailable, a teacher can read the transcript aloud.
Transcript / Teacher read-aloud script
If you need clarification, try this pattern: say what you understand, name the part that is confusing, and request an example. You may ask me to show how a detail supports a claim. After my explanation, tell me the idea in your own words. That will help both of us check whether the explanation answered your question. You can ask again if you still need help.
Read aloud at a natural pace; repeat for classroom practice as needed. Reading the script is a support, not a listening score.
03 • SPEAK / HABLA
Explain your ideas aloud
Your speaking task
Imagine you are in this lesson and do not understand how to support an idea with evidence. Say what you would ask the teacher. Explain what is confusing and what kind of example would help you. Refer to the classroom scene.
Record there, use its save/share option, and paste the recording link below. Vocaroo stores that recording outside this workbook; use it if your teacher allows it.
04 • WRITE / ESCRIBE
Writing • Choose the correct word
Complete each sentence
Select the word or phrase that makes each sentence correct. Read the whole sentence before choosing. Then complete the longer writing task below.
1. Could you the second step again?
Choices: explains / explained / explain
2. I want to know this method works.
Choices: which / why / whose
3. Asking a specific question the group move forward.
Choices: helps / help / helping
Develop and revise your response
Write a respectful request for help with using evidence. State what you understand, what confuses you, and the example you need. Add how you will check your understanding afterward.
Classroom choices, not official test requirements: with support, try 4–6 connected sentences; for more challenge, develop 1–2 paragraphs. Answer every part of the task before focusing on length.
Writing support / Apoyo para escribir
I understand that… I am still unsure how… Could you show…?
Plan your main point, details, and ending. Use because to explain, for example to support, and however to contrast.
0 words
Revision check
0 words
Writing and speaking need teacher or partner feedback. Word counts and checklists are not proficiency scores.
Turn in activity 14
Review your answers and play your recording.
Download your submission file. It contains this activity’s written answers, word choices, and recorded audio or Vocaroo link.
Upload that file to your teacher’s assignment. Downloading alone does not turn in your work.
Use your teacher’s usual assignment page to upload the downloaded file.
Activity 15 / 25 • Negotiate a solution
A fair study agreement
I can propose a compromise that considers two needs.
Look closely: Look at the distance between the tables and the different tasks.
01 • READ / LEE
Read for meaning and evidence
Read the original passage. Answer both questions, then explain one answer using a detail from the text.
Two partners are discussing a reading assignment in the library. At a nearby table, another student is trying to read quietly. Neither group is doing something wrong simply by having a different need. The students ask the librarian for options. They agree that the partners will move to a discussion area, while the quiet reader remains near the windows. If the discussion area is full, the partners will use written notes until space opens. A compromise is not always an equal split of time. It is an arrangement that considers the needs of everyone affected.
02 • LISTEN / ESCUCHA
Listen for new information
Listen to the message, then answer the questions. This message adds information beyond the reading. Keep the transcript closed on your first attempt.
Audio uses an English voice supplied by your browser or device. If unavailable, a teacher can read the transcript aloud.
Transcript / Teacher read-aloud script
The discussion room is occupied for ten more minutes. Until it is free, partners may use the table by the entrance, where quiet conversation is allowed. The window area remains silent. If the entrance table is also full, ask me before moving chairs. We will review these arrangements next week. Tell us which parts work and which create problems so we can improve the plan.
Read aloud at a natural pace; repeat for classroom practice as needed. Reading the script is a support, not a listening score.
03 • SPEAK / HABLA
Explain your ideas aloud
Your speaking task
Imagine the partners need to discuss their work, but the student studying alone needs quiet. Propose an agreement that respects both needs. Explain two parts of your agreement and why they are fair.
Record there, use its save/share option, and paste the recording link below. Vocaroo stores that recording outside this workbook; use it if your teacher allows it.
04 • WRITE / ESCRIBE
Writing • Choose the correct word
Complete each sentence
Select the word or phrase that makes each sentence correct. Read the whole sentence before choosing. Then complete the longer writing task below.
1. The group agreed take turns speaking.
Choices: of / to / for
2. Each member is responsible one part of the assignment.
Choices: for / at / with
3. We can work together we have different study habits.
Choices: despite / because of / even though
Develop and revise your response
Write an agreement for students sharing the library. Include a regular arrangement, a backup when space is full, and a way to review the plan. Explain how it respects both needs.
Classroom choices, not official test requirements: with support, try 4–6 connected sentences; for more challenge, develop 1–2 paragraphs. Answer every part of the task before focusing on length.
Writing support / Apoyo para escribir
Students who need… can… If that space is full… We will review…
Plan your main point, details, and ending. Use because to explain, for example to support, and however to contrast.
0 words
Revision check
0 words
Writing and speaking need teacher or partner feedback. Word counts and checklists are not proficiency scores.
Turn in activity 15
Review your answers and play your recording.
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Upload that file to your teacher’s assignment. Downloading alone does not turn in your work.
Use your teacher’s usual assignment page to upload the downloaded file.
Activity 16 / 25 • Persuade an audience
Make a case for change
I can persuade others with a clear request and reasons.
Look closely: Consider how the tables and bins affect the next lunch group.
01 • READ / LEE
Read for meaning and evidence
Read the original passage. Answer both questions, then explain one answer using a detail from the text.
A student council wants a cleaner cafeteria. Its first poster says, Stop making a mess. Few students notice it. The council revises the message to describe a specific action: clear your place and follow the bin labels before leaving. It also explains a benefit: the next group can sit at clean tables. Members realize that blame may make an audience defensive, while a clear request shows what to do. They plan to ask for student feedback after a week. Persuasion is stronger when a request is practical, respectful, and connected to a reason the audience can understand.
02 • LISTEN / ESCUCHA
Listen for new information
Listen to the message, then answer the questions. This message adds information beyond the reading. Keep the transcript closed on your first attempt.
Audio uses an English voice supplied by your browser or device. If unavailable, a teacher can read the transcript aloud.
Transcript / Teacher read-aloud script
For your short announcement, address students as partners in solving the problem. Ask them to clear their own spaces and check the labels on the bins. Give a reason connected to the next lunch group. Avoid claiming that every student leaves a mess; that would not be accurate. End with an action students can take today. Keep your tone firm, but respectful.
Read aloud at a natural pace; repeat for classroom practice as needed. Reading the script is a support, not a listening score.
03 • SPEAK / HABLA
Explain your ideas aloud
Your speaking task
Give a short speech asking students to leave the cafeteria ready for the next group. Make one clear request, support it with two reasons, and refer to two details from the picture. Finish with a call to action.
Record there, use its save/share option, and paste the recording link below. Vocaroo stores that recording outside this workbook; use it if your teacher allows it.
04 • WRITE / ESCRIBE
Writing • Choose the correct word
Complete each sentence
Select the word or phrase that makes each sentence correct. Read the whole sentence before choosing. Then complete the longer writing task below.
1. Our school should more recycling bins.
Choices: provide / provides / provided
2. This change would make recycling than it is now.
Choices: easiest / easily / easier
3. We support our proposal evidence from the survey.
Choices: onto / with / among
Develop and revise your response
Write a cafeteria announcement that persuades students to help. Make one clear request, explain two benefits, and close with an action for today. Use a respectful tone and both sources.
Classroom choices, not official test requirements: with support, try 4–6 connected sentences; for more challenge, develop 1–2 paragraphs. Answer every part of the task before focusing on length.
Writing support / Apoyo para escribir
Please… This helps… It also… Today, let’s…
Plan your main point, details, and ending. Use because to explain, for example to support, and however to contrast.
0 words
Revision check
0 words
Writing and speaking need teacher or partner feedback. Word counts and checklists are not proficiency scores.
Turn in activity 16
Review your answers and play your recording.
Download your submission file. It contains this activity’s written answers, word choices, and recorded audio or Vocaroo link.
Upload that file to your teacher’s assignment. Downloading alone does not turn in your work.
Use your teacher’s usual assignment page to upload the downloaded file.
Activity 17 / 25 • Narrate events
Tell the story of a setback
I can tell a connected story with a beginning, middle, and end.
Look closely: Notice the screen, printed notes, poster, and listeners.
01 • READ / LEE
Read for meaning and evidence
Read the original passage. Answer both questions, then explain one answer using a detail from the text.
The group had practiced with slides the day before. On presentation morning, the classroom screen remained black. For a moment, nobody spoke. Then Aisha unfolded the group’s poster and suggested using it instead. The others arranged their notes and divided the sections again. Their first explanation was hesitant, but the audience began asking questions about the topic rather than the broken screen. Afterward, the group wrote down what it would prepare differently next time. The setback did not disappear; the students found a way to respond to it. Their experience became a story about adaptation rather than perfect preparation.
02 • LISTEN / ESCUCHA
Listen for new information
Listen to the message, then answer the questions. This message adds information beyond the reading. Keep the transcript closed on your first attempt.
Audio uses an English voice supplied by your browser or device. If unavailable, a teacher can read the transcript aloud.
Transcript / Teacher read-aloud script
When writing the story, make the sequence clear. Begin with the group’s preparation, explain the screen problem, and show how the students respond. Do not jump directly from the failure to a perfect ending. Include a decision or action that changes the situation. You may imagine dialogue, but keep it believable and connected to the picture. Finish with what the group learns.
Read aloud at a natural pace; repeat for classroom practice as needed. Reading the script is a support, not a listening score.
03 • SPEAK / HABLA
Explain your ideas aloud
Your speaking task
Use the picture as the middle of an imagined story about a presentation problem. Explain what happened before this moment, what is happening now, and how the group resolves the problem. Include two visible details.
Word bank / Banco de palabras
setback / contratiempo • earlier / antes • suddenly / de repente resolve / resolver • eventually / finalmente
1. Plan with key words
2. Rehearse • Show sentence starters
Earlier, the group had… Then…
Eventually, they… As a result, …
3. Speak, listen, and respond
Give your full response aloud. Partner: listen first, then ask:
Which details are visible, and which did you imagine?
Stretch: What lesson could the group learn from the experience?
4. Try again
My speaking self-check
Check what you did in this attempt. These are reflection statements, not test scores.
Record your speaking response
Press Record and allow microphone access. Speak for up to 3 minutes, stop, then listen to your response. This is a classroom practice limit.
No recording yet. Recordings stay on this page until you download them; reloading removes them.
Record there, use its save/share option, and paste the recording link below. Vocaroo stores that recording outside this workbook; use it if your teacher allows it.
04 • WRITE / ESCRIBE
Writing • Choose the correct word
Complete each sentence
Select the word or phrase that makes each sentence correct. Read the whole sentence before choosing. Then complete the longer writing task below.
1. At first, the team disappointed with the result.
Choices: were / be / was
2. They tried again giving up.
Choices: because / instead of / although
3. By the end of class, they had the design.
Choices: improved / improve / improving
Develop and revise your response
Write a short narrative with a beginning, problem, turning point, and ending. Use two picture details and the listening guidance. Show how a decision changes the outcome.
Classroom choices, not official test requirements: with support, try 4–6 connected sentences; for more challenge, develop 1–2 paragraphs. Answer every part of the task before focusing on length.
Writing support / Apoyo para escribir
The day before… Suddenly… The group decided… In the end…
Plan your main point, details, and ending. Use because to explain, for example to support, and however to contrast.
0 words
Revision check
0 words
Writing and speaking need teacher or partner feedback. Word counts and checklists are not proficiency scores.
Turn in activity 17
Review your answers and play your recording.
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Activity 18 / 25 • Plan responsibilities
Keep the garden growing
I can explain a practical plan for sharing ongoing work.
Look closely: Use the watering, planting, and planning tools as clues.
01 • READ / LEE
Read for meaning and evidence
Read the original passage. Answer both questions, then explain one answer using a detail from the text.
The school garden looks successful on planting day, but plants need ongoing care. The class creates a weekly job chart. Watering, checking the soil, and recording changes are listed separately. Students rotate responsibilities so more than one person knows each task. The chart also names a backup partner for absences. After two weeks, the group notices that notes are often missing on Fridays. Rather than blaming one student, they ask whether the schedule gives that team enough time. A useful plan is a living arrangement: people check it, notice difficulties, and revise it when necessary.
02 • LISTEN / ESCUCHA
Listen for new information
Listen to the message, then answer the questions. This message adds information beyond the reading. Keep the transcript closed on your first attempt.
Audio uses an English voice supplied by your browser or device. If unavailable, a teacher can read the transcript aloud.
Transcript / Teacher read-aloud script
This week, check the garden before watering. Write the date, the job you completed, and one observation in the shared log. If you will be absent, tell your backup partner when possible. Friday’s team will have ten minutes after lunch instead of five minutes before class. We made this change because students needed more time to finish the notes. Tell us whether the new schedule helps.
Read aloud at a natural pace; repeat for classroom practice as needed. Reading the script is a support, not a listening score.
03 • SPEAK / HABLA
Explain your ideas aloud
Your speaking task
Imagine the garden needs care for the next month. Recommend a weekly plan for the class. Explain at least three jobs, how to share them, and how the group could check whether its plan is working.
Record there, use its save/share option, and paste the recording link below. Vocaroo stores that recording outside this workbook; use it if your teacher allows it.
04 • WRITE / ESCRIBE
Writing • Choose the correct word
Complete each sentence
Select the word or phrase that makes each sentence correct. Read the whole sentence before choosing. Then complete the longer writing task below.
1. The garden needs care throughout the summer.
Choices: regularity / regular / regularly
2. We created a schedule every week would be covered.
Choices: so / despite / because of
3. Students who volunteer instructions before their first shift.
Choices: receives / receiving / receive
Develop and revise your response
Write a weekly care plan for the garden. Include rotating roles, an absence backup, and a progress log. Explain one way to adjust the schedule if a task is repeatedly missed.
Classroom choices, not official test requirements: with support, try 4–6 connected sentences; for more challenge, develop 1–2 paragraphs. Answer every part of the task before focusing on length.
Writing support / Apoyo para escribir
Our weekly plan includes… If someone is absent… We will review…
Plan your main point, details, and ending. Use because to explain, for example to support, and however to contrast.
0 words
Revision check
0 words
Writing and speaking need teacher or partner feedback. Word counts and checklists are not proficiency scores.
Turn in activity 18
Review your answers and play your recording.
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Upload that file to your teacher’s assignment. Downloading alone does not turn in your work.
Use your teacher’s usual assignment page to upload the downloaded file.
Activity 19 / 25 • Give constructive feedback
Feedback that encourages
I can give specific feedback in a respectful way.
Look closely: Consider the coach’s guidance and the students practicing together.
01 • READ / LEE
Read for meaning and evidence
Read the original passage. Answer both questions, then explain one answer using a detail from the text.
After missing several passes, Ben says he should stop practicing. His teammate could reply, You are great, but that would not explain what Ben can improve. Instead, she notices that he is looking toward his partner before passing. She names that useful action and suggests practicing from a shorter distance. They agree to look for improvement across several attempts. Constructive feedback combines respect with information a person can use. It focuses on a changeable action rather than a fixed label such as talented or hopeless. The purpose is to help the learner choose a next step.
02 • LISTEN / ESCUCHA
Listen for new information
Listen to the message, then answer the questions. This message adds information beyond the reading. Keep the transcript closed on your first attempt.
Audio uses an English voice supplied by your browser or device. If unavailable, a teacher can read the transcript aloud.
Transcript / Teacher read-aloud script
Give your partner one specific observation before offering advice. For example, notice whether the person is ready before a pass. Then suggest one small change, not five instructions at once. Ask whether the suggestion makes sense. Practice several times before judging the result. We want feedback that helps someone act, not a label that makes the person feel stuck.
Read aloud at a natural pace; repeat for classroom practice as needed. Reading the script is a support, not a listening score.
03 • SPEAK / HABLA
Explain your ideas aloud
Your speaking task
Imagine a classmate says, “I am not good at this, so I should stop trying.” Respond supportively. Mention an action you can see, suggest one manageable practice goal, and explain how the group can help.
Word bank / Banco de palabras
feedback / comentarios • effort / esfuerzo • improve / mejorar goal / meta • support / apoyo
1. Plan with key words
2. Rehearse • Show sentence starters
You are working on… You could try…
Let’s practice… because…
3. Speak, listen, and respond
Give your full response aloud. Partner: listen first, then ask:
Is your advice specific enough to try right away?
Stretch: How could you recognize improvement without comparing students?
4. Try again
My speaking self-check
Check what you did in this attempt. These are reflection statements, not test scores.
Record your speaking response
Press Record and allow microphone access. Speak for up to 3 minutes, stop, then listen to your response. This is a classroom practice limit.
No recording yet. Recordings stay on this page until you download them; reloading removes them.
Record there, use its save/share option, and paste the recording link below. Vocaroo stores that recording outside this workbook; use it if your teacher allows it.
04 • WRITE / ESCRIBE
Writing • Choose the correct word
Complete each sentence
Select the word or phrase that makes each sentence correct. Read the whole sentence before choosing. Then complete the longer writing task below.
1. Your explanation was clear you used a specific example.
Choices: because / unless / despite
2. Next time, try one more supporting detail.
Choices: adds / added / adding
3. Helpful feedback focuses the work and suggests a next step.
Choices: of / on / at
Develop and revise your response
Write a supportive feedback message to Ben. Name one observable strength, suggest a manageable next step, and explain how to check progress. Use ideas from both sources.
Classroom choices, not official test requirements: with support, try 4–6 connected sentences; for more challenge, develop 1–2 paragraphs. Answer every part of the task before focusing on length.
Writing support / Apoyo para escribir
I noticed that you… A next step could be… After several tries, we can…
Plan your main point, details, and ending. Use because to explain, for example to support, and however to contrast.
0 words
Revision check
0 words
Writing and speaking need teacher or partner feedback. Word counts and checklists are not proficiency scores.
Turn in activity 19
Review your answers and play your recording.
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Upload that file to your teacher’s assignment. Downloading alone does not turn in your work.
Use your teacher’s usual assignment page to upload the downloaded file.
Activity 20 / 25 • Explain an investigation
Plan a careful investigation
I can describe a fair comparison and explain what to record.
Look closely: The ruler and notebook can help students collect information.
01 • READ / LEE
Read for meaning and evidence
Read the original passage. Answer both questions, then explain one answer using a detail from the text.
A class wants to investigate whether different amounts of water affect plant growth. Students cannot learn much by changing water, light, soil, and plant type all at once. If the results differ, they would not know which change mattered. Instead, they choose similar plants and keep the light, soil, containers, and measuring schedule consistent. They vary the amount of water and record it carefully. A fair comparison does not mean the plants receive identical treatment in every way. It means the intended difference is clear and other important conditions are kept as similar as possible.
02 • LISTEN / ESCUCHA
Listen for new information
Listen to the message, then answer the questions. This message adds information beyond the reading. Keep the transcript closed on your first attempt.
Audio uses an English voice supplied by your browser or device. If unavailable, a teacher can read the transcript aloud.
Transcript / Teacher read-aloud script
Use similar seedlings in matching containers. Place them where they receive similar light. Label each water group clearly, and record the amount given each time. Measure height from the same starting point on Monday and Friday. Also describe leaf appearance. A single measurement may miss a pattern, so keep records throughout the investigation. Report unexpected results rather than changing the notes to match your prediction.
Read aloud at a natural pace; repeat for classroom practice as needed. Reading the script is a support, not a listening score.
03 • SPEAK / HABLA
Explain your ideas aloud
Your speaking task
Imagine the class wants to investigate whether the amount of water affects plant growth. Explain what it should change, what it should keep the same, and what it should measure. Use the picture to suggest useful tools.
Record there, use its save/share option, and paste the recording link below. Vocaroo stores that recording outside this workbook; use it if your teacher allows it.
04 • WRITE / ESCRIBE
Writing • Choose the correct word
Complete each sentence
Select the word or phrase that makes each sentence correct. Read the whole sentence before choosing. Then complete the longer writing task below.
1. We must keep the temperature during the test.
Choices: constantly / constancy / constant
2. Only one variable should be at a time.
Choices: changing / changed / change
3. The results that the plants grew at different rates.
Choices: show / shows / showing
Develop and revise your response
Write an investigation plan. Identify what changes, what stays similar, and what data students will collect. Explain how the plan supports a fair comparison using both sources.
Classroom choices, not official test requirements: with support, try 4–6 connected sentences; for more challenge, develop 1–2 paragraphs. Answer every part of the task before focusing on length.
Writing support / Apoyo para escribir
Our question is… We will vary… We will keep… We will record…
Plan your main point, details, and ending. Use because to explain, for example to support, and however to contrast.
0 words
Revision check
0 words
Writing and speaking need teacher or partner feedback. Word counts and checklists are not proficiency scores.
Turn in activity 20
Review your answers and play your recording.
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Upload that file to your teacher’s assignment. Downloading alone does not turn in your work.
Use your teacher’s usual assignment page to upload the downloaded file.
Activity 21 / 25 • Adapt to an audience
Invite someone to join
I can explain an activity and address a listener’s concern.
Look closely: Find materials that show what each club offers.
01 • READ / LEE
Read for meaning and evidence
Read the original passage. Answer both questions, then explain one answer using a detail from the text.
The art club wants to welcome students who have never taken an art class. Its invitation originally lists difficult techniques without explanation. The members revise it to describe a first meeting: look at examples, try a simple sketch, and ask a partner for ideas. They keep the description honest. Joining will not make someone an expert immediately, but it offers practice and support. The invitation also says that basic materials are available. By addressing a beginner’s likely questions, the club helps students picture themselves participating instead of assuming the activity is only for experienced artists.
02 • LISTEN / ESCUCHA
Listen for new information
Listen to the message, then answer the questions. This message adds information beyond the reading. Keep the transcript closed on your first attempt.
Audio uses an English voice supplied by your browser or device. If unavailable, a teacher can read the transcript aloud.
Transcript / Teacher read-aloud script
When inviting someone, describe one activity the student can try at the first meeting. Say what support is available and whether materials are provided. Do not promise that every task will be easy. Instead, explain that beginners can learn through practice and help from others. End by asking what the person would like to know. An invitation should begin a conversation, not pressure someone to join.
Read aloud at a natural pace; repeat for classroom practice as needed. Reading the script is a support, not a listening score.
03 • SPEAK / HABLA
Explain your ideas aloud
Your speaking task
Choose one club and invite a new student to join. Explain what members could do, use two details from the picture, and respond to the concern: “I have never done this before.”
Record there, use its save/share option, and paste the recording link below. Vocaroo stores that recording outside this workbook; use it if your teacher allows it.
04 • WRITE / ESCRIBE
Writing • Choose the correct word
Complete each sentence
Select the word or phrase that makes each sentence correct. Read the whole sentence before choosing. Then complete the longer writing task below.
1. Would you like join our study group?
Choices: of / to / for
2. We meet in the library Mondays.
Choices: on / in / at
3. You can ask questions you need help.
Choices: whose / which / whenever
Develop and revise your response
Write an invitation to either club for a beginner. Describe a possible first activity, available support, and a question inviting a reply. Be honest about what the picture and sources show.
Classroom choices, not official test requirements: with support, try 4–6 connected sentences; for more challenge, develop 1–2 paragraphs. Answer every part of the task before focusing on length.
Writing support / Apoyo para escribir
You are welcome to try… A beginner could… You can ask… What would you like to know?
Plan your main point, details, and ending. Use because to explain, for example to support, and however to contrast.
0 words
Revision check
0 words
Writing and speaking need teacher or partner feedback. Word counts and checklists are not proficiency scores.
Turn in activity 21
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Upload that file to your teacher’s assignment. Downloading alone does not turn in your work.
Use your teacher’s usual assignment page to upload the downloaded file.
Activity 22 / 25 • Design and justify
A better first-day guide
I can propose useful information for a specific audience.
Look closely: Think about what the student holding the map may need to know.
01 • READ / LEE
Read for meaning and evidence
Read the original passage. Answer both questions, then explain one answer using a detail from the text.
Students designing a welcome guide begin by listing everything they know about school. The first draft is too long to use in a busy hallway. They ask new students which questions matter on the first day. The answers include finding classrooms, understanding the daily schedule, and knowing whom to ask for help. The team puts those essentials first and moves extra information to later pages. It uses clear headings and a simple map. A good guide is organized around the reader’s needs, not around how much information its writers can include.
02 • LISTEN / ESCUCHA
Listen for new information
Listen to the message, then answer the questions. This message adds information beyond the reading. Keep the transcript closed on your first attempt.
Audio uses an English voice supplied by your browser or device. If unavailable, a teacher can read the transcript aloud.
Transcript / Teacher read-aloud script
Please test the guide with someone who did not help write it. Ask the person to find the office and identify where to get schedule help. Watch which headings the person uses. Do not explain the answer before they try. If several readers struggle in the same place, revise that section. Keep a larger, clearer version available for readers who need it.
Read aloud at a natural pace; repeat for classroom practice as needed. Reading the script is a support, not a listening score.
03 • SPEAK / HABLA
Explain your ideas aloud
Your speaking task
The school wants a simple welcome guide for new students. Recommend three things to include. Explain why each would help, using the hallway picture as a starting point. Which item is most important, and why?
Word bank / Banco de palabras
guide / guía • include / incluir • location / ubicación priority / prioridad • information / información
1. Plan with key words
2. Rehearse • Show sentence starters
The guide should include… so students can…
The most important item is… because…
3. Speak, listen, and respond
Give your full response aloud. Partner: listen first, then ask:
How would you keep the guide clear and easy to use?
Stretch: How could the guide help a student still learning English?
4. Try again
My speaking self-check
Check what you did in this attempt. These are reflection statements, not test scores.
Record your speaking response
Press Record and allow microphone access. Speak for up to 3 minutes, stop, then listen to your response. This is a classroom practice limit.
No recording yet. Recordings stay on this page until you download them; reloading removes them.
Record there, use its save/share option, and paste the recording link below. Vocaroo stores that recording outside this workbook; use it if your teacher allows it.
04 • WRITE / ESCRIBE
Writing • Choose the correct word
Complete each sentence
Select the word or phrase that makes each sentence correct. Read the whole sentence before choosing. Then complete the longer writing task below.
1. A first-day guide should include information.
Choices: useful / usefully / usefulness
2. The office is the place students can ask for help.
Choices: who / whose / where
3. Clear headings make the guide easier read.
Choices: with / to / for
Develop and revise your response
Write a proposal for a clearer welcome guide. Recommend three essential items and explain how to test the guide. Use the reading’s reader focus and the listening’s review process.
Classroom choices, not official test requirements: with support, try 4–6 connected sentences; for more challenge, develop 1–2 paragraphs. Answer every part of the task before focusing on length.
Writing support / Apoyo para escribir
The guide should begin with… To check whether it works, we will…
Plan your main point, details, and ending. Use because to explain, for example to support, and however to contrast.
0 words
Revision check
0 words
Writing and speaking need teacher or partner feedback. Word counts and checklists are not proficiency scores.
Turn in activity 22
Review your answers and play your recording.
Download your submission file. It contains this activity’s written answers, word choices, and recorded audio or Vocaroo link.
Upload that file to your teacher’s assignment. Downloading alone does not turn in your work.
Use your teacher’s usual assignment page to upload the downloaded file.
Activity 23 / 25 • Compare collaboration
Two kinds of teamwork
I can connect evidence from two scenes to explain teamwork.
Scene A • Garden projectScene B • Cafeteria cleanup
Look closely: Compare the jobs, tools, and ways students work toward a goal.
01 • READ / LEE
Read for meaning and evidence
Read the original passage. Answer both questions, then explain one answer using a detail from the text.
The garden team and cafeteria team use different tools, but both depend on coordinated work. Garden tasks often continue across several weeks. Cafeteria cleanup usually has a short daily deadline. Both teams need clear responsibilities, accurate information, and a way to ask for help. A chart can show who will complete each job, but a chart alone cannot guarantee cooperation. Team members must notice when a task is falling behind and communicate respectfully. The best strategy fits the situation: a weekly garden log may be useful outdoors, while a quick final check may be enough after lunch.
02 • LISTEN / ESCUCHA
Listen for new information
Listen to the message, then answer the questions. This message adds information beyond the reading. Keep the transcript closed on your first attempt.
Audio uses an English voice supplied by your browser or device. If unavailable, a teacher can read the transcript aloud.
Transcript / Teacher read-aloud script
Compare the two teams without assuming their jobs are identical. First, identify one shared need, such as clear roles. Then explain one difference in timing or tools. Finally, recommend a strategy both groups could adapt. For example, a check-in might take place once a week in the garden but each day in the cafeteria. Explain the adjustment instead of copying the same plan into both settings.
Read aloud at a natural pace; repeat for classroom practice as needed. Reading the script is a support, not a listening score.
03 • SPEAK / HABLA
Explain your ideas aloud
Your speaking task
Compare the garden project and the cafeteria cleanup. Describe one similarity and one difference in how students share work. Explain one teamwork strategy that would help both groups, using a detail from each scene.
Word bank / Banco de palabras
teamwork / trabajo en equipo • task / tarea • shared / compartido cooperate / cooperar • strategy / estrategia
1. Plan with key words
2. Rehearse • Show sentence starters
Both groups… However, …
A useful strategy for both is… because…
3. Speak, listen, and respond
Give your full response aloud. Partner: listen first, then ask:
How does your strategy fit both situations?
Stretch: How could each group tell whether everyone contributed?
4. Try again
My speaking self-check
Check what you did in this attempt. These are reflection statements, not test scores.
Record your speaking response
Press Record and allow microphone access. Speak for up to 3 minutes, stop, then listen to your response. This is a classroom practice limit.
No recording yet. Recordings stay on this page until you download them; reloading removes them.
Record there, use its save/share option, and paste the recording link below. Vocaroo stores that recording outside this workbook; use it if your teacher allows it.
04 • WRITE / ESCRIBE
Writing • Choose the correct word
Complete each sentence
Select the word or phrase that makes each sentence correct. Read the whole sentence before choosing. Then complete the longer writing task below.
1. Both teams responsibility for the final result.
Choices: shares / sharing / share
2. The lab team follows a procedure, the art team explores several designs.
Choices: during / whereas / despite
3. Good teamwork depends clear communication.
Choices: on / at / of
Develop and revise your response
Write a comparison of the two teams. Explain a similarity, a difference, and a shared strategy adjusted for each setting. Use a detail from the reading and a direction from the listening.
Classroom choices, not official test requirements: with support, try 4–6 connected sentences; for more challenge, develop 1–2 paragraphs. Answer every part of the task before focusing on length.
Writing support / Apoyo para escribir
Both groups need… Unlike… A useful strategy is… For the garden… For the cafeteria…
Plan your main point, details, and ending. Use because to explain, for example to support, and however to contrast.
0 words
Revision check
0 words
Writing and speaking need teacher or partner feedback. Word counts and checklists are not proficiency scores.
Turn in activity 23
Review your answers and play your recording.
Download your submission file. It contains this activity’s written answers, word choices, and recorded audio or Vocaroo link.
Upload that file to your teacher’s assignment. Downloading alone does not turn in your work.
Use your teacher’s usual assignment page to upload the downloaded file.
Activity 24 / 25 • Respond to an opposing view
Consider another viewpoint
I can acknowledge another view and explain my position.
Look closely: The picture shows more than one way to study.
01 • READ / LEE
Read for meaning and evidence
Read the original passage. Answer both questions, then explain one answer using a detail from the text.
A student claims that people always learn more when they study with others. The word always makes the claim difficult to defend. Discussion can expose misunderstandings and provide new examples, but some tasks require uninterrupted concentration. A student who partly disagrees can acknowledge the value of discussion while questioning whether it is best in every situation. Considering another viewpoint does not mean abandoning a position. It means explaining that position more carefully. A strong response describes conditions: partner work may help when ideas need testing, while independent work may help when a reader first needs to understand a passage.
02 • LISTEN / ESCUCHA
Listen for new information
Listen to the message, then answer the questions. This message adds information beyond the reading. Keep the transcript closed on your first attempt.
Audio uses an English voice supplied by your browser or device. If unavailable, a teacher can read the transcript aloud.
Transcript / Teacher read-aloud script
In your response, do more than say agree or disagree. State your position, give an example, and recognize one reasonable point from the other side. Then explain why your position still makes sense. You may use depends if you explain what it depends on. Avoid saying that someone is wrong simply because that person studies differently from you. Discuss the method and the task, not the person.
Read aloud at a natural pace; repeat for classroom practice as needed. Reading the script is a support, not a listening score.
03 • SPEAK / HABLA
Explain your ideas aloud
Your speaking task
A classmate says, “Students always learn more when they study with others.” Explain whether you agree, partly agree, or disagree. Use the picture and an example. Acknowledge one reasonable point from a different viewpoint.
Word bank / Banco de palabras
viewpoint / punto de vista • agree / estar de acuerdo independent / independiente • discussion / discusión • depends / depende
1. Plan with key words
2. Rehearse • Show sentence starters
I partly agree because… However, …
Someone might argue… I would respond…
3. Speak, listen, and respond
Give your full response aloud. Partner: listen first, then ask:
Did you discuss an opposing view respectfully?
Stretch: How might the subject or task change your opinion?
4. Try again
My speaking self-check
Check what you did in this attempt. These are reflection statements, not test scores.
Record your speaking response
Press Record and allow microphone access. Speak for up to 3 minutes, stop, then listen to your response. This is a classroom practice limit.
No recording yet. Recordings stay on this page until you download them; reloading removes them.
Record there, use its save/share option, and paste the recording link below. Vocaroo stores that recording outside this workbook; use it if your teacher allows it.
04 • WRITE / ESCRIBE
Writing • Choose the correct word
Complete each sentence
Select the word or phrase that makes each sentence correct. Read the whole sentence before choosing. Then complete the longer writing task below.
1. I understand your concern; , I think we should try the plan.
Choices: although / however / because
2. A different viewpoint can help notice a problem.
Choices: us / we / our
3. We should consider the evidence we make a decision.
Choices: during / between / before
Develop and revise your response
Write an argument responding to the claim that students always learn more with others. State a position, give an example, and respond respectfully to a reasonable opposing point. Use both sources.
Classroom choices, not official test requirements: with support, try 4–6 connected sentences; for more challenge, develop 1–2 paragraphs. Answer every part of the task before focusing on length.
Writing support / Apoyo para escribir
I… agree with the claim because… A reasonable opposing point is… However…
Plan your main point, details, and ending. Use because to explain, for example to support, and however to contrast.
0 words
Revision check
0 words
Writing and speaking need teacher or partner feedback. Word counts and checklists are not proficiency scores.
Turn in activity 24
Review your answers and play your recording.
Download your submission file. It contains this activity’s written answers, word choices, and recorded audio or Vocaroo link.
Upload that file to your teacher’s assignment. Downloading alone does not turn in your work.
Use your teacher’s usual assignment page to upload the downloaded file.
Activity 25 / 25 • Synthesize and persuade
A proposal for our school
I can develop a proposal using evidence and practical reasoning.
Scene A • Garden programScene B • Club fair
Look closely: Compare the resources, participation, and learning opportunities.
01 • READ / LEE
Read for meaning and evidence
Read the original passage. Answer both questions, then explain one answer using a detail from the text.
The school council can support one new project this term: a garden program or a club fair. A garden could provide ongoing work with plants and shared responsibilities, but it would require regular care. A club fair could introduce many students to different interests in one day, but organizers would need tables, volunteers, and a clear schedule. Neither proposal is automatically best. Council members ask supporters to explain who benefits, what resources are needed, and how a likely challenge could be addressed. A persuasive proposal connects an appealing idea with a realistic first step and a way to judge success.
02 • LISTEN / ESCUCHA
Listen for new information
Listen to the message, then answer the questions. This message adds information beyond the reading. Keep the transcript closed on your first attempt.
Audio uses an English voice supplied by your browser or device. If unavailable, a teacher can read the transcript aloud.
Transcript / Teacher read-aloud script
The council will hear your proposal on Friday. You have not been given a budget, so do not invent exact costs. Describe the resources you would need and explain how you could find out what is available. Include one challenge and a practical response. End with a first action the school can take and one sign that would show the project is helping students. Support your recommendation rather than simply listing attractive features.
Read aloud at a natural pace; repeat for classroom practice as needed. Reading the script is a support, not a listening score.
03 • SPEAK / HABLA
Explain your ideas aloud
Your speaking task
Imagine your school can start one new project: a garden program or a student club fair. Recommend one. Explain two benefits, use details from both pictures, and address one challenge. Finish by naming the first step the school should take.
Word bank / Banco de palabras
proposal / propuesta • benefit / beneficio • challenge / desafío resources / recursos • first step / primer paso
1. Plan with key words
2. Rehearse • Show sentence starters
I propose… because…
A possible challenge is… We could address it by…
3. Speak, listen, and respond
Give your full response aloud. Partner: listen first, then ask:
Why should the school choose your proposal over the alternative?
Stretch: How would you know whether the project was successful?
4. Try again
My speaking self-check
Check what you did in this attempt. These are reflection statements, not test scores.
Record your speaking response
Press Record and allow microphone access. Speak for up to 3 minutes, stop, then listen to your response. This is a classroom practice limit.
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Record there, use its save/share option, and paste the recording link below. Vocaroo stores that recording outside this workbook; use it if your teacher allows it.
04 • WRITE / ESCRIBE
Writing • Choose the correct word
Complete each sentence
Select the word or phrase that makes each sentence correct. Read the whole sentence before choosing. Then complete the longer writing task below.
1. Our proposal a goal, a timeline, and a budget.
Choices: includes / include / including
2. We recommend with a small pilot project.
Choices: starts / started / starting
3. If the pilot succeeds, the school can the program.
Choices: expanded / expand / expands
Develop and revise your response
Write a proposal recommending the garden program or club fair. Explain two benefits, use information about both options, address one challenge, and give a first step and a sign of success. Do not invent costs.
Classroom choices, not official test requirements: with support, try 4–6 connected sentences; for more challenge, develop 1–2 paragraphs. Answer every part of the task before focusing on length.
Writing support / Apoyo para escribir
I recommend… Two benefits are… Although… we could… Our first step should be…
Plan your main point, details, and ending. Use because to explain, for example to support, and however to contrast.
0 words
Revision check
0 words
Writing and speaking need teacher or partner feedback. Word counts and checklists are not proficiency scores.
Turn in activity 25
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