7 Basico - Ingles - Cal y Canto - Profesor

GUA DIDCTICA PARA EL PROFESOR
INCLUYE TEXTO PARA EL ESTUDIANTE

EDICIN ESPECIAL PARA EL MINISTERIO DE EDUCACIN
PROHIBIDA SU COMERCIALIZACIN AO 2010
INGLS
Lina Alvarado Jantus
PORT ING 7 GUIA CON EX 13/8/09 13:26 Pgina 1
GUA DIDCTICA PARA EL PROFESOR INGLS
Lina Alvarado Jantus
Teacher of English
Instituto Profesional Chileno-Britnico
INTRO GUIA ING 7 13/8/09 12:10 Pgina 1
2010 Ediciones Cal y Canto Ltda.
Gua Didctica para el Profesor Travelers 7 bsico
Original text Lina Alvarado Jantus.
Teacher of English
Instituto Profesional Chileno-Britnico.
Methodological support Ana Manonellas Balladares.
Postgraduate Diploma of Education
Monash University - Melbourne Australia.
Original illustrations Ediciones Cal y Canto Ltda.
Design Ediciones Cal y Canto Ltda.
General Publisher Jorge Muoz Rau.
Publisher Alicia Manonellas Balladares.
Assistant Publisher Gloria Caro Opazo.
Ly-sen Lam Daz.
Designed by Mara Jess Moreno Guldman.
Cover designed by Mara Jess Moreno Guldman.
Layout by Mara Jess Moreno Guldman.
Proofreading James Doo.
Illustrations Edgardo Contreras.
General Production Cecilia Muoz Rau.
Production Assistant Lorena Briceo Gonzlez.
Recording Producer Rodrigo Gonzlez Daz.
Photos Banco de Fotos Ediciones Cal y Canto.
N de Inscripcin: 171.757
ISBN: 978-956-8623-52-4
All rights reserved; no part of this publication may be reproduced, stored in
a retrieval system, transmitted in any form, or by any means, electronic,
mechanical, photocopying, recording, or otherwise, without the prior
written permission of the publisher.
Impreso en RR Donnelley
Se termin de imprimir esta 1 edicin de 7.650 ejemplares en el mes de
enero de 2009.
UNIT 1: WELCOME, FRIENDS . . . . . . . . .26-53
Transcript . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . .54
Error Alert! . . . . . . . . . . . . . . . . . . . . . . . . . . . . . .57
Background Information . . . . . . . . . . . . . . . .58
Complementary Activities . . . . . . . . . . . . . . .59
Extra Test . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . .63
Answers . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . .65
UNIT 2: WELCOME TO MY COUNTRY .66-93
Transcript . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . .94
Error Alert! . . . . . . . . . . . . . . . . . . . . . . . . . . . . . .97
Background Information . . . . . . . . . . . . . . . .98
Complementary Activities . . . . . . . . . . . . . . .99
Extra Test . . . . . . . . . . . . . . . . . . . . . . . . . . . . . .101
Answers . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . .103
UNIT 3: THE WORLD OF SPORTS . . .104-131
Transcript . . . . . . . . . . . . . . . . . . . . . . . . . . . . . .132
Error Alert! . . . . . . . . . . . . . . . . . . . . . . . . . . . . .134
Background Information . . . . . . . . . . . . . . .135
Complementary Activities . . . . . . . . . . . . . .138
Extra Test . . . . . . . . . . . . . . . . . . . . . . . . . . . . . .141
Answers . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . .143
UNIT 4: HOME SWEET HOME . . . . . .144-171
Transcript . . . . . . . . . . . . . . . . . . . . . . . . . . . . . .172
Error Alert! . . . . . . . . . . . . . . . . . . . . . . . . . . . . .175
Background Information . . . . . . . . . . . . . . .176
Complementary Activities . . . . . . . . . . . . . .180
Extra Test . . . . . . . . . . . . . . . . . . . . . . . . . . . . . .181
Answers . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . .183
3
Plan of the book. . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 4
Description of the course. . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 6
Students book . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 6
Unit Structure . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 6
Methodology . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 8
Learning Progress Maps as support material for teaching . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 11
Classroom management . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 16
Some basic teaching reminders . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 18
Some methodological suggestions for skill development . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 18
Classroom Language. . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 20
The Internet in the language classroom. . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 22
Using the TB . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 24
Travelers Magazine. . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 185-195
Evaluation Instruments (Photocopiable) . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 196
Language Reference . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 209
Irregular Verbs . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 218
Bibliography. . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 221
CONTENTS
4
PLAN OF THE BOOK PLAN OF THE BOOK
NAME WELCOME, FRIENDS
PAGES 8 - 33
Listening
A TRIP TO THE CAPITAL . . . . . . . . . . . . . . . . . . . . . . . . . .14
WHAT ARE YOU GOING TO DO NEXT WEEKEND? . .22
Reading
NEW FRIENDS . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . .10
LIVING ABROAD . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . .18
THATS WHAT FRIENDS ARE FOR . . . . . . . . . . . . . . . . .26
Oral production
To talk about favorite activities . . . . . . . . . . . . . . . . . .13
To talk about future plans . . . . . . . . . . . . . . . . . . . . . . .23
To use everyday English . . . . . . . . . . . . . . . . . . . . . . . . .16
Written production
To present information in a graphic organizer . . . .12
To complete a paragraph about
favorite activities . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . .13
To write about future plans . . . . . . . . . . . . . . . . . . . . . .22
Language and vocabulary
To express likes and dislikes . . . . . . . . . . . . . . . . . . . . .13
To express possibility . . . . . . . . . . . . . . . . . . . . . . . . . . . .21
To use going to for future plans . . . . . . . . . . . . . . . . .24
To use the Simple Present Tense . . . . . . . . . . . . . . . .13
Words that describe feelings . . . . . . . . . . . . . . . . . . . .28
Words related to free time activities . . . . . . . . . . . . .22
NAME WELCOME TO MY COUNTRY
PAGES 34 - 59
Listening
HIGH AND DRY . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . .36
THE PEOPLE OF THE LAND . . . . . . . . . . . . . . . . . . . . . .44
VISITING THE SOUTH . . . . . . . . . . . . . . . . . . . . . . . . . . . .52
Reading
LA TIRANA FESTIVAL . . . . . . . . . . . . . . . . . . . . . . . . . . . .39
FROM CHILE TO THE WORLD . . . . . . . . . . . . . . . . . . . . .47
Oral production
To ask and answer questions . . . . . . . . . . . . . . . . . . . .42
To give instructions . . . . . . . . . . . . . . . . . . . . . . . . . . . . .55
To role-play a situation . . . . . . . . . . . . . . . . . . . . . . . . . .46
To use everyday English . . . . . . . . . . . . . . . . . . . . . . . . .38
Written production
To complete a fact file . . . . . . . . . . . . . . . . . . . . . . . . . . .40
To use information to complete a paragraph . . . . .38
To organize ideas to produce a summary . . . . . . . .50
The Simple Past . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . .38
Question words . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . .42
Questions in the Simple Past Tense . . . . . . . . . . . . . .46
Suffixes to indicate professions . . . . . . . . . . . . . . . . . .50
Prepositions of movement . . . . . . . . . . . . . . . . . . . . . .54
UNIT 1 1 UNIT
UNIT 2 2 UNIT
5
NAME THE WORLD OF SPORTS
PAGES 60 - 85
Listening
THE FIRST MARATHON . . . . . . . . . . . . . . . . . . . . . . . . . .66
AN EXTREME EXPERIENCE . . . . . . . . . . . . . . . . . . . . . .74
Reading
ANCIENT GREEK GAMES . . . . . . . . . . . . . . . . . . . . . . . . .62
STICKS AND BALLS . . . . . . . . . . . . . . . . . . . . . . . . . . . . . .70
THE PARALYMPIC WORLD . . . . . . . . . . . . . . . . . . . . . . .78
Oral production
To ask and answer questions . . . . . . . . . . . . . . . . . . . .73
To play games . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . .73
To talk about personal experiences . . . . . . . . . . . . . .76
Written production
To write a short paragraph about a favorite sport . .72
To use new vocabulary . . . . . . . . . . . . . . . . . . . . . . . . .76
To prepare a summary . . . . . . . . . . . . . . . . . . . . . . .65, 72
Words that have similar meanings . . . . . . . . . . . . . . .64
Comparative adjectives . . . . . . . . . . . . . . . . . . . . . . . . .72
Words related to sports, paralympic sports
and outdoor activities . . . . . . . . . . . . . . . . . . .65, 72, 73
The Past Continuous Tense . . . . . . . . . . . . . . . . . . . . . .67
NAME HOME SWEET HOME
PAGES 86 - 111
Listening
WHAT ARE WE DOING TO OUR PLANET? . . . . . . . . .88
CAN WE STOP IT? . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . .96
GOOD NEWS . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . .104
Reading
AN INCONVENIENT TRUTH . . . . . . . . . . . . . . . . . . . . . . .91
WE CAN SAVE THE PLANET . . . . . . . . . . . . . . . . . . . . . .99
Oral production
To express opinions . . . . . . . . . . . . . . . . . . . . . . . . . . . . .90
To report news and problems . . . . . . . . . . . . . . . . . . .94
To give instructions . . . . . . . . . . . . . . . . . . . . . . . . . . . .106
To do a survey . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . .94
Written production
To write a short interview . . . . . . . . . . . . . . . . . . . . . . .90
To complete a paragraph . . . . . . . . . . . . . . . . . . . . . .107
To use new vocabulary . . . . . . . . . . . . . . . . . . . . . . . . .102
The Present Continuous Tense . . . . . . . . . . . . . . . . . . .89
The Future Tense . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . .93
The verb can to ask questions . . . . . . . . . . . . . . . . . . .98
Words related to the environment
and environmental problems . . . . . . .88, 91, 96, 100
UNIT 3 3
UNIT
UNIT 4 4 UNIT
BIBLIOGRAPHY . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . .112
TRAVELERS MAGAZINE . . . . . . . . . . . . . . . . . . . . . . . . .113
IRREGULAR VERBS . . . . . . . . . . . . . . . . . . . . . . . . . . . . .125
WEB PAGES . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . .128
Travelers has been specially written for teenagers in the eighth
year of primary school. The English program for the level and the
concepts and guidelines of the Chilean educational reform have
been considered throughout its preparation.
The course aims to:
develop reading and listening comprehension skills, providing
students with techniques that will allow them to understand
oral and written texts not only in English, but also in other
subjects and in their everyday life.
allow students to communicate orally and in writing at very
elementary levels.
improve learning skills.
help students realize English is an important tool for getting
and exchanging information, knowledge and culture.
educate in a broader sense by providing information about Chile,
South America, the English-speaking countries and the world at
large, encouraging students to think, analyze and question.
Travelers consists of a Students Book, a Teachers Book and a CD.
Students Book
The course is topic-based and contains a conducting line:
Conductive thread
The text has a conductive thread represented by children of the
same age and level of the intendend readers. They are present in
different situations according to the topics of the unit. These
children include English native speakers related with Chile, and
also Chilean children. They interact throughout the book among
them and also with other people. Special emphasis has been put
on presenting girls and boys participating in similar ways and
occasions.
At the end of each unit there is an illustrated cartoon strip whose
main characters are the same as the ones who appear in the
lessons included in each unit.
This kind of resource has been included mainly because children
of all ages enjoy this material and also because the visual aspects
effectively help the comprehension process.
It also has other advantages, such as:
To present language in a significative context.
To allow students to internalize language patterns that they
may use later on.
To help develop critical thinking.
To provide visual elements to improve students reading
comprehension skills.
The Students Book contains 4 units based on the English
program for the level and the concepts and guidelines of the
Chilean educational reform.
UNIT 1: WELCOME, FRIENDS.
UNIT 2: WELCOME TO MY COUNTRY.
UNIT 3: THE WORLD OF SPORTS.
UNIT 4: HOME SWEET HOME.
Unit Structure
Each unit begins with a two-page spread showing a diagram of
the objectives of the unit, attractive illustrations to set the
theme and motivate students, and a few short activities meant
to introduce the topic, activate previous knowledge and raise
students interest.
The tasks in each unit are indicated with the following
headings: Reading, Listening, Language Focus,
Reflections, Test your knowledge and Self-Evaluation.
The tasks to develop reading and listening skills help students
learn strategies to improve their understanding of written and
spoken messages. The methodology adopts a three-phase
approach with before, while and after reading / listening tasks.
The Before reading / listening activities provide a setting,
motivation and linguistic preparation and activate previous
knowledge; the While reading / listening activities focus
students attention on specific tasks that guide their reading /
listening, providing different points of view for the same text,
and the After reading / listening activities connect the text
with their own reality, give practice on a specific grammar
structure, clarify points that may be useful later on and / or
enlarge vocabulary areas.
The Language Focus section includes some grammar and
vocabulary points that the students need to carry out the tasks.
It is designed to help students revise or discover a particular
DESCRIPTION OF THE COURSE
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grammar structure or any interesting item of vocabulary
related to the text.
The activities are meant to promote independent learning, and
to make students figure out grammar, word formation and
vocabulary rules by themselves.
Speaking and writing skills. All the lessons include speaking
and writing activities which give students the opportunity to
apply and consolidate the contents of the lesson, and also
connect them with their own reality. These activities help
students to see language as a necessary tool to carry out the
tasks and give grammar and vocabulary a clear purpose.
Vocabulary. The active vocabulary in each unit is what the
students may need to understand the texts and carry out the
different tasks . There is also development of students passive
vocabulary by including a rich variety of lexis in the texts. Also
in the pre-reading and pre-listening activities there are explicit
suggestions to work with cognate words; the teacher should
constantly remind students to make use of these words to
facilitate comprehension.
Language focus. Travelers deals with grammar only after a
certain structure has appeared in a reading or listening text and
it is likely to be encountered again in other texts.
Students are asked to find or revise the example(s) of the
structure in the text and analyze how it works, going through a
guided process of discovery.
Synthesis is a section that plays an important role. It can be a
useful tool for clarifying particular problems, and for creating a
more comprehensive, overall perspective on a specific subject.
It gives students a chance to revise what they have learnt and
done in the unit, connecting the activities with the skills
developed.
Evaluation is an ongoing process in Travelers, and an integral
part of learning. It takes the form of both student evaluation
and teacher evaluation. This is done informally after lessons 2
and 4 in each unit, through the Minitest section. It helps
students revise their performance in the reading, listening and
language activities and also allows teachers to make further
use of the reading and listening texts.
Reflections is a special section that helps students think
about their learning process and to raise their awareness of
how they develop their own learning strategies to become
more effective learners. It also enables students to become
independent learners as well as independent thinkers. Teachers
are strongly recommended to train and help students to reflect
on their learning process and should encourage their students
to keep tidy notes of the activities in class, of any extra work
done, of tests, quizzes, homework, handouts, vocabulary
records, etc., so that they can have easy access to all this
information whenever they need to use it again, when they
study at home or when they revise for tests.
More formal evaluation is done at the end of each unit through
the Test your Knowledge and Self-evaluation sections.
In the Test your Knowledge section students revise contents
and evaluate their performance in the whole unit.
The Self-evaluation section allows students to reflect on their
strengths and weaknesses. It provides feedback on how much
they have learnt, putting them in a position to make an
assessment of their work. Learners, by getting involved in their
evaluation, come face to face with their learning problems and
consciously try to tackle them. Students are asked to evaluate
their performance, their participation, their products, and the
working arrangement.
Learning styles. Travelers considers that there are different
learning styles in a classroom, so different kinds of activities
have been included.
- Visual learners need visuals in the classroom, for example:
posters, realia, flash cards, visual organizers, etc.
- Auditory learners learn better by listening, and like working
in pairs and small groups.
- Kinesthetic learners learn through physical activities like
competitions, board games, role-plays, etc.
- Tactile learners like board and card games, projects, etc.
Values. Value-enhancing topics such as equality, health,
respect, the environment, etc., appear explicitly throughout
the course. Through guided questions and simple discussions,
students are encouraged to reflect about and form opinions on
broader social issues concerning their lives and the world
around them. Cultural differences are also highlighted at
relevant points in the course as well as particular aspects of
English-speaking countries such as information related to
historical and geographical facts, cultural heritage, teenage
lifestyles, etc. in order to raise students awareness of the target
culture, and develop a richer perspective of their own culture.
Other small but interesting sections in the units are:
Did you know that ? The aim of this section is to provide
more information on the main topic of the lesson and interest
students in finding more information on their own.
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Throughout the book students and teachers will also find website-
based resources to expand their knowledge of specific subjects.
American v/s British English. Special notes show students
the differences between American and British English in
writing pronunciation and vocabulary. Students are frequently
confused with the different spelling or pronunciation and the
idea of this explanation is to show them that both ways are
perfectly acceptable.
Teachers Book
This component includes:
The whole minimized version of the Students book, together with
instructions and orientations that will help teachers work with
contents , resources and activities proposed throughout the book.
An introduction with a description of the course, the
methodology used, suggestions for classroom management,
general methodological suggestions for the activities and to
deal with big classes, description of the course components, etc.
Detailed teaching notes for every unit.
The cognitive abilities implied in every activity of the lessons.
Background notes for the teacher related to the information
content of the different texts.
Error Alert! A section that helps the teacher with information
about the most common errors students can make. However,
teachers must be very careful as to when and how to correct
errors, always having in mind to avoid interrupting students
while they are doing communicative activities.
Idiomatic expressions. When idiomatic expressions appear in
the texts or in the activities, they are explained, defined and an
example is given. Idioms or idiomatic expressions are those
that cannot be immediately understood by analyzing the literal
meaning of their components; literal translation will sound
odd. This section will help teachers to include them naturally in
different exercises.
Complementary activities (photocopiable) that provide extra
practice on the contents of the unit.
Observation and evaluation sheets for the teacher and the
students (photocopiable, in Appendix at the end of the book):
- Beginners writing.
- Behavior rubric.
- Extended response reading rubric.
- Project evaluation.
Answers for all the tasks in the Students Book and in the tests.
The transcript of the recording.
A complete bibliography for the teacher.
A list of useful web sites for the teacher and the students.
Four extra tests.
The activities included in the book are classified according to
their level of difficulty. This is shown in the Teachers book with
the following icons:
Low= + Medium= ++ High= +++
CD
The CD includes all the material for the listening tasks, including
Pronunciation, Listening and Listening test material. The
transcripts of the recordings are included in the appendix
transcripts, at the end of each unit.
Methodology
Task-based learning
Travelers helps students develop language and learning skills to
carry out sequences of tasks.
Some advantages of task-based learning:
Increased motivation - learners become personally involved.
All four skills, reading, writing, listening and speaking, are
integrated.
Autonomous learning is promoted as learners become more
responsible for their own learning.
There are learning outcomes: learners have an end product.
Authentic tasks and therefore, more authentic language input.
Interpersonal relations are developed through working as a group.
A break from routine and the chance to do something different.
Collaborative Work
In project-based learning, students work in teams to explore real-
world problems and create presentations to share what they have
learned. This approach has many benefits for students, including:
Deeper knowledge of subject matter;
Increased self-direction and motivation;
Improved research and problem-solving skills.
Additionally, it gives the teacher the grounds for evaluating what
students have learnt and how they apply that knowledge to real-
life situations.
The book has projects for students to complete. Each relates to
the unit and asks students to try and answer a question or solve
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a problem - one that has relevance for them and that they might
have to face one day in real life.
Let students choose their own group there is nothing worse
than being stuck with someone you do not get along with. Give
them enough time to prepare the project. Praise and reward
good presentation and extra effort made.
Learner training
This concept has to do with developing students awareness of
how they learn and how they develop their learning strategies so
that they become more effective and independent learners.
Teachers should encourage students to analyze their learning
process, making them think about their learning, what problems
they have and how they could improve their performance, so that
they can take the appropriate steps to optimize their learning.
Special attention should be paid to the training of students in pair
and group work, emphasizing the importance of everyones
contribution and the respect for the ideas of classmates.
Mixed ability
Travelers caters for mixed-ability classes in a variety of ways. The
teacher needs to develop techniques which allow students of all
levels to benefit from the lesson. Individual feedback is advisable
in any class, but in a mixed-ability class, this attention to detail
can increase student satisfaction. The teacher should always try
to make some mental, if not written, notes about each student in
such classes. As the course progresses and opportunities arise,
the teacher should congratulate individual students on their
improvements and make tactful suggestions on areas to work
on. A few sentences during general monitoring are better than
nothing. These details show that the teacher is aware of
individual needs of students.
Additionally, each lesson in Travelers offers at least one activity
that can be done by fast learners, while the rest of the class is
finishing a task.
Games
Games are important when learning a foreign language because
they are motivating and help students to sustain the effort of
learning. However, games are the means and not the end they
are a way of making learning more entertaining and should not
be treated as time fillers. Each game in this book is there for a
purpose and needs teacher supervision and sometimes prior
preparation.
Cognates
Cognates are words in different languages related to the same
root, eg, education (English), educacin (Spanish).
The different lessons in Travelers provide students with a
question to help them notice and recognize cognates. The
teacher should encourage students to find the cognates
whenever they face a new text.
False Cognates
Students might get confused because there are several words in
Spanish that are similar in English, but have a different meaning.
Here are a few examples of false cognates:
Actually = really, not actualmente (at present, currently).
Embarrassed = avergonzado/a, not embarazada (pregnant).
Realize = darse cuenta, not realizar (carry out, fulfill).
Approve = aprobar = agree with something, not aprobar un
examen (pass an exam).
Lecture = conferencia = a talk about a topic, not lectura
(reading).
Try = tratar de hacer algo, not tratarse de (be about) or tratar
con (deal with).
Politics = la poltica, not los polticos (politicians)
Library = biblioteca, not librera (bookstore)
Familiar = estar familiarizado con, not familiar (relative)
Parents = padres, father and mother, not parientes (relatives).
Evaluation and Assessment
In Travelers, evaluation is ongoing and an integral part of the
learning process. It takes the form of both student evaluation
and teacher evaluation.
Student Evaluation
As well as making students feel more responsible for their own
learning, the process of evaluating themselves and evaluating
classmates actually helps them to learn and remember. Students
are asked to evaluate the following aspects: their performance,
their participation, their products, the working arrangement.
This is done informally through the Reflections and the Mini-
tests, and more formally at the end of each unit through the Test
your Knowledge and Self-evaluation sections. The teacher must
help by organizing correction of the activities, but students
themselves must check their own performance and assign
marks. At the end of this activity, students are asked to add up
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their marks and use a Progress chart to find out their level of
achievement. Many students may be new to the process of self-
evaluation and at the start teachers will need to give guidance.
Informal evaluation should also take place on a regular basis at
the end of lessons through short discussions about the lesson,
carefully guided by the teacher.
Teacher Evaluation
Teacher evaluation combines formative and summative
instruments. The following suggestions could be considered to
reach a final mark for each student.
A mark should be given to each of the four components below.
The final mark should be the average of these four marks:
1. Classwork. Taking into account general attitude, participation,
cooperation with classmates and work done.
2. Projects. A project evaluation sheet (photocopiable) is
provided in the Evaluation Instruments Appendix.
3. Tests. There are three tests per unit. These tests assess
listening and reading comprehension, as well as specific
language items studied and practiced in the units.
Further suggestions for Evaluation
As evaluation is an ongoing process, apart from the formal tests
provided in the Students Book, remember to evaluate students
performance in every activity they carry out, making notes of
their problems and achievements, keeping a record of their
participation, giving them informal marks that you can put
together and average at the end of a term, using the evaluation
instruments provided in the Evaluation Instruments Appendix, at
the end of book. You may also agree with them to consider their
self-evaluation at the end of each unit, monitoring their
performance and using the marks they give themselves as part
of their official marks.
Additionally, here are a few suggestions that you can adapt for
different contents and use at different moments of your lessons,
and that you can mark according to the level of difficulty, time
students spend preparing and presenting, etc.
- Mini-presentations by small groups of students. Give them
time to gather information, suggest they use patterns you
provide or that have appeared in the lesson, help them
rehearse the presentation, correcting pronunciation, and invite
two or three groups to present. This activity can be used in all
the units in connection with projects and activities, or with
contents the students find interesting in the lessons.
- Role-plays. Choose any of the dialogues, give groups time to
practice and invite two or three groups to present.
- Questionnaires. Prepare a short questionnaire at the end of a
unit on the content of the different texts. Assign it for
homework or use it as an informal test, which they can answer
looking at the texts they do not need to know the
information by heart, but should know how to find it!
- Bulletin board displays. Ask students to collect photos, pictures,
cutouts on a chosen topic, add a short text about them
following a model you can provide, and assign a place in the
classroom or the school for them to display their work.
- Written quizzes based on the written or oral texts used in class,
that may include: fill in the blanks with or without words given,
put words in order to form sentences, correct the mistake
(grammar or information), etc.
- Contests and games. Bingo with vocabulary words or verb
tenses, find as many words as you can in x minutes under
different categories, find information in the dictionary, how
much do you know about ...?
Introducing Travelers to your Students
Before starting Unit 1, introduce students to the course, the
components and methodology. Explain the importance of their
participation, the work organization into individual, pair and
group work, the role of self-evaluation, etc.
Travelers Magazine
At the end of the book there is a magazine with attractive articles
and challenging activities to be used by the students on their
own, whenever they feel interested. They are meant to provide
students with fun, general information and useful training in
study skills.
Bibliography
Both the Teachers Book and the Students Book offer suggestions
of materials that can be used for reference. Some of these
materials can be found in the Centro de Recursos de Aprendizaje
(CRA) in each school.
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What we have in common makes us human. Our differences make us
individuals. In a classroom where there is very little or no
differentiated teaching only the similarities among students seem to
be the focus of attention. In a differentiated class the common areas
are acknowledged and exploited, and the differences among students
also become important elements in the teaching learning process.
Carol Ann Tomlinson
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The Chilean Ministry of Education has presented the community
with a new curricular tool, the Learning Progress Maps. It is
possible that the teachers may have a lot of information about
them, from different and probably more complete sources than
those provided here
13
. This brief and concise document does not
intend to be exhaustive nor replace any of those sources. It only
wishes to present the Maps in a very specific context, that of a
particularly specific training in evaluation for learning, as in that
area they can be very useful in the different steps of that training.
This is a brief introduction to the Maps that considers the
inclusion principle that guides them, the way in which they are
presented, an example and some details to understand their
pedagogical and evaluative usefulness. Rather than theoretical
or conceptual details, special importance is given to the
elements that facilitate their use by teachers.
Introduction
The Learning Progress Maps have been developed to show
teachers, students and parents the way in which learning
progresses along school life, and especially the expected
direction for each of the areas of the curriculum. They are neither
a new curriculum nor a curricular alternative, but are based on
the existing Curricular Framework. Their objective is to describe
the types of learning promoted by the Fundamental Objectives
and the Obligatory Minimum Contents, and to indicate the
characteristics of their development from 5
th
Year of Primary
Education to 4
th
year of Secondary Education. The Maps can be
used in the day-to-day classroom work to establish the students
position, their differences and their learning needs. Once this
reflection and awareness task is done, it is possible to design a
variety of teaching strategies to cater for the students needs.
Learning Progression and Diversity
Childrens learning as shown every day in the teaching process -
shows progressive development as they move up from one level
to the next. Older students generally know more about a subject
and show more complex cognitive abilities than younger
students; when comparing abilities and knowledge of a 4
th
Media student with those of a 1
st
Bsica student, it can easily be
noticed that the former is much more competent than the latter
in all the learning areas. Between these two students, who
represent the extreme levels of achievement during the school
cycle, it is possible to distinguish several intermediate stages.
On the other hand, children at a particular level make use of
different abilities to understand the same topic, and have
different ways to explain what they understand. There is
progression not only from one level to the next; it is normal that
in the same class the students are at different levels and show
different degrees of understanding and achievement of the
required abilities.
However, not all students progress in the expected direction.
Inadequate attention to differences can produce delay in the
students learning. This delay, in turn, has a cumulative effect, it
tends to increase in the upper levels, and when this happens, its
effects are more difficult to revert. Therefore, it is important to
know the state of students learning very well.
The Learning Progress Maps are a support instrument to
diagnose achievement and differences among students to help
them move on in their school work according to the expected
outcomes promoted by the national curriculum; they offer
common criteria and language to observe learning.
Evaluation for Learning in Practice
It is important to distinguish Evaluation for Learning as a
particular model that is different from the traditional
interpretations of evaluation. Here is a summary of its main
characteristics. In this conception, evaluation:
is considered an intrinsic part of teaching and learning.
LEARNING PROGRESS MAPS AS SUPPORT MATERIAL FOR TEACHING
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11
Document prepared by the Unidad de Currculum y Evaluacin, Ministry of Education, Chile, 2007.
12
Tomlinson, Carol Ann, Estrategias para Trabajar con la Diversidad en el Aula, Editorial Paids, Madrid, 2005.
13
The full Maps are published on the web site of the Unidad de Currculum y Evaluacin, www.curriculum-mineduc.cl.
requires that teachers share with their students the learning
achievements expected from them.
helps students know and identify the standards they must reach.
involves students in their own evaluation.
provides feedback that tells students what they have to do, step
by step, to improve their performance.
assumes that every student can improve his / her performance.
involves both teachers and students in the analysis and
reflection on the data provided by the evaluation.
This model contrasts with the type of evaluation that, in practice,
means adding evaluation procedures or tests at the end of the
programmed units of work. These procedures or tests are
separable and independent from the teaching of the unit. The
feedback is to get a mark. Although, according to this model,
evaluation is a teachers issue (the State, for example, does not
get involved), it tends to have a summative rather than
formative objective.
However, the term formative can have several interpretations:
very often it only means that evaluation is frequent in a period of
time and has been planned together with the teaching. In this
sense formative evaluation does not necessarily consider all the
features identified as characteristic of Evaluation for Learning.
Evaluation can be formative because it helps the teacher identify
areas where more explanation or training are needed. But from
the point of view of the students, their final mark and the
comments written on the margins of their work, although they
may signal their weak and strong points, they do not give them
clues as to how to progress towards the achievement of more and
better learning.
The concept of learning underlying this model is another
distinctive feature. Todays approach to learning suggests that,
eventually, it is the students themselves who are responsible
for their own learning (nobody can learn for them).
Consequently, Evaluation for Learning must necessarily involve
the students in the evaluation process so as to provide
information on their performance and guide their efforts to
improve. An important part of this information is the feedback
the teacher gives the students, but another part must be the
result of the direct participation of the students in this process
through self-evaluation. In the context of promoting life-time
learning, it is more and more important to develop in the
students the capacity to know how much they have learnt and
the ability to guide and manage their own learning.
So, what actually happens in the classroom when evaluation is
used to improve learning? To begin with the more obvious
aspects, the teachers are involved in the collection of information
about their students learning and motivate them to revise their
work critically and constructively.
The methods to obtain information about the learning are well
known and they are mainly:
To observe the students and listen to them when they reason
and describe their work.
To ask students open questions, inviting them to explore their
ideas and reasoning.
To propose ideas that require students to use certain abilities or
to apply ideas.
To ask students to communicate their ideas not only in writing
but also through drawings, artefacts, actions, dramatizations
and concept maps.
To discuss key words and analyze how they must be used.
Of course, teachers can collect this information through the
methods identified above, and then use it to improve learning. The
use of this information requires that teachers and students make
decisions and act: they must decide on the next steps in the
learning process and help students get started. It is of the utmost
importance to remember that it is the students who must do the
walking; consequently, the students who are more involved in the
process will better understand how to extend and improve their
learning. A plan that involves the students in the judgement of
their own work instead of being passive to face the judgements
of teachers has higher probabilities of raising the learning and
achievement standards.
This is a different conception of feedback. The foodthe teacher
offers is a portrait of the objective to reach, of the standard or
goal towards which the student must aim and which, in this way,
constitutes a point of comparison for his / her work. The role of
the teacher and what constitutes the core of teaching is to
provide the students with the skills and strategies required to
take the steps they need to improve their own learning.
Key Principles of Evaluation for Learning
Evaluation is a process that allows the recollection of evidence on
the learning achieved by the students at a given moment. The
object of the evaluation is the work produced by the student,
never the student.
The key dimensions of learning from the point of view of the
learning area and the learning level of the students constitute
the criteria used for the evaluation of learning.
The criteria must be shared with the students so that they
know and understand them, and for them to direct their work
accordingly.
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Self-evaluation and peer-evaluation must be done using pre-
established criteria. If this does not happen their validity will be
questionable, because different individuals naturally evaluate
according to their own personal criteria.
It must be remembered that evaluation necessarily involves
value judgements. This happens when a teacher assigns a
numerical qualification to a students test, and also when
concepts are used, for example pooror excellentto indicate a
students level of achievement at a certain moment.
The teacher must take responsibility for the evaluation
instruments he / she develops and uses with the students; this
means that he / she must make sure that they really let him /
her collect information about the learning outcomes defined in
the pre-established evaluation criteria.
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How many MPAs have been prepared?
Each area of the curriculum has sub-divisions that represent
topics or abilities that must be developed during school life. A
Map has been designed for each of them.
English
Our countrys active participation in different areas of the
international sphere, together with the changes produced by
globalization, make the learning of English essential to
successfully face the demands of society in the XXI century.
Learning English is a challenging and attractive activity at any age,
but particularly for young people who see it as a tool to access
information and technology and as a means of communication with
other realities and cultures. Learning English or any other foreign
language, contributes to the understanding of the mother tongue,
and at the same time it widens the opportunities to access
information in other areas of study.
Presentation of the Maps
The Maps are organized in seven levels that cover students
learning life from 1st year of Primary Education to 4th year of
Secondary Education. Each level describes the expected learning
outcome for two school years. For example, level 1 corresponds
approximately to 1st and 2nd Bsico, level 2 to the next two
years, and so on. The last level (7) describes a student whose
outcome when finishing school is outstanding.
All this information can be found on the web site of the Unidad
de Currculum y Evaluacin, www.curriculum-mineduc.cl.
What MPAs are What MPAs are not
They are materials for each area of the curriculum that describe the
usual road followed by students in their learning. They assume that
progress is the result of maturity and exposure to learning
opportunities in specific stages of school life.
They do not state that learning is lineal (a sum of specific learnings)
nor do they propose an exact description of the learning progress that
all students experiment.
They express knowledge and abilities, that is to say, the competences
that students typically reach at certain moments of their school life.
They are not an expression of all the knowledge and abilities the
students can achieve at a specific level.
They indicate what we value as learning goals and the sequence in
which they are achieved; they provide a framework to monitor
progress and communicate results.
They are not a new curriculum and they do not assume that all the
students in the same class should be in the same level of learning.
They are presented as concrete descriptions of learning and offer
examples of possible achievements in each level.
They are not checklists for test correction.
They provide a guiding framework for teaching: they let users
elaborate evaluation tasks that will indicate the level of each
student, and organize teaching strategies accordingly.
They are not an instrument to classify students and they do not
support a specific teaching model to achieve learning.
What Learning Progress Maps are and what they are not.
Relevant Aspects of the Reading Maps
In concordance with the curricular emphasis aimed at the
development of the abilities and the use of language with the
purpose of acquiring information and gaining access to other
cultures and technological advances, grammar is not the focus of
attention of the Reading Map. Its role as facilitator of
understanding and communication is acknowledged, but the
role of grammar will become more evident in the Writing Map.
The Reading Map emphasizes the importance of working with
authentic texts as early as possible; their degree of complexity
increases as students move from one level to the next. By the end
of their secondary school education students should be able to
read authentic texts of intermediate complexity, which implies
beginning their learning using simple authentic texts.
The Reading Map does not reject the use of the mother tongue as a
resource to monitor learning when the situation requires that the
students show evidence of comprehension and interpretation rather
than oral production. It is a well-known fact that students of a foreign
language can understand much more than they can express orally or
in writing. For this reason, the answers to the tasks presented as
examples in the Map are in Spanish. This does not mean that the
students are not allowed to express comprehension in English or that
there is an intention to work these abilities separately.
In the following pages you will find the Reading Progress Map. It
begins with a synthetic presentation of all the levels. Then each
level is presented in detail, beginning with its description, some
examples of performance that illustrate how that level of learning
can be recognized and one or two examples of work done by
students of subsidized schools, with the teachers comments that
justify what criteria is used to decide that the student is within
the level. In an appendix, you can find the complete version of the
tasks from which the students work was collected. In the case of
English, there is a description of an initial level, before level 3, that
describes a starting situation of knowledge of this language,
which can be a useful point of reference to describe the learning of
children who do not reach level 3 by the end of 6th Bsico. No
examples of students work at this level are included.
Reading Progress Map
The aim of the English curriculum is to get students to use and
apply the language in different tasks that imply they can
understand oral and written texts, and solve simple
communicative situations orally or in writing. From this point of
view, four English Learning Maps have been designed, around
the following linguistic abilities:
Reading
Listening
Writing
Oral Expression
The Maps of English have been designed using the international
standards of the Common European Framework (CEF) for
teaching, learning and evaluating languages and those of the
Association of Language Testers of Europe (ALTE). CEF level A2
and ALTE 1 (Waystage User) are associated to level 4 which
describes the expected learning achieved by the majority of the
students by the end of 8th year Bsico; level B1 and ALTE 2
(Threshold user) are associated to level 6, which describes the
expected learning achieved by the majority of students by the
end of 4
th
Medio.
To describe progress in reading comprehension, the Reading Map
is organized around two dimensions:
a. Text-types. In this dimension the progression is given by the
complexity of the topics the students read about and the
complexity of the language used in the texts. There is
progression from concrete to abstract topics, and from
language expressed in simple sentences to language
expressed in compound sentences of intermediate
complexity.
b. Reading abilities. This dimension includes the students
capacity to extract specific information, to infer information
and to show global comprehension of what they have read.
The Map describes how these reading abilities become more
complex from one level to the next, also in relationship with
the increasing complexity of the texts read.
In the light of these dimensions, the Map describes a students
reading comprehension progress, from the ability to identify
some highlighted information, to make simple inferences and
state the main topic of a very short, simple text (at level 3), to
end up being able to reach a higher level of inference and a
deeper understanding of linguistically and conceptually more
complex texts. (level 6).
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Level 7
Outstanding
Level 6
Level 5
Level 4
Level 3
Initial level
English Progress Map
Identifies explicit and implicit messages and incorporates knowledge of the topic and of the English language to build up the
main meaning. Understands texts that include a variety of simple and medium complexity structural patterns and are related
to personal interest topics.
Identifies explicit key information, discriminating it from distractors. Infers ideas and identifies messages, points of view,
attitudes to build up the main meaning of the text. Understands texts that include a variety of simple and medium
complexity structural patterns and are related to well-known or personal interest topics.
Identifies explicit key information, discriminating it from other similar information. Infers suggested messages or ideas and
identifies main ideas, stating supporting data. Understands texts that include simple structural patterns and medium
complexity structural patterns and are related to well-known or personal interest topics.
Identifies explicit key information, discriminating it from secondary information. Makes simple inferences relating ideas or
information, and identifies with some detail the main idea(s) explicitly stated, relating information found in different sections
of the text. Understands brief texts that include simple structural patterns and are related to well-known concrete topics.
Identifies explicit information that is highlighted. Infers information and identifies one main idea using information explicitly
stated in the text. Understands very short texts that include plenty of visual support, use simple short sentences and are
related to concrete topics of the students immediate environment.
Identifies words and short sentences stated in very short texts that include plenty of visual support, use simple short
sentences and are related to concrete topics of the students immediate environment.
Level 4
Identifies explicit key information, discriminating it from secondary information. Makes simple inferences relating ideas or
information, and identifies with some detail the main idea(s) explicitly stated, relating information found in different sections
of the text. Understands brief texts that include simple structural patterns and are related to well-known concrete topics.
In our teaching proposal for 7
th
and 8
th
Bsica, evaluation is conceived for the following
How can one recognize this level of learning? Examples of
performance.
When a student has reached this level, he / she can do the
following activities:
States the characteristics of a person, place or object.
Follows instructions to play a game that involves a sequence of
different actions.
Infers the relationship among characters or moods, when they
are not evident.
Identifies in the text the sentence that best represents the
main idea(s).
Identifies words that give cohesion to the text. For example: the
most frequent connectors and, or, but, because.
Recognizes the communicative function of compound verb
forms present in the texts. For example, perfect tenses, modals.
Relates a word from the text with a synonym, antonym or
definition.
Identifies the roots of words and their affixes in the texts read.
Classroom management has to do with methods used by the
teacher in order to establish harmonious class organization and
discipline. The following components play an important role in
the achievement of these goals:
The teacher
A classroom where learning takes place is a pleasant
environment; the teacher is enthusiastic and active and
encourages student participation.
In most cases the teacher is the only direct contact the students
have with English. It is therefore important that she / he tries to
communicate with the students in English as much and as often
as possible. Some students may not be used to this, and teachers
should explain, in Spanish, that they may find it difficult to
understand at first, but it will gradually get easier. Teachers can
also use gestures or mime to help understanding. Instructions for
activities should be given as clearly and as simply as possible,
through demonstration and examples. If it is clear that many
students have not understood, the teacher can ask a stronger
student to translate for the class.
The students
The main objective of the English classes is the development of
reading, listening and speaking skills, while writing skills have a
secondary role, so the teacher may insist and encourage students
to use English in class as much as possible to show understanding
of the reading and listening texts. The teacher must provide
patterns and clear examples for them to do so, following these
patterns and examples. The teacher must also emphasize the
importance of everyones participation in and contribution to the
activities, giving clear explanations of their purpose and the role
of the individuals, the pairs or the groups carrying them out.
Teenage students are going through a difficult process of
development in their lives, so the teacher might face discipline
problems, disruptive behaviour, or unwillingness on the
students part to do the different tasks they are assigned. The
topics in Travelers have been carefully selected to attract and
keep students attention.
The responsibility for building a positive learning atmosphere lies
not only in the good relationship the teacher and her / his students
develop, but also in the one the students have among themselves.
Travelers helps the teacher in this task through a number of
carefully designed exercises, very clear tasks, and opportunities for
the students to check and evaluate their own work.
Discipline
One of the reasons for bad discipline is usually students inability to
cope with the tasks. The noisiest students will demonstrate their
frustration by means of loud outbursts and disruptive behaviour,
while the rest of the class may remain passive. To avoid discipline
problems, these preventative strategies are suggested:
- Careful planning, so that students realize there is a feeling of
purpose which keeps their attention on the task in hand.
- Clear instructions, given very simply and assertively so that
students know exactly what to do.
Working with big classes
These ideas may help you deal with a big class and allow you to
put into practice the suggestions for activities in the lessons.
At the beginning of the year, discuss and establish, together
with the class, a few class rules. Ask different groups to write
them on pieces of poster board and display them permanently
on a wall. They may be written in Spanish and little by little
turned into English, or they may be written in English and
accompanied by pictures illustrating them.
Involve the whole class when giving instructions, explanations
or when checking answers, but try to use pair and group work
as often as possible.
Train your students to work in pairs or groups from the very
beginning, little by little, first only in pairs, doing simple tasks
such as making lists of words, looking up words in a dictionary,
preparing a couple of questions, etc., then move on to more
complex tasks, and finally start asking them to work in groups.
An important part of the training period should be to ask them
to move quickly and with as little noise as possible. Do not ask
the whole class to form groups or pairs at the same time, but do
it by rows and praise the row that does it best.
Try and use a variety of working arrangements: pairs with the
student next to them, with the student behind, with the student
in the row opposite, etc., or form pairs with simple action games,
such as forming two big circles, asking them to move in different
directions and stop when you say so: their partner is the person
they are standing opposite to at that moment, etc.
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CLASSROOM MANAGEMENT
At the beginning, ask students to form pairs or groups with the
people near them, but eventually ask them to move around
more. When they have been trained in pair and group work,
you may ask the whole class to leave their seats and move
around the classroom to work with different partners,
gathering information or opinions, carrying out a survey, etc.
Apply different criteria to form pairs and groups: sometimes put
together students of similar levels and assign different tasks
according to their levels; at other times, form mixed-ability pairs
or groups, so that stronger students may help weaker ones; take
an active part in the formation of groups, but occasionally, let
students choose who they want to work with. Take these
opportunities to emphasize the importance of cooperation and
respect for everyones ideas, abilities and contributions.
Give short, clear instructions, and always check that students
have understood what they have to do by asking them to
repeat your instructions in Spanish if necessary. You may ask
the best students to write short reminders of the steps of the
activity on the board.
Provide a clear model of what pairs or groups have to do with
one or two students in front of the class before they begin
working on their own.
Assign a clear time limit for each activity and keep to it! Do
not ask Are you ready? as most probably the answer will be a
loud NOOO!, even if they are ready.
After you have given and checked instructions for the activities,
start walking around the classroom, going from group to group
as quickly as possible. Repeat the instructions if you see that
most of the students have not understood or are not doing
what they are supposed to be doing.
Agree with the class on a code you will use to indicate that they
have to stop doing the activity, stop talking and get ready to
check results. For example, you may stand in a particular place
in the classroom; or you may raise your hand and as students
see you they have to do the same; or you may count from five
to one, etc. In general, avoid shouting, as loud noises tend to
generate louder responses.
Occasionally, ask either troublesome or faster learners to act as
your assistants, writing things on the board, walking around
the classroom checking that all groups are doing the activity,
taking notes of the work in progress, keeping the time,
distributing and collecting worksheets, etc. It is better if these
assistants are not always the same students.
At the end of each activity check answers, correct general
mistakes you may have detected while walking around the
class and do something that clearly indicates that the activity
has finished: some final examples, choral repetition of key
words, phrases and sentences, congratulations and praise for
the good work done, etc.
If your students are used to getting marks for their work, agree on
a system of marking pair and group work as well: give and
accumulate points for participation, good behaviour and results.
(Examples of observation sheets and class evaluation are provided).
Dealing with troublesome students may be difficult. This may
be made easier if you ask all students to write a suggestion for
punishment of these students on a piece of paper. Check that
the suggestions are acceptable, put them in a box and ask
troublemakers to get a piece of paper from the box and do
whatever is indicated there whenever they misbehave.
Pairwork and groupwork
This type of work encourages students to share their skills and
knowledge, and learn from each other. It also increases students
involvement and active participation, as well as developing
positive attitudes. It is important to share with the students the
importance of these activities which will give them an
opportunity to learn the social and communicative skills required
to work with other people: acceptance of other ideas,
responsibility, commitment, cooperation, respect for turn -
taking, etc. The teacher should take an active role in group
formation, so that the students do not always work with the same
people, to take full advantage of the variety of learning styles and
abilities. Students should assume different roles each time
(coordinator, secretary, researcher, presenter, artist, writer, etc.).
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Start every lesson in a way that focuses everyone's attention.
This creates expectation and prepares students for what is to
come. For example, with books closed, write the topic of the
lesson on the board and ask some questions about it, show a
poster / picture related to the lesson, ask who can remember
what they did the previous class, etc.
Students should not open their books until everyone is
paying attention.
End an activity before students get bored with it. Equally, do
not hurry the students or end the activity too soon if they are
obviously enjoying it.
Ask students their opinion.
Dont assume that if one student says they understand,
everyone else does.
Ask (elicit) rather than tell. Students get bored of listening to
the teacher explaining. Someone in the class will probably
know the answer.
Dont ask students to explain difficult things, such as
definitions of words in English.
Dont interrupt students during pair / group speaking activities
to correct their English. It is better to note the main, common
mistakes, put them on the board and correct them with the
class at the end.
Dont insist on 100% accuracy all the time. Mistakes are a
normal part of the learning process, and a valuable source of
information for the teacher.
Give praise and encouragement, especially to the weaker
students. Write positive comments on their work. Let them know
what they are doing well, as well as what they need to improve.
Remember that you are the main motivator in the classroom!
Some methodological suggestions for skill
development
Developing listening skills
Follow the organization of activities into before, while and
after listening.
Before listening:
- Introduce and get students involved in the topic of the text.
Elicit what they know about it and help them relate it to their
own experiences. Make use of the illustrations provided and /
or use your own.
- Use this introduction of the topic to present key vocabulary
and structures, and write them on the board.
- Invite students to predict the content and to formulate
hypotheses of what will appear in the text.
- Do these activities quickly and take advantage of the interest
created to continue with the listening activities.
Listening:
- Play the recording once or twice for students to check their
predictions and hypotheses. Accept other information they
may have gathered, but do not go into details at this stage,
just concentrate on the general idea.
- Remind students of cognate words, which they can identify
more easily when they listen, and which help comprehension
and consequent task realization.
- Read and clarify instructions with the class, and do the different
listening activities one by one, concentrating on the task
assigned and checking answers after each successive listening.
Every time students listen to the text, they should have a clear
purpose and task, provided in the instructions, which will help
them focus their attention and identify the information required.
- Help students recognize different supporting elements in the
spoken texts: intonation, voice pitch, pauses, emphasis,
background noise, etc.
After listening:
- Help students summarize the text orally and / or in writing
using the models provided.
- Encourage reinforcement of vocabulary and grammar that
appeared in the text, always using the context and providing
further examples or similar contexts.
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- Discuss the topic of the lesson, help students reflect on the
contents and highlight the values presented, making them
notice the connections with their own reality.
- Make students evaluate their own performance in the lesson.
a. Did their predictions help them understand the text?
b. How did they do in the different listening activities?
c. What new words, expressions or structures did they learn
in this lesson? Can they use them in other situations?
Developing reading skills
Follow the organization of activities into before, while and
after reading.
Before reading:
- Introduce and get students involved in the topic of the text.
Elicit what they know about it and help them relate it to their
own experiences. Make use of the illustrations provided and /
or use your own.
- Use this introduction of the topic to present key vocabulary
and structures, and write them on the board.
- Invite students to predict the content and to formulate
hypotheses of what will appear in the text.
- Always ask students to give a quick look at the text and
identify the cognate words and the words they already know.
This will help them formulate more informed hypotheses and
also help them feel less insecure when facing a new text.
- Draw students attention to the structure of the text: layout,
punctuation, titles, subtitles, etc., to identify the type of text
they will be reading, all of which will also provide clues that
will help them understand the text.
- Do these activities quickly and take advantage of the interest
created to continue with the reading activities.
Reading:
- First ask students to read the text quickly to check their
predictions and hypotheses. Accept other information they
may have gathered, but do not go into details at this stage,
just concentrate on the general idea.
- Remind students of cognate words, which they can identify
easily, and which help comprehension and consequent task
realization. Present false cognates if there are any in the text.
- Read and clarify instructions with the class, and do the different
reading activities one by one, concentrating on the task assigned
and checking answers after each successive reading. Every time
students read the text, they should have a clear purpose and
task, provided in the instructions, which will help them focus
their attention and identify the information required.
- Help students recognize different supporting elements in the
written texts: text organization, reference markers, letter
types, graphic support, punctuation marks, illustrations, etc.
- Remind students of some general characteristics of text
organization: main ideas are usually at the beginning of each
paragraph, connectors give important clues and indicates
addition, but, however indicate contradiction, because
indicates a reason, or indicates alternatives, etc.
After reading:
- Help students summarize the text orally and / or in writing
using the models provided.
- Encourage reinforcement of vocabulary and grammar that
appeared in the text, always using the context and providing
further examples or similar contexts.
- Discuss the topic of the lesson, help students reflect on the
contents and highlight the values presented, making them
notice the connections with their own reality.
- Make use of the FL (Fast learners) activities or the cartoon
strip episode in the Students Book and of the complementary
activities in the Teachers Book to provide further practice in a
freer context, either for the whole class or for faster, keener
students. Invite them to make comments on the contents and
share them with the rest of the class.
- Encourage students to make use of the Reflections section to
evaluate their own performance in the lesson.
Developing oral expression
At the beginning of the course, prepare a poster / posters with
the class, showing the expressions they must use as part of the
classroom interaction. You may use different colours to classify
them into:
a. Greetings: Good morning, good afternoon, hello, hi, good-
bye, bye. How are you today? Im (not) very well, thank you.
And you? Teach them to address you as Mr. / Miss / Mrs. plus
your surname.
b. Asking for help or clarification: How do you say / spell /
pronounce ...?, Can you help me, please? Can you repeat,
please? Can you play the recording again, please? Can I / we
use the dictionary / the computer? Can I work with ...? Can
you tell / give me ...?
c. Expressing feelings: Im sorry / happy / impressed / tired / ill
/ worried. Id be happy to ... . I like ... . I dont like ... . I liked
... . I didnt like ... .
Encourage students to use English to do the different speaking
activities that show comprehension.
Choose relevant parts of the listening texts, especially
dialogues, for students to listen, repeat and try to memorize
and present in front of the class.
Create a positive atmosphere in the classroom to facilitate
students participation in oral exchanges.
Make use of the pronunciation activities to help
students practice pronunciation, accentuation and intonation.
Please note that the icon uses the symbol // - the most
frequent vowel sound in English - to indicate the type of
exercise, but it does not represent the sound to be practiced.
Developing written expression
Always provide a model for students to follow. Go from simple,
very guided activities to more complex ones: just words that
students use to fill in blanks, or exercises in which they put
words in order to form sentences, short answers to simple
questions, using a pattern given and substituting some
elements, etc.
Make students aware of punctuation marks and connectors to
be used.
Check written work while walking around the classroom, or
collect notebooks, or provide the correct versions on the board
or an on a transparency.
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Greetings:
Good morning / Good afternoon / Hello / Hi.
Good bye / See you tomorrow / See you later.
Have a nice weekend / Enjoy your holiday.
Moods and feelings:
A: How are you today?
B: Im fine / Im great / OK / Very well, thank you.
Im not very well / I have a problem / Im feeling low / Im sad.
Asking for clarification (STUDENTS)
Can you repeat that, please?
Can you say that again, please?
Sorry? I didnt understand very well.
Can you help me with this exercise, please?
Encouragement (TEACHERS)
Well done!
Good!
Excellent!
Good work!
Congratulations!
The date
A: What day is it today?
B: Its Monday / Its Tuesday / Its Wednesday / Its Thursday /
Its Friday / Its Saturday / Its Sunday
A: Whats the date today?
B: Its (Monday) March 9
th
.
The weather
A: Whats the weather like today?
B: Its sunny / Its cloudy / Its hot / Its cold / Its nice and warm /
Its nice and cool. Its raining / Its snowing.
CLASSROOM LANGUAGE
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The time
A: Whats the time? / What time is it?
B: Its one oclock. / Its two oclock. / Its three oclock. /
Its ten oclock. / Its twelve oclock.
B: Its quarter past nine. Its half past ten. Its five past eleven./ Its
ten past twelve / Its twenty past one/ Its twenty five past two.
B: Its a quarter to eight. Its twenty five to nine / Its twenty to
ten/ Its ten to three/ Its five to four.
Some Commands and Instructions (TEACHERS)
Add more words.
Answer the questions.
Be quiet.
Check your answers
Check your predictions.
Close the door.
Come to the board.
Compare your answers.
Compare your answers in your group.
Complete the paragraph.
Complete the sentences.
Complete the summary.
Complete the table.
Copy the instructions.
Cross out the words you do not hear.
Discuss the ideas in your group.
Do exercise 1.
Do not write in ink.
Do not write in your book.
Fill in the blanks.
Find examples in the text.
Find out who wrote this poem.
Find the cognates in the text.
Go to the board.
Identify the best description.
Listen to the recording.
Listen.
Look.
Look at the pictures.
Look up these words in the dictionary.
Make a list.
Make a list of topics.
Make some notes.
Match the pictures.
Name three activities.
Open the window.
Open your books.
Pay attention, please.
Put the pictures in order.
Read the instructions.
Read the sentences.
Select the correct answer.
Silence, please.
Sit down.
Stand up.
Talk to your partner.
Thats all for today, thank you.
Work in groups of 4.
Work in groups of three or four.
Work with your partner.
Write the sentences.
Turn taking and permissions: (STUDENTS)
Its your turn.
Sorry, its my turn.
Excuse me, can I say something?
Excuse me; can I leave the room for a minute?
Can I talk to you after the class?
May I go to the bathroom?
Encouragement: (TEACHERS)
Do it more carefully / Say it again / Try to correct that, please.
Not too bad / Youll do better next time / Keep trying!
Well done / Congratulations / Excellent / Good work.
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Nowadays, in the era of the information revolution and the
widespread use of the Internet in almost all spheres of life, it
seems that using computer technology in the teaching process is
more and more accepted and widespread.
The Internet can serve as a teaching medium, a rich resource of
materials of any kind (texts, pictures, sounds, music and films), and
teachers may use these as a basis for their lessons instead of texts
from the coursebook only. In this way, Internet-assisted lessons
may supplement teaching by adding an additional dimension to
the classroom. Students can use web resources to gather
information on various topics or prepare to present a project.
The Internet gives great possibilities for students individual
work, allowing them to work at their own pace, on the materials
they choose themselves, giving them variety and choice and
offering an attractive and interactive learning environment. This
is largely achieved by the use of communication tools such as
e-mail, chat or discussion groups. Due to these widely accessible
and inexpensive tools, any student can communicate with
people from different parts of the world.
How Useful is the Internet in the Classroom?
Students do online reading, listening, writing or speaking and
thus improve their skills.
Students encounter grammatical structures in real contexts.
The potential of communication tools may be exploited
through e-mail, chat, discussion groups, videoconferencing.
Activities demanding collaboration can be developed.
Internet-assisted instruction fosters learner independence.
Individual students find partners and can write e-mail letters
to them.
Collaborative work between schools can be developed.
How does the Internet Help the Teacher?
Teachers can gather information about different and varied
topics: facts, figures, and formulas; book reviews; historical
archives; authors; collaborative projects; lesson plans.
E-mailing, for example, can serve the goals of the teacher
reinforcing structures and lexis, enlarging students knowledge
of the world and practicing the conventions of writing.
Teachers can easily find opportunities for professional
development through up-to-date resources and seminars.
Information Collection and Analysis
The use of the Internet allows students to practice and develop
web searching techniques, as well as analyze and critically
evaluate online sources. It is important to make sure that
students not only search for and find required information, but
also understand the materials and use their own words to
paraphrase the web sites. In this way, students need to use all
their learning skills and favourite techniques to collect, organize
and present the information found on the web. Web searches
help students develop analysis and synthesis skills, as well as
stimulate them to think critically.
Students should be taught how to evaluate sources and
discriminate between good and bad ones, and they should be
given constant guidance so that they are not overwhelmed by a
multitude of resources.
Some Tips to Develop Internet-safe Lessons
Never start lessons by having students use search engines on
their own.
Ask students to find very specific information, not just surf.
Always tell students to write down the URLs of the sites they
use for reports in a bibliographical format.
Dont send the entire class to the same site at the same time.
When possible, try to preview sites before students visit them.
URLs of web sites change all the time so try the links yourself first.
THE INTERNET IN THE LANGUAGE CLASSROOM
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Web sites made available to students and teachers:
http://www.link2english.com
(Mary Glasgow Magazines)
http://www.onestopenglish.com
(MacMillan\Heinemann)
http://www.holidays.net
(a website devoted to information about various celebrations
and religious holidays)
http://www.geocities.com
(pages with information about various countries)
http://www.members.tripod.com/~towerofenglish
http://esl.about.com
(part of the About.com portal, devoted to ESL problems and
activities)
http://www.eslcafe.com
http://www.longman-elt.com
(Pearson Education)
http://www.enciclopedia-sm.com/youandinternet.asp
Some advice on how to use the Internet with your students
(Spanish)
http://www.cln.org/int_projects.html
The sites here will aid teachers who are looking for Internet
projects for their classes.
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This Teacher's Book (TB) is a step by step
guide that will help you to do the exercises
in the Student's Book. The whole
minimized version of the Students' Book
double pages will allow you to immediately
find the instructions and orientations you
need to carry out the activities proposed.
Together with the minimized version of the
Student's book, you will find:
step by step methodological instructions
and orientations to work with all the
activities contained in the Students' book.
These will be very helpful, as they will
suggest ways to solve possible problems
and also ideas to improve students'
learning process.
The active vocabulary that students may
need to understand the texts and carry out
the different tasks in each lesson.
Cultural notes related to the topic of
the lesson that you can find at the end of
every unit.
The learning abilities to develop in each
activity.
The transcript of the listening texts, the
pronunciation exercises and the oral
practice activities are at the end of the unit.
The track number corresponding to
the activity is indicated in the icon.
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USING THE TB
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Questions or instructions to help students
think and reflect on their learning process.
These indicate the level of difficulty of
each activity.
+: low;
++: medium;
+++: high.
Section that contains explanations and
orientations to help students deal with
structures that have appeared in each
lesson.
The answers for each activity.
You will find information about a possible
error at the end of the unit.
Special notes that will show students
differences between American and
British English.
Section that provides interesting
information on the topic of the lesson.
: Fast Learners. Activity for keener or
faster students.
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SUGGESTED YEAR PLANNING
UNIT 1 WELCOME, FRIENDS
Minimum Obligatory Contents
Topic
Friends
Listening comprehension
Morpho syntactic Elements
Affirmative, negative and interrogative
sentences
Present Simple and Continuous
Going to
Modal verb can
Strategies
To use previous experience and knowledge
of the topic.
To identify key words to get the general
idea.
To use context, mimicry and familiar words
to predict possible meaning of new words.
To relate new and old information.
To distinguish phonemes that can interfere
with communication.
To relate oral and written version of words,
phrases and sentences.
To integrate written production by writing
words to consolidate key lexical items.
To integrate oral and written expression
through the use of short phrases and
sentences to show listening
comprehension.
Reading Comprehension
Language: direct and metaphorical
Morphosyntactic Elements
sentences
Going to
Modal verb can
Strategies
To use context and previous knowledge of
the language to predict development of
the text.
To skim the text to identify the general
idea.
To scan the text to identify specific
information.
To relate explicit information to make
simple inferences.
To use previous knowledge of words to
infer the meaning of new words.
To look up the meaning of key lexical items
in the dictionary.
To integrate written expression to
consolidate thematic vocabulary and key
grammatical items.
To integrate the written and spoken
version of words to learn their
pronunciation and spelling.
To incorporate oral and written expression
through the use of phrases and short
sentences.
To use Spanish to show comprehension
when necessary.
Oral Expression
Communicative Functions
To talk about favorite activities
To discuss future plans
sentences
Going to
Modal verb can
Lexical Elements
500 high frequency words in oral texts.
Pronunciation
English phonemes
Strategies
To use everyday fixed phrases and
sentences in personally relevant contexts.
To use high frequency words and the
thematic vocabulary of the level in
personally relevant contexts.
To use expressions associated with the
communicative functions of the level in
To integrate listening as basic input for
interaction.
To integrate reading as a source of
information to produce oral texts.
To discriminate, imitate and repeat
phonemes.
To relate written and spoken version of
sounds to identify and incorporate
intonation patterns.
Written Expression
sentences
Going to
Modal verb can
Include punctuation marks such as: period
and capital letters.
Include 300 most frequent words in written
texts.
Strategies
To imitate models to write own sentences.
To use connectors to link sentences
coherently.
To write answers to questions.
To replace information in model texts with
personal information.
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Acquisition of
vocabulary related to
feelings and free time
activities.
The use of the Simple
Present and going to for
future plans.
Exchange information
about likes, dislikes and
favorite activities.
Effective and efficient
use of writing skills as a
means of
communication.
Expected Outcome Time
20 class hours for
the main body of
text.
3 class hours for
evaluation.
3 class hours for
consolidation and
complementary
activities.
1 class hour for
the cartoon strip.
Resources
Poems.
Songs.
Online messages.
Telephone
conversations.
Conversations.
Tongue twisters.
Personal
information.
E-mails.
Dialogues.
Paragraphs about
Information in a
graphic organizer.
Paragraphs about
future plans.
Attitudes
Show positive
attitudes when
working in groups
or pairs.
Appreciate the
importance of
true friends.
Evaluation
Reflections
Metacognition
Minitests
Listening
Reading
Language
Synthesis
Test your
Knowledge
Listening
Reading
Language
Oral expression
Self-evaluation
Reading and
Listening tests
Observation sheets
Rubrics.
Learning Abilities
To listen and identify
general and specific
information, implicit and
explicit.
To read and identify
general and specific
information.
To say short simple
messages about the
topics of the lessons.
To write short simple
messages about the
topics of the lessons.
To understand high
frequency words and the
thematic vocabulary of
the lessons in oral and
written texts.
To develop awareness of
cultural diversity and
respect for the English
language.
UNIT 1
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WELCOME, FRIENDS
IN THIS UNIT YOU WILL USE
THE FOLLOWING TEXT-TYPES:
Reading
Personal information
E-mail
Poems
Listening
Phone call
Conversation
YOU WILL DEVELOP THESE
ABILITIES
Listening
To discriminate sounds and
intonation pattern
To identify the correct sequence of
events
To predict topic from the context
To relate written and spoken versionns
Reading
To discriminate between correct
and incorrect information
To get the main idea from cognates
To recognize type and purpose of
the text
To relate topic and personal
knowledge
Speaking
To talk about favourite activities
To talk about future plans
To use everyday English
Writing
favourite activities
To present information in a graphic
organizer
To write about future plans
YOU WILL LEARN THE
FOLLOWING LANGUAGE
To express likes and dislikes
To express possibility
To use going to for future plans
To use the Simple Present
Words that describe feelings
Words related to free time
activities
YOU WILL PAY SPECIAL
ATTENTION TO THESE VALUES:
To show positive attitudes when
working in groups or pairs
To value the importance of true
friends
UNIT 1
WELCOME, FRIENDS
WELCOME, FRIENDS
1. Read the short poem. Do you like it?
Friends at school
Are big and small.
Friends at school
Are best of all!
2. Make a list with the names of your friends.
3. Think about the things you like to do together. Compare with your partner.
9
GETTING READY
YOU WILL LEARN THE
FOLLOWING LANGUAGE:
To express likes and dislikes.
To express possibility.
To use going to for future plans.
To use the Simple Present.
Words that describe feelings.
activities.
ABILITIES:
YOU W
ILL PAY SPECIAL
ATTEN
TION
TO THESE VALUES:
Positive attitudes w
hen w
orking
in groups or pairs.
The im
portance of true friends.
READING
Personal
information.
An e-mail.
Poems.
LISTENING
A phone call.
A conversation.
LISTENING
To identify the correct sequence of
events.
To predict topic from the context.
To relate written and spoken
versions.
READING
and incorrect information.
To get the main idea from
cognates.
To recognize type and purpose of
the text.
To relate topic and personal
knowledge.
SPEAKING
To talk about favorite activities.
To talk about future plans.
To use everyday English.
WRITING
To present information in a
graphic organizer.
To write about future plans.
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GETTING READY
1. Introduce the unit asking the students
to say what they can see in the pictures.
Ask them if the children in the pictures
are happy, if they are having a good
time, why. Introduce the topic of
friends and friendship reading the
short poem aloud.
2. Tell the students to make a list with the
names of their friends.
3. Elicit names of activities children do
with friends. Ask the students to think
which of them they enjoy doing with
their friends and make them compare
ideas with their partners.
sw
im
sin
g
p
lay th
e g
u
itar
p
lay ten
n
is
PICTIONARY
d
o
exp
erim
en
ts
UNIT 1
10
1. Have a quick look at the text and identify all the cognates and familiar
words.
2. Read the verbs in the box and write them in the correct column of
the chart. Use a dictionary if necessary.
3. Read the words in the Pictionary and predict the topic of the text.
4. Look at the pictures of the children on page 11 and answer Kellys
question.
READI NG
BEFORE READI NG
5. Read the texts on page 11 and check if you were right about the
childrens favorite activities.
6. Who is who? Match each text on page 11 (I - IV) with the
corresponding picture (a. - d.).
7. Write the name of each child on page 11 in the correct column,
according to their preferences.
Im thirteen years
old. I am the
reporter of the
school magazine.
I have many
friends. They have
different interests.
Can you guess
their favorite
activities?
Hi, my name is
KELLY HARDROCK.
like hate enjoy love dont like
Positive Negative
NEW FRIENDS Lesson 1
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BEFORE READING
1. + Ask your students to have a quick
look at the texts and identify all the
familiar words. Explain that these
words that look similar and have the
same meaning as in Spanish are called
cognates and are very helpful to
understand any text in English.
(L.A: to identify cognates).
Answers: reporter, magazine,
different, interests, lab, experiments,
music, animals, family, favorite,
activity, chat, guitar, sports, physical,
exercise, football, tennis, science,
history, maths.
2. ++Ask students to read the verbs in
the box and classify them in the chart.
Let them use a dictionary if necessary.
(L.A: to understand key words).
Answers:
Positive: like, enjoy, love.
Negative: hate, dont like.
3. +Ask the students to look at the words
and their meanings in the Pictionary.
Invite them to make predictions about
the topic of the lesson.
Do not check students predictions at
this point.
(L.A: to predict content from visual clues).
PICTIONARY
doing experiments: hacer experimentos
playing tennis: jugar tennis
playing the guitar: tocar guitarra
singing: cantar
swimming: nadar
4. ++ Tell the students to read what
Kelly says and to answer her question.
Invite them to make predictions about
the children's favorite activities based
on the pictures and tell them to make
notes in their notebooks. Do not check
students' predictions at this point.
(L.A: to predict content from visual
clues).
It would be a good moment to
introduce the main characters of the
conductive thread of the book. Explain
that they are a group of children who
will be sharing their experiences
throughout the units of the book:
American children Kelly Hardrock and
her brother Matt, their Chilean cyber-
friend Ignacio; Ema, a Chilean girl who
is a student at the same school as Kelly
and Matt, and their friends.
READING
5. +The students read the texts quickly
and check their predictions. Remind
them that this first reading is only to
check their predictions.
(L.A: to validate predictions).
Answers: Will vary.
6. +++Read the instruction aloud and
make sure the students understand they
WELCOME, FRIENDS
11
8. Read the texts and find information that contradicts these statements.
a. Ann loves physical exercise.
b. Dan loves History, Science and Maths.
c. Andy wants to be a singer.
d. Ema doesnt use her computer.
I. Im Andy. Im
thirteen too. I love
studying and doing
research. I also like
working in the
school lab and
enjoy doing
experiments. Music?
I cant sing Happy
Birthday!
II. My name is Ema and
Im from Chile. Im
fourteen. I love
animals and Ive got
three pets. Im living
abroad with my
family so my favorite
activity is to chat
with my friends. I
miss them a lot!
III. Im Ann. Im
thirteen.
I enjoy playing
the guitar and
singing. Sports?
Oh, no! I hate
doing physical
exercise!
IV. Im Dan. Im
fourteen.
I like playing
football and tennis
but what I really
love is swimming.
Science? History?
Maths? No,
thanks!
a
b
c
d
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have to match each description with the
correct picture. Match the first text and
picture as an example. Check orally.
(L.A: to match visual elements and
information).
Answers: a. 3. b. 1. c. 4. d. 2.
7. + Students write the name of the
children in the correct column
according to their likes and dislikes.
(L.A: to find and classify specific
information).
Answers: Ann - Andy - Dan - Ann -
Andy - Dan - Ema.
8. ++ Read the sentences aloud and
explain that the information is false.
Students have to find the correct
information. Check orally.
(L.A: to identify correct and incorrect
information).
Answers: a. Ann hates doing physical
exercise b. Dan likes playing
football and tennis - He loves
swimming (Science, History,
Maths? No, Thanks). c. Andy can't be
a singer, he can't sing Happy
Birthday. d. Ema uses her computer
a lot; her favorite activity is to chat
with friends.
See Background information- History of
American Football at the end of the unit.
UNIT 1
12
AFTER READI NG
9. Say these pairs of numbers paying special attention to the stress,
which clarifies the difference between them.
13 - 30 14 - 40 15 - 50 16 - 60
17 - 70 18 - 80 19 - 90
10. Read the bubbles. Then complete them with the expressions in the
box.
playing the piano origin of things all the capitals English
doing experiments in the lab people from other countries
mixtures and formulas about the past Venezuela
My favorite subject is science.
I love ________________________________________.
For me, ________________________________________
are great!
My favorite subject is history. I really like
to know ________________________________________,
the ________________________________________,
peoples customs and different cultures.
I love foreign languages.
I love speaking with ___________________
_______________. Thats why Im studying
_______________.
I like music
a lot! For me, the best
time at school is when Im
_____________________
_____________.
My favorite subject
is geography. I know
___________________________
by heart! Do you know the capital
of _______________?
a b
c d e
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AFTER READING
9. + First play the recording and ask
the students only to listen. Then play the
recording again for students to repeat
each pair of numbers. Make sure they
distinguish the difference in
pronunciation and accentuation:
'thir`teen - `thirty; 'four`teen - `forty;
'fif`teen - `fifty; 'six`teen - `sixty;
'seven`teen - `seventy; 'eigh`teen -
`eighty; 'nine`teen - `ninety.
(L.A: to discriminate accentuation
patterns; to imitate a model).
See Error Alert! of at the end of the Unit.
10. +++ Tell the students to read the
speech bubbles and to identify the
corresponding school subject in the
box. Ask them to complete each
bubble with the expressions in the
box. Help them to find the clue words
related to each subject. Check orally.
You can ask your students to talk
about their favorite subjects at school
(they can also mention their friends'
favorite subjects) in order to connect
the topic to their everyday life.
(L.A: to identify specific information).
Answers:
a. My favourite subject is Science.
I love doing experiments in the
lab. For me, mixtures and
formulas are great!
b. My favourite subject is History. I
really like to know about the past,
the origin of things, peoples
customs and different cultures.
c. I love foreign languages. I love
speaking with people from
other countries. Thats why Im
studying English.
1
d. I like music a lot! For me, the best
time at school is when Im playing
the piano.
e. My favourite subject is Geography.
I know all the capitals by heart! Do
you know the capital of
Venezuela?
__________________________
LANGUAGE FOCUS Interests and
favourite activities
This section is designed to help students
revise or discover a particular grammar
structure or an interesting item of
vocabulary from the text.
The activities are meant to promote
independent learning, so help, guide and
check, but do not provide the answers.
Answers: like, enjoy, hate, love.
__________________________
11. + First students only listen.
Then they listen and repeat the
conversation.
(L.A: to imitate a model).
12. ++ Read the instruction with the
class and make sure all the students
understand the exercise. Ask your
students to work in groups. If it is
2
L A N G UA G E F O C U S Interests and favorite activities
1. Read these sentences from the text.
I enjoy playing the guitar.
I love studying and doing research.
2. Complete the rule.
When we talk about interests and favorite activities, we use the verbs:
____________, ____________, ____________, ___________+ verbs + -ing
WELCOME, FRIENDS
13
11. Listen and repeat this conversation. Then role-play it with your
partner changing the parts underlined.
K: What's your name?
D: Dan Peterson.
K: How old are you?
D: I'm fourteen.
K: What are your favorite activities?
D: I like playing football and tennis.
K: And what do you like doing after school?
D: I like swimming.
12. Ask three classmates the questions in exercise 11 and complete the
chart with their answers.
13. Complete the following paragraph about your favorite activities.
I like ________, ___________ and ___________ but what I really love
is ______________________.
I dont like ___________ and I definitely hate ______________.
My friends like ___________, but they dont like ______________.
FL
REFLECTIONS
What problems did I have to
talk about my favorite
activities in English?
What can I do to do better
next time?
Name Age Activities
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acceptable, you can tell them to move
around the classroom to ask and
answer the questions. As most
students are about the same age,
encourage them to give their exact
age: I'm twelve years, three months
and twenty days old.
(L.A: to exchange personal
information).
Answers: Will vary.
REFLECTIONS
The purpose of this activity is to help
students reflect on their learning process
and to raise their awareness of how they
develop their own learning strategies to
become more effective learners. They
should work on their own but you may help
and guide them when necessary. Encourage
them to keep a record of their answers in a
special section of their notebooks.
The students read the questions and
identify:
a. the main problems they had in their
oral production.
b. actions they can take to improve in
future oral activities.
13. ++ Ask fast finishers to
complete the paragraph about their
favorite activities, using the structure
in the Language Focus. They can share
their answers with the class. Check
that they use the -ing form after like,
love, hate, enjoy.
(L.A: to relate topic and personal
experiences).
Answers: Will vary.
FL
UNIT 1
14
1. Do you know the meaning of cyber-pal? What is it?
2. Kelly and her brother Matt are Ignacios cyber- pals. Their father,
Mr. John Hardrock, works in the north of Chile. The children are in Chile
for the first time visiting him. Can you guess where they are from?
3. Match the verbs in the box with the pictures and guess their meaning
in Spanish. Then check with the dictionary.
4. Read the words in the Pictionary and classify them under these labels.
BEFORE LI STENI NG
5. Listen to the telephone conversation and check your prediction
in exercise 2.
6. Listen again and choose the best answer.
a. Who is talking?
i. Two boys ii. Two girls iii. A boy and a girl
b. Where is Kelly calling from?
i. Texas ii. Santiago iii. Antofagasta
LI STENI NG
land ring take meet
American English:
Cyber-pal
British English:
Cyber-friend
Time Actions Location
tod
ay
leave
early
arrive
PICTIONARY
arou
n
d
A TRIP TO THE CAPITAL Lesson 2
a
b
c d
7 : 00 am
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BEFORE LISTENING
1. + Introduce the lesson making the
students infer the meaning of cyber-
friend. Write it on the board and elicit
ideas.
(L.A: to infer meaning of key word).
2. + Read the instruction aloud and
make sure the students identify Kelly,
the girl who appeared in the first
lesson. Elicit predictions about the
country the children come from.
(L.A: to predict topic from the context).
American v/s British English
Draw students' attention to the two different
words used in each variety of English.
Remind them that both the British and the
American versions are correct, but that they
should choose one variety and stick to it.
3. ++ The students form groups to
match the verbs and the pictures. They
can use the dictionary to check the
meanings in Spanish. Choose one
student per group to share the answers
with the class.
(L. A: to understand key words).
Answers: a. meet. b. land.
c. ring. d. take.
4. ++ Tell the students to read the
words in the Pictionary and then
classify them in the chart according to
their meanings.
Answers:
Time: around early
Actions: arrive leave
Locations: above
PICTIONARY
around: alrededor
arrive: llegar
early: temprano
leave: partir
today: hoy
LISTENING
5. + Tell the students they are going
to listen to a telephone conversation
between Kelly and Ignacio and to check
their predictions in exercise 2. It is
important to emphasize that this first
listening is only to get the general
meaning of the text and to check their
predictions, therefore it is not necessary
to understand every single word.
Answers: Texas, USA.
6. ++ Read the questions aloud and
help students discover the kind of
information they are going to look for.
The students listen to the recording
again and concentrate on the specific
information required. Check orally.
information).
3
7. Listen and number the places in the order they appear in the
conversation.
__ airport __ palace __ museum __ hospital __ park __ hotel
__ mountains __ cathedral __ train station __ shopping center
8. Listen to the conversation again and circle the correct alternative
a. The plane landed at
WELCOME, FRIENDS
15
b. The children are staying at
9. Listen once more and number the events in the order they happen.
_____ Kelly arrives in Santiago. _____ Kelly leaves for Antofagasta.
_____ Kelly calls Ignacio. _____ Kelly arrives at a hotel.
c. They are leaving for Antofagasta on
d. They will go to Antofagasta by
8 : 00
REFLECTIONS
When did I need the teachers
assistance to understand the
text?
What new words did I learn?
1
i
five fifteen
ii
eight oclock
7 : 30
iii
seven thirty
5 : 15
i
a friends house
ii
a hotel
iii
a shopping center
i
bus
ii
plane
iii
train
i
Saturday
ii
Wednesday
iii
Friday
AFTER LI STENI NG
10. First only listen to the tongue twister and then listen and repeat.
Six sick sea serpents, swam the seven seas,
How many seas, did Kelly and Matt swim?
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Answers:
a. iii. A boy and a girl.
b. ii. Santiago.
7. +The students listen to the recording
again and number the places in the
order they are mentioned. Check orally.
(L.A: to identify the correct sequence
of events).
Answers: 1. hotel. 2. mountains.
3. museum. 4. palace. 5. shopping
center. 6. airport.
8. ++ The students listen to the
conversation once more and select the
correct alternative for each statement.
Guide them to concentrate on the kind
of information that is required.
Example: a. numbers / the time; b.
places; c. days of the week; d. means of
transport. Check orally.
information).
Answers: a. i. b. ii. c. iii. d. ii.
9. +++ Write the sentences on the
board and tell the students to put the
events in order. Then play the
recording.
of events).
Answers: 1. Kelly arrives in Santiago.
2. Kelly arrives at a hotel. 3. Kelly calls
Ignacio. 4. Kelly leaves for
Antofagasta.
REFLECTIONS
should work on their own but you may
help and guide them when necessary.
Encourage them to keep a record of their
answers in a special section of their
notebooks.
identify:
a. the occasions in which they needed
the teachers assistance to understand
the text.
b. the new words they learnt during the
lesson.
AFTER LISTENING
10. + Play the recording and ask the
students only to listen. Then they listen
and repeat the tongue twister split in
four parts.
4
M
X
Z
U
T
E
UNIT 1
16
11. Complete the following sentences with the Present Continuous tense.
a. Kelly _______________ from Santiago. (ring)
b. Kelly and Matt _______________ their father. (visit)
c. They _______________ in a hotel in Santiago. (stay)
d. They _______________ to Antofagasta on Friday. (travel)
12. Find four more places in the Word Search building.
13. Read the dialogue and
a. identify the expression you use to:
i. begin the conversation: _________________________________
ii. identify yourself: ______________________________________
iii. ask to talk to somebody: _______________________________
iv. offer to take a message: ________________________________
v. end the conversation: __________________________________
b. Practice and role-play the dialogue with your partner.
A: Hello.
B: Hi, this is Betty. Can I speak to George?
A: Sorry, he isnt at home. Can I take a message?
B: Can you tell him that Betty called?
A: OK, no problem.
14. In pairs, follow the pattern in exercise 13 and write a short
telephone conversation with your own ideas. Then role-play it.
FL
L A N G UA G E F O C U S The Present Continuous
1. Read the sentence from the text and another example.
a. Im ringing from Santiago. b. Im playing with my friends.
2. What do the sentences express?
To express actions that are happening at the moment, we use
____________________and the verb + ____________________.
K
M
O
U
W
E
B
O
O
K
S
H
O
P
L
I
B
R
A
R
Y
F
W
X
G
H
C
I
P
D
J
I
A
O
C
L
N
F
M
U
S
E
U
M
W
O
B
M
N
X
P
I
D
A
E
M
A
H
O
T
E
L G
K
L
American English:
Traveled
British English:
Travelled
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__________________________
LANGUAGE FOCUS The Present
Continuous
Remember that these activities are meant to
promote independent learning, so help,
guide and check, but do not give the answers.
1. The students revise the examples.
2. Guide the students to discover what
the sentences express.
Answers: Action happening now.
3. Ask the students to revise the
examples again and complete the rule
To express actions that are happening at
the moment, we use am / is / are and
the verb + ing.
__________________________
11. ++The students apply the structure
learnt in the Language Focus to
complete the sentences.
(L.A: to consolidate a language item).
Answers: a. is ringing. b. are visiting.
c. are staying. d. are traveling.
See Error Alert! of at the end of
the Unit.
Draw students' attention to the different
spelling of the same word used in each
variety of English. Remind them that both
the British and the American versions are
correct, but that they should choose one
variety and stick to it.
12. +Talk about the places in the city that
were mentioned in the conversation
(hotel, museum, shopping centre,
airport). Elicit the names of other places
in a city and encourage the students to
find them in the Word Search puzzle.
(L.A: to consolidate key words).
Answers: cinema museum
bookshop library.
13. +++
a. Ask the students to read the
dialogue and identify the
different expressions in each
stage of the conversation.
(L.A: to identify specific information
and communicative function).
Answers:
i. Hello.
ii. Hi, this is Betty.
iii. Can I speak to George?
iv. Can I take a message?
v. OK, no problem.
b. Students listen, practice and
roleplay the telephone
conversation in pairs.
14. +++Encourage fast finishers to
write a short telephone conversation
using their own ideas, and then to act
it out in front of their classmates.
(L.A: to write a telephone conversation
following a model).
FL
5
MINI - TEST MINI - TEST
5. Complete the following sentences that express likes and dislikes.
a. I love ________________ but I dont ________________.
b. My best friend hates ________________.
c. My little sister enjoys ________________.
6. Complete the following dialogue with the Present Continuous Tense.
A:Hi, can I speak to Patty?
B: Sorry, she ________________ at the moment. (sleep) Can I take a message?
A:Can you tell her we ________________ at Jims place? (wait)
B: Sure!
WELCOME, FRIENDS
17
1. Read the texts in lesson 1 again and choose the correct answer to the question.
What are the children doing?
a. They are giving instructions.
b. They are introducing themselves.
c. They are introducing their friends.
2. Find sentences in the text that support the following ideas. Write them here.
a. Ann doesnt like sports. _____________________________________________________
b. Dan has a favorite activity. __________________________________________________
c. Andy likes science. _________________________________________________________
READI NG
2 pts
3. Listen to the conversation in lesson 2 again and say why these sentences are false.
a. Kelly and her brother traveled by bus.
b. They are leaving for the south on Friday.
c. Kelly doesnt want to meet Ignacios friends.
4. Who said the following, Kelly or Ignacio?
a. ________________ Wow! How early!
b. ________________ What can we do here?
c. ________________ Ill ask my mother to pick you up.
LI STENI NG
3 pts
LANGUAGE
2 pts
3 pts
3 pts
0-4
Keep trying
5-9
Review!
10-13
Well done!
14-17
Excellent!
total
score
17 pts
4 pts
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MINI - TEST
The mini-tests provide material to check
and revise students progress and, at the
same time, information for the teacher
about any points that the majority of the
students may have problems with. Make
sure they understand what they are
expected to do, play the recording again for
the listening part and give them time to
answer individually.
Answers:
READING
1. b.
2. a. I hate doing physical exercise;
b. What I really love is swimming;
c. I like working in the school lab and
doing experiments.
LISTENING
3. a. false. They traveled by plane;
b. false. They are leaving for the north;
d. false. She says its great.
4. a. Ignacio; b. Kelly; c. Ignacio
3
LANGUAGE
5. Will vary. Check that students use the
ing form of verbs after love, hate, enjoy.
6. is sleeping; are waiting.
m
iss
eat
d
rin
k
PICTIONARY
UNIT 1
18
2. Have a quick look at the e-mail on page 19 and identify all the words
that look similar in Spanish.
3. Ema sends this e-mail to her Chilean friends telling them about her
new city. Do you think she likes it?
4. Read the words in the Pictionary and match them with their
meanings or synonyms below. Two meanings are not necessary.
a. every day
b. feel nostalgic for
c. take food into your mouth
d. take liquid into your mouth
e. topic
1. Look at the picture and answer these questions with your partner.
a. Who can you see in the picture? b. Where is she living with her family?
BEFORE READI NG
READI NG
5. Read the e-mail and find information to support the idea that Ema
likes or doesnt like the city.
LIVING ABROAD Lesson 3
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BEFORE READING
1. + Ask the students to answer the
questions in pairs. Check orally and
make sure that all of them recognize
the Chilean girl. Students may use
Spanish if necessary, but encourage
them to use the vocabulary from
previous lessons.
See Background information at the
end of the unit.
Answers: a. Ema is in the picture, b.
Shes living in USA.
2. + Read the instruction aloud and
check that the students understand the
task. Remind them that they must take
just a very quick look at the text, only to
find the cognates.
3. +Again the students give a very quick
look at the text, to find words that can
help them answer the question, like:
interesting, great, fantastic, beautiful,
delicious, nice, enjoying.
(L.A: to predict content from key words).
4. +The students read the words in the
Pictionary and identify their meanings
or synonyms in the list provided. Tell
them there are two meanings they do
not need to use.
Answers: drink - d. eat - c. miss - b.
PICTIONARY
drink: beber
eat: comer
miss: extraar, echar de menos
1
2
3
Compose Mail
Quick contacts
Search, add or invite
Send
To:
From:
Subject:
Save Now Discard
Search Mail Search the Web
Add Cc Add Bcc
Attach a file
Plain text
Show search options
Create a Filter
Inbox
Starred
Chats
Sent Mail
Drafts
All Mail
Spam
Trash
Contacts
Show all
Sign out
Check spelling
Settings Help
Send Save Now Discard
WELCOME, FRIENDS
19
Hi everyone! Greetings from my new school in San
Antonio, Texas.
This is an interesting city and I can do different things.
There are two great places: Seaworld, a famous
marine life theme park that has three daily shows with
whales, seals and dolphins, and the San Antonio Zoo.
Its fantastic!
We live in a beautiful area and my school is near our
house. My favorite place is the Riverwalk, a canal that
crosses the center. We can go down the river in a boat
or walk along it; there are many places to sit, talk, and
have something to eat or drink. Mexican food is
delicious, and we can also listen to Mariachi music!
This is a beautiful city and the people are very nice.
Ive got some new friends but I miss you all a lot!
Write and tell me if you liked the photos!
Love,
Ema
ignacio_superboy@yahoo.com
ema_2008@gmail.com
News from Texas
http://www.topics-mag.com/edition23/ favorite_cities/san-antonio.htm
Did you know that
the Chilean flag is similar
to the Texan flag? Both
are white, blue and red,
and have a white star.
6. Read the text more carefully and choose the best alternative.
a. San Antonio is a ______________ city.
i. European ii. South American iii. North American
b. It is an interesting place for people who like ______________.
i. pretty flowers ii. interesting architecture iii. animals
c. People can see shows at Seaworld ______________.
i. every day ii. twice a week iii. every weekend
d. The Riverwalk is a canal in the ______________.
i. suburbs ii. country iii. center of the city
e. You can enjoy food, drinks and music from ______________.
i. Colombia ii. Mxico iii. Per
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READING
5. ++The students read the text again
and find supporting information that
indicates if Ema likes the city or not.
Check orally.
(L.A: to find general and supporting
information).
Answers:
Yes, she likes the city.
Supporting information: This is an
interesting city. It's fantastic. We live in
a beautiful area. My favorite place is
the Riverwalk. Mexican food is
delicious. This is a beautiful city. The
people are very nice.
6. ++ Read the incomplete sentences
and the alternatives with the class. The
students read the mail again to choose
the correct alternative.
information).
Answers: a. iii. b. iii. c. i. d. iii. e. ii.
Did you know that
Let students read this section on their
own and share comments in their groups.
For more information on the Did you know
that section see page 7 of the
Introduction.
AFTER READI NG
L A N G UA G E F O C U S Can / cant
1. Find these sentences in the text.
.in this city, you can do many things.
you can visit museums.
You can go down the river in a boat.
We use __________ when we want to express the possibility to do
something.
We use __________when we dont have the possibility.
3. Find out how we ask questions about possibility or ability.
8. Complete the following e-mail with can or cant.
UNIT 1
20
7. Read Emas e-mail again and complete the diagram with information
from the text.
Places you can visit
Activities you can do
__________________
__________________
__________________
__________________
__________________
__________________
Food you can eat
__________________
__________________
__________________
Name of the city _________________
American English:
Center / downtown
British English:
Centre
1
2
3
Compose Mail
Quick contacts
Search, add or invite
Send
To:
From:
Subject:
Save Now Discard
Add Cc Add Bcc
Attach a file
Plain text Check spelling
Inbox
Starred
Chats
Sent Mail
Drafts
All Mail
Spam
Trash
Contacts
Send Save Now Discard
I live in a town called Dalcahue in Chilo. There isnt a museum in Dalcahue so you
_____ see exhibits, but there is a post office and restaurants so you _____ send letters
and you _____ eat typical food.
Dalcahue is very popular with tourists so you ______ find people from all over the
world and you ______ hear people speaking in different languages.
andy_soccer@walla.com
pedro_chilote@entelchile.net
About Dalcahue
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7. Copy the diagram on the board. The
students read the mail once more to
find and write the corresponding
information.
(L.A: to find and classify information).
Answers:
Name of the city: San Antonio, Texas
Places you can visit: Seaworld, Zoo,
Riverwalk.
Food you can eat: Mexican food.
Activities you can do: walk down the
river, sail a boat, listen to music, eat
traditional food, sit, talk.
Remind them that both the British and
the American versions are correct, but
that they should choose one variety and
stick to it.
AFTER READING
__________________________
LANGUAGE FOCUS Can / cant
Remember that this section is designed to
help students revise or discover by
themselves a particular grammar
1. Invite the students to locate the
sentences in the text, paying special
attention to the words in bold.
2. Help the students to complete the rule.
Answers: can; cant.
3. Elicit the structure for the interrogative
form and write the answer on the board.
Answers: Can you?
__________________________
8. ++Tell students to complete the e-
mail applying the structure in the
Language Focus. Check orally.
(L.A: to consolidate a language aspect).
Answers: cant; can; can; can; can.
9. +++Form groups of six students and
ask them to carry out a survey of the
things their friends can / can't do. Elicit
the questions they have to ask and write
them on the board: Can you dance / play
the piano / sing / cook / speak English /
swim? Encourage them to apply the
survey to other friends or relatives as
homework and to take notes in their
notebooks. Make some students report
the results of the survey in their groups.
(L.A: to relate content to own reality).
10. + First the students only listen.
Then they listen and repeat.
(L.A: to imitate a model of
pronunciation).
11. +++ Ask the students to read the
email they completed in exercise 8. Then,
they form groups to write a similar one
about their area, including information
of the places people can visit and the
things people can / can't do.
(L.A: to use information to create a
new text).
6
WELCOME, FRIENDS
21
9. In your group, make a survey of the things your friends can / cant do.
Then complete the chart with a tick or a cross.
a
b
c
d
e
f
Hello!
Can you can a can as a canner can can a can?
11. Read the e-mail you completed in exercise 8 and write a similar one
to a friend abroad about your own city or town. Include information
about the places a tourist can visit and the things you can / cant do.
12. Use words from the three columns below to ask and answer
questions. Use this pattern.
Where can I _____________________?
You can ___________________ at the _______________.
borrow a book cafeteria
buy a movie cinema
have a newspaper ? library
send a postcard news dealers
take a soft drink post office
watch a train station
FL
REFLECTIONS
write sentences in English?
How did I relate the content of
the lesson and my own reality?
borrow a book
borrow a book library
Name Pedro
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12. ++ Fast finishers work in pairs
asking and answering questions
connecting words from the three
columns. Ask some pairs to share their
questions and answers with the class.
(L.A: to use information to participate
in a dialogue).
Answers: buy a newspaper -
newsagents; have a soft drink - cafeteria;
send a postcard - post office; take a train
- station; watch a movie - cinema
REFLECTIONS
notebooks.
FL
identify:
a. the main problems they had in their
written production.
b. the way they related the content of the
lesson to their own reality.
Saturday Sunday
UNIT 1
22
1. Match the actions and the photos.
2. What do you and your friends usually do at weekends?
3. Write the activities for your ideal weekend in the diary below. Be
imaginative!
4. Read the words in the Pictionary and look at the photos in exercise 1.
Predict what Andy, Ann and Emma are going to do.
rent movies ______ stay at home ______ visit friends _______
go to the mountains meet friends paint
prepare a barbecue rent DVDs stay at home
BEFORE LI STENI NG
w
eeken
d
w
eath
er
su
n
d
ay
p
ain
t
PICTIONARY
b
arb
ecu
e
WHAT ARE YOU GOING
TO DO NEXT WEEKEND? Lesson 4
a b c
d e f
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BEFORE LISTENING
1. + Ask the students to look at the
pictures and to match them with the
names of the activities.
Answers: a. prepare a barbecue.
b. stay at home. c. meet friends.
d. rent DVDs. e. go to the mountains.
f. paint.
2. ++Ask the students about their free
time activities. Encourage them to use
the new vocabulary from exercise 1 if
necessary.
(L.A: to relate topic and own experience).
3. +++The students copy the diary in
their notebooks and make notes about
their ideal weekend. Encourage them
to be as imaginative as possible.
Choose some students to share their
work with their classmates.
(L.A: to relate topic and own experience).
4. +Tell the students that they are going
to listen to a conversation in which
Ema (the Chilean girl living in Texas)
and her friends are talking about their
plans for the weekend. Invite your
students to revise their notes and
guess what Ema and her friends are
going to do.
(L.A: to predict from context).
PICTIONARY
barbecue: asado a la parrilla
paint: pintar
sunday: domingo
weather: tiempo, clima
weekend: fin de semana
LISTENING
5. + The students listen to the
recording and check their predictions.
Help them to concentrate their
attention on the names of the activities
that they can identify. Additionally, you
can make the students compare the
children's plans with their notes for
their ideal weekend in exercise 3. Which
is more exciting? Would they like to be
in their place?
6. ++ Students listen to the recording
again to number the sentences in the
order they hear them.
(L.A: to identify sequence of events).
Answers: d. 1. c. 2. b. 3. a. 4.
conversation once more and answer the
questions.
(L.A: to find specific information).
Answers: a. Ema's room. b. At the club.
7
L A N G UAG E F O C U S Future Plans
1. Study these examples.
Im going to tidy up my room.
He is going to paint his room.
He is not going to watch TV.
2. Complete this rule.
To talk about ________ we use the verbs To be + ________ + ________.
WELCOME, FRIENDS
23
5. Listen to the conversation and check your predictions.
6. Listen to the conversation again and number the sentences in the
order you hear them.
a. How about going to visit Dan this afternoon? ______
b. Im going to go to the club. ______
c. Im going to stay at home ______
d. Im going to visit my grandparents at the seaside. ______
7. Listen once more and answer these questions.
a. What is one of them going to paint?____________________________
b. Where is one of them going to meet some friends? ______________
LI STENI NG
8. What do you think Andy prefers?
a. Warm weather b. Cold weather
9. Match the pictures (a d) and the sentences (1 4).
AFTER LI STENI NG
1. Im going to call Kelly.
2. Im going to eat a sandwich.
3. Im going to play tennis.
4. Im going to swim in the pool.
a b c
d
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AFTER LISTENING
8. + Talk with your students about the
conversation among the children and
ask them to answer the question
according to what they heard. Accept
Spanish if necessary.
(L.A: to infer opinions).
Answers: Andy prefers warm weather
because he is going to go to the seaside
and prepare a barbecue. If the weather
is cold, he is going to stay at home.
pictures and match them with the
sentences. Check orally.
(L.A: to relate visuals, written
information and a structural content).
Answers: a. Im going to swim in the
pool. b. Im going to eat a sandwich.
c. Im going to play tennis. d. Im going
to call Kelly.
__________________________
LANGUAGE FOCUS Future Plans
Remember that these activities are meant
to promote students independent
learning, so help, guide and check, but
dont take an active part.
1. Students revise the examples from the
text. Ask them to reflect on what they
express (a definite plan for the near
future), and what elements they have
in common.
2. Make the students complete the rule.
Answers: definite plans for the future;
verb; ing.
__________________________
Saturday
Morning:
Afternoon:
Sunday
Morning:
Afternoon:
Monday
Morning:
Afternoon:
My diary
My partners diary
Joanna
Saturday
Morning: play tennis
Afternoon: babysit
Sunday
Morning: go shopping
Afternoon: stay over at
Janes
Monday
Morning: get up early
Afternoon: do homework
UNIT 1
24
10. Say the days of the week.
Monday Tuesday Wednesday Thursday
Friday Saturday Sunday
REFLECTIONS
How did the activities help me
understand the text?
What difficulties did I have to ask
and answer questions in English?
11. Look at Joanna and Stevies diaries and, with your partner, ask and
answer questions about their future plans.
What is ________ going to do on ________? He/she __________
______________________ to __________________________.
What are _________ and ________ going to do on __________?
They _____________ to _____________ .
American English:
Store
British English:
Shop
13. Ask your partner questions to complete the diary with what is true
for him/her (My partners diary).
Eg. Are you going to __________ on Saturday morning?
14. Complete these sentences with information from exercises 11 and 12.
On Saturday morning, Im going to ________ and my partner ________.
On Saturday afternoon, Im going to _______ and my partner ________.
On Saturday evening I ___________ and my partner ___________.
FL
12. What about your plans for next weekend? Complete a diary page.
Stevie
Saturday
Morning: play tennis
Afternoon: do homework
Sunday
Morning: go rollerblading
Afternoon: go cycling
Monday
Morning: get up early
Afternoon: stay over at Toms
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10. + First play the recording and
ask the students only to listen. Then
play the recording again for them to
repeat each day of the week.
pronunciation).
11. ++ The students read the diaries
and then work in pairs to complete
the dialogues about Joanna and
Stevie's future plans.
(L.A: to complete sentences).
You can also use this exercise as Oral
Practice. Ask your students to listen to
the dialogue and then listen, repeat
and check their exercises.
Answers: What is Joanna going to do
on Sunday afternoon? Shes going to
visit Jane.
What are Joanna and Stevie going to
do on Monday morning? Theyre
going to get up early.
12. +++ Students think about their
weekend plans and complete their
section of the diary (My diary).
(L.A: to relate content and own reality).
Answers: Will vary.
13. +++ Students work in pairs
exchanging information about their
weekend plans and complete the
section of the diary corresponding to
their partners.
Answers: Will vary.
14. ++ Ask the students to
complete a short written report of
their plans. Choose some students to
share their plans with the class.
(L.A: to relate content to previous
knowledge).
FL
8
Draw students attention to the two
different words used in each variety of
English. Remind them that both the
British and the American versions are
REFLECTIONS
identify:
a. how much the activities helped them
to understand the text.
b. the main difficulties they had when
answering questions in English.
1. Read the text in lesson 3, page 19 again and choose the correct alternative.
The girl is
a. inviting her friends b. describing a place c. telling a story
2. Read the text again and find an adjective for each noun.
a. San Antonio: ________________ city.
b. Seaworld: ________________ marine park.
c. San Antonio Zoo: ________________ place.
d. Riverwalk: ________________ place.
3. In which paragraph can you find references to:
a. the area where Ema lives? b. animals? c. restaurants?
READI NG
1 pts
4 pts
3 pts
4. Listen to the recording in lesson 4 again and choose the best alternative.
The children are talking about:
a. their last holidays b. next Saturday and Sunday c. their next holidays
5. Listen to the recording again and complete the sentences.
a. Andy is going to visit his ________________.
b. Ann and her parents are going to ________________ some friends.
c. Emas ________________ is going to paint her room.
d. Ema is going to ________________ some friends.
e. The children are going to visit ________________.
LI STENI NG
1 pts
6. Read the sentences and choose the correct alternative.
a. In San Antonio, Texas, you can / cant eat Mexican food.
b. In our city, you can / cant visit many shopping centers.
c. I can / cant go to the stadium now; Im doing my homework.
d. In Santiago, you can / cant visit the Moneda Palace and the Museum of Art.
7. Complete the following sentences with your plans for the weekend.
a. On Saturday morning, I _____________________________________________________.
b. On Saturday evening, ______________________________________________________.
c. On Sunday, _______________________________________________________________.
LANGUAGE
4 pts
5 pts
3 pts
0-4
Keep trying
5-10
Review!
11 -15
Well done!
16-21
Excellent!
total
score
21 pts
WELCOME, FRIENDS
25
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MINI - TEST
and revise students' progress and, at the
same time, information to the teacher
expected to do, play the recording again
for the listening part and give them time
to answer individually.
Answers:
READING
1. b.
2. a. interesting. b. famous. c. fantastic.
d. favourite.
3. a: 3
rd
; b. 2
nd
; c. 3
rd
LISTENING
4. b.
5. a. grandparents. b. visit. c. father.
d. meet. e. Dan.
7
LANGUAGE
6. a. can. b. cant. c. cant. d. can.
7. Ask the students to complete the
sentences with their plans for the
weekend. Accept all coherent answers
that contain to be + going to.
UNIT 1
26
1. Answer Emas questions in your group.
a. What is a best friend?
b. Who is your best friend?
c. Why is he / she your best friend?
2. Read the list and tick all the things you like
most about your best friend.
a. He / she makes me happy.
b. We play together.
c. He / she helps me with my homework.
d. We enjoy the same things.
e. We can laugh and cry together.
f. He / she makes me laugh a lot.
g. He / she gets me through sad times.
h. He / she makes me angry.
i. I can tell him / her my problems.
j. Other.
3. Look at the three texts dedicated to best friends
on the opposite page. What do you think they are?
a. Jokes.
b. Letters.
c. Poems.
4. Read the words in the Pictionary and find them in the text. How many
times can you find each one?
BEFORE READI NG
READI NG
5. Read the titles and find the familiar words in the poems on page 27
to check your predictions in exercise 3.
6. Read the three poems and fill in the blanks with the words in each
box. Check in your group.
7. Read the poems again and find three things a best friend does.
a. _______________________________
b. _______________________________
c. _______________________________
sh
are
sad
lau
g
h
PICTIONARY
con
fu
sed
THAT'S WHAT FRIENDS
ARE FOR Lesson 5
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BEFORE READING
1. +Form groups of four students. Write
best friend on the board and ask
them to answer the questions. Allow
the use of Spanish if necessary.
(L.A: to connect topic and own
experience).
2. +The students read the list and tick
the things that they like most about
their best friends. Check orally.
(L.A: to connect topic and own
experience).
3. + Students take a quick look at the
texts and choose what they think they
are. Do not check at this point.
(L.A: to predict from visual clues).
4. + Students look for the words in the
Pictionary in the texts and count how
many times each one appears.
Answers: best - 5 times; confused -
once; laugh - twice; sad - once; share -
twice.
PICTIONARY
confused: confundido/a
laugh: reir
sad: triste
share: compartir
READING
5. + The students read the poems
quickly, paying attention to the familiar
words, and check their predictions.
Answers: c. poems.
6. + Tell the students to read and
complete each poem with the words in
the boxes. Check answers orally. You
can divide the class into three groups
and ask each group to complete one
poem. Then students share answers.
(L.A: to organize information).
Answers: My Best Friend: friend;
every day; toys; away.
My Friend: nice; play; day; laugh;
again.
Some friends are forever...: life; friend;
stop; world; hard; sad; confused.
7. ++Ask the students to read the poems
again and find out three things a best
friend does. Check orally. Draw students'
attention to affirmative and negative
sentences that may help them to identify
the things friends do and don't do.
information).
Answers: Any three of these; makes
you happy, shares snacks, shares toys,
plays with you, laughs and cries with
you, cares, doesn't betray you, etc.
friend
life
sad
stop
world
hard
confused
w
w
w
.
g
e
o
c
i
t
i
e
s
.
c
o
m
/
f
r
i
e
n
d
s
h
i
p
_
p
o
e
m
s
/
SOME FRIENDS ARE FOREVER...
Lewis Kelly
WELCOME, FRIENDS
27
8. Which of the three poems describes your best friend? Why? Tell your group.
The poem _________________________________ describes my best
friend because he / she _______________________________________ .
MY BEST FRIEND
Jana C. Souder
You are my best friend,
My very best ________,
You make me happy,
____________.
You share your great snacks,
You share your best ________,
So please dont take
My best friend ________.
toys friend
away every day
h
t
t
p
:
/
/
w
w
w
.
i
n
d
i
a
n
c
h
i
l
d
.
c
o
m
/
b
e
s
t
_
f
r
i
e
n
d
_
p
o
e
m
s
.
h
t
m
MY FRIEND
Emma Guest
My friend is _______,
We like to _______,
We play together every ______.
We _______ and cry,
And laugh _______
Because, you see, were
Friends
Friends
Friends!
nice
play
day
laugh
again
h
t
t
p
:
/
/
w
w
w
.
i
n
d
i
a
n
c
h
i
l
d
.
c
o
m
/
b
e
s
t
_
f
r
i
e
n
d
_
p
o
e
m
s
.
h
t
m
http://www.netpoets.com/poems/friends/
http://www.friendship.com.au/poetry/
AFTER READI NG
Sometimes in ________,
you find a special ________;
someone who changes your life,
Someone who makes you laugh
until you can't ________;
someone who makes you believe
that there is good in this ________.
Your friend gets you through
________ times, and ________ times,
and ________ times.
This is forever friendship.
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AFTER READING
8. ++ Make the students reflect about
the poems and tell them to identify
which of them describes their best
friend. Ask some students to share
their ideas with the class.
experience).
UNIT 1
28
Thats What Friends are for
And I never thought Id feel this way,
And as far as Im concerned
Im glad I got the chance to say
That I do believe I love you.
And if I should ever go away
Well, then close your eyes and try
To feel the way we do today
And then, if you can, remember
Chorus:
Keep smiling, keep shining,
Knowing you can always count on me, for sure;
Thats what friends are for.
For good times and bad times
Ill be on your side forever more;
Thats what friends are for
Interpreter: Rodrigo Gonzlez
9. Listen to the three poems and choose the one you like best.
a. Listen and repeat it.
b. Try to memorize it.
10. Listen to the song as you read the lyrics. Then listen and sing.
L A N G UA G E F O C U S Words that describe feelings
1. Find these words in the poems and exercises:
concerned confused glad happy sad worried
2. Find their meaning in a dictionary.
3. Complete the sentence.
_________, ________, ________ are words that describe _________.
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__________________________
LANGUAGE FOCUS Words That
Describe Feelings
1. Ask the students to find the words in
the poems and exercises.
2. Invite them to find their meanings in a
dictionary.
3. Tell the students to complete the
sentence.
Answers: concerned, confused, glad,
happy, sad, worried are words that
describe feelings.
__________________________
three poems and choose the one they
like best. Form groups of students who
choose the same poem. First they listen
and repeat it and then try to memorize
it, with the help of the recording and
the people in their groups, and then say
it in front of the class.
pronunciation, accentuation and
intonation).
10. + The students read the lyrics of
the song and listen and sing along.
Make sure they pay special attention
to the chorus. Motivate them to
identify words from the lesson.
(L.A: to participate in a guided oral
text).
11. +++Tell the students to read what
Ignacio says and tell them they are
going to write a poem for their best
friend. Read the instructions aloud.
Ask volunteers to show their poems to
the class.
(L.A: to write a short paragraph
following a model).
10
9
WELCOME, FRIENDS
29
d. Add nice illustrations.
e. Give the poem to your friend.
12. There are five more words to describe feelings in the Word Search
Puzzle.
a. Match the words and the pictures.
FL
angry
bored
excited
happy
sad
M P E T D P A R J R F F O C K
P A V G Z E Z V N N O V R D E
S N T X P R T V D A D C H E W
D G R D I R S I P D S I T I B
F R S K Q D A B C R M R F R L
T Y O F E H D N W X T S N R X
Q B S R U W P M G A E T X O H
M V A B O R E D K R Q C K W T
V C B X G L F Y C M Y R D A H
S S S I L A V H Y W P J Q X B
I B C H A P P Y R R X V N O A
F M S W A D U S Q D N O Z O F
D E S U F N O C Z N T I W R J
M O H P S J P R V D D S E D F
O P E L G Q Z N L W A K D V C
REFLECTIONS
How much did I enjoy the
topic of the lesson?
How did I show support to my
classmates?
11. You are going to write a poem for your best friend.
a. Write the name of your best friend down the side of a piece of
color cardboard.
b. Think of the most important characteristics of your friend.
c. Write them on the piece of cardboard using the letters of your
friends name.
b. Find the five words to describe feelings in the Word Search Puzzle.
Example:
Makes me laugh
And makes me happy
Rents DVDs for me
Kind and nice Mark.
a
b e
c d
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12. + Encourage fast learners to
match the words that describe
feelings with the pictures and then
find them in the Word Search puzzle.
Answers:
FL
REFLECTIONS
analyze:
a. if they enjoyed the topic of the lesson.
b. the occasions in which they supported
their classmates.
EPISODE 1:
MATT AND KELLY ARRIVE IN CHILE
EPISODE 1:
MATT AND KELLY ARRIVE IN CHILE
K
e
l
l
y
,

M
a
t
t

a
n
d

t
h
e

T
i
m
e

M
a
c
h
i
n
e
K
e
l
l
y
,

M
a
t
t

a
n
d

t
h
e

T
i
m
e

M
a
c
h
i
n
e
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50
Kelly, Matt and the Time
Machine
Help students identify the connection
between the characters that have
appeared in the lessons and those in the
cartoon strip. Read the title and the
introductory paragraph with them to
make sure they understand the setting of
the children's adventures. Motivate them
to read the story on their own and help
only if they ask you to. You can ask some
students to summarize the story, in
Spanish if necessary.
Notes
___________________________
___________________________
___________________________
___________________________
___________________________
___________________________
___________________________
___________________________
___________________________
___________________________
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Notes
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SPEAKING
To discuss plans.
To express preferences.
VALUES
The importance of true friends.
WRITING
To write about future plans.
LANGUAGE
Words that describe feelings.
activities.
LISTENING
To discover who is talking.
To find important information.
To identify the order of events.
READING
To extract specific information.
To identify and use cognates.
To spot incorrect information.
1. Read what these children write about themselves in
their e-mails and complete this chart.
UNIT 1
32
2. Why are these statements true?
a. Laura and Sandra like the same animals.
b. Laura, Ariel and Sandra have the same favorite
activity.
c. Laura, Ariel and Sandra can write in English.
3. Who is the best e-mail pal for Laura? Explain your
choice.
Revise the contents of this
unit; identify and evaluate
the exercises that helped
you learn.
SYNTHESIS SYNTHESIS TEST YOUR KNOWLEDGE TEST YOUR KNOWLEDGE
READI NG: AN E-MAI L FRI END
6 pts
3 pts
2 pts
Name Age City Likes Hates Other information
Hi! My names Laura. Im from La Serena, a city in Chile. I study at school and Im thirteen years old. I like all kinds of music, I love playing the piano, the guitar and I compose music too!
I also like going to the cinema, reading, computers and dogs!
I love writing and receiving e-mails and I hope to make friends with people all over the world.
Please write!
My name is Ariel. Im twelve years old and I live in Curic. I like listening to
music and playing the guitar. I also like pets, Ive got three cats (I hate
dogs). I want to talk to people all over the world to learn more about their
culture and life. I can write in English and also in Spanish, of course!
Hi!, Im Sandra and I come from Punta Arenas. Im sixteen and I love playing tennis and basketball. I really love music, I play the drums and I also sing in my school band. My favorite pet is a dog (I dont like cats at all!)
Please write to me!
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SYNTHESIS
Revise the contents of Unit 1 with your
students and help them to analyze and
reflect on which exercises helped them
achieve the learning objectives.
TEST YOUR KNOWLEDGE
Explain to the students that the purpose
of this section is to help them revise
contents and evaluate their performance
in the whole unit. Read the instructions
and make sure all the students
understand what they are expected to do
in each activity. Encourage them to give
honest answers in order to detect their
strengths and weaknesses. Check
students results and revise any points
that the majority of them had problems
with.
Answers:
READING - AN E-MAIL FRIEND
1.
Name: Laura
Age: 13
City: La Serena
Likes: Music, playing the piano,
going to the cinema, dogs
Hates: -----------
Other Loves making friends
Information: from all over the world
Name: Ariel
Age: 12
City: Curic
Likes: Music, playing the guitar,
pets
Hates: Dogs
Other Can write in English
Information:
Name: Sandra
Age: 16
City: Punta Arenas
Likes: Playing tennis, music,
singing, dogs
Hates: cats
Other
Information: Plays the drums
2. a. They both like dogs. b. They like
music. c. The mails are in English.
3. Sandra; they have similar likes, the
same pets, etc.
LISTENING - MY HOLIDAY PLANS
4. a.
5. a. iii. b. ii. c. i.
LANGUAGE
6. a. is going to go shopping. b. is going
to study for a math test. c. is going to
go to the cinema.
ORAL EXPRESSION
Answers: will vary.
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7. Complete these sentences with information that
is true for you. Then talk with your classmate.
a. My name is ___________.
b. Im___________ old.
c. I like ___________.
d. I dont like ___________ and I hate ___________.
WELCOME, FRIENDS
33
Check your progress in this unit
marking the box that is true for you.
SELF-EVALUATION SELF-EVALUATION
I can understand instructions.
I understand the general idea(s) of
texts.
I can make and check predictions.
I can identify specific information.
I can give examples.
I can relate a topic with vocabulary.
I can solve puzzles and play games
Did I like to work in a group?
Was the topic interesting?
Did I work more than my partners?
I can talk and write about my friends.
I can reproduce short dialogues.
I can follow instructions.
spoken texts.
I recognize words in films, songs,
etc.
I can identify the sequence of
information.
LANGUAGE
ORAL EXPRESSI ON
LISTENING: MY HOLIDAY PLANS
6. Read Peters diary for next weekend and complete.
a. On Saturday morning, Peter ________________.
b. On Sunday afternoon, Peter ________________.
c. On Saturday evening, Peter ________________.
0 - 6
Keep trying
7 - 13
Review!
14 - 21
Well done!
22 - 26
Excellent!
total
score
SATURDAY
Morning: go shopping
Afternoon: meet friends at
the club
Evening: go to the movies
SUNDAY
Morning: play tennis with
dad
Afternoon: study for math
test
4. Listen to the conversation and identify the
correct statement.
a. The boy is talking about his plans.
b. The boy is inviting his friend.
c. The boy is asking a favor.
d. The boy is telling news.
5. Choose the correct alternative.
a. The boy has a lot of plans for
i. next week ii. next month iii. next summer
b. Hes going to visit a friend
i. in the same city ii. in another city iii. in another country
c. Hes going to go camping for
i. two weeks ii. two days iii. two years
2 pts
6 pts
3 pts
4 pts
26 pts
listening
language
speaking / writing
project / group work
reading
Help! Great! Not too bad
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SELF - EVALUATION
The purpose of this section is to allow
students to reflect on their strengths and
weaknesses. Make sure all the students
and give enough time to answer the
questions. Encourage students to give
honest answers and show interest in
their results.
READING NEW FRIENDS
Pronunciation
Say these pairs of numbers paying special attention to the stress,
which clarifies the difference between them.
13 - 30 14 - 40 15 - 50 16 - 60 17 - 70 18 - 80 19 - 90
Oral Practice
Kelly: Whats your name?
Dan: Dan Peterson.
Kelly: How old are you?
Dan: Im fourteen
Kelly: What are your favourite activities?
Dan: I like playing football and tennis.
Kelly: And what do you like doing after school?
Dan: I like swimming.
LISTENING - A TRIP TO THE CAPITAL
Ignacio: Al.
Kelly: Can I talk to Ignacio, please?
Ignacio: Eh, Ignacio speaking.
Kelly: Hi, Ignacio, its Kelly here. Your cyber-friend.
Ignacio: Kelly? From Texas?
Kelly: Yes, but Im ringing from Santiago. We arrived from
Texas today. The plane landed at 5:15 in the morning.
Ignacio: Wow! How early! But how are you?
Kelly: Were fine, in the city and well stay here for a week.
Ignacio: Oh, where? In a hotel?
Kelly: Yes. Ignacio, tell me, what is Santiago like? What can
we do here?
Ignacio: Lots of things! For example, you can go all around the
city in a tourist bus. That is really cool. And you can go
to the mountains and look at the city from above. You
can also visit the National Museum of Art, the Moneda
Palace and a lot of shopping centers; besides,
Kelly: Stop! Stop! We havent got much time. On Friday we
are leaving for Antofagasta. We have to be at the
airport at half past six in the morning! Well stay with
my father. Hes got a big house there.
Ignacio: Why dont you come over this afternoon and meet my
friends?
Kelly: That sounds great! I can interview them for my school
magazine.
Ignacio: Ill ask my mother to pick you up
Pronunciation
First only listen to the tongue twister and then listen and repeat.
Six sick sea serpents
Swam the seven seas.
How many seas
Did Kelly and Matt swim?
Oral Practice
A: Hello.
B: Hi, this is Betty. Can I speak to George?
A: Sorry, he isnt at home. Can I take a message?
B: Can you tell him that Betty called?
A: OK. No problem.
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4
3
2
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TRANSCRIPTS
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READING LIVING ABROAD
Pronunciation
Can you can a can
As a canner can can a can?
LISTENING WHAT ARE YOU GOING TO DO
NEXT WEEKEND?
Ema So, what are your plans for the weekend, Andy?
Andy I think Im going to visit my grandparents at the
seaside. They are going to prepare a barbecue on
Sunday. What about you, Ann?
Ann Im not sure. My parents and I are going to the
mountains or perhaps we are going to visit some
friends in the country.
Ema And do you know what the weather will be like?
Andy I have no idea! Anyway, if the weather is cold, I think
we are going to stay at home. And you, Ema?
Ema Oh! Im going to stay at home because my father and I
are going to paint my room.
Andy What a pity! Any other plans, apart from all that work?
Ema Well, I am going to go to the club and hope to meet
some friends there. Ah! And Im also going to rent
some DVDs.
Andy Hey! How about going to visit Dan this afternoon?
Ann This afternoon? Thats a great idea!
Andy OK. See you then.
Ann See you!
Ema Bye!
Pronunciation
Say the days of the week.
Monday Tuesday Wednesday Thursday
Friday Saturday Sunday
READING - THATS WHAT FRIENDS ARE FOR
Pronunciation
Listen to the three poems. Choose the one you like best and try
to memorize it.
My Best Friend
Jana C. Souder
You are my best friend,
My very best friend,
You make me happy,
Every day.
You share your great snacks,
You share your best toys,
So please dont take
My best friend away.
My Friend
Emma Guest
My friend is nice
We like to play
We play together
Every day.
We laugh and cry
And laugh again
Because, you see, were
Friends,
Friends,
Friends!
Some Friends are Forever
Lewis Kelly
Sometimes in life,
You find a special friend;
Someone who changes your life
Someone who makes you laugh
Until you cant stop;
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Someone who makes you believe
That there is good in this world.
Your friend gets you through
Hard times and sad times,
And confused times.
This is forever friendship.
Song
Thats What Friends are For
And I never thought I'd feel this way
And as far as I'm concerned
I'm glad I got the chance to say
That I do believe I love you.
And if I should ever go away
Well, then close your eyes and try
To feel the way we do today,
And then if you can remember.
Chorus: Keep smiling, keep shining
Knowing you can always count on me, for sure
That's what friends are for
For good times and bad times
I'll be on your side forever more,
That's what friends are for.
Well, you came and opened me,
And now there's so much more I see
And so by the way I thank you.
Oh, and then for the times when we're apart,
Well, then close your eyes and know
These words are coming from my heart
And then if you can remember.
Chorus: Keep smiling, keep shining
Knowing you can always count on me, for sure
That's what friends are for
In good times, in bad times,
I'll be on your side for ever more,
That's what friends are for.
TEST YOUR KNOWLEDGE
LISTENING - MY HOLIDAY PLANS
Tommy Really, there are lots of things I want to do this
summer. Im making lots of plans.
David Hey, tell me what you are going to do.
Tommy Well, in the first place, Im going to teach my grandma
how to use a computer next week. She wants to learn
how to send and receive e-mails and to chat with
friends in other cities.
David That sounds cool!
Tommy Then, Im going to visit a friend in the north.
David And what are you going to do after that?
Tommy Im going to go camping in the south for two weeks.
and then Im going to go to a rock festival. It will be my
first rock festival ever!
David Are you going to go to the seaside too?
Tommy Oh, yes! Im going to spend a week by the sea. Im
going to learn how to do scuba-diving!
LISTENING TEST - SUMMER PLANS
Marie: What are you going to do for your next summer
holidays, Peter?
Peter: I think Im going to go to the beach with my friend Mark.
Marie: Sounds great! And you Paul?
Paul: Well, I'm going to the country, to my uncles farm and
Im planning to do lots of things!
Marie: Like what?
Paul: Im going to help my uncle take care of the animals,
and Im going to ride a horse around the place.
Peter: Are you going to fall off?
Paul: Of course Im not planning that! And you Peter; what
are you going to do?
Peter: Im going to do different things, like swimming,
making sand castles, running on the beach What
about you, Marie?
Marie: First, Im going to help my mother at the shop, but
then all the family are going to go camping. I hope
well have a really good time!
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READING - NEW FRIENDS
Exercise 9
Pay attention to the pronunciation of the letter s, pronounced /s/
and the letters th, pronounced / /. Explain that if we use one
instead of the other in English we can change the meaning of a
word. Example: miss / mis / = echar de menos, and myth / mi /
= mito. Help students with the pronunciation of thirteen; compare
/ / with Spanish words such as zapato, zapallo, zurcir, as
pronounced by a Spanish person.
LISTENING - A TRIP TO THE CAPITAL
Exercise 11
Students may omit the verb to be when using the Present
Continuous.
Examples:
Im wearing a uniform. Correct.
I wearing a uniform. Incorrect.
What are you wearing? Correct.
What you wearing? Incorrect.
READING - LIVING ABROAD
Exercise 8
Students may tend to put to after can; explain that modal verbs
such as can, must, could, should, would, etc. are followed by
the infinitive without to
I can play tennis. Correct.
I can to play tennis. Incorrect.
LISTENING - WHAT ARE YOU GOING TO DO THIS
WEEKEND?
Exercise 3
The days of the week in English are always written with capital
letters, but not in Spanish.
ERROR ALERT!
1
History of American Football
Football historians associate the beginnings of the game with
rugby, which began in 1823 at the famous Rugby Boys School
in England. Another cousin of the game of football is soccer; its
beginnings can also be traced to England, where it was played
as early as the eighteen twenties.
2
The Unites States
The United States is a federal union of fifty states and one
district(District of Columbia). The original thirteen states were
the successors of the thirteen colonies that rebelled against
British rule. Most of the rest correspond to territory obtained
through war or purchased by the US government. The
exceptions are Vermont, Texas, and Hawaii, which were
independent republics before joining the union.
Alabama
Alaska
Arizona
Arkansas
California
Colorado
Connecticut
Delaware
Florida
Georgia
Hawaii
Idaho
Illinois
Indiana
Iowa
Kansas
Kentucky
Louisiana
Maine
Maryland
Massachusetts
Michigan
Minnesota
Mississippi
Missouri
Montana
Nebraska
Nevada
New Hampshire
New Jersey
New Mexico
New York
North Carolina
North Dakota
Ohio
Oklahoma
Oregon
Pennsylvania
Rhode Island
South Carolina
South Dakota
Tennessee
Texas
Utah
Vermont
Virginia
Washington
West Virginia
Wisconsin
Wyoming
BACKGROUND INFORMATION
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COMPLEMENTARY ACTIVITIES
1. Find someone who ...
Ask Yes / No questions around the class until you have found one person who... for each question.
Example: Do you like collecting stamps?
Find someone who
likes collecting strange things
Find someone who
loves sports
Find someone who
hates maths
Find someone who
hates reggaeton
Find someone who
loves speaking in English
Find someone who
enjoys living in the country
Find someone who
enjoys reading science-fiction books
Find someone who
loves action films
Find someone who
loves playing jokes on friends
Find someone who
hates studying science
Find someone who
hates cats
Find someone who
loves chatting with friends
Find someone who
loves going to the dentist
Find someone who
enjoys going to school
Find someone who
hates going to the seaside
Find someone who
likes playing chess
LESSON 1: NEW FRIENDS

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2. Abilities.
a. Read about Sara. Tick what she can do and cross what she cant do.
b. Now tick what you can do and cross what you cant do.
c. Write sentences about what you can or cant do.
Example: I can play the piano, but I cant play the guitar.
____________________________________________________________________________________
____________________________________________________________________________________
____________________________________________________________________________________
____________________________________________________________________________________
Hi! Im Sara. What can I do?
I can read music and I can
play the piano, but I cant play
the guitar. I cant sing but I
can dance. I cant swim or
ride a horse.
Sara
Dance
Play the guitar
Play the piano
Sing
Ride a horse
Swim
Read music

You
LESSON 3: LIVING ABROAD
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a. When / Ben and Pat / leave the hotel?
________________________________________________________________________________ ?
________________________________________________________________________________ .
b. What / they / do / between 11am and 1pm?
________________________________________________________________________________ ?
________________________________________________________________________________ .
c. What time / they / have lunch?
________________________________________________________________________________ ?
________________________________________________________________________________ .
d. Where / they / have lunch?
________________________________________________________________________________ ?
________________________________________________________________________________ .
e. What / they / do / at 2.30?
________________________________________________________________________________ ?
________________________________________________________________________________ .
f. Who / visit / the Natural History Museum?
________________________________________________________________________________ ?
________________________________________________________________________________ .
g. Who / go / with Ben / to the Science Museum?
________________________________________________________________________________ ?
________________________________________________________________________________ .
h. When / they / leave / for the theater?
________________________________________________________________________________ ?
________________________________________________________________________________ .
Saturday
9:30 am leave the hotel.
11 am- 1 pm go to the shopping mall.
1:15 pm lunch at Pizza Paradise.
2:30 pm meet Kate and Greg.
3 pm Ben, visit the Science
Museum with Greg.
Pat, visit the Natural
History Museum with Kate.
5:30 pm return to the hotel.
6:45 pm leave for the theater.
3. Look at the timetable. Use the prompts to ask and answer questions.
LESSON 4: WHAT ARE YOU GOING TO DO NEXT WEEKEND?
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4. A new friend.
a. Read this short e-mail from Peter, a new cyber- friend you met on the Internet.
b. Answer Peters e-mail describing your interests. Include the information in the box.
Elizabeth,
My name's Peter. I am from Newcastle, a town in the north of
England. I'm fourteen years old and a student at Old North School.
We study French and Spanish. I love Spanish food and I also love
listening to music and going to the theater in my free time. Once a
month I go dancing with my friends. I love using the Internet to
chat to people. I don't like cats. What about you?
I hope you answer soon!
Peter
elizabet28@yahoo.com
peter77@gmail.com
Hello
__________ years old live in __________, Chile school student at __________
study English Italian food listening to pop music
going to the cinema meeting new people dogs
go dancing every weekend
LESSON 5: THATS WHAT FRIENDS ARE FOR
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READING
1. Complete these sentences.
a. Roberto likes ___________________________________.
b. He doesnt like ___________________________________.
c. At weekends he likes ___________________________________.
d. At night, he loves ___________________________________.
e. At school, he likes ____________________, but he hates ________________________.
2. Answer these questions.
a. How old is Roberto? ___________________________________.
b. Is he a very good student? ___________________________________.
c. Who is Sonia? ___________________________________.
3. In the text, what is Roberto doing?
a. telling a story
b. reporting a piece of news
c. giving personal information
d. inviting a friend to a party
EXTRA TEST
Hi! My name is Roberto. Im thirteen. I love music and
I like playing the guitar and singing with my best
friend Sonia. I dont like watching TV and I hate
talking to people on the phone. My free time
activities are very simple; I go swimming every week-
end. On Saturday night I usually go to a party at a
friends house; I dont like going to discos. I love
listening to music at night; in fact, I go to sleep with
my radio on! I am not a brilliant student, but I like
English and Maths; I hate memorizing things.
Roberto Prez, a young student
5 pts
3 pts
1 pt
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LISTENING - SUMMER PLANS
1. Listen to the recording and choose the best alternative to complete the sentence.
The children are talking about...
a. their next school year
b. their next summer holidays
c. their next weekend
2. Listen again. Match the names with the activities.
MARIE take care of animals
go camping
PETER make sandcastles
help at the shop
PAUL ride a horse
swim
3. Listen to the recording again and complete.
a. Peter is going to go to the beach with his ___________________________________.
b. Paul is going to visit his ___________________________________________________.
c. Marie is going to help her ________________________________________________.
d. Marie hopes to have a good time with her ___________________________________.
12
ORAL EXPRESSION HELP! NOT TOO BAD GREAT
(LESS THAN 50%) (50 70%) (80 100%)
Complete these sentences with your ideas. Then role-play the dialogue with your partner.
A. What are you going to do this weekend?
B. Im going to ________________. What about you?
A. Im going to __________________.
B. Thats great, I really love_________________. Can I go with you?
A. Sure, lets meet in my house at_________ oclock.
B. OK, see you there.
A. Bye.
1 pts
6 pts
4 pts
0 - 5
Keep trying
6 - 10
Review!
11 - 15
Well done!
16 - 20
Excellent!
total
score
20 pts
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EXTRA TEST
READING
1. a. Roberto likes music, playing the guitar, singing with his
friend.
b. He doesnt like watching TV, talking to people on the phone
and going to discos.
c. At weekends he likes swimming and going to parties at a
friends house.
d. At night he loves listening to music.
e. He likes English and Maths, but he hates memorizing things.
2. a. He is 13.
b. Not brilliant, but OK.
c. Sonia is his best friend.
3. c. He is giving personal information.
LISTENING
1. b.
2. Marie: help at the shop; go camping.
Peter: make sandcastles; swim.
Paul: take care of animals; ride a horse.
3. a. friend. b. uncle. c. mother. d. family.
ORAL EXPRESSION
Make sure students express their ideas properly.
Answers
1. Will vary.
2. a. : dance, play the piano; : play the guitar, sing, ride
a horse, swim.
3. a. When are Ben and Pat going to leave the hotel?
They are going to leave the hotel at 9:30.
b. What are they going to do between 11 am and 1 pm?
They are going to go to the shopping mall.
c. What time are they going to have lunch?
They are going to have lunch at 1:15.
d. Where are they going to have lunch?
They are going to have lunch at Pizza Paradise.
e. What are they going to do at 2:30?
They are going to meet Kate and Greg.
f. Who is going to visit the Natural History Museum?
Pat is going to visit the Natural History Museum.
g. Who is going to go with Ben to the Science Museum?
Greg is going to go with Ben.
h. When are they going to leave for the theater?
They are going to leave for the theater at 6:45 pm.
4. Will vary.
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UNIT 2 WELCOME TO MY COUNTRY
Topic
Our country
Listening Comprehension
sentences
Simple Past
Wh- Questions
Suffixes to indicate professions
Prepositions of movement
Strategies
of the topic.
idea.
To use the context, mimicry and familiar
words to infer the possible meaning of
new words.
To discriminate phonemes that can
interfere with comprehension.
To relate oral and written versions of
words, phrases and sentences.
To integrate written expression by writing
words in order to consolidate key thematic
vocabulary.
comprehension.
Direct language
Morpho-syntactical Elements
sentences
Simple Past
Wh- Questions
Strategies
the text.
To skim a text to get the general idea.
To scan the text in order to identify specific
information.
simple inferences.
To use lexical knowledge to infer the
meaning of new words.
To look up meaning of key words in the
dictionary.
consolidate key lexical and grammatical
items.
To integrate the oral and written version of
words and sentences to learn their
To use Spanish to show understanding
when necessary.
Oral Expression
Communicative functions
To exchange personal information
To give instructions
sentences
Simple Past
Wh- Questions
Lexical Elements
500 of high frequency words in oral texts.
Pronunciation
English phonemes
Strategies
To regularly use everyday fixed phrases
and sentences in personally relevant
contexts.
interaction.
phonemes.
pronunciation patterns.
Written Expression
sentences
Simple Past
Wh- Questions
texts.
Strategies
coherently.
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Acquisition of
Chilean places,
celebrations and
traditions.
The use of the Simple
Past and Wh- questions
Give instructions and
exchange information.
means of
communication.
20 class hours for
the main body of
text.
3 class hours for
evaluation.
3 class hours for
consolidation and
complementary
activities.
1 class hour for the
cartoon strip
section.
Resources
Internet articles
and web pages.
Interviews.
Tour guide speech.
Radio interview.
Museum guide
speech.
Web site page.
Dialogue.
Fact files.
Information in
graphs.
Attitudes
Appreciation of
cultural heritage.
Awareness of the
influence of other
cultures on
national identity.
Evaluation
Reflections
Metacognition
Minitests
Listening
Reading
Language
Synthesis
Test your
Knowledge
Listening
Reading
Language
Oral expression
Self-evaluation
Reading and
Listening tests
Observation sheets
Rubrics
Learning Abilities
To listen and identify
general topic and specific
information, explicit and
implicit in oral texts.
To read and identify
general topic and specific
information, explicit and
implicit in written texts.
To produce short simple
spoken messages in
connection with the
different lessons.
To write short simple
sentences,
communicatively
appropriate in
connection with the
different lessons.
To understand high
frequency words and the
thematic vocabulary of
the lessons in oral and
written texts.
To develop an open-
minded attitude towards
cultural diversity and
English language
learning.
UNIT 2
2 UNIT
WELCOME TO
MY COUNTRY
Reading
an Internet article
a web page
Listening
a radio interview
a museum guide speech
a tourist guide speech
ABILITIES
Listening
and incorrect information
To use intonation patterns to infer
information
To identify specific information
To use oral clues to predict
content
Reading
To identify type and purpose of a
text
To use the context to infer
meaning of words
To use visual clues to interpret
information
To relate previous knowledge to
general content
Writing
To complete a fact file
To present information in a graph
To use information to complete a
paragraph
To organize ideas to elaborate a
summary
Speaking
To ask and answer questions
To role-play a situation
To use everyday English
YOU WILL LEARN THE
FOLLOWING LANGUAGE
The Simple Past Tense
Question words
Vocabulary related to Chilean
places, celebrations and traditions
appreciation of our cultural
heritage
awareness of the influence of
other cultures in our national
identity
UNIT 2
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1. How much do you know about your country?
Choose the correct alternative for each question.
a. Which river is in the north of Chile?
i. Mapocho ii. Biobo iii. Loa
b. Which city has the largest population?
i. Via del Mar ii. Arica iii. Concepcin
c. Where is the Congress building?
i. Santiago ii. Valparaso iii. La Serena
d. Which mountain is in the south of Chile?
i. Aconcagua ii. Parinacota iii. Fitz Roy
2. Complete the following fact file, and then
compare with your partner.
GETTING READY
YOU WILL LEARN THE
FOLLOWING LANGUAGE:
The Simple Past Tense.
Question words.
Questions in the Simple Past
Tense.
Suffixes to indicate professions.
Prepositions of movement.
ABILITIES:
YOU W
ILL PAY SPECIAL
Appreciation of our cultural
heritage.
Awareness of the influence of
other cultures on our national
identity.
READING
An Internet
article.
A web page.
LISTENING
A radio
interview.
A museum
guide.
A tour guide.
LISTENING
To identify specific information.
To use oral clues to predict
content.
READING
To identify type and purpose of a
text.
To use the context to infer meaning
of words.
To use visual clues to interpret
information.
To relate previous knowledge to
general content.
SPEAKING
To ask and answer questions.
To give instructions.
To role-play a situation.
To use everyday English.
WRITING
To complete a fact file.
To use information to complete a
paragraph.
To organize ideas to produce a
summary.
WELCOME
TO MY COUNTRY
WELCOME
TO MY COUNTRY
Country
Area
Population
Capital city
Language
Currency
35
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GETTING READY
Introduce the topic of the unit showing
the students the pictures on page 34 and
talking about different places in Chile.
1. Encourage students to discover how
much they know about their country
answering the quiz. Check orally.
Answers: a. iii. b. iii. c. ii. d. iii.
2. Ask the students to look for
information to complete the fact file
about Chile. Make sure they
understand the type of information
they have to include. Then they
compare answers in their groups.
Answers:
Country Chile
Area 756,096 km
2
Population 15,116,435
Capital City Santiago
Language Spanish
Currency Peso ($)
Additional Information:
The area mentioned above corresponds to
continental Chile and the oceanic island.
The rest of the area corresponds to the
Chilean Antartic territory.
When we consider this last item, the area
is 2.006.096 km
2
, which is the one we can
find in some web pages and texts.
UNIT 2
36
BEFORE LI STENI NG
1. Answer Kellys questions.
3. Read what Matt says and answer his questions.
4. With your partner, find out the meaning of the words in the box
above and in the Pictionary.
2. Read the words in the box and relate them to the pictures.
Do you
recognize
the places in these
pictures? Which
region do they
belong to? Which of
them would you like
to visit? Why?
snow geysers north desert
capital valley garden
su
n
set
level
jou
rn
ey
g
u
y
PICTIONARY
clay
HIGH AND DRY Lesson 1
a b
c d
e f
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BEFORE LISTENING
pictures and answer Kelly's questions.
Check orally.
Answers: a. Morro de Arica. b. Via
del Mar. c. Volcn Osorno. d. Torres del
Paine. e. San Pedro de Atacama.
f. Palacio de la Moneda in Santiago.
2. ++ Students find a connection
between the words and the pictures.
Answers: snow: c., d.; geysers: c., e.;
north: a., e.; desert: a., e.; capital: f.;
valley: f.
3. +Tell the students to read what Matt
says on page 37 and to try and guess
where the speakers can be. Do not
check at this point.
4. +++Students work in pairs looking up
the meaning of the words in a dictionary.
Ask them to check the meaning of the
words in the Pictionary too.
(L.A: to find key words in the dictionary).
Answers: snow = nieve; geyser =
geyser; north = norte; desert =
desierto; capital = capital; valley =
valle; clay = arcilla; guy = hombre;
journey = jornada de viaje; sunset =
puesta de sol; level = nivel.
PICTIONARY
clay: arcilla, greda
guy: tipo, hombre
journey: jornada de viaje
sunset: puesta de sol
level: nivel
LISTENING
recording once and check their
predictions in exercise 3.
Answers: They are in the Atacama
desert.
They both liked the place. Tracy says
Oh, Yes!. Ari says I liked this place, too.
6. +The students listen to the recording
again and complete the sentences with
the missing information. Help them to
pay special attention to the type of
information that is required (numbers).
Answers: a. 3. b. 100. c. 20. d. 5.
recording once more and put the
events in the order they happened; if
necessary, play the recording twice.
of events).
Answers: Ari: d. - c. - a. - b.
Tracy: c. - a. - d. - b.
13
WELCOME TO MY COUNTRY
37
5. Listen to the recording and check your guesses in exercise 3.
Tick your answer.
Atacama desert, Chile.
Durango, USA.
Liverpool, England.
6. Listen to the recording again and find the missing information.
a. Ari got up at __________ a.m. to see the geysers.
b. El Tatio is about __________ kilometers from San Pedro.
c. Tracy traveled for __________ hours to San Pedro.
d. Tracy returned from the desert at _________ am.
7. Listen to the recording again and put the events in order.
Ari:
a. ____ It started to snow!
b. ____ He got back to San Pedro.
c. ____ He visited El Tatio.
d. ____ He got up very early.
Tracy:
a. ____ She went to the desert.
b. ____ She went back late.
c. ____ She made a long trip.
d. ____ She could see the constellations.
LI STENI NG
8. Copy and complete the chart in your notebook with information
from the interview.
AFTER LI STENI NG
9. Listen and repeat. Pay special attention to the ending
of the verbs.
You are going to listen
to two young visitors in a
very famous place in Chile.
Look at the pictures. Can
you guess where they are?
Do you think they like the
place?
American English:
Kilometer
British English:
Kilometre
answered arrived helped listened prepared
recognized studied talked traveled walked worked
completed pointed repeated started visited
Countries Cities Means of transport Tourist attractions
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AFTER LISTENING
8. ++ Students work in groups to
complete the chart, sharing information
from the interview.
(L.A: to share information and
complete a fact file).
Answers:
Countries: Chile, England, the USA.
Cities: Santiago, Antofagasta, San
Pedro, Liverpool, Durango.
Means of transport: bus, car.
Tourist attractions: Chile: San Pedro,
everything made from clay, the
geysers at El Tatio, the Valle de la Luna,
the desert.
9. ++ Play the recording and ask
the students to repeat each verb, paying
special attention to the ending of the
words. They should avoid inserting a
vowel before the / d / sound.
different spellings of the same word used
in each variety of English. Remind them
14
that both the British and the American
versions are correct, but that they should
choose one variety and stick to it.
Did you know that
the name of the Chilean
town Los Vilos comes
from Lord Willow, an
Englishman who had a big
farm in the area?
UNIT 2
38
10. Think about an interesting trip you took and write a short paragraph
about it. Include information about the place, its geographical
location, the places you visited, and any other interesting details.
Last year / month / summer I went to __________. It is a __________
in __________. I visited __________ , __________ and ___________ .
While there, we ___________ , ___________ and ___________.
I particularly liked / enjoyed ___________.
11. Listen to the dialogue and put it in order. Then act it out in front
of your classmates.
A: Do you like this place?
B: Im from Scotland.
A: How did you arrive here?
B: Oh, yes! I love it!
A: Where are you from?
B: I took a bus from the capital.
12. Find thirteen irregular past tenses in the Word Search Puzzle. FL
X S I W T C K W
C A M E H E F A
M W L R O E E S
A F E E U Z L M
D L F R G Y L E
E E T A H A D T
Q W E N T O O K
REFLECTIONS
Did I connect my previous
knowledge with the topic of
the lesson?
Did I help my classmates?
L A N G UAG E F O C U S The Past Simple Tense
1. Study these examples from the text.
He pointed out all the constellations.
I got up at 3 am to go to see the geysers at El Tatio.
A bus took us north to San Pedro de Atacama.
2. Complete this general rule.
To form the past tense of English regular verbs, we add _________
to the base form of the verb.
There is ________ rule to form the past tense of __________ verbs.
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__________________________
LANGUAGE FOCUS - The Simple Past
Tense
1. Tell the students to read the examples
from the text. Guide their attention
towards the words in bold.
2. Make the students complete the rule
to form the past tense of verbs. Help
them to discover it by themselves, but
do not take an active role.
Answers: -ed, no, irregular.
__________________________
Did you know that
own and share comments in their
groups. For more information on the Did
you know that section see page 7 of
the Introduction.
10. ++Invite your students to think about
an interesting trip they took and to
complete a short paragraph about it.
Encourage them to include information
about the place, its geographical
location, the places they visited, and any
other interesting details. Ask some of
them to read their paragraphs aloud to
share their work with their classmates.
(L.A: to complete a short paragraph).
Answers: Students own ideas.
11. + Form pairs and tell the
students to write the dialogue in order
in their notebooks. Play the recording
for them to check and then listen and
repeat. Select some pairs to role-play it
in front of their classmates. Don't forget
to give praise and encouragement,
especially to weaker students. Let them
know what they are doing well, as well
as what they need to improve.
Answers: See transcript.
15
12. ++ Motivate fast learners to
find the past tense of thirteen
irregular verbs in the Word Search
puzzle. Invite them to share their
findings with the rest of the class.
Answers: came, fell, flew, had, made,
met, ran, saw, thought, took, was,
went, were.
REFLECTIONS
notebooks.
analyze:
a. their ability to connect their previous
knowledge with the topic of the
lesson.
b. if they helped their classmates.
FL
39
1. Answer these questions in your group.
a. What do people usually celebrate around the world?
b. What are the most important celebrations in Chile?
c. Do you know the name of a typical festival in your area?
2. Look at the pictures and guess which of the following words you will
find in the text.
angel
elegant
festival
legend
myth
princess
procession
religion
saint
statue
virgin
BEFORE READI NG
p
atron
sain
t
m
ask
d
evil
costu
m
e
PICTIONARY
con
q
u
eror
LA TIRANA FESTIVAL Lesson 2
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BEFORE READING
1. + Introduce the topic of the lesson
asking students to answer the
questions. Tell them to look at the
pictures and recognize what kind of
celebration they show.
(L.A: to infer topic from visuals).
Answers:
a. People around the world celebrate
Christmas, Easter, Mothers Day, etc.
b. Christmas, Independence Day,
Easter.
c. Will vary.
See Cultural Background Information
at the end of the unit.
2. + Ask students to look at the
illustrations, study the words in the
Pictionary and read the list of words.
Invite them to predict which of the
words they think will appear in the
text. Do not check at this point.
clues).
PICTIONARY
conqueror: conquistador
costume: disfraz
devil: diablo
mask: mascara
patron saint: santo patrono
UNIT 2
40
Name of celebration:
Location:
Date:
Purpose:
Attraction:
READI NG
5. Read the text quickly and check your answers in exercises 2 and 3.
6. Write T if the sentence is true or F if the sentence is false.
a. ___ The event takes place in Iquique.
b. ___ La Tirana Festival lasts for the whole month.
c. ___ La Tirana is a combination of music, dance and food.
d. ___ The main event is Las Diabladas.
e. ___ People wear spectacular costumes and masks.
7. Complete the fact file of this celebration.
3. Kelly Hardrock prepared the brochure on page 41 after visiting her
father in the north of Chile. Read the titles below and choose the best
alternative to complete the sentence.
a. Independence Day.
b. a religious festival.
c. an important battle.
I prepared a brochure
about ____________.
A
B
American English:
Brochure
British English:
Brochure
a. grave
b. pilgrim
c. priest
e. vow
d. Spaniard
1. espaol
2. jurar
3. peregrino
5. tumba
4. sacerdote
4. Before reading the text, match each word in A with its Spanish
equivalent in B.
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3. ++ Read what Kelly says and make
the students choose the correct
alternative. Help them to relate their
previous knowledge and the pictures
on pages 39 and 41 to discover the
answer. Do not check at this point but
make sure the students know the
meaning of brochure.
Brochure: a small magazine containing
details and pictures of goods, services
you can buy, or descriptions of places
you can visit. Do not check answers at
this point.
(L.A: to predict topic from context).
American V/S British English
different pronunciations of the same word
used in each variety of English. Remind
them that both the British and the
American versions are correct, but that they
4. ++ Students relate each English
word with its Spanish equivalent.
Answers: a. - 5. b. - 3. c. - 4. d. - 1.
e. - 2.
READING
5. +Ask the students to read the text quickly
and check their answers in exercises 2 and
3. Remind them that this first reading is
only to check their predictions and to get
the general idea of the text.
Answers: 2. legend, myth, princess,
festival, saint, procession, religion, virgin.
3. b.
and identify if the information is true
or false.
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75
information).
Answers:
a. False (In the town of La Tirana, 72
km from Iquique, Chile). b. False (for of
whole week). c. False (music and
dance). d. True. e. True.
7. ++Ask the students to complete the
fact file with information from the
text. Check on the board.
information).
Answers:
Name of La Tirana
Celebration: Festival
Location: 72 km from
Iquique, Chile
Date: 12
th
- 18
th
July
Purpose: To celebrate Chile's
patron saint
Main event: The procession of Las
Diabladas
41
UNIT 2
42
REFLECTIONS
What new words did I learn?
In what instances did I show
initiative?
8. Complete each blank with a question word and ask your partner the
questions. Then change roles.
_______ do people celebrate in your region? (event)
_______ does it take place? (time)
_______ is it celebrated? (place)
_______ do people do? (activities)
9. Listen and repeat. Pay special attention to the beginning of the
words.
where when what
who why whose whom
PEOPLE PLACES ACTIVITIES
10. Fill in the blanks in these questions.
a. ________ do you ________ for your birthday?
b. ________ do you ________ on holiday?
c. ________ do you ________ for tests?
d. ________ do you ________ on Sundays?
e. ________ do you ________ in summer?
11. Listen and repeat the questions in exercise 10.
12. Ask and answer the questions in your group.
13. Read the text on page 41 and find words to make word maps
with these headings:
FL
L A N G UA G E F O C U S Question words
1. Study these questions related to the text.
Where is La Tirana Festival celebrated?
When does it take place?
What do the activities include?
We use definite types of words called question words to ask
questions about place - (______), time - (______), things - (______).
AFTER READI NG
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AFTER READING
__________________________
LANGUAGE FOCUS - Question Words
Don't forget that this section is designed to
help students revise or discover a particular
grammar structure by themselves.
questions, paying special attention to
the words in bold.
2. Make the students identify the type of
information each question word
requires, and then complete the rule.
Answers: where; when; what.
__________________________
8. ++ Students complete each blank
with a question word and then ask and
answer the questions in pairs. Make sure
that they change roles, so that both
have the opportunity to ask and answer.
Answers: what; when; where; what.
play the recording again for them to
repeat each word, paying special
attention to the pronunciation of the
initial sound, similar to Spanish hueso,
huaso, huincha.
(L.A: to imitate a model paying
attention to an English phoneme).
10. ++Students use the question words
in the Language Focus to complete
the questions in a logical way.
(L.A: to relate a language item and
own reality).
16
Answers:
a. What do you do for your
birthday?
b. Where do you go on holiday?
c. When do you study for the tests?
d. What do you do on Sundays?
e. What do you wear in summer?
11. + Students listen and check the
questions they completed in exercise
10, and then listen and repeat.
REFLECTIONS
notebooks.
identify:
a. the new words they learnt.
17
43
1. Listen to the recording in lesson 1 again and cross out the countries that are not mentioned.
LI STENI NG
2. Who said what? Write Tracy or Ari next to each sentence.
a. _______ Everything is made of clay.
b. _______ We walked for about two hours.
c. _______ We took amazing photos.
3. Why do Tracy and Ari speak in English?
3 pts
4. Read the text in lesson 2 and match numbers and words.
72 24 200
people hours kilometers
5. Read the text and say why these sentences are false.
a. La Tirana is in the Atacama region.
b. People dance and sing during the day.
c. The most important event of the festival is a mass.
READI NG
6. Complete the paragraph with the Past Tense of the verbs in the box.
LANGUAGE AND VOCABULARY
On our last vacation, my family and I ________ to Chiloe and ________ the festivity of Nazareno
de Caguach. The celebrations ________ with a ceremony outside the church. Then, we ________
a procession. People ________ the religious figures out of the church and ________ with them
around the town.
7. Complete each question according to the answers.
a. _________ do you do on Saturdays? I play football with my friends.
b. _________ are you going to go on vacation? Im going to go to the seaside.
c. _________ is your birthday? Its in June.
d. _________ is your sweater? I left it at school.
e. _________ do you wear a swimsuit? In summer.
3 pts
2 pts
3 pts
6 pts
3 pts
Per Chile USA Canada Australia England
begin celebrate see take travel walk
0 - 7
Keep trying
8 - 14
Review!
15 - 19
Well done!
20 - 25
Excellent!
total
score
25 pts
5 pts
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b. the instances in which they showed
initiative.
12. ++ Students ask and answer the
questions in their groups, answering
with what is true for them.
(L.A: to relate content and own
reality).
13. +++Ask fast learners to create
word maps on the board with the
headings provided. Encourage them to
illustrate different types of connections
between the words and to include
graphic support. Check and ask the rest
of the class to copy the maps.
(L.A: to classify key lexical items).
Possible words to include:
People: saint, princess, Spaniards,
conquerors, father, priest, pilgrims.
Activities: singing, dancing,
procession, festival.
Places: town, Chile, La Tirana,
Tamarugal, temple, grave.
FL
MINI - TEST
expected to do and then give them time to
answer individually.
Answers
LISTENING
1. Not mentioned: Peru; Canada; Australia
2. a. Tracy. b. Ari. c. Tracy.
3. They speak in English because they
come from English speaking countries:
USA and England.
READING
4. 72 - kilometers; 24 - hours; 200 -
people.
5. a. La Tirana is in the Tarapaca region.
b. People dance and sing 24 hours a
day. c. The most important event of
the festival is the procession.
6. traveled; celebrated; began; saw; took;
walked.
7. a. What. b. Where. c. When. d. Where.
e. When.
13
UNIT 2
44
2. Write the names of these original Chilean peoples in the chart,
according to the place they live / lived.
Aymara Chango Chono Diaguita
Mapuche Ona Picunche
5. Kelly and Matt are visiting the Magallanes Regional Museum in Punta
Arenas. As they walk along the corridors, a guide answers their
questions. Make a list of English words that sound similar in Spanish
that you think you will hear. Example: region, south, etc.
3. Look up these words in a dictionary.
hunter sailor
4. Relate each indigenous group in the chart above to their
characteristics in the bubbles.
BEFORE LI STENI NG
Sailors Hunters Nomads Warriors
Fishermen Shepherds Farmers
1. Answer Matts questions.
North of Chile Center of Chile South of Chile
Who lived in Chile
before the Spaniards arrived?
What is the meaning of the word
mapuche?
sailor
n
om
ad
h
u
n
ter
fish
erm
an
PICTIONARY
farm
er
THE PEOPLE OF THE
LAND Lesson 3
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BEFORE LISTENING
1. + Introduce the topic of the lesson
telling the students that, after visiting
their father, Kelly and Matt continue
their trip and are now visiting the
south. Invite students to name places
the children are visiting. Tell them that
the boy is particularly interested in our
country and has some questions for
them. Make them read Matt's
questions and elicit the meaning of the
word mapuche. Make notes on the
board but do not check at this point.
(L.A: to predict topic from the context).
2. +++ Refer the students to Chilean
history and tell them to read the names
of Chilean aborigines. Ask them to
write the names in the correct column,
according to the place they lived. Invite
some students to come to the board to
check the exercise.
(L.A: to connect content with previous
knowledge).
Answers:
North of Chile
Aymaras Changos Diaguitas
Center of Chile
Mapuches Picunches
South of Chile
Onas Chonos
3. ++ Read the words in the bubbles
with the class. Ask students to look
them up in a dictionary and find their
equivalent in Spanish. Check orally.
Make reference to what students may
have learnt in Social Studies.
Answers: sailors = navegantes; hunters
= cazadores.
PICTIONARY
farmers: granjeros
fishermen: pescadores
hunters: cazadores
nomads: nmades
sailors: marineros/navegantes
4. ++ Students associate the
indigenous groups in exercise 2 with
the characteristics in exercise 3.
knowledge).
Answers:
Sailors: changos, chonos, onas;
Hunters: mapuches, onas;
Nomads: onas, changos, chonos;
Warriors: mapuches;
Fishermen: changos, chonos;
Farmers: mapuches, aymaras, diaguitas.
nomads = nmades; warriors =
guerreros; ritual = ritual; mask =
mscara; canoe = canoa; fishermen =
pescadores; shepherds = pastores;
farmers = granjeros.
5. +Encourage students to make a list of
cognates they think will appear in the
text. Do not check answers at this point.
(L.A: to make predictions from context).
Answers: Will vary.
45
6. Listen to the text and check your answers in exercise 1.
7. Listen again and choose the correct alternative.
The guide is talking about indigenous groups from the:
11. Look for information about one important ethnic group in Chile and
complete this diagram.
LI STENI NG
AFTER LI STENI NG
Location
Food
Ceremonies
and traditions
Language
Name
a. central region
b. north region
c. south region
Did you know that
Captain Fitz Roy called
Aysn the area of the
south of Chile because it
is the place where the ice
ends?
8. Listen again and answer the question.
How many ethnic groups are mentioned in the text?
9. Listen to the recording again and cross out the words that you do
not hear.
a. Nearly 700,000 people / persons belong to an indigenous group.
b. Do they live in this area / region?
c. They were originally hunter / fishermen nomads.
d. They sailed their boats / canoes through the north / south channels.
e. They used swords / harpoons for hunting.
f. They wore masks, painted their bodies / faces and danced / listened
to music.
10. Listen again and identify the incorrect information.
a. All the groups lived in the same area.
b. They ate the same food.
c. They were sedentary.
d. All of them used the same weapons.
e. They wore masks and painted their bodies in religious ceremonies.
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LISTENING
6. + Play the recording and ask the
students to check their answers in
exercise 1. (L.A: to validate predictions)
Answers: Indigenous people;
Mapuche means the people of the land.
7. + The students listen to the recording
again and choose the correct alternative.
information).
Answers: c.
Did you know that
Introduction.
8. + Read the question with the class
and help the students identify the type
of information that is required. Play
the recording again.
Answers: eight.
18
9. ++ Read the statements with the
class; then the students listen to the
recording again and identify the words
that are not mentioned.
(L.A: to discriminate between correct
and incorrect information).
Answers: Not mentioned: a. persons.
b. region. c. fishermen. d. boats, south.
e. swords. f. faces, listened to music.
10. ++ Make the students read the
sentences and decide which are false.
Play the recording again for them to
check their answers. Check orally. First
students only indicate which
statements contain incorrect
information and then correct it.
information).
Answers: a. False. b. True. c. False.
d. True. e. True.
Incorrect: a. They lived in the
Araucana, Bo Bo and the Lakes
regions. c. They were not sedentary,
they were nomads.
AFTER LISTENING
11. +++ Form groups of three or four
students and encourage them to find
information about one important
ethnic group in Chile and complete
the diagram. Allow them to look for
information in books in Spanish or
encyclopaedias; you can assign this
task as homework or use it as a
project, in which case the groups must
assign specific tasks to each member
of the group and present a product on
an agreed date.
knowledge).
UNIT 2
46
REFLECTIONS
Did I have difficulties to
Did I need the teachers
assistance?
YES NO
14. Use the following clues to write questions in the Past Tense.
Listen, check and then repeat the questions.
a. Where - the Alacalufes sail.
b. What - these indigenous people eat.
c. the Onas - an important spiritual life have.
d. What - the Onas for their ceremonies do.
e. the Yamanas harpoons use.
15. In pairs, ask and answer the questions in exercise 14. Choose two
of the questions and answers and share them with your classmates.
FL
L A N G UA G E F O C U S Questions in the Past Simple Tense
1. Study these examples from the text.
Where did the Alacalufes live?
Did the Onas eat molluscs?
To ask __________ in the _________ tense in English, we use the
auxiliary _________ and the base form of the __________.
Did you know that
the name of Tierra del
Fuego comes from the
bonfires that the first
European explorers
observed from their ships?
12. Use the information in your diagram to complete and then act out
the following dialogue with your partner.
A: What Chilean ethnic groups do you know?
B: The __________, the __________ and the _____________.
A: Where do/did the ____________ live?
B: They live (d) in ________________.
A: What language do/did they ____________?
B: They ________________.
A: What are/were their main traditions?
B: They ________________________________________________.
Mr. Tongue Twister tried to train his tongue to twist and turn,
and twit and twat, to learn the letter T.
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12. ++ Invite students to exchange
information with their classmates,
asking questions about their work. Make
sure all groups have the opportunity to
ask and answer questions.
knowledge).
Answers: Will vary.
Did you know that
Let students read this section on their own
and share comments in their groups. For more
information on the Did you know that
section see page 7 of the Introduction.
13. + First play the recording and ask
the students only to listen. Then play the
recording again for them to repeat the
tongue twister, paying special attention
to the pronunciation of the letter t, with
strong contact between the front part of
the tongue and the alveolar ridge.
__________________________
LANGUAGE FOCUS Questions in the
Simple Past Tense
promote independent learning, so help,
guide and check, but do not give the answers.
1. Tell the students to revise the
examples from the text.
2. Help them to complete the rule.
Answers: questions; Past; did; verbs.
See Error Alert! at the end of the unit.
__________________________
14. +++ Ask the students to use
the clues to write questions in the
Past tense. Elicit some examples. Play
the recording for them to check and
then listen and repeat the questions.
(L.A: to consolidate a language point and
connect it with previous knowledge).
20
19
Answers:
a. Where did the Alacalufes sail?
z
c. Did the Onas have an important
spiritual life?
d. What did the Onas do for their
ceremonies?
e. Did the Ymanas use harpoons?
15. ++Fast learners work in pairs,
asking and answering the questions
in exercise 14.
(L.A: to role-play a dialogue).
REFLECTIONS
The students should work on their own but
you may help and guide them when
necessary. Encourage them to keep a
record of their answers in a special section
of their notebooks.
identify:
a. the difficulties they had to understand
the text.
b. how much they needed the teachers
assistance.
FL
1. Matt wants to know more about Chile. In pairs, read and answer his
questions.
2. Can you relate each person to one of these areas?
3. Look at the pictures in the text on page 48 and answer Matts questions.
4. Find these words in the text. Match them with a synonym from the box.
a. encourage b. perform
c. upcoming d. engagement
47
BEFORE READI NG
Music Literature Painting
w
in
n
er
soloist
p
rize
m
u
sician
PICTIONARY
E
aster Islan
d
future arrangement stimulate do
FROM CHILE TO THE
WORLD Lesson 4
Who are the people in
the pictures?
What do they have in
common?
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BEFORE READING
1. + Draw students' attention to Matt's
questions in the bubble. Elicit their
answers and make notes on the board.
(L.A: to relate content and previous
knowledge).
Answers: Claudio Arrau; Gabriela
Mistral; Cristina Gallardo-Domas;
Nicanor Parra; Lily Garafulic; Roberto
Bravo; Roberto Matta; Vernica Villarroel.
They are all famous Chilean artists.
2. + Ask the students to answer the
question in pairs. Make a chart on the
board to check answers.
(L.A: to relate content and previous
knowledge).
Answers: Music: Claudio Arrau,
Cristina Gallardo Domas, Roberto Bravo,
Vernica Villarroel; Literature: Gabriela
Mistral, Nicanor Parra; Painting: Lily
Garafulic, Roberto Matta.
3. ++ Read Matt's questions on page
48 aloud. Help students to understand
them, clarifying the meaning of the
verb stand out; elicit answers, but do
not correct at this stage.
clues).
4. +++Ask students to find the words
in the text and then match them with
a synonym from the box. Tell them to
observe the words that precede and
follow the one they are studying, to
identify its context and clarify its
meaning.
Answers: a. stimulate. b. do.
c. future. d. arrangement.
See Cultural Background Information
at the end of the unit.
PICTIONARY
prize: premio
winner: ganador
Easter Island: Isla de Pascua
musician: msico
soloist: solista
In 1999, Ms. Teave won the first prize in the Claudio Arrau International
Piano Competition. In 2001, she won a competition in Spain. She was
also the first prize winner in the 2004 Cleveland Institute Competition.
Most recently, in 2006, she was the winner in the Corpus Christi
International Competition.
In Chile, she has performed as a soloist with the countrys main
orchestras.
Upcoming engagements include solo concerts in the United States,
Japan and Antarctica.
Ms. Teave obtained her Masters of Music degree at the Cleveland
Institute of Music in 2005 and continues her studies with Sergei Babayan.
http://www.chicagoclassicalmusic.org/taxonomy/term/72?page=13
Start
Internet Internet
http://www.chicagoclassicalmusic.org/taxonomy/term/72?page=13
MAHANI TEAVE
Address Address
Links Links
Go Go
Who is the girl
in the photo?
In what area
does she
stand out?
UNIT 2
48
Mahani Teave is a native of Easter Island (Chile). Her father is a
native and her mother is American. She began her studies in the
island with Erica Putney. In 1992, she met the Chilean pianist
Roberto Bravo who encouraged her to study in Valdivia, where
she obtained her Bachelors degree in Music in 2001 and became
the islands first classical musician.
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READING
5. +The students read quickly through
the text just to check their answers in
exercise 3.
Answers: The girl in the photo is
Mahani Teave, the first classical
musician from Easter Island.
6. +The students identify the type of
text they are going to read.
(L.A: to identify type of text).
Answers: b.
7. ++ The students read the text
carefully and discriminate between
correct and incorrect information.
information).
Answers: a. True. b. False. c. False.
d. True. e. False.
8. +++Students read the text again and
identify the name of a person who had a
very important role in Mahani's life.
(L.A: to find and support specific
information).
Answers: Roberto Bravo was a very
important person for Mahani Teave,
because he discovered her and
encouraged her to study music in the
continent.
9. +++ Students read the text again
and find information to complete the
chart. They check the answers in pairs.
(L.A: to find and classify information).
Answers:
Year Fact
1992 Met Roberto Bravo
1999 Won Claudio Arrau
Competition
2001 Won a prize in Spain
2004 Won a prize in Cleveland
2005 Obtained Music degree
2006 Studied with Sergei
Babayan
10. +The students read the text once more
and identify a characteristic for each
noun. Help them find the words, making
it clear that in English the characteristics
(or adjectives) are the words that go
immediately before the nouns.
(L.A: to find key words).
Answers: a. classical. b. Chilean.
c. first. d. international.
REFLECTIONS
students reflect on their learning
process and to raise their awareness of
how they develop their own learning
strategies to become more effective
learners. They should work on their own
but you may help and guide them when
necessary. Encourage them to keep a
record of their answers in a special
section of their notebooks.
49
10. Read the text and find an adjective for each noun.
a. ___________musician
b. ___________pianist
c. ___________prize
d. ___________competition
READI NG
5. Read the text quickly and check if you had the right information
about Mahani. Remember that the familiar words you can find in the
text help you to get the general meaning of it.
6. What kind of text is it? Choose the best alternative.
a. A short story b. A biography c. A news report
7. Are these statements true or false?
a. _____Mahani Teave was born on Easter Island.
b. _____ Mahani Teave's parents are from Easter Island and England.
c. _____ Her first teacher was Roberto Bravo.
d. _____ She studied music in Valdivia.
e. _____ At the moment she is studying at the Cleveland Institute of Music.
8. Read the text and identify a very important person in Mahani Teaves
life. Explain your answer with information from the text.
9. Complete this chart with information from the text.
REFLECTIONS
How much did the exercises
help me to understand the text?
What were the most serious
problems I had?
Year Fact
1992
1999
2001
2004
2005
2006
AFTER READI NG
11. Complete this summary of the text.
_________ was born on __________. Her parents are from __________.
She studied __________. In __________ she met __________ and went
to __________________ to continue studying. In __________ she won
two important __________. She has performed in many places, like
________ and __________. She is famous because she is __________.
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analyze:
a. how much the exercises helped them
to understand the text.
b. their main difficulties in the reading
comprehension exercises.
AFTER READING
11. +++ Do the summary orally first,
then students write it.
(L.A: to elaborate a summary).
Answers: Mahani Teave; Easter Island;
Easter Island and the United States;
with Erica Putney; 1992; Roberto
Bravo; Valdivia; 1999; competitions;
Japan; the Antarctica; Easter Island's
first classical musician.
UNIT 2
50
A: What do you call a person who ________________ ?
B: A(n)____________________
12. In pairs, choose a famous Chilean artist you know well and complete
his / her biography.
_______ was born in _______ (year) in _______ (place).
He / She studied ______ in _______ and is famous because _______.
His / her most important paintings / sculptures / books / songs are ____.
13. First only listen and then listen and repeat the tongue twister.
If Stu chews shoes, should Stu choose the shoes he chews?
14. In pairs, put these sentences in order to form a dialogue about
professions. Check with your teacher and then role-play the dialogue
in front of your classmates, replacing the parts underlined.
a. And what about you?
b. I dont know yet. My mother wants me to be a musician and dad
wants me to be a lawyer.
c. I want to be a famous football player!
d. So, what profession would you like to have in the future?
15. Vocabulary game! Close your book and ask your partner
questions about professions.
FL
paints pictures? plays football? sails ships?
looks after peoples teeth?
L A N G UA G E F O C U S Suffixes to indicate professions
1. Read these sentences from the text and other examples.
Mahani Teave is the island's first classical musician.
She met the Chilean concert pianist Roberto Bravo.
Serguei Babayan is her teacher in Cleveland.
Claudio Bunster is one of the most famous Chilean scientists.
Zach Efron is my sisters favorite actor.
2. Complete this rule.
We can form the name of jobs and professions by adding the
particles: _____, __________, _____________ and ___________
to verbs and nouns.
American English:
Favorite
British English:
Favourite
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__________________________
LANGUAGE FOCUS - Suffixes to indicate
professions
check, but do not give the answers.
1. The students revise the examples.
2. Help the students complete the rule to
form the name of jobs and professions
from verbs and nouns. Clarify the
meaning of suffix.
Answers: -ian;- ist; -er;- or.
__________________________
12. +++The students work in pairs and
choose a famous artist they know well
to complete his / her short biography.
(L.A: to write a short text).
play the recording again for students
to repeat, paying special attention to
the pronunciation of the beginning of
the words. Help them notice and
produce the difference between / /
in shoes and / t / in choose, chews.
(L.A: to identify and produce English
phonemes).
14. ++The students work in pairs and
put the dialogue about professions in
order. Remember not to interrupt
students during speaking activities. It
21
is better to take notes of the main
mistakes and then correct them at the
end of the activity. Ask some pairs to
role-play the dialogue.
Answers: d. b. a. c.
15. +++ Vocabulary game!
Games are important while teaching a
foreign language because they
motivate students to apply them to
different situations. Encourage fast
learners to ask questions to their
partners about professions.
Play the recording to and the clues.
Example:
A: What do you call a person who
sails ships?
B: A sailor.
(L.A: to relate content, previous
knowledge and own reality).
22
FL
51
1. Listen to the recording in Lesson 3 again and circle the numbers that you hear.
a. 700,000 - 7,000,000 c. 4.6 - 0.46
b. 80 - 8 d. 873 - 87.3
LI STENI NG
0 - 9
Keep trying
10 - 15
Review!
16 - 20
Well done!
21 - 27
Excellent!
total
score
27 pts
4 pts
3. Read the text about Mahani Teave again and find information to support the following ideas.
a. Mahani Teaves mother was born in the USA.
b. Her father is Chilean.
c. Erica Putney lives on Easter Island.
d. Mahani Teave is going to play in a very unusual place.
e. Mahani Teave is still studying piano.
4. Read the text again and find the following information:
a. The place where Mahani was born. ____________________
b. Her mothers nationality. ____________________
c. The famous Chilean pianist that helped Mahani. ____________________
d. The year she obtained her degree. ____________________
e. The places in which she is going to play. ____________________
READI NG
5 pts
5. Complete the questions with the Interrogative form of the Simple Past Tense.
a. Where _______ Mahani Teave _______ her studies? (begin)
b. What _______ Roberto Bravo _______ to help her? (do)
c. When _______ she _______ her degree? (obtain)
d. What _______ she _______ in Cleveland? (win)
6. Complete the sentences with the name of the profession.
a. Isabel Allende is a very famous ________________________. She writes beautiful novels.
b. Did you see Di Caprios film? He is an excellent ________________________.
c. She loves science! I think she wants to be a ________________________.
4 pts
3 pts
2. What are the characteristics that the indigenous groups in the southern region shared?
a. Nomads, hunters and warriors. c. Nomads, sailors and hunters.
b. Nomads, sailors and warriors. d. Nomads, warriors and farmers.
6 pts
5 pts
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MINI - TEST
The mini - tests provide material to check
sure the students understand what they
are expected to do and then give them
time to answer individually.
Answers
LISTENING
1. a. 700,000. b. 8. c. 4.6. d. 87.3
2. c.
READING
3. a. Her mother is American.
b. Her father on a native.
c. She began her studies on the island
with Erica Putney.
d. Upcoming engagements include
the Antarctica.
18
e. She continues her studies with
Serguei Babayan.
4. a. Easter Island. b. American.
c. Roberto Bravo. d. 2005. e. Japan,
USA and the Antarctica.
5. a. did, begin. b. did, do. c. did, obtain.
d. did, win.
6. a. writer. b. actor. c. scientist.
UNIT 2
52
Kelly, Matt and their father are now visiting another beautiful city in the
south of Chile.
1. Answer the following questions in your group.
a. How can you travel from one Chilean city to another?
b. How can you travel from one continent to another?
c. How can foreigners travel to Chile?
d. How can you travel to and in the south of Chile?
2. Look at the pictures and identify the means of transport. The words
below can help you, but you have to unscramble them first.
arc trca clebyic nelpa phsi
riant rotmoceycl sub
3. Which city do you think they are visiting? How? By car? By train? By
ship?
4. Work with your partner and check the meaning of these phrases that
look and sound very similar in Spanish.
a. market b. local variety c. botanical garden
d. nature sanctuary e. native species f. typical dish
BEFORE LI STENI NG
sw
an
on your right
on your left
eagle
PICTIONARY
bridge
VISITING THE SOUTH Lesson 5
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BEFORE LISTENING
1. +Start the lesson telling the students
that Kelly and Matt continue their trip
and are now visiting a beautiful city in
the south. Before listening, they
answer the questions in exercise 1.
Guide students answers to the type of
information requested: means of
transport. Check orally and make notes
on the board.
You can travel _____ by _____.
(L.A: to connect topic and previous
knowledge).
2. + Invite the students to look at the
pictures and identify the means of
transport unscrambling the words in the
box. Check orally. Additionally, you can
make students identify the most
important means of transport in their
area / city / town; the most comfortable;
the most useful for them, etc.
Answers: car; cart; bicycle; plane;
ship; train; motorcycle; bus.
3. +Elicit names of beautiful cities in the
south of Chile. The students guess
which city the children are visiting and
by what means of transport. Do not
check at this point.
(L.A: to predict content from previous
experience).
4. ++ Students work in pairs to check
the meaning of the phrases that look
very similar in Spanish.
Answers: a. mercado. b. variedad
local. c. jardn botnico. d. santuario
de la naturaleza. e. especies nativas.
f. plato tpico.
LISTENING
5. + Tell the students they are going
to listen to the recording once, just to
identify the name of the city. Remind
them that this first listening is only to
check their predictions in exercise 3.
Answers: the city is Valdivia.
6. +The students read the names of the
places in the pictures. Then they listen
again and number the places in the
order they hear them.
(L.A: to identify sequence).
Answers: a. - d. - c. - b.
7. ++ Read the statements and the
alternatives with the class. Play the
recording again for students to choose
the alternative that best completes each
statement. Then they check in pairs.
information).
Answers: a. iii. b. iii. c. ii.
23
a
b
c
d
e
f
g
h
i
j
8. Listen again and find the ingredients for curanto that the speaker
mentions.
53
5. Listen to the recording and check the name of the city and the
means of transport you mentioned in exercise 3. Dont forget to pay
special attention to all familiar words that can help you.
6. Listen to the recording again and number the places in the order
you hear them.
7. Listen again and choose the alternative that best completes each
statement.
a. The speaker is
i. a bus driver. ii. a teacher. iii. a tour guide.
b. In the fluvial market you can see
i. penguins. ii. seals. iii. sea lions.
c. If you visit the market, you will find
i. toys. ii. restaurants. iii. books.
LI STENI NG
http://www.southamerica.cl/Chile/Food.htm
Did you know that
Chili is the name of a
traditional Mexican dish?
a
Calle-Calle river
b
Universidad Austral
c
Bridge
d
Fluvial market
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Did you know that
own and share comments in their
groups. For more information on the Did
you know that section see page 7 of
the Introduction.
8. + First ask students to identify the
food in the pictures. (a. meat;
b. chicken; c. red/green pepper;
d. onion; e. tomato; f. corn; g. carrots;
h. potatoes; i. pumpkin; j. seafood).
Tell the students to concentrate on the
ingredients for curanto that the
speaker mentions and to identify
them in the pictures. Play the
recording again.
After checking the exercise, ask
students to think about other typical
Chilean dishes and to try and find the
ingredients in the pictures. You can
also ask students to classify the
ingredients, for example: vegetables,
meat, fish, etc.
Answers: a. h. j.
L A N G UA G E F O C U S Prepositions of movement
1. Read these examples from the text.
It is possible to walk along the river, and walk around the wonderful
botanical garden. From above, you will see at the same time three
volcanoes, the Pacific Ocean, and the river.
2. What do the words in bold indicate?
3. Read and complete:
Prepositions are the words that we use to indicate location or
movement. __________, __________ and __________ are prepositions
of movement. They indicate in what direction the action is performed.
along
above
x x
round
around
about
Did you know that
Benji is another name for
bungee jumping?
UNIT 2
54
AFTER LI STENI NG
10. Look at the pictures and complete the sentences with the correct
preposition.
a. The plane is flying __________ the world.
b. The plane is flying __________ the clouds.
c. The people are riding __________ the river.
9. Listen once more and eliminate the items in the boxes that the
speaker does not mention.
A: Means of transport
B: Adventure sports
boat bus kayak plane ship taxi train
bungee jumping canopying hiking kayaking
rafting skating skiing trekking
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9. ++ Ask the students to identify the
items in the boxes that the speaker
doesn't mention. To make the task easier,
you can tell them to tick the items they do
hear first, and then listen again to check
the ones that are not mentioned. After
checking the exercise, start a
conversation about the adventure sports
that they can practice in their area.
(L.A: to identify correct / incorrect
information).
Answers:
Not mentioned A: plane, ship, taxi,
train.
Not mentioned B: bungee jumping,
skating, skiing.
AFTER LISTENING
__________________________
LANGUAGE FOCUS - Prepositions of
movement
revise or discover a particular grammar
check, but do not give the answers.
examples from the text, paying special
2. Help them find the answer to the
question, but dont take an active part.
Answers: The words in bold indicate
location or movement.
3. Students complete the statement.
Check orally.
Answers: along; above; around.
__________________________
Did you know that
Introduction.
10. +The students look at the pictures and
complete the sentences with a
preposition from the Language Focus.
(L.A: to consolidate a language item).
Answers: a. around. b. above.
c. along.
to repeat each pair of words, paying
special attention to the pronunciation
of the first sounds: / d / complete
contact between the front part of the
tongue and the alveolar ridge,
releasing the air suddenly; / D / close
contact between the front part of the
tongue and the upper teeth, releasing
air with friction.
(L.A: to distinguish and produce two
English phonemes).
24
A: How can you __________ to Valdivia from this city?
B: You can take a or you can go by .
A: Can I _________ by ?
B: Sure! But you cant _________ or _________ .
55
REFLECTIONS
What did I most enjoy in this
lesson?
What can I do to do better in
the next unit?
11. Listen and repeat. Pay attention to the different initial sounds of
the words.
12. Complete this dialogue with your partner. Listen, check and
then, role-play it in front of the class.
13. Work with your partner. He/she must draw as you give oral
instructions following the examples given in exercise 10. Change roles.
Examples:
There are ___________ along ____________________ .
There is ___________ at _________________ .
There _________ a _________ around the ___________ .
There are _________________.
There __________________________.
14. Use the image code to find out the names of more outdoor activities. FL
a. r pp ll ng
b. p r ch t ng
c. sn wb rd ng
d. s rf ng
e. m t cr ss
f. w nds rf ng
g. p r p nt ng
h. l g
a = e = i = o = u =
Dan - than
day - they
did - this
does - thus
doze - those
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12. + Form pairs and ask students to
complete the dialogue using the clues
in the pictures. Play the recording once
for them to check and then again for
them to listen and repeat. Choose
some pairs of students to act the
dialogue in front of their classmates.
Answers:
A: How can you go to Valdivia from
this city?
B: You can take a bus or you can go
by plane.
A: Can I go by car?
B: Sure! But you cant take the train
or a ship.
13. +++Students work in pairs giving
and receiving instructions to make a
drawing using the prepositions they
saw in this lesson. Explain how to
follow the examples given. Make sure
they change roles, so that both
students in a pair give and receive
instructions. The students check the
exercise by showing the drawings to
their partners.
(L.A: to exchange information).
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14. + Encourage fast learners to
decipher the code and find out the
name of eight outdoor activities. You
can also ask them to bring some
pictures illustrating these activities, as
homework for the following class.
Answers: a. rappelling. b. parachuting.
c. snowboarding. d. surfing.
e. motorcross. f. windsurfing.
g. parapenting. h. luge.
See Background Information at the
end of the Unit.
REFLECTIONS
reflect about:
a. the aspects of the lesson they found
more useful or interesting.
b. the actions they can take to improve
their performance in the future.
FL
EPISODE 2:
LOST!
EPISODE 2:
LOST!
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Machine
Help students remember what they know
about the characters and the situation in
the previous episode: Kelly and Matt
Hardrock came to Chile to visit their father
and meet their Chilean cyber-friend
Ignacio. They found a strange box, pushed
the handle and something strange
happened.
Encourage students to read this episode
on their own and invite them to
summarize it, in Spanish, if necessary.
Notes
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Notes
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Valparaso is a very important
Chilean port. There are lots of
interesting places you can visit
and activities you can do. There
are forty five hills in Valparaso
and you can use the fifteen
funiculars to visit them.
Near the main square there are
some famous museums and there
is also a replica of an old sailing
ship in the Muelle Prat.
There are also many old book stores and shops where people
can buy antiques, typical products and souvenirs.
If you go to the harbor, you can see lots of beautiful sea birds
such as pelicans and seagulls, and also pigeons.
In summer, a lot of visitors come from all over the world
because there are many attractions : Quinta Vergara, Plaza
Victoria and Via del Mar, which is a seaside holiday resort
next to Valparaso.
Visitors can take a ride on the typical carriages called Victorias,
rent a bicycle or go around the bay on a boat.
1. Read the text and put a tick (correct information) or a cross
(incorrect information), next to the following sentences.
a. ____ It is far from the sea.
b. ____ It is a place with a lot of hills.
c. ____ It is a city with cultural attractions.
d. ____ It is a good place for shopping.
e. ____ You can use different means of transport.
UNIT 2
58
2. Read the text again and complete the diagram.
In this unit, did I learn...
SYNTHESIS SYNTHESIS
TEST YOUR KNOWLEDGE TEST YOUR KNOWLEDGE
READI NG: VALPARA SO
Places you can visit
_______________
_______________
_______________
Things you can buy
_______________
_______________
_______________
Activities you can do
_______________
_______________
_______________
Birds you can see
_______________
_______________
_______________
VALPARAISO
5 pts
4 pts
LISTENING
to extract specific information
from a text? In which lessons?
to discriminate between true and
false information? With what
exercises?
to recognize the sequence of
events? Which words helped me?
READING
to relate content with previous
knowledge? When?
to infer meaning of words from
the context? In which text?
to identify the type of text?
Which was it?
SPEAKING
to ask and answer questions in
the Past Tense?
LANGUAGE
to recognize professions?
Which?
to use the Past Simple Tense?
To do what?
to use question words? Which?
VALUES
to appreciate our culture and
traditions? With what texts?
WRITING
to present information in a
graph?
to elaborate a summary?
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SYNTHESIS
reflect on which exercises and activities
helped them achieve the learning
outcomes.
TEST YOUR KNOWLEDGE
and make sure they all understand what
they are expected to do in each activity.
Encourage them to give honest answers in
order to detect their strengths and
weaknesses. Check students results and
revise any points that the majority of
them had problems with.
Answers
READING VALPARASO
1. a. . b. . c. . d. . e. .
2. Places you can visit: main square,
famous museums, ship replica, hills,
the harbor.
Things you can buy: antiques,
typical products, souvenirs.
Activities you can do: use the
funiculars, go to the harbor, see sea
birds, take a ride on carriages, rent
bicycles.
Birds you can see: pelicans, seagulls,
pigeons.
LISTENING VISITING ANOTHER CITY
3. a.
4. a. iii. b. i. c. iii. d. i.
Language
5. a. musician. b. painter. c. writer.
d. sailor.
6. when, did, play, did, win.
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LANGUAGE
5. Read the descriptions and write the jobs.
a. My father plays many musical instruments.
M __________________
b. Leo paints beautiful pictures.
P __________________
c. Alice writes interesting novels.
W __________________
d. Those peoples sail through the south channels.
S __________________
6. Complete the following dialogue in the Past Tense
using the words in the box.
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texts.
I can make and check predictions.
I can identify specific information.
I can give examples.
I can relate a topic with vocabulary.
I can solve puzzles and play games.
Did I work more than my partners?
I can talk and write about my country.
I can reproduce short dialogues.
I can follow instructions.
spoken texts.
I recognize words in movies, songs,
etc.
I can identify a sequence of
information.
LISTENING: VISITING ANOTHER CITY
7. Answer these questions. Then role-play a
conversation with your classmate.
a. Where do you live?
b. What do you do in your free time?
c. When is your birthday?
A: _____ _____ Jim and Billy ____________ football?
B: Yesterday.
A: ____________ they ____________?
B: No, they lost.
3. Listen and identify the purpose of the conversation.
a. To give information. b. To give instructions.
c. To request information. d. To make an invitation.
4. Listen again and choose the best alternative to
complete the sentences.
a. Tom tells his friend that he is going to stay
i. 2 months. ii. 2 weeks. iii. 2 days.
b. Toms bus arrived in the
i. morning. ii. afternoon. iii. evening.
c. He is going to his uncle's place on
i. Friday. ii. Sunday. iii. Monday.
d. He is going back to his city by
i. bus. ii. train. iii. car.
2 pts
4 pts
4 pts
5 pts
3 pts
did did win play when
listening
language
speaking / writing
reading
ORAL EXPRESSI ON
0 - 6
Keep trying
7 - 13
Review!
14 - 21
Well done!
22 - 27
Excellent!
total
score
27 pts
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ORAL EXPRESSION
Motivate students to evaluate their
partner's performance seriously and
honestly.
SELF - EVALUATION
weaknesses. Encourage them to give honest
answers and show interest in their results.
LISTENING - HIGH AND DRY
Presenter: This is our section Travel blogs with our reporter
Jim Robinson. Where are you this week, Jim?
Jim: Hi! Im in the middle of the Atacama desert, in the
north of Chile, at 2,600 meters above sea level. Im
with two young visitors. What are your names and
where do you come from?
Ari: Hello, Im Ari Richardson and I come from Durango, USA.
Tracy: My name is Tracy Coward and Im from Liverpool,
England.
Jim: How did you arrive here?
Tracy: I arrived here after a 20-hour bus journey from the
capital, Santiago.
Jim: And you, Ari?
Ari: I came by car from Antofagasta.
Jim: Do you like San Pedro?
Tracy: Oh, yes! I love it! Everything is made from clay, even
the church!
Ari I like it very much too, but I prefer the geysers at El Tatio.
Jim: Where is El Tatio?
Ari: About 100 kilometers from here. I got up at 3 in the
morning to go there!
Jim: Tell us about the places you visited, Ari.
Ari: I went to the Valle de la Luna. We walked for about two
hours to watch the sunset over the valley. And it started
to snow! It was so strange to see snow in the desert!
Jim: And you, Tracy?
Tracy: I went into the desert with a guy who works for the
NASA. He pointed out constellations and planets with
a laser pointer. We could see the rings of Saturn and
we took amazing photos of the moon through his
telescope. We didnt get back until after 5 am.
Jim: Thank you, friends. Next week
Pronunciation
Listen and repeat. Pay special attention to the ending of the verbs.
answered arrived helped listened prepared recognized
studied talked traveled walked worked
completed pointed repeated started visited
Oral practice
A: Where are you from?
B: Im from Scotland.
A: How did you arrive here?
B: I took a bus from the capital.
A: Do you like this place?
B: Oh, yes! I love it!
READING - LA TIRANA FESTIVAL
Pronunciation
Listen and repeat. Pay special attention to the beginning of the
words.
Oral practice
A: What do you do for your birthday?
B: Where do you go on holiday?
C: When do you study for the tests?
D: What do you do on Sundays?
E: Where do you go in summer?
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where when what
who why whose whom
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TRANSCRIPTS
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LISTENING - THE PEOPLE OF THE LAND
Guide: In Chile, nearly 700,000 people belong to an indigenous
group. They represent 4.6% of the total population.
Kelly: Do they belong to the same group?
Guide: There are eight indigenous groups.
Matt: Which one is the most important?
Guide: Well, the Mapuche, or people of the land, represent 87.3%
of the indigenous population.
Kelly: Do they live in this area?
Guide: No. They live in the Bio-bio, Araucana and Lakes regions.
Matt: Who are the original people of this region?
Guide: Here in the south, the Alacalufes, the Onas, and the
Ymanas.
Matt: What can you tell us about the Alacalufes?
Guide: They were hunter nomads and sailed in their canoes
through the south channels. They ate marine mammals
and molluscs.
Kelly: How did they hunt the animals?
Guide: They used harpoons, the same as the Ymanas who were
also sailors and nomads.
Matt: Did they live in the same area?
Guide: The Ymanas lived between the Strait of Magellan and
Cape Horn.
Matt: What about the Onas?
Guide: They were also hunters and nomads. They lived in Tierra del
Fuego and ate the guanaco and molluscs. All the groups of
the region had an important spiritual life. They celebrated
many ceremonies and rituals and they wore masks, painted
their bodies and danced Any other questions?
Pronunciation
Mr. Tongue Twister tried to train his tongue to twist and turn, and
twit and twat, to learn the letter T.
Mr. Tongue Twister
tried to train his tongue
to twist and turn,
and twit and twat,
to learn the letter T.
Mr. Tongue Twister tried to train his tongue to twist and turn, and
twit and twat, to learn the letter T.
Oral Practice
Kelly: Where did the Alacalufes sail?
Guide: They sailed through the South channels.
Matt: What did these indigenous people eat?
Guide: They ate molluscs and seafood.
Kelly: Did the Onas have an important spiritual life?
Guide: Yes, they did.
Matt: What did the Onas do in their ceremonies?
Guide: They wore masks and painted their bodies.
Kelly: Did the Ymanas use harpoons?
Guide: Yes, they did.
READING - FROM CHILE TO THE WORLD
Pronunciation
If Stu chews shoes,
should Stu choose
the shoes he chews?
Oral practice
A: What do you call a person who paints pictures?
B: A painter!
A: What do you call a person who plays football?
B: A football player!
A: What do you call a person who sails ships?
B: A sailor!
A: What do you call a person who looks after peoples teeth?
B: A dentist!
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LISTENING - VISITING THE SOUTH
Guide: During this tour, were going to visit the most typical
and important places in Valdivia. Lets start our trip!
On your left, you can see the Calle-Calle river. After the
tour, you can walk along the river, or take a boat or a
kayak. Now, on your right, you will see the fluvial
market, with our local variety of fish and fruit. Well
stop now to visit the market pets, the sea lions!
Guide: OK, across from the market you can see a bridge. After
we cross it, we will see the Universidad Austral, on the
right; were going to visit it and walk around the
botanical garden.
Guide: Good news! Well finish our tour in the market, where
you can find some typical restaurants and try the
Curanto, a typical dish made with seafood, meat and
potatoes. Ah! Just one more thing before we go to have
lunch: If you want to rent a horse in the Fundo Teja
Norte, or buy a ticket for a rafting experience, just
contact us. You can also try canopying, kayaking,
hiking, and trekking. Our city offers a lot of possibilities
for practicing sport adventures.
Pronunciation
Listen and repeat. Pay attention to the different initial sounds of
the words.
Dan than
day they
did this
does thus
doze those
Oral practice
A: How can you go to Valdivia from this city?
B: You can take a bus, or you can go by plane.
A: Can I go by car?
B: Sure! But you cant take the train or a ship.
TEST YOUR KNOWLEDGE
Listening - Visiting Another City
George Hello.
Tom Hi, George. This is Tom. Im visiting my grandmother.
George Tom, hi! How are you?
Tom Fine. We arrived here today. The bus arrived at 5:15 in
the morning
George Five in the morning!
Tom Yes, really early, so were in the city and we are going
to stay here for two nights.
George Oh, where? In a hotel?
Tom No, were in my grandmothers house now. On Monday
we are going to move to my uncles place.
George And when are you coming back?
Tom On Friday. We are going to go to the bus station and
get the earliest bus. My cousins are coming with me.
And how are things over there? Hows Patricia? I tried
to ring her yesterday but she didnt answer (fade)
LISTENING TEST - INTO THE ATACAMA
Alan: So, Paul, where did you go last summer?
Paul: I visited the Atacama desert, in the north of Chile.
Alan: How did you get there from Antofagasta?
Paul: I went on a bus tour.
Alan: Did you like it?
Paul: Yes! Did you know that for miles there are no people
and that it never ever rains in some areas?
Alan: Did you visit any special places in the desert?
Paul: I went to an astonishing oasis town. Its called Peine.
Alan: What did you find there?
Paul: Well, let me see first, the amazing ruins of a city
from the time of the Spanish conquerors, where you
could see the oldest church in Chile!
Alan: Really!
Paul: Also, there is a natural pool made out of the rocks.
That is the place where all the locals meet. And of
course, Los Flamencos National Reserve. There, we saw
hundreds of flamingos and other local bird species.
Alan: Wow!
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LISTENING - HIGH AND DRY
Language Focus
The simple past form of regular verbs ends in -ed. Most verbs are
regular, but many common verbs have irregular past forms.
For example: be= was, were; become= became; buy= bought;
shoot= shot; think= thought; keep= kept, etc.
READING - LA TIRANA FESTIVAL
Exercise 9
Help your students with the pronunciation of the sound / w /; they
must try to avoid producing a Spanish / g / sound; a comparison
with Spanish huaso, hueso, huelga,huerto, etc. may help.
LISTENING - THE PEOPLE OF THE LAND
Language Focus
Warn students that questions in the Simple Past use the auxiliary
did, and the verb in infinitive without to.
Did he pass the exam? Correct
He passed? Incorrect
Did he passed? Incorrect
READING - FROM CHILE TO THE WORLD
Language Focus
Tell students to try and learn professions in groups of similar
words, with pictures, etc., but not the words in isolation.
There are some common suffixes in professions, such er
(teacher, lawyer, gardener, etc.) and ist (pianist, dentist,
scientist), but there are also some less usual ones, like ant
(accountant, shop assistant, civil servant, flight attendant), -man
(postman, fireman, dustman, barman, fisherman), -ess
(waitress, hostess, Headmistress), -ive (representative,
detective), -ee (trainee, employee, etc.).
ERROR ALERT!
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1
Tradition
Memorial Day is a United States federal holiday that is observed on
the last Monday of May (observed in 2008 on May 26). It was
formerly known as Decoration Day. This holiday commemorates
US men and women who have died in military service to their
country. It began first to honor Union soldiers who died during the
American Civil War. After World War I, it was expanded to include
those who died in any war or military action.
2
Mahani Teave's latest presentations:
Teatro Municipal de Temuco, Chile, Mayo 2007.
Santiago and Valparaso, Chile, Enero 2007.
To find updated information on Mahani's presentations, visit:
http://www.mahaniteave.com
3
Luge
Luge is the name of a sport whick involves racing with sleds. It is
a competition in wich these sleds race against a timer.
It originated in Switzerland, in the mid-to-late nineteenth century.
It was included in the Olympic Winter Games in 1964.
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STUDENT A
The Yi people in (2) ___________have a holiday called (3)
__________ every year from August 5 to 8. Why do we have
this holiday? Because we have a myth,
(6) _________________, Yi people had a wrestling
competition. One Yi person was very strong and kind but he did
something to the devil, so the devil sent lots of locusts to the
area and destroyed the crops. (7)_________ guided the Yi
people. He told them to hold torches to kill the locusts. So, the Yi
people killed all the locusts. The Yi people still have this holiday.
Its very important, even though there are no locusts anymore.
When everybody holds the torches (10) _______, the streets
look like a fire dragon. The view is great. Lots of people come to
our area to enjoy the friendly Yi peoples Torch Day.
Questions
2. Where
3. What
6. When
7. Who
10. When
STUDENT B
(1)___________ in China have a holiday called Torch Day
(4) ____________. Why do we have this holiday? Because
we have (5) ____________.Three thousand years ago in
August, Yi people had a wrestling competition. One Yi person
was very strong and kind but he did something to the devil, so
the devil sent lots of locusts to the area and destroyed the
crops. Then Zhige Arlon guided the Yi people. He told them to
hold torches to kill the locusts. So, the Yi people killed (8)
______.The Yi people still have this holiday. Its very
important, even though there are no locusts anymore. When
everybody holds (9)________ at night, the streets look like
a fire dragon. The view is great. Lots of guests come to our area
to enjoy the friendly Yi peoples Torch Day.
Questions
1. Who
4. When
5. Why
8. What
9. What
1. In pairs, use the clues provided to ask and answer questions to complete the missing information in
each paragraph.
2. Stepping back in time - A day in the life of a Victorian family!
You are going to find out about the Poslett family, who lived in Victorian England in 1874.
a. Go online and type in www.victorians.asp-host.co.uk/day/home.htm
The web site is going to tell you all about their daily routine.
b. Click on A day in the life of on the left hand side of the page, and this will show you their family
tree. Now, find out about their daily routine by clicking on the days of the week on the left side of
the page, and then answer the questions.
i. What time did John get up on Monday?
ii. What did Alice do on Tuesday when she got home?
iii.What did Frank learn at school on Tuesday?
iv. What did Elizabeth do on Saturday morning?
v. What did all the family have on Sunday evening?
LESSON 2: LA TIRANA FESTIVAL
LESSON 3: THE PEOPLE OF THE LAND
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ROLE CARD A
You are an inventor. Last
week you invented a
machine that does English
homework!
ROLE CARD B
Youre a famous politician.
You became president of
your country and everybody
thinks you were a very good
president.
ROLE CARD C
You are a very famous
sailor. You sailed around
the world and now you live
on your boat.
ROLE CARD D
You are a marathon runner.
You won the New York
marathon in 2007. You run
30 km every day, even on
Sundays. You are very tired!
3. In your group, give clues to your partners and make them guess what you do.
Dont say the name of your profession!
ROLE CARD E
You are an artist. You are
very poor because you only
sell one painting every
year.
ROLE CARD F
You are a swimmer. You
won two gold medals in
the Sydney Olympics. You
can swim 100 meters in 54
seconds!
ROLE CARD G
You are a translator for
the United Nations.
You live in New York and
can speak eight different
languages, some of them
African!
ROLE CARD H
You are a famous film
director. You live in
Hollywood and make only
action films. Christian Bale
and Dwayne Johnson are
your best friends!
apples bananas bread carrots cauliflower chicken eggs fish
grapes lemon lettuce milk onion oranges peach
pineapple pumpkin tomatoes watermelon
4. Food vocabulary. Match the food in the box with the pictures.
a b c d e f
g h i j k l
m n o p q r s
LESSON 4: FROM CHILE TO THE WORLD
LESSON 5: VISITING THE SOUTH
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READING - NICANOR PARRA, CHILEAN POET
Nicanor Parra was born in 1914 in Chillan, a small town in the south of Chile. His father was a
school teacher. In 1933 he entered the Instituto Pedaggico of the University of Chile, and got his
degree as a teacher of mathematics and physics in 1938. Cancionero sin Nombre, his first book,
appeared in 1937. After teaching in Chilean secondary schools, in 1943 he went to Brown
University in the USA to continue his studies in physics. He returned to Chile in 1946.
In 1952 Parra began to teach Theoretical Physics in Santiago.
He created the so-called anti-poetry and he has read his poetry in England, France, Russia,
Mexico, Cuba and the United States. He has also published several books, including one in
collaboration with his great compatriot, Pablo Neruda.
http://www.kalin.lm.com/parra.html
1. What kind of text is it? Circle the correct alternative.
a. a short story
b. a biography
c. a piece of news
d. an advertisement
2. Read the text carefully and correct these sentences.
a. Nicanor Parra is a Chilean painter.
b. He is a teacher of languages.
c. He studied pedagogy in Chillan.
d. His father was a journalist.
3. Complete the table with the missing information.
1 pt
4 pts
7 pts
Year Event
1914
He entered the Instituto Pedaggico
1937
1938
He went to the U.S.A.
1946
1952
EXTRA TEST
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LISTENING - INTO THE ATACAMA
1. Listen to the recording and circle the correct alternative.
Did Paul like his trip? YES NO
2. Listen to the recording again and identify the following information.
a. Name of country : __________________________________________
b. Name of town: __________________________________________
c. Means of transport: __________________________________________
d. Name of bird: __________________________________________
3. Listen and complete.
a. Paul traveled to Atacama last __________________.
b. He visited the oldest __________________ in Chile.
c. The local people meet at a natural __________________.
d. He could see flamingos and other __________________.
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ORAL EXPRESSION HELP! NOT TOO BAD GREAT
(LESS THAN 50%) (50 70%) (80 100%)
Prepare an interview with Nicanor Parra with your partner. Invent 5 questions. Role-play it changing roles.
1 pt
4 pts
4 pts
0 - 5
Keep trying
6 - 10
Review!
11 - 15
Well done!
16 - 21
Excellent!
total
score
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EXTRA TEST
READING
1. b.
2. a. Nicanor Parra is a Chilean writer.
b. He is a teacher of physics and maths.
c. He studied in Santiago and the USA.
d. His father was a school teacher.
3.
YEAR EVENT
1914 He was born in Chillan.
1933 He entered the Instituto Pedaggico.
1937 His first book appeared.
1938 He got his degree as a teacher.
1943 He went to the USA.
1946 He returned to Chile.
1952 He began to teach in Santiago.
LISTENING
1. Yes
2. a. Chile. b. Peine. c. tourist bus. d. flamingo.
3. a. summer. b. church. c. pool. d. birds.
ORAL EXPRESSION
Check that your students properly use the interrogative form and
vocabulary related to the topic.
27
Answers
1. Student A:
2. Where do the Yi people have a holiday?
3. What is the name of the holiday?
6. When is this holiday?
7. Who guided the Yi people?
10. When do they hold the torches?
Student B
1. Who has a holiday in China?
4. When do they have a holiday?
5. Why do they have this holiday?
8. What did they kill?
9. What do they hold?
2.
i. He got up at 5:30 am.
ii. She went shopping with Edwin.
iii.He learnt reading, writing, arithmetic, geography,
grammar, history.
iv. She went to the market.
v. They had a bath.
3. Communicative activity.
4.
a. eggs. b. milk. c. lettuce. d. bread. e. carrots. f. onion.
g. fish. h. pumpkin. i. tomatoes. j. cauliflower. k. apples. l.
bananas. m. oranges. n. pineapple. o. watermelon.
p. chicken. q. lemon. r. grapes. s. peach.
UNIT 3 THE WORLD OF SPORTS
Topic
Sports and sports events
Past Simple Affirmative, Interrogative and
Negative.
Past Continuous.
Present Perfect.
Comparatives.
Strategies
of the topic.
idea.
new words.
vocabulary.
comprehension.
Direct language
Negative.
Past Continuous.
Present Perfect.
Comparatives.
Strategies
the text.
information.
simple inferences.
dictionary.
items.
when necessary.
Oral Expression
To exchange personal information.
Morphosyntactic elements
Simple Past Affirmative, Interrogative and
Negative.
Past Continuous.
Present Perfect.
Comparatives.
Lexical Elements
Pronunciation
English phonemes.
Strategies
contexts.
interaction.
phonemes.
Written Expression
Negative.
Past Continuous.
Present Perfect.
Comparatives.
texts.
Strategies
coherently.
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105
Acquisition of
sports and physical
exercises.
The use of the Past
Continuous and
comparative adjectives.
Make comparisons.
means of
communication.
20 class hours for
the main body of
text.
3 class hours for
evaluation.
3 class hours for
consolidation and
complementary
activities.
1 class hour for
cartoon strip
section.
Resources
Internet articles
and web pages.
Encyclopaedia
entries.
Reports about
personal
experiences.
Attitudes
Appreciate and
value the role of
sports and
physical activities
for our health.
Acceptance and
respect for
disabilities and
disabled people.
Evaluation
Reflections
Metacognition
Minitests
Listening
Reading
Language
Synthesis
Test your
Knowledge
Listening
Reading
Language
Oral expression
Self-evaluation
Reading and
Listening tests
Observation sheets
Rubrics
Learning Abilities
To match oral text with
visual clues.
To discriminate sounds.
To identify speakers.
To predict content from
pictures.
To use previous
knowledge to predict
content.
To discriminate between
correct and incorrect
information.
To infer topic from
cognates.
To write a short
paragraph about a
favorite sport.
To use new vocabulary.
To prepare a summary.
To ask and answer
questions.
To play games.
To talk about personal
experiences.
UNIT 3
3 UNIT
THE WORLD
OF SPORTS
Reading
Internet article
Encyclopaedia article
Web page
Listening
A conversation
Personal reports
ABILITIES
Listening
To match oral text with visual
clues.
Reading
To predict content from pictures.
To use previous knowledge to
predict content
To extract specific information
from a text.
To infer topic from cognates.
Writing
To write a short paragraph about a
favorite sport.
Speaking
To ask and answer questions
To play games
To talk about personal experiences
YOU WILL LEARN THE
FOLLOWING LANGUAGE
Words that have similar meaning
Comparative adjectives
Past Continuous tense
Words related to sports,
paralympic sports and outdoor
activities
Appreciation of the role of sports
and physical activities for our health
Acceptance and respect for
disabled people
UNIT 3
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THE WORLD
OF SPORTS
THE WORLD
OF SPORTS
1. Look at the pictures of these different sports.
Can you identify them?
2. Two of the sports in the pictures are Olympic
sports and two of them are not. Write their
names under the corresponding column.
3. With your partner, add the names of some
more sports to each column.
GETTING READY
YOU WILL LEARN THE
FOLLOWING LANGUAGE:
Words that have similar
meaning.
Comparative adjectives.
activities.
The Past Continuous Tense.
ABILITIES:
YOU W
ILL PAY SPECIAL
Appreciation of the role of sports
and physical activities for our
health.
disabled people.
READING
An Internet
article.
An encyclopedia
article.
A web page.
LISTENING
A conversation.
Personal
reports.
LISTENING
To match oral texts with visual
clues.
READING
predict content.
To infer the topic from cognates.
To extract specific information from
a text.
SPEAKING
To play games.
experiences.
WRITING
To write a short paragraph about
a favorite sport.
Olympic Sports Not Olympic Sports
61
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GETTING READY
1. Introduce the unit drawing students
attention to the pictures. Ask them to
identify them.
Answers: surfing; hockey; chess; golf.
2. Two of the sports in the pictures are
Olympic sports and two of them are
not. Ask students to write their names
under the corresponding column in the
chart.
Answers: Olympic: hockey, golf. Not
Olympic: chess, surfing.
3. Ask students to add the names of some
more sports to each column.
Answers: may vary.
end of the unit.
ten
t
sp
rin
t
ANCIENT GREEK GAMES Lesson 1
UNIT 3
62
settlem
en
t
olive crow
n
PICTIONARY
G
reek
BEFORE READI NG
1. Answer these questions in your group.
a. Do you practice a sport? Is it an Olympic sport?
b. Have you participated in sport competitions? Where?
2. Read what Dan says and answer his question.
3. Look at the picture in the text. What country is it related to?
4. Read the title of the text. What is it about? Choose a topic from the list.
a. Favorite pastimes
b. Sports and competition
c. Children's favorite activities
5. In your group, make a list of familiar words you expect to find in the
text. Then, classify them in the categories below.
sports games athletic competitions
spectators winners
6. Study the words in the Pictionary with a partner.
READI NG
7. Read the text quickly. Did you choose the right topic in exercise 4?
8. Read the text again and check if you find the words in your list.
9. Read the text again and identify which paragraph is about:
a. ___ Place of origin
b. ___ Participants
c. ___ Types of sports
d. ___ Prizes
Practicing sports
is my favorite activity. My
dream is to participate in
the Olympic Games.
What do you know about
the origin of these
games?
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BEFORE READING
1. + Start a conversation about sports.
Ask your students to answer questions
in groups and then invite them to share
their experiences with their classmates.
Allow Spanish if necessary.
(L.A: to talk about personal experiences).
Answers: may vary according to
students experiences.
2. ++Now, invite students to read Dans
questions. Brainstorm students ideas
about the origin of the Olympic Games.
It would be a good moment to remind
students that Dan is one of Kelly
Hardrocks friends, and the one who is a
sports fan. Invite students to deduce
the reason he is introducing the
contents of the lesson.
(L.A: to use previous knowledge to
understand the topic of a text).
Answers: Will vary.
end of the unit.
3. ++ Tell the students to look at the
picture. Ask them if they can relate it to
a country.
(L.A: to use visuals to infer content of
a text).
4. +++Ask students to read the title of
the text. Then, tell them to make
inferences about the topic. Do not
check answers at this point.
(L.A: to infer topic of a text from titles).
5. +++ Invite students to make a list
of familiar words they expect to find in
the text.
Then, ask them to classify the words in
categories.
(L.A: to use cognates to predict
content).
6. ++ Refer students to the Pictionary
section before reading the text. Make
sure all of them understand the
meaning of the words.
(L.A: to relate pictures and meanings).
PICTIONARY
Greek: griego/griega
Settlement: poblado, asentamiento
sprint: carrera
tent: carpa
olive crown: corona de olivo
READING
7. +Ask students to read the text quickly
and confirm or correct their predictions
in exercises 3 and 4. Remind students
that this first reading is only to check
their ideas. They do not need to
understand every single word.
(L.A: to use scanning to get the
general content of a text).
Answers: 3. Greece; 4. b.
THE WORLD OF SPORTS
63
10. Read the text once more and choose the correct answer.
a. Where did the Ancient Olympic Games take place?
i. In Olympia
ii. In different cities in Greece
iii.In different countries
b. What was the only sport event in the first Olympics in 776 BC?
i. A boxing match
ii. A horse race
iii.A short race
c. How often did the Ancient Olympics take place?
i. Every year
ii. Every two years
iii.Every four years
d. What did the winners of sports events get?
i. A gold medal
ii. An olive crown
iii.Money
ANCIENT GREEK GAMES
Taken and adapted from http://www.bbc.co.uk/schools/
A. The Greeks took games of all kinds very seriously, but especially physical athletic
competitions. There were a lot of athletic competitions in Greece. The most famous of
these were the Olympic Games.
B. Olympia was an ancient settlement in Greece where the Olympic
Games started. The games were in honor of Zeus, King of the Gods.
The games were part of a great five day festival held every
four years.
C. The first Olympic Games were in about 776 BC.
D. In those days the only event was a short sprint, from one end of the
stadium to the other. Over the years there were four days of many different
competitions.
E. Young men from rich families didn't have to work and met at the
Olympic Games. They competed for prizes and for the favor of the gods.
F. The events were the same kind as in the Olympics today: running,
jumping, throwing the javelin, throwing the discus, horse racing, the
marathon. But the competitions were only for men.
G. The spectators came from all over Greece to watch the events. They
had to pitch their tents or sleep outside. Only men, boys and
unmarried girls attended the Olympic Games.
H. Winners won crowns of sacred olive branches.
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8. + Now the students read the text
again, this time more carefully, and see
if they find the words from their list in
exercise 5.
(L.A: to apply skimming to identify
information in a text).
9. ++ The students read the text again
and identify the content of each
paragraph.
(L.A: to identify general information in
a text).
Answers: a. - B. b. E. c. D. d. H.
10. +++Ask students to read the text
again if it is necessary, and then to
choose the correct answer for each
question.
(L.A: to identify specific information
in a text).
Answers: a. i. b. iii. c. iii. d. ii.
L A N G UA G E F O C U S Synonyms
1. Read this sentence from the text.
Young men from rich families met at the Olympic Games and
competed for prizes and for the favor of the gods.
2. Which words would you use to replace the words in bold?
3. Complete the statement:
Words that have the same meaning are __________________________.
UNIT 3
64
13. Find the words in bold in the text and replace them with a synonym
from the box.
11. In pairs, complete the following dialogue between Dan and a friend
with your own ideas. Then role-play it in front of your classmates.
Friend: Hi, Dan. What did you do last Saturday?
Dan: I took part in ____________________________.
Friend: Really? Did you win a prize?
Dan: I was the winner in the ___________. I got ____________!
AFTER READI NG
celebration divinities put up single wealthy
12. Listen and practice. Notice the pronunciation of the endings of the
verbs.
/id/ /t/ /d/
I
N
V
I
T
E
D
,
C
O
M
P
E
T
E
D
,
V
I
S
I
T
E
D
J
U
M
PED, LIKED, WATCH
ED
P
L
A
Y
E
D
,
H
A
P
P
E
N
E
D
,
R
A
I
S
E
D
Did you know that
all wars stopped for one
month every four years,
because of the Ancient
Olympics?
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AFTER READING
11. +++ The students work in
pairs and complete the dialogue with
their own ideas. Encourage them to
act their dialogues in front of their
classmates.
(L.A: to talk about personal
experiences related to sports).
Answers: Will vary according to
12. + Pronunciation. Invite students
to find the correct pronunciation of the
verbs in the labyrinth. Then play the
recording and make them check their
answers and repeat the verbs.
(L.A: to discriminate sounds).
13. ++Ask the students to find the
words in bold in the text, and then to
replace them by a word in the box.
(L.A: to recognize specific information
in a text).
Answers: festival= celebration; rich=
wealthy; gods= divinities; pitch= put
up; unmarried= single
See Error Alert!, at the end of the unit.
Did you know that
and share comments in their groups. For
more information on this section see page
7 of the Introduction.
__________________________
LANGUAGE FOCUS Synonyms
help students revise or discover a
particular language item. The activities are
meant to promote independent learning,
so help, guide and check them, but do not
provide the answers.
29
28
Answers: synonyms.
Synonyms are different words with
identical or at least similar meanings.
Words that are synonyms are said to be
synonymous, and the state of being a
synonym is called synonymy.
__________________________
14. + Refer students to the Language
Focus and invite them to find the
synonyms of the words in the Word
Search puzzle. Allow them to use a
dictionary if necessary.
(L.A: to apply a new language
structure).
Answers:
THE WORLD OF SPORTS
65
14. Find the synonym of the words in the box in the Word Search Puzzle.
Use a dictionary if necessary.
15. Complete this summary of the text in your notebook.
The Olympic Games started in ________ (place) in ________ (year).
They were in honor of ________. At the beginning, there was only
________. The competitors were ________ and they won ________.
The spectators were ________ and ________ that came from ________.
16. Read the names of sports in the box. Put them in the correct
section of the Venn diagram.
FL
award coliseum competition holy take part viewer
boxing chariot racing discus high jump
horse racing javelin long jump marathon
running in armor 100 meters sprint swimming
Ancient
Sports
Modern
Sports
Ancient &
Modern Sports
D M F I H S J H E Z E V G L Z
O E J I R R P P F Z R A T P F
N G R H V Z S E I B O O Z S Q
A D V C A T C R C L P Z P B C
V G F G A A P J A T R T S S O
P G F D A S P J A T A T S S M
P U I Y H G G O X G Q T F P P
R U L Z B X X F O G V A O R E
M T O A H W M H T V L S M R T
Q N L E L K N T I A B B V M E
X E D Z U V E V A L X D P C W
W V B E J F R R C S U O M A F
M E P W U X G K B U V M U V C
M L Y Q R X X Y E G S G H C W
D B Z Z R W D U X T I D D G F
REFLECTIONS
What were the main problems
I had to complete a summary?
How much did I need the
teacher's assistance to do the
task?
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COMPETE: take part
EVENT: competition
PRIZE: award
SACRED: holy
SPECTATOR: viewers
STADIUM: coliseum
15. +++ Encourage students to copy
and complete the short summary in
their notebooks with the missing
information from the text. Check orally.
(L.A: to organize information to
elaborate a summary).
Answers: Greece; about 776 BC;
Zeus; short sprint; young men; olive
crowns; men and unmarried girls; all
over Greece.
REFLECTIONS
become more effective learners.
identify:
a. the main problems they had in organizing
information to complete a summary.
b. how much they related their previous
knowledge to do the task.
16. Invite fast finishers to complete
the diagram about Ancient and
Modern Sports.
solve a task).
Answers:
Ancient Sports: chariot racing; running
in armour;
Modern sports: swimming; long jump;
high jump
Ancient and modern sports: discus;
horse racing; marathon; javelin; 100
meter sprint; boxing
This is a list of Ancient Olympic Events:
Boxing, Equestrian events, Chariot
racing, Riding, Pankration, Pentathlon,
Discus, Javelin, Jump, Running,
Wrestling.
FL
UNIT 3
66
BEFORE LI STENI NG
1. In groups discuss these questions.
a. Do you run fast?
b. When do you think you would run the fastest?
i. to escape from a fight or war?
ii. to carry a message or news to someone
iii.to win a sport competition
iv. other ____________________________
2. Look at the map and find the countries and cities in the box. Do you
think it is possible to run from Marathon to Athens? And to Sparta?
THE FIRST MARATHON Lesson 2
w
ar
p
lain
h
ill
PICTIONARY
arm
y
Athens Sparta Marathon Greece
3. You are going to listen to a recording about a man called
Pheidippides. Can you guess what nationality he is?
a. Spartan b. Persian c. Greek
4. Read what Kelly says and answer her question.
5. Study the words in the Pictionary.
My brother Matt is
training to compete in a
very hard race. Can you
guess what race it is?
a. A marathon.
b. A short distance race.
c. A long distance race.
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BEFORE LISTENING
1. +Ask the students to form groups and
discuss questions a. and b. Then, invite
one student to share their comments
with the other groups.
involve into the topic of the lesson).
2. +Ask students to look at the map and
to locate the places in the box. Invite
them to reflect on the possibility of
running between Marathon and
Athens, and between Marathon and
Sparta. Before doing the task, you may
need to share some additional
information and geography facts with
your students.
infer content).
end of the unit.
3. ++ Tell your students that they are
going to listen to a recording about a
man called Pheidippides. Brainstorm
students predictions about his
nationality.
(L.A: to predict content from previous
knowledge).
4. +++Now, students read what Kelly
says and answer her questions. Draw
students attention to the phrase very
hard race and ask them to give
examples of this kind of competition.
make predictions).
5. + Draw students attention to the
words in the Pictionary. Make sure all of
them understand their meaning. Allow
the use of a dictionary if necessary.
(L.A: to relate words and pictures).
PICTIONARY
Plain: planicie
Army: ejrcito
War: Guerra
Hill: colina
LISTENING
6. + Ask the students to listen to
the recording and check their
predictions in exercise 3. Remind them
that this first listening is only for them
to confirm or correct their predictions.
They do not need to understand every
single word.
(L.A: to get the general meaning of a
text).
Answers: b.
30
L A N G UA G E F O C U S The Past Continuous
1. Read these sentences. Pay special attention to the words in bold.
When the Persian army arrived, the Greek soldiers were waiting
for them.
The Persians tried to capture the Greek people who were
waiting in Athens.
2. Which two events can you identify in the sentences?
3. Choose the correct alternative to complete the sentence:
To express two / three actions that happened at the same / different
time in the present / past, we use the Past Continuous Tense and the
Past Simple Tense. We form the Past Continuous Tense with the
present / past tense of the verb have / be + verb + ing / ed.
THE WORLD OF SPORTS
67
6. Listen to the recording. Can you identify the speakers in the
conversation?
a. A professional marathon runner and a coach.
b. Students and a teacher.
c. A messenger and Greek men.
7. Listen again and fill in each blank with the best alternative.
a. There was a big war in __________ BC.
i. 49 ii. 490 iii. 1490
b. Pheidippides ran to Sparta for __________ days.
i. two days ii. two hours iii. twenty hours
c. Pheidippides ran __________ kilometers to Athens.
i. 40 ii. 4 iii. 44
d. Spiridon Louis won the first modern marathon race in __________.
i. 1696 ii. 1796 iii. 1896
8. Listen once more and put the events in the correct order.
a. ___ Pheidippides ran to Sparta.
b. ___ Pheidippides returned to Marathon.
c. ___ Pheidippides died.
d. ___ The spartans didnt want to help.
LI STENI NG
AFTER LI STENI NG
REFLECTIONS
What difficulties did I have
when listening to a recording?
How many correct answers
could I identify?
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7. ++Play the recording again. Ask the
students to listen carefully and choose
the best alternative to fill in the blanks.
Answers: a. - ii. b. i. c. i. d. iii.
8. +++ The students listen to the
recording again and put the events in
the order they happened.
(L.A: to identify the sequence of events).
Answers: a. d. b. c.
REFLECTIONS
students reflect on their language process
develop their strategies to become more
effective learners. They should work on
their own but you may help and guide
them when necessary.
Encourage students to keep a record of
their answers in a special section of their
notebooks.
identify:
a. The difficulties they had when
listening to the recording.
b. The number of correct answers they
could identify.
AFTER LISTENING
__________________________
LANGUAGE FOCUS
The Past Continuous
particular language item. The activities are
meant to promote independent learning,
so help, guide and check them, but do not
provide the answers.
1. The students read the sentences from
the recording. Draw their attention to
the words in bold.
2. Now, students identify the two
different events in the sentences.
Answers: The Persians arrived / The
soldiers were waiting for them.
The Persians tried to capture the Greek
people / The Greek people were waiting
in Athens.
3. The students choose the correct
alternative to make the rule.
Answers: To express two actions that
happened at the same timein the past,
we use the Past Continuous tense. We
form the Past Continuous tense with the
past tense of the verb be + verb + ing.
__________________________
You may also give some additional
information about this tense, such as:
We use the Past Continuous tense to refer to
the long action and the Simple Past Tense to
express the short action that happened
while the long action was going on.
When we want to link these two
sentences, we usually use while to
introduce the sentence in Past Continuous,
and we usually use when to introduce the
sentence in Simple Past Tense.
UNIT 3
68
9. Complete the sentences. Use the Past Continuous or the Simple Past
Tense.
a. While Pheidippides ____________ (run), the Persians attacked.
b. When Pheidippides ____________ (arrive), the Persians were coming.
c. The people ____________ (wait) when the army captured the city.
d. The postman was running when he ____________. (die)
10. In pairs, complete the dialogue about the first marathon. Then
practice and role-play it in front of your classmates.
You: Who was the first ____________?
Your partner: A man called ____________.
You: Where was he from?
Your partner: ____________. From a city called ____________.
You: What made him and his city so famous?
Your partner: He _________ and _________ to try and save his
____________.
11. Put the events in order so that you can write your own version of the
story in your notebook.
a. In the city of Marathon, there was a man called Pheidippides.
b. In 490 BC there was a war between the Persians and the Greeks.
c. When he arrived there, he told the news and then died.
d. The Spartans did not want to help the Greeks.
e. The Greeks sent him to Sparta.
f. The Persians lost the battle and tried to capture Athens.
g. Pheidippides ran to Athens to tell them the Persians were coming.
12. How much did you learn about the first marathon? Try this
crossword!
FL
Down
1. City where the first Ancient
Olympic Games were held.
2. City where Pheidippides died.
3. People that did not want to
help the Greeks.
Across
4. Profession of the first
marathon winner in modern
times.
5. Large empire of the Ancient
World.
6. City in Greece. Pheidippides
was born there.
Clues
4
5
6
3
1
2
American English:
Practice(verb and noun)
British English:
Practise(verb)
Practice(noun)
http://www.britishcouncil.org/kids-stories-first-marathon.htm
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9. ++ Refer students to the Language
Focus to complete the sentences. Check
on the board.
(L.A: to use and apply a new language
structure).
Answers: a. was running. b. arrived.
c. were waiting. d. died.
10. +++ Invite the students to
work in pairs and to complete the
dialogue about the topic of the lesson.
Encourage some pairs to role-play the
dialogue in front of their classmates.
(L.A: to ask and answer questions
about the topic of the lesson).
Answers:
A: Who was the first marathon runner?
B: A man called Pheidippides.
A: Where was he from?
B: From Greece. From a city called
Marathon.
A: What made him and his city so
famous?
B: He ran and ran to try to save his
people.
Oral expression You may also use this
exercise as oral practice.
11. ++ Encourage your students to put
the sentences in order to write their
own version of the story.
(L.A: to identify the sequence of
events; to write a short story).
Answers: b. a. e. d. f. g. c.
12. Invite the students to find out
how much they learnt about the first
marathon. Allow them to work in pairs
to solve the crossword.
(L.A: to consolidate new vocabulary
by playing a game).
FL
31
Answers:
Down
1: Olympia. 2: Athens. 3: Spartans.
Across
4: postman. 5: Persia. 6: Marathon.
THE WORLD OF SPORTS
69
1. Read the text in lesson 1 again and answer the questions with at least two words.
a. Where is Olympia? ____________________________________
b. When did the Olympic Games begin? ____________________________________
c. Who were the competitors? ____________________________________
2. Read the text again. In the paragraph in parenthesis find a synonym for these words:
a. town (B): ___________________________________________
b. awards (E): ___________________________________________
c. went (G): ___________________________________________
READI NG
3 pts
LI STENI NG
3. Listen to the text in lesson 2 again and circle the correct alternative.
a. Persia was a huge empire / nation.
b. The Persian soldiers were waiting at the foot / the top of the hill.
c. Spiridon Louis was a fireman / postman.
4. Listen to the recording again and choose the best alternative.
The conversation is about:
a. the war between Greeks and Persians.
b. the origin of the Olympic Games.
c. the origin of a first sport event.
LANGUAGE
3 pts
3 pts
attack enter feel fight wait
0 - 2
Keep trying
3 - 5
Review!
6 - 10
Well done!
11 - 16
Excellent!
total
score
16 pts
2 pts
5 pts
Many years ago, in 490 BC,
a. When the Persians arrived in Marathon, the Greek soldiers ______________________
b. While the Greeks were waiting for help, the Persians _______________________________
c. When the enemy sent a messenger, the soldiers ___________________________________
d. While the people were waiting, Pheiddipides ______________________________ the city.
e. While the postman was running, he ________________________________________ tired.
5. Complete the following sentences using the verbs in the box in the Past Continuous Tense
or in the Simple Past Tense.
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MINI - TEST
The mini-tests provide material to check and
revise students' progress and, at the same
time, information to the teacher about any
point that the majority of the students may
have problems with. Make sure they
and then give them time to answer.
Answers
READING
1. a. In Greece
b. About 776BC
c. Young men
2. a. settlement.
b. prize.
c. attended.
LISTENING
3.a. empire
b. top
c. postman
4.c.
LANGUAGE
5. a. the Greek soldiers were waiting.
b. the Persians attacked. c. the
soldiers were fighting. d. Pheidippides
entered the city. e. he felt tired.
30
STICKS AND BALLS Lesson 3
BEFORE READI NG
1. Look at the pictures. What do these people have in common?
2. Match each picture with the name of the sport.
a. Swimming b. Running c. Tennis
d. Motocross e. Golf f. Football
3. Answer Dan's questions.
4. Some of the people in the pictures need some equipment to play.
Can you match the equipment and the sports?
Tennis Football Golf Hockey Baseball
stick
UNIT 3
70
p
u
ck
p
itch
er
n
et
g
oalkeep
er
PICTIONARY
b
ase
5. Have a quick look at the text and identify all the cognates you can find.
6. Look at the words in the Pictionary and guess what sports they are
connected with.
a
b
c
d
e
f
g
i
j
h
In your opinion,
what are the most
popular sports in Chile? Rank
them from 1 - 10.
(1 is the most popular)
__ basketball __ cycling
__ football __ tennis, etc.
Are there any sports that
are only played in Chile?
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BEFORE READING
1. + Start the lesson talking about
famous sports people in Chile.
Brainstorm names of sportspeople and
the sports in which they stand out in.
understand the topic of the lesson).
Answers: They are all famous sports
people
2. + Ask the students to identify the
people in the pictures and to relate
them to the name of the sport.
relate information).
Answers: Nicole Perrot, golf; Fernando
Gonzlez, tennis; Matas Fernndez,
football; Kristel Kbrich, swimming;
Francisco Chaleco Lpez, motocross;
Erika Olivera, running.
3. ++Ask the students to answer Dans
questions. Encourage some of them
to share their answers with their
classmates.
(L.A: to relate topic of the lesson with
students' reality).
Answers: Will vary.
end of the Unit.
4. +++Invite your students to look at
the pictures and identify which of the
sports require special equipment.
Brainstorm names of equipment
related to the sports and write the
words on the board.
make predictions).
Possible answers: Tennis: b.,
i. (other: net, trainers). Football: a,
c. (other: gloves for goalkeepers).
Golf: d, j (other: tee, golf shoes).
Hockey: g (other: leg pads, ball (puck
for ice hockey). Baseball: h, f,
e (other: ball, special clothes, leg pads)
5. + Tell the students to skim the text
and find all the cognates. Invite some
students to write the list of words on
the board, in order to check the
exercise. Elicit more cognates related to
the topic and add them to the list on
the board.
Possible answers: territory;
opponent; goal; racquet; variation;
original; period.
6. ++ Draw students' attention to the
words in the Pictionary and the list of
cognates. Ask them to guess what
sport the words are connected with.
(L.A: to use pictures and cognates to
make predictions).
Answers: base - baseball; goalkeeper
- football; net - tennis; pitcher -
baseball; puck - ice-hockey; stick -
hockey / ice-hockey.
THE WORLD OF SPORTS
71
READI NG
7. Read the names of sports in the box and choose the one that corresponds
to each description in the text. There are more names than you need.
8. Read the text quickly and check if you find the sports you predicted
in exercise 6.
football baseball rugby cricket basketball hockey
softball ice hockey volleyball tennis golf squash
9. Read the text again and complete the chart with the name of the sport.
Equipment Sport
bat
gloves
helmet
leg pad
racquet
stick
____________________________: Players
use a racquet to hit a ball over a net so
that the ball lands in the opposite
court and cannot return. Matches
consist of sets of games, with a
maximum of five sets for men and three
sets for women. The court may be grass
or clay. The doubles court is bigger than
the singles court.
____________________________: This is a
faster variation of the original game, in
three twenty minute periods. The aim is
to shoot the rubber puck into the
opponent's goal. Goalkeepers need a lot
of extra protection because the puck travels
at high speed.
Source: Pocket Encyclopedia, DK Publishing, INC. www.dk.com
____________________________: Two
teams of nine take turns to bat and
field. The batter has three attempts to
hit the ball that the pitcher throws and
then run around all the bases. The
batter can only run when the ball lands
within fair territory(inside the bases).
____________________________: Two teams
of eleven players use a stick to drive the
ball into their opponent's goal.
Goalkeepers need helmets, gloves and leg
pads. The ball can travel at 160 km/h.
American English:
Soccer
British English:
Football
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READING
7. + Ask the students to skim the text
and check if they find the sports they
predicted in exercise 6.
(L.A: to apply skimming to validate
predictions).
Answers: baseball; hockey; tennis;
ice hockey.
8. + The students now read the text
more carefully. Then they read the
sports in the box and choose the name
that corresponds to each description.
Answers: a. Baseball. b. Hockey.
c. Tennis. d. Ice hockey.
Draw students' attention to the two
different words used in each variety of
English. Remind them that both the
British and the American versions are
9. ++Ask the students to read the text
again and then complete the chart
with the name of the sport that is
related to each piece of equipment.
(L.A: to find and extract specific
information to complete a chart).
Answers:
Equipment Sport
bat baseball, cricket
gloves baseball,
helmet ice hockey, baseball,
cricket
leg pad ice hockey, cricket,
football
racquet tennis
stick hockey, ice hockey
L A N G UA G E F O C U S Comparatives (short adjectives)
The doubles court is bigger than the singles court.
This is a faster variation of the original game.
Ice hockey games are longer than grass hockey ones.
a. What are these sentences expressing?
i. A preference ii. A comparison iii. A choice
b. How do they do that?
To express _________ in English, we use a special form of adjectives
called _________.
To form the _________ we add _________ to the adjectives.
Note: Good and bad are exceptions to this rule. Better is the comparative of
good and worse is the comparative of bad.
UNIT 3
72
10. Read the text again and find the answer to these questions.
a. In which sport are there nine players per team? ________________.
b. How fast can a hockey ball travel? ________________.
c. How many sets does a tennis match have? ________________.
d. How long does an ice hockey game take? ________________.
AFTER READI NG
11. In pairs, read the names of sports in the box. Choose one and write a
short description like the ones in the text.
There are _____________ teams on the field. There are ____________
players in each team on the field. The players wear ____________
and use ____________. The aim is to ____________. The team that
____________ wins ____________.
basketball football golf rugby table tennis voleyball
Did you know that
golf is the only sport that
man has played on the
moon?
On 6th February 1971, Alan
Shepard hit a golf ball on
the moons surface.
REFLECTIONS
Did I have any problems to
write a description?
Did I use my previous
knowledge to do the task?
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10. +++ The students read the text
again, if necessary, and answer the
questions.
Answers: a. Baseball. b. 160 km/h.
c. Five (men); three (women).
d. 60 minutes.
Did you know that
For more information on this section see
page 7 of the Introduction.
AFTER READING
11. ++Ask the students to work in pairs
and look at the list of sports in the box.
Then, make them choose one and
write a short description as in the
example given.
(L.A: to write a short description).
Answers: Will vary, according to
students' choices.
__________________________
LANGUAGE FOCUS Comparatives
(short adjectives)
Keep in mind that this section is designed
to help students discover a particular
grammar or language structure by
themselves. Help and guide them but do
not provide the answers.
1. Ask the students to read the sentences
from the text and other examples.
Draw their attention to the words
in bold.
2. Now the students revise the examples
again and answer the questions.
Answers: a. ii. b.: by using -er and than
3. Help the students to complete the
general rule.
Answers: To express comparisons in
English, we use a special form of
adjectives called comparatives.
To form the comparative we add -er to
the adjectives.
__________________________
See Error Alert!, at the end of the Unit.
REFLECTIONS
and toraise their awareness of how they
Encourage students to keep a record on
notebooks.
identify:
a. If they had problems to write a description.
b. If they used their previous knowledge
to do the task.
12. + Refer students to the Language
Focus to write comparisons choosing
an adjective from the box.
(L.A: to apply a new language structure).
THE WORLD OF SPORTS
73
12. Write comparisons using the adjectives in the box.
a. baseball teams - hockey teams _____________________________.
b. hockey - ice hockey _____________________________.
c. a hockey ball - an icehockey puck _____________________________.
d. _____________ - _____________ _____________________________.
13. Interview your partner about sports. Ask the questions below and make
notes of his/her answers in your notebook. Then listen and practice
a. What's your favorite sport?
b. What's your favorite team?
c. Who's your favorite sportsperson? Why?
d. Which sports do you practice? How often?
14. Use your notes to tell the class about your partner.
15. Listen and repeat. Notice the ending / r / in the following
words.
better quieter calmer shorter taller nicer slower faster
16. Vocabulary Game. Fill in the blanks to complete the names of the
sports. Pay attention to the clues.
FL
big calm easy funny nice slow small
c __ c l __ __ g
a
s __ __ __ b __ a __ __ __ n g
b
g __ __ f
c
__ u __ __ i n g
d
c __ __ m b __ n g
e
__ __ r __ b __ __ s
f
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Possible answers:
a. Baseball teams are smaller than hockey
teams. b. Hockey is calmer than ice
hockey. c. A hockey ball is slower than an
ice hockey puck. d. Will vary.
13. +++ Tell the students to work
in pairs. Encourage them to interview
their partners about sports, asking the
questions and making notes of the
answers in their notebooks. Invite
some pairs to role-play the interview
in front of their classmates to provide
a model.
(L.A: to exchange information about
sports).
14. +++ Encourage some students to
tell the class about their partners.
Motivate them to use the pattern
provided.
(L.A: to give information about
sports).
play the recording again to allow
students to repeat after listening to
33
32
each word, paying special attention to
the pronunciation of the final sound.
16. Vocabulary Game. Invite fast
learners to fill in the blanks to
complete the names of the sports.
Draw their attention to the clues.
(L.A: to use vocabulary related to the
topic).
Answers: a. cycling.
b. snowboarding. c. golf. d. running.
e. climbing. f. aerobics.
FL
UNIT 3
74
1. Kelly is preparing an article on x-sports. Answer her questions.
2. In pairs, decide which of the feelings in the box can be related to
x-sports.
BEFORE LI STENI NG
AN EXTREME EXPERIENCE Lesson 4
amazing amusing calm dangerous
exciting relaxing scary stressful
roller coaster
lan
d
scap
e
float
d
ive
cord
PICTIONARY
b
reeze
3. Look at the pictures and read the actions. Can you match the
activities involved with each sport?
Example: To feel the wind around. - Picture a.
To smell the flowers.
To float towards the ground.
To see the landscape from above.
To go up and down.
To perform amazing balancing acts and jumps.
What are
x-sports? Have you ever
practiced an x-sport?
What x-sports can
people practice in Chile?
a
b
c
d
e f
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BEFORE LISTENING
1. + Before beginning, draw students'
attention to the name of the lesson.
Start a conversation about extreme
experiences and elicit names of extreme
activities or sports. You may give them
some additional information. See
Background Information at the end
of the Unit. Then, ask them to answer
Kelly's questions.
understand the topic of the lesson).
students' experiences.
2. ++ Now, the students work in pairs
and decide which of the words in the
box can be related to x-sports.
(L.A: to relate key words to the topic of
the lesson).
Possible answers: amazing - amusing
- dangerous - exciting - scary - stressful.
3. +++ Invite the students to read the
sentences and relate them to the
pictures.
(L.A: to relate texts and pictures).
Answers: a. to feel the wind around.
b. to float towards the ground. c. to see
the landscape from above. d. to go up
and down. e. to smell the flowers. f. to
perform amazing balancing acts
and jumps.
4. ++ Tell the students they are going
to listen to three children from the
International School talking with Kelly
about the first time they practiced an
x-sport. Invite them to guess their
feelings about this experience.
predict content).
5. +Before playing the recording, ask the
students to read the words in the
Pictionary. Make sure all of them
understand their meaning. If necessary,
allow the use of dictionaries.
PICTIONARY
diving: clavados en el agua
cord: cuerda
float: flotar
breeze: brisa
landscape: campia, paisaje
roller coaster: montaa rusa de un parque
de diversiones
LISTENING
6. + Play the recording. Tell the
students to confirm or correct their
predictions in exercise 4. Remind them
to pay special attention to all familiar
words they can identify, in order to get
the general meaning of the text.
Answers: Speaker A and Speaker B
liked the experience; Speaker C didn't
like the experience.
34
THE WORLD OF SPORTS
75
4. Three children from the International School are talking to Kelly
about the first time they practiced an x-sport. Do you think they
liked the experience?
5. Study the words in the Pictionary with a partner.
6. Listen to the recording and check if your prediction in exercise 4 was
correct. Pay special attention to all familiar words you can identify.
7. Listen to the recording again and relate each picture to the speaker.
8. Who said what? Match the speakers with the sentences.
Andy Dan Ann
a. ___ I just closed my eyes and jumped.
b. ___ It's a new experience.
c. ___ I can see the beautiful landscape.
d. ___ At first I was really scared.
e. ___ I began to go up and down.
f. ___ In contact with nature.
LI STENI NG
cycling
Speaker __________________
parachuting
Speaker __________________
white water rafting
Speaker __________________
REFLECTIONS
What were the main problems
I had to identify speakers?
How much did I relate the
topic to my own reality?
a b
c
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7. ++ Play the recording again.
Ask the students to relate each picture
to the speaker.
Answers: a. Speaker B. b. Speaker A.
c. Speaker C.
8. +++ Play the recording once
more. Ask the students to listen and
relate the speakers with the sentences.
(L.A: to relate speakers with speech)
Answers: Andy: a. Dan: b., c., f; Ann:
d., e.
REFLECTIONS
students reflect on their language
process and to raise their awareness of
how they develop their strategies to
notebooks.
identify:
34
34
a. The main problems they had to
identify speakers
b. How much they could relate the topic
to their own reality.
L A N G UA G E F O C U S Comparatives (long adjectives)
1. Read the sentences from the text and other examples, paying special
a. This was more amazing.
b. It is more relaxing than when you are inside a car.
a. What do the words amazing, relaxing, exciting refer to?
i. a thing ii. a quality iii. an action
b. How many syllables do these words have?
i. One ii. Two iii. More than two
c. Are these words short or long?
In English, there are short and _____ adjectives. To form the
comparative of _____ adjectives, we use _____ + adjective (+ _____)
9. In pairs, put the dialogue in order. Then, practice and role-play it
in front of your classmates.
B: Sure!
A: I sure did. Our country has fantastic places to do that.
A: I went to the south. It was amazing!
B: Groovy! Did you do water rafting?
A: Hi, guys! Do you want to see my photos?
10. First only listen. Then listen and repeat the tongue twister. Note
the difference in the vowel sound.
The batter with the butter is the batter that is better!
11. Read what Dan says. Then do the interview and write notes in your
notebook. Next class, report the results to the class.
12. In your notebook, make a list of other extreme sports and the
equipment needed, as in the example:
Snowboarding - board, helmet, goggles
FL
UNIT 3
76
You are going
to interview someone who
practices an x-sport. Prepare
the questions in your group;
ask about the name of the
sport, the kind of equipment
required, the place where
he/she practices it, his / her
favorite aspects, etc.
http://www.britishcouncil.org/kids-topics-sports.htm
AFTER LI STENI NG
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AFTER LISTENING
__________________________
LANGUAGE FOCUS Comparatives
(long adjectives)
discover a particular language or grammar
structure by themselves, so help and guide
them but do not give the answers.
1. The students read the sentence from
the text and other examples, paying
special attention to the words in bold
that express the comparative form for
long adjectives.
2. After revising the examples, the
students answer the questions.
Answers: a. ii. b. iii. c. long.
3. Now, the students complete the rule.
Answers: In English, there are short
and long adjectives. To form the
comparative of long adjectives, we use
more + adjective (+ than).
__________________________
See Error Alert!, at the end of the Unit.
9. ++ Invite the students to work
in pairs and put the dialogue in order.
Then, encourage them to practice and
role-play it in front of their classmates.
(L.A: to talk about personal
experiences).
Answers:
A: Hi, guys! Do you want to see my
photos?
B: Sure!
B: Groovy! Did you do water rafting?
A: I sure did. Our country has fantastic
places to do that.
10. ++ First play the recording and
36
35
to repeat the tongue twister, paying
special attention to the different
vowel sounds and to the weak vowel
in -er.
11. ++ Explain to your students that
they are going to prepare an interview
to someone who practices an x-sport.
Give them instructions to prepare the
questions in their groups; draw their
attention to all the aspects Dan wants
them to include in the interview. You
can assign this exercise as homework
or miniproject. Ask them to apply the
interview and write notes in their
notebooks. Next class, motivate each
group to report the results to the class.
(L.A: to consolidate vocabulary and
grammar, relating content and own
reality).
Answers: Will vary.
12. Encourage fast learners to write a
list of more extreme sports and the
equipment needed, as in the example:
Snowboarding - board, helmet, goggles.
(L.A: to consolidate new vocabulary).
Answers: Will vary.
FL
THE WORLD OF SPORTS
77
1. Read the text in lesson 3 again and choose the best alternative.
The text is taken from
a. a book b. a sports magazine c. an encyclopedia d. a dictionary
2. Read the text again and find information to correct these statements.
a. In baseball, the batter can run after he hits the ball.
b. Tennis is always played on the same kind of court.
c. Ice hockey is not dangerous for goalkeepers.
READI NG
0 - 5
Keep trying
6 - 10
Review!
11 - 15
Well done!
16 - 20
Excellent!
total
score
20 pts
2 pts
3. Listen to the recording in lesson 4 again and find the correct order of the events.
a. Andy
i. He pulled the cord ii. He closed his eyes iii. He jumped
b. Dan
i. He gets on his bike ii. He smells the flowers iii. He feels the breeze
c. Ann
i. She felt excited ii. She felt terror iii. She went up and down
4. Listen again and identify the comparisons the children make for each activity.
a. Parachuting i. being on a roller coaster
b. Cycling ii. driving a car
c. Rafting iii. diving
LI STENI NG
5. Write comparisons using the two adjectives in brackets.
Example: A lion is bigger than a mouse, but the mouse is more intelligent.
a. a bicycle and a car (small - fast)
b. parachuting and cycling ( dangerous - relaxing)
c. Icehockey and grass hockey (exciting - safe)
6. Make comparisons using the adjectives in the box.
a. Scuba diving - swimming
b. Tennis - ice hockey
c. Walking - rafting
LANGUAGE
3 pts
3 pts
3 pts
3 pts
amazing relaxing popular
6 pts
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MINI - TEST
expected to do, play the recording again
for the listening part and give them time
Answers:
READING
1. c.
2. a. The batter can only run when the
ball lands in fair territory. b. The court
may be grass or clay. c. Goalkeepers need
extra protection because the puck travels
at high speed.
LISTENING
3. a. Andy: ii, iii, i. b. Dan: i, ii, iii. c. Ann: ii,
iii, i.
4. a. - iii. b. - ii. c. - i.
LANGUAGE
5.a. A bicycle is smaller than a car, but
the car is faster.
34
b. Parachuting is more dangerous than
cycling, but cycling is more
relaxing.
c. Ice hockey is more exciting than
grass hockey, but grass hockey is
safer.
6. Will vary. Accept any coherent
comparison.
UNIT 3
78
THE PARALYMPIC WORLD Lesson 5
BEFORE READI NG
5. Have a quick look at the text and find all the cognates.
leg
knee
disabled
PICTIONARY
athlete
You are going
to read a text about a
paralympic athlete. Look
at the picture in the text and
read the title. Can you guess
the discipline this
athlete stands out in?
1. Look at the pictures and answer these questions with your partner.
a. Is there anything special about these people?
b. What do you think 'Paralympic' means?
2. In pairs, think about the sports and physical activities that you could
practice in these situations.
a. Without a leg.
b. Without the hands.
c. Blind.
d. Without the fingers.
e. Without a foot.
f. Without the legs.
3. Read what Dan says and answer his question.
4. Find the meaning of the words in the box in the dictionary.
amputee beneath by chance disability
impaired limbs shatter
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BEFORE READING
Before beginning the lesson, start a
conversation among your students about
the paralympic world. Elicit students ideas
about this concept and brainstorm names
of famous disabled people they know (no
matter whether they are sportspeople or
not). At this stage, you may need
additional information on this topic.
end of the unit.
pictures and answer the questions with
their partners.
(L.A: to connect the topic with
previous knowledge).
students opinions.
2. + Make students reflect on the
question. Ask them to think about the
activities and sport they could practice
if they were in the situations described.
Elicit their ideas.
(L.A: to relate the topic and their
experiences).
Answers: Will vary.
3. +++ Now, tell the students to read
what Dan says and answer his question.
Answers: Do not check answers at
this point.
4. +++Before reading, ask students to
look for the words in the dictionary and
then to find them in the text. Make sure
all of them understand their meanings.
(L.A: to develop study skills).
PICTIONARY
Amputee: amputado
Impaired: impedido
Limbs: extremidades
By chance: por casualidad
Shatter: destrozar
Disability: discapacidad
5. +Ask students to read the text quickly
and find all the cognates.
Answers: double; record; meters; pair;
fiber; doctors; amputated; incredible;
attitude; artificial; real; rugby; water-
polo; tennis; enthusiast; athlete;
university; rehabilitation; competed;
millions; medalist; character;
ambassador; sport.
Oscar Pistorius, the double amputee world record
holder over 100, 200 and 400 meters, does not
consider himself as impaired.
I'm not disabled, he says, I just don't have any legs.
He runs on a pair of fiber legs. He was only 11
months old when doctors amputated his limbs
beneath the knee.
Oscar has an incredible attitude to his disability,
exclaiming: When people ask me what's it like
having artificial legs, I reply I don't know. What's it
like having real legs?
Pistorius, a rugby, water polo and tennis enthusiast,
became an athlete by chance in January 2004
when he shattered one of his artificial knees on the
rugby field.
He went to the University of Pretoria for rehabilitation.
Before that, I hated athletics he says. Only eight
months later he competed at the Athens Paralympics.
He says: Some people think they are disabled
because they have one or two disabilities. But what
about the millions of abilities they have? OK, you
can't run or jump but there are so many things you
can do.
Oscar Pistorius is not only a gold medalist and world
record holder with no legs. He is an outstanding
athlete, a real character and a true ambassador for
disability sport.
THE WORLD OF SPORTS
79
READI NG
6. Read the text and check if you were right about the discipline.
7. Read the text again and decide if these statements are true or false.
a. Oscar Pistorius was born in Europe.
b. He can run faster than most non disabled people.
c. He cant imagine how life with real legs is.
d. He has liked athletics since he was a boy.
e. It took him a long time to become an athlete.
8. Read the text carefully again and find what the words in bold refer to.
himself
he
that
they
Source: http://bestuff.com/stuff/oscar-pistorius
American English:
Fiber
British English:
Fibre
T HE
F AS T E S T T HI NG ON NO
L EGS
Name: Oscar Pistorius
Sport: Athletics
From: Pretoria, South Africa
Date of Birth: 22 November 1986
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READING
6. + Tell the students to read the text
and check if they were right about the
discipline.
(L.A: to validate predictions through
skimming).
Answers: Athletics. Oscar Pistorius.
7. +++Invite the students to read the
text again and then decide if the
statements are true or false. You may
also ask them to justify their options
with information from the text, as a
way to check their comprehension.
Answers:
a. False. He was born in South Africa.
b. True.
c. True.
d. False. When he was a boy he hated
athletics.
3. False. It took him eight months.
8. +++Now the students read the text
carefully again and find what the words
in bold refer to.
himself Oscar Pistorius
he Oscar Pistorius
that The accident where he
shattered his artificial
knees playing rugby.
they Some disabled people
Did you know that
the prefix para refers to
the competition for
disabled people in
parallel to the Olympic
Games?
UNIT 3
80
AFTER READI NG
9. Find the words in column A in the text and match them with their
meaning in column B.
A B
impaired an arm or a leg
limb crushed
merely having a mental or physical problem
shattered only, simply
Do you know any paralympic athletes?
What kind of disability does he / she have?
What nationality is he / she?
In what discipline does he / she stand out?
Do you know any details of his/her life?
REFLECTIONS
Did I express my ideas in a
respectful way?
Did I show respect and support
for everyone's opinions?
12. In your group, exchange information about the topic. Use the
questions as clues.
OSC OSCAR AR
PIS PISTORIUS TORIUS
Oscar Pistorius is known as .
He was born in
in . At the age of he had his
amputated. In he
went to for rehabilitation and
became an .
Eight months later, he .
Nowadays, he can . In future
Games, he plans to .
10. In your group, reflect on the text you read. What conclusion(s) can
you reach?
11. Complete the summary of the text about Oscar Pistorius.
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9. +++Ask students to find the words
in column A in the text. Then encourage
them to match these words with their
meanings in column B.
(L.A: to infer meaning from the
context).
Answers: impaired: having a mental
or physical problem; limb: an arm or a
leg; merely: only, simply; missing:
that is not present; shattered: crushed.
AFTER READING
10. +++In groups, the students reflect on
the text they read and then share the
conclusions they reach with the rest of the
group. At this stage, it would be a good
idea to draw students' attention to the
title of the reading text. Ask them if they
find it correct to refer to a person as a
thing, and what the meaning of the
nickname is for them. You may also give
students some additional information
about this very remarkable athlete.
(L.A: to discuss a topic; to reach
conclusions; to accept and respect
everybody's opinions).
students' conclusions. See
of the unit.
REFLECTIONS
Encourage students to keep a record of their
notebooks. The students read the questions
and identify:
a. If they expressed their ideas in a
respectful way.
b. If they showed respect and support for
everyone's opinions.
Did you know that
11. ++ With information from the text,
the students complete the summary of
the text about Oscar Pistorius.
(L.A: to summarize information).
Answers: the fastest thing on no legs;
Pretoria, South Africa; 1986; 11 months;
legs; January 2004; University of
Pretoria; athlete; entered a competition;
run 100, 200 and 400 meters; attend the
next Paralympic Games.
12. +++ In groups, the students
exchange information about the topic.
Tell them to use the questions as clues.
(L.A: to exchange information about
the topic of the lesson).
__________________________
LANGUAGE FOCUS The Simple Present
- Negative form
Do not forget that this section is designed
37
L A N G UA G E F O C U S The Present Simple - Negative form
1. Read these sentences from the text.
He does not regard himself as physically impaired.
I just don't have any legs.
I don't know.
2. What kind of sentences are they? Choose the correct alternative.
a. Affirmative b. Negative c. Interrogative
3. Complete the general rule.
To form the _________ form of the _______ tense, we use _______ or
_______ + ______ and the infinitive of the _______ without _______.
THE WORLD OF SPORTS
81
13. In your notebook, write the answers in exercise 12 in the negative form.
14. Listen and repeat. Pay special attention to the pronunciation of
the negative auxiliary.
He doesn't regard himself as impaired.
He doesn't have any legs.
He doesn't imagine life with legs.
15. Create a poster to advertize the Paralympic Games in Chile.
a. Think about what you now know about the Paralympic Games and
Paralympic athletes in Chile: date and place of games, name of
main competitors, disciplines, etc.
b. If it is necessary, search the Internet or look for information in
magazines or newspapers.
c. Before you put the poster together, agree on the message you want
to communicate about the Paralympic Games.
d. Organize the information you have and create a poster that really
works.
e. Display your poster in the class.
16. Look at the symbol of the Beijing Paralympics.
Your task is to design a new international Paralympic logo. You will
need to think about:
a. what ideas and values your logo represents;
b. what colours and symbols you will use.
Good luck!
FL
Did you know that
the logo of the Paralympic
Games in Beijing 2008 is
a stylised figure of an
athlete in motion, implying
the tremendous efforts a
disabled person has to
make in sports and in
daily life? The emblem
incorporates Chinese
symbolism, calligraphy
and the Paralympic spirit.
It also reflects the
integration of heart, body
and spirit. The three
colors represent the sun
(red), the sky (blue) and
the earth (green).
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to promote students' independent
learning, so help, guide and check, but
don't take an active part.
1. The students revise the sentences from
the text.
2. After revising the examples, they
choose an answer for the question.
Answers: b.
3. Now the students complete the general
rule.
Answers: To form the negative form
of the Present tense, we use do or
does + not and the infinitive of the
verb without s.
__________________________
13. ++Encourage students to apply what
they learnt in the Language Focus to
write the answers to in exercise 12 in the
negative form in their notebooks.
structure).
Answers: a. I dont know any famous
paralympic athlete. b. He doesnt use a
wheel chair. c. He is not Chilean. d. He
doesnt play tennis. e. I dont know any
details of his/her life.
14. + First the students only listen.
Then, they listen and repeat paying
38
special attention to the pronunciation of
pronunciation, accentuation and
intonation).
15. +++Encourage students to create
a poster to advertise the Paralympic
Games in Chile. You can assign this
exercise as homework or treat it as a
mini-project.
a. Tell them to think about everything
they know of the Paralympic Games
and paralympic athletes in Chile.
b. Make them search the Internet or
look for information in newspapers
and magazines.
c. In groups, the students put the
information together. Encourage them
to create a poster that really works.
d. Put special emphasis on the message
the students want to transmit.
e. Allow students to share their work
and display their posters in a visible
area of the classroom or the school.
(L.A: to relate topic of the lesson to
students' own reality).
Did you know that
16. Invite fast learners to look at the
symbol of the Beijing Paralympics
carefully. Tell them that their task is to
design a new logo for the Paralympic
movement. Invite them to share their
work with their classmates. You may
display their work in the classroom.
reality).
Answers: Will vary.
FL
EPISODE 3:
WHERE ARE THE PLAYERS?
EPISODE 3:
WHERE ARE THE PLAYERS?
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Machine
Help students identify the connection
between the topic of the unit and the
episode. Read the title of the episode and
the introductory paragraph with them to
make sure they understand the setting of
the children's adventures. Motivate
students to read the story on their own
and help them only if they ask you to.
Encourage fast learners to summarize the
story, and allow Spanish if necessary.
Notes
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Notes
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1. Read the text and identify:
a. He came close to winning Wimbledon in 2000,
but didn't reach the final.
b. The origin of the score system in tennis.
c. A great male tennis player.
d. The woman that won more titles at Wimbledon.
e. The kind of court where this tournament is played.
2. Read the text again. Match the phrases in columns Aand B.
Tennis started in France nearly 1,000 years ago. The
game was originally played in the courtyards of royal
palaces, using the walls (like squash) instead of a net.
The score system (15, 30, 40) is probably based on the
four quarters of a clock face.
One of the most important tennis tournaments is
Wimbledon. It is the only Grand Slam tournament which is
played on grass.
Open tennis started at Wimbledon in 1968. It means that
amateurs and professionals can play in the Championships. In
2000, the Russian amateur Vladimir Voltchkov came to the
semi-finals.
Pete Sampras is the most successful male player in Wimbledon. He
won the tournament seven times. Even more impressive is
women's champion Martina Navratilova with nine victories.
The prize money for the 2008 Championship was approximately
11 million. Of this, the men's singles champion receives
750,000 and the women's singles champion receives 750,000.
Wimbledon is the only tournament free from sponsorship.
This means that there are no advertisements around
the courts.
ATTITUDES
Appreciation of the role of
sports and physical activities for
our health.
disabled people.
UNIT 3
84
READI NG: TENNI S
5 pts
4 pts
LISTENING
To match an oral text with visual
clues.
READING
predict content.
To infer topic from cognates.
SPEAKING
To play games.
experiences.
LANGUAGE
Words that have similar meaning.
Comparative adjectives.
activities.
WRITING
To write a short paragraph about
a favorite sport.
Revise the lessons of this
unit.
In this unit I learnt
B
1. 750,000
2. 1,000 years ago
3. 750,000
4. 1968
A
a. When tennis started.
b. An important year for the
Wimbledon tournament.
c. Money that the women's
champion gets.
d. Money that the men's
champion gets.
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SYNTHESIS
achieve the learning objectives.
TEST YOUR KNOWLEDGE
Explain to your students that the purpose
and make sure all the students
in each activity. Encourage them to give
honest answers in order to detect their
strengths and weaknesses. Check
students' results and revise any points
that the majority of them had problems
with.
Answers:
READING TENNIS
1. a. Vladimir Voltchkov. b. The quarters
of a clock face. c. Pete Sampras.
d. Martina Navratilova. e. Grass.
2. a. - 2. b. - 4. c. - 3. d. - 1.
LANGUAGE
THE WORLD OF SPORTS
85
I can relate the topic with my
previous knowledge.
I understand the general meaning of
the texts.
I can predict the content of a text
from cognates.
I can identify specific information in
a text.
I can use my previous knowledge to
understand the texts.
I can use new vocabulary.
I find exercises easy.
Did I support my partners?
I can talk and write about sports.
I can role-play dialogues.
I understand the teacher.
I understand the oral texts.
I recognize participants in a
conversation.
LISTENING: THE MOST POPULAR SPORT
5. Write comparisons using the adjectives in the box.
a. Football - golf
_________________________________________
b. Oscar Pistorious - other athletes
_________________________________________
c. Parachuting - cycling
_________________________________________
d. Water rafting - an amusement park
_________________________________________
6. Rewrite these sentences in the negative form.
a. My friends and I like sports.
_________________________________________
b. Susan plays hockey every week.
_________________________________________
c. My father reads the newspaper in the morning.
_________________________________________
3. Listen to the recording and fill in the blanks in
the following sentences.
a. __________ is the most __________ in the world.
b. Each __________ tries to control the __________.
c. The __________ is to ________________________.
4. Circle the parts of the body that are used when
playing this sport.
6 pts
5 pts
4 pts
ORAL EXPRESSI ON
5 pts
3 pts
arms fingers ear elbow eyes feet
chest hand head knee legs nose thigh
fast slow exciting cold big small easy
old young interesting dangerous difficult
listening
language
speaking / writing
reading
0 - 14
Keep trying
15 - 21
Review!
22 - 27
Well done!
28- 32
Excellent!
total
score
32 pts
7. Give a short description of your favorite sport.
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LISTENING THE MOST POPULAR SPORT
3. a. Football, popular sport. b. player,
ball. c. aim, score a goal.
4. chest; feet; head; legs, thighs
5. Will vary.
LANGUAGE
6. a. My friends and I don't like sports.
b. Susan doesn't play hockey every
week. c. My father doesn't read the
newspaper in the morning.
SELF-EVALUATION
weaknesses. Make sure all the students
and give enough time to answer the
questions. Encourage students to give
honest answers and show interest in their
results.
39
READING - ANCIENT GREEK GAMES
Oral practice
Friend: Hi, Dan. What did you do last Saturday?
Dan: I took part in the athletic competition.
Friend: Really? Did you win a prize?
Dan: I was the winner in the long jump competition. I got
a gold medal!
Pronunciation
Listen and practice. Notice the pronunciation of the endings of
the verbs
Invited - competed - visited.
Jumped - liked - watched.
Played - happened - raised.
LISTENING - THE FIRST MARATHON
Teacher: So, boys and girls, who wants to run in the city
marathon?
Girl: I do!
Boy: I do, too!
Teacher: And you, Matt?
Matt: Sure! I am training really hard. Who was the first
marathon runner?
Teacher: He was a Greek man called Pheiddipides. He was a
messenger.
Matt: Really?
Teacher: In 490 BC, Persia was a huge empire, and it wanted
to capture Athens, in Greece.
Matt: What happened?
Teacher: When the Persian army arrived at the Plain of
Marathon, the Greek soldiers were waiting at the top
of a hill. The Greeks sent a messenger, Pheidippides,
from Marathon to Sparta to get help. He ran for two
days over the mountains, but the Spartans did not
want to fight, so he returned to Marathon.
Matt: What happened to the Greeks?
Teacher: They attacked the Persian army.
Matt: And what happened?
Teacher: Pheidippides had another job. Now he ran 40
kilometres to Athens to tell them that the Persians
were coming. When he arrived, very tired, he told
the news and then he died.
Matt: Poor him!
Teacher: In 1896, another Greek runner won the first
marathon race of the modern Olympic Games. His
name was Spiridon Louis and, like Pheidippides a
long time before, he was also a postman!
Oral practice
Girl: Who was the first marathon runner?
Boy: A man called Pheidippides.
Girl: Where was he from?
Boy: From Greece, from a city called Marathon.
Girl: What made him and his city so famous?
Boy: He ran and ran to try and save his people.
READING - STICKS AND BALLS
Oral practice
Girl: What's your favorite sport?
Boy: Football.
Girl: And your favorite team?
Boy: It's Colo-Colo
Girl: Who's your favorite sportsperson?
Boy: I like Matias Fernandez
Girl: Why?
Boy: Because he plays very well and he is also very nice.
Girl: Which sports do you practice?
Boy: I play volleyball at school.
Girl: How often do you play?
Boy: Twice a week.
Pronunciation
Listen and repeat. Notice the ending in the following words.
better - quieter - calmer - shorter - taller - nicer - slower - faster
LISTENING - AN EXTREME EXPERIENCE
Kelly: So, Andy, have you ever practiced an extreme sport?
Andy: Oh, yes!
Kelly: Please, tell us about it.
Andy: Well, this was more amazing and scary than the
school diving team!
Kelly: Why was it so scary?
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TRANSCRIPTS
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Andy: To begin with, there was no pool at the bottom. I
just closed my eyes and jumped. When I opened
them again, I saw the ground getting closer and
closer. I could hear and feel the wind around me.
Then, I pulled the cord and, suddenly, I was calm
again... and I was floating towards the ground.
Kelly: And you, Dan? Have you had any extreme sports
experiences?
Dan: Never, but every time I get on my bike, it's a new
experience. I love to feel the cool breeze on my face, I
can see the beautiful landscape, smell the flowers,
and be in contact with nature. It is nicer and more
relaxing than when you are inside a car!
Kelly: Of course it is! What do you think Ann? Do you like
extreme sports?
Ann: I hate them!
Kelly: Oh! Tell us about your experience
Ann: You know I can't swim, so at first I was really scared,
and then I began to go up and down. A roller coaster
at an amusement park is more exciting!
Oral practice
A: Hi, guys! Do you want to see my photos?
B: Sure!
C: Groovy! Did you do water rafting?
A: I sure did. Our country has fantastic places to do that.
Pronunciation
First only listen. Then listen and repeat the tongue twister. Note
the difference in the vowel sound.
The batter with the butter is the batter that is better.
READING - THE PARALYMPIC WORLD
Oral practice
A: Do you know any famous paralympic athletes?
B: Sure. Robinson Mendez, for example.
A: What kind of disability does he have?
B: He can't walk. He uses a wheelchair.
A: What nationality is he?
B: He is Chilean.
A: In what discipline does he stand out?
B: He plays tennis, and he is the best paralympic tennis
player in Latin America.
Pronunciation
Listen and repeat. Pay special attention to the pronunciation of
He doesn't consider himself as impaired.
He doesn't have any legs.
He doesn't imagine life with legs.
TEST YOUR KNOWLEDGE
LISTENING - THE MOST POPULAR SPORT
Kelly: Dan, what is your favourite sport?
Dan: I like all sports, but I really love swimming.
Kelly: Don't you like football? I think it is the most popular
sport in the world.
Dan: Sure! I like football very much too.
Kelly: What can you tell me about it?
Dan: Well, I know that the game is played mainly with
your feet, but you can also use other parts of your
body, like your thighs, your chest or your head.
Kelly: Can you use your hands?
Dan: No. Goalkeepers are the only players that can use
their hands.
Kelly: What is the aim of the game?
Dan: Each team tries to control the ball. The aim is to score a
goal, and the team that scores more goals wins the match.
LISTENING TEST - FAMOUS ATHLETES
Boy: What are you doing, Nicky?
Girl: I'm reading about one of the most important
Olympic athletes.
Boy: Who are you talking about?
Girl: Carl Lewis.
Boy: Why is he so famous?
Girl: He was one of the fastest runners in history and was
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Exercise 13
Synonym (noun) (NOT: synonymous= adjective)
Watch out for more incorrect language transfers from
Spanish
Exercise 3
Greece /country Greek /nationality (NOT: Grecian)
Watch out for more incorrect applications of suffixes.
Exercise 1
Sports: deportes
Sportspeople: deportistas (NOT: sportive/sportist people)
Watch out for more incorrect language transfers from
Spanish.
Language Focus
Good and bad are exceptions to the rule. Better is the
comparative of good (NOT: gooder) and worse is the
comparative of bad.(NOT: bader)
Hot Hotter; sad sadder; big bigger;; fat fatter
(NOT: hoter; sader; biger; fater)
Rainy rainier; happy happier; funny funnier; cloudy
cloudier; dirty dirtier
(NOT: rainyer; happyer; funnyer; cloudyier; dirtyer)
Watch out for more examples of spelling rules.
Dangerous more dangerous (NOT: dangerouser)
Amusing more amusing (NOT: amusinger)
Watch out for more incorrect applications of a grammar
structure.
Exercise 3
Athletics (NOT= athletism)
Watch out for more incorrect language transfers from Spanish
ERROR ALERT!
also very good at the long jump; he played
American football too!
Boy: Did he get any medals?
Girl: Lots of medals! He got nine gold medals and one
silver medal, ten in total.
Boy: Have you heard about Kelly Holmes?
Girl: Who is she?
Boy: Well, she was a very important Olympic athlete too.
Girl: Where is she from?
Boy: The United Kingdom. She was very good at running
and has a blue belt in judo. She also played
volleyball!
Boy: Did she get any medals?
Girl: She got three Olympic medals! Two gold medals
and one bronze medal.
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1 GETTING READY - OLYMPIC SPORTS
The Olympic sports comprise all the sports contested in the
Summer and Winter Olympic Games. The current Olympic program
consists of 35 sports with 53 disciplines and more than 400 events.
The Summer Olympics include 28 sports with 38 disciplines, and
the Winter Olympics include 7 sports with 15 disciplines.
The International Olympic Committee (IOC) establishes a
hierarchy of sports, disciplines and events. A sport or discipline
is included in the Olympic program if the IOC determines that it
is widely practiced around the world, that is, the number of
countries that compete in a given sport is the indicator of the
sport's prevalence. The IOC's requirements reflect participation
in the Olympic Games as well. To be able to be competed at the
Olympics, for instance, an event must be practiced in at least 50
and 35 countries, on three continents, by men and women,
respectively.
Summer sports: aquatics, archery, athletics, badminton,
baseball, basketball, boxing , canoeing / kayaking , cycling,
equestrian, fencing, football, gymnastics, handball, hockey,
judo, modern pentathlon, rowing, sailing, shooting, softball
table tennis, taekwondo, tennis, triathlon, volleyball,
weightlifting, wrestling.
Winter sports: biathlon, bobsleigh, curling, ice hockey, luge,
skating, skiing.
RECOGNIZED SPORTS:
Climbing, bridge, golf, roller skating, surfing and others have been
demonstrated at the Winter Olympic Games for several years, have
never been included on the official Olympic program, but are
recognized by the International Olympic Committee (IOC).
The International Sports Federations (IFs) that administer these
sports must ensure that their statutes, practice and activities
conform with the Olympic Charter.
http://www.olympic.org/uk/sports/index_uk.asp
2 READING - ANCIENT GREEEK GAMES
Once every four years, men from all over Greece came to
compete in a great athletic festival in Elis, in western Greece
(women were not allowed to compete). This was called the
Olympic games because the place was called Olympia. It was a
religious festival to honor the Greek gods Zeus and Hera. We
don't know when men first began celebrating the Olympic
Games, but they were certainly already doing it in the time of
Homer, by 776 BC. And they were celebrated from then on, every
four years without fail, until people converted to Christianity and
the Roman Emperor Theodosius banned the games in 393 AD.
The games were so regular that people used them to date by.
They would say, I was born in the second year of the twenty-
fourth Olympiad (starting from 776 BC). When it was time for
the games, the rulers of Elis sent out messengers all over Greece
and to the Greek colonies around the Black Sea and the
Mediterranean. They declared a truce throughout the Greek
world for a month. No matter who you had a war with, you had
to stop the war and let their athletes and performers go through
your city-state safely to get to the Olympic Games. Each city-
state paid for a few athletes from their city to travel to Elis. Only
men who were pretty rich could be in the Games, so they could
afford to take so long off work, and also pay a trainer.
http://www.historyforkids.org/learn/greeks/games/olympics.htm
3 LISTENING - THE FIRST MARATHON
The first two decades of the fifth century BC marked one of the
great turning points in world history. These were the years of
the Persian and Greek wars. In 546 BC the powerful Persian
Empire extended from Asia to Egypt to what is now Turkey. This
great empire built the first Suez Canal, which linked the
Mediterranean Sea with the Red Sea.
on the other hand, Greece consisted of a scattering of
independent city-states called poleis (polis). These early city-
states spawned the democratic ideas that have persisted into
modern times. Athens eventually became the largest and most
prosperous polis. Another Greek polis, Sparta, was not so
democratic. They kept their kings and maintained a
conservative, regimented society built around military training
and the art of war.
The Persian/Greek War
Over the years the Persian Empire expanded to the Mediterrean Sea.
In the process some Greek settlements were conquered. By the year
490 BC, the Persian Army was ready to expand their territory and
move into Europe. They landed a large force just outside of Athens,
on the plains of Marathon, and prepared for attack.
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The Role of Pheidippides
The Athenians, vastly outnumbered, desperately needed the
help of Sparta's military base to help fend off the attack. Time
was short, so the Athenian generals send Pheidippides (or
Philippides), a professional runner, to Sparta to ask for help.
Sparta agreed to help but said they would not take the field
until the moon was full, due to religious laws. This would leave
the Athenians alone to fight the Persian Army. Pheidippides ran
back to Athens (another 140 miles!) with the disappointing news.
Immediately, the small Athenian Army (including Pheidippedes)
marched to the plains of Marathon to prepare for battle.
The Battle of Marathon
The Athenian Army was outnumbered 4 to 1 but they launched
a surprise offensive thrust which at the time appeared suicidal.
But by day's end, 6400 Persian bodies lay dead on the field
while only 192 Athenians had been killed. The surviving
Persians fled to sea and headed south to Athens where they
hoped to attack the city before the Greek Army could re-
assemble there.
Pheidippides was again called upon to run to Athens (26 miles
away) to carry the news of the victory and the warning about
the approaching Persian ships. Despite his fatigue after his
recent run to Sparta and back and having fought all morning in
heavy armor, Pheidippides rose to the challenge. Pushing
himself past normal limits of human endurance, he reached
Athens in perhaps 3 hours, delivered his message and then died
shortly thereafter from exhaustion.
Sparta and the other Greek polies eventually came to the aid of
Athens and in the end they were able to turn back the Persian
attempt to conquer Greece.
4 READING - STICKS AND BALLS
Exercise 3
Cricket has been an established team sport for hundreds of years
and is thought to be the second most popular sport in the world,
after football (soccer). More than 100 countries are affiliated to
the International Cricket Council, cricket's international
governing body. The sport's modern form originated in England,
and is most popular in the present and former members of the
Commonwealth. In many countries including Bangladesh, India,
Pakistan, Sri Lanka and the English-speaking countries of the
Caribbean, cricket is the most popular sport. In Australia, while
other sports are more popular in particular areas, cricket has
been described as the "national sport" and has had a role in
forming the national identity. It is also a major sport in England,
New Zealand, South Africa and Zimbabwe. Many countries also
have well-established amateur club competitions, including the
Netherlands, Kenya, Nepal and Argentina.
5 LISTENING - AN EXTREME EXPERIENCE
Exercise 1
Extreme Sports are non-traditional sports and activities that
require participants to combine athletic skill with pronounced
risk. It is difficult to determine exactly when the term extreme
sports came to refer to certain modern sports, but many believe
it can be traced to the early 1970s, when rock climbing and
marathon running-then considered extreme-gained popularity.
Several reasons have been cited for the growth of extreme
sports since that time. Extreme sports may have gained
popularity in the late 20th century as a reaction to the
increased safety of modern life. Lacking a feeling of danger in
their everyday activities, people may have felt compelled to
seek out danger or risk. Another reason for increased
participation in extreme sports is enhanced sports technology.
For example, the invention of sticky rubber-soled climbing
shoes and artificial climbing walls broadened the appeal of rock
climbing. And advances in ski design allowed more skiers to
attempt extreme feats previously thought impossible.
Definition of Extreme Sports
The definition of extreme sports is not very clear. Generally
speaking, extreme sports are activities that are associated with
an adrenaline rush that is felt by the participant. These
activities are often dangerous and any mistake could result in
injury or even death. Extreme sports are usually done by
individuals rather than teams. During the 1970's and 1980's,
the term "extreme sports" was almost exclusively used for
sports that had high risks involved and often resulted in death.
The history of extreme sports is a very interesting topic and
shows how it developed into the huge craze that it is. Today,
however, extreme sports also include activities that give a
feeling of an adrenaline rush not necessarily putting the
participant's life in danger.
Examples of Extreme Sports
Extreme sports cover a vast assortment of activities. A few of
the more common types include; mountain biking, climbing
and drag racing. Other kinds of extreme sports have developed
from a familiar activity. For example, skiing is a common sport.
More aggressive versions of skiing, such as barefoot skiing and
extreme skiing, have developed over the years.
http://www.catalogs.com/info/outdoor/what-are-extreme-sports.html
6 READING - THE PARALYMPIC WORLD
Exercise 1
The International Paralympic Committee (IPC) is the
international governing body of sports for athletes with a
disability. It supervises and coordinates the Paralympic Summer
and Winter Games and other multi-disability competitions, of
which the most important are World and Regional
Championships. The IPC also supports the recruitment and
development of athletes at a local, national and international
level across all performance levels.
What are the Paralympic Games?
The Paralympic Games take place once every four years, and are
held immediately after the Olympic Games in the same
locations, using the same facilities. The Paralympic Winter
Games are held two years after each summer Paralympic Games
- again in the same venue and using the same facilities as the
equivalent Olympic Games.
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2. What do they like doing?
Paul likes _____________________. Sue likes _____________________.
Tim _____________________. Lee _____________________.
Liz _____________________. Jane _____________________.
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1. Choose a word from the box to complete the sentences.
a. In this competition athletes had to take part in five events. It is called the _____________________ .
b. Before the competition athletes had to swear an oath in front of a statue of the god ____________ .
c. The _____________________ was the place where the horse and chariot races took place.
d. On the fourth day a very violent competition called _____________________ wrestling happened.
e. The special race where athletes ran and wore armour was called the _________________________
_______________________________________________________________________________________
pentathlon pankration Zeus hippodrome hoplitodromus
Paul Sue Tim Lee Liz
Jane
LESSON 1: ANCIENT GREEK GAMES
LESSON 2: THE FIRST MARATHON
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3. Guess the sport! Use the pictures as clues.
a. For this sport you need a cap, some goggles and a swimsuit.
b. To play this game you need a ball, a racquet and special shoes.
c. For this activity you need a wetsuit and a large board.
d. For this game you need a helmet, a special stick and some skates.
e. All you need for this activity is a pair of trainers and a tracksuit.
f. To do this you need a helmet and some pads for your knees and
elbows.
4. Here there are four different sports and below there are twelve different things. Which three things do
you need for each sport?
CLI MBI NG SKI I NG SURFI NG TABLE TENNI S
paddles
board
ski boots
helmet
rope
ball
skis
harness
wetsuit
sunscreen
poles
net
LESSON 3: STICKS AND BALLS
LESSON 4: AN EXTREME EXPERIENCE
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5. Try this Olympic puzzle!
Across
1. A team sport with five players per team. (10)
5. An event where athletes try to jump the highest. (8)
7. A racquet sport. (6)
9. First place in the Olympics. (4)
10. Third place in the Olympics. (6)
12. Swimming pool event. (6)
13. A very long running race. (8)
14. A race where runners jump an obstacle. (7)
Down
1. An event where athletes fight with gloves. (6)
2. Second place in the Olympics. (6)
3. An event where athletes swim, run, and cycle. (9)
4. City of 2004 Summer Olympics. (6)
6. A team sport with eleven players per team. (6)
8. City of 2000 Summer Olympics. (6)
11. Fastest time ever. (6)
LESSON 5: THE PARALYMPIC WORLD
1 2 3 4
5
6
7 8
9
10 11
12
13
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READING: THE MODERN OLYMPIC GAMES
1. Read the text and choose the best answer.
a. In the 1896 Games the competitors didn't include any
i. women. ii. Americans. iii. non-professional athletes.
b. How often do the Olympics take place?
i. Every six years ii. Every four years iii. Every three years
c. The summer Olympics were held in 2004 in
i. Athens ii. Sydney iii. Atlanta
d. Which two countries won a lot of medals at the Olympics even though their populations are not
very big?
i. Russia and Brazil ii. South Africa and Pakistan iii. Australia and Cuba
2. Read the text again and answer these questions.
a. When did the famous sport event begin again in modern times?
__________________________________________________________________________________.
b. Who was the organizer of the modern version of the Olympic Games?
__________________________________________________________________________________.
c. How many competitors took part in the first version of the Modern Olympic Games?
__________________________________________________________________________________.
d. Mention four disciplines included in the first Modern Olympic Games.
__________________________________________________________________________________.
e. In what year did the Games return to their place of origin?
__________________________________________________________________________________.
EXTRA TEST
On 6 April 1896 one of the world's most famous
sporting events returned to Athens, Greece: the
Olympic Games.
A Frenchman, Pierre de Coubertin, was responsible for
organizing the return of the Olympics in the 1890s. The
1896 Games in Athens involved 280 participants from
thirteen different countries. There were 43 different
events including athletics, swimming, gymnastics,
cycling, wrestling, fencing, shooting and tennis.
However, the 1896 Games were very different from the
Olympics of today: there were no female competitors,
winners received silver instead of gold medals, and the
participants included a few tourists who were in
Athens at the time and were allowed to compete.
The 1896 Games included what is possibly the most
famous event in the modern Olympics: the marathon.
In much more recent times, the Olympics returned to
Athens in August 2004. There were record numbers of
participating countries (201) and events (301).
Just as in 1896, American athletes performed very
strongly: the US won more medals than any other
country. China came second in the medals table, and
Russia third. Two countries with relatively small
populations also showed their sporting ability:
Australia (20 million) came fourth in the medals table,
and Cuba (11 million) finished in the eleventh position.
Source: www.insideout.net.
4 pts
5 pts
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LISTENING
3. Listen and answer. What kind of text is it?
a. An interview.
b. A conversation.
c. A piece of news.
4. Listen to the recording. Write CL for Carl Lewis or KH for Kelly Holmes.
a. _____ : very good at long jump.
b. _____ : blue belt in judo.
c. _____ : plays volleyball.
d. _____ : got nine gold medals.
5. Listen again. Decide if the sentences are true or false.
a. _____ Carl Lewis is the fastest runner in history.
b. _____ Carl Lewis has got nine medals in total.
c. _____ Kelly Holmes is American.
d. _____ Kelly Holmes didn't get a silver medal.
ORAL PRODUCTION
6. Think of a sport that is particular to Chile, and not played in many other places
and talk about it. Use these questions as clues.
a. What is it called?
b. What are the rules?
c. What sort of equipment do you need?
d. Why is it popular in Chile?
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1 pts
4 pts
4 pts
8 pts
0 - 5
Keep trying
6 - 11
Review!
12 - 19
Well done!
20 - 26
Excellent!
total
score
26 pts
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EXTRA TEST
READING
1. a. - i.; b. - ii.; c. - i.; d. - iii.
2. a. In 1896; b. A Frenchman, Pierre de Coubertin; c. 280
participants; d. Any of these: athletics, swimming, gymnastics,
cycling, wrestling, fencing, shooting and tennis; e. In 2004.
LISTENING
3. b.
4. a. CL; b. KH; c. KH; d. CL.
5. a. False; b. False; c. False; d. True.
ORAL PRODUCTION
6. Check fluency, pronunciation and correct ideas expressed with
correct sentences.
Answers
1. a. pentathlon; b. Zeus; c. hippodrome; d. pankration; e.
hoplitodromus
2. a. Paul likes football; b. Sue likes swimming; c. Tim likes
skateboarding; d. Lee likes basketball; e. Liz likes dancing;
f. Jane likes aerobics
3. a. swimming; b. tennis; c. surfing; d. ice-hockey; e.
running; f. American football
4. climbing: rope/ poles/ harness; skiing: ski boots / helmet /
skiis; surfing: board / wetsuit / sunscreen; table - tennis:
net / paddles / ball.
5. Across: 1. basketball; 5. highjump; 7. tennis; 9. gold;
10. bronze; 12. diving; 13. marathon; 14. hurdles.
Down: 1. boxing; 2. silver; 3. triathlon; 4. Athens; 6.
hockey; 8. Sydney; 11. record.
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UNIT 4 HOME SWEET HOME
Topic
The environment and looking after it
Present continuous
Collocations
Future Tense
Express future possibility
Strategies
of the topic
idea.
new words.
vocabulary.
comprehension.
Direct language
Present continuous
Collocations
Future Tense
Strategies
the text.
information.
simple inferences.
dictionary.
items.
when necessary.
Oral Expression
To exchange personal information
Present continuous
Collocations
Future Tense
Lexical Elements
Pronunciation
English phonemes
Strategies
contexts.
interaction.
phonemes.
Written Expression
Present continuous
Collocations
Future Tense
texts.
Strategies
coherently.
UNIDAD 4 GUIA ING 7(144-183) 13/8/09 15:00 Pgina 144
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Acquisition of
vocabulary related to the
environment and
environmental problems
The use of the
Imperative form and
Future Tense
Express suggestions and
future probabilities
means of
communication.
20 class hours for
the main body of
text
3 class hours for
evaluation
3 class hours for
consolidation and
complementary
activities
1 class hour for
cartoon strip
section.
Resources
Internet articles
and web pages
A radio
Advertisement
A survey.
Radio news.
Attitudes
To reinforce
positive attitudes
towards the
environment.
To identify, reflect
and offer solutions
to environmental
problems.
Evaluation
Reflections
Metacognition
Minitests
Listening
Reading
Language
Synthesis
Test your
Knowledge
Listening
Reading
Language
Oral expression
Self-evaluation
Reading and
Listening tests
Observation sheets
Rubrics
Learning Abilities
visual clues.
To recognize purpose of a
text.
To discriminate between
facts and opinions.
To infer meaning of
words from the context.
To identify purpose and
type of text.
To relate content and
personal knowledge.
pictures.
To distinguish facts and
ideas.
To write a short
interview.
To complete a paragraph.
To express opinions.
To report news and
problems.
To apply a survey.
HOME SWEET HOME
Reading
Article
Web site
Listening
Interview
Radio advertisement
News report
ABILITIES
Listening
To predict content from visual
clues
To recognize purpose of a text
To discriminate between facts and
opinions
Reading
To infer meaning of words from
the context
To identify purpose and type of
text
To relate content and personal
knowledge
To predict content from picture
To distinguish facts and ideas
Writing
To write a short interview
To complete a paragraph
To use new vocabulary
Speaking
To express opinions
To report news and problems
To apply a survey
YOU WILL LEARN THE
FOLLOWING LANGUAGE
The Present Continuous
The Future Tense
Obligations
and environmental problems
Reinforcement of positive
attitudes towards the
environment.
Identification, reflection and the
offering of solutions to
environmental problems.
UNIT
UNIT 4
4
UNIT 4
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1. What differences can you find in the pictures?
2. Do they show the same places?
3. With your partner, make a list of the main problems that affect our world and specially our country.
GETTING READY
YOU WILL LEARN THE
FOLLOWING LANGUAGE:
The Present Continuous.
The Future tense.
Can to ask questions.
and environmental problems.
Obligations.
YOU WILL DEVELOP
THESE ABILITIES:
YOU W
ILL PAY SPECIAL
Reinforcement of positive
attitudes towards the
environment.
Identification, reflection and
possible solutions to
environmental problems.
READING
An article.
A web site.
LISTENING
An interview.
A radio
advertisement.
A news report.
LISTENING
To predict content from visual clues.
To recognize the purpose of a text.
opinions.
READING
To infer meaning of words from the
context.
To identify purpose and type of text.
knowledge.
To distinguish facts and ideas.
SPEAKING
To report news and problems.
To do a survey.
WRITING
To write a short interview.
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SWEET HOME
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GETTING READY
Introduce the topic of the unit drawing
students' attention to the pictures. Start
a conversation about environmental
problems. Brainstorm students' ideas
about this topic so that you know how
much they know about it.
1.Make the students find the differences
among the pictures. Allow the use of
Spanish.
2.Ask them to identify the places that
are shown in the pictures.
3.Tell the students to work in pairs and
make a list of problems that they think
are affecting the country. Invite them
to share their reflections with their
classmates.
rain
forest
p
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UNIT 4
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BEFORE LI STENI NG
1. Are the following sentences true or false?
a. Human beings are making rainforests disappear.
b. Lots of animal and plant species are dying.
c. The world's climate is changing.
2. The pictures illustrate important environmental problems. Can you
find their names in the box?
air pollution acid rain
ocean pollution ozone layer depletion
oil tan
ker
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PICTIONARY
h
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WHAT ARE WE
DOING TO OUR PLANET? Lesson 1
3. Which of these problems are affecting your city/area/country?
4. Read what the school reporter, Kelly Hardrock, says.
5. Study the pictures and the words in the Pictionary. Can you predict
what the text is about?
a
b
c d
What is Earth
Day? Choose an answer:
a. a day when we celebrate
our planet's birthday.
b. a day when we solve the
planet's problems.
c. a day when we reflect
about our planet's
problems.
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BEFORE LISTENING
1. ++ Tell the students to work in
groups and reflect about statements a.
- c. Then, invite some groups to share
their comments with their classmates.
(L.A: to relate the topic and their own
reality).
2. +Tell the students to look at the pictures
that illustrate important environmental
problems and ask them to relate them to
their names in the box.
(L.A: to relate pictures and topic).
Answers: a. air pollution. b. acid rain.
c. ocean pollution. d. ozone layer
depletion.
3. ++Now, ask the students to answer
the question. Elicit some actions the
students do to take care of our planet.
(L.A: to relate the topic and their own
reality).
students' own experiences.
4. +++ To continue with the topic of
the class, ask the students to read what
the school reporter, Kelly Hardrock,
says. Elicit students' ideas about Earth
Day and write them on the board.
You may need some additional
information on this topic. See
Background information, at the end
of the unit.
(L.A: to predict content from the
context).
5. +++ Before playing the recording,
tell the students to look at the pictures
and the words in the Pictionary. Make
sure they understand the meaning of
the words and invite them to make
predictions about the topic of the text.
clues).
PICTIONARY
tanker: barco petrolero
pour: derramar
harm: daar
hang: colgar
rainforest: selva tropical
LISTENING
6. + Play the recording. Tell the
students to listen and check their
predictions about Earth Day.
Answers: c.
7. ++ Ask the students to identify the
kind of text they listened to.
(L.A: to identify type of text).
Answers: c.
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L A N G UA G E F O C U S The Present Continuous
1. Read the sentences from the text. Are they similar or not? Why?
a lot of people are feeling the environment is in real trouble.
human beings are causing much of that trouble.
2. What do you think the sentences refer to? Choose an alternative.
a. They refer to events that happened in the past.
b. They refer to events that are happening at this time.
c. They refer to events that will happen in the future.
3. Complete the following statement.
We use the _______ tense of to be + verb+ _________ to talk about
things that are occurring during a period of time in the present.
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LI STENI NG
AFTER LI STENI NG
6. Listen to the text once and see if you were right.
7. What kind of text did you hear?
a. A conversation b. An interview c. An advertisement
8. Match phrases in column A with phrases in column B.
A B
Oil tankers over the most important cities
Eating fish is participate in Earth Day projects
Smog is hanging dangerous to human health
Everybody can are pouring oil into the oceans
9. Choose the correct alternative to fill in the blanks.
a. Tankers are pouring __________ of gallons of oil into the oceans.
i. hundreds ii. thousands iii. millions
b. The destruction of rainforests is endangering __________ of animals.
i. thousands ii. dozens iii. a lot
c. Each Earth __________ we take care of our planet's problems.
i. week ii. month iii. Day
Did you know that
humans are reducing
some fish species by up
to 10% of their original
population?
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8. ++The students listen to the text
again and match the phrases in column
A with the phrases in column B.
(L.A: to relate information).
Answers:
Oil tankers are pouring oil into the oceans;
Eating fish is dangerous to human health;
Smog is hanging over the most important
cities; Everybody can participate
Did you know that
9. +++Play the recording once more.
The students listen and choose the
correct alternative to fill in the blanks.
Answers: a. iii. b. i. c. iii.
AFTER LISTENING
__________________________
LANGUAGE FOCUS The Present
Continuous
Remember that these activities are
designed to help students revise or
discover by themselves a particular
grammar structure or an interesting item
of vocabulary from the text.
1. Invite students to revise the sentences
from the text.
2. They identify what they refer to.
Answers: b.
3. Encourage students to complete the rule.
We use the Present tense of to be +
verb + ing to talk about things that
are occurring during a period of time in
the present.
__________________________
UNIT 4
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10. With your partner, follow the pattern below and ask and answer
questions about the text. Then, listen and practice with your own
ideas.
a. A: Where is ___________ ___________ (hang) ?
B: ___________ is ___________ over ___________
b. A: What is ___________ (pollute) the ___________?
B: ___________ is ___________ the ___________.
c. A: ___________ are tankers ___________ (do) ?
B: Tankers ___________ ___________.
11. Match the words in column A with words in column B, to form collocations.
A B
global disaster
acid effect
ozone warming
oil converter
green house rain
ecological layer
catalytic spill
12. Listen and repeat.
What are you doing after class?
Theyre waiting for the next act.
The actors are learning their lines.
13. In your group, think about the environment in your city/area. What
problems are affecting it most? Use the pattern below to share your
opinions. Then, listen and check your ideas.
A: Do you think climate __________ in our area?
B: __________.
A: How is __________ affecting our environment?
B: Temperatures are __________.
A: Can you mention some consequences of __________?
B: Glaciers are __________, rainfall is __________ and there are
more __________.
14. Translate the collocations in exercise 11 into Spanish and add more
to the list.
FL
REFLECTIONS
exchange information with my
classmates?
How much did I connect the
topic to my everyday life?
American English:
Garbage
British English:
Rubbish
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13. +++ In groups, the students
reflect about the environment in their
city/area. They identify the problems
that are affecting it and complete the
dialogue with their own ideas.
Encourage some of them to dramatize
the dialogue in front of their classmates.
(L.A: to dramatize a dialogue).
students' ideas.
REFLECTIONS
become more effective learners.
Invite them to reflect and identify:
a. the problems they had to exchange
information with their classmates.
b. how much they connected the topic of
the lesson to their everyday life.
14. Invite fast learners to translate the
collocations in exercise 11 into Spanish
and add more to the list.
(L.A: to identify collocations related to
the topic of the lesson).
FL
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10. ++ Ask the students to work in
pairs. Refer them to the Language Focus
and to the text to complete the
questions and answers about
environmental problems. Encourage
students to add their own ideas.
(L.A: to complete and dramatize a
dialogue following a model).
Answers:
a. A: Where is smog hanging?
B: Over important cities all over
the world.
b. A: What is polluting the air?
B: Heavy gray smog.
c. A: What are oil tankers doing?
B: They are pouring oil into the
oceans.
Remind them that both the British and the
American versions are correct, but they
11. +Tell students to read the words in
columns A and B and then make pairs
to form collocations related to
problems that affect our environment.
(L.A: to identify collocations related
to the topic).
Answers: global warming; acid rain;
ozone layer; oil spill; greenhouse effect;
ecological disaster; catalytic converter.
12. + First the students listen. Then
they listen and repeat the sentences
paying special attention to the
pronunciation of the contraction.
(L.A: to discriminate accentuation
patterns).
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1. Answer the children's questions.
2. Read the title of the text. What is the purpose of the website?
a. To give a message
b. To offer a job
c. To advertise a new product
3. Read the text quickly and find all the cognates.
BEFORE READI NG
AN INCONVENIENT TRUTH Lesson 2
m
elt
heat
half
coal
PICTIONARY
burn
What does
inconvenient mean?
What do you know
about global warming?
What is the
inconvenient truth related
to the environment?
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PICTIONARY
Before reading, ask your students to take
a look at the words in the Pictionary.
Make sure they all understand their
meanings.
Burn: quemar
Half: mitad
Melt: derretir
Heat: calentar
Coal: carbn
BEFORE READING
1. + Before starting the lesson, devote
some minutes to talk about global
warming. Elicit students' ideas about
this concept and ask them if they have
heard about Al Gore and his
Inconvenient Truth. You may need
some additional information. See
Background information at the end
of the unit.
(L.A: to connect the topic with
2. ++Ask the students to read the title
of the text and to identify the purpose
of the website.
(L.A: to identify purpose of a text).
Answers: a.
3. +Students skim the text quickly to find
all the cognates.
Answers: gases; factors; cause; global;
gasoline; carbon; dioxide; energy; traps;
space; air; responsible; scientists; level;
evaporation; hurricanes; result.
UNIT 4
92
READI NG
4. Read the information from the website and confirm or correct your
prediction.
5. Read the text again. Choose a title for each paragraph.
a. What are the effects of global warming?
b. What is global warming?
c. What causes global warming?
I. __________________________________________________
Greenhouse gases, cars, and coal are some of the factors
that cause global warming. When we burn wood, coal, or
gasoline in our cars, we release a gas called carbon dioxide.
It traps some of the energy from the earth and doesn't let
the energy go back out into space.
When carbon dioxide in the air goes up, the earth heats up.
That is the start of global warming.
Carbon dioxide is a greenhouse gas. There are several other
greenhouse gases. Carbon dioxide is responsible for about
half of our global warming and all the other gases are
responsible for the other half.
III. ______________________________
Scientists think that temperatures will
go up between 2 and 6 degrees over
the next century. This will cause sea
ice to melt and result in a rise in sea
level.
There will also be more evaporation
that will cause more clouds and more
rainfall. Some scientists also think
that there will be more hurricanes as
a result of global warming.
II. ______________________________
The earth's temperature stays
almost the same from year to
year. If this average temperature
is higher, then we have global
warming.
http://education.arm.gov/studyhall/globalwarming/beginners.stm
A N I N C O N V E N I E N T T R U T H
http://education.arm.gov/studyhall/globalwarming/beginners.stm
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READING
4. + Ask the students to read the
information from the website to confirm
or correct their predictions in exercise 2.
(L.A: to apply scanning to validate
predictions).
and choose a title for each paragraph.
(L.A: to identify general information).
Answers: Paragraph I, c. Paragraph II,
b. Paragraph III, a.
HOME SWEET HOME
93
6. Read these sentences and decide if they are true (T) or false (F)
a. The temperature of the earth changes every year.
b. Carbon dioxide is the only cause of global warming.
c. In the future, temperatures will be higher.
d. Scientists think that global warming will cause more rainfall.
7. Read the text again and find three consequences of global warming.
a. _________________________________________________________.
b. _________________________________________________________.
c. _________________________________________________________.
AFTER READI NG
L A N G UA G E F O C U S The future tense
1. Revise these sentences from the text. Pay special attention to the
words in bold.
Scientists think that temperatures will go up between 2 and 6
degrees over the next century.
This will cause sea ice to melt and result in a rise in sea level.
There will be more hurricanes as a result of global warming.
2. What are the sentences talking about?
a. events that are happening now
b. events that happened recently
c. events that will probably happen in the future
3. Complete the statement below.
To talk about things we think will happen in the future, we use
___________ + ___________.
8. Think and answer the questions about the environment.
a. What will happen with sea level in the future?
Sea level _________________________________________________.
b. What about rainfall?
I ________________________________________________________.
c. What will happen with the temperatures?
They ____________________________________________________.
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2. Ask students to reflect on what the
sentences express, and what elements
they have in common.
Answers: c.
3. Make the students complete the rule.
To talk about things we think will
happen in the future, we use will +
verb.
__________________________
8. +Refer students to the Language Focus
and ask them to think and answer the
questions about the environment.
structure)
Answers:
a. Sea level will rise; b. It will rain
more; c. They will go up between 2
and 6 degrees.
and decide if the sentences are true (T)
or false (F).
or incorrect information).
Answers: a. F. b. F. c. T. d. T.
7. +++ Ask the students to read the
text again and find three consequences
of global warming.
(L.A: to extract specific information).
Answers:
Any three of these:
1. Temperatures will go up.
2. Sea ice will melt.
3. Sea level will rise.
4. There will be more evaporation.
5. There will be more hurricanes.
__________________________
LANGUAGE FOCUS Future Tense
Remember that these activities are meant
to promote students' independent
learning, so help, guide and check but
don't take an active part.
1. Students revise the sentences from the
text paying special attention to the
words in bold.
Do you think climate is changing in your area?
How is global warming affecting our environment?
Tick your answers
- Climate is changing.
- Some marine and land species are endangered.
- Glaciers are melting.
- Plants grow more slowy than before.
- Sea level is rising because of the melting glaciers.
- There are floods because of the rising sea level.
- Warmer ocean water is producing storm activity.
- Droughts are affecting our environment.
Can you mention three consequences of global warming in your area?
1. ___________________________________________________
2. ___________________________________________________
3. ___________________________________________________
YES NO
UNIT 4
94
REFLECTIONS
What problems did I have
when asking questions in
English?
How well did I work in my
group?
10. With the information above, answer the following questions. Then,
give an oral report on the results of the survey you did.
How many students in your group answered 'yes' to the first
question? :____________________________
What alternatives got more 'yes' answers than others?
What consequences of global warming in your area did your group
mention?
11. First only listen. Then, listen and repeat the tongue twister.
What noise annoys an oyster?
A noisy noise annoys an oyster
12. Invent three more predictions for the future. FL
Did you know that
we can reduce one ton of
carbon dioxide in the air
replacing 75 watt light
bulbs with energy
efficient bulbs?
9. In your group, think about the area where you live and do a survey
about climate problems. Listen and imitate the recording. Then ask the
rest of your classmates and take notes of their answers.
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9. +++ In groups, students think
about the area where they live and do a
survey about climate problems. Then,
they ask the rest of their classmates
and take notes of their answers.
reality).
Answers: Will vary.
Did you know that
10. +++ With the information they
collected, the students answer the
questions. Then, they give an oral
report on the results of the survey they
did.
language structures).
Answers: will vary, according to
students' results.
REFLECTIONS
notebooks.
identify:
a. The problems they had when asking
questions in English
b. How well they worked in their groups
44
11. + Play the recording. The
students first only listen. Then, they
listen and repeat the tongue twister.
pronunciation).
12. Invite fast learners to reflect on
the topic of the text and invent three
more predictions for the future.
(L.A: to consolidate a language
aspect).
Answers: Will vary.
FL
45
HOME SWEET HOME
95
1. Listen to the text in lesson 1 again and decide if the sentences are true or false.
a. On Earth Day we take care of our planet.
b. Animals and plants are dissappearing.
c. Cities don't have any problems.
d. School children can't participate in Earth Day activities.
e. Everybody can help change the planet.
2. Listen to the text again and circle the correct alternative.
a. Oil / soil is polluting water.
b. Tankers are pouring oil into rivers / oceans.
c. Eating birds / fish is dangerous.
d. The destruction of rainforests / woods is threatening animals.
e. We can recycle gas / glass and paper.
LI STENI NG
5 pts
READI NG
3. Read the text in lesson 2 again and answer the following questions.
a. When do we have global warming?
b. Where does carbon dioxide come from?
c. What do scientists think about temperatures in the future?
4. Read the text in lesson 2 again and match the cause in column A with the consequence
in column B.
A
a. Temperatures go up.
b. We burn gasoline in our cars.
c. Carbon dioxide goes up.
d. There is more evaporation.
B
i. The earth heats up.
ii. There will be more clouds and rainfall.
iii. We release carbon dioxide.
iv. We have global warming.
LANGUAGE
3 pts
4 pts
5 pts
0 - 9
Keep trying
10 - 14
Review!
15 - 19
Well done!
20 - 22
Excellent!
total
score
22 pts
5 pts 5. What do you think life will be like in the future? Complete the following paragraph with
the verbs in the Future tense.
Scientists predict that in the next twenty years, there _________ higher temperatures.
Carbon dioxide and greenhouse gases _________ and _________ global warming. There
_________ more clouds and it _________ more.
be be cause increase rain
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MINI - TEST
expected to do and then give enough time
Answers:
1. a. true. b. true. c. false. d. false. e. true.
2. a. oil. b. oceans. c. fish. d. rainforests.
e. glass and paper.
3. a. When the temperature is higher.
b. It comes from burning coal, wood or
gasoline in cars.
c. They think temperatures will go up
between 2 and 6 degrees.
4. a. - iv. b. - iii. c. - i. d. - ii.
5. will be; will increase; will cause; will be;
will rain.
UNIT 4
96
BEFORE LI STENI NG
1. What is pollution?
2. Look at the pictures. How many kinds of pollution can you see?
3. Write the names below them.
oil spill acid rain smog noise pollution
4. Read and do what Kelly says.
a. _____ Air pollution can't irritate people's lungs.
b. _____ Pollution can kill plants, animals, and people.
c. _____ Recycling is not a good way to stop pollution.
d. _____ Pollution can also get into soil and water.
e. _____ We should use wind and solar power.
5. Study the words in the Pictionary.
p
oison
lu
n
g
s
PICTIONARY
CAN WE STOP IT? Lesson 3
Tick the ideas
that you think are
true.
a. ________________________
b. ________________________
c. ________________________
d. ________________________
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4. +++Ask the students to read and do
what Kelly says: tick the ideas they
think are true. Do not check answers at
this stage.
(L.A: to predict general information
using previous knowledge).
5. + Before listening, draw students'
attention to the words in the
Pictionary. Make sure they understand
their meaning. You may also
brainstorm ideas about their
connection with the topic of the lesson.
PICTIONARY
Poison = veneno.
Lungs = pulmones.
BEFORE LISTENING
While students are still with their books
closed, start the class with a general
conversation about pollution. Write the word
on the board and elicit students' ideas about
this concept. Ask students if they know the
word that is used in Spanish. Accept this
language if necessary, as this is the stage
when you need to collect students' general
information on the topic, not their ability to
express themselves in English.
1. ++ With the information you
collected, arrive at a conclusion. Ask the
students to define pollution in their
own words.
(L.A: to connect content with previous
knowledge).
Answers:
Pollution: the act of polluting
(destroying, contaminating,
something, especially the natural
environment)
2. +Ask students to look at the pictures and
identify the kinds of pollution they can
see. At this stage, accept Spanish
if necessary. See Background
Information at the end of the unit.
(L.A: to relate content and visuals).
Answers: a. smog. b. acid rain (lluvia
cida). c. noise pollution (contaminacin
acstica). d. oil spill (derrame de
petrleo).
3. + Now ask the students to write the
names of the problems in English
below each picture.
(L.A: to relate meaning and visuals).
Answers: a. smog. b. air pollution (acid
rain). c. noise pollution. d. oil spill.
Did I use cognates to
Did I connect the topic
of the lesson with my
own reality?
HOME SWEET HOME
97
LI STENI NG
AFTER LI STENI NG
6. Listen to the recording and confirm or correct your ideas in
exercise 4.
7. Who are the people in the recording? Match them.
a. a girl i. the interviewer
b. a man ii. the interviewee
8. Listen again and say if the sentences are true (T) or false (F)
a. _____ The man thinks pollution is not an important problem.
b. _____ Pollution damages people's lungs.
c. _____ There is no problem for animals.
9. In your opinion, do most people agree or disagree with the
interviewer's point of view?
REFLECTIONS
YES NO
10. In your group, use the pattern below to talk about the different types
of pollution that were mentioned. Then, listen and complete.
A: How many types of pollution can you remember?
B: There are ______________ types of pollution: _______________.
A: How does pollution affect our environment?
B: It _____________________________________________________.
A: What type of pollution most affects our city/town?
B: I think _________________________ is the most important
problem in our city/town.
Did you know that
the word smog is a
combination of the words
smoke and fog?
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LISTENING
recording and confirm or correct their
ideas in exercise 4.
Answers: a. False; b. True; c. False;
d. True; e. True.
7. + Invite students to listen to the
recording and identify the people
speaking.
(L.A: to identify speakers)
Answers: a. - i.; b. - ii.
8. ++The students listen again and then
decide if the sentences are true (T) or
false (F).
Answers: a. False. b. True. c. False.
9. +++ Play the recording once more.
Invite students to listen and then give
their opinions.
(L.A: to deduce information)
Answers: will vary, according to
students' opinions.
46
Did you know that
AFTER LISTENING
10. +++ In their groups, the
students use the pattern to talk about
the different types of pollution that
were mentioned in the recording.
Then, play the recording and make
students listen and complete.
Answers: Will vary.
REFLECTIONS
notebooks.
identify:
a. If they used cognates to understand the
text
b. If they connected the topic of the
lesson with their own reality.
47
14. Now, role-play the interview in front of your classmates. FL
UNIT 4
98
13. Read what Kelly says. Then work with your partner.
12. Match each picture with the type of pollution they illustrate.
Soil Pollution Water Pollution Air Pollution Noise Pollution
a b c d
American English:
Encyclopedia
British English:
Encyclopaedia
L A N G UA G E F O C U S Can in questions
Can I ask you a few questions?
Can you give us any suggestions?
Can you help me with the homework?
Can you give some examples?
2. What do they have in common?
To _________ questions in English in a polite way, we use __________.
To _________ make requests in English in a polite way, we use
__________ = Is it OK to do something?
11. First only listen. Then listen and repeat the tongue twister.
Sean and Shane shipped the sheep ships cheaply.
Imagine you are
going to interview a famous scientist. Write
questions about the things you want to
know in relation to the environment and
find the answers in books, encyclopedias,
newspapers, on the Internet, etc.
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11. + The students first listen. Then
they listen and repeat the tongue
twister.
pronunciation).
12. + Invite students to relate each
picture with the type of pollution they
illustrate.
(L.A: to relate visuals and meaning to
consolidate vocabulary).
Answers: a. noise pollution; b. soil
pollution; c. water pollution; d. air
pollution
__________________________
LANGUAGE FOCUS Can to ask
questions
Remember that this section is meant to
particular grammar structure by
themselves.
1. Ask the students to revise the examples.
2. They all use can.
3. Make students identify the type of
information required, and then
complete the rule.
Answers: To ask questions in English
in a polite way, we use the verb can.
__________________________
13. +++ Ask students to read what
Kelly says and to work with their
partners. Explain to them that they
have to imagine they are going to
interview a famous scientist. Refer
them to the Language Focus to write
questions about the things they want
to know in relation to the environment.
Encourage students to find the
answers in books, encyclopaedias, on
the Internet, in newspapers, etc.
(L.A: to consolidate a language point
and connect it with previous
knowledge).
48
students' interviews.
14. Invite fast learners to role-play
the interview in front of their
classmates.
(L.A: to formulate questions and
answers to ask for or give information).
FL
1. Answer Andy's questions.
2. Look at the picture and talk with your partner about the things you
can do to keep a healthy environment. Write a list of things that can
help:
a. in your community
b. at home
c. at school
d. yourself
3. Read the text quickly and underline all the cognates related to
environment.
4. Study the words in the Pictionary and make sure you understand their
meaning.
HOME SWEET HOME
99
BEFORE READI NG
Look at the two
pictures. Which of
them shows a healthy
environment? Why?
WE CAN SAVE THE PLANET! Lesson 4
p
u
rse
p
h
oto fram
e
p
ap
ier m
ach
e
flow
er p
ot
PICTIONARY
ch
em
icals
a
b
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BEFORE READING
pictures and answer Andy's questions.
Allow the use of Spanish at this stage.
Brainstorm students' ideas about the
meaning of healthy.
(L.A: to infer topic from visuals).
Answers: a. Because it is clean and
unpolluted.
2. ++Invite the students to look at the
pictures and then talk with their
partners about the things they can do to
keep a healthy environment. Ask them
to write a list of things that can help :
a. in their community
b. at home
c. at school
d. themselves
Brainstorm their ideas and write a list
of actions on the board. You can also
organize the information in a chart or
in a diagram.
(L.A: to relate topic to students' own
reality)
3. + Ask students to read the text
quickly and underline all the cognates
related to the environment.
Possible answers: scientists; globe;
planet; reducing; use; protective;
difference; principles; reduce; reuse;
recycle; energy; gas; hybrid; products;
create; plastics; donate.
4. + Before reading, invite students to
look at the words in the Pictionary. Make
sure they understand their meanings.
PICTIONARY
chemicals: qumicos
purse: monedero
photo frame: marco de foto
papier mache: papel mach
flower pot: macetero
reduce, reuse and recycle. b.
We can turn them into new
products. c.We can turn off the
water when we brush our teeth.
AFTER READING
__________________________
LANGUAGE FOCUS Prepositions
Remind students that this section is
meant to help students revise or discover a
particular grammar structure by
themselves.
examples, paying special attention to
the words in bold.
2. Students choose the correct
alternative.
Answers: a.
3. Make students identify the type of
UNIT 4
100
READI NG
5. Read the text quickly and see if the things in your list in exercise 3 are
included.
6. What kind of text is it?
a. A letter b. A set of instructions c. A description
7. Read the text again and find the words in bold. Match them with
their meaning.
Deplete the product of mixing two or more different things
Overusing to give something to charity
Hybrid border that holds a picture
Frame to use something too much
Donate to reduce something
LIVING
IN A GREEN WORL
D
http://kids.nationalgeographic.com/Activities/FunScience/Green
Reuse means to find new uses for your
old products. Turn a pair of jeans
into a cool purse, or use broken
flower pots and create mosaic
for a table or photo frame.
Use newspapers to make
papier mache art for a
friend.
Recycle means to take your
used products like cans,
bottles, plastics, and paper
and donate them to groups
that turn them into new
products.
Scientists around the globe agree that we all must
do our share to take care of our planet. This means
making changes to our daily lives to reduce global warming
and reducing the use of chemicals that deplete the Earth's
protective ozone layer.
Green is a term that many people use to talk about taking care of
the planet and not overusing the resources that we all share. If you
want to make a difference, the best way to start is to follow these
three principles:
Reduce, Reuse, and Recycle
Reduce means to use less of everything: less energy, less paper, less
gas, and less water. It means to ride a bike or drive a hybrid car,
and to turn off the water when you are brushing your teeth.
Courtesy NASA
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READING
5. + Ask the students to read the text
quickly to see if the things they wrote
in their lists in exercise 3 are included
in the text.
(L.A: to apply scanning to confirm
predictions).
6. + Make students identify the kind of
text it is.
(L.A: to identify kind of text).
Answers: b.
7. ++Tell the students to read the text
again and find the words in bold in it.
Then ask them to relate the words to
their meanings.
(L.A: to infer meaning from the context).
Answers:
Deplete: to reduce something;
overusing: to use something too
much; hybrid: the product of mixing
two or more different things; frame:
border that holds a picture; donate:
to give something to charity.
8. +++ Read aloud the list of facts
that damage the environment. Then,
ask students to read the text and find
four ideas that could help. At this
stage, it would be a good idea to start
a conversation about other facts that
damage the environment. You can
write them on the board and ask your
students to write a list in their
notebooks with an idea to help.
(L.A: to find supporting information).
Answers:
a. FACT: We want to make a
difference.
IDEA : We can follow the principles:
information required, and then
complete the rule.
A preposition is a word that we use
when we want to relate two things.
_________________________
9. + Play the recording. The
students first only listen. Then, they
listen and repeat the tongue twister,
paying special attention to the initial
sounds.
pronunciation).
10. +++In pairs, the students ask and
answer questions about the actions to
take related to the three principles
stated in the text: Reduce; Reuse;
Recycle. Encourage some pairs to
role-play their dialogues in front of
their classmates to provide a model to
the rest.
(L.A: to consolidate vocabulary).
Possible answers:
a.
A: What must we do to reduce the use
of energy?
B: We should use less electricity /
turn off the light.
49
L A N G UA G E F O C U S Prepositions
1. Read these sentences from the text and other examples. Pay special
Scientists around the globe mosaic for a table
garbage on the floor depletion of the ozone layer
2. What do these words do?
a. They relate two things.
b. They relate two actions.
c. They relate two characteristics.
A ______ is a word that we use when we want to ______ two ______.
HOME SWEET HOME
101
8. Here is a list of actions that damage the environment. Read the text
and find three ideas that could help.
a. FACT : Exhaust fumes damage the Earths ozone layer.
IDEA : __________________________________________________.
b. FACT : People throw away millions of tons of bottles and cans.
IDEA : __________________________________________________.
c. FACT : A family uses over 400 liters of water at home every day.
IDEA : __________________________________________________.
9. First only listen. Then, listen and repeat the tongue twister.
Silly Sally is shaking some sugar on her shiny shoes.
10. Work with your partner. Ask him/her about things you can do in
relation to the three principles in the text.
a. A: What must we do to __________________ the use of energy?
B: We should ___________________________________________.
b. A: How can we __________________ old products?
B: We can ______________________________________________.
c. A: What things can we ___________________________________?
B: We can _________________ things like cans,_____________.
American English:
Liters
British English:
Litres
Did you know that
we can save 1440 liters
of oil by recycling 1 ton of
office paper?
AFTER READI NG
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b.
A: How can we reuse old products?
B: We can turn old jeans into a
purse/create a mosaic from broken
flower pots/ make papier mache
from old newspapers.
c.
A: What things can we recycle?
B: We can recycle things like cans,
bottles, plastics and paper.
Did you know that
False
True False
Now think about you
and your family. What
do you do to help
protect the
environment? Write
some suggestions.
UNIT 4
102
Penalty points
0 Expert
1 Good
2-3 More to learn about
the environment.
Count your
penalty points.
Check your score.
True False
True
We use more water for a shower than for a bath.
Get 1 penalty point. Look at the sentence again.
Smoke damages the ozone layer.
Acid rain and pollution harm trees, plants and animals.
START HERE
11. With your partner, complete the following dialogue with your
own ideas. Then, listen to the recording and check.
A: What can we do to help our planet?
B: Well, we can _____________________ and ___________________.
A: How can we _______________________________ at school?
B: We can _________________________________________________.
A: We can also _____________________________________________.
12. Practice the dialogue above and present it to your classmates.
13. Do what Andy says.
Transport: We can __________________________________________.
Food: We ___________________________________________________.
Water: ____________________________________________________.
Other ideas: _______________________________________________.
14. Find out how much you know about the environment. Follow the trail. FL
REFLECTIONS
How much did I need the
teacher's assistance to talk
about the environment?
How much did I support my
partner?
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b. How much they supported their
partners.
14. +++ Ask students to read and do
what Andy says. They work
individually, reflecting on their
personal contribution to help protect
the environment. Invite some
students to share their conclusions
with the rest of the class.
reality).
students' ideas.
15. Motivate fast learners to find out
how much they know about the
environment following the trail and
checking their scores.
FL
11. ++ In pairs, the students
complete the dialogue with their
own ideas.
(L.A: to use own reality to write a
dialogue).
Possible answers:
B: Well, we can walk to school and
use less energy.
A: How can we help at our school?
B: We can reduce our garbage.
A: We can also recycle used paper!
12. +++ Motivate students to practice
the dialogue and to dramatize it in fron
of their partners.
(L.A: to dramatize a dialogue related
to own reality).
13. +++ Make students practice their
dialogues and present them to their
classmates. Do not forget to give
praise and encouragement, especially
to weaker students. Make positive
comments on their work and let them
know what they are doing well, as well
as what they need to improve.
(L.A: to imitate a model and express
own ideas).
REFLECTIONS
them when necessary. Encourage students
to keep a record of their answers in a
identify:
a. How much they needed the teacher's
assistance to talk about the environment.
50
HOME SWEET HOME
103
1. Listen to the text in lesson 3 again and complete the statement.
The text is __________________.
a. a news report b. an interview c. a radio program d. a report
2. Listen to the text again and complete.
a. Do you think pollution is an important __________________?
b. It's also changing the __________________.
c. __________________ should build cleaner cars.
d. Recycling __________________ reduces the amount of garbage.
3. Read the text in lesson 4 again and decide if the statements are true or false.
a. We can contribute to stop global warming with personal actions.
b. We should use more chemical products.
c. We must throw away all bottles and cans.
d. We should use our bicycles instead of cars.
4. Read the text again. Find a suitable verb for each word or phrase.
a. _________ efficient light bulbs.
b. _________ paper waste.
c. _________ water use.
d. _________ plastics.
e. _________ hybrid cars.
f. _________ old products.
g. _________ used bottles.
h. _________ a mosaic.
LI STENI NG
0 - 5
Keep trying
6 - 9
Review!
10 - 15
Well done!
16 - 18
Excellent!
total
score
18 pts
2 pts
READI NG
5. Complete the following questions. Use the words in the box.
LANGUAGE
4 pts
4 pts
4 pts
follow reduce reuse recycle
a. What can you do to ______________ old things?
b. How can we ______________ the use of water?
c. Can we ______________ plastic bottles or cans?
d. Must we ______________ the three principles?
4 pts
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MINI - TEST
expected to do and then give enough time
Answers:
1. c.
2. a. problem. b. climate. c. engineers.
d. paper.
3. a. true. b. false. c. false. d. true.
4. a. use. b. reduce. c. reduce. d. recycle.
e. use. f. reuse. g. donate. h. create.
5. a. reuse. b. reduce. c. recycle.
d. follow.
mountains; We can see pandas in some
zoos; We relate pandas to the
environment because they are present in
the logo of the WWF (World Wildlife
Fund), which is one of the most
important environmental organizations.
See Background information at the
end of the unit.
4. + Explain to your students that they
will listen to something related to this
animal. Make them predict the kind of
text they think it is. Do not check
answers at this point.
predict type of text).
5. +Before playing the recording, make
sure the students study the words in
the Pictionary and their meanings.
(L.A: to infer meaning from visuals).
PICTIONARY
was born = naci
giant = gigante
cub = cra
zoo = zoolgico
UNIT 4
104
3. With your partner, answer Emas questions.
4. You are going to listen to something related to this animal. What kind
of text do you think it is?
a. A song
b. An advertisement
c. A news report
5. Look at the words in the Pictionary and their meanings before
listening.
1. Spend one minute writing down all the different words you associate
with pandas.
2. Share your words with your partner(s) and talk about them. Together,
put the words into different categories.
BEFORE LI STENI NG
GOOD NEWS!!! Lesson 5
zoo
w
as b
orn
g
ian
t
PICTIONARY
cu
b
Where do pandas
live? Is it easy to find
them? Where can you
see a panda?
Why are pandas
associated with the
environment?
Positive Negative
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BEFORE LISTENING
1. + Before beginning the lesson, and
while the students are still with their
books closed, devote some minutes of
the class to talk about endangered
animals. Elicit students' ideas about
this topic and brainstorm the name of
animal species that they think are in
danger. You may need to provide them
with additional information. See
of the unit.
Draw students' attention to the
pictures of panda bears on page 104,
and tell them to spend a minute
writing a list of words or phrases that
they relate to these animals.
(L.A: to relate the topic and their
Answers: Will vary.
2. ++ Once the time is up, ask the
students to share their words with their
partner(s) and talk about them.
Brainstorm different words and write
them on the board. Together, put the
words into different categories.
(L.A: to classify concepts).
students' words.
3. +++ Ask the students to read and
answer Ema's questions. At this point,
it would be a good idea to refer
students to the first lesson of the book.
Invite them to read again the children's
introductions and make them infer
Ema's reason to present this lesson.
(L.A: to connect the topic with previous
knowledge).
Answers: Pandas live in China; It is not
easy to find them, as they live in the
LISTENING
6. + The students listen to the report
and see if their predictions in exercise 4
were correct.
Answers: c.
7. ++Play the recording again to allow
students to choose an appropriate title
for the report.
(L.A: to find general information using
textual elements).
Answers: c.
8. +++Now the students listen to the
report again and tick the correct
alternative for each statement.
(L.A: to identify correct information).
Answers: a. Washington. b. Early in
the morning. c. 2,000. d. Three
months. e. Visiting a website. f. China.
Did you know that
51
HOME SWEET HOME
105
6. Listen to the report and see if you were right in exercise 4.
7. Listen to the report again and choose a title.
a. Baby panda in danger in USA zoo
b. Baby panda dies in USA zoo
c. Baby panda is born in USA zoo
8. Listen to the report again and tick the correct alternative to
complete each statement.
9. Do you think these sentences are true or false?
a. _____ A strange animal was born in an American zoo.
b. _____ It's the first time in 16 years this has happened.
c. _____ We don't know yet if the cub is male or female.
d. _____ These animals often give birth in zoos.
e. _____ Many baby cubs born in zoos die within a week.
f. _____ The cub will have to return to China when it's two years old.
LI STENI NG
Did you know that
the Chinese word for
Panda is "Xiongmao" or
giant cat bear?
The news comes from...
New York.
Mexico.
Washington.
a
Less than of
these animals live
in the mountains.
2000
20
2
c
The cubs belong to...
Japan.
China.
the USA.
f
The public will have to wait to see the cub.
3 days
3 weeks
3 months
d
The public can have more information
about the baby panda
calling the zoos telephone number.
visiting a website.
listening to the radio and TV.
e
A baby panda was born...
early in the afternoon.
late at night.
early in the morning.
b
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9. +++ Make students decide if the
sentences are true or false. Play the
recording again for them to check their
answers.
Answers: a. False. b. True. c. True.
d. False. e. True. f. True.
L A N G UA G E F O C U S Obligations - Prohibition
They have to leave the panda and her baby alone.
The cub has to return to China when the panda is two years old.
We can't see the baby panda.
a. Which of these sentences express an obligation?
b. Which of the sentences express a prohibition?
3. Complete the following rule.
When we want to express an ________ we use ________ + ________.
When we want to express a ______________, we use _____________.
UNIT 4
106
AFTER LI STENI NG
10. With your partner, circle the correct word to complete the
conversation.
A: Ssshh! You (1) have to/cant feed the animals.
B: Sorry.
A: You (2) have to/cant be careful. There are a lot of rules here at
the zoo.
B: Yes, you're right. We (3) have to/cant go in there. It says 'No
entry'.
A: OK. I'll phone Laura and tell her we're here.
B: Guess what? You (4) have to/cant use a mobile phone within
this area!
11. Do what Ema says.
12. First only listen. Then listen and repeat the tongue twister.
I cannot bear to see a bear
Bear down upon a hare.
When bare of hair he strips the hare,
Right there I cry, "Forbear!"
Practice the dialogue
and role-play it in
front of your
classmates.
http://www.britishcouncil.org/kids-topics-environment.htm
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the panda is two years old.
b. We can't see the baby panda.
3. Ask students to complete the rule.
Answers: When we want to express an
obligation we use have to + verb
When we want to express a
prohibition, we use can't.
__________________________
10. + In pairs, students decide on
the correct words to complete the
conversation.
(L.A: to apply new vocabulary and
structures to complete a dialogue).
Answers: (1) can't; (2) have to;
(3) can't; (4) can't.
11. ++ Encourage students to practice
the dialogue and role-play it in front
of their classmates. Don't interrupt
them to correct their English.
Remember that it is better to note
down the main, common errors and
correct them at the end of the activity.
(L.A: to role-play a dialogue).
52
AFTER LISTENING
__________________________
LANGUAGE FOCUS
Obligations - prohibitions
Remind students that this section is meant
to help them revise or discover a particular
grammar structure by themselves.
1. Ask the students to revise the examples
from the recording.
2. Ask them to identify what the sentences
express.
Answers: a. They have to leave the
panda and her baby alone.
The cub has to return to China when
HOME SWEET HOME
107
a
Horse l t o c
__________________________
b
Sheep m a b l
__________________________
c
Pig t p i l g e
__________________________
d
Duck i l k u d n g c
__________________________
When pandas
have babies, we call
them cubs.
Unscramble the words
to find out the names
of the baby animals
and match them with
the pictures.
13. Guessing game!
a. Choose an animal that is in danger of extinction from the list:
African elephant blue whale Western gorilla pudu
jaguar koala polar bear bald eagle wolf
b. Ask your partners questions about useful information to guess the
name of the animal.
i. Does it jump / run / walk / swim /etc.? ii. What does it eat?
iii. How many legs does it have? iv. Where does it live?
The animal is: ___________________________________________
c. Change roles.
14. With your partner, use your own ideas to complete the following
paragraph to write a short piece of news .Then, give the good news
to your classmates!
____________ comes from ____________ in ____________. A
____________ was born. The baby ____________ is very __________
and ____________. The cub is called ____________. It eats _________
and we will have to wait ____________ before we can see it.
15. Read what Ema says and then do the exercise. FL
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12. + The students first only listen.
Then, they listen and repeat the
tongue twister.
pronunciation).
13.+++ Explain to your students that
they are going to play a guessing game
in groups.
a. Divide the class in groups of four or five
students. Each student chooses an
animal that is in danger of extinction
from the list.
b. Their partners ask him / her questions
about the food, its habitat, the name of
the cubs and any other useful information
that may help to guess the animal.
Once the students guess the animal,
they change roles.
(L.A: to consolidate lexical and
grammatical content).
14. +++In pairs, the students use their
own ideas to complete the paragraph
to write their own short piece of news.
Invite some pairs to give the good
news to their classmates.
(L.A: to organize ideas to write a short
piece of news).
Answers: Will vary.
53
15. Invite fast learners to read what
Ema says and then do the exercise.
(L.A: to infer new vocabulary from
visuals).
Answers: a. colt. b. lamb. c. piglet.
d. duckling.
FL
EPISODE 4:
MERRY CHRISTMAS
EPISODE 4:
MERRY CHRISTMAS
K
e
l
l
y
,

M
a
t
t

a
n
d

t
h
e

T
i
m
e

M
a
c
h
i
n
e
K
e
l
l
y
,

M
a
t
t

a
n
d

t
h
e

T
i
m
e

M
a
c
h
i
n
e
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Machine
Elicit information about what students
remember of previous episodes. Help
them remember that Kelly and Matt
were in the Roman Coliseum, trying to
escape from the gladiators and lions.
Motivate students to read this last
episode and know how the children finally
returned home. At the end of the class, get
their feedback and comments on the story
and invite them to summarize it. Allow
the use of Spanish, if necessary.
Notes
___________________________
___________________________
___________________________
___________________________
___________________________
___________________________
___________________________
___________________________
___________________________
___________________________
___________________________
___________________________
___________________________
___________________________
___________________________
___________________________
___________________________
___________________________
___________________________
___________________________
___________________________
___________________________
___________________________
___________________________
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Notes
___________________________
___________________________
___________________________
___________________________
___________________________
___________________________
___________________________
___________________________
___________________________
___________________________
___________________________
___________________________
___________________________
___________________________
___________________________
___________________________
___________________________
___________________________
___________________________
___________________________
___________________________
___________________________
___________________________
___________________________
TEST YOUR KNOWLEDGE
and make sure they all understand what
they are expected to do in each activity.
Encourage them to give honest answers in
order to detect their strengths and
weaknesses. Check students' results and
revise any points that the majority of
them had problems with.
Answers:
READING - PEOPLE ARE CHANGING THE
PLANET EARTH
1. I. - c. II. - a. III. - b. IV. - d.
2. a. True. b. False. c. False.
3. a. It is 4,600 million years old.
b. Because many factories are
damaging the water. c. They destroy
the ozone layer.
LISTENING
4. a. iii. b. i. c. i.
5. a. True. b. False. c. True.
54
SYNTHESIS
achieve the learning outcomes.
LISTENING
To predict content from visual
clues.
To recognize the purpose of a text.
opinions.
READING
To infer meaning of words from
the context.
To identify purpose and type of text.
knowledge.
To distinguish facts and ideas.
SPEAKING
To report news and problems.
To do a survey.
LANGUAGE
The Present Continuous Tense.
The Future Tense.
Obligations.
and environmental problems.
VALUES
To reinforce positive attitudes
towards the environment.
To identify, reflect and offer
solutions to environmental
problems.
WRITING
To write a short interview.
The earth is 4,600 million years
old. Modern man has lived on it
for only 35,000 years, but in that
time our planet has changed in
many ways. Many of the things
people are doing are good, but
many more are not good for our
world.
I._________________________
In big cities, cars and buses are
affecting the air. Many people
who live in cities are having very
bad health problems.
II._________________________
Factories are damaging the land
and the water, so many fish are
dying.
III._________________________
Many aerosols and sprays are
destroying the ozone layer. They are
making a big hole and too much
ultraviolet radiation is entering the
earth. This is causing cancer in
people around the world.
IV._________________________
People are cutting down
millions and millions of trees all
over the world. As a result, many
types of animals and plants are
disappearing.
UNIT 4
110
Revise the content of the
unit.
In this unit I learnt...
READING: PEOPLE ARE CHANGING THE
PLANET EARTH
4 pts
3 pts
3 pts
1. Read the text quickly and write the correct heading for
each paragraph (I - IV).
a. Acid rain
b. Ozone layer depletion
c. Air pollution
d. Rainforest destruction
2. Read the text again and decide if the following sentences
are true (T) or false (F)
a. ____ The earth is very old.
b. ____ People who live in cities are very healthy.
c. ____ Factories are very good for the environment.
3. Answer the following questions:
a. How old is our planet Earth?
______________________________________________
b. Why are fish dying?
______________________________________________
c. What do aerosols and sprays do to the ozone layer?
______________________________________________
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Can I present a topic to my
classmates?
LANGUAGE
HOME SWEET HOME
111
Answer the following questions
and check your progress in this
unit. Put a tick in the box that is
true for you.
Do I relate the topic of a text with
my previous knowledge?
Can I identify different types and
purposes of texts?
Can I predict the topic of a text from
cognates?
Can I find specific information in a text?
Can I use collocations?
Can I play games?
Can I talk about obligations?
Did I enjoy working with my
classmates?
Did I find the tasks useful?
Did I collaborate with my
classmates?
Can I talk and write about
environmental problems?
Can I complete summaries?
Do I understand the texts?
Do I understand my classmates?
Can I interpret obligations and
prohibitions?
Can I predict the topic of a text from
visual clues?
LISTENING
4. Listen to the recording and circle the correct
alternative.
a. Amazing news comes from...
i. a zoo ii. the jungle iii. an aquarium
b. A mother talks with her _________ -year-old baby.
i. two ii. four iii. six
c. Two _________ are chatting to each other.
i. dolphins ii. whales iii. sharks
3 pts
4 pts
3 pts
3 pts
listening
functions / grammar / vocabulary
speaking / writing
reading
0 - 9
Keep trying
10 - 15
Review!
16 - 21
Well done!
22 - 26
Excellent!
total
score
26 pts
5. Read these sentences and decide if they are true (T)
of false (F).
a. ____ Very strange news comes from Hawaii.
b. ____ Scientists are not sure if the animals are talking.
c. ____ The animals communicate verbally and
non-verbally.
3 pts
6. Complete each collocation with a word from the list.
pollution rain warming ozone
a. ____________________ layer
b. Acid ____________________
c. Air ____________________
d. Global ____________________
7. Circle the correct alternative.
a. In this zoo, we have to / cant take photos.
b. To help our planet, we have to / cant reduce the
use of energy.
c. We have to/cant use less water.
ORAL EXPRESSI ON
8. How can we help our planet? Mention three things
we can do.
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LANGUAGE
6. a. ozone. b. rain. c. pollution.
d. warming.
7. a. can't. b. have to. c. have to.
ORAL EXPRESSION
8. Motivate students to evaluate their
partner's performance seriously and
honestly.
SELF - EVALUATION
weaknesses. Encourage them to give
honest answers and show an interest in
their results.
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LISTENING - WHAT ARE WE DOING TO OUR
PLANET?
Speaker: Oil tankers are pouring millions of gallons of oil into
the oceans. The oil is polluting the water and
harming sea life; eating fish is becoming dangerous
to human health.
Heavy gray smog is hanging over the most important
cities all over the world.
The destruction of rainforests and other habitats is
threatening thousands of animal and plant species
around the globe.
We need to wake up and learn what we are doing to
our planet!
On Earth Day we care about and try to understand our
planet's problems.
Everybody can participate in Earth Day projects. How?
Recycling materials like cans, glass and paper.
Think about what YOU can do to help make the planet
a cleaner and healthier place!
PLANET?
Oral practice
a.
A: Where is smog hanging?
B: Over important cities all over the world
b.
A: What is polluting the air?
B: Heavy gray smog.
c.
A: What are oil tankers doing?
B: They are pouring oil into the oceans.
PLANET?
Pronunciation
Listen and repeat.
What are you doing after class?
They're waiting for the next act.
The actors are learning their lines.
READING - AN INCONVENIENT TRUTH
Oral practice
A: Do you think climate is changing in our area?
B: Yes.
A: How is global warming affecting our environment?
B: Temperatures are rising.
A: Can you mention some consequences of global
warming?
B: Glaciers are melting, rainfall is heavier and there are
more storms.
Pronunciation
First only listen. Then, listen and repeat the tongue twister.
What noise annoys an oyster?
A noisy noise annoys an oyster.
LISTENING - CAN WE STOP IT?
Kelly: Good afternoon, Sir. Can I ask you a few questions?
Man: Sure!
Kelly: Do you think pollution is an important problem in
our city?
Man: Absolutely! Pollution is changing our life!
Kelly: Can you give us some examples?
Man: Well, nowadays, pollution is everywhere. It gets into
the air and irritates people's lungs. It's also changing
the climate, damaging our animals and poisoning
the water we drink!
Kelly: Can you make any suggestions to solve this problem?
Man: In the first place, we shouldn't use vehicles that burn
gasoline. Engineers should build cleaner cars or use
wind or solar power.
Kelly: What is your personal contribution to solve the
problem?
Man: I try to recycle paper and also to reduce the amount
of garbage I throw away. I'm sure recycling helps
cut down on pollution!
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43
42
41
TRANSCRIPTS
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Oral practice
A: OK. Let's revise for the test. How many types of
pollution can you remember?
B: There are many types of pollution: smog, acid rain,
ocean pollution,
A: How does pollution affect our environment?
B: It changes the climate, damages animals and
irritates people's lungs.
A: What type of pollution most affects our city?
B: I think smog is our worst problem.
Pronunciation
Sean and Shane shipped the sheep ships cheaply.
READING - WE CAN SAVE THE PLANET
Pronunciation
First only listen. Then, listen and repeat the tongue twister.
Silly Sally is shaking some sugar on her shiny shoes.
Oral practice
B: Well, we can recycle things and reduce energy.
C: How can we help here at school?
A: We can reduce our garbage.
B: We can also recycle used paper!
LISTENING - GOOD NEWS!
Kelly: And now, wonderful news from the National Zoo in
Washington. A giant baby panda was born early this
morning; it is the first time in 16 years that this
happens!
They don't know its sex yet because they have to leave
the panda and her baby alone to let the immune
system develop; the first few days are very dangerous
for a baby panda, most baby pandas born in zoos do
not survive.
Less than 2,000 giant pandas live in the mountains of
central China and about 200 more giant pandas live
in zoos.
The cub born yesterday at the Washington zoo
belongs to China and has to return there when the
panda is two years old. We, the general public, will
have to wait three months before we can see the
baby panda. Meanwhile, we can see it at the zoo's
web site, take a note:
*http://nationalzoo.si.edu/Animals/GiantPandas..
(fade)
Oral practice
A: Ssshh! You can't feed the animals.
B: Oops, sorry.
A: You have to be careful. There are a lot of rules here at
the zoo.
B: Yes, you're right. We can't go in there. It says 'No
entry'.
A: Anyway, I'll phone Laura and tell her we're here.
B: Guess what? You can't use a mobile phone within
this area!
Pronunciation
First only listen. Then listen and repeat the tongue twister.
I cannot bear to see a bear
Bear down upon a hare.
When bare of hair he strips the hare,
Right there I cry, Forbear!
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49
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TEST YOUR KNOWLEDGE
LISTENING - NEWS FROM HAWAII
Reporter: Yes, amazing news from Hawaii aquarium. A mother
dolphin chats with her baby over the telephone!
Presenter:Oh! What do you mean?
Reporter: This special event takes place in the aquarium where
the mother and her two-year-old calf swim in
separate tanks.
Presenter:Oh! And do you know what they are talking about?
Reporter: Scientists are completely sure that dolphins are
talking and now they are trying to find out what
they are saying. They are studying wild and captive
dolphins by listening to and learning their code.
Presenter:Oh! Well, it seems scientists have a very difficult task.
Reporter: Oh, yes; deciphering "dolphin speak" is tricky
because their language depends on what they're
doing: playing, fighting, or going after tasty fish.
Presenter:Oh! If you like mysteries and detective work, then
this is the job for you. And who knows-maybe some
day you'll get a phone call from a dolphin!
LISTENING TEST - WHAT CAN WE DO FOR OUR
PLANET?
Reporter: Excuse me, can I ask you a few questions?
We're doing a survey on environmental problems
Woman: OK.
Reporter: What do you do to reduce the rubbish you and your
family produce every day?
Woman: Erlet me thinkI try to recycle as many things as
I can.
Reporter: Such as?
Woman: Cans, plastic bottles, paper,
Reporter: Do you usually give your old clothes to charity
instead of throwing them away?
Woman: Yes. Something that we do not use any more can be
useful to someone else.
Reporter: Smog is only one type of pollution; what other types
do you know?
Woman: Let me see noise pollution, ocean pollution, ah!
And acid rain!
Reporter: And would you like to ?
Woman: Oh! Sorry, Look at the time!I've got to leave now
Reporter: Thank you very much! Excuse me, can I ask you a
few questions? (fade)
Classroom Language
See page 20.
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PLANET ?
Exercise 11
Collocations: when dealing with new words, check whether they
have a common collocation that is always repeated.
Exercise 3
Responsible (NOT: responsable).
Watch out for more cases of negative language transfer from
Spanish to English.
Exercise 1
Incorrect language transfer.
Pollution (NOT: contamination)
Idiomatic expression.
To do our share = to do what is expected of us to help; to do our part.
Language Focus
Have to = must
Don't have to = don't need to (NOT: mustn't)
Examples:
The pandas have to return to China. (They must return to China)
We don't have to take care of the animals. (It is not necessary to
take care of the animals).
ERROR ALERT!
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PLANET?
Exercise 4
What is Earth Day?
Earth Day is a Birthday! Just like a birthday is a special day to
celebrate a person, Earth Day is a special day that celebrates the
Earth. Earth Day was born on April 22, 1970, in San Francisco,
California. Every year, America and over 100 different countries
join together in the celebration of Earth Day on April 22nd. Earth
Day is the largest, most celebrated environmental event
worldwide. On Earth Day, we remember to appreciate nature and
learn ways to protect our environment. Find ways that you can
help keep the planet clean and help protect our environment.
http://www.epa.gov/superfund/kids/earthday.htm
Exercise 1
An Inconvenient Truth is an American Academy Award-winning
documentary film about global warming, presented by former
United States Vice President Al Gore and directed by Davis
Guggenheim. The film premiered at the 2006 Sundance Film
Festival and opened in New York and Los Angeles on May 24,
2006. An Inconvenient Truth focuses on Al Gore and his travels in
support of his efforts to educate the public about the severity of
the climate crisis.
http://en.wikipedia.org/wiki/An_Inconvenient_Truth
Exercise 2
ENVIRONMENTAL PROBLEMS
ACID RAIN: The term acid rain refers to what scientists call acid
deposition. It is caused by airborne acidic pollutants and has
highly destructive results. Acid rain, one of the most important
environmental problems of all, cannot be seen. The invisible
gases that cause acid rain usually come from automobiles or
coal-burning power plants
AIR POLLUTION: Air pollution includes all contaminants found
in the atmosphere. These dangerous substances can be either
in the form of gases or particles. Air pollution can be found
both outdoors and indoors. Pollutants can be trapped inside
buildings, causing indoor pollution that lasts for a long time.
GLOBAL WARMING: Global warming is called the greenhouse
effect because the gases that are gathering above the earth
make the planet comparable to a greenhouse. By trapping heat
near the surface of the earth, the greenhouse effect is warming
the planet and threatening the environment.
OZONE DEPLETION: The ozone layer protects the Earth from
the ultraviolet rays sent down by the sun. If the ozone layer is
depleted by human action, the effects on the planet could be
catastrophic.
SMOG: In many areas around the world, smog has reached
extraordinary levels. The word smog is a combination of the
words smoke and fog.
WATER POLLUTION: Every year, 14 billion pounds of sewage,
sludge, and rubbish are dumped into the world's oceans. 19
trillion gallons of waste also enter the water annually. The
problem of ocean pollution affects every nation around the
world. This is especially true because water is able to transport
pollution from one location to another.
RAINFOREST DESTRUCTION: The atmosphere and oceans are not
the only parts of the environment being damaged. Rainforests are
being quickly destroyed as well, and their survival is questionable.
http://library.thinkquest.org/26026/Environmental_Problems/en
vironmental_problems.html
Exercise 8
A hybrid electric vehicle (HEV) is a vehicle which combines a
conventional propulsion system with an on-board rechargeable
energy storage system (RESS) to achieve better fuel economy
than a conventional vehicle.
Regular HEVs most commonly use an internal combustion
engine (ICE) in tandem with electric motors to power their
propulsion system. Many HEVs reduce idle emissions by
shutting down the ICE at idle and restarting it when needed. An
HEV's engine is smaller and may be run at various speeds,
providing more efficiency.
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Exercise 1
Many animals are currently in danger of going extinct. Human
beings are causing thousands of kinds of animals to die off.
Chemicals that pollute the environment can endanger animals.
Hunters kill some animals. Hunters kill rhinoceroses for their
horns. They kill tigers for their skins. They kill elephants for their
ivory tusks.
Most endangered animals today are in trouble because people
are destroying their habitats. A habitat is a place where an
animal normally lives. Forests, deserts, and wetlands are kinds
of habitats. Many endangered animals live in tropical
rainforests. People cut down rainforests to build farms, roads,
and towns. They drain water from wetlands. Gorillas and koala
bears are endangered because of destruction of the forests in
which they live.
Microsoft Encarta 2007. 1993-2006 Microsoft Corporation.
All rights reserved.
In the future
a. buses and cars _____________________________________.
b. people _____________________________________ strange clothes.
c. robots _____________________________________ the streets.
d. people _____________________________________ by telepathy.
e. people _____________________________________ to the moon for their holidays.
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1. Start your own Earth Day!
a. In your group, reflect about the actions you need to take to help solve environmental problems in
your area / city.
b. Prepare a poster announcing The 7th Grade Earth Day and invite other students from your school
to participate in it.
c. Display your poster in a visible area of your school.
2. Look at the picture and write 5 predictions for the future.
LESSON 1: WHAT ARE WE DOING TO OUR PLANET?
LESSON 2: AN INCONVENIENT TRUTH
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3 Complete the sentences with the collocations in the box; they are all related to the environment.
There is one extra collocation you will not need.
a. I think that the smoke from factories is more dangerous to the atmosphere than the
________________________ from cars. It contributes to ________________________, which can
destroy forests.
b. I don't believe that there is a hole in the ________________________ because I can't see it.
c. I like the fact that the ________________________ is making the planet hotter. I like hot weather
so I don't think that ________________________ is a problem.
d. I think the _________________ on the Galapagos Islands was a preventable ___________________.
4. Match the words in the box with the definitions below and then fill in the gaps. The first one has
been done for you.
environment global warming deforestation greenhouse gas
recycle environmentally friendly atmosphere natural resources
a. The natural world, including the land, water, air, plants and animals.
e.g. It is important to take care of the environment.
b. The mixture of gases around the Earth.
e.g. Oxygen is one of the gases in the Earth's ______________________.
c. The process of removing the trees from an area of land.
e.g. People often talk about _____________________ in the Amazon and other parts of the world.
d. Designed not to harm the natural environment.
e.g. I ride a bicycle, because it's more ______________________ than driving a car.
e. A gas that stops heat escaping from the atmosphere and causes the Earth's temperature to rise.
e.g. Carbon dioxide is a ______________________.
f. The slow increase in the temperature of the Earth caused by greenhouse gases in the atmosphere.
e.g. I think governments have to do something about ______________________.
g. Valuable substances such as wood and oil that exist in a country's land and sea.
e.g. Oil is one of our most important ______________________.
h. To change waste materials such as newspapers and bottles so they can be used again.
e.g. We always ______________________ all our bottles and waste paper.
oil spill exhaust fumes catalytic converter ecological disaster
greenhouse effect acid rain ozone layer global warming
LESSON 3: CAN WE STOP IT?
LESSON 4: WE CAN SAVE THE PLANET!
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5. Environment Quiz.
a. Where do greenhouse gases trap energy?
i. In the atmosphere
ii. In the mountains
iii. In outer space
iv. In the soil
b. Which one of these is a greenhouse gas?
i. Oxygen
ii. Carbon dioxide
iii. Helium
iv. Sulfur dioxide
c. What is one reason why scientists think that sea level is getting higher?
i. Ships make the water higher
ii. Melting glaciers add more water to the sea
iii. The ozone hole is warming the ocean
iv. Undersea volcanoes are displacing sea water
d. The Earth is surrounded by a layer of gases which protects it from the light and heat of the Sun.
What is it called?
i. Hydrosphere
ii. Biosphere
iii. Lithosphere
iv. Atmosphere
e. What is the name of the phenomenon produced by the mixture of sulphur dioxide and rainwater?
i. Ammonia rain
ii. Brown rain
iii. Yellow rain
iv. Acid rain
f. What will the greenhouse effect cause?
i. An increase in Oxygen Production
ii. Greater rainfall
iii. An increase in the temperature
iv. A decrease in atmospheric pressure
LESSON 5: GOOD NEWS!
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READING
1. Read the text and circle the correct alternative. The text is:
a. an encyclopaedia article
b. a news report
c. a piece of advice
2. Read the text again and decide if these statements are true or false.
a. Greenhouse gases are part of daily life.
b. Global warming affects all living organisms.
c. If the atmosphere traps more greenhouse gases, the temperature decreases.
d. Climate change is a synonym for global warming.
a. What is the greenhouse effect?
b. Where do greenhouse gases come from?
c. Where can we still find areas with ice on Earth?
EXTRA TEST
The Planet Is Heating Up - and Fast
Glaciers are melting, sea levels are rising, cloud forests are drying up and wildlife is fighting to
stay alive. It is clear that humans are causing most of the warming by releasing gases that are
part of our modern lives. Called greenhouse gases, their levels are higher now than in the last
650,000 years.
We call the result global warming, and it is causing a set of changes to the Earth's climate, that
varies from place to place. It's changing the rhythms of life for all living things.
The greenhouse effect is the warming that happens when certain gases in Earth's atmosphere
trap heat.
First, sunlight shines onto the Earth's surface, where it is absorbed and then radiates back into
the atmosphere as heat. The more greenhouse gases are in the atmosphere, the more heat gets
trapped.
There are several greenhouse gases responsible for warming, and humans emit them in a variety
of ways. Most come from the combustion of fossil fuels in cars, factories and electricity
production. The gas responsible for the most warming is carbon dioxide, also called CO2.
Scientists often use the term climate change instead of global warming. This is because as the
Earth's average temperature climbs, winds and ocean currents move around the globe in ways
that can cool some areas, warm others, and change the amount of rain and snow falling. As a
result, the climate changes differently in different areas.
The rapid rise in greenhouse gases is a problem because it is changing the climate faster than
some living things may be able to adapt to.
Now, with concentrations of greenhouse gases rising, the Earth's remaining ice sheets (such as
Greenland and Antarctica) are starting to melt too and the extra water will potentially raise sea
levels significantly.
climatechangeeducation.org/planetary/index.htm
2 pts
4 pts
3 pts
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LISTENING
4. Listen to the recording. Circle the correct answer.
The reporter is
a. interviewing an expert.
b. doing survey.
c. reporting a piece of news.
5. Listen again. Number the sentences in the order you hear them.
a. I only have a few minutes.
b. Exhaust fumes from cars contribute to smog.
c. Smog is only one type of pollution.
d. I try to recycle as many things as I can.
e. It's better for people's health too.
6. Listen to the recording again. Complete the sentences.
a. Can I ask you a _______________ questions?
b. We're making a survey on _______________ problems.
c. Do you usually give your old clothes to _______________?
d. Cars that don't have _______________ converters are prohibited.
ORAL PRODUCTION
7. Here is a list of facts that damage the environment. Read and express some ideas to
help solve these problems.
a. Exhaust fumes damage the Earth's ozone layer.
IDEA: We can _________________________________________________________________.
b. People throw away millions of tons of bottles, cans and plastic containers.
IDEA: We can _________________________________________________________________.
c. We use over 400 litres of water at home every day.
IDEA: We can _________________________________________________________________.
d. People cut down two hectares of forests every minute to produce paper.
IDEA: We can _________________________________________________________________.
55
1 pt
5 pts
4 pts
6 pts
0 - 7
Keep trying
8 - 15
Review!
16 - 20
Well done!
21 - 25
Excellent!
total
score
25 pts
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EXTRA TEST
READING
1. a.
2. a. True. b. True. c. False. d. True.
3. a. The greenhouse effect is the warming that happens when
certain gases in the Earth's atmosphere trap heat. b. They
come from the combustion of fossil fuels in cars, factories and
electricity production. c. We can find ice in Greenland and
Antarctica.
LISTENING
4. b.
5. a. d. c. b. e.
6. a. few. b. environmental. c. charity. d. catalytic.
ORAL PRODUCTION
7. Check fluency, pronunciation and correct ideas expressed with
correct sentences.
Assign points according to these criteria:
Correct information. 2 points
Pronunciation. 2 points
Fluency. 2 points
Answers
1. Will vary.
2. a. will fly. b. will wear. c. will clean. d. will communicate.
e. will go.
3. a. exhaust fumes, acid rain. b. ozone layer. c. greenhouse
effect, global warming. d. oil spill, ecologicar disaster.
4. a. environment. b. atmosphere. c. deforestation. d.
environmentally friendly. e. greenhouse gas. f. global
warming. g. natural resources. h. recycle.
5. a. i. b. ii. c. ii. d. iv. e. iv. f. iii.
184
Notes
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THIS MAGAZINE IS YOURS TO KEEP.
Issue 1 2009
LOOk it up! 1 Amazing Creatures
LOOk it up! 2 Geography
LOOk it up! 3 Dolphins
LOOk it up! 4 Technology news
LOOk it up! 5 To the moon
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Word search
Web surfing
Amazing Creatures
www.amazingcreatures.net
homepage
hyperlink
Not all the information on the
Internet is correct in every detail.
Check with other reference books.
research tips
Amazing Creatures
Written by Isabelle Tin-Aung
There are amazing and interesting creatures in the animal kingdom. Some of these creatures do
incredible things with their bodies.
Look at the chameleon. This lizard can change its skin color to match its
surroundings. Why does it do this? Sometimes its because its angry. And
sometimes its because its meeting another animal in a friendly way.
The grizzly bear is another interesting creature. These bears
live in countries where winters are very cold. One of the things the grizzly bear
does is hibernate in the winter. Hibernating is when an animal goes into a deep
sleep. The bear hibernates during the winter because the weather is very cold. The
ground freezes and food is difficult to find. Sleeping helps these animals survive in
the difficult winter. Grizzly bears can sleep for up to seven months with no food
or water!
An amazing underwater creature is the flying fish. You already know that fish
come in lots of shapes and colors, but they all do three important things.
All fish live in water.
All fish swim using their fins.
All fish use their gills to get oxygen from the water.
Flying fish are a little different from ordinary fish. These fish have wings to help them fly out
of the water. They make long, flying jumps out of the water. Why? Because big fish like to eat
them! The big fish cant see the flying fish when theyre in the air.
1
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The activities in the Travelers Magazine are
meant to be done by the students on their
own and mainly for fun. Encourage them
to read the articles and do the activities
which will provide useful training in study
skills. Do not take an active part but guide
and help whenever required.
Check the contents of each article to
decide the best time for students to
approach them.
Notes
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A Number from 1 to 5 the activities which you do most frequently on the Internet.
In teams, search for: chameleon, grizzly
bear or flying fish. Download information
and images to present to the class.
lOOk it up!
write an e-mail chat with people play games on-line
look for information read web pages for fun
B Read the text on the opposite page. Where does it come from?
a) a dictionary b) an encyclopedia c) a web page
To surf the Web you need to access a search engine.
1 Type amazing creatures in to a search engine like
www.google.com or www.yahoo.com.
2 How many home pages appear? _________________________
A home page is like an introduction to what a site contains.
3 What is the home page of the text in the opposite page?
__________________________
In a home page you can find hyperlinks, like underlined words
or images that link you to other pages.
4 How many hyperlinks can you find in the text?
__________________________________
C
Look up the best home pages for the activities in exercise A
and share them with your classmates.
Use the Web to find
information about
different topics which are
useful for your classes.
research tips
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online
C
D
a) To surf the Web you need to access a search engine.
1 Type amazing creatures in to a search engine like
www.google.com or www.yahoo.com.
2 How many home pages appear? _________________________
b) A home page is like an introduction to what a site contains.
3 What is the home page of the text in the opposite page?
__________________________
c) In a home page you can find hyperlinks, like underlined words
or images that link you to other pages.
4 How many hyperlinks can you find in the text?
__________________________________
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Answers:
A. Will vary.
B. c)
C.
a. 2 A lot.
b. www.amazingcreatures.net
c. three: chameleon, grizzly bear,
flying fish.
Notes
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Word search
Finding the meaning in context
G
overnment secondary schools in England
are similar to government secondary
schools in Mexico, but there are some
differences. There are five years of secondary
school in England, from age 11 to 16. The
students start at nine oclock and finish at half
past three. The lunch break is usually from
twelf oclock to one oclock.
After five years, students take official
exams. Some students leave shcool after five
years, but others stay and study more before
going to university. Secondary school students
do home work for about an our every evening.
Students usually study mathematics,
English, chemistry, biology, physics,
geography, history and French.
They also take physical education and play
soccer, hockey, netball and cricket.
Some students like playing sports after school.
Usually the schools have a soccer team, a
netball team and a rugby team.
Text 1:
Text 2:
When looking for a word in a dictionary, read
the complete entry to understand the word.
Examples and synonyms are useful to
understand the meaning.
research tips
a
b c
2
G
overnment secondary schools in England
are similar to government secondary
schools in Chile, but there are some
differences. There are five years of secondary
school in England, from age 11 to 16. The
students start at nine oclock and finish at half
past three. The lunch break is usually from
twelf oclock to one oclock.
After five years, students take official
exams. Some students leave shcool after five
years, but others stay and study more before
going to university. Secondary school students
do home work for about an our every evening.
Students usually study mathematics,
English, chemistry, biology, physics,
geography, history and French.
116
They also take physical education and play
soccer, hockey, net-ball and cricket.
The Inuit
The Inuit
The Inuit
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Check your last English exam.
Look up the mistakes in the dictionary.
Write down the corrections.
lOOk it up!
www.spellcheck.net
www.spellzone.com
A Look at the words in bold in Text 1.
Use your dictionary to complete the table.
B
Look at the words in italics in Text 2. Use your dictionary to check the spelling
and write them in the corresponding box.
C Correct the spelling of the incorrect words from exercise B.
houses
man
trips
fish
tourists
Plural Singular
Incorrect Correct
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web links
Use your dictionary to check the
spelling of unknown words, singular,
plurals, and incorrect words.
research tips
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Answers:
A. house; men; trip; fish; tourist.
B.
Correct: differences, chemistry.
Incorrect: twelf (twelve); shcool
(school); home work (homework); our
(hour); net-ball (netball).
C. Twelve; school; homework; hour; net
ball.
Notes
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Word search
Other reference materials
Check your Biblioteca del
Aula reference books for
more information.
research tips
Blue Jeans
www.bluejeans.com
Welcome to blue-jeans.com
Do you know where your blue jeans come from? Read this simple but amazing story.
Imagine its the year 1853. Mr. Levi Strauss arrives in San Francisco and he opens a store. He
has many customers who often visit the store. One of his customers is Mr. Jacob Davis. He
usually buys shirts and pants, but he needs his pants to be stronger. What can he do?
Suddenly, he has a brilliant idea: he puts metal rivets on the pockets.
His pants now look very nice and original and are an instant success. Many people want to buy
pants like these. So, Jacob now needs a business partner and asks Mr. Levi Strauss to be his partner.
They are very good friends and go together to get a patent for the design. They get patent #139,121
from the US Patent and Trademark Office 20 years later, in 1873. Strauss and Davis never imagined
that they were going to design the most popular jeans on earth!
(Latin name delphinidae) are aquatic mammals and they can
swim in the ocean at speeds of 35 kilometers per hour and
they can also dive. Dolphins are found in many parts of the
world and usually live in groups called schools or pods. They
are also very sociable animals and they are famous for their
intelligence. Scientists often do studies on dolphins and we
now know that they can communicate in many different
ways. For example, they can imitate actions and understand
artificial symbolic language, but they cant produce human
verbal language.
36 UNI VERSAL ENCYCLOPEDI A
3
Check your CRA (Centro de
recursos de aprendizaje) reference
books for more information.
research tips
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Blue jeans
Welcome to bluejeans.com
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Answers:
A. Will vary.
B.
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What type of reference material do you use?
Write the letter in each case. You can write more than one.
B
Look at the encyclopedia entry on the opposite page and compare it
with a dictionary entry and a Web page. Check ( ) their features.
Look up blue jeans in any search engine
and bring the information to class.
Compare it with a classmates findings.
lOOk it up!
www.google.com
www.wikipedia.com
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D for Dictionary E for Encyclopedia I for Internet
I use reference material to:
do my English homework. __________
study for an exam. __________
do a science lab report. __________
do a math project. __________
write a composition. __________
work on a team project with friends. __________
find song lyrics. __________
look for images. __________
words in Latin
examples
pictures
definitions
statistics
grammar explanations
Encyclopedia Features Dictionary Web
Reference materials include
books, encyclopedias,
dictionaries and the Internet.
research tips
119
Look at the encyclopedia entry on the opposite page and compare it
with a dictionary entry and a web page. Check ( ) their features.
191
FEATURES
words in Latin
examples
pictures
definitions
statistics
grammar explanations
ENCYCLOPEDIA
DICTIONARY
WEB
Notes
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LOOk it up! 5
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Word search
Making sense of reference
material
The appropriate reference material
for research depends on the type
and the quantity of information
you require.
research tips
A Read and write the number of the article which describes the following products.
1 A product that will be useful for short journeys. _________
2 A product that will help you improve your physical condition. _________
3 A product that will tell you how fast youre going. _________
4 A product that will be easy to carry around with you. _________
Technology news
A
well-known company is going to sell musical trainers to help you
keep running! When the runner starts to slow down, the shoes
will play songs with a faster rhythm for example, moving from a rock
ballad to hip hop in order to inspire the runner to go faster. A laser
sensor in the sole of the shoes will calculate the runners pace and will
send a signal to a receiver attached to an iPod. The iPod will display
time, calories burned and distance covered and will also transmit this
information to the runner via headphones. The running shoes will cost
around $260 and will be in stores in the fall.
T
his bicycle, made of nylon reinforced with fiberglass will
revolutionize the way we travel, and it will soon be in stores. It
folds up in 15 seconds, and it weighs just one kilo so you can carry it
in your backpack. It wont be much good for long journeys because it
will only go at 20 kph, but it will be perfect for getting from home to
the bus stop or from the subway station to home. It will cost around
$220 and will be available in stores before the end of the year.
1
2
y
4
120
a. A product that will be useful for short journeys. _________
b. A product that will help you improve your physical condition. _________
c. A product that will tell you how fast youre going. _________
d. A product that will be easy to carry around with you. _________
the bus stop, or for getting home from the subway station. It will cost
around $220 and will be available in stores before the end of the year.
192
Answers:
A.
a. - 2
b. - 1
c. - 1
d. - 2
Notes
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B
Decide which reference material can be useful to obtain more information
about these statements. There can be more than one answer.
Check your Biblioteca del Aula books for more information.
research tips
Exchange tips with your classmates
about the best dictionaries, web
pages, links and books you used for:
school assignments
e-pals and friends
sports and entertainment
lOOk it up!
C Answer these questions using any reference material.
1 What is a sneaker?
2 How does a laser sensor work?
3 What is the definition of an iPod ?
4 What is the history of radio transmission?
5 What is the correct pronunciation for headphones?
6 What is the highest mountain in Colombia?
www.google.com
www.bbc.co.uk
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web links
Reference Material Quiz
1 What is the temperature of 0 Celsius in Fahrenheit?
a) 32 b) -20
2 Does the word lecture mean the same in English
as in Spanish?
a) Yes b) No
3 What is the hard part of an egg called?
a) cover b) shell
4 In the word magic, how is the g pronounced?
a) as in image b) as in go
5 Koala bears are only found in Australia and Africa.
a) True b) False
English-English dictionary Encyclopedia web page Atlas
1 What is a sneaker?
2 How does a laser sensor work?
3 What is the definition of an iPod ?
4 What is the history of radio transmission?
5 What is the correct pronunciation for headphones?
6 What is the highest mountain in Chile?
Check your CRA (Centro de recursos de aprendizaje)
reference books for more information.
research tips
121
193
B.
1. English-English dictionary,
encyclopedia, web page;
2. Encyclopedia, web page;
3. English - English dictionary,
encyclopedia; web page;
4. Encyclopedia, web page;
5. English - English dictionary;
6. Atlas.
C.
1. a) 32. Reference material: Web page.
2. b) No. Reference material: dictionary.
3. b) Shell. Reference material:
encyclopedia.
4. a) As in image. Reference material:
dictionary.
5. b) False. Reference material:
encyclopedia, web page, atlas.
Notes
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LOOk it up! 1
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Word search
Entries in monolingual and
bilingual dictionaries
A
Read the monolingual and bilingual entries and identify the sections of the entries in the
list below. Then write the correct number in the boxes.
Macmillan Essential Dictionary For Learners of American English, Macmillan Education, 2003, p. 233.
Diccionario Macmillan Castillo Espaol-Ingls, Ingls-Espaol, Editorial Macmillan de Mxico, 2007, p. 436.
1 Headword 5 Translation
2 Pronunciation 6 Example
3 Word class or part of speech 7 Common expressions or phrases
4 Definition 8 Derived word
If you use a dictionary
to look up every
unfamiliar word, you can
lose the flow of the text
and become bored. Try
to understand the words
by guessing meanings
from the context.
research tips
When one word has
several meanings or a
prefix, use your
monolingual dictionary
and look up the entrys
part of speech without
the prefix. If you are
looking for high
frequency expressions
you will find better
results in a bilingual
dictionary. If you want to
find more examples of
expressions, look in your
monolingual dictionary.
research tips
Entry 1
Entry 2
5
122
a.
b.
c.
d.
e.
a.
b.
c.
194
Answers:
A.
Entry 1: a. 4; b. 2; c. 3; d. 6; e. 8.
Entry 2: a. 5; b. 7; c. 1.
Notes
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1 Neil Armstrong, Edwin Aldrin, and Michael Collins were three astronauts who
to the moon in 1969.
2 Armstrong was the first human being to on the moon.
3 Some people believe the landing on the moon was .
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C
Find the meaning of the expressions with the word set in a dictionary and match the
columns. Then complete the blanks with the synonyms using the correct form.
to set up to stage
to set off to step on
to set foot to leave on a journey
www.foreignword.com
www.yourdictionary.com
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lOOk it up!
Not all entries have the same amount or kind of
information. Look up these words and compare your
findings.
brave
mankind
go well
B Read the text below.
Neil Armstrong, Edwin Aldrin, and Michael Collins were three brave
young men who set off from Cape Canaveral in Apollo XI on July 16,
1969, to go to the moon. They arrived four days later, after an
uneventful journey of some quarter of a million miles. Armstrong was
the first human being to set foot on the moon. Thats one small step
for a man, he said over a worldwide radio transmission, one giant
leap for mankind. Armstrong and Aldrin spent a day and a night on
the moon. The mission was a success. Apollo XI, with its precious cargo
of brave men and moon rocks, splashed down into the Pacific Ocean
on July 24. Today, some people believe that the landing was set up
and that the journey never actually happened. What do you think?
123
To the moon
195
C. To set up - to stage
to set off - to leave on a journey
to set foot - to step on
1. set off. 2. set foot. 3. set up.
Notes
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EVALUATION INSTRUMENTS
These evaluation instruments are assessment tools you can use
to measure students' work. They are scoring guides that seek to
evaluate a student's performance based on the sum of a full
range of criteria rather than a single numerical score.
The evaluation instruments provided here include:
Rubrics
Questionnaires
Observation sheets
The instruments included in this section differ from traditional
methods of assessment in that they examine students in the
actual process of learning, clearly showing them how their work
is being evaluated. They communicate detailed explanations of
what constitutes excellence throughout a task and provide a
clear teaching directive.
The instruments' strength is their specificity, which means that
individual students can fall between levels, attaining some but
not all standards in a higher level. And while scores can be
translated into final grades, it is important that we remind
students that not every score counts.
These instruments are meant, above all, to inform and improve
teachers' instruction while giving students the feedback they
need to learn and grow.
These instruments can also be used in peer assessment and then
used to provide feedback.
Prior to assessment, the evaluation instruments can be used to
communicate expectations to students. During the assessment
phase, they are used to easily score a subjective matter.
After an instrument is scored, it should be given back to students
to communicate to them their grade and their strengths and
weaknesses.
Students can use them to see the correlation between effort and
achievement. Sharing the instruments with students is vital as the
feedback empowers students to critically evaluate their own work.
Advantages of using a variety of evaluation
instruments
Teachers can increase the quality of their direct
instruction by providing focus, emphasis, and attention
to particular details as a model for students.
Students have explicit guidelines regarding teacher
expectations.
Students can use these instruments as a tool to develop
their abilities.
Teachers can reuse these instruments for various
activities.
Complex products or behaviors can be examined
efficiently.
They are criterion referenced, rather than norm
referenced. Evaluators ask, "Did the student meet the
criteria for level 4?" rather than "How well did this
student do compared to other students?
Ratings can be done by students to assess their own
work, or they can be done by others, e.g., peers, teachers,
instructors, U.T.P. people, etc.
Applying Evaluation Instruments
Self- assessment
Give copies to students and ask them to assess their own
progress on a task or project. Their assessments should not count
toward a grade. The point is to help students learn more and
produce better final products. Always give students time to
revise their work after assessing themselves.
Peer assessment
Peer assessment takes some time to get used to. Emphasize the
fact that peer assessment, like self-assessment, is intended to
help everyone do better work. You can then see how fair and
accurate their feedback is, and you can ask for evidence that
supports their opinions when their assessments don't match
yours.
Again, giving time for revision after peer assessment is crucial.
Teacher assessment
When you assess student work, use the same instrument that
was used for self- and peer-assessment. When you hand the
marked instrument back with the students' work, they will know
what they did well and what they need to work on in the future.
Using the evaluation instruments provided in this section is
relatively easy.
Identify the maximum number of points for achieving the highest
level of quality and assign a number to the students' performance.
Typically, the gradations increase/decrease in 1 point.
The last column shows the actual score assigned to this particular
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197
student, based on his or her actual performance. The overall total
score is assigned by simply adding together the scores.
Once you have worked out students' scores, you can express
them in gradations. Gradations are the descriptive levels of
quality starting with the worst quality up to the best quality.
Always keep in mind that, however you use them, the idea is to
support and to evaluate student learning.
Here is a description of each of the evaluation instruments provided:
Use this instrument two or three times in a semester to assess
where the students rank within the four categories and to
determine where the strengths and the weaknesses of the class lie.
After applying the instrument, ask the students to get into groups
of four and analyze their results. As a class, discuss important
points that may help improve listening skills in the future.
To work out the score of each student identify the maximum
number of points for achieving the highest level of quality and
assign a number to the students' performance according to
this scale.
Once you have worked out the score of each student, you can
apply this chart to express his/her results:
1= Unsatisfactory - 2 = Fair - 3 = Very Good - 4 = Excellent
The goal of this reading assessment instrument is to determine if
the students have improved their reading comprehension skills.
Use this instrument once a month. Once you have applied this
instrument, make the students identify their strengths and
weaknesses and brainstorm ideas that could help them improve
their performance in the future. This instrument also gives the
teacher the opportunity to focus diagnostic attention on
students whose performance has been identified as below
standard. You can reach this conclusion after calculating
students' scores and grades and correlating them with the levels
stated in the Progress Map (See page 17 of the Introduction).
You must take into account that the maximum score corresponds
to the highest expected results conceived by this teaching
proposal for this level.
this scale.
Extended-Response Reading
Use this instrument in any lesson that invites students to
demonstrate comprehension by responding to open-ended
questions. The aim of this instrument is to give information to
the teacher on students' placement in the Reading Skills English
Progress Map.
Use the checklist to assess reading tasks, to provide feedback to
students and as a basis for discussion and feedback for each
student as well.
To work out the score of each student, identify the level
of student's performance, according to the scale provided by
this instrument.
Behavior
Use this instrument when you detect some problems related to
students' behavior. This rubric is meant to offer information on
students' attitude and behavior in relation to their classmates
and can be a useful source of information for class council. It can
be applied by teachers or used for peer assessment.
After applying this instrument, make students identify the areas
in which they got higher scores, and also the areas that they
should pay more attention to in the future.
this scale.
Beginner's Writing
Use this rubric as a way to assess your students' writing skills. You
can use it two or three times in a year. This instrument is a
simplified way for teachers to grade a writing assignment. It is
important to show students the instrument beforehand so that
they get better quality work; they know what they are supposed
to produce and it saves problems afterwards as they can see
where they can have points taken off.
This instrument should also be used after the task is complete,
not only to evaluate the product, but also to engage students in
reflection on the work they have produced.
To work out the score of each student identify the maximum number
of points for achieving the highest level of quality and assign a
number to the students' performance according to this scale.
1 - 2= Unsatisfactory - 3 - 4 = Fair - 5 = Very Good - 6 = Excellent
198
Project
Use this instrument every time students do a project. Each
student is evaluated along three dimensions, each having to do
with the student's contribution to the work, the final product
and any other aspects the teacher considers important to assess,
such as: how effectively the student accomplished his or her
responsibilities as a member of the team or the quality of his or
her interactions with the other team members.
These dimensions are assigned a score of 1 through 7; these
values represent increasing degrees of achievement in the
particular dimension. The last column is the actual score
assigned to this particular student, based on his or her actual
performance, along the three dimensions. The overall total score
is assigned by simply adding together the scores corresponding
to the three dimensions.
Oral Presentation
Use this instrument two or three times per student during the
year. The students will be evaluated in: Non-verbal skills, Vocal
Skills and Content areas.
The teacher can give each student a copy of the instrument and
then read it with them. The students will improve their
performance if they know in advance what they are expected to
produce and the areas they have to focus their attention on.
this scale.
Once you have worked out the score of each student, you can rate
each category according to the scale provided in the instrument.
Self Assessment - General English
This instrument is meant to allow students to recognize and
evaluate their general abilities in relation to English. You can
apply it three times, at the beginning of the year and at the end
of each semester, so that students can identify their level of
achievement.
Make students read the descriptions of tasks that they can do
and ask them to check the appropriate areas that indicate how
they rate themselves.
After applying this document, you may inform students if their
results coincide with your ideas about their performance.
Homework
You can use this instrument anytime you assign homework.
When applying it, the first step is to provide clear expectations to
your students. After reading the rubric, students are clear on
what an acceptable homework assignment looks like and what
an unacceptable homework assignment looks like.
The system can improve students' homework skills because
the teacher gives each student attention about their homework;
students can see the opportunities to improve their work;
the teacher has the data required to give a "pure" homework
grade for homework completion.
At the same time you can also include a reward component. For
example, students who average a grade of 3 or 4 for the month,
can earn an extra mark in the next period.
this scale.
0 -1= Unsatisfactory - 2 = Fair - 3 = Very Good - 4 = Excellent.
Feedback
Here are some phrases that are useful for giving feedback and
making comments to your students:
You are developing a better attitude toward your classmates.
You can be very helpful and dependable in the classroom.
You have strengthened your skills in ___.
You are learning to be a better listener.
You are learning to be careful, cooperative, and fair.
You are very enthusiastic about participating.
Your work habits are improving.
You have been consistently progressing.
You are willing to take part in all classroom activities.
Your attitude toward school is excellent.
You are maintaining grade-level achievements.
You work well in groups, planning and carrying out activities.
Your work in the areas of ____ has been extremely good.
You are capable of achieving a higher average in the areas of ____.
You would improve if you developed a greater interest in ___.
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EVALUATING LISTENING COMPREHENSION
Understanding key events or facts. Understands 1
or 2 events or
key facts.
Understands
some of the
events or key
facts.
Understands
many events or
key facts,
mainly in
sequence.
Understands
most events in
sequence or
understands
most key facts.
Understanding details. Gets few or no
important
details.
Gets some
important
details.
Gets many
important
details.
Gets most
important details
and key
language.
Responding appropriately to features such as:
laughter, silence, etc., and / or accentuation,
intonation and rhythm.
Almost never. Sometimes. Most of the
time.
Nearly always.
Answering questions. Answers
questions with
incorrect
information.
Answers
questions with
some
misinterpretation.
Answers
questions with
literal
interpretation.
Answers
questions with
interpretation
showing higher
level thinking.
Doing tasks. Provides limited
or no response
and requires
many
questions or
prompts.
Provides some
response to
teacher with 4
or 5
questions and
prompts.
Provides
adequate
response to
teacher with 2
or 3 questions
and prompts.
Provides
insightful
response to
teacher with 1 or
no questions or
prompts.
At the end of the session, the listener is able to: Answer factual
questions on
general
information.
Answer factual
questions on
general and
specific
information.
Summarize the
beginning,
middle, and end
of the story.
Reveal the
sequence of
events, providing
details on
dialogue, and
motivation of
characters.
Name: _______________________________ Lesson: ________________________ Date: _______
Skills Points Criteria
1 2 3 4
Total points
EVALUATING READING COMPREHENSION
Understands key events or facts. Understanding
1 or 2 events or
key facts.
Understanding
some of the
events or key
facts.
Understanding
many events or
key facts,
mainly in
sequence.
Understanding
most events in
sequence or
understands
most key facts.
Understands details. Gets few or no
important
details.
Gets some
important
details.
Gets many
important
details.
Gets most
important details
and key
language.
Identifies characters or topics. Identifies 1 or 2
characters or
topics using
pronouns (he,
she, it, they).
Identifies 1 or 2
characters or
topics by
generic name
(boy, girl, dog).
Identifies many
topics or
characters by
name in text
(Ben, Giant).
Identifies all
characters or
topics by specific
name (Old Ben
Bailey).
Answering questions. Answers
questions with
incorrect
information.
Answers
questions with
some
misinterpretation.
Answers
questions with
literal
interpretation.
Answers
questions with
interpretation
showing higher
level thinking.
Doing tasks. Provides limited
or no response
and requires
many
questions or
prompts.
Provides some
response to
teacher with 4
or 5
questions and
prompts.
Provides
adequate
response to
teacher with 2
or 3 questions
and prompts.
Provides
insightful
response to
teacher with 1 or
no questions or
prompts.
Name: _______________________________ Lesson: ________________________ Date: _______
Skills Points Criteria
1 2 3 4
Total points
Taken and adapted from: http://www.storyarts.org/classroom/usestories/listenrubric.html
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EXTENDED-RESPONSE READING RUBRIC SELF-ASSESSMENT
4
3
2
1
0
I explain the main ideas and important information from the text.
I connect my own ideas or experiences to the authors ideas.
I use examples and important details to support my answer.
I balance the authors ideas with my own ideas.
I explain some of the main ideas and important information from the text.
I connect some of my own ideas and experiences to the authors ideas.
I use some examples and important details to support my answer.
I balance only some of the authors ideas with my own ideas.
I explain only a few ideas from the text.
I summarize the text without including any of my own ideas or experiences.
OR
I explain my own ideas without explaining the text.
I use general statements instead of specific details and examples.
I explain little or nothing from the text.
I use incorrect or unimportant information from the text.
I write too little to show I understand the text.
I write nothing.
I do not respond to the task.
Name: Date: Class:
http://www.isbe.net/assessment/pdfs/reading_extended_rubric.pdf
BEHAVIOR RUBRIC
Never
0
Rarely
1
Generally
2
Always
3
Points Behavior skill
1. Arrives on time.
2. Brings necessary materials.
3. Completes homework.
1. Follows directions.
2. Listens to teacher.
1. Demonstrates positive character traits (kind,
trustworthy, honest).
2. Demonstrates productive character traits (patient,
thorough, hardworking).
3. Demonstrates concern for others.
On time and prepared
Respects teacher
Attitudes
Total:
Teachers comments:
Source: http://www.sdst.org/shs/library/resrub.html
Name: Date: Class:
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BEGINNERS WRITING
1
Writing has some words. No punctuation. Scribbly letters. A picture.
2
Writing has short simple sentence(s) on the topic. Some punctuation (full stops and question marks).
Letter size and shape need fixing. Picture matches topic.
3
Writing has some simple sentences on the topic. Some attempt to put ideas in order.
Some correct, some best guessspelling.
Capitals, periods and question marks used correctly most of the time.
Correct printing. Some spacing between words.
4
Writing has most sentences on the topic. Ideas in order. Sentences with some details and describing words.
Correct spelling of most high frequency words. Most punctuation correct.
Letters and spacing between words are correct.
5
Writing has all sentences on the topic. Ideas in order. There is a beginning, a middle and an end.
Many details and interesting words. Correct spelling for all high frequency words.
Correct punctuation; printing and spacing with few errors.
6
Writing has sentences giving more information about the topic. Beginning, middle and end with a lot of
information and details. Sentences use interesting and expressive language.
Sentences are put together in a paragraph. Correct high frequency words and some harder words.
Correct punctuation. Neat, well spaced, easy to read.
http://www.isbe.net/assessment/pdfs/reading_extended_rubric.pdf
Criteria Points
PROJECT
NAME(S): DATE:
Excellent Points Poor Process Satisfactory
1. Has clear vision of final product. 1,2,3 4,5 6,7
2. Properly organized to complete project. 1,2,3 4,5 6,7
3. Managed time wisely. 1,2,3 4,5 6,7
4. Acquired needed knowledge base. 1,2,3 4,5 6,7
5. Communicated efforts with teacher. 1,2,3 4,5 6,7
1. Format. 1,2,3 4,5 6,7
2. Mechanics of speaking / writing. 1,2,3 4,5 6,7
3. Organization and structure. 1,2,3 4,5 6,7
4. Creativity. 1,2,3 4,5 6,7
5. Demonstrates knowledge. 1,2,3 4,5 6,7
1. _____________________________ 1,2,3 4,5 6,7
2. _____________________________ 1,2,3 4,5 6,7
3. _____________________________ 1,2,3 4,5 6,7
4. ____________________________ 1,2,3 4,5 6,7
Excellent Points Poor Product (Project) Satisfactory
Other:
Total:
Teacher comments:
Source: http://www.sdst.org/shs/library/resrub.html
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ORAL PRESENTATION RUBRIC
Rate each category according to the following scale:
9-10 = excellent
7-8 = very good
5-6 = good
3-4 = satisfactory
1-2 = poor
0 = unsatisfactory
Provided depth in coverage of topic.
Presentation was well planned and coherent.
Personal experience integrated where relevant and
appropriate. Explanations and reasons given for
conclusions.
Communication aids were clear and useful.
Bibliographic information for others was complete.
Total Possible Points .
10
10
10
10
10
50
Oral Presentation Rubric Possible Points Self-Assessment Teacher Assessment
Your Name: ___________________________________ Group Topic : _____________________________
Group Members: _____________________________________________________________________
STUDENT SELF ASSESSMENT OF FOREIGN LANGUAGE PERFORMANCE
1. Greet someone and ask the person how she/he feels.
2. Tell someone a little information about my family.
3. Describe my best friend.
4. Discuss 3 countries where a foreign language is spoken and tell a few
interesting points about these countries.
5. Understand and respond to questions asked to me about my name,
age, where I live, and the music I like.
6. Read a simple short paragraph.
7. Write a note to a pen pal telling him / her about myself.
8. Write to my teacher and describe a typical day from the time I get up
to the time I go to bed.
9. Write the correct endings of verbs, when requested, because I
understand which endings go with specific subjects.
Description
Language _________________________________
I can do the following:
Yes
(no assistance)
Yes
(with assistance)
No
Grade: _______________________ Name : _________________________________________________
Read the descriptions of tasks that you can do.
Check the appropriate areas that indicate how you rate yourself.
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HOMEWORK RUBRIC
http://www.jamestownri.com/school/classes/4_1/homeworkrubric.htm
Exceptional Work
Complete Neat and easy to read.
Must have date and name.
Must be on time.
3
4
Incomplete (directions not followed) Difficult to read.
Has name, missing the date.
May be on time.
2
Incomplete Unorganized and/or difficult to read.
Missing name and date.
Late.
1
Homework Rubric
Interesting, neat and easy to read.
With date and name.
On time.
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READING COMPREHENSION - SELF ASSESSMENT
1. I make predictions before I read.
2. I understand the message-the text makes sense to me.
3. I know when I am having trouble understanding the text.
4. I know the main idea of the text.
5. I understand the words in the text.
6. I understand the punctuation.
7. I know how to find different parts of the text (chapters, pages,
beginning, middle, end).
8. I can pick out clues from the reading to help me make an
interpretation.
9. I give my opinion-make a judgment-about the text.
10.I support my opinion with details from the text.
11.I know the difference between fact and opinion.
12.I can see similarities and differences between the texts I read.
13.I can make connections between the text and my own life.
14.I can make connections between the text and other subjects.
15.I can pick out words from the story that help me work out the
setting.
Always Sometimes Never
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LANGUAGE REFERENCE
I
you
he
she
it
we
they
my
your
his
her
its
our
their
Possessive adjectives Personal pronouns
Use personal pronouns instead of a noun.
Julie has a red sweater.
She has a red sweater.
Use possessive adjectives before a noun to show possession.
John has a new car.
His car is new.
Possessive s
Add possessive s to a noun to show possession.
My mothers shoes are brown.
IMPERATIVE
Use the imperative to give instructions or orders.
To form the imperative use the verb in its base form.
Listen.
Be quiet, please.
Come to the board.
Open your book on page 10.
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I am tall.
You are nice.
Hes young.
She is kind and generous.
It is black.
We are talented.
They are beautiful.
I am not strong.
You arent tall and slim.
He isnt old.
She isnt tall.
It isnt big.
We arent lazy.
They arent fast.
Am I strong?
Are you tall and slim?
Is he old?
Is she tall?
Is it a cat?
Are we lazy?
Are they fast?
Affirmative Negative Question form
VERB TO BE
Use the verb to be to describe physical appearance and personality.
Is he old? Yes, he is. / No, he isnt. She is kind and generous. You are tall and thin.
Im a student.
Theres a hospital on that street.
Hes an architect.
Shes wearing a blue skirt.
ARTICLES: A, AN
Use articles a and an with singular nouns.
Use a when the noun starts with a consonant sound. My father is a farmer.
Use an when the noun starts with a vowel sound. Shes an engineer.
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PLURAL NOUNS
Add an s to a singular noun to make a plural noun.
For example; pen-pens; book-books.
Add an es to nouns that finish in ch, sh, s, ss, x, z, o. For example; watch-watches.
Change final y to i and add es: For example city-cities.
Irregular nouns change in the plural; woman-women.
plumber-plumbers
notebook-notebooks
shirt-shirts
secretary-secretaries
story-stories
party-parties
dress-dresses
watch-watches
brush-brushes
child-children
man-men
foot-feet
Singular + s Singular + ies Singular + es Irregular Plural
There is a small church.
There are three stores.
There isnt a disco.
There arent any clubs.
Is there a mall?
Are there any restaurants in the area?
THERE IS / THERE ARE
Use There is / There areto talk about the existence of things.
Use There isfor a singular object and There are for plural objects.
Use There isnt a / There arent anyto express the idea that something doesnt exist.
Use Is there a? / Are there any? to ask about the existence of singular and plural objects.
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I can dance very well.
You can skate quite well.
He can swim.
She can play the guitar.
It can help the police.
We can run fast.
They can jump very high.
I cant play the guitar.
You cant speak Japanese.
He cant play soccer.
She cant sing well.
It cant see at night.
We cant cook well.
They cant fly.
Can you play the guitar?
Can you speak Japanese?
Can he play soccer?
Can she sing well?
Can it see at night?
Can we cook?
Can they fly?
CAN
Use can to talk about ability or inability.
Tony can swim, but he cant dance.
Can they swim? Yes, they can. / No, they cant.
PREPOSITIONS OF TIME
Use the preposition in for months. For example, My birthday is in March.
Use the preposition on for weekdays and specific dates.
For example, The party is on Saturday. My birthday is on December 7th.
Prepositions of place
Use the preposition of place in to say that something is in a place with three dimensions.
Use on to say that something is on a surface or on a street.
Use under to say the something is below a surface.
For other prepositions, see the symbols below.
a) on the left b) between c) on the right d) next to e) across from / opposite
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I take a shower at 6:00.
You get up at 7:00.
He walks home in the afternoon.
She finishes work at 5:30.
It likes eating fruit.
We go to the museum on Saturdays.
They live at Cocoa Beach.
I dont take a shower at 6:00.
You dont get up at 7:00.
He doesnt walk home in the afternoon.
She doesnt finish work at 5:30.
It doesnt like eating fruit.
We dont go to the museum on Saturdays.
They dont live at Cocoa Beach.
Do I take a shower at 6:00?
Do you get up at 7:00?
Does he walk home in the afternoon?
Does she finish work at 5:30?
Does it like eating fruit?
Do we go to the museum on Saturdays?
Do they live at Cocoa Beach?
PRESENT SIMPLE
Use the Present Simple to talk about routines, likes and dislikes and facts.
For he, she and it add s or es to the verb.
For example: He walks to school. She finishes school at 3:00 p.m.
Im watching TV.
Youre shopping.
Hes wearing shorts.
Shes sitting next to her mum.
Its eating.
Were making costumes.
Theyre making hot dogs.
Im not watching TV.
You arent shopping.
He isnt wearing shorts.
She isnt sitting next to her mum.
It isnt eating.
We arent making costumes.
They arent making hot dogs.
Am I watching TV?
Are you shopping?
Is he wearing shorts?
Is she sitting next to her mum?
Is it eating?
Are we making costumes?
Are they making hot dogs?
PRESENT PROGRESSIVE (OR PRESENT CONTINUOUS)
Use the Present Progressive to talk about what is happening at the moment of speaking.
For example: We are studying English.
For verbs ending in consonant + vowel + consonant, double the last consonant.
For example: sit-sitting; shop-shopping.
For verbs ending in e, take out the e and add ing.
For example: write-writing; dance-dancing.
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once
twice
three times
four times
five times
a day
a week
a month
a year
every
day
week
month
year
ADVERBS OF FREQUENCY
Use adverbs of frequency: always, usually, often, sometimes and never to say how often you do an activity.
You can also use the expressions below at the end of the sentence to say how often you do something.
For example: I brush my teeth three times a day.
0% 50% 75% 85% 100%
never sometimes often usually always
SYNONYMS
A synonym is a word that has the same or nearly the same meaning as another word or other words in a language.
Examples of English synonyms are:
baby and infant (nouns) petty crime and misdemeanor (nouns)
student and pupil (nouns) buy and purchase (verbs)
pretty and attractive (adjectives) sick and ill (adjectives)
quickly and speedily (adverbs) on and upon (prepositions)
freedom and liberty (nouns) dead and deceased (adjectives)
Taken and adapted from: http://en.wikipedia.org/wiki/Synonym
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I was singing.
You were singing.
We were singing.
They were singing.
He was singing.
She was singing.
It was singing.
I was not singing.
You were not singing.
We were not singing.
They were not singing.
He was not singing.
She was not singing.
It was not singing.
Was I singing?
Were you singing?
Were we singing?
Were they singing?
Was he singing?
Was she singing?
Was it singing?
PAST PROGRESSIVE (OR PAST CONTINUOUS)
The Past Progressive tense (also called the Past Continuous tense) is commonly used in English for actions which were going on
(had not finished) at a particular time in the past.
Use the Past Progressive to indicate that a longer action in the past was interrupted. The interruption is usually a shorter action in
the Simple Past. Remember this can be a real interruption or just an interruption in time.
Examples:
I was watching TV when she called. When the phone rang, she was writing a letter.
While we were having the picnic, it started to rain. What were you doing when the earthquake started?
With short adjectives, we make comparatives by adding -er to
the end of the adjective.
Example:
- Your CD player is cheaper than mine.
With some adjectives, we double the last letter:
Example: London is big, but Moscow is bigger.
Two Syllable adjectives that end in -ly.
With two syllable adjectives that end in -ly, we make the comparative by changing the y to i, and adding -er:
Example: I was angry when I heard the news, but Nick was angrier.
Irregular Comparatives
The three main irregular comparatives are:
good - better bad - worse far - further
Long Adjectives
COMPARATIVES (short adjectives and long adjectives)
You can use comparatives to talk about the differences between 2 things or places or people. They are made from adjectives in 2 ways:
With long adjectives (usually 2 syllables or more), we add more before
the adjective.
Example:
The French restaurant is more expensive than the Italian restaurant.
Short Adjectives
Taken and adapted from: http://www.roseofyork.co.uk/learning12.html
Taken and adapted from: http://www.englishpage.com/verbpage/pastcontinuousforms.html
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THE FUTURE TENSE (WILL)
Use will to express a voluntary action.
Examples:
I will translate the e-mail, so Mr. Smith can read it.
Will you help me move this heavy table?
I will not do your homework for you.
I won't do all the housework myself!
Use will to express a promise.
Examples:
I will call you when I arrive.
I promise I will not tell him about the surprise party.
Don't worry, I'll be careful.
I won't tell anyone your secret.
I will help you carry the bags.
They will not buy that house. Will she sing at the party?
Affirmative Negative Interrogative
Taken and adapted from: http://www.englishpage.com/verbpage/simplefuture.html
Taken and adapted from: http://www.1-language.com/englishcourse/unit18_grammar.htm
I can play the piano.
She can drive a car.
I cannot (can't) play the piano.
She cannot (can't) drive a car.
Can you play the piano?
Can she drive a car?
You can meet her tomorrow.
(You have permission to meet her).
She can't come to our house.
(She doesn't have permission to visit us).
Can we go to the movies?
(Please give us permission to watch a movie).
THE USE OF THE VERB CAN
Can is a kind of auxiliary verb called a modal verb. Modal verbs express a particular character or mood of a verb.
Use can to talk about ability:
Use can to talk about permission:
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Taken and adapted from: http://www.englishclub.com/grammar/verbs-modals-have-to-must-not-1.htm
HAVE TO
Use have to to say that something is obligatory.
Use dont have to to say something is not necessary.
She has to work. I do not have to see the doctor. Did you have to go to school?
In general, have to expresses impersonal obligation. The subject of have to is obliged or forced to act by a separate, external power
(for example, the Law or school rules).
Examples:
In France, you have to drive on the right.
In England, most schoolchildren have to wear a uniform.
John has to wear a tie at work.
MUST
Use must to say that something is essential or necessary.
Subject + must + main verb
Like all auxiliary verbs, must CANNOT be followed by to. So, we say: I must go now. (not *I must to go now.)
In general, must expresses personal obligation. Must expresses what the speaker thinks is necessary.
Examples:
I must stop smoking.
You must visit us soon.
He must work harder.
I
You
We
must
must
must
go
visit
stop
home.
us.
now.
Subject Auxiliary must Main verb
Taken and adapted from: http://www.englishclub.com/grammar/verbs-modals-have-to-must-not-2.htm
IRREGULAR VERBS
218
be was/were been ser, estar
beat beat beaten batir, derrotar
become became become convertirse, llegar a ser
begin began begun empezar
bend bent bent doblar(se)
bite bit bitten morder
blow blew blown soplar
break broke broken quebrar
bring brought brought traer
build built built edificar
burn burnt/burned burnt/burned quemar(se)
burst burst burst reventar(se)
buy bought bought comprar
catch caught caught tomar
choose chose chosen escoger
come came come venir
cost cost cost costar
cut cut cut cortar
deal dealt dealt repartir
dig dug dug cavar
do did done hacer
draw drew drawn dibujar
dream dreamt/dreamed dreamt/dreamed soar
drink drank drunk beber
drive drove driven conducir
eat ate eaten comer
fall fell fallen caer
feed fed fed alimentar, dar de comer
feel felt felt sentir
fight fought fought combatir
find found found encontrar
fly flew flown volar
forbid forbade forbidden prohibir, vedar
forgive forgave forgiven perdonar
freeze froze frozen helar(se)
get got got obtener
give gave given dar
Infinitive Past simple Past participle Meaning
219
go went gone ir
grow grew grown cultivar; crecer
hang hung hung colgar
have had had haber; tener
hear heard heard or
hide hid hidden esconder
hit hit hit golpear
hold held held sostener
hurt hurt hurt daar
keep kept kept guardar
know knew known saber; conocer
lay laid laid poner
lead led led conducir, liderar
learn learnt/learned learnt/learned aprender
leave left left dejar
lend lent lent prestar
let let let dejar
lie lay lain yacer
light lit lit iluminar
lose lost lost perder
make made made hacer
mean meant meant querer decir, significar
meet met met encontrar(se)
pay paid paid pagar
put put put poner
read read read leer
ride rode ridden montar
ring rang rung sonar
rise rose risen levantarse
run ran run correr
say said said decir
see saw seen ver
sell sold sold vender
send sent sent enviar
set set set fijar
shake shook shaken sacudir
shine shone shone brillar, relucir
220
shoot shot shot disparar
show showed shown indicar
shut shut shut cerrar(se)
sing sang sung cantar
sink sank sunk hundir(se)
sit sat sat sentarse
sleep slept slept dormir
speak spoke spoken hablar
spell spelled/spelt spelled/spelt deletrear
spend spent spent gastar
stand stood stood estar de pie
steal stole stolen robar
stick stuck stuck pegar
swim swam swum nadar
take took taken tomar
teach taught taught ensear
tear tore torn romper
tell told told contar
think thought thought pensar
throw threw thrown lanzar
understand understood understood entender
wake (up) woke (up) woken (up) despertar(se)
wear wore worn llevar, usar ropa, accesorios
win won won ganar
write wrote written escribir
221
BIBLIOGRAPHY
Songs are among the best ways of teaching a foreign language.
Also songs are an important aspect of culture, representing the
history, folklore, and current idiom of a country. Singing can build
students' confidence by allowing them to enjoy a degree of
fluency in English before they have achieved it in speaking.
Here in this site are techniques and procedures when using music
in the EFL classroom:
http://www.lingolex.com/userpages/music.html
See the advice web sites and books to find songs and how to use
them in class:
http://www.britishcouncil.org/kids-songs.htm
http://www.isabelperez.com/songs/worldholdon.htm
http://www.bbc.co.uk/cbeebies/tweenies/songtime/songs/
watchnsing.shtml
http://www.genkienglish.net/doctorsong.htm
http://www.songsforteaching.com/
http://www.esl4kids.net/songs.html
DEVELOPING TACTICS FOR LISTENING, Richards, Jack et al.
Oxford University Press, England. 1997, 1st Ed.
LISTENING. White, Goodith. Oxford University Press,
England. 1998, 1st Ed.
CLASSROOM TESTING. Heaton, J. Addison Wesley Longman,
England. 1990, 5th Ed.(r.1997)
THE PRACTICE OF ENGLISH LANGUAGE TEACHING. Harmer,
Jeremy. Addison Wesley Longman, England. 1991, 11th
Ed.
LISTENING COMPREHENSION by the education center.
SECOND LANGUAGE LISTENING: THEORY AND PRACTICE.
Cambridge Language Education by John Flowerdew,
Lindsay Miller.
TEACHING LISTENING COMPREHENSION. Cambridge
Handbooks for Language Teachers by Penny Ur.
ROLE PLAY-Resource Books for Teachers by Gillian Porter
Ladousse
Young children are wonderful processors of new information; they
can learn to read and write quickly, if well motivated. They must
enjoy the process and be in a positive, fun, success-oriented
learning environment - consider how children learn their mother
tongue.
It is possible to have a lot of input in every lesson. Don't
underestimate what children can learn and give them plenty of
opportunities to pick up new language.
For tips on how to prepare material for reading activities, see the
advice web sites and books:
http://www.britishcouncil.org/kids-stories
http://www.magickeys.com/books/#yc
http://pbskids.org/lions/stories/country.html
http://www.thefreelibrary.com/Teaching+mindfully:+
learning+and+teaching+through+story-telling-a0107489433
http://www.britishcouncil.org/kids-stories-nessie-1.htm
http://www.teach-nology.com/gold/readan.html
A WAY WITH WORDS. Redman S., et al. Cambridge
University Press, Great Britain. 1996, 1st Ed.
MORE GRAMMAR GAMES. Rinvolucri, Mario and Davis,
Paul. Cambridge University Press, Great Britain. 1995, 1st
Ed.
TECHNICAL ENGLISH 1. Jara, Harry et al. Salesiana, 1995,
3rd Ed.
TEACHING READING: a Differentiated Approach by
Scholastic.
222
Speaking
The teacher may be the only person who can provide a model for
the students, even if the students are in contact with other native
speakers. Good tools are the role play and the drill, and there is no
reason why they should do role plays only once; they can repeat
them several times with different partners; by the end of the
activity they should be confident enough about what they are
doing to perform the role play realistically and well.
For materials on speaking skills the teacher can visit these web
pages or check these books:
http://onestopenglish.com/section.asp?catid=59411&docid
=149728
http://www.eslgo.com/resources/sa/role_plays/intercultural.html
http://www.englishlearner.com/teachers/speaking.html
http://www.esl-galaxy.com/speaking.html
http://www.lessonplanspage.com/LAPublicSpeakingTongue
TwistersIdea67.htm
http://www.indianchild.com/tongue_twisters.htm
http://www.justesltalk.com/HTMLobj163/iwannaholdyourhand.pdf
http://www.eslflow.com/roleplaysdramatheatregames.html
http://www.cambridge.org/us/esl/letstalk/support/optional
/l3u11oa.htm
CLASSROOMDYNAMICS. Hadfield, Jill. Oxford University
Press, England. 1992, 4th Ed.
EL DISEO DE TAREAS PARA LA CLASE COMUNICATIVA.
David Nunan. Cambridge University Press, Gran Bretaa.
1996, 1st ed.
TOMBOLA. Communication Activities for Teenagers. Palim,
J. y otros. Addison Wesley Longman, England. 1992, 3rd
Ed.
THE ART OF TEACHING SPEAKING: Research and Pedagogy
for the ESL/EFL classroomby Keith S. Folse.
IMPACT TOPICS! 30 EXCITING TOPICS TO TALK ABOUT IN
English STUDENT. Book and audio CD by Richard R. Day,
Junko Yamanaka.
Writing
Young children are wonderful processors of newinformation, they
can learn to read and write quickly, if well motivated. They must
enjoy the process and be in a positive, fun, success-oriented
learning environment - consider how children learn their mother
tongue.
It is possible to have a lot of input in every lesson. Don't
underestimate what children can learn and give them plenty of
opportunities to pick up new language.
In order to develop writing skills the teacher can visit these sites or
read these books:
http://www.netrover.com/~kingskid/name/themead.htm
http://www.enchantedlearning.com/essay/writing.shtml
http://www.learnenglish.org.uk/kids/makeapoem/index_
obtree.html
http://www.britishcouncil.org/kids-writing-storymaker.htm
http://www.learnenglish.org.uk/kids/bookreview_obtree/
your_reviews.asp
http://www.learnenglish.org.uk/kids/filmreview/
ON THE JOB. Milln, Ana Mara y Toselli, Marisela, Mcgraw-
Hill Interamericana, Espaa. 1996, 1st Ed.
A COURSE IN LANGUAGE TEACHING. Ur, Penny. Cambridge
University Press. Great Britain. 1996, 1st Ed.
ESTRATEGIAS DE REFLEXION SOBRE LA ENSEANZA DE
IDIOMAS. Richards, Jack y Lockhart, Charles. Cambridge
University Press. Espaa. 1998, 1st Ed.
HANDS-ON WRITING ACTIVITIES THAT GET KIDS READY FOR
THE WRITING ASSESSMENTS by Van Zile.
TEACHING THE CRAFT OF WRITING: Organization by
Scholastic.
Mapas de Progreso:
algunas ideas para su uso como apoyo al mejoramiento
continuo del aprendizaje
Los Textos Escolares son una importante herramienta para la implementacin del
currculum en la sala de clases. En conjunto con los Programas de Estudio y los Mapas de
Progreso, buscan apoyar el trabajo que se realiza en los establecimientos educacionales
SDUDTXHORVHVWXGLDQWHVORJUHQPD\RUHVDSUHQGL]DMHVHQEDVHDODVGHQLFLRQHVTXH
establece el Marco Curricular nacional.
En el siguiente esquema se presenta la pregunta orientadora que busca responder cada
uno de los instrumentos curriculares:
Los Mapas de Progreso describen resumidamente los conocimientos, habilidades
y comprensiones que caracterizan cada uno de los 7 niveles en que se desarrolla el
aprendizaje de una determinada competencia o dominio clave. Son una herramienta
curricular no obligatoria, que complementa a los Programas de Estudio y los Textos
Escolares, y pueden ser utilizados de diversas formas.
A continuacin se describen dos de ellas, que pueden ser de utilidad para apoyar el
desarrollo del aprendizaje que promueve este texto de estudio:
1.- Reexin conjunta sobre Ia progresin de Ios aprendizajes que promueve eI
currcuIum para mejorar Ia articuIacin entre profesores deI sector.
Si se hace una lectura de los siete niveles de los Mapas ya pueden ser un interesante
aporte, debido a que muestran una visin sinttica de lo que se espera se logre como
aprendizaje en los 12 aos de escolaridad. Su estructura concisa describe una panormica
de tcdc el trayectc escclar, apcrtandc una mirada lcngitudinal, que favcrece la refexicn
pedaggica entre profesores de distintos cursos.
Pcr ejemplc, a partir de la revisicn de un Vapa de Prcgresc, puede hacerse una refexicn
conjunta respecto de la manera en que progresa el aprendizaje, estableciendo un anlisis
general, entre profesores del sector y la jefatura tcnica, en relacin a cmo estamos
entendiendo la progresin del aprendizaje respecto de este referente? Los profesores
y profesoras pueden revisar y analizar en conjunto los aprendizajes constitutivos de
una determinada ccmpetencia, y dehnir accicnes a seguir que sean ccherentes ccn
el logro de dichos aprendizajes, en base a preguntas como: de qu forma estamos
ordenando el trabajo y organizndonos en conjunto para ir progresando en el logro de
estos aprendizajes de nuestros alumnos y alumnas?
Los Mapas favorecen la articulacin dentro y entre los ciclos de enseanza de un
establecimiento educacional, promoviendo una comprensin comn respecto al
aprendizaje y aportando claves para observar su progresin. Ello propicia la responsabilidad
compartida entre docentes y el trabajo en equipo dentro del establecimiento.
2. Reexin conjunta sobre Ios trabajos de aIumnos y aIumnas, para monitorear eI
progreso de su aprendizaje en reIacin a Ia expectativa que describe eI Napa.
Lcs Vapas de Prcgresc dehnen el crecimientc del aprendizaje de lcs estudiantes, a
travs de descripciones de sus distintas etapas y de trabajos de alumnos en cada una de
estas. Ccn el hn de apcyar la cbservacicn del aprendizaje, lcs Vapas presentan tareas,
estmulos o motivaciones que se utilizaron para recoger evidencias del aprendizaje,
buscando observar el desempeo de los alumnos en la competencia descrita en el
Mapa.
El dccente puede aplicar estas tareas, las que puede enccntrar en lcs anexcs de cada
uno de los Mapas (www.curriculum-mineduc.cl) u otras que el equipo docente puede
desarrollar, para luego analizar la evidencia del desempeo de sus estudiantes e inferir
el nivel de aprendizaje en relacin a las descripciones realizadas por el Mapa.
Es importante que esta observacin y anlisis de los trabajos de los alumnos sea
desarrclladc en ccnjuntc pcr lcs prcfescres del sectcr, de mcdc de refexicnar entre
pares y desarrollar una visin compartida respecto a cmo progresa el aprendizaje de
sus alumnos en las distintas competencias claves.
EDICIN ESPECIAL PARA EL MINISTERIO DE EDUCACIN - PROHIBIDA SU COMERCIALIZACIN AO 2009
PORT ING 7 GUIA CON EX 13/8/09 13:26 Pgina 2

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