Teacher's book travellers

GUÍA DIDÁCTICA PARA EL PROFESORINCLUYE TEXTO PARA EL ESTUDIANTE

EDICIÓN ESPECIAL PARA EL MINISTERIO DE EDUCACIÓN PROHIBIDA SU COMERCIALIZACIÓN AÑO 2011

INGLÉS

Lina Alvarado Jantus

edicionescalycanto

GUÍA DIDÁCTICA PARA EL PROFESOR INGLÉS

Lina Alvarado JantusTeacher of English Instituto Profesional Chileno-Británico

2011 © Ediciones Cal y Canto Ltda.Guía Didáctica para el Profesor Travelers 7º básicoOriginal text © Lina Alvarado Jantus.

Teacher of English Instituto Profesional Chileno-Británico.





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 Muñoz Rau.Publisher Alicia Manonellas Balladares.Assistant Publisher Gloria Caro Opazo.

Ly-sen Lam Díaz.Designed by María Jesús Moreno Guldman.Cover designed by María Jesús Moreno Guldman.Layout by María Jesús Moreno Guldman.Proofreading James Doo.Illustrations Edgardo Contreras. General Production Cecilia Muñoz Rau.Production Assistant Lorena Briceño González.Recording Producer Rodrigo González Díaz.Photos Banco de Fotos Ediciones Cal y Canto.

Nº de Inscripción: 171.757ISBN: 978-956-8623-52-4

All rights reserved; no part of this publication may be reproduced, stored ina retrieval system, transmitted in any form, or by any means, electronic,mechanical, photocopying, recording, or otherwise, without the priorwritten permission of the publisher.

Impreso en RR Donnelley

Se terminó de reimprimir 7.100 ejemplares en el mes de octubre de 2009.

UNIT 1: WELCOME, FRIENDS . . . . . . . . .26-53Transcript . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . .54Error Alert! . . . . . . . . . . . . . . . . . . . . . . . . . . . . . .57Background Information . . . . . . . . . . . . . . . .58Complementary Activities . . . . . . . . . . . . . . .59Extra Test . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . .63Answers . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . .65

UNIT 2: WELCOME TO MY COUNTRY .66-93Transcript . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . .94Error Alert! . . . . . . . . . . . . . . . . . . . . . . . . . . . . . .97Background Information . . . . . . . . . . . . . . . .98Complementary Activities . . . . . . . . . . . . . . .99Extra Test . . . . . . . . . . . . . . . . . . . . . . . . . . . . . .101Answers . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . .103

UNIT 3: THE WORLD OF SPORTS . . .104-131Transcript . . . . . . . . . . . . . . . . . . . . . . . . . . . . . .132Error Alert! . . . . . . . . . . . . . . . . . . . . . . . . . . . . .134Background Information . . . . . . . . . . . . . . .135Complementary Activities . . . . . . . . . . . . . .138Extra Test . . . . . . . . . . . . . . . . . . . . . . . . . . . . . .141Answers . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . .143

UNIT 4: HOME SWEET HOME . . . . . .144-171Transcript . . . . . . . . . . . . . . . . . . . . . . . . . . . . . .172Error Alert! . . . . . . . . . . . . . . . . . . . . . . . . . . . . .175Background Information . . . . . . . . . . . . . . .176Complementary Activities . . . . . . . . . . . . . .180Extra Test . . . . . . . . . . . . . . . . . . . . . . . . . . . . . .181Answers . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . .183

3

Plan of the book. . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 4

Description of the course. . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 6Student’s book . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 6Unit Structure . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 6Methodology . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 8

Learning Progress Maps as support material for teaching . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 11

Classroom management . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 16

Some basic teaching reminders . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 18Some 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 BOOKPLAN OF THE BOOK

NAME WELCOME, FRIENDSPAGES 8 - 33

ListeningA TRIP TO THE CAPITAL . . . . . . . . . . . . . . . . . . . . . . . . . .14WHAT ARE YOU GOING TO DO NEXT WEEKEND? . .22

ReadingNEW FRIENDS . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . .10LIVING ABROAD . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . .18THAT’S WHAT FRIENDS ARE FOR . . . . . . . . . . . . . . . . .26

Oral productionTo talk about favorite activities . . . . . . . . . . . . . . . . . .13To use everyday English . . . . . . . . . . . . . . . . . . . . . . . . .16To talk about future plans . . . . . . . . . . . . . . . . . . . . . . .23

Written productionTo present information in a graphic organizer . . . .12To complete a paragraph about favorite activities . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . .13To write about future plans . . . . . . . . . . . . . . . . . . . . . .22

Language and vocabularyTo express likes and dislikes . . . . . . . . . . . . . . . . . . . . .13To use the Simple Present Tense . . . . . . . . . . . . . . . .13To express possibility . . . . . . . . . . . . . . . . . . . . . . . . . . . .21Words related to free time activities . . . . . . . . . . . . .22To use going to for future plans . . . . . . . . . . . . . . . . . .24Words that describe feelings . . . . . . . . . . . . . . . . . . . .28

NAME WELCOME TO MY COUNTRYPAGES 34 - 59

ListeningHIGH AND DRY . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . .36

THE PEOPLE OF THE LAND . . . . . . . . . . . . . . . . . . . . . .44

VISITING THE SOUTH . . . . . . . . . . . . . . . . . . . . . . . . . . . .52

ReadingLA TIRANA FESTIVAL . . . . . . . . . . . . . . . . . . . . . . . . . . . .39

FROM CHILE TO THE WORLD . . . . . . . . . . . . . . . . . . . . .47

Oral productionTo ask and answer questions . . . . . . . . . . . . . . . . . . . .42

To give instructions . . . . . . . . . . . . . . . . . . . . . . . . . . . . .55

To role-play a situation . . . . . . . . . . . . . . . . . . . . . . . . . .46

To use everyday English . . . . . . . . . . . . . . . . . . . . . . . . .38

Written productionTo complete a fact file . . . . . . . . . . . . . . . . . . . . . . . . . . .40

To use information to complete a paragraph . . . . .38

To organize ideas to produce a summary . . . . . . . .50

Language and vocabularyThe Simple Past . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . .38

Question words . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . .42

Questions in the Simple Past Tense . . . . . . . . . . . . . .46

Suffixes to indicate professions . . . . . . . . . . . . . . . . . .50

Prepositions of movement . . . . . . . . . . . . . . . . . . . . . .54

UNIT 11UNIT UNIT 22UNIT

5

NAME THE WORLD OF SPORTSPAGES 60 - 85

ListeningTHE FIRST MARATHON . . . . . . . . . . . . . . . . . . . . . . . . . .66AN EXTREME EXPERIENCE . . . . . . . . . . . . . . . . . . . . . .74

ReadingANCIENT GREEK GAMES . . . . . . . . . . . . . . . . . . . . . . . . .62STICKS AND BALLS . . . . . . . . . . . . . . . . . . . . . . . . . . . . . .70THE PARALYMPIC WORLD . . . . . . . . . . . . . . . . . . . . . . .78

Oral productionTo ask and answer questions . . . . . . . . . . . . . . . . . . . .73To play games . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . .73To talk about personal experiences . . . . . . . . . . . . . .76

Written productionTo write a short paragraph about a favorite sport . .72To use new vocabulary . . . . . . . . . . . . . . . . . . . . . . . . .76To prepare a summary . . . . . . . . . . . . . . . . . . . . . . .65, 72

Language and vocabularyWords that have similar meanings . . . . . . . . . . . . . . .64Comparative adjectives . . . . . . . . . . . . . . . . . . . . . . . . .72Words related to sports, paralympic sports and outdoor activities . . . . . . . . . . . . . . . . . . .65, 72, 73The Past Continuous Tense . . . . . . . . . . . . . . . . . . . . . .67

NAME HOME SWEET HOME PAGES 86 - 111

ListeningWHAT ARE WE DOING TO OUR PLANET? . . . . . . . . .88

CAN WE STOP IT? . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . .96

GOOD NEWS . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . .104

ReadingAN INCONVENIENT TRUTH . . . . . . . . . . . . . . . . . . . . . . .91

WE CAN SAVE THE PLANET . . . . . . . . . . . . . . . . . . . . . .99

Oral productionTo express opinions . . . . . . . . . . . . . . . . . . . . . . . . . . . . .90

To report news and problems . . . . . . . . . . . . . . . . . . .94

To give instructions . . . . . . . . . . . . . . . . . . . . . . . . . . . .106

To do a survey . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . .94

Written productionTo write a short interview . . . . . . . . . . . . . . . . . . . . . . .90

To complete a paragraph . . . . . . . . . . . . . . . . . . . . . .107

To use new vocabulary . . . . . . . . . . . . . . . . . . . . . . . . .102

Language and vocabularyThe 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 33UNIT UNIT 44UNIT

BIBLIOGRAPHY . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . .112TRAVELERS MAGAZINE . . . . . . . . . . . . . . . . . . . . . . . . .113

IRREGULAR VERBS . . . . . . . . . . . . . . . . . . . . . . . . . . . . .125WEB PAGES . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . .128

Travelers has been specially written for teenagers in the eighthyear of primary school. The English program for the level and theconcepts and guidelines of the Chilean educational reform havebeen considered throughout its preparation.

The course aims to:• develop reading and listening comprehension skills, providing

students with techniques that will allow them to understandoral and written texts not only in English, but also in othersubjects and in their everyday life.

• allow students to communicate orally and in writing at veryelementary 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 atlarge, encouraging students to think, analyze and question.

Travelers consists of a Student’s Book, a Teacher’s Book and a CD.

Student’s Book

The course is topic-based and contains a conducting line:

Conductive thread

The text has a conductive thread represented by children of thesame age and level of the intendend readers. They are present indifferent situations according to the topics of the unit. Thesechildren include English native speakers related with Chile, andalso Chilean children. They interact throughout the book amongthem and also with other people. Special emphasis has been puton presenting girls and boys participating in similar ways andoccasions.At the end of each unit there is an illustrated cartoon strip whosemain characters are the same as the ones who appear in thelessons included in each unit.This kind of resource has been included mainly because childrenof all ages enjoy this material and also because the visual aspectseffectively 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 Student’s Book contains 4 units based on the Englishprogram for the level and the concepts and guidelines of theChilean 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 ofthe objectives of the unit, attractive illustrations to set thetheme and motivate students, and a few short activities meantto introduce the topic, activate previous knowledge and raisestudents’ interest.

• The tasks in each unit are indicated with the followingheadings: Reading, Listening, Language Focus,Reflections, Test your knowledge and Self-Evaluation.

• The tasks to develop reading and listening skills help studentslearn strategies to improve their understanding of written andspoken messages. The methodology adopts a three-phaseapproach with before, while and after reading / listening tasks.The Before reading / listening activities provide a setting,motivation and linguistic preparation and activate previousknowledge; the While reading / listening activities focusstudents’ 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 textwith their own reality, give practice on a specific grammarstructure, clarify points that may be useful later on and / orenlarge vocabulary areas.

• The Language Focus section includes some grammar andvocabulary 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 vocabularyrelated to the text. The activities are meant to promote independent learning, andto make students figure out grammar, word formation andvocabulary rules by themselves.

• Speaking and writing skills. All the lessons include speakingand writing activities which give students the opportunity toapply and consolidate the contents of the lesson, and alsoconnect them with their own reality. These activities helpstudents to see language as a necessary tool to carry out thetasks and give grammar and vocabulary a clear purpose.

• Vocabulary. The active vocabulary in each unit is what thestudents may need to understand the texts and carry out thedifferent tasks . There is also development of students’ passivevocabulary by including a rich variety of lexis in the texts. Alsoin the pre-reading and pre-listening activities there are explicitsuggestions to work with cognate words; the teacher shouldconstantly remind students to make use of these words tofacilitate comprehension.

• Language focus. Travelers deals with grammar only after acertain structure has appeared in a reading or listening text andit is likely to be encountered again in other texts.Students are asked to find or revise the example(s) of thestructure in the text and analyze how it works, going through aguided process of discovery.

• Synthesis is a section that plays an important role. It can be auseful tool for clarifying particular problems, and for creating amore comprehensive, overall perspective on a specific subject.It gives students a chance to revise what they have learnt anddone in the unit, connecting the activities with the skillsdeveloped.

• Evaluation is an ongoing process in Travelers, and an integralpart of learning. It takes the form of both student evaluationand teacher evaluation. This is done informally after lessons 2and 4 in each unit, through the Minitest section. It helpsstudents revise their performance in the reading, listening andlanguage activities and also allows teachers to make furtheruse of the reading and listening texts. Reflections is a special section that helps students thinkabout their learning process and to raise their awareness ofhow they develop their own learning strategies to becomemore effective learners. It also enables students to becomeindependent learners as well as independent thinkers. Teachersare strongly recommended to train and help students to reflect

on their learning process and should encourage their studentsto keep tidy notes of the activities in class, of any extra workdone, of tests, quizzes, homework, handouts, vocabularyrecords, etc., so that they can have easy access to all thisinformation whenever they need to use it again, when theystudy at home or when they revise for tests.More formal evaluation is done at the end of each unit throughthe Test your Knowledge and Self-evaluation sections. In the Test your Knowledge section students revise contentsand evaluate their performance in the whole unit.The Self-evaluation section allows students to reflect on theirstrengths and weaknesses. It provides feedback on how muchthey have learnt, putting them in a position to make anassessment of their work. Learners, by getting involved in theirevaluation, come face to face with their learning problems andconsciously try to tackle them. Students are asked to evaluatetheir performance, their participation, their products, and theworking arrangement.

• Learning styles. Travelers considers that there are differentlearning styles in a classroom, so different kinds of activitieshave 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 throughoutthe course. Through guided questions and simple discussions,students are encouraged to reflect about and form opinions onbroader social issues concerning their lives and the worldaround them. Cultural differences are also highlighted atrelevant points in the course as well as particular aspects ofEnglish-speaking countries such as information related tohistorical and geographical facts, cultural heritage, teenagelifestyles, etc. in order to raise students’ awareness of the targetculture, 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 providemore information on the main topic of the lesson and intereststudents 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 studentsthe differences between American and British English inwriting pronunciation and vocabulary. Students are frequentlyconfused with the different spelling or pronunciation and theidea of this explanation is to show them that both ways areperfectly acceptable.

Teacher’s BookThis component includes:• The whole minimized version of the Student’s book, together with

instructions and orientations that will help teachers work withcontents , resources and activities proposed throughout the book.

• An introduction with a description of the course, themethodology used, suggestions for classroom management,general methodological suggestions for the activities and todeal 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 correcterrors, always having in mind to avoid interrupting studentswhile they are doing communicative activities.

• Idiomatic expressions. When idiomatic expressions appear inthe texts or in the activities, they are explained, defined and anexample is given. Idioms or idiomatic expressions are thosethat cannot be immediately understood by analyzing the literalmeaning of their components; literal translation will soundodd. This section will help teachers to include them naturally indifferent exercises.

• Complementary activities (photocopiable) that provide extrapractice on the contents of the unit.

• Observation and evaluation sheets for the teacher and thestudents (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 Student’s 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 Teacher’s book withthe following icons:Low= + Medium= ++ High= +++

CDThe CD includes all the material for the listening tasks, includingPronunciation, Listening and Listening test material. Thetranscripts of the recordings are included in the appendixtranscripts, at the end of each unit.

Methodology

Task-based learningTravelers helps students develop language and learning skills tocarry 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 WorkIn project-based learning, students work in teams to explore real-world problems and create presentations to share what they havelearned. 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 whatstudents have learnt and how they apply that knowledge to real-life situations. The book has projects for students to complete. Each relates tothe 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 mighthave to face one day in real life. Let students choose their own group – there is nothing worsethan being stuck with someone you do not get along with. Givethem enough time to prepare the project. Praise and rewardgood presentation and extra effort made.

Learner trainingThis concept has to do with developing students’ awareness ofhow they learn and how they develop their learning strategies sothat they become more effective and independent learners.Teachers should encourage students to analyze their learningprocess, making them think about their learning, what problemsthey have and how they could improve their performance, so thatthey can take the appropriate steps to optimize their learning.Special attention should be paid to the training of students in pairand group work, emphasizing the importance of everyone’scontribution and the respect for the ideas of classmates.

Mixed abilityTravelers caters for mixed-ability classes in a variety of ways. Theteacher needs to develop techniques which allow students of alllevels to benefit from the lesson. Individual feedback is advisablein any class, but in a mixed-ability class, this attention to detailcan increase student satisfaction. The teacher should always tryto make some mental, if not written, notes about each student insuch classes. As the course progresses and opportunities arise,the teacher should congratulate individual students on theirimprovements and make tactful suggestions on areas to workon. A few sentences during general monitoring are better thannothing. These details show that the teacher is aware ofindividual needs of students.Additionally, each lesson in Travelers offers at least one activitythat can be done by fast learners, while the rest of the class isfinishing a task.

GamesGames are important when learning a foreign language becausethey are motivating and help students to sustain the effort oflearning. However, games are the means and not the end – theyare a way of making learning more entertaining and should notbe treated as time fillers. Each game in this book is there for apurpose and needs teacher supervision and sometimes priorpreparation.

CognatesCognates are words in different languages related to the sameroot, eg, education (English), educación (Spanish).The different lessons in Travelers provide students with aquestion to help them notice and recognize cognates. Theteacher should encourage students to find the cognateswhenever they face a new text.

False Cognates Students might get confused because there are several words inSpanish 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 unexamen (pass an exam).

• Lecture = conferencia = a talk about a topic, not lectura(reading).

• Try = tratar de hacer algo, not tratarse de (be about) or tratarcon (deal with).

• Politics = la política, not los políticos (politicians) • Library = biblioteca, not librería (bookstore) • Familiar = estar familiarizado con, not familiar (relative)• Parents = padres, father and mother, not parientes (relatives).

Evaluation and AssessmentIn Travelers, evaluation is ongoing and an integral part of thelearning process. It takes the form of both student evaluationand teacher evaluation.

Student EvaluationAs well as making students feel more responsible for their ownlearning, the process of evaluating themselves and evaluatingclassmates actually helps them to learn and remember. Studentsare 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 Testyour Knowledge and Self-evaluation sections. The teacher musthelp by organizing correction of the activities, but studentsthemselves must check their own performance and assignmarks. 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 ofachievement. 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 atthe end of lessons through short discussions about the lesson,carefully guided by the teacher.

Teacher EvaluationTeacher evaluation combines formative and summativeinstruments. The following suggestions could be considered toreach 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 specificlanguage items studied and practiced in the units.

Further suggestions for EvaluationAs evaluation is an ongoing process, apart from the formal testsprovided in the Student‘s Book, remember to evaluate students’performance in every activity they carry out, making notes oftheir problems and achievements, keeping a record of theirparticipation, giving them informal marks that you can puttogether and average at the end of a term, using the evaluationinstruments provided in the Evaluation Instruments Appendix, atthe end of book. You may also agree with them to consider theirself-evaluation at the end of each unit, monitoring theirperformance and using the marks they give themselves as partof their official marks.

Additionally, here are a few suggestions that you can adapt fordifferent contents and use at different moments of your lessons,and that you can mark according to the level of difficulty, timestudents spend preparing and presenting, etc.- Mini-presentations by small groups of students. Give them

time to gather information, suggest they use patterns youprovide or that have appeared in the lesson, help them

rehearse the presentation, correcting pronunciation, and invitetwo or three groups to present. This activity can be used in allthe units in connection with projects and activities, or withcontents the students find interesting in the lessons.

- Role-plays. Choose any of the dialogues, give groups time topractice and invite two or three groups to present.

- Questionnaires. Prepare a short questionnaire at the end of aunit on the content of the different texts. Assign it forhomework or use it as an informal test, which they can answerlooking at the texts – they do not need to know theinformation by heart, but should know how to find it!

- Bulletin board displays. Ask students to collect photos, pictures,cut outs on a chosen topic, add a short text about themfollowing a model you can provide, and assign a place in theclassroom 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 verbtenses, find as many words as you can in x minutes underdifferent categories, find information in the dictionary, howmuch do you know about ...?

Introducing Travelers to your StudentsBefore starting Unit 1, introduce students to the course, thecomponents and methodology. Explain the importance of theirparticipation, the work organization into individual, pair andgroup work, the role of self-evaluation, etc.

Travelers MagazineAt the end of the book there is a magazine with attractive articlesand challenging activities to be used by the students on theirown, whenever they feel interested. They are meant to providestudents with fun, general information and useful training instudy skills.

BibliographyBoth the Teacher’s Book and the Student’s Book offer suggestionsof materials that can be used for reference. Some of thesematerials 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 usindividuals. In a classroom where there is very little or nodifferentiated teaching only the similarities among students seem tobe the focus of attention. In a differentiated class the common areasare acknowledged and exploited, and the differences among studentsalso become important elements in the teaching – learning process.

Carol Ann Tomlinson 12

The Chilean Ministry of Education has presented the communitywith a new curricular tool, the Learning Progress Maps. It ispossible that the teachers may have a lot of information aboutthem, from different and probably more complete sources thanthose provided here 13. This brief and concise document does notintend to be exhaustive nor replace any of those sources. It onlywishes to present the Maps in a very specific context, that of aparticularly specific training in evaluation for learning, as in thatarea they can be very useful in the different steps of that training.

This is a brief introduction to the Maps that considers theinclusion principle that guides them, the way in which they arepresented, an example and some details to understand theirpedagogical and evaluative usefulness. Rather than theoreticalor conceptual details, special importance is given to theelements that facilitate their use by teachers.

IntroductionThe Learning Progress Maps have been developed to showteachers, students and parents the way in which learningprogresses along school life, and especially the expecteddirection for each of the areas of the curriculum. They are neithera new curriculum nor a curricular alternative, but are based onthe existing Curricular Framework. Their objective is to describethe types of learning promoted by the Fundamental Objectivesand the Obligatory Minimum Contents, and to indicate thecharacteristics of their development from 5th Year of PrimaryEducation to 4th year of Secondary Education. The Maps can beused in the day-to-day classroom work to establish the students’position, their differences and their learning needs. Once thisreflection and awareness task is done, it is possible to design avariety of teaching strategies to cater for the students’ needs.

Learning Progression and DiversityChildren’s learning – as shown every day in the teaching process -shows progressive development as they move up from one levelto the next. Older students generally know more about a subjectand show more complex cognitive abilities than youngerstudents; when comparing abilities and knowledge of a 4th

Media student with those of a 1st Básica student, it can easily benoticed that the former is much more competent than the latterin all the learning areas. Between these two students, whorepresent the extreme levels of achievement during the schoolcycle, it is possible to distinguish several intermediate stages.

On the other hand, children at a particular level make use ofdifferent abilities to understand the same topic, and havedifferent ways to explain what they understand. There isprogression not only from one level to the next; it is normal thatin the same class the students are at different levels and showdifferent degrees of understanding and achievement of therequired abilities.

However, not all students progress in the expected direction.Inadequate attention to differences can produce delay in thestudents’ learning. This delay, in turn, has a cumulative effect, ittends to increase in the upper levels, and when this happens, itseffects are more difficult to revert. Therefore, it is important toknow the state of students’ learning very well.

The Learning Progress Maps are a support instrument todiagnose achievement and differences among students to helpthem move on in their school work according to the expectedoutcomes promoted by the national curriculum; they offercommon criteria and language to observe learning.

Evaluation for Learning in PracticeIt is important to distinguish Evaluation for Learning as aparticular model that is different from the traditionalinterpretations of evaluation. Here is a summary of its maincharacteristics. In this conception, evaluation:• is considered an intrinsic part of teaching and learning.

LEARNING PROGRESS MAPS AS SUPPORT MATERIAL FOR TEACHING 11

11 Document prepared by the Unidad de Currículum y Evaluación, Ministry of Education, Chile, 2007.12 Tomlinson, Carol Ann, Estrategias para Trabajar con la Diversidad en el Aula, Editorial Paidós, Madrid, 2005.13 The full Maps are published on the web site of the Unidad de Currículum y Evaluación, www.curriculum-mineduc.cl.

• requires that teachers share with their students the learningachievements 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 theprogrammed units of work. These procedures or tests areseparable 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 notget involved), it tends to have a summative rather thanformative objective.However, the term “formative” can have several interpretations:very often it only means that evaluation is frequent in a period oftime and has been planned together with the teaching. In thissense formative evaluation does not necessarily consider all thefeatures identified as characteristic of Evaluation for Learning.Evaluation can be formative because it helps the teacher identifyareas where more explanation or training are needed. But fromthe point of view of the students, their final mark and thecomments written on the margins of their work, although theymay signal their weak and strong points, they do not give themclues as to how to progress towards the achievement of more andbetter learning.The concept of learning underlying this model is anotherdistinctive feature. Today’s approach to learning suggests that,eventually, it is the students themselves who are responsible fortheir own learning (nobody can learn for them). Consequently,Evaluation for Learning must necessarily involve the students inthe evaluation process so as to provide information on theirperformance and guide their efforts to improve. An importantpart of this information is the feedback the teacher gives thestudents, but another part must be the result of the directparticipation of the students in this process through self-evaluation. In the context of promoting life-time learning, it ismore and more important to develop in the students thecapacity to know how much they have learnt and the ability toguide and manage their own learning.So, what actually happens in the classroom when evaluation isused to improve learning? To begin with the more obviousaspects, the teachers are involved in the collection of information

about their students’ learning and motivate them to revise theirwork critically and constructively.

The methods to obtain information about the learning are wellknown 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, dramatizationsand concept maps.

• To discuss key words and analyze how they must be used.

Of course, teachers can collect this information through themethods identified above, and then use it to improve learning. Theuse of this information requires that teachers and students makedecisions and act: they must decide on the next steps in thelearning process and help students get started. It is of the utmostimportance to remember that it is the students who must do thewalking; consequently, the students who are more involved in theprocess will better understand how to extend and improve theirlearning. A plan that involves the students in the judgement oftheir own work – instead of being passive to face the judgementsof teachers – has higher probabilities of raising the learning andachievement standards.This is a different conception of “feedback”. The “food” the teacheroffers is a portrait of the objective to reach, of the standard orgoal towards which the student must aim and which, in this way,constitutes a point of comparison for his / her work. The role ofthe teacher – and what constitutes the core of teaching – is toprovide the students with the skills and strategies required totake the steps they need to improve their own learning.

Key Principles of Evaluation for LearningEvaluation is a process that allows the recollection of evidence onthe learning achieved by the students at a given moment. Theobject 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 constitutethe criteria used for the evaluation of learning.

• The criteria must be shared with the students so that theyknow and understand them, and for them to direct their workaccordingly.

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• Self-evaluation and peer-evaluation must be done using pre-established criteria. If this does not happen their validity will bequestionable, because different individuals naturally evaluateaccording to their own personal criteria.

• It must be remembered that evaluation necessarily involvesvalue judgements. This happens when a teacher assigns anumerical qualification to a student’s test, and also when

concepts are used, for example “poor” or “excellent” to indicate astudent’s level of achievement at a certain moment.

• The teacher must take responsibility for the evaluationinstruments he / she develops and uses with the students; thismeans that he / she must make sure that they really let him /her collect information about the learning outcomes defined inthe pre-established evaluation criteria.

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How many MPAs have been prepared?Each area of the curriculum has sub-divisions that representtopics or abilities that must be developed during school life. AMap has been designed for each of them.

EnglishOur country’s active participation in different areas of theinternational sphere, together with the changes produced byglobalization, make the learning of English essential tosuccessfully 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 accessinformation and technology and as a means of communication withother 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 accessinformation in other areas of study.

Presentation of the MapsThe Maps are organized in seven levels that cover students’learning life from 1st year of Primary Education to 4th year ofSecondary Education. Each level describes the expected learningoutcome for two school years. For example, level 1 correspondsapproximately to 1st and 2nd Básico, level 2 to the next two years,and so on. The last level (7) describes a student whose outcomewhen finishing school is “outstanding”.All this information can be found on the web site of the Unidadde Currículum y Evaluación, www.curriculum-mineduc.cl.

What MPAs are What MPAs are not

They are materials for each area of the curriculum that describe theusual road followed by students in their learning. They assume thatprogress is the result of maturity and exposure to learningopportunities 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 thatall students experiment.

They express knowledge and abilities, that is to say, the competencesthat students typically reach at certain moments of their school life.

They are not an expression of all the knowledge and abilities thestudents can achieve at a specific level.

They indicate what we value as learning goals and the sequence inwhich they are achieved; they provide a framework to monitorprogress and communicate results.

They are not a new curriculum and they do not assume that all thestudents in the same class should be in the same level of learning.

They are presented as concrete descriptions of learning and offerexamples of possible achievements in each level.

They are not checklists for test correction.

They provide a guiding framework for teaching: they let userselaborate evaluation tasks that will indicate the level of eachstudent, and organize teaching strategies accordingly.

They are not an instrument to classify students and they do notsupport a specific teaching model to achieve learning.

What Learning Progress Maps are and what they are not.

Relevant Aspects of the Reading MapsIn concordance with the curricular emphasis aimed at thedevelopment of the abilities and the use of language with thepurpose of acquiring information and gaining access to othercultures and technological advances, grammar is not the focus ofattention of the Reading Map. Its role as facilitator ofunderstanding and communication is acknowledged, but therole of grammar will become more evident in the Writing Map.

The Reading Map emphasizes the importance of working withauthentic texts as early as possible; their degree of complexityincreases as students move from one level to the next. By the endof their secondary school education students should be able toread authentic texts of intermediate complexity, which impliesbeginning their learning using simple authentic texts.The Reading Map does not reject the use of the mother tongue as aresource to monitor learning when the situation requires that thestudents show evidence of comprehension and interpretation ratherthan oral production. It is a well-known fact that students of a foreignlanguage can understand much more than they can express orally orin writing. For this reason, the answers to the tasks presented asexamples in the Map are in Spanish. This does not mean that thestudents are not allowed to express comprehension in English or thatthere is an intention to work these abilities separately.

In the following pages you will find the Reading Progress Map. Itbegins with a synthetic presentation of all the levels. Then eachlevel is presented in detail, beginning with its description, someexamples of performance that illustrate how that level of learningcan be recognized and one or two examples of work done bystudents of subsidized schools, with the teacher’s comments thatjustify what criteria is used to decide that the student is “within”the level. In an appendix, you can find the complete version of thetasks from which the students’ work was collected. In the case ofEnglish, there is a description of an initial level, before level 3, thatdescribes a starting situation of knowledge of this language,which can be a useful point of reference to describe the learning ofchildren who do not reach level 3 by the end of 6th Básico. Noexamples of students’ work at this level are included.

Reading Progress MapThe aim of the English curriculum is to get students to use andapply the language in different tasks that imply they canunderstand oral and written texts, and solve simplecommunicative situations orally or in writing. From this point ofview, four English Learning Maps have been designed, aroundthe following linguistic abilities:

• Reading• Listening• Writing• Oral Expression

The Maps of English have been designed using the internationalstandards of the Common European Framework (CEF) forteaching, learning and evaluating languages and those of theAssociation of Language Testers of Europe (ALTE). CEF level A2and ALTE 1 (Waystage User) are associated to level 4 whichdescribes the expected learning achieved by the majority of thestudents by the end of 8th year Básico; level B1 and ALTE 2(Threshold user) are associated to level 6, which describes theexpected learning achieved by the majority of students by theend of 4th Medio.

To describe progress in reading comprehension, the Reading Mapis organized around two dimensions:

a. Text-types. In this dimension the progression is given by thecomplexity of the topics the students read about and thecomplexity of the language used in the texts. There isprogression from concrete to abstract topics, and fromlanguage expressed in simple sentences to languageexpressed in compound sentences of intermediatecomplexity.

b. Reading abilities. This dimension includes the students’capacity to extract specific information, to infer informationand to show global comprehension of what they have read.The Map describes how these reading abilities become morecomplex from one level to the next, also in relationship withthe increasing complexity of the texts read.

In the light of these dimensions, the Map describes a student’sreading comprehension progress, from the ability to identifysome highlighted information, to make simple inferences andstate the main topic of a very short, simple text (at level 3), toend up being able to reach a higher level of inference and adeeper understanding of linguistically and conceptually morecomplex texts. (level 6).

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Level 7Outstanding

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 themain meaning. Understands texts that include a variety of simple and medium complexity structural patterns and are relatedto 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 mediumcomplexity 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 andidentifies main ideas, stating supporting data. Understands texts that include simple structural patterns and mediumcomplexity 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 orinformation, and identifies with some detail the main idea(s) explicitly stated, relating information found in different sectionsof 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 explicitlystated in the text. Understands very short texts that include plenty of visual support, use simple short sentences and arerelated to concrete topics of the student´s immediate environment.

Identifies words and short sentences stated in very short texts that include plenty of visual support, use simple shortsentences and are related to concrete topics of the student´s immediate environment.

Level 4Identifies explicit key information, discriminating it from secondary information. Makes simple inferences relating ideas orinformation, and identifies with some detail the main idea(s) explicitly stated, relating information found in different sectionsof the text. Understands brief texts that include simple structural patterns and are related to well-known concrete topics.

In our teaching proposal for 7th and 8th Básica, evaluation is conceived for the following

How can one recognize this level of learning? Examples ofperformance.When a student has reached this level, he / she can do thefollowing 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 themain idea(s).

• Identifies words that give cohesion to the text. For example: themost frequent connectors “and”, “or”, “but”, “because”.

• Recognizes the communicative function of compound verbforms present in the texts. For example, perfect tenses, modals.

• Relates a word from the text with a synonym, antonym ordefinition.

• Identifies the roots of words and their affixes in the texts read.

Classroom management has to do with methods used by theteacher in order to establish harmonious class organization anddiscipline. The following components play an important role inthe achievement of these goals:

The teacherA classroom where learning takes place is a pleasantenvironment; the teacher is enthusiastic and active andencourages student participation.In most cases the teacher is the only direct contact the studentshave with English. It is therefore important that she / he tries tocommunicate with the students in English as much and as oftenas possible. Some students may not be used to this, and teachersshould explain, in Spanish, that they may find it difficult tounderstand at first, but it will gradually get easier. Teachers canalso use gestures or mime to help understanding. Instructions foractivities should be given as clearly and as simply as possible,through demonstration and examples. If it is clear that manystudents have not understood, the teacher can ask a strongerstudent to translate for the class.

The studentsThe main objective of the English classes is the development ofreading, listening and speaking skills, while writing skills have asecondary role, so the teacher may insist and encourage studentsto use English in class as much as possible to show understandingof the reading and listening texts. The teacher must providepatterns and clear examples for them to do so, following thesepatterns and examples. The teacher must also emphasize theimportance of everyone’s participation in and contribution to theactivities, giving clear explanations of their purpose and the roleof the individuals, the pairs or the groups carrying them out.Teenage students are going through a difficult process ofdevelopment in their lives, so the teacher might face disciplineproblems, disruptive behaviour, or unwillingness on thestudents’ part to do the different tasks they are assigned. Thetopics in Travelers have been carefully selected to attract andkeep students’ attention.The responsibility for building a positive learning atmosphere liesnot only in the good relationship the teacher and her / his studentsdevelop, but also in the one the students have among themselves.

Travelers helps the teacher in this task through a number ofcarefully designed exercises, very clear tasks, and opportunities forthe students to check and evaluate their own work.

DisciplineOne of the reasons for bad discipline is usually students’ inability tocope with the tasks. The noisiest students will demonstrate theirfrustration by means of loud outbursts and disruptive behaviour,while the rest of the class may remain passive. To avoid disciplineproblems, 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 classesThese ideas may help you deal with a big class and allow you toput 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 writethem on pieces of poster board and display them permanentlyon a wall. They may be written in Spanish and little by littleturned into English, or they may be written in English andaccompanied by pictures illustrating them.

• Involve the whole class when giving instructions, explanationsor when checking answers, but try to use pair and group workas often as possible.

• Train your students to work in pairs or groups from the verybeginning, little by little, first only in pairs, doing simple taskssuch as making lists of words, looking up words in a dictionary,preparing a couple of questions, etc., then move on to morecomplex tasks, and finally start asking them to work in groups.

• An important part of the training period should be to ask themto move quickly and with as little noise as possible. Do not askthe whole class to form groups or pairs at the same time, but doit by rows and praise the row that does it best.

• Try and use a variety of working arrangements: pairs with thestudent next to them, with the student behind, with the studentin the row opposite, etc., or form pairs with simple action games,such as forming two big circles, asking them to move in differentdirections and stop when you say so: their partner is the personthey 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 thepeople near them, but eventually ask them to move aroundmore. When they have been trained in pair and group work,you may ask the whole class to leave their seats and movearound 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 puttogether students of similar levels and assign different tasksaccording to their levels; at other times, form mixed-ability pairsor groups, so that stronger students may help weaker ones; takean active part in the formation of groups, but occasionally, letstudents choose who they want to work with. Take theseopportunities to emphasize the importance of cooperation andrespect for everyone’s ideas, abilities and contributions.

• Give short, clear instructions, and always check that studentshave understood what they have to do by asking them torepeat your instructions – in Spanish if necessary. You may askthe best students to write short reminders of the steps of theactivity on the board.

• Provide a clear model of what pairs or groups have to do withone or two students in front of the class before they beginworking on their own.

• Assign a clear time limit for each activity – and keep to it! Donot ask “Are you ready?” as most probably the answer will be aloud 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 groupas quickly as possible. Repeat the instructions if you see thatmost of the students have not understood or are not doingwhat they are supposed to be doing.

• Agree with the class on a code you will use to indicate that theyhave to stop doing the activity, stop talking and get ready tocheck results. For example, you may stand in a particular placein the classroom; or you may raise your hand and as studentssee you they have to do the same; or you may count from fiveto one, etc. In general, avoid shouting, as loud noises tend togenerate louder responses.

• Occasionally, ask either troublesome or faster learners to act asyour assistants, writing things on the board, walking aroundthe 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 theseassistants are not always the same students.

• At the end of each activity check answers, correct generalmistakes you may have detected while walking around theclass and do something that clearly indicates that the activityhas finished: some final examples, choral repetition of keywords, phrases and sentences, congratulations and praise forthe good work done, etc.

• If your students are used to getting marks for their work, agree ona system of marking pair and group work as well: give andaccumulate points for participation, good behaviour and results.(Examples of observation sheets and class evaluation are provided).

• Dealing with troublesome students may be difficult. This maybe made easier if you ask all students to write a suggestion for‘punishment’ of these students on a piece of paper. Check thatthe suggestions are acceptable, put them in a box and asktroublemakers to get a piece of paper from the box and dowhatever is indicated there whenever they misbehave.

Pairwork and groupworkThis type of work encourages students to share their skills andknowledge, and learn from each other. It also increases students’involvement and active participation, as well as developingpositive attitudes. It is important to share with the students theimportance of these activities which will give them anopportunity to learn the social and communicative skills requiredto work with other people: acceptance of other ideas,responsibility, commitment, cooperation, respect for turn -taking, etc. The teacher should take an active role in groupformation, so that the students do not always work with the samepeople, to take full advantage of the variety of learning styles andabilities. 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 tocome. For example, with books closed, write the topic of thelesson on the board and ask some questions about it, show aposter / picture related to the lesson, ask who can rememberwhat they did the previous class, etc.

• Students should not open their books until everyone ispaying attention.

• End an activity before students get bored with it. Equally, donot hurry the students or end the activity too soon if they areobviously enjoying it.

• Ask students their opinion.• Don’t 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 probablyknow the answer.

• Don’t ask students to explain difficult things, such asdefinitions of words in English.

• Don’t interrupt students during pair / group speaking activitiesto correct their English. It is better to note the main, commonmistakes, put them on the board and correct them with theclass at the end.

• Don’t insist on 100% accuracy all the time. Mistakes are anormal part of the learning process, and a valuable source ofinformation for the teacher.

• Give praise and encouragement, especially to the weakerstudents. Write positive comments on their work. Let them knowwhat 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 skilldevelopment

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 theirown experiences. Make use of the illustrations provided and /or use your own.

- Use this introduction of the topic to present key vocabularyand structures, and write them on the board.

- Invite students to predict the content and to formulatehypotheses of what will appear in the text.

- Do these activities quickly and take advantage of the interestcreated to continue with the listening activities.

• Listening:- Play the recording once or twice for students to check their

predictions and hypotheses. Accept other information theymay 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 identifymore easily when they listen, and which help comprehensionand consequent task realization.

- Read and clarify instructions with the class, and do the differentlistening activities one by one, concentrating on the taskassigned and checking answers after each successive listening.Every time students listen to the text, they should have a clearpurpose and task, provided in the instructions, which will helpthem focus their attention and identify the information required.

- Help students recognize different supporting elements in thespoken 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 providingfurther examples or similar contexts.

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- Discuss the topic of the lesson, help students reflect on thecontents and highlight the values presented, making themnotice 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 theirown experiences. Make use of the illustrations provided and /or use your own.

- Use this introduction of the topic to present key vocabularyand structures, and write them on the board.

- Invite students to predict the content and to formulatehypotheses of what will appear in the text.

- Always ask students to give a quick look at the text andidentify the cognate words and the words they already know.This will help them formulate more informed hypotheses andalso 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 textthey will be reading, all of which will also provide clues thatwill help them understand the text.

- Do these activities quickly and take advantage of the interestcreated to continue with the reading activities.

• Reading:- First ask students to read the text quickly to check their

predictions and hypotheses. Accept other information theymay 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 identifyeasily, and which help comprehension and consequent taskrealization. Present false cognates if there are any in the text.

- Read and clarify instructions with the class, and do the differentreading activities one by one, concentrating on the task assignedand checking answers after each successive reading. Every time

students read the text, they should have a clear purpose andtask, provided in the instructions, which will help them focustheir attention and identify the information required.

- Help students recognize different supporting elements in thewritten texts: text organization, reference markers, lettertypes, graphic support, punctuation marks, illustrations, etc.

- Remind students of some general characteristics of textorganization: main ideas are usually at the beginning of eachparagraph, connectors give important clues –and indicatesaddition, but, however indicate contradiction, becauseindicates 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 providingfurther examples or similar contexts.

- Discuss the topic of the lesson, help students reflect on thecontents and highlight the values presented, making themnotice the connections with their own reality.

- Make use of the FL (Fast learners) activities or the cartoonstrip episode in the Student’s Book and of the complementaryactivities in the Teacher’s Book to provide further practice in afreer context, either for the whole class or for faster, keenerstudents. Invite them to make comments on the contents andshare them with the rest of the class.

- Encourage students to make use of the Reflections section toevaluate 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 theclassroom interaction. You may use different colours to classifythem into:a. Greetings: Good morning, good afternoon, hello, hi, good-

bye, bye. How are you today? I’m (not) very well, thank you.And you? Teach them to address you as Mr. / Miss / Mrs. plusyour 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 / weuse the dictionary / the computer? Can I work with ...? Canyou tell / give me ...?

c. Expressing feelings: I’m sorry / happy / impressed / tired / ill/ worried. I’d be happy to ... . I like ... . I don’t like ... . I liked... . I didn’t like ... .

• Encourage students to use English to do the different speakingactivities that show comprehension.

• Choose relevant parts of the listening texts, especiallydialogues, for students to listen, repeat and try to memorizeand present in front of the class.

• Create a positive atmosphere in the classroom to facilitatestudents’ participation in oral exchanges.

• Make use of the pronunciation activities to helpstudents practice pronunciation, accentuation and intonation.Please note that the icon uses the symbol /ə/ - the mostfrequent vowel sound in English - to indicate the type ofexercise, 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 thatstudents use to fill in blanks, or exercises in which they putwords in order to form sentences, short answers to simplequestions, using a pattern given and substituting someelements, etc.

• Make students aware of punctuation marks and connectors tobe used.

• Check written work while walking around the classroom, orcollect notebooks, or provide the correct versions on the boardor an on a transparency.

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20

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: I’m fine. / I’m great. / OK. / Very well, thank you.I’m not very well. / I have a problem. / I’m feeling low. / I’m sad.

Asking for clarification (STUDENTS)Can you repeat that, please?Can you say that again, please?Sorry? I didn’t 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: It’s Monday. / It’s Tuesday. / It’s Wednesday. / It’s Thursday. /

It’s Friday. / It’s Saturday. / It’s Sunday.A: What’s the date today?B: It’s (Monday) March 9th.

The weatherA: What’s the weather like today?B: It’s sunny. / It’s cloudy. / It’s hot. / It’s cold. / It’s nice and warm. / It’s nice and cool. / It’s raining. / It’s snowing.

CLASSROOM LANGUAGE 56

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UCTION

21The time A: What’s the time? / What time is it?B: It’s one o’clock. / It’s two o’clock. / It’s three o’clock. /It’s ten o’clock. / It’s twelve o’clock.A: What’s the time? /What time is it?B: It’s quarter past nine. / It’s half past ten. / It’s five past eleven. / It’sten past twelve. / It’s twenty past one. / It’s twenty five past two.A: What’s the time? / What time is it?B: It’s a quarter to eight. / It’s twenty five to nine. / It’s twenty to ten. /It’s ten to three. / It’s 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.That’s 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)It’s your turn. Sorry, it’s 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. / You’ll do better next time. / Keep trying!Well done. / Congratulations. / Excellent. / Good work.

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22

Nowadays, in the era of the information revolution and thewidespread use of the Internet in almost all spheres of life, itseems that using computer technology in the teaching process ismore and more accepted and widespread.

The Internet can serve as a teaching medium, a rich resource ofmaterials of any kind (texts, pictures, sounds, music and films), andteachers may use these as a basis for their lessons instead of textsfrom the coursebook only. In this way, Internet-assisted lessonsmay supplement teaching by adding an additional dimension tothe classroom. Students can use web resources to gatherinformation on various topics or prepare to present a project.

The Internet gives great possibilities for students’ individualwork, allowing them to work at their own pace, on the materialsthey choose themselves, giving them variety and choice andoffering an attractive and interactive learning environment. Thisis largely achieved by the use of communication tools such as e-mail, chat or discussion groups. Due to these widely accessibleand inexpensive tools, any student can communicate withpeople 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; historicalarchives; authors; collaborative projects; lesson plans.

• E-mailing, for example, can serve the goals of the teacherreinforcing structures and lexis, enlarging students’ knowledgeof the world and practicing the conventions of writing.

• Teachers can easily find opportunities for professionaldevelopment through up-to-date resources and seminars.

Information Collection and AnalysisThe use of the Internet allows students to practice and developweb searching techniques, as well as analyze and criticallyevaluate online sources. It is important to make sure thatstudents not only search for and find required information, butalso understand the materials and use their own words toparaphrase the web sites. In this way, students need to use alltheir learning skills and favourite techniques to collect, organizeand present the information found on the web. Web searcheshelp students develop analysis and synthesis skills, as well asstimulate them to think critically. Students should be taught how to evaluate sources anddiscriminate between good and bad ones, and they should begiven constant guidance so that they are not overwhelmed by amultitude 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. • Don’t 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

INTROD

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23

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 celebrationsand religious holidays)http://www.geocities.com(pages with information about various countries)http://www.members.tripod.com/~towerofenglishhttp://esl.about.com (part of the About.com portal, devoted to ESL problems andactivities)http://www.eslcafe.comhttp://www.longman-elt.com(Pearson Education)http://www.enciclopedia-sm.com/youandinternet.aspSome advice on how to use the Internet with your students(Spanish) http://www.cln.org/int_projects.htmlThe sites here will aid teachers who are looking for Internetprojects for their classes.

INTROD

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24

This Teacher's Book (TB) is a step by stepguide that will help you to do the exercisesin the Student's Book. The wholeminimized version of the Students' Bookdouble pages will allow you to immediatelyfind the instructions and orientations youneed to carry out the activities proposed.

Together with the minimized version of theStudent's book, you will find:• step by step methodological instructions

and orientations to work with all theactivities contained in the Students' book.These will be very helpful, as they willsuggest ways to solve possible problemsand also ideas to improve students'learning process.

The active vocabulary that students mayneed to understand the texts and carry outthe different tasks in each lesson.

Cultural notes related to the topic of the lesson that you can find at the end ofevery unit.

The learning abilities to develop in eachactivity.

The transcript of the listening texts, thepronunciation exercises and the oralpractice activities are at the end of the unit.

The track number corresponding tothe activity is indicated in the icon.

35

USING THE TB

INTROD

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25

Questions or instructions to help studentsthink and reflect on their learning process.

These indicate the level of difficulty ofeach activity.+: low; ++: medium; +++: high.

Section that contains explanations andorientations to help students deal withstructures that have appeared in eachlesson.

The answers for each activity.

You will find information about a possibleerror at the end of the unit.

Special notes that will show studentsdifferences between American andBritish English.

Section that provides interestinginformation on the topic of the lesson.

: Fast Learners. Activity for keener orfaster students.FL

UNIT 1

26

SUGGESTED YEAR PLANNING

UNIT 1 WELCOME, FRIENDS

Minimum Obligatory Contents

Topic FriendsListening comprehensionMorpho syntactic Elements• Affirmative, negative and interrogative

sentences • Present Simple and Continuous• Going to • Modal verb canStrategies• 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 andsentences to show listeningcomprehension.

Reading ComprehensionLanguage: direct and metaphoricalMorphosyntactic Elements• Affirmative, negative and interrogative

sentences • Present Simple and Continuous• Going to• Modal verb canStrategies• To use context and previous knowledge of

the language to predict development ofthe text.

• To skim the text to identify the generalidea.

• To scan the text to identify specificinformation.

• To relate explicit information to makesimple inferences.

• To use previous knowledge of words toinfer the meaning of new words.

• To look up the meaning of key lexical itemsin the dictionary.

• To integrate written expression toconsolidate thematic vocabulary and keygrammatical items.

• To integrate the written and spokenversion of words to learn theirpronunciation and spelling.

• To incorporate oral and written expressionthrough the use of phrases and shortsentences.

• To use Spanish to show comprehensionwhen necessary.

Oral ExpressionCommunicative Functions• To talk about favorite activities• To discuss future plansMorphosyntactic Elements• Affirmative, negative and interrogative

sentences• Present Simple and Continuous• Going to • Modal verb canLexical Elements• 500 high frequency words in oral texts.Pronunciation• English phonemesStrategies• To use everyday fixed phrases and

sentences in personally relevant contexts.• To use high frequency words and the

thematic vocabulary of the level inpersonally relevant contexts.

• To use expressions associated with thecommunicative functions of the level inpersonally relevant contexts.

• To integrate listening as basic input forinteraction.

• To integrate reading as a source ofinformation to produce oral texts.

• To discriminate, imitate and repeatphonemes.

• To relate written and spoken version ofsounds to identify and incorporateintonation patterns.

Written ExpressionMorphosyntactic Elements• Affirmative, negative and interrogative

sentences • Present Simple and Continuous• Going to • Modal verb canInclude punctuation marks such as: periodand capital letters.Include 300 most frequent words in writtentexts.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.

UNIT 1

27

• Acquisition ofvocabulary related tofeelings and free timeactivities.

• The use of the SimplePresent and going to forfuture plans.

• Exchange informationabout likes, dislikes andfavorite activities.

• Effective and efficientuse of writing skills as ameans ofcommunication.

Expected Outcome Time

• 20 class hours forthe main body oftext.

• 3 class hours forevaluation.

• 3 class hours forconsolidation andcomplementaryactivities.

• 1 class hour forthe cartoon strip.

Resources

• Poems.• Songs.• Online messages.• Telephone

conversations.• Conversations.• Tongue twisters.• Personal

information.• E-mails.• Dialogues.• Paragraphs about

favorite activities.• Information in a

graphic organizer.• Paragraphs about

future plans.

Attitudes

• Show positiveattitudes whenworking in groupsor pairs.

• Appreciate theimportance oftrue friends.

Evaluation

Reflections• MetacognitionMinitests• Listening• Reading• LanguageSynthesisTest yourKnowledge• Listening• Reading• Language• Oral expressionSelf-evaluationReading andListening testsObservation sheetsRubrics.

Learning Abilities

• To listen and identifygeneral and specificinformation, implicit andexplicit.

• To read and identifygeneral and specificinformation.

• To say short simplemessages about thetopics of the lessons.

• To write short simplemessages about thetopics of the lessons.

• To understand highfrequency words and thethematic vocabulary ofthe lessons in oral andwritten texts.

• To develop awareness ofcultural diversity andrespect for the Englishlanguage.

UNIT 11UNITUNIT 1

28

WELCOME, FRIENDS

IN THIS UNIT YOU WILL USETHE FOLLOWING TEXT-TYPES:

Reading• Personal information• E-mail• PoemsListening • Phone call• Conversation

YOU WILL DEVELOP THESEABILITIES

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 versions

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• To complete a paragraph about

favourite activities• To present information in a graphic

organizer• To write about future plans

YOU WILL LEARN THEFOLLOWING 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 SPECIALATTENTION TO THESE VALUES:

• To show positive attitudes whenworking in groups or pairs

• To value the importance of truefriends

UNIT 1

WELCOME, FRIENDSWELCOME, FRIENDS

1. Read the short poem. Do you like it?

Friends at schoolAre big and small.Friends at schoolAre 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 THEFOLLOWING 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 timeactivities.

YOU WILL DEVELOP THESEA B I L I T I E S :

L I S T E N I N G·To identify the correct sequence ofevents.

·To predict topic from the context.·To relate written and spokenversions.

W R I T I N G·To complete a paragraph aboutfavorite activities.

·To present information in agraphic organizer.

·To write about future plans.

UNIT 1

29

GETTING READY1. Introduce the unit asking the students

to say what they can see in the pictures.Ask them if the children in the picturesare happy, if they are having a goodtime, why. Introduce the topic offriends and friendship reading theshort poem aloud.

2. Tell the students to make a list with thenames of their friends.

3. Elicit names of activities children dowith friends. Ask the students to thinkwhich of them they enjoy doing withtheir friends and make them compareideas with their partners.

PP II CC TT II OO NN AA RR YY

UNIT 110

1. Have a quick look at the text and identify all the cognates and familiarwords.

2. Read the verbs in the box and write them in the correct column ofthe 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 Kelly’squestion.

R E A D I N G

BEFORE R E A D I N G

5. Read the texts on page 11 and check if you were right about thechildren’s favorite activities.

6 . Who is who? Match each text on page 11 (I - IV) with theco rresponding pict u re (a. - d. ) .

7. Write the name of each child on page 11 in the correct column,according to their preferences.

I’m th i rteen ye a rsold. I am th ere p o rter of th e

school magazine. I have manyf riends. T h ey hav ed i ffe rent i n te re st s .Can you guesstheir favo ri tea c t i v i t i e s ?

Hi, my name is K E L LY HA R D RO C K.

like hate enjoy love don’t like

Positive Negative

NEW FRIENDS Lesson 1UNIT 1

30

BEFORE READING

1. + Ask your students to have a quicklook at the texts and identify all thefamiliar words. Explain that thesewords that look similar and have thesame meaning as in Spanish are calledcognates and are very helpful tounderstand 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 inthe 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, don’t like.

3. +Ask the students to look at the wordsand their meanings in the Pictionary.Invite them to make predictions aboutthe topic of the lesson.Do not check students‘ predictions atthis point.(L.A: to predict content from visual clues).

PICTIONARYdoing experiments: hacer experimentosplaying tennis: jugar tennisplaying the guitar: tocar guitarrasinging: cantarswimming: nadar

4. ++ Tell the students to read whatKelly says and to answer her question.Invite them to make predictions about

the children's favorite activities basedon the pictures and tell them to makenotes in their notebooks. Do not checkstudents' predictions at this point.(L.A: to predict content from visualclues).It would be a good moment tointroduce the main characters of theconductive thread of the book. Explainthat they are a group of children whowill be sharing their experiencesthroughout the units of the book:American children Kelly Hardrock andher brother Matt, their Chilean cyber-friend Ignacio; Ema, a Chilean girl who

is a student at the same school as Kellyand Matt, and their friends.

READING

5. + The students read the texts quicklyand check their predictions. Remindthem that this first reading is only tocheck their predictions.(L.A: to validate predictions).Answers: Will vary.

6. +++ Read the instruction aloud andmake sure the students understand they

WELCOME, FRIENDS 11

8. Read the texts and find info rm ation that co nt ra d i cts these state m e nt s.

a. Ann loves physical exercise.b.Dan loves Hi s to ry, Sc i e n ce and Mat h s.

c. Andy wants to be a singer.d.Ema doesn’t use her computer.

I. I’m Andy. I’mth i rteen too. I lov estudying and doingresearch. I also likewo rking in th eschool lab ande n j oy doingex p e riments. Music?I can’t sing HappyB i rth d a y !

II.My name is Ema andI’m from Chile. I’mfo u rteen. I lov eanimals and I’ve gotth ree pets. I’m livinga b road with myfa m i ly so my favo ri teactivity is to chatw i th my friends. Imiss them a lot !

III. I’m Ann. I’mthirteen. I enjoy playingthe guitar andsinging. Sports?Oh, no! I hatedoing physicalexercise!

IV. I’m Dan. I’mfourteen. I like playingfootball and tennisbut what I reallylove is swimming.Science? History?Maths? No,thanks!

UNIT 1

31

have to match each description with thecorrect picture. Match the first text andpicture as an example. Check orally.(L.A: to match visual elements andinformation).Answers: a. 3. b. 1. c. 4. d. 2.

7. + Students write the name of thechildren in the correct columnaccording to their likes and dislikes.(L.A: to find and classify specificinformation).Answers: Ann - Andy - Dan - Ann -Andy - Dan - Ema.

8. ++ Read the sentences aloud andexplain that the information is false.Students have to find the correctinformation. Check orally. (L.A: to identify correct and incorrectinformation).Answers: a. Ann hates doing physicalexercise b. Dan likes playingfootball and tennis - He lovesswimming (Science, History,Maths? No, Thanks). c. Andy can't bea singer, he can't sing HappyBirthday. d. Ema uses her computera lot; her favorite activity is to chatwith friends.

See Background information- History ofAmerican Football at the end of the unit.

UNIT 112

AFT ER READ ING

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

1 0.Read the bubbles. Then co m p l e te them with the ex p ressions in theb ox.

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, _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _

a re gre at !

My favorite subject is history. I really like

to know _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _,

the _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _,

p e o p l e ’s customs and diffe rent culture s.

I love fo reign languages.

I love speaking with _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _

_ _ _ _ _ _ _ _ _ _ _ _ _ _ _. That ’s why I’m studying

_ _ _ _ _ _ _ _ _ _ _ _ _ _ _.

I like music

a lot! For me, the best

time at school is when I’m

_ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _

_ _ _ _ _ _ _ _ _ _ _ _ _.

My favorite subject

is geogra p h y. I know

_ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _

by heart! Do you know the capital

of _ _ _ _ _ _ _ _ _ _ _ _ _ _ _?

a b

c d e

UNIT 1

32

AFTER READING

9. + First play the recording and askthe students only to listen. Then play therecording again for students to repeateach pair of numbers. Make sure theydistinguish the difference inpronunciation 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 accentuationpatterns; to imitate a model).See Error Alert! of at the end of the Unit.

10.+++ Tell the students to read thespeech bubbles and to identify thecorresponding school subject in thebox. Ask them to complete eachbubble with the expressions in thebox. Help them to find the clue wordsrelated to each subject. Check orally.You can ask your students to talkabout their favorite subjects at school(they can also mention their friends'favorite subjects) in order to connectthe topic to their everyday life.(L.A: to identify specific information).Answers:a. My favourite subject is Science.

I love doing experiments in thelab. For me, mixtures andformulas are great!

b. My favourite subject is History. Ireally like to know about the past,the origin of things, people’scustoms and different cultures.

c. I love foreign languages. I lovespeaking with people fromother countries. That’s why I’mstudying English.

1

d. I like music a lot! For me, the besttime at school is when I’m playingthe piano.

e. My favourite subject is Geography.I know all the capitals by heart! Doyou know the capital ofVenezuela?

__________________________

LANGUAGE FOCUS – Interests andfavourite activitiesThis section is designed to help studentsrevise or discover a particular grammarstructure or an interesting item ofvocabulary from the text.

The activities are meant to promoteindependent learning, so help, guide andcheck, but do not provide the answers. Answers: like, enjoy, hate, love.__________________________

11.+ First students only listen.Then they listen and repeat theconversation.(L.A: to imitate a model).

12.++ Read the instruction with theclass and make sure all the studentsunderstand the exercise. Ask yourstudents to work in groups. If it is

2

L A N G U A 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

1 1. Listen and repeat this conversation. Then role-play it with yourpartner 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.

1 2.Ask three classmates the questions in exercise 11 and complete thechart with their answers.

1 3. Co m p l e te the fo l l owing para graph about your favo ri te act i v i t i e s.

I like ________, ___________ and ___________ but what I really love

is ______________________.

I don’t like ___________ and I definitely hate ______________.

My friends like ___________, but they don’t like ______________.

F L

RR EE FF LL EE CC TT II OO NN SSWhat problems did I have totalk about my favoriteactivities in English?

What can I do to do betternext time?

Name Age Activities

UNIT 1

33

acceptable, you can tell them to movearound the classroom to ask andanswer the questions. As moststudents are about the same age,encourage them to give their exactage: I'm twelve years, three monthsand twenty days old.(L.A: to exchange personalinformation).Answers: Will vary.

REFLECTIONSThe purpose of this activity is to helpstudents reflect on their learning processand to raise their awareness of how theydevelop their own learning strategies tobecome more effective learners. Theyshould work on their own but you may helpand guide them when necessary. Encouragethem to keep a record of their answers in aspecial section of their notebooks.The students read the questions andidentify:a. the main problems they had in their

oral production.

b. actions they can take to improve infuture oral activities.

13. ++ Ask fast finishers tocomplete the paragraph about theirfavorite activities, using the structurein the Language Focus. They can sharetheir answers with the class. Checkthat they use the -ing form after like,love, hate, enjoy.(L.A: to relate topic and personalexperiences).Answers: Will vary.

FL

UNIT 114

1. Do you know the meaning of “cyber-pal”? What is it?

2. Kelly and her brother Matt are Ign a c i o’s cy b e r- pals. Their fat h e r, Mr. John Hard ro c k, wo rks in the north of Chile. The children are in Chilefor the first time visiting him. Can you guess where they are fro m ?

3. Match the verbs in the box with the pictures and guess their meaningin Spanish. Then check with the dictionary.

4. Read the wo rds in the Pi ct i o n a ry and classify them under these labels.

BEFO RE L IST ENING

5. Listen to the telephone conversation and check your predictionin 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

L I S T E N I N G

land ring take meetAmerican English:

C y b e r - p a l

British English: C y b e r - f r i e n d

Time Actions Location


A TRIP TO THE CAPITAL Lesson 2

d

7 : 00 am

UNIT 1

34

BEFORE LISTENING

1. + Introduce the lesson making thestudents infer the meaning of “cyber-friend”. Write it on the board and elicitideas.(L.A: to infer meaning of key word).

2. + Read the instruction aloud andmake sure the students identify Kelly,the girl who appeared in the firstlesson. Elicit predictions about thecountry the children come from.(L.A: to predict topic from the context).

American v/s British EnglishDraw students' attention to the two differentwords used in each variety of English.Remind them that both the British and theAmerican versions are correct, but that theyshould choose one variety and stick to it.

3. ++ The students form groups tomatch the verbs and the pictures. Theycan use the dictionary to check themeanings in Spanish. Choose onestudent per group to share the answerswith the class.(L. A: to understand key words).Answers: a. – meet. b. – land. c. – ring. d. – take.

4. ++ Tell the students to read thewords in the Pictionary and thenclassify them in the chart according totheir meanings.(L.A: to understand key words).Answers:Time: around earlyActions: arrive leaveLocations: above

PICTIONARYaround: alrededorarrive: llegarearly: tempranoleave: partirtoday: hoy

LISTENING

5. + Tell the students they are goingto listen to a telephone conversationbetween Kelly and Ignacio and to checktheir predictions in exercise 2. It isimportant to emphasize that this first

listening is only to get the generalmeaning of the text and to check theirpredictions, therefore it is not necessaryto understand every single word.(L.A: to validate predictions).Answers: Texas, USA.

6. ++ Read the questions aloud andhelp students discover the kind ofinformation they are going to look for.The students listen to the recordingagain and concentrate on the specificinformation required. Check orally.(L.A: to identify correct and incorrectinformation).

3

7. Listen and number the places in the order they appear in theconversation.

__ airport __ p a l a c e __ m u s e u m __ h o s p i t a l __ p a r k __ h o t e l

__ m o u n t a i n s __ c a t h e d r a l __ 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. L i s ten once more and number the eve nts in the order they happen.

_____ Kelly arri ves in Sa nt i a g o. _ _ _ _ _ Kelly leaves for Anto f a g a s t a .

_ _ _ _ _ Kelly calls Ign a c i o. _ _ _ _ _ Kelly arri ves at a hote l.

c. They are leaving for Antofagasta on

d. They will go to Antofagasta by

8 : 00

RR EE FF LL EE CC TT II OO NN SSWhen did I need the teacher’sassistance to understand thetext?

What new words did I learn?

1

ifive fifteen

i ieight o’cl o c k

7 : 30i i iseven thirty

5 : 15

ia friend’s house

i ia hotel

i i ia shopping center

ib u s

i ip l a n e

i i it r a i n

iS at u r d a y

i iWe d n e s d a y

i i iFr i d a y

AFT ER L I ST ENING

1 0. First only listen to the tongue tw i s ter and then listen and re p e at.

Six sick sea serpents, swam the seven seas,

How many seas, did Kelly and Matt swim?

UNIT 1

35

Answers: a. iii. A boy and a girl.b. ii. Santiago.

7. + The students listen to the recordingagain and number the places in the order they are mentioned. Check orally.(L.A: to identify the correct sequenceof events).Answers: 1. hotel. 2. mountains. 3. museum. 4. palace. 5. shoppingcenter. 6. airport.

8. ++ The students listen to theconversation once more and select thecorrect alternative for each statement.Guide them to concentrate on the kindof information that is required.Example: a. numbers / the time; b.places; c. days of the week; d. means oftransport. Check orally.(L.A: to identify correct and incorrectinformation).Answers: a. i. b. ii. c. iii. d. ii.

9. +++ Write the sentences on theboard and tell the students to put the

events in order. Then play therecording.(L.A: to identify the correct sequenceof events).Answers: 1. Kelly arrives in Santiago.2. Kelly arrives at a hotel. 3. Kelly callsIgnacio. 4. Kelly leaves forAntofagasta.

REFLECTIONSThe purpose of this activity is to helpstudents reflect on their learning processand to raise their awareness of how theydevelop their own learning strategies tobecome more effective learners. Theyshould work on their own but you mayhelp and guide them when necessary.Encourage them to keep a record of theiranswers in a special section of theirnotebooks.

The students read the questions andidentify:a. the occasions in which they needed

the teacher’s assistance to understandthe text.

b. the new words they learnt during thelesson.

AFTER LISTENING

10.+ Play the recording and ask thestudents only to listen. Then they listenand repeat the tongue twister split infour parts. (L.A: to imitate a model).

4

M

X

Z

U

T

E

UNIT 116

1 1.Co m p l e te the fo l l owing sente n ces with the Pre s e nt Co ntinuous te n s e.

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)

1 2.Find four more places in the Word Search building.

1 3.Read the dialogue and

a . identify the expression you use to:

i . begin the conversation: _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _

i i . identify yourself: ______________________________________

i i i . ask to talk to somebody: _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _

i v. 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 isn’t at home. Can I take a message?B: Can you tell him that Betty called?A: OK, no problem.

1 4. In pairs, follow the pattern in exercise 13 and write a shorttelephone conversation with your own ideas. Then role-play it.F L

L A N G U A G E F O C U S The Present Continuous

1. Read the sentence from the text and another example.

a. I’m ringing from Santiago. b. I’m 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

LG

K

L

American English: Tra ve l e d

British English: Tra ve l l e d

UNIT 1

36

__________________________

LANGUAGE FOCUS – The PresentContinuousRemember that these activities are meant topromote 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 theexamples again and complete the ruleTo express actions that are happening atthe moment, we use am / is / are andthe verb + ing.

__________________________

11.++ The students apply the structurelearnt in the Language Focus tocomplete 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.

American v/s British EnglishDraw students' attention to the differentspelling of the same word used in eachvariety of English. Remind them that boththe British and the American versions arecorrect, but that they should choose onevariety and stick to it.

12.+ Talk about the places in the city thatwere mentioned in the conversation(hotel, museum, shopping centre,airport). Elicit the names of other placesin a city and encourage the students tofind them in the Word Search puzzle.(L.A: to consolidate key words).Answers: cinema museumbookshop library.

13.+++a. Ask the students to read the

dialogue and identify thedifferent expressions in eachstage of the conversation. (L.A: to identify specific informationand 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 androleplay the telephoneconversation in pairs.(L.A: to imitate a model).

14. +++ Encourage fast finishers towrite a short telephone conversationusing their own ideas, and then to actit out in front of their classmates.(L.A: to write a telephone conversationfollowing a model).

5

FL

MINI - TESTMINI - TEST

5.Complete the following sentences that express likes and dislikes.

a. I love ________________ but I don’t ________________.

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 Jim’s 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 doesn’t like sports. _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _

b.Dan has a favorite activity. _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _

c. Andy likes science. _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _

R E A D I N G

22 ppttss

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 doesn’t want to meet Ignacio’s friends.

4.Who said the following, Kelly or Ignacio?

a. ________________ Wow! How early!

b. ________________ What can we do here?

c. ________________ I’ll ask my mother to pick you up.

L I S T E N I N G

33 ppttss

L A N G U A G E

22 ppttss

33 ppttss

33 ppttss

00 -- 44Keep trying

55 -- 99Review!

1100 -- 11 33Well done!

1144 -- 1177Excellent!

ttoottaall

ss cc oo rr ee

1177 ppttss

44 ppttss

UNIT 1

37

MINI - TEST

The mini-tests provide material to checkand revise students’ progress and, at thesame time, information for the teacherabout any points that the majority of thestudents may have problems with. Makesure they understand what they areexpected to do, play the recording again forthe listening part and give them time toanswer individually.

Answers:READING1. b.2. a. I hate doing physical exercise;

b. What I really love is swimming; c. I like working in the school lab anddoing experiments.

LISTENING3. a. false. They traveled by plane;

b. false. They are leaving for the north;d. false. She says it‘s great.

4. a. Ignacio; b. Kelly; c. Ignacio

3

LANGUAGE5. Will vary. Check that students use the

–ing form of verbs after love, hate, enjoy.6. is sleeping; are waiting.


UNIT 118

2. Have a quick look at the e-mail on page 19 and identify all the wordsthat look similar in Spanish.

3. Ema sends this e-mail to her Chilean friends telling them about hernew city. Do you think she likes it?

4. Read the words in the Pictionary and match them with theirmeanings or synonyms below. Two meanings are not necessary.

a . every dayb. feel nostalgic forc. take food into your mouthd. take liquid into your mouthe. topic

1. Look at the picture and answer these questions with your partner.

a . Who can you see in the pict u re? b. Wh e re is she living with her family?

BEF ORE READIN G

R E A D I N G

5. Read the e-mail and find information to support the idea that Emalikes or doesn’t like the city.

LIVING ABROAD Lesson 3UNIT 1

38

BEFORE READING

1. + Ask the students to answer thequestions in pairs. Check orally andmake sure that all of them recognizethe Chilean girl. Students may useSpanish if necessary, but encouragethem to use the vocabulary fromprevious lessons.(L.A: to predict content from visual clues).See Background information at theend of the unit.Answers: a. Ema is in the picture, b.She‘s living in USA.

2. + Read the instruction aloud andcheck that the students understand thetask. Remind them that they must takejust a very quick look at the text, only tofind the cognates.(L.A: to identify cognates).

3. + Again the students give a very quicklook at the text, to find words that canhelp 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 thePictionary and identify their meaningsor synonyms in the list provided. Tellthem there are two meanings they donot need to use.(L.A: to understand key words).Answers: drink - d. eat - c. miss - b.

PICTIONARYdrink: bebereat: comermiss: extrañar, echar de menos

WELCOME, FRIENDS 19

Hi everyone! Greetings from my new school in SanAntonio, Texas.

This is an interesting city and I can do different things.There are two great places: Seaworld, a famousmarine life theme park that has three daily shows withwhales, seals and dolphins, and the San Antonio Zoo.It’s fantastic!

We live in a beautiful area and my school is near ourhouse. My favorite place is the Riverwalk, a canal thatcrosses the center. We can go down the river in a boator walk along it; there are many places to sit, talk, andhave something to eat or drink. Mexican food isdelicious, and we can also listen to Mariachi music!

This is a beautiful city and the people are very nice.I’ve got some new friends but I miss you all a lot!Write and tell me if you liked the photos!

Love,Ema

[email protected][email protected]

News from Texas

http://www.topics-mag.com/edition23/ favorite_cities/san-antonio.htm

6. Read the text more carefully and choose the best alternative.

a . San Antonio is a ______________ city.i . European i i . South American i i i . North American

b. It is an interesting place for people who like ______________.i . pretty flowers i i . interesting architecture i i i . animals

c. People can see shows at Seaworld ______________.i . every day i i . twice a week i i i . every weekend

d. The Riverwalk is a canal in the ______________.i . suburbs i i . country i i i . center of the city

e. You can enjoy food, drinks and music from ______________.i . Colombia i i . México i i i . Perú

UNIT 1

39

READING

5. ++ The students read the text againand find supporting information thatindicates if Ema likes the city or not.Check orally.(L.A: to find general and supportinginformation).Answers: Yes, she likes the city.Supporting information: This is aninteresting city. It's fantastic. We live ina beautiful area. My favorite place isthe Riverwalk. Mexican food is

delicious. This is a beautiful city. Thepeople are very nice.

6. ++ Read the incomplete sentencesand the alternatives with the class. Thestudents read the mail again to choosethe correct alternative.(L.A: to identify correct and incorrectinformation).Answers: a. iii. b. iii. c. i. d. iii. e. ii.

Did you know that…Let students read this section on theirown and share comments in their groups.For more information on the Did you knowthat… section see page 7 of theIntroduction.

AF TER READIN G

L A N G U A G E F O C U S Can / can’t

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 dosomething.

We use _ _ _ _ _ _ _ _ _ _when we don’t have the possibility.

3. Find out how we ask questions about possibility or ability.

8. Complete the following e-mail with can or can’t.

UNIT 120

7. Read Ema’s e-mail again and complete the diagram with informationfrom 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

I live in a town called Dalcahue in Chiloé. There isn’t 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.

[email protected]

[email protected]

About Dalcahue

UNIT 1

40

7. Copy the diagram on the board. Thestudents read the mail once more tofind and write the correspondinginformation. (L.A: to find and classify information).Answers: Name of the city: San Antonio, TexasPlaces you can visit: Seaworld, Zoo,Riverwalk.Food you can eat: Mexican food.Activities you can do: walk down theriver, sail a boat, listen to music, eattraditional food, sit, talk.

American v/s British EnglishDraw students' attention to the differentwords used in each variety of English.Remind them that both the British andthe American versions are correct, butthat they should choose one variety andstick to it.

AFTER READING__________________________

LANGUAGE FOCUS – Can / can’tRemember that this section is designed tohelp students revise or discover bythemselves a particular grammarstructure or an interesting item ofvocabulary from the text. 1. Invite the students to locate the

sentences in the text, paying specialattention to the words in bold.

2. Help the students to complete the rule. Answers: can; can’t.

3. Elicit the structure for the interrogativeform and write the answer on the board.Answers: Can you…?

__________________________

8. ++ Tell students to complete the e-mail applying the structure in theLanguage Focus. Check orally.(L.A: to consolidate a language aspect).

Answers: can’t; can; can; can; can.See Error Alert! of at the end of the Unit.

9. +++ Form groups of six students andask them to carry out a survey of thethings their friends can / can't do. Elicitthe questions they have to ask and writethem on the board: Can you dance / playthe piano / sing / cook / speak English /swim? Encourage them to apply thesurvey to other friends or relatives ashomework and to take notes in theirnotebooks. Make some students reportthe 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 ofpronunciation).

11.+++ Ask the students to read theemail they completed in exercise 8. Then,they form groups to write a similar oneabout their area, including informationof the places people can visit and thethings people can / can't do.(L.A: to use information to create anew text).

6

WELCOME, FRIENDS 21

9. In your group, make a survey of the things your friends can / can’t do.Then complete the chart with a tick or a cross.

a

b

c

d

e

f

He l l o !


Can you can a can as a canner can can a can?

1 1.Read the e-mail you completed in exercise 8 and write a similar oneto a friend abroad about your own city or town. Include informationabout the places a tourist can visit and the things you can / can’t do.

1 2. Use words from the three columns below to ask and answerquestions. 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 dealer’s

take a soft drink post office

watch a train station

F L

RR EE FF LL EE CC TT II OO NN SSWhat problems did I have towrite sentences in English?

H ow did I relate the content ofthe lesson and my own reality?

borrow a bookborrow a book library

Name Pedro

UNIT 1

41

12. ++ Fast finishers work in pairsasking and answering questionsconnecting words from the threecolumns. Ask some pairs to share theirquestions and answers with the class.(L.A: to use information to participatein a dialogue).Answers: buy a newspaper -newsagent’s; have a soft drink - cafeteria;send a postcard - post office; take a train- station; watch a movie - cinema

REFLECTIONSThe purpose of this activity is to helpstudents reflect on their learning processand to raise their awareness of how theydevelop their own learning strategies tobecome more effective learners. Theyshould work on their own but you mayhelp and guide them when necessary.Encourage them to keep a record of theiranswers in a special section of theirnotebooks.

FL The students read the questions andidentify: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 122

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. Beimaginative!

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

BEFO RE L I STENI NG


WHAT ARE YOU GOINGTO DO NEXT WEEKEND? Lesson 4

d

UNIT 1

42

BEFORE LISTENING

1. + Ask the students to look at thepictures and to match them with thenames of the activities.(L.A: to understand key words).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 freetime activities. Encourage them to usethe new vocabulary from exercise 1 ifnecessary.(L.A: to relate topic and own experience).

3. +++ The students copy the diary intheir notebooks and make notes abouttheir ideal weekend. Encourage themto be as imaginative as possible.Choose some students to share theirwork with their classmates.(L.A: to relate topic and own experience). See Error Alert! of at the end of the Unit.

4. + Tell the students that they are goingto listen to a conversation in whichEma (the Chilean girl living in Texas)and her friends are talking about theirplans for the weekend. Invite yourstudents to revise their notes andguess what Ema and her friends aregoing to do.(L.A: to predict from context).

PICTIONARYbarbecue: asado a la parrillapaint: pintarSunday: domingoweather: tiempo, climaweekend: fin de semana

LISTENING

5. + The students listen to therecording and check their predictions.Help them to concentrate theirattention on the names of the activitiesthat they can identify. Additionally, youcan make the students compare thechildren's plans with their notes fortheir ideal weekend in exercise 3. Whichis more exciting? Would they like to bein their place? (L.A: to validate predictions).

6. ++ Students listen to the recordingagain to number the sentences in theorder they hear them.(L.A: to identify sequence of events).Answers: d. 1. c. 2. b. 3. a. 4.

7. ++ The students listen to theconversation once more and answer thequestions.(L.A: to find specific information).Answers: a. Ema's room. b. At the club.

7

L A N G U A G E F O C U S Future Plans

1. Study these examples.

I’m 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 theorder you hear them.

a . How about going to visit Dan this afternoon? _ _ _ _ _ _

b. I’m going to go to the club. _ _ _ _ _ _

c. I’m going to stay at home _ _ _ _ _ _

d. I’m going to visit my grandparents at the seaside. _ _ _ _ _ _

7 . Listen once more and answer these questions.

a . Wh at is one of them going to paint ?_ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _

b. Where is one of them going to meet some friends? _ _ _ _ _ _ _ _ _ _ _ _ _ _

L I S T E N I N G

8 . What do you think Andy prefers?

a . Warm weather b. Cold weather

9 . Match the pictures (a – d) and the sentences (1 – 4).

AF TER L ISTEN ING

1 . I’m going to call Kelly.2 . I’m going to eat a sandwich.

3 . I’m going to play tennis.4 . I’m going to swim in the pool.

a

UNIT 1

43

AFTER LISTENING

8. + Talk with your students about theconversation among the children andask them to answer the questionaccording to what they heard. AcceptSpanish if necessary.(L.A: to infer opinions).Answers: Andy prefers warm weatherbecause he is going to go to the seasideand prepare a barbecue. If the weatheris cold, he is going to stay at home.

9. + Ask the students to look at thepictures and match them with thesentences. Check orally.(L.A: to relate visuals, writteninformation and a structural content).Answers: a. I’m going to swim in thepool. b. I’m going to eat a sandwich. c. I’m going to play tennis. d. I’m goingto call Kelly.

__________________________

LANGUAGE FOCUS – Future PlansRemember that these activities are meantto promote students’ independentlearning, so help, guide and check, butdon’t take an active part.1. Students revise the examples from the

text. Ask them to reflect on what theyexpress (a definite plan for the nearfuture), and what elements they havein common.

2. Make the students complete the rule.Answers: definite plans for the future;verb; –ing.

__________________________

JoannaSSaattuurrddaayy

Morning: play tennis

Afternoon: babysit

SS uu nn dd aa yy

Morning: go shopping

Afternoon: stay over at

Jane’s

MM oo nn dd aa yy

Morning: get up early

Afternoon: do homework

UNIT 124

1 0. Say the days of the week.

Monday Tuesday Wednesday Thursday

Friday Saturday Sunday

RR EE FF LL EE CC TT II OO NN SSHow did the activities help meunderstand the text?

W h at difficulties did I have to askand answer questions in English?

1 1.Look at Joanna and Stevie’s diaries and, with your partner, ask andanswer 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

1 3.Ask your partner questions to complete the diary with what is truefor him/her (My partner’s diary).

Eg. Are you going to __________ on Saturday morning?

1 4. Co m p l e te these sente n ces with info rm ation from exe rcises 11 and 12.

On Saturday morning, I’m going to ________ and my partner ________.

On Saturday afternoon, I’m going to _______ and my partner ________.

On Saturday evening I ___________ and my partner ___________.

F L

1 2.What about your plans for next weekend? Complete a diary page.Stevie

SSaattuurrddaayy

Morning: play tennis

Afternoon: do homework

SS uu nn dd aa yy

Morning: go rollerblading

Afternoon: go cycling

MM oo nn dd aa yy

Morning: get up early

Afternoon: stay over at Tom’s

UNIT 1

44

10.+ First play the recording andask the students only to listen. Thenplay the recording again for them torepeat each day of the week.(L.A: to imitate a model ofpronunciation).

11.++ The students read the diariesand then work in pairs to completethe dialogues about Joanna andStevie's future plans.(L.A: to complete sentences).You can also use this exercise as OralPractice. Ask your students to listen tothe dialogue and then listen, repeatand check their exercises.Answers: What is Joanna going to doon Sunday afternoon? She’s going tovisit Jane.What are Joanna and Stevie going todo on Monday morning? They’regoing to get up early.

12.+++ Students think about theirweekend plans and complete theirsection of the diary (My diary).(L.A: to relate content and own reality).Answers: Will vary.

13.+++ Students work in pairsexchanging information about theirweekend plans and complete thesection of the diary corresponding totheir partners.(L.A: to relate content and own reality).Answers: Will vary.

14. ++ Ask the students tocomplete a short written report oftheir plans. Choose some students toshare their plans with the class.(L.A: to relate content to previousknowledge).

FL

8

American v/s British EnglishDraw students’ attention to the twodifferent words used in each variety ofEnglish. Remind them that both theBritish and the American versions arecorrect, but that they should choose onevariety and stick to it.

REFLECTIONSThe purpose of this activity is to helpstudents reflect on their learning processand to raise their awareness of how theydevelop their own learning strategies tobecome more effective learners. They

should work on their own but you may helpand guide them when necessary. Encouragethem to keep a record of their answers in aspecial section of their notebooks.

The students read the questions andidentify: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?

R E A D I N G

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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. Ema’s ________________ is going to paint her room.

d.Ema is going to ________________ some friends.

e. The children are going to visit ________________.

L I S T E N I N G

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6. Read the sentences and choose the correct alternative.

a. In San Antonio, Texas, you can / can’t eat Mexican food.b. In our city, you can / can’t visit many shopping centers.c. I can / can’t go to the stadium now; I’m doing my homework.d. In Santiago, you can / can’t 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, _______________________________________________________________.

L A N G U A G E

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WELCOME, FRIENDS 25

UNIT 1

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MINI - TEST

The mini-tests provide material to checkand revise students' progress and, at thesame time, information to the teacherabout any points that the majority of thestudents may have problems with. Makesure they understand what they areexpected to do, play the recording againfor the listening part and give them timeto answer individually.

Answers:READING1. b.2. a. interesting. b. famous. c. fantastic. d. favourite. 3. a: 3rd; b. 2nd; c. 3rd

LISTENING

4. b.5. a. grandparents. b. visit. c. father. d. meet. e. Dan.

LANGUAGE6. a. can. b. can’t. c. can’t. d. can.7. Ask the students to complete the

sentences with their plans for theweekend. Accept all coherent answersthat contain to be + going to.

UNIT 126

1.Answer Ema’s 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. Wh at do you think they are ?

a. Jokes.b. Letters.c. Poems.

4. Read the wo rds in the Pi ct i o n a ry and find them in the text. How manytimes can you find each one?

BEFORE READI NG

R E A D I N G

5. Read the titles and find the familiar words in the poems on page 27to check your predictions in exercise 3.

6. Read the three poems and fill in the blanks with the words in eachbox. Check in your group.

7. Read the poems again and find three things a best friend does.

a. _______________________________

b. _______________________________

c. _______________________________


THAT'S WHAT FRIENDSARE FOR Lesson 5U

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BEFORE READING

1. + Form groups of four students. Write“best friend” on the board and askthem to answer the questions. Allowthe use of Spanish if necessary. (L.A: to connect topic and ownexperience).

2. + The students read the list and tickthe things that they like most abouttheir best friends. Check orally.(L.A: to connect topic and ownexperience).

3. + Students take a quick look at thetexts and choose what they think theyare. Do not check at this point.(L.A: to predict from visual clues).

4. + Students look for the words in thePictionary in the texts and count howmany times each one appears.(L.A: to understand key words).Answers: best - 5 times; confused -once; laugh - twice; sad - once; share -twice.

PICTIONARYconfused: confundido/alaugh: reirsad: tristeshare: compartir

READING

5. + The students read the poemsquickly, paying attention to the familiarwords, and check their predictions.(L.A: to validate predictions).Answers: c. poems.

6. + Tell the students to read andcomplete each poem with the words inthe boxes. Check answers orally. Youcan divide the class into three groupsand ask each group to complete onepoem. 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 poemsagain and find out three things a bestfriend does. Check orally. Draw students'attention to affirmative and negativesentences that may help them to identifythe things friends do and don't do. (L.A: to find and classify specificinformation).Answers: Any three of these; makesyou happy, shares snacks, shares toys,plays with you, laughs and cries withyou, cares, doesn't betray you, etc.

WELCOME, FRIENDS 27

8. Which of the three poems describes yo u r best friend? Why? Tell your gro u p.

The poem “ _________________________________” describes my best

friend because he / she _______________________________________ .

http://www.netpoets.com/poems/friends/http://www.friendship.com.au/poetry/

AFTER READI NG

UNIT 1

47

AFTER READING

8. ++ Make the students reflect aboutthe poems and tell them to identifywhich of them describes their bestfriend. Ask some students to sharetheir ideas with the class.(L.A: to relate topic and personalexperience).

UNIT 128

That’s What Friends are for

And I never thought I’d feel this way,And as far as I’m concernedI’m glad I got the chance to sayThat I do believe I love you.

And if I should ever go awayWell, then close your eyes and tryTo feel the way we do todayAnd 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 timesI’ll be on your side forever more;That’s what friends are for

Interpreter: Rodrigo González

9 . Listen to the three poems and choose the one you like best.

a. Listen and repeat it.b. Try to memorize it.

1 0. Listen to the song as you read the lyrics. Then listen and sing.

L A N G U A 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 _________.

UNIT 1

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__________________________

LANGUAGE FOCUS – Words ThatDescribe Feelings1. 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 thatdescribe feelings.

__________________________

9. ++ The students listen to thethree poems and choose the one theylike best. Form groups of students whochoose the same poem. First they listenand repeat it and then try to memorizeit, with the help of the recording andthe people in their groups, and then sayit in front of the class.(L.A: to imitate a model ofpronunciation, accentuation andintonation).

10.+ The students read the lyrics ofthe song and listen and sing along.

Make sure they pay special attentionto the chorus. Motivate them toidentify words from the lesson.(L.A: to participate in a guided oraltext).

11.+++ Tell the students to read whatIgnacio says and tell them they aregoing to write a poem for their bestfriend. Read the instructions aloud.Ask volunteers to show their poems tothe class.(L.A: to write a short paragraphfollowing a model).

9

10

Interpreter: Rodrigo González

WELCOME, FRIENDS 29

d. Add nice illustrations.e. Give the poem to your friend.

1 2. There are five more words to describe feelings in the Word SearchPuzzle.

a. Match the words and the pictures.

F L

angry

bored

excited

happy

sad

M P E T D P A R J R F F O C KP A V G Z E Z V N N O V R D ES N T X P R T V D A D C H E WD G R D I R S I P D S I T I BF R S K Q D A B C R M R F R LT Y O F E H D N W X T S N R XQ B S R U W P M G A E T X O HM V A B O R E D K R Q C K W TV C B X G L F Y C M Y R D A HS S S I L A V H Y W P J Q X BI B C H A P P Y R R X V N O AF M S W A D U S Q D N O Z O FD E S U F N O C Z N T I W R JM O H P S J P R V D D S E D FO P E L G Q Z N L W A K D V C

RR EE FF LL EE CC TT II OO NN SSHow much did I enjoy thetopic of the lesson?

How did I show support to myclassmates?

1 1.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 ofcolor cardboard.

b. Think of the most important characteristics of your friend.c. Write them on the piece of cardboard using the letters of your

friend’s name.

b. Find the five words to describe feelings in the Word Search Puzzle.

E x a m p l e :Makes me laugh And makes me happy Rents DVDs for meKind and nice Mark.

a

b e

c d

UNIT 1

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12. + Encourage fast learners tomatch the words that describefeelings with the pictures and thenfind them in the Word Search puzzle.(L.A: to consolidate key words).Answers:

FL REFLECTIONSThe purpose of this activity is to helpstudents reflect on their learning processand to raise their awareness of how theydevelop their own learning strategies tobecome more effective learners. Theyshould work on their own but you may helpand guide them when necessary. Encouragethem to keep a record of their answers in aspecial section of their notebooks.The students read the questions andanalyze:a. if they enjoyed the topic of the lesson.b. the occasions in which they supported

their classmates.

UNIT 1

50

Kelly, Matt and the TimeMachine

Help students identify the connectionbetween the characters that haveappeared in the lessons and those in thecartoon strip. Read the title and theintroductory paragraph with them tomake sure they understand the setting ofthe children's adventures. Motivate themto read the story on their own and helponly if they ask you to. You can ask somestudents to summarize the story, inSpanish if necessary.

Notes

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UNIT 1

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Notes

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VA L U E S·The importance of true friends.

L A N G U A G E·Words that describe feelings.·Words related to free timeactivities.

R E A D I N G·To extract specific information.·To identify and use cognates.·To spot incorrect information.

1 . Read what these children write about themselves intheir e-mails and complete this chart.

UNIT 132

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 yourchoice.

Revise the contents of thisunit; identify and evaluatethe exercises that helpedyou learn.

SYNTHESISSYNTHESIS TEST YOUR KNOWLEDGETEST YOUR KNOWLEDGEREADING: AN E-MAIL FRIEND

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Name Age City Likes Hates Other information

UNIT 1

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SYNTHESIS

Revise the contents of Unit 1 with yourstudents and help them to analyze andreflect on which exercises helped themachieve the learning objectives.

TEST YOUR KNOWLEDGEExplain to the students that the purposeof this section is to help them revisecontents and evaluate their performancein the whole unit. Read the instructionsand make sure all the studentsunderstand what they are expected to doin each activity. Encourage them to givehonest answers in order to detect theirstrengths and weaknesses. Checkstudents’ results and revise any pointsthat the majority of them had problemswith.Answers:READING - AN E-MAIL FRIEND1.Name: LauraAge: 13City: La SerenaLikes: Music, playing the piano,

going to the cinema, dogsHates: -----------Other Loves making friends Information: from all over the world

Name: ArielAge: 12City: CuricóLikes: Music, playing the guitar,

petsHates: DogsOther Can write in EnglishInformation:

Name: SandraAge: 16City: Punta ArenasLikes: Playing tennis, music,

singing, dogsHates: catsOther Information: Plays the drums

2. a. They both like dogs. b. They likemusic. c. The mails are in English.

3. Sandra; they have similar likes, thesame pets, etc.

LISTENING - MY HOLIDAY PLANS

4. a. 5. a. iii. b. ii. c. i.LANGUAGE6. a. is going to go shopping. b. is going

to study for a math test. c. is going togo to the cinema.

ORAL EXPRESSIONAnswers: will vary.

11

7 . Complete these sentences with information thatis true for you. Then talk with your classmate.

a. My name is ___________.

b. I’m ___________ old.

c. I like ___________.

d. I don’t like ___________ and I hate ___________.

WELCOME, FRIENDS 33

Check your pro gress in this unitm a rking the box that is true for yo u.

SELF-EVALUATIONSELF-EVALUATION

I can understand instructions.I understand the general idea(s) oftexts.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.I understand the general idea(s) ofspoken texts.

I recognize words in films, songs,etc.I can identify the sequence ofinformation.

L A N G U A G E

ORAL E X P R E S S I O N

LISTENING: MY HOLIDAY PLANS

6 . Read Peter’s diary for next weekend and complete.

a. On Saturday morning, Peter ________________.

b. On Sunday afternoon, Peter ________________.

c. On Saturday evening, Peter ________________.

00 -- 66Keep trying

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SATURDAYMorning: go!shoppingAfternoon:!meet!friends!atthe!clubEvening:!go!to!the!movies

SUNDAYMorning:!play!tennis!withdadAfternoon:!study!for!mathtest

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 fori. next week ii. next month iii. n ext summer

b. He’s going to visit a friendi . in the same city i i . in another city i i i . in another co u nt ry

c. He’s going to go camping fori. two weeks ii. two days iii. two years

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ll ii ss tt ee nn ii nn gg

ll aa nn gg uu aa gg ee

ssppeeaakkiinngg // wwrriittiinngg

pprroojjeecctt // ggrroouupp wwoorrkk

rr ee aa dd ii nn gg

Help!Great! Not too bad

UNIT 1

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SELF - EVALUATION

The purpose of this section is to allowstudents to reflect on their strengths andweaknesses. Make sure all the studentsunderstand what they are expected to doand give enough time to answer thequestions. Encourage students to givehonest answers and show interest intheir results.

READING – NEW FRIENDSPronunciation

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: What’s your name?Dan: Dan Peterson.Kelly: How old are you? Dan: I’m fourteenKelly: 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: Aló.Kelly: Can I talk to Ignacio, please?Ignacio: Eh, Ignacio speaking.Kelly: Hi, Ignacio, it’s Kelly here. Your cyber-friend.Ignacio: Kelly? From Texas? Kelly: Yes, but I’m 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: We’re fine, in the city and we’ll 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 goto the mountains and look at the city from above. Youcan also visit the National Museum of Art, the MonedaPalace and a lot of shopping centers; besides, …

Kelly: Stop! Stop! We haven’t got much time. On Friday weare leaving for Antofagasta. We have to be at theairport at half past six in the morning! We’ll stay withmy father. He’s got a big house there.

Ignacio: Why don’t you come over this afternoon and meet myfriends?

Kelly: That sounds great! I can interview them for my schoolmagazine.

Ignacio: I’ll 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 isn’t at home. Can I take a message?B: Can you tell him that Betty called?A: OK. No problem.

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5

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READING – LIVING ABROADPronunciation

First only listen to the tongue twister and then listen and repeat.

Can you can a can as a canner can can a can?

Can you can a canAs a canner can can a can?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 I’m going to visit my grandparents at the

seaside. They are going to prepare a barbecue onSunday. What about you, Ann?

Ann I’m not sure. My parents and I are going to themountains or perhaps we are going to visit somefriends 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! I’m 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 I’m also going to rentsome DVDs.

Andy Hey! How about going to visit Dan this afternoon?Ann This afternoon? That’s a great idea!Andy OK. See you then.Ann See you!Ema Bye!

Pronunciation

Say the days of the week.

Monday Tuesday Wednesday ThursdayFriday Saturday Sunday

READING - THAT’S WHAT FRIENDS ARE FORPronunciation

Listen to the three poems. Choose the one you like best and tryto memorize it.

My Best FriendJana 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 don’t take My best friend away.

My FriendEmma Guest

My friend is niceWe like to playWe play together Every day.We laugh and cryAnd laugh againBecause, you see, we’reFriends,Friends, Friends!

Some Friends are ForeverLewis Kelly

Sometimes in life,You find a special friend;Someone who changes your lifeSomeone who makes you laughUntil you can’t stop;

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6 8

7

Someone who makes you believeThat there is good in this world.Your friend gets you throughHard times and sad times, And confused times.This is forever friendship.

Song

That’s What Friends are ForInterpreter: Rodrigo González

And I never thought I'd feel this wayAnd as far as I'm concernedI'm glad I got the chance to sayThat I do believe I love you.

And if I should ever go awayWell, then close your eyes and tryTo feel the way we do today,And then if you can remember.

Chorus: Keep smiling, keep shiningKnowing you can always count on me, for sureThat's what friends are forFor good times and bad timesI'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 seeAnd 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 heartAnd then if you can remember.

Chorus: Keep smiling, keep shiningKnowing you can always count on me, for sureThat's what friends are forIn 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 thissummer. I’m making lots of plans.

David Hey, tell me what you are going to do.Tommy Well, in the first place, I’m going to teach my grandma

how to use a computer next week. She wants to learnhow to send and receive e-mails and to chat withfriends in other cities.

David That sounds cool!Tommy Then, I’m going to visit a friend in the north.David And what are you going to do after that?Tommy I’m going to go camping in the south for two weeks.

and then I’m going to go to a rock festival. It will be myfirst rock festival ever!

David Are you going to go to the seaside too?Tommy Oh, yes! I’m going to spend a week by the sea. I’m

going to learn how to do scuba-diving!

LISTENING TEST - SUMMER PLANS

Marie: What are you going to do for your next summerholidays, Peter?

Peter: I think I’m 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 uncle’s farm and

I’m planning to do lots of things!Marie: Like what?Paul: I’m going to help my uncle take care of the animals,

and I’m going to ride a horse around the place.Peter: Are you going to fall off?Paul: Of course I’m not planning that! And you Peter; what

are you going to do?Peter: I’m going to do different things, like swimming,

making sand castles, running on the beach … Whatabout you, Marie?

Marie: First, I’m going to help my mother at the shop, butthen all the family are going to go camping. I hopewe’ll have a really good time!

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READING - NEW FRIENDSExercise 9

Pay attention to the pronunciation of the letter s, pronounced /s/and the letters th, pronounced / /. Explain that if we use oneinstead of the other in English we can change the meaning of aword. 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, aspronounced by a Spanish person.

LISTENING - A TRIP TO THE CAPITALExercise 11

Students may omit the verb to be when using the PresentContinuous. Examples:I’m wearing a uniform. Correct.I wearing a uniform. Incorrect.What are you wearing? Correct.What you wearing? Incorrect.

READING - LIVING ABROADExercise 8

Students may tend to put to after can; explain that modal verbssuch as can, must, could, should, would, etc. are followed bythe infinitive without to• I can play tennis. Correct.• I can to play tennis. Incorrect.

LISTENING - WHAT ARE YOU GOING TO DO THISWEEKEND?Exercise 3

The days of the week in English are always written with capitalletters, but not in Spanish.

ERROR ALERT!

1History of American FootballFootball historians associate the beginnings of the game withrugby, which began in 1823 at the famous Rugby Boys’ Schoolin England. Another cousin of the game of football is soccer; itsbeginnings can also be traced to England, where it was playedas early as the eighteen twenties.

2The Unites StatesThe United States is a federal union of fifty states and onedistrict(District of Columbia). The original thirteen states werethe successors of the thirteen colonies that rebelled againstBritish rule. Most of the rest correspond to territory obtainedthrough war or purchased by the US government. Theexceptions are Vermont, Texas, and Hawaii, which wereindependent 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 CarolinaNorth Dakota Ohio Oklahoma Oregon Pennsylvania Rhode Island South Carolina South Dakota Tennessee Texas Utah Vermont Virginia Washington West Virginia Wisconsin Wyoming

BACKGROUND INFORMATIONUNIT 1

58

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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 can’t do.

b.Now tick ✔ what you can do and cross ✘what you can’t do.

c. Write sentences about what you can or can’t do.Example: I can play the piano, but I can’t play the guitar.

____________________________________________________________________________________

____________________________________________________________________________________

____________________________________________________________________________________

____________________________________________________________________________________

Hi! I’m Sara. What can I do?I can read music and I canplay the piano, but I can’t playthe guitar. I can’t sing but Ican dance. I can’t swim orride 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?

________________________________________________________________________________ ?

________________________________________________________________________________ .

Saturday9:30 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 ScienceMuseum with Greg.Pat, visit the NaturalHistory 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 Peter’s 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

[email protected]

[email protected]

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: THAT’S WHAT FRIENDS ARE FOR

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READING

1.Complete these sentences.

a. Roberto likes ___________________________________.

b.He doesn’t 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 storyb. reporting a piece of newsc. giving personal informationd. inviting a friend to a party

EXTRA TEST

Hi! My name is Roberto. I’m thirteen. I love music and

I like playing the guitar and singing with my best

friend Sonia. I don’t 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

friend’s house; I don’t 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 Pérez, 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 yearb. their next summer holidaysc. 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. I’m going to ________________. What about you?A. I’m going to __________________.B. That’s great, I really love_________________. Can I go with you?A. Sure, let’s meet in my house at_________ o’clock.B. OK, see you there.A. Bye.

1 pts

6 pts

4 pts

0 - 5

Keep trying6 - 10

Review!

11 - 15

Well done!

16 - 20

Excellent!

total

score

20 pts

UNIT 1

65

EXTRA TEST

READING1. a. Roberto likes music, playing the guitar, singing with his

friend.b. He doesn’t 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

friend’s 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.

LISTENING1. 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 EXPRESSIONMake sure students express their ideas properly.

Answers


1. Will vary.

2. a.✔: dance, play the piano; ✘: play the guitar, sing, ridea 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.

UNIT 2

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UNIT 2 WELCOME TO MY COUNTRY


Topic Our countryListening ComprehensionMorphosyntactic Elements• Affirmative, negative and interrogative

sentences • Simple Past • Wh- Questions• Suffixes to indicate professions• Prepositions of movementStrategies• To use previous experience and knowledge

of the topic.• To identify key words to get the general

idea.• To use the context, mimicry and familiar

words to infer the possible meaning ofnew words.

• To relate new and old information.• 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 thematicvocabulary.

• To integrate oral and written expressionthrough the use of short phrases andsentences to show listeningcomprehension.Reading ComprehensionDirect language Morpho-syntactical Elements• Affirmative, negative and interrogative

sentences • Simple Past • Wh- Questions• Suffixes to indicate professions• Prepositions of movement

Strategies• To use context and previous knowledge of

the language to predict development ofthe text.

• To skim a text to get the general idea.• To scan the text in order to identify specific

information.• To relate explicit information to make

simple inferences.• To use lexical knowledge to infer the

meaning of new words.• To look up meaning of key words in the

dictionary. • To integrate written expression to

consolidate key lexical and grammaticalitems.

• To integrate the oral and written version ofwords and sentences to learn theirpronunciation and spelling.

• To use Spanish to show understandingwhen necessary.Oral ExpressionCommunicative functions• To exchange personal information• To give instructionsMorphosyntactic Elements• Affirmative, negative and interrogative

sentences • Simple Past• Wh- QuestionsLexical Elements• 500 of high frequency words in oral texts.Pronunciation• English phonemesStrategies• To regularly use everyday fixed phrases

and sentences in personally relevantcontexts.

• To use high frequency words and thethematic vocabulary of the level inpersonally relevant contexts.





• To relate written and spoken version ofsounds to identify and incorporatepronunciation patterns.Written ExpressionMorphosyntactic Elements• Affirmative, negative and interrogative

sentences • Simple Past • Wh- Questions• Suffixes to indicate professions• Prepositions of movementInclude punctuation marks such as: periodand capital letters.Include 300 most frequent words in writtentexts.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.

UNIT 2

67

• Acquisition ofvocabulary related toChilean places,celebrations andtraditions.

• The use of the SimplePast and Wh- questions

• Give instructions andexchange information.






• 1 class hour for thecartoon stripsection.

Resources

• Internet articlesand web pages.

• Interviews.• Tour guide speech.• Radio interview.• Museum guide

speech.• Web site page.• Dialogue.• Fact files.• Information in

graphs.

Attitudes

• Appreciation ofcultural heritage.

• Awareness of theinfluence of othercultures onnational identity.

Evaluation

Reflections• MetacognitionMinitests• Listening• Reading• LanguageSynthesisTest yourKnowledge• Listening• Reading• Language• Oral expressionSelf-evaluationReading andListening testsObservation sheetsRubrics

Learning Abilities

• To listen and identifygeneral topic and specificinformation, explicit andimplicit in oral texts.

• To read and identifygeneral topic and specificinformation, explicit andimplicit in written texts.

• To produce short simplespoken messages inconnection with thedifferent lessons.

• To write short simplesentences,communicativelyappropriate inconnection with thedifferent lessons.

• To understand highfrequency words and thethematic vocabulary ofthe lessons in oral andwritten texts.

• To develop an open-minded attitude towardscultural diversity andEnglish languagelearning.

UNIT 22UNITWELCOME TO MY COUNTRY


Reading• an Internet article• a web pageListening • a radio interview• a museum guide speech• a tourist guide speech


Listening • To discriminate between correct

and incorrect information• To use intonation patterns to infer

information • To identify specific information• To use oral clues to predict

contentReading• 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 contentWriting• 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 give instructions• To role-play a situation• To use everyday English


• The Simple Past Tense• Question words• Vocabulary related to Chilean

places, celebrations and traditions

YOU WILL PAY SPECIALATTENTION TO THESE VALUES:• appreciation of our cultural

heritage• awareness of the influence of

other cultures in our nationalidentity

UNIT 2UNIT 2

68

1. H ow much do you kn ow about your co u nt ry ?Choose the co rre ct alte rn at i ve for each question.

a. Which river is in the north of Chile?

i. Mapocho ii. Biobío iii. Loa

b. Which city has the largest population?

i . Viña del Ma r ii. Ari c a iii. Co n ce p c i ó n

c. Where is the Congress building?

i. Santiago ii. Valparaíso 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 thencompare with your partner.

GETTING READY


·The Simple Past Tense.·Question words.·Questions in the Simple PastTense.

·Suffixes to indicate professions.·Prepositions of movement.

YOU WILL DEVELOP THESEA B I L I T I E S :

L I S T E N I N G·To discriminate between correctand incorrect information.

·To identify specific information.·To use oral clues to predictcontent.

W R I T I N G·To complete a fact file.·To use information to complete aparagraph.

·To organize ideas to produce asummary.

WELCOME TO MY COUNTRYWELCOME TO MY COUNTRY

Country

Area

Population

Capital city

Language

Currency

35

UNIT 2

69

GETTING READYIntroduce the topic of the unit showingthe students the pictures on page 34 andtalking about different places in Chile.1. Encourage students to discover how

much they know about their countryanswering the quiz. Check orally.Answers: a. iii. b. iii. c. ii. d. iii.

2. Ask the students to look forinformation to complete the fact fileabout Chile. Make sure theyunderstand the type of informationthey have to include. Then theycompare answers in their groups.

Answers:Country ChileArea 756,096 km2

Population 15,116,435Capital City SantiagoLanguage SpanishCurrency Peso ($)

Additional Information:The area mentioned above corresponds tocontinental Chile and the oceanic island.The rest of the area corresponds to theChilean Antartic territory.When we consider this last item, the area

is 2.006.096 km2, which is the one we canfind in some web pages and texts.

UNIT 236

BEFO RE L IST ENING

1 . Answer Kelly’s questions.

3 . Read what Matt says and answer his questions.

4 . With your partner, find out the meaning of the words in the boxabove and in the Pictionary.

2 . Read the words in the box and relate them to the pictures.

Do you recognize

the places in thesep i c t u res? Whichregion do they

belong to? Which ofthem would you like

to visit? Why?

snow geysers north desert

capital valley garden


HIGH AND DRY Lesson 1

b

f

UNIT 2

70

BEFORE LISTENING

1. + Ask the students to look at thepictures and answer Kelly's questions.Check orally.(L.A: to predict content from visual clues).Answers: a. Morro de Arica. b. Viñadel Mar. c. Volcán Osorno. d. Torres delPaine. e. San Pedro de Atacama. f. Palacio de la Moneda in Santiago.

2. ++ Students find a connectionbetween the words and the pictures.(L.A: to understand key words).Answers: snow: c., d.; geysers: c., e.;north: a., e.; desert: a., e.; capital: f.;valley: f.

3. + Tell the students to read what Mattsays on page 37 and to try and guesswhere the speakers can be. Do notcheck at this point.(L.A: to predict content from visual clues).

4. +++Students work in pairs looking upthe meaning of the words in a dictionary.Ask them to check the meaning of thewords 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.

PICTIONARYclay: arcilla, gredaguy: tipo, hombrejourney: jornada de viajesunset: puesta de sollevel: nivel

LISTENING

5. + The students listen to therecording once and check theirpredictions in exercise 3.(L.A: to validate predictions).Answers: They are in the Atacamadesert.They both liked the place. Tracy says“Oh, Yes!. Ari says “I liked this place, too”.

6. + The students listen to the recordingagain and complete the sentences withthe missing information. Help them to

pay special attention to the type ofinformation that is required (numbers).(L.A: to find specific information).Answers: a. 3. b. 100. c. 20. d. 5.

7. ++ The students listen to therecording once more and put theevents in the order they happened; ifnecessary, play the recording twice.(L.A: to identify the correct sequenceof 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 Pe d ro.

c. _ _ _ _ He visited El Tat i o.

d. _ _ _ _ He got up ve ry earl y.

Tra cy:

a. _ _ _ _ She we nt to the desert.

b. _ _ _ _ She we nt back late.

c. _ _ _ _ She made a long tri p.

d. _ _ _ _ She could see the co n s te l l at i o n s.

L I S T E N I N G

8 . Copy and complete the chart in your notebook with informationfrom the interview.

AFTER L ISTEN ING

9 . Listen and repeat. Pay special attention to the ending of the verbs.

You are going to listen to two young visitors in ave ry famous place in Chile.Look at the picture s. Canyou guess where they are ?Do you think they like the

p l a c e ?

American English:Kilometer

British English: Kilometreanswered arrived helped listened prepared

recognized studied talked traveled walked worked

completed pointed repeated started visited

Countries Cities Means of transport Tourist attractions

UNIT 2

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AFTER LISTENING

8. ++ Students work in groups tocomplete the chart, sharing informationfrom the interview.(L.A: to share information andcomplete a fact file).Answers:Countries: Chile, England, the USA.Cities: Santiago, Antofagasta, SanPedro, 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 askthe students to repeat each verb, payingspecial attention to the ending of thewords. They should avoid inserting avowel before the / d / sound.(L.A: to imitate a model).

American v/s British EnglishDraw students’ attention to the twodifferent spellings of the same word usedin each variety of English. Remind them

14

that both the British and the Americanversions are correct, but that they shouldchoose one variety and stick to it.

UNIT 238

1 0. Think about an interesting trip you took and write a short paragraphabout it. Include information about the place, its geographicallocation, 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 ___________.

1 1. Listen to the dialogue and put it in order. Then act it out in frontof your classmates.

A: Do you like this place?B: I’m 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.

1 2. Find thirteen irregular past tenses in the Word Search Puzzle.F L

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

RR EE FF LL EE CC TT II OO NN SSDid I connect my previousknowledge with the topic ofthe lesson?

Did I help my classmates?

L A N G U A G 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.

UNIT 2

72

__________________________

LANGUAGE FOCUS - The Simple PastTense1. Tell the students to read the examples

from the text. Guide their attentiontowards the words in bold.

2. Make the students complete the ruleto form the past tense of verbs. Helpthem to discover it by themselves, butdo not take an active role.Answers: -ed, no, irregular.See Error Alert!of at the end of the Unit.

__________________________Did you know that…Let students read this section on theirown and share comments in theirgroups. For more information on the Didyou know that… section see page 7 ofthe Introduction.

10.++ Invite your students to think aboutan interesting trip they took and tocomplete a short paragraph about it.Encourage them to include informationabout the place, its geographicallocation, the places they visited, and anyother interesting details. Ask some ofthem to read their paragraphs aloud toshare their work with their classmates.(L.A: to complete a short paragraph).Answers: Students’ own ideas.

11.+ Form pairs and tell thestudents to write the dialogue in orderin their notebooks. Play the recordingfor them to check and then listen andrepeat. Select some pairs to role-play itin front of their classmates. Don't forgetto give praise and encouragement,especially to weaker students. Let themknow what they are doing well, as wellas what they need to improve.(L.A: to imitate a model).Answers: See transcript.

15

12. ++ Motivate fast learners tofind the past tense of thirteenirregular verbs in the Word Searchpuzzle. Invite them to share theirfindings with the rest of the class.Answers: came, fell, flew, had, made,met, ran, saw, thought, took, was,went, were.

REFLECTIONSThe purpose of this activity is to helpstudents reflect on their learning processand to raise their awareness of how theydevelop their own learning strategies to

become more effective learners. Theyshould work on their own but you mayhelp and guide them when necessary.Encourage them to keep a record of theiranswers in a special section of theirnotebooks.The students read the questions andanalyze:a. their ability to connect their previous

knowledge with the topic of thelesson.

b. if they helped their classmates.

FL


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 pict u res and guess which of the fo l l owing wo rds you willfind in the text.

angelelegant

festival

legend

myth

princess

procession

religion

saint

statuevirgin

BEF ORE READING


LA TIRANA FESTIVAL Lesson 2 UNIT 2

73

BEFORE READING

1. + Introduce the topic of the lessonasking students to answer thequestions. Tell them to look at thepictures and recognize what kind ofcelebration they show.(L.A: to infer topic from visuals).Answers: a. People around the world celebrate

Christmas, Easter, Mother’s Day, etc.b. Christmas, Independence Day,

Easter.c. Will vary.

See Cultural Background Informationat the end of the unit.

2. + Ask students to look at theillustrations, study the words in thePictionary and read the list of words.Invite them to predict which of thewords they think will appear in thetext. Do not check at this point.(L.A: to predict content from visualclues).

PICTIONARYconqueror: conquistadorcostume: disfrazdevil: diablomask: mascarapatron saint: santo patrono

UNIT 240

Name of celebration:

Location:

Date:

Purpose:

Attraction:

R E A D I N G

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 herfather in the north of Chile. Read the titles below and choose the bestalternative to complete the sentence.

a. Independence Day.b. a religious festival.c. an important battle.

I pre p a red a bro c h u re

about _ _ _ _ _ _ _ _ _ _ _ _.

AB

American English:Brochure

British English: Brochure

b. pilgrim2. jurar

4 . Before reading the text, match each word in A with its Spanishequivalent in B.

UNIT 2

74

3. ++ Read what Kelly says and makethe students choose the correctalternative. Help them to relate theirprevious knowledge and the pictureson pages 39 and 41 to discover theanswer. Do not check at this point butmake sure the students know themeaning of brochure.Brochure: a small magazine containingdetails and pictures of goods, servicesyou can buy, or descriptions of placesyou can visit. Do not check answers atthis point. (L.A: to predict topic from context).

American V/S British EnglishDraw students’ attention to the twodifferent pronunciations of the same wordused in each variety of English. Remindthem that both the British and theAmerican versions are correct, but that theyshould choose one variety and stick to it.

4. ++ Students relate each Englishword with its Spanish equivalent.(L.A: to understand key words).Answers: a. - 5. b. - 3. c. - 4. d. - 1.e. - 2.

READING

5. + Ask the students to read the text quicklyand check their answers in exercises 2 and3. Remind them that this first reading isonly to check their predictions and to getthe general idea of the text.(L.A: to validate predictions).Answers: 2. legend, myth, princess,festival, saint, procession, religion, virgin.3. b.

6. ++ The students read the text againand identify if the information is trueor false.

UNIT 2

75

(L.A: to identify correct and incorrectinformation).Answers: a. False (In the town of La Tirana, 72km from Iquique, Chile). b. False (forthe whole week). c. False (music anddance). d. True. e. True.

7. ++ Ask the students to complete thefact file with information from thetext. Check on the board.(L.A: to find and classify specificinformation).

Answers: Name of La TiranaCelebration: FestivalLocation: 72 km from

Iquique, ChileDate: 12th - 18th JulyPurpose: To celebrate Chile's

patron saintMain event: The procession of Las

Diabladas


UNIT 242

RR EE FF LL EE CC TT II OO NN SSWhat new words did I learn?

In what instances did I showinitiative?

8 . Complete each blank with a question word and ask your partner thequestions. 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 thewords.

where when what

who why whose whom

PEOPLE PLACES ACTIVITIES

1 0 . 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?

1 1 . Listen and repeat the questions in exercise 10.

1 2 .Ask and answer the questions in your group.

1 3 . Read the text on page 41 and find words to make word mapswith these headings:F L

L A N G U A 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 askquestions about place - (_ _ _ _ _ _), time - (_ _ _ _ _ _), things - (_ _ _ _ _ _).

AFTER READI NG

UNIT 2

76

AFTER READING__________________________

LANGUAGE FOCUS - Question WordsDon't forget that this section is designed tohelp students revise or discover a particulargrammar structure by themselves.1. Ask the students to revise the

questions, paying special attention tothe words in bold.

2. Make the students identify the type ofinformation each question wordrequires, and then complete the rule.Answers: where; when; what.

__________________________

8. ++ Students complete each blankwith a question word and then ask andanswer the questions in pairs. Make surethat they change roles, so that bothhave the opportunity to ask and answer.(L.A: to relate content and own reality).Answers: what; when; where; what.

9. + First play the recording andask the students only to listen. Thenplay the recording again for them torepeat each word, paying specialattention to the pronunciation of theinitial sound, similar to Spanish hueso,huaso, huincha.(L.A: to imitate a model payingattention to an English phoneme).See Error Alert!of at the end of the Unit.

10.++ Students use the question wordsin the Language Focus to completethe questions in a logical way. (L.A: to relate a language item andown 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 thequestions they completed in exercise10, and then listen and repeat.(L.A: to imitate a model).

REFLECTIONSThe purpose of this activity is to helpstudents reflect on their learning processand to raise their awareness of how theydevelop their own learning strategies tobecome more effective learners. Theyshould work on their own but you mayhelp and guide them when necessary.Encourage them to keep a record of theiranswers in a special section of theirnotebooks.The students read the questions andidentify:a. the new words they learnt.

17



1 . L i s ten to the re co rding in lesson 1 again and cross out the co u nt ries that are not ment i o n e d.

L I S T E N I N G

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?

33 ppttss

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.

R E A D I N G

6 . Complete the paragraph with the Past Tense of the verbs in the box.

LANGUAGE AND VOCABULARY

On our last va cation, my family and I _ _ _ _ _ _ _ _ to Chiloe and _ _ _ _ _ _ _ _ the festivity of Nazare n o

de Ca g uach. The ce l e b rations _ _ _ _ _ _ _ _ with a ce re m o ny outside the chu rch. 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? I’m going to go to the seaside.

c. _ _ _ _ _ _ _ _ _ is your birthday? It’s in June.

d. _ _ _ _ _ _ _ _ _ is your sweater? I left it at school.

e. _ _ _ _ _ _ _ _ _ do you wear a swimsuit? In summer.

33 ppttss

22 ppttss

33 ppttss

66 ppttss

33 ppttssPerú Chile USA Canada Australia England

begin celebrate see take travel walk

00 -- 77Keep trying

88 -- 1144Review!

1155 -- 1199Well done!


ttoottaall

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2255 ppttss

55 ppttss

UNIT 2

77

b. the instances in which they showedinitiative.

12.++ Students ask and answer thequestions in their groups, answeringwith what is true for them.(L.A: to relate content and ownreality).

13. +++ Ask fast learners to createword maps on the board with theheadings provided. Encourage them toillustrate different types of connectionsbetween the words and to include

graphic support. Check and ask the restof 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

The mini-tests provide material to checkand revise students’ progress and, at thesame time, information to the teacherabout any points that the majority of thestudents may have problems with. Makesure they understand what they areexpected to do and then give them time toanswer individually.Answers

LISTENING 1. Not mentioned: Peru; Canada; Australia2. a. Tracy. b. Ari. c. Tracy.3. They speak in English because they

come from English speaking countries:USA and England.

READING4. 72 - kilometers; 24 - hours; 200 -

people.5. a. La Tirana is in the Tarapaca region. b. People dance and sing 24 hours aday. c. The most important event ofthe festival is the procession.

LANGUAGE AND VOCABULARY6. traveled; celebrated; began; saw; took;

walked.7. a. What. b. Where. c. When. d. Where.e. When.

13

UNIT 244

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 PuntaArenas. As they walk along the corridors, a guide answers theirquestions. Make a list of English words that sound similar in Spanishthat 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 theircharacteristics in the bubbles.

BEF ORE L ISTEN ING

Sailors Hunters Nomads Warriors

Fishermen Shepherds Farmers

1 . Answer Matt’s questions.

North of Chile Center of Chile South of Chile

Who lived in Chile b efo re the Spaniards arrive d ?

W h at is the meaning of the wordm a p u c he?


THE PEOPLE OF THELAND Lesson 3U

NIT 2

78

BEFORE LISTENING

1. + Introduce the topic of the lessontelling the students that, after visitingtheir father, Kelly and Matt continuetheir trip and are now visiting thesouth. Invite students to name placesthe children are visiting. Tell them thatthe boy is particularly interested in ourcountry and has some questions forthem. Make them read Matt'squestions and elicit the meaning of theword mapuche. Make notes on theboard but do not check at this point.(L.A: to predict topic from the context).

2. +++ Refer the students to Chileanhistory and tell them to read the namesof Chilean aborigines. Ask them towrite the names in the correct column,according to the place they lived. Invitesome students to come to the board tocheck the exercise. (L.A: to connect content with previousknowledge).Answers: North of ChileAymaras Changos DiaguitasCenter of ChileMapuches PicunchesSouth of ChileOnas Chonos

3. ++ Read the words in the bubbleswith the class. Ask students to lookthem up in a dictionary and find theirequivalent in Spanish. Check orally.Make reference to what students mayhave learnt in Social Studies.(L.A: to understand key words).Answers: sailors = navegantes; hunters= cazadores.

PICTIONARYfarmers: granjerosfishermen: pescadoreshunters: cazadoresnomads: nómadessailors: marineros/navegantes

4. ++ Students associate theindigenous groups in exercise 2 withthe characteristics in exercise 3.(L.A: to relate content to previousknowledge).Answers: Sailors: changos, chonos; Hunters: mapuches, onas;

Nomads: onas, changos, chonos; Warriors: mapuches; Fishermen: changos, chonos; Farmers: mapuches, aymaras, diaguitas.nomads = nómades; warriors =guerreros; ritual = ritual; mask =máscara; canoe = canoa; fishermen =pescadores; shepherds = pastores;farmers = granjeros.

5. + Encourage students to make a list ofcognates they think will appear in thetext. Do not check answers at this point.(L.A: to make predictions from context).Answers: Will vary.


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:

1 1.Look for information about one important ethnic group in Chile andcomplete this diagram.

L I S T E N I N G

AFT ER L IST ENING

Location

Food

Ceremoniesand traditions

Language

Name

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 donot 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.

1 0. 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 wo re masks and painted their bodies in re l i gious ce re m o n i e s.

UNIT 2

79

LISTENING

6. + Play the recording and ask thestudents to check their answers inexercise 1. (L.A: to validate predictions)Answers: Indigenous people;Mapuche means the people of the land.

7. + The students listen to the recordingagain and choose the correct alternative.(L.A: to identify correct and incorrectinformation).Answers: c.


8. + Read the question with the classand help the students identify the typeof information that is required. Playthe recording again.(L.A: to identify specific information).Answers: eight.

18

9. ++ Read the statements with theclass; then the students listen to therecording again and identify the wordsthat are not mentioned.(L.A: to discriminate between correctand 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 thesentences and decide which are false.Play the recording again for them tocheck their answers. Check orally. Firststudents only indicate whichstatements contain incorrectinformation and then correct it.(L.A: to identify correct and incorrectinformation).Answers: a. False. b. True. c. False. d. True. e. True. Incorrect: a. They lived in theAraucanía, Bío Bío and the Lakesregions. c. They were not sedentary,they were nomads.

AFTER LISTENING

11.+++ Form groups of three or fourstudents and encourage them to findinformation about one importantethnic group in Chile and completethe diagram. Allow them to look forinformation in books in Spanish orencyclopaedias; you can assign thistask as homework or use it as aproject, in which case the groups mustassign specific tasks to each memberof the group and present a product onan agreed date.(L.A: to relate topic and personalknowledge).

UNIT 246

RR EE FF LL EE CC TT II OO NN SSDid I have difficulties tounderstand the text?

Did I need the teacher’sassistance?

YES NO

1 4. 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.

1 5. In pairs, ask and answer the questions in exercise 14. Choose twoof the questions and answers and share them with your classmates.F L

L A N G U A 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 __________.

1 2.Use the information in your diagram to complete and then act outthe 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”.

UNIT 2

80

12.++ Invite students to exchangeinformation with their classmates,asking questions about their work. Makesure all groups have the opportunity toask and answer questions.(L.A: to relate content to previousknowledge).Answers: Will vary.

Did you know that…Let students read this section on their ownand share comments in their groups. For moreinformation on the Did you know that…section see page 7 of the Introduction.

13.+ First play the recording and askthe students only to listen. Then play therecording again for them to repeat thetongue twister, paying special attentionto the pronunciation of the letter t, withstrong contact between the front part ofthe tongue and the alveolar ridge.(L.A: to imitate a model).

__________________________

LANGUAGE FOCUS – Questions in theSimple Past TenseRemember that this section is designed topromote 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 usethe clues to write questions in thePast tense. Elicit some examples. Playthe recording for them to check andthen listen and repeat the questions.(L.A: to consolidate a language point andconnect it with previous knowledge).

20

19

Answers: a. Where did the Alacalufes sail?b. What did these indigenous people

eat?c. Did the Onas have an important

spiritual life?d. What did the Onas do for their

ceremonies?e. Did the Yámanas use harpoons?

15. ++ Fast learners work in pairs,asking and answering the questionsin exercise 14.(L.A: to role-play a dialogue).

REFLECTIONSThe students should work on their own butyou may help and guide them whennecessary. Encourage them to keep arecord of their answers in a special sectionof their notebooks.The students read the questions andidentify:a. the difficulties they had to understand

the text.b. how much they needed the teacher’s

assistance.FL

1 . Matt wants to know more about Chile. In pairs, read and answer hisquestions.

2 . Can you relate each person to one of these areas?

3 . Look at the pict u res in the text on page 48 and answer Mat t’s questions.

4 . Find these wo rds in the text. Match them with a synonym from the box .

a . encourage b. performc. upcoming d. engagement


BEF ORE READING

Music Literature Painting


future arrangement stimulate do

FROM CHILE TO THEWORLD Lesson 4

Who are the people inthe picture s ?

W h at do they have inc o m m o n ?

UNIT 2

81

BEFORE READING

1. + Draw students' attention to Matt'squestions in the bubble. Elicit theiranswers and make notes on the board.(L.A: to relate content and previousknowledge).Answers: Claudio Arrau; GabrielaMistral; Cristina Gallardo-Domas;Nicanor Parra; Lily Garafulic; RobertoBravo; Roberto Matta; Verónica Villarroel.They are all famous Chilean artists.

2. + Ask the students to answer thequestion in pairs. Make a chart on theboard to check answers.(L.A: to relate content and previousknowledge).Answers: Music: Claudio Arrau,Cristina Gallardo Domas, Roberto Bravo,Verónica Villarroel; Literature: GabrielaMistral, Nicanor Parra; Painting: LilyGarafulic, Roberto Matta.

3. ++ Read Matt's questions on page48 aloud. Help students to understandthem, clarifying the meaning of theverb stand out; elicit answers, but donot correct at this stage.(L.A: to predict content from visualclues).

4. +++ Ask students to find the wordsin the text and then match them witha synonym from the box. Tell them toobserve the words that precede andfollow the one they are studying, toidentify its context and clarify itsmeaning.(L.A: to understand key words).Answers: a. stimulate. b. do. c. future. d. arrangement.

See Cultural Background Informationat the end of the unit.

PICTIONARYprize: premiowinner: ganadorEaster Island: Isla de Pascuamusician: músicosoloist: solista

Who is the girlin the photo?In what are a

does shestand out?

UNIT 248

UNIT 2

82

READING

5. + The students read quickly throughthe text just to check their answers inexercise 3.(L.A: to validate predictions).Answers: The girl in the photo isMahani Teave, the first classicalmusician from Easter Island.

6. +The students identify the type oftext they are going to read.(L.A: to identify type of text).Answers: b.

7. ++ The students read the textcarefully and discriminate betweencorrect and incorrect information.(L.A: to identify correct and incorrectinformation).Answers: a. True. b. False. c. False. d. True. e. False.

8. +++Students read the text again andidentify the name of a person who had avery important role in Mahani's life.(L.A: to find and support specificinformation).Answers: Roberto Bravo was a veryimportant person for Mahani Teave,because he discovered her andencouraged her to study music in thecontinent.

9. +++ Students read the text againand find information to complete thechart. They check the answers in pairs.(L.A: to find and classify information).Answers:Year Fact1992 Met Roberto Bravo1999 Won Claudio Arrau

Competition

2001 Won a prize in Spain2004 Won a prize in Cleveland2005 Obtained Music degree2006 Studied with Sergei

Babayan

10.+The students read the text once moreand identify a characteristic for eachnoun. Help them find the words, makingit clear that in English the characteristics(or adjectives) are the words that goimmediately before the nouns.(L.A: to find key words).Answers: a. classical. b. Chilean. c. first. d. international.

REFLECTIONSThe purpose of this activity is to helpstudents reflect on their learningprocess and to raise their awareness ofhow they develop their own learningstrategies to become more effectivelearners. They should work on their ownbut you may help and guide them whennecessary. Encourage them to keep arecord of their answers in a specialsection of their notebooks.


1 0.Read the text and find an adjective for each noun.

a . _ _ _ _ _ _ _ _ _ _ _ musician

b. _ _ _ _ _ _ _ _ _ _ _ pianist

c. _ _ _ _ _ _ _ _ _ _ _ prize

d. _ _ _ _ _ _ _ _ _ _ _ competition

R E A D I N G

5 . Read the text quickly and check if you had the right informationabout Mahani. Remember that the familiar words you can find in thetext 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 In s t i t u te of Mu s i c.

8 . Read the text and identify a very important person in Mahani Teave’slife. Explain your answer with information from the text.

9 . Complete this chart with information from the text.

RR EE FF LL EE CC TT II OO NN SSHow much did the exerciseshelp me to understand the text?

What were the most seriousproblems I had?

Year Fact

1992

1999

2001

2004

2005

2006

A F T E R R E A D I N G

1 1.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 _ _ _ _ _ _ _ _ _ _.

UNIT 2

83

The students read the questions andanalyze: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; RobertoBravo; Valdivia; 1999; competitions;Japan; the Antarctica; Easter Island'sfirst classical musician.

UNIT 250

A: What do you call a person who ________________ ?

B: A(n)____________________

1 2. In pairs, choose a famous Chilean artist you know well and completehis / her biography.

_______ was born in _______ (year) in _______ (place).

He / She studied ______ in _______ and is famous because _______.

His / her most import a nt paintings / sculptures / books / songs are _ _ _ _.

1 3. First only listen and then listen and re p e at the tongue tw i s te r. If Stu chews shoes, should Stu choose the shoes he chews?

1 4. In pairs, put these sente n ces in order to fo rm a dialogue aboutp ro fe s s i o n s. Check with your teacher and then ro l e- p l ay the dialoguein fro nt of your classmate s, replacing the parts underl i n e d. a . And what about you?b. I don’t 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?

1 5. Vocabulary game! Close your book and ask your partnerquestions about professions.

F L

paints pictures? plays football? sails ships?

looks after people’s teeth?

L A N G U A 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 sister’s 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:

Fa vo r i t e

British English: Fa vo u r i t e

UNIT 2

84

__________________________

LANGUAGE FOCUS - Suffixes to indicateprofessionsThe activities are meant to promoteindependent learning, so help, guide andcheck, 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 professionsfrom verbs and nouns. Clarify themeaning of suffix.Answers: -ian;- ist; -er;- or.See Error Alert!of at the end of the Unit.

__________________________

American v/s British EnglishDraw students’ attention to the twodifferent spellings of the same word usedin each variety of English. Remind themthat both the British and the Americanversions are correct, but that they shouldchoose one variety and stick to it.

12.+++The students work in pairs andchoose a famous artist they know wellto complete his / her short biography.(L.A: to write a short text).

13.+ First play the recording andask the students only to listen. Thenplay the recording again for studentsto repeat, paying special attention tothe pronunciation of the beginning ofthe words. Help them notice andproduce the difference between / ∫ /in shoes and / t∫ / in choose, chews.(L.A: to identify and produce Englishphonemes).

14.++ The students work in pairs andput the dialogue about professions inorder. Remember not to interruptstudents during speaking activities. It

21

is better to take notes of the mainmistakes and then correct them at theend of the activity. Ask some pairs torole-play the dialogue.(L.A: to imitate a model).Answers: d. b. a. c.

15. +++ Vocabulary game!Games are important while teaching aforeign language because theymotivate students to apply them todifferent situations. Encourage fastlearners to ask questions to theirpartners 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, previousknowledge and own reality).

22FL



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 - 0.46b. 80 - 8 d. 873 - 87.3

L I S T E N I N G

00 -- 99Keep trying

1100 -- 1155Review!

1166 -- 2200Well done!


ttoottaall

ss cc oo rr ee

2277 ppttss

44 ppttss

3 . Read the text about Mahani Te ave again and find info rm ation to support the fo l l owing ideas.

a . Mahani Teave’s 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 mother’s 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. ____________________

R E A D I N G55 ppttss

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 ve ry famous _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _. She wri tes beautiful nove l s.

b. Did you see Di Caprio’s film? He is an excellent ________________________.

c. She loves science! I think she wants to be a ________________________.

LANGUAGE AND VOCABULARY

44 ppttss

33 ppttss

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.

66 ppttss

55 ppttss

UNIT 2

85

MINI - TEST

The mini - tests provide material to checkand revise students’ progress and, at thesame time, information for the teacherabout any points that the majority of thestudents may have problems with. Makesure the students understand what theyare expected to do and then give themtime to answer individually.

Answers

LISTENING1. a. 700,000. b. 8. c. 4.6. d. 87.32. c.

READING3. a. Her mother is American.b. Her father is 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 withSerguei Babayan.

4. a. Easter Island. b. American. c. Roberto Bravo. d. 2005. e. Japan,USA and the Antarctica.

LANGUAGE AND VOCABULARY5. a. did, begin. b. did, do. c. did, obtain.d. did, win.

6. a. writer. b. actor. c. scientist.

UNIT 252

Kelly, Matt and their father are now visiting another beautiful city in thesouth 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 wordsbelow 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? Byship?

4 . Work with your partner and check the meaning of these phrases thatlook and sound very similar in Spanish.

a . market b. local variety c. botanical gardend. nature sanctuary e. native species f. typical dish



VISITING THE SOUTH Lesson 5UNIT 2

86

BEFORE LISTENING

1. + Start the lesson telling the studentsthat Kelly and Matt continue their tripand are now visiting a beautiful city inthe south. Before listening, theyanswer the questions in exercise 1.Guide students’ answers to the type ofinformation requested: means oftransport. Check orally and make noteson the board.You can travel _____ by _____.(L.A: to connect topic and previousknowledge).

2. + Invite the students to look at thepictures and identify the means oftransport unscrambling the words in thebox. Check orally. Additionally, you canmake students identify the mostimportant means of transport in theirarea / city / town; the most comfortable;the most useful for them, etc.(L.A: to understand key words).Answers: car; cart; bicycle; plane;ship; train; motorcycle; bus.

3. + Elicit names of beautiful cities in thesouth of Chile. The students guesswhich city the children are visiting andby what means of transport. Do notcheck at this point.(L.A: to predict content from previousexperience).

4. ++ Students work in pairs to checkthe meaning of the phrases that lookvery similar in Spanish.(L.A: to identify cognates).Answers: a. mercado. b. variedadlocal. c. jardín botánico. d. santuariode la naturaleza. e. especies nativas. f. plato típico.

LISTENING

5. + Tell the students they are goingto listen to the recording once, just toidentify the name of the city. Remindthem that this first listening is only tocheck their predictions in exercise 3.(L.A: to validate predictions).Answers: the city is Valdivia.

6. + The students read the names of theplaces in the pictures. Then they listenagain and number the places in theorder they hear them.

(L.A: to identify sequence).Answers: a. - d. - c. - b.

7. ++ Read the statements and thealternatives with the class. Play therecording again for students to choosethe alternative that best completes eachstatement. Then they check in pairs.(L.A: to identify correct and incorrectinformation).Answers: a. iii. b. iii. c. ii.

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a bc

de

f

g

hi j

8 . Listen again and find the ingredients for curanto that the speakermentions.


5 . Listen to the recording and check the name of the city and themeans of transport you mentioned in exercise 3. Don’t forget to payspecial attention to all familiar words that can help you.

6 . Listen to the recording again and number the places in the orderyou hear them.

7 . L i s ten again and choose the alte rn at i ve that best co m p l e tes eachs t ate m e nt.

a . The speaker isi. a bus driver. ii. a teacher. iii. a tour guide.

b. In the fluvial market you can seei. penguins. ii. seals. iii. sea lions.

c. If you visit the market, you will findi. toys. ii. restaurants. iii. books.

L I S T E N I N G

http://www.southamerica.cl/Chile/Food.htm

cB r i d g e

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Did you know that…Let students read this section on theirown and share comments in theirgroups. For more information on the Didyou know that… section see page 7 ofthe Introduction.

8. + First ask students to identify thefood 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 theingredients for curanto that thespeaker mentions and to identify

them in the pictures. Play therecording again.

After checking the exercise, askstudents to think about other typicalChilean dishes and to try and find theingredients in the pictures. You canalso ask students to classify theingredients, for example: vegetables,meat, fish, etc.(L.A: to find specific information).Answers: a. h. j.

L A N G U A 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 wonderfulbotanical garden. From above, you will see at the same time threevolcanoes, 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 abovex x round

aroundabout

UNIT 254

AFT ER L I STENI NG

1 0.Look at the pictures and complete the sentences with the correctpreposition.

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 thespeaker 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 theitems in the boxes that the speakerdoesn't mention. To make the task easier,you can tell them to tick the items theydo hear first, and then listen again tocheck the ones that are not mentioned.After checking the exercise, start aconversation about the adventure sportsthat they can practice in their area.(L.A: to identify correct / incorrectinformation).Answers: Not mentioned A: plane, ship, taxi,train.Not mentioned B: bungee jumping,skating, skiing.

AFTER LISTENING__________________________

LANGUAGE FOCUS - Prepositions ofmovementThis section is designed to help studentsrevise or discover a particular grammarstructure or an interesting item ofvocabulary from the text. The activities are meant to promoteindependent learning, so help, guide andcheck, but do not give the answers. 1. Ask the students to revise the

examples from the text, paying specialattention to the words in bold.

2. Help them find the answer to thequestion, but don’t take an active part.Answers: The words in bold indicatelocation or movement.

3. Students complete the statement.Check orally.Answers: along; above; around.

__________________________


10.+ The students look at the pictures andcomplete the sentences with apreposition from the Language Focus.(L.A: to consolidate a language item).Answers: a. around. b. above. c. along.

11.+ First play the recording andask the students only to listen. Thenplay the recording again for studentsto repeat each pair of words, payingspecial attention to the pronunciationof the first sounds: / d / completecontact between the front part of thetongue and the alveolar ridge,releasing the air suddenly; / D / closecontact between the front part of thetongue and the upper teeth, releasingair with friction.(L.A: to distinguish and produce twoEnglish phonemes).

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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 can’t _________ or _________ .


RR EE FF LL EE CC TT II OO NN SSWhat did I most enjoy in thislesson?

What can I do to do better inthe next unit?

1 1. Listen and repeat. Pay attention to the different initial sounds ofthe words.

1 2. Complete this dialogue with your partner. Listen, check andthen, role-play it in front of the class.

1 3.Wo rk with your part n e r. He/she must draw as you gi ve ora li n s t r u ctions fo l l owing the examples gi ven in exe rcise 10. Change ro l e s.

Examples:

There are ___________ along ____________________ .

There is ___________ at _________________ .

There _________ a _________ around the ___________ .

There are _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _.

There _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _.

1 4. Use the image code to find out the names of more outdoor act i v i t i e s.F L

a . r pp ll ng

b. p r ch t ng

c. s n w b rd n g

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 tocomplete the dialogue using the cluesin the pictures. Play the recording oncefor them to check and then again forthem to listen and repeat. Choosesome pairs of students to act thedialogue in front of their classmates.(L.A: to imitate a model).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 can’t take the trainor a ship.

13.+++ Students work in pairs givingand receiving instructions to make adrawing using the prepositions theysaw in this lesson. Explain how tofollow the examples given. Make surethey change roles, so that bothstudents in a pair give and receiveinstructions. The students check theexercise by showing the drawings totheir partners.(L.A: to exchange information).

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14.+ Encourage fast learners todecipher the code and find out thename of eight outdoor activities. Youcan also ask them to bring somepictures illustrating these activities, ashomework for the following class.(L.A: to consolidate key words).Answers: a. rappelling. b. parachuting.c. snowboarding. d. surfing. e. motorcross. f. windsurfing. g. parapenting. h. luge.See Background Information at theend of the Unit.

REFLECTIONSThe purpose of this activity is to helpstudents reflect on their learning processand to raise their awareness of how theydevelop their own learning strategies tobecome more effective learners. Theyshould work on their own but you may helpand guide them when necessary. Encouragethem to keep a record of their answers in aspecial section of their notebooks.The students read the questions andreflect 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

‘

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Help students remember what they knowabout the characters and the situation inthe previous episode: Kelly and MattHardrock came to Chile to visit their fatherand meet their Chilean cyber-friendIgnacio. They found a strange box, pushedthe handle and something strangehappened.Encourage students to read this episodeon their own and invite them tosummarize it, in Spanish, if necessary.

Notes

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Notes

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1 . Read the text and put a tick (co rre ct info rm ation) or a cro s s( i n co rre ct info rm ation), next to the fo l l owing sente n ce s.

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 258

2 . Read the text again and complete the diagram.

In this unit, did I learn...

SYNTHESISSYNTHESIS TEST YOUR KNOWLEDGETEST YOUR KNOWLEDGE

READING: VA L PA R A Í S O

Places you can visit_ _ _ _ _ _ _ _ _ _ _ _ _ _ __ _ _ _ _ _ _ _ _ _ _ _ _ _ __ _ _ _ _ _ _ _ _ _ _ _ _ _ _

Things you can buy_ _ _ _ _ _ _ _ _ _ _ _ _ _ __ _ _ _ _ _ _ _ _ _ _ _ _ _ __ _ _ _ _ _ _ _ _ _ _ _ _ _ _

Activities you can do_ _ _ _ _ _ _ _ _ _ _ _ _ _ __ _ _ _ _ _ _ _ _ _ _ _ _ _ __ _ _ _ _ _ _ _ _ _ _ _ _ _ _

Birds you can see_ _ _ _ _ _ _ _ _ _ _ _ _ _ __ _ _ _ _ _ _ _ _ _ _ _ _ _ __ _ _ _ _ _ _ _ _ _ _ _ _ _ _

VALPARAISO

55 ppttss

44 ppttss

R E A D I N G·to relate content with previousknowledge? When?

·to infer meaning of words fromthe context? In which text?

·to identify the type of text?Which was it?

L A N G U A G E·to recognize professions?Which?

·to use the Past Simple Tense?To do what?

·to use question words? Which?

VA L U E S·to appreciate our culture andtraditions? With what texts?

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SYNTHESIS

Revise the contents of Unit 2 with yourstudents and help them to analyze andreflect on which exercises and activitieshelped them achieve the learningoutcomes.

TEST YOUR KNOWLEDGE

Explain to the students that the purposeof this section is to help them revisecontents and evaluate their performancein the whole unit. Read the instructions

and make sure they all understand whatthey are expected to do in each activity.Encourage them to give honest answers inorder to detect their strengths andweaknesses. Check students’ results andrevise any points that the majority ofthem had problems with.AnswersREADING – VALPARAÍSO1. 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 thefuniculars, go to the harbor, see seabirds, take a ride on carriages, rentbicycles.Birds you can see: pelicans, seagulls,pigeons.

LISTENING – VISITING ANOTHER CITY 3. a.4. a. iii. b. i. c. iii. d. i.Language5. a. musician. b. painter. c. writer. d. sailor.

6. when, did, play, did, win.

26

L A N G U A G E5 . Read the descriptions and wri te 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 Tenseusing the words in the box.


Check your pro gress in this unitm a rking the box that is true for yo u.


I can understand instructions.I understand the general idea(s) oftexts.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.I understand the general idea(s) ofspoken texts.

I recognize words in movies, songs,etc.I can identify a sequence ofinformation.

LISTENING: VISITING ANOTHER CITY

7 . Answer these questions. Then role-play aconversation 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 _ _ _ _ _ _ _ _ _ _ _ _ fo ot b a l l ?B: Ye ste rd a y.A: _ _ _ _ _ _ _ _ _ _ _ _ th ey _ _ _ _ _ _ _ _ _ _ _ _?B: No, th ey lost .

3 . L i s ten and identify the purpose of the co nve r s at i o n .

a. To give information. b. To give instructions.c. To request info rm at i o n . d. To make an inv i t at i o n .

4 . Listen again and choose the best alternative tocomplete the sentences.

a. Tom tells his friend that he is going to stayi. 2 months. ii. 2 weeks. iii. 2 days.

b. Tom’s bus arrived in thei. morning. ii. afternoon. iii. evening.

c. He is going to his uncle's place oni. Friday. ii. Sunday. iii. Monday.

d. He is going back to his city byi. bus. ii. train. iii. car.

22 ppttss

44 ppttss

44 ppttss

55 ppttss

33 ppttss

did did win play when

ll ii ss tt ee nn ii nn gg

ll aa nn gg uu aa gg ee

ssppeeaakkiinngg // wwrriittiinngg

pprroojjeecctt // ggrroouupp wwoorrkk

rr ee aa dd ii nn gg

ORAL E X P R E S S I O N

00 -- 66Keep trying

77 -- 1133Review!

1144 -- 2211Well done!


ttoottaall

ss cc oo rr ee

2277 ppttss


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ORAL EXPRESSIONMotivate students to evaluate theirpartner's performance seriously andhonestly.

SELF - EVALUATION

The purpose of this section is to allowstudents to reflect on their strengths andweaknesses. Encourage them to give honestanswers and show interest in their results.

LISTENING - HIGH AND DRY

Presenter: This is our section “Travel blogs” with our reporterJim Robinson. Where are you this week, Jim?

Jim: Hi! I’m in the middle of the Atacama desert, in thenorth of Chile, at 2,600 meters above sea level. I’mwith two young visitors. What are your names andwhere do you come from?

Ari: Hello, I’m Ari Richardson and I come from Durango, USA.Tracy: My name is Tracy Coward and I’m 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 startedto 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 witha laser pointer. We could see the rings of Saturn andwe took amazing photos of the moon through histelescope. We didn’t 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: I’m 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 thewords.

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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17

where when what

who why whose whom

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TRANSCRIPTSUNIT 2

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UNIT 2

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LISTENING - THE PEOPLE OF THE LAND

Guide: In Chile, nearly 700,000 people belong to an indigenousgroup. 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, Araucanía and Lakes regions. Matt: Who are the original people of this region?Guide: Here in the south, the Alacalufes, the Onas, and the

Yámanas. 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 mammalsand molluscs.

Kelly: How did they hunt the animals?Guide: They used harpoons, the same as the Yámanas who were

also sailors and nomads.Matt: Did they live in the same area?Guide: The Yámanas 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 ofthe region had an important spiritual life. They celebratedmany ceremonies and rituals and they wore masks, paintedtheir bodies and danced… Any other questions?

Pronunciation

First only listen to the tongue twister and then listen and repeat.Mr. Tongue Twister tried to train his tongue to twist and turn, andtwit 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, andtwit 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 Yámanas use harpoons? Guide: Yes, they did.

READING - FROM CHILE TO THE WORLD

Pronunciation

First only listen to the tongue twister and then listen and repeat.If Stu chews shoes, should Stu choose the shoes he chews?If Stu chews shoes, should Stu choose the shoes he chews?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 people’s teeth?B: A dentist!

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LISTENING - VISITING THE SOUTH

Guide: …During this tour, we’re going to visit the most typicaland important places in Valdivia. Let’s start our trip!On your left, you can see the Calle-Calle river. After thetour, you can walk along the river, or take a boat or akayak. Now, on your right, you will see the fluvialmarket, with our local variety of fish and fruit. We’llstop now to visit the market pets, the sea lions!

Guide: OK, across from the market you can see a bridge. Afterwe cross it, we will see the Universidad Austral, on theright; we’re going to visit it and walk around thebotanical garden.

Guide: Good news! We’ll finish our tour in the market, whereyou can find some typical restaurants and try theCuranto, a typical dish made with seafood, meat andpotatoes. Ah! Just one more thing before we go tohave lunch: If you want to rent a horse in the FundoTeja Norte, or buy a ticket for a rafting experience, justcontact us. You can also try canopying, kayaking,hiking, and trekking. Our city offers a lot ofpossibilities for practicing sport adventures.

Pronunciation

Listen and repeat. Pay attention to the different initial sounds ofthe 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 can’t take the train or a ship.

TEST YOUR KNOWLEDGE

Listening - Visiting Another City

George Hello.Tom Hi, George. This is Tom. I’m visiting my grandmother.George Tom, hi! How are you?Tom Fine. We arrived here today. The bus arrived at 5:15 in

the morningGeorge Five in the morning!Tom Yes, really early, so we’re in the city and we are going

to stay here for two nights.George Oh, where? In a hotel?Tom No, we’re in my grandmother’s house now. On Monday

we are going to move to my uncle’s 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? How’s Patricia? I triedto ring her yesterday but she didn‘t 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 youcould 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 ofcourse, Los Flamencos National Reserve. There, we sawhundreds of flamingos and other local bird species.

Alan: Wow!

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UNIT 2

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LISTENING - HIGH AND DRYLanguage Focus

The simple past form of regular verbs ends in -ed. Most verbs areregular, 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 FESTIVALExercise 9

Help your students with the pronunciation of the sound / w /; theymust try to avoid producing a Spanish / g / sound; a comparisonwith Spanish huaso, hueso, huelga,huerto, etc. may help.

LISTENING - THE PEOPLE OF THE LANDLanguage Focus

Warn students that questions in the Simple Past use the auxiliarydid, and the verb in infinitive without to.Did he pass the exam? CorrectHe passed? IncorrectDid he passed? Incorrect

READING - FROM CHILE TO THE WORLDLanguage Focus

Tell students to try and learn professions in groups of similarwords, 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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1Tradition Memorial Day is a United States federal holiday that is observed onthe last Monday of May (observed in 2008 on May 26). It wasformerly known as Decoration Day. This holiday commemoratesUS men and women who have died in military service to theircountry. It began first to honor Union soldiers who died during theAmerican Civil War. After World War I, it was expanded to includethose who died in any war or military action.

2Mahani Teave's latest presentations:

• Teatro Municipal de Temuco, Chile, Mayo 2007.• Santiago and Valparaíso, Chile, Enero 2007.

To find updated information on Mahani's presentations, visit:

http://www.mahaniteave.com

3Luge

Luge is the name of a sport whick involves racing with sleds. It isa 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.

BACKGROUND INFORMATION

PHOTOCOPIAB

LEMA

TERIA

L

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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 havethis holiday? Because we have a myth, (6) _________________, Yi people had a wrestlingcompetition. One Yi person was very strong and kind but he didsomething to the devil, so the devil sent lots of locusts to thearea and destroyed the crops. (7)_________ guided the Yipeople. He told them to hold torches to kill the locusts. So, the Yipeople killed all the locusts. The Yi people still have this holiday.It’s very important, even though there are no locusts anymore.When everybody holds the torches (10) _______, the streetslook like a fire dragon. The view is great. Lots of people come toour area to enjoy the friendly Yi people’s Torch Day.

Questions2. 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? Becausewe have (5) ____________.Three thousand years ago inAugust, Yi people had a wrestling competition. One Yi personwas very strong and kind but he did something to the devil, sothe devil sent lots of locusts to the area and destroyed thecrops. Then Zhige Arlon guided the Yi people. He told them tohold torches to kill the locusts. So, the Yi people killed (8)______.The Yi people still have this holiday. It’s veryimportant, even though there are no locusts anymore. Wheneverybody holds (9)________ at night, the streets look likea fire dragon. The view is great. Lots of guests come to our areato enjoy the friendly Yi people’s Torch Day.

Questions1. 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 ineach 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 on line and type www.victorians.org.uk/. The website is going to tell you all about their dailyroutine.

b.Click on Day in the Life on the left hand side of the page, and this will show you their family tree.Find out about their daily routine by clicking on the days of the week on the left hand side of thepage, 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

PHOTOCOPIAB

LEMA

TERIA

L 100

ROLE CARD AYou are an inventor. Lastweek you invented amachine that does Englishhomework!

ROLE CARD BYou’re a famous politician.You became president ofyour country and everybodythinks you were a very goodpresident.

ROLE CARD CYou are a very famoussailor. You sailed aroundthe world and now you liveon your boat.

ROLE CARD DYou 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.

Don’t say the name of your profession!

ROLE CARD EYou are an artist. You arevery poor because you onlysell one painting everyyear.

ROLE CARD FYou are a swimmer. Youwon two gold medals inthe Sydney Olympics. Youcan swim 100 meters in 54seconds!

ROLE CARD GYou are a translator forthe United Nations. You live in New York andcan speak eight differentlanguages, some of themAfrican!

ROLE CARD HYou 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

PHOTOCOPIAB

LEMA

TERIA

L

101

READING - NICANOR PARRA, CHILEAN POET

Nicanor Parra was born in 1914 in Chillan, a small town in the south of Chile. His father was aschool teacher. In 1933 he entered the Instituto Pedagógico of the University of Chile, and got hisdegree 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 BrownUniversity 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 incollaboration 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 storyb. a biographyc. a piece of newsd.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 Pedagógico

1937

1938

He went to the U.S.A.

1946

1952

EXTRA TEST

PHOTOCOPIAB

LEMA

TERIA

L 102

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 __________________.

27

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 trying6 - 10

Review!11 - 15

Well done!16 - 21

Excellent!

total

score

21 pts

UNIT 2

103

EXTRA TEST

READING1. 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 EVENT1914 He was born in Chillan.1933 He entered the Instituto Pedagógico.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. Yes2. a. Chile. b. Peine. c. tourist bus. d. flamingo.3. a. summer. b. church. c. pool. d. birds.

ORAL EXPRESSIONCheck 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 B1. 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 eventsListening ComprehensionMorphosyntactic Elements• Past Simple Affirmative, Interrogative andNegative.

• Past Continuous.• Present Perfect.• Comparatives.Strategies• To use previous experience and knowledgeof the topic.

• To identify key words to get the generalidea.

• To use the context, mimicry and familiarwords to infer the possible meaning ofnew words.

• To relate new and old information.• To discriminate phonemes that caninterfere with comprehension.

• To relate oral and written versions ofwords, phrases and sentences.

• To integrate written expression by writingwords in order to consolidate key thematicvocabulary.

• To integrate oral and written expressionthrough the use of short phrases andsentences to show listeningcomprehension.

Reading ComprehensionDirect language Morphosyntactic Elements• Past Simple Affirmative, Interrogative andNegative.

• Past Continuous.• Present Perfect.• Comparatives.

Strategies• To use context and previous knowledge ofthe language to predict development ofthe text.

• To skim a text to get the general idea.• To scan the text in order to identify specificinformation.


• To use lexical knowledge to infer themeaning of new words.

• To look up meaning of key words in thedictionary.

• To integrate written expression toconsolidate key lexical and grammaticalitems.


• To use Spanish to show understandingwhen necessary.

Oral ExpressionCommunicative functions• To exchange personal information.• To give instructions.Morphosyntactic elements• Simple Past Affirmative, Interrogative andNegative.

• Past Continuous.• Present Perfect.• Comparatives.Lexical Elements• 500 high frequency words in oral texts.Pronunciation• English phonemes.Strategies• To regularly use everyday fixed phrasesand sentences in personally relevantcontexts.






• To relate written and spoken version ofsounds to identify and incorporatepronunciation patterns.

Written ExpressionMorphosyntactic Elements• Past Simple Affirmative, Interrogative andNegative.

• Past Continuous.• Present Perfect.• Comparatives.Include punctuation marks such as: periodand capital letters.Include 300 most frequent words in writtentexts.Strategies• To imitate models to write own sentences.• To use connectors to link sentencescoherently.

• To write answers to questions.• To replace information in model texts withpersonal information.

UNIT 3

104

UNIT 3

105

• Acquisition ofvocabulary related tosports and physicalexercises.

• The use of the PastContinuous andcomparative adjectives.

• Make comparisons.• Effective and efficientuse of writing skills as ameans ofcommunication.





• 1 class hour forcartoon stripsection.

Resources

• Internet articlesand web pages.

• Encyclopaediaentries.

• Reports aboutpersonalexperiences.

Attitudes

• Appreciate andvalue the role ofsports andphysical activitiesfor our health.

• Acceptance andrespect fordisabilities anddisabled people.

Evaluation


Learning Abilities

• To match oral text withvisual clues.

• To discriminate sounds.• To identify speakers.• To predict content frompictures.

• To use previousknowledge to predictcontent.

• To discriminate betweencorrect and incorrectinformation.

• To infer topic fromcognates.

• To write a shortparagraph about afavorite sport.

• To use new vocabulary.• To prepare a summary.• To ask and answerquestions.

• To play games.• To talk about personalexperiences.

UNIT 33UNITTHE WORLD OF SPORTS


Reading• Internet article• Encyclopaedia article• Web pageListening • A conversation• Personal reports


Listening • To match oral text with visualclues.

• To discriminate sounds.• To identify speakers.Reading• To predict content from pictures.• To use previous knowledge topredict content

• To discriminate between correctand incorrect information.

• To extract specific informationfrom a text.

• To infer topic from cognates.Writing• To write a short paragraph about afavorite sport.

• To use new vocabulary.• To prepare a summary.Speaking• To ask and answer questions• To play games• To talk about personal experiences


• Words that have similar meaning• Comparative adjectives• Past Continuous tense• Words related to sports,paralympic sports and outdooractivities


• Appreciation of the role of sportsand physical activities for our health

• Acceptance and respect fordisabled people

UNIT 3UNIT 3

106

THE WORLD OF SPORTSTHE 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 Olympicsports and two of them are not. Write theirnames under the corresponding column.

3.With your partner, add the names of somemore sports to each column.

GETTING READY


·Words that have similarmeaning.

·Comparative adjectives.·Words related to sports,paralympic sports and outdooractivities.

·The Past Continuous Tense.

YOU WILL DEVELOP THESEABILITIES:

YOU WILL PAY SPECIAL

ATTENTION TO THESE VALUES:

·Appreciation of the role of sports

and physical activities

for our

health.

·Acceptance and respect for

disabled people.

IN THIS UNIT YOU WILL USETHE FOLLOWING TEXT-TYPES:READING·An Internetarticle.

·An encyclopediaarticle.

·A web page.

LISTENING·A conversation.·Personalreports.

LISTENING·To match oral texts with visualclues.

·To discriminate sounds.·To identify speakers.

READING·To predict content from pictures.·To use previous knowledge topredict content.

·To discriminate between correctand incorrect information.

·To infer the topic from cognates.·To extract specific information froma text.

SPEAKING·To ask and answer questions.·To play games.·To talk about personalexperiences.

WRITING·To write a short paragraph abouta favorite sport.

·To use new vocabulary.·To prepare a summary.

Olympic Sports Not Olympic Sports

61

UNIT 3

107

GETTING READY1. Introduce the unit drawing students’

attention to the pictures. Ask them toidentify them.Answers: surfing; hockey; chess; golf.

2. Two of the sports in the pictures areOlympic sports and two of them arenot. Ask students to write their namesunder the corresponding column in thechart.Answers: Olympic: hockey, golf. NotOlympic: chess, surfing.

3. Ask students to add the names of somemore sports to each column.Answers: may vary. See Background Information at theend of the unit.

tent

sprint

ANCIENT GREEK GAMES Lesson 1

UNIT 362

settlement

olive crow

n

��

Greek

BEFORE READING

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 pastimesb. Sports and competitionc. Children's favorite activities

5. In your group, make a list of familiar words you expect to find in thetext. Then, classify them in the categories below.

sports games athletic competitions

spectators winners

6. Study the words in the Pictionary with a partner.

READING

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. Mydream is to participate in

the Olympic Games.What do you know about

the origin of thesegames?

UNIT 3

108

BEFORE READING

1. + Start a conversation about sports.Ask your students to answer questionsin groups and then invite them to sharetheir experiences with their classmates.Allow Spanish if necessary.(L.A: to talk about personal experiences).Answers: may vary according tostudents’ experiences.

2. ++ Now, invite students to read Dan’squestions. Brainstorm students’ ideasabout the origin of the Olympic Games.It would be a good moment to remindstudents that Dan is one of KellyHardrock’s friends, and the one who is asports fan. Invite students to deducethe reason he is introducing thecontents of the lesson.(L.A: to use previous knowledge tounderstand the topic of a text).Answers: Will vary. See Background Information at theend of the unit.

3. ++ Tell the students to look at thepicture. Ask them if they can relate it toa country. (L.A: to use visuals to infer content ofa text).

4. +++ Ask students to read the title ofthe text. Then, tell them to makeinferences about the topic. Do notcheck answers at this point.(L.A: to infer topic of a text from titles).

5. +++ Invite students to make a listof familiar words they expect to find inthe text.Then, ask them to classify the words incategories.

(L.A: to use cognates to predictcontent).

6. ++ Refer students to the Pictionarysection before reading the text. Makesure all of them understand themeaning of the words.(L.A: to relate pictures and meanings).

PICTIONARY Greek: griego/griegaSettlement: poblado, asentamientosprint: carreratent: carpaolive crown: corona de olivo

READING

7. + Ask students to read the text quicklyand confirm or correct their predictionsin exercises 3 and 4. Remind studentsthat this first reading is only to checktheir ideas. They do not need tounderstand every single word.(L.A: to use scanning to get thegeneral 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 Olympiaii. In different cities in Greeceiii.In different countries

b. What was the only sport event in the first Olympics in 776 BC? i. A boxing matchii. A horse raceiii.A short race

c. How often did the Ancient Olympics take place?i. Every yearii. Every two yearsiii.Every four years

d. What did the winners of sports events get?i. A gold medalii. An olive crowniii.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 athleticcompetitions. 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 OlympicGames 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 thestadium to the other. Over the years there were four days of many differentcompetitions.E. Young men from rich families didn't have to work and met at theOlympic 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, themarathon. But the competitions were only for men. G. The spectators came from all over Greece to watch the events. Theyhad 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.

UNIT 3

109

8. + Now the students read the textagain, this time more carefully, and seeif they find the words from their list inexercise 5.(L.A: to apply skimming to identifyinformation in a text).

9. ++ The students read the text againand identify the content of eachparagraph.(L.A: to identify general information ina text).Answers: a. - B. b. – E. c. – D. d. – H.

10.+++ Ask students to read the textagain if it is necessary, and then tochoose the correct answer for eachquestion.(L.A: to identify specific informationin a text).Answers: a.– i. b.– iii. c.– iii. d.– ii.

L A N G U A 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 andcompeted 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 364

13.Find the words in bold in the text and replace them with a synonymfrom the box.

11. In pairs, complete the following dialogue between Dan and a friendwith 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 READING

celebration divinities put up single wealthy

12. Listen and practice. Notice the pronunciation of the endings of theverbs.

/id/ /t/ /d/

��

��

��

��

��

Did you know that …all wars stopped for one

month every four years,

because of the Ancient

Olympics?

UNIT 3

110

AFTER READING

11.+++ The students work inpairs and complete the dialogue withtheir own ideas. Encourage them toact their dialogues in front of theirclassmates.(L.A: to talk about personalexperiences related to sports).Answers: Will vary according tostudents’ experiences.

12.+ Pronunciation. Invite studentsto find the correct pronunciation of theverbs in the labyrinth. Then play therecording and make them check theiranswers and repeat the verbs.(L.A: to discriminate sounds).

13.++Ask the students to find thewords in bold in the text, and then toreplace them by a word in the box. (L.A: to recognize specific informationin a text).Answers: festival= celebration; rich=wealthy; gods= divinities; pitch= putup; unmarried= singleSee Error Alert!, at the end of the unit.

Did you know that…Let students read this section on their ownand share comments in their groups. Formore information on this section see page7 of the Introduction.

__________________________

LANGUAGE FOCUS – SynonymsRemember that this section is designed tohelp students revise or discover aparticular language item. The activities aremeant to promote independent learning,so help, guide and check them, but do notprovide the answers.

28

29

Answers: synonyms. Synonyms are different words withidentical or at least similar meanings.Words that are synonyms are said to besynonymous, and the state of being asynonym is called synonymy. __________________________

14.+ Refer students to the LanguageFocus and invite them to find thesynonyms of the words in the WordSearch puzzle. Allow them to use adictionary if necessary.

(L.A: to apply a new languagestructure).Answers:


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 correctsection 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

AncientSports

ModernSports

Ancient &Modern Sports

D M F I H S J H E Z E V G L ZO E J I R R P P F Z R A T P FN G R H V Z S E I B O O Z S QA D V C A T C R C L P Z P B CV G F G A A P J A T R T S S OP G F D A S P J A T A T S S MP U I Y H G G O X G Q T F P PR U L Z B X X F O G V A O R EM T O A H W M H T V L S M R TQ N L E L K N T I A B B V M EX E D Z U V E V A L X D P C WW V B E J F R R C S U O M A FM E P W U X G K B U V M U V CM L Y Q R X X Y E G S G H C WD B Z Z R W D U X T I D D G F

�� What were the main problemsI had to complete a summary?

How much did I need theteacher's assistance to do thetask?

UNIT 3

111

COMPETE: take partEVENT: competitionPRIZE: awardSACRED: holySPECTATOR: viewersSTADIUM: coliseum

15.+++ Encourage students to copyand complete the short summary intheir notebooks with the missinginformation from the text. Check orally.(L.A: to organize information toelaborate a summary).Answers: Greece; about 776 BC;

Zeus; short sprint; young men; olivecrowns; men and unmarried girls; allover Greece.

REFLECTIONSThe purpose of this activity is to helpstudents reflect on their learning processand to raise their awareness of how theydevelop their own learning strategies tobecome more effective learners.The students read the questions andidentify:a. the main problems they had in organizing

information to complete a summary.

b. how much they related their previousknowledge to do the task.

16. Invite fast finishers to completethe diagram about Ancient andModern Sports.(L.A: to use previous knowledge tosolve a task).Answers: Ancient Sports: chariot racing; runningin armour;Modern sports: swimming; long jump;high jumpAncient and modern sports: discus;horse racing; marathon; javelin; 100meter sprint; boxingThis is a list of Ancient Olympic Events:Boxing, Equestrian events, Chariotracing, Riding, Pankration, Pentathlon,Discus, Javelin, Jump, Running,Wrestling.

FL

UNIT 366

BEFORE L ISTENING

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 competitioniv.other ____________________________

2. Look at the map and find the countries and cities in the box. Do youthink it is possible to run from Marathon to Athens? And to Sparta?

THE FIRST MARATHON Lesson 2

war

plain

hill

��

army

Athens Sparta Marathon Greece

3. You are going to listen to a recording about a man calledPheidippides. 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 avery hard race. Can youguess what race it is?

a. A marathon. b. A short distance race. c. A long distance race.

UNIT 3

112

BEFORE LISTENING

1. + Ask the students to form groups anddiscuss questions a. and b. Then, inviteone student to share their commentswith the other groups.(L.A: to use previous knowledge toinvolve into the topic of the lesson).Answers: Will vary according tostudents’ experiences.

2. + Ask students to look at the map andto locate the places in the box. Invitethem to reflect on the possibility ofrunning between Marathon andAthens, and between Marathon andSparta. Before doing the task, you mayneed to share some additionalinformation and geography facts withyour students. (L.A: to use previous knowledge toinfer content).See Background Information at theend of the unit.

3. ++ Tell your students that they aregoing to listen to a recording about aman called Pheidippides. Brainstormstudents’ predictions about hisnationality.(L.A: to predict content from previousknowledge).See Error Alert!, at the end of the unit.

4. +++ Now, students read what Kellysays and answer her questions. Drawstudents’ attention to the phrase “veryhard race” and ask them to giveexamples of this kind of competition. (L.A: to use previous knowledge tomake predictions).

5. + Draw students’ attention to thewords in the Pictionary. Make sure all ofthem understand their meaning. Allowthe use of a dictionary if necessary.(L.A: to relate words and pictures).

PICTIONARYPlain: planicieArmy: ejércitoWar: GuerraHill: colina

LISTENING

6. + Ask the students to listen tothe recording and check theirpredictions in exercise 3. Remind themthat this first listening is only for themto confirm or correct their predictions.They do not need to understand everysingle word.(L.A: to get the general meaning of atext).Answers: b.

30


6. Listen to the recording. Can you identify the speakers in theconversation?

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 didn’t want to help.

L ISTENING

AFTER L ISTENING

�� What difficulties did I havewhen listening to a recording?

How many correct answerscould I identify?

LANGUAGE FOCUS 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 this general rule:To express two / three different actions that happened at the same /different time in the present / past, we use the Past Simple Tense andthe Past Continuous Tense.We form the Past Continuous Tense with the Present / Past Tense ofthe verb have / be + verb + -ing / -ed.

UNIT 3

113

7. ++ Play the recording again. Ask thestudents to listen carefully and choosethe best alternative to fill in the blanks. (L.A: to identify specific information).Answers: a. - ii. b. – i. c. – i. d. – iii.

8. +++ The students listen to therecording again and put the events inthe order they happened.(L.A: to identify the sequence of events).Answers: a. d. b. c.

REFLECTIONSThe purpose of this activity is to helpstudents reflect on their language process

and to raise their awareness of how theydevelop their strategies to become moreeffective learners. They should work ontheir own but you may help and guidethem when necessary. Encourage students to keep a record oftheir answers in a special section of theirnotebooks.The students read the questions andidentify: 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 ContinuousRemember that this section is designed tohelp students revise or discover aparticular language item. The activities aremeant to promote independent learning,so help, guide and check them, but do notprovide the answers.1. The students read the sentences from

the recording. Draw their attention tothe words in bold.

2. Now, students identify the twodifferent events in the sentences.Answers: The Persians arrived / Thesoldiers were waiting for them.The Persians tried to capture the Greekpeople / The Greek people were waitingin Athens.

3. The students choose the correctalternative to make the rule.Answers: To express two differentactions that happened at the same timein the past, we use the Past SimpleTense and the Past Continuous Tense.We form the Past Continuous Tensewith the Past Tense of the verb be +verb + -ing.

__________________________

You may also give some additionalinformation about this tense, such as:We use the Past Continuous tense to refer tothe long action and the Simple Past Tense toexpress the short action that happenedwhile the long action was going on. When we want to link these twosentences, we usually use while tointroduce the sentence in Past Continuous,and we usually use when to introduce thesentence in Simple Past Tense.

UNIT 368

9. Complete the sentences. Use the Past Continuous or the Simple PastTense.

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. Thenpractice 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 thestory 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 thiscrossword!FL

Down1. City where the first Ancient

Olympic Games were held. 2. City where Pheidippides died. 3. People that did not want to

help the Greeks.

Across4. Profession of the first

marathon winner in moderntimes.

5. Large empire of the AncientWorld.

6. City in Greece. Pheidippideswas 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

UNIT 3

114

9. ++ Refer students to the LanguageFocus to complete the sentences. Checkon the board.(L.A: to use and apply a new languagestructure).Answers: a. was running. b. arrived. c. were waiting. d. died.

10.+++ Invite the students towork in pairs and to complete thedialogue about the topic of the lesson.Encourage some pairs to role-play thedialogue in front of their classmates.(L.A: to ask and answer questionsabout 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 calledMarathon.A: What made him and his city sofamous?B: He ran and ran to try to save hispeople.

Oral expression You may also use thisexercise as oral practice.

11.++ Encourage your students to putthe sentences in order to write theirown version of the story.(L.A: to identify the sequence ofevents; to write a short story).Answers: b. a. e. d. f. g. c.

12. Invite the students to find outhow much they learnt about the firstmarathon. Allow them to work in pairsto solve the crossword.(L.A: to consolidate new vocabularyby playing a game).

FL

31

Answers:Down1: Olympia. 2: Athens. 3: Spartans.Across4: postman. 5: Persia. 6:Marathon.



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): ___________________________________________

READING

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LISTENING

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

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attack enter feel fight wait

��Keep trying

��Review!

��Well done!

��Excellent!

''##''��!!�&&��##%%��

��$$''&&

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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 Tenseor in the Simple Past Tense.

UNIT 3

115

MINI - TEST

The mini-tests provide material to check andrevise students' progress and, at the sametime, information to the teacher about anypoint that the majority of the students mayhave problems with. Make sure theyunderstand what they are expected to doand then give them time to answer.AnswersREADING1. a. In Greece

b. About 776BCc. Young men

2. a. settlement.b. prize.c. attended.

LISTENING 3.a. empire

b. topc. postman

4.c.LANGUAGE5. a. the Greek soldiers were waiting.

b. the Persians attacked. c. thesoldiers were fighting. d. Pheidippidesentered the city. e. he felt tired.

30

STICKS AND BALLS Lesson 3

BEFORE READING

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.Tennisd.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 370

puck

pitcher

net

goalkeepe

r

��

base

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 areconnected with.

ab

c

d ef

g

ij

h

In your opinion, what are the most

popular sports in Chile? Rankthem from 1 - 10.

(1 is the most popular) __ basketball __ cycling

__ football __ tennis, etc. Are there any sports that are only played in Chile?

UNIT 3

116

BEFORE READING

1. + Start the lesson talking aboutfamous sports people in Chile.Brainstorm names of sportspeople andthe sports in which they stand out in.(L.A: to use previous knowledge tounderstand the topic of the lesson).Answers: They are all famous sportspeopleSee Error Alert!, at the end of the unit.

2. + Ask the students to identify thepeople in the pictures and to relatethem to the name of the sport.(L.A: to use previous knowledge torelate information).Answers: Nicole Perrot, golf; FernandoGonzález, tennis; Matías Fernández,football; Kristel Köbrich, swimming;Francisco “Chaleco” López, motocross;Erika Olivera, running.

3. ++ Ask the students to answer Dan‘squestions. Encourage some of them to share their answers with theirclassmates.(L.A: to relate topic of the lesson withstudents' reality).Answers: Will vary.See Background Information at theend of the Unit.

4. +++ Invite your students to look atthe pictures and identify which of thesports require special equipment.Brainstorm names of equipmentrelated to the sports and write thewords on the board.(L.A: to use previous knowledge tomake 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 (puckfor ice hockey). Baseball: h, f, e (other: ball, special clothes, leg pads)

5. + Tell the students to skim the textand find all the cognates. Invite somestudents to write the list of words onthe board, in order to check theexercise. Elicit more cognates related tothe topic and add them to the list onthe board.(L.A: to identify cognates).

Possible answers: territory;opponent; goal; racquet; variation;original; period.

6. ++ Draw students' attention to thewords in the Pictionary and the list ofcognates. Ask them to guess whatsport the words are connected with.(L.A: to use pictures and cognates tomake predictions).Answers: base - baseball; goalkeeper- football; net - tennis; pitcher -baseball; puck - ice-hockey; stick -hockey / ice-hockey.


READING

7. Read the names of sports in the box and choose the one that correspondsto 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 predictedin 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

____________________________: Playersuse a racquet to hit a ball over a net sothat the ball lands in the oppositecourt and cannot return. Matchesconsist of sets of games, with amaximum of five sets for men and threesets for women. The court may be grassor clay. The doubles court is bigger thanthe singles court.

____________________________: This is afaster variation of the original game, inthree twenty minute periods. The aim is to shoot the rubber puck into theopponent's goal. Goalkeepers need a lot of extra protection because the puck travelsat 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

UNIT 3

117

READING

7. + Ask the students to skim the textand check if they find the sports theypredicted in exercise 6.(L.A: to apply skimming to validatepredictions).Answers: baseball; hockey; tennis; ice hockey.

8. + The students now read the textmore carefully. Then they read thesports in the box and choose the namethat corresponds to each description.

(L.A: to identify specific information).Answers: a. Baseball. b. Hockey. c. Tennis. d. Ice hockey.

American v/s British EnglishDraw students' attention to the twodifferent words used in each variety ofEnglish. Remind them that both theBritish and the American versions arecorrect, but that they should choose onevariety and stick to it.

9. ++ Ask the students to read the textagain and then complete the chart

with the name of the sport that isrelated to each piece of equipment.(L.A: to find and extract specificinformation to complete a chart).Answers:Equipment Sportbat baseball, cricketgloves baseball, helmet ice hockey, baseball,

cricketleg pad ice hockey, cricket,

footballracquet tennisstick hockey, ice hockey

L A N G UAG 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?

3.Complete this general rule.

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 ofgood and worse is the comparative of bad.

UNIT 372

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 READING

11. In pairs, read the names of sports in the box. Choose one and write ashort 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 moon‘s surface.

�� Did I have any problems towrite a description?

Did I use my previousknowledge to do the task?

UNIT 3

118

10.+++ The students read the textagain, if necessary, and answer thequestions.(L.A: to find specific information).Answers: a. Baseball. b. 160 km/h. c. Five (men); three (women). d. 60 minutes.

Did you know that…Let students read this section on theirown and share comments in their groups.For more information on this section seepage 7 of the Introduction.

AFTER READING

11.++ Ask the students to work in pairsand look at the list of sports in the box.Then, make them choose one andwrite a short description as in theexample given.(L.A: to write a short description).Answers:Will vary, according tostudents' choices.

__________________________

LANGUAGE FOCUS – Comparatives(short adjectives)Keep in mind that this section is designedto help students discover a particulargrammar or language structure bythemselves. Help and guide them but donot 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 examplesagain and answer the questions.Answers: a. ii. b.: by using -er and than

3. Help the students to complete thegeneral rule.Answers: To express comparisons in

English, we use a special form ofadjectives called comparatives.To form the comparative we add -er tothe adjectives.

__________________________

See Error Alert!, at the end of the Unit.

REFLECTIONSThe purpose of this activity is to helpstudents reflect on their language processand to raise their awareness of how theydevelop their strategies to become moreeffective learners. They should work ontheir own but you may help and guidethem when necessary.

Encourage students to keep a record ontheir answers in a special section of theirnotebooks.The students read the questions andidentify: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 LanguageFocus to write comparisons choosingan adjective from the box. (L.A: to apply a new language structure).


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 makenotes 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 thesports. 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

UNIT 3

119

Possible answers:a. Baseball teams are smaller than hockeyteams. b. Hockey is calmer than icehockey. c. A hockey ball is slower than anice hockey puck. d. Will vary.

13.+++ Tell the students to workin pairs. Encourage them to interviewtheir partners about sports, asking thequestions and making notes of theanswers in their notebooks. Invitesome pairs to role-play the interviewin front of their classmates to providea model.

(L.A: to exchange information aboutsports).

14.+++ Encourage some students totell the class about their partners.Motivate them to use the patternprovided.(L.A: to give information aboutsports).

15.+ First play the recording andask the students only to listen. Thenplay the recording again to allowstudents to repeat after listening to

32

33

each word, paying special attention tothe pronunciation of the final sound.(L.A: to discriminate sounds).

16. Vocabulary Game. Invite fastlearners to fill in the blanks tocomplete the names of the sports.Draw their attention to the clues. (L.A: to use vocabulary related to thetopic).Answers: a. cycling. b. snowboarding. c. golf. d. running.e. climbing. f. aerobics.

FL

UNIT 374

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 L ISTENING

AN EXTREME EXPERIENCE Lesson 4

amazing amusing calm dangerous

exciting relaxing scary stressful

roller coa

ster

landscape

float

dive

cord

��

breeze

3. Look at the pictures and read the actions. Can you match theactivities 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 everpracticed an x-sport?What x-sports can

people practice in Chile?

a b

c d

e f

UNIT 3

120

BEFORE LISTENING

1. + Before beginning, draw students'attention to the name of the lesson.Start a conversation about extremeexperiences and elicit names of extremeactivities or sports. You may give themsome additional information. SeeBackground Information at the endof the Unit. Then, ask them to answerKelly's questions. (L.A: to use previous knowledge tounderstand the topic of the lesson).Answers: Will vary, according tostudents' experiences.

2. ++ Now, the students work in pairsand decide which of the words in thebox can be related to x-sports.(L.A: to relate key words to the topic ofthe lesson).Possible answers: amazing - amusing- dangerous - exciting - scary - stressful.

3. +++ Invite the students to read thesentences and relate them to thepictures. (L.A: to relate texts and pictures).Answers: a. to feel the wind around.b. to float towards the ground. c. to seethe landscape from above. d. to go upand down. e. to smell the flowers. f. toperform amazing balancing acts and jumps.

4. ++ Tell the students they are goingto listen to three children from theInternational School talking with Kellyabout the first time they practiced anx-sport. Invite them to guess theirfeelings about this experience.(L.A: to use previous knowledge topredict content).

5. + Before playing the recording, ask thestudents to read the words in thePictionary. Make sure all of themunderstand their meaning. If necessary,allow the use of dictionaries.

PICTIONARYdiving: clavados en el aguacord: cuerdafloat: flotarbreeze: brisa landscape: campiña, paisajeroller coaster: montaña rusa de un parquede diversiones

LISTENING

6. + Play the recording. Tell thestudents to confirm or correct theirpredictions in exercise 4. Remind themto pay special attention to all familiarwords they can identify, in order to getthe general meaning of the text.(L.A: to validate predictions).Answers: Speaker A and Speaker Bliked the experience; Speaker C didn'tlike the experience.

34


4. Three children from the International School are talking to Kellyabout the first time they practiced an x-sport. Do you think theyliked 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 wascorrect. 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.

L ISTENING

cycling

Speaker __________________

parachuting

Speaker __________________

white water rafting

Speaker __________________

�� What were the main problemsI had to identify speakers?

How much did I relate thetopic to my own reality?

a b

c

UNIT 3

121

7. ++ Play the recording again.Ask the students to relate each pictureto the speaker.(L.A: to relate words and pictures).Answers: a. Speaker B. b. Speaker A.c. Speaker C.

8. +++ Play the recording oncemore. Ask the students to listen andrelate the speakers with the sentences.(L.A: to relate speakers with speech)Answers: Andy: a. Dan: b., c., f; Ann:d., e.

REFLECTIONSThe purpose of this activity is to helpstudents reflect on their languageprocess and to raise their awareness ofhow they develop their strategies tobecome more effective learners. Theyshould work on their own but you mayhelp and guide them when necessary. Encourage students to keep a record oftheir answers in a special section of theirnotebooks.The students read the questions andidentify:

34

34

a. The main problems they had toidentify speakers

b. How much they could relate the topicto their own reality.

L A N G UAG E F O C U S Comparatives (long adjectives)

1. Read the sentences from the text and other examples, paying specialattention to the words in bold.

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?

3.Complete this general rule.

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 itin 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. Notethe 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 yournotebook. Next class, report the results to the class.

12. In your notebook, make a list of other extreme sports and theequipment needed, as in the example:

Snowboarding - board, helmet, goggles

FL

UNIT 376

You are going to interview someone who

practices an x-sport. Preparethe questions in your group;ask about the name of thesport, the kind of equipmentrequired, the place where

he/she practices it, his / herfavorite aspects, etc.

http://www.britishcouncil.org/kids-topics-sports.htm

AFTER L ISTENING

UNIT 3

122

AFTER LISTENING

__________________________

LANGUAGE FOCUS – Comparatives(long adjectives)This section is designed to help studentsdiscover a particular language or grammarstructure by themselves, so help and guidethem but do not give the answers.1. The students read the sentence from

the text and other examples, payingspecial attention to the words in boldthat express the comparative form forlong adjectives.

2. After revising the examples, thestudents answer the questions.Answers: a. ii. b. iii. c. long.

3. Now, the students complete the rule.Answers: In English, there are shortand long adjectives. To form thecomparative of long adjectives, we usemore + adjective (+ than).

__________________________

See Error Alert!, at the end of the Unit.

9. ++ Invite the students to workin pairs and put the dialogue in order.Then, encourage them to practice androle-play it in front of their classmates.(L.A: to talk about personalexperiences).Answers:A: Hi, guys! Do you want to see myphotos?B: Sure!A: I went to the south. It was amazing!B: Groovy! Did you do water rafting?A: I sure did. Our country has fantasticplaces to do that.

10.++ First play the recording andask the students only to listen. Thenplay the recording again for students

36

35

to repeat the tongue twister, payingspecial attention to the differentvowel sounds and to the weak vowelin -er.(L.A: to discriminate sounds).

11.++ Explain to your students thatthey are going to prepare an interviewto someone who practices an x-sport.Give them instructions to prepare thequestions in their groups; draw theirattention to all the aspects Dan wantsthem to include in the interview. Youcan assign this exercise as homeworkor miniproject. Ask them to apply the

interview and write notes in theirnotebooks. Next class, motivate eachgroup to report the results to the class.(L.A: to consolidate vocabulary andgrammar, relating content and ownreality).Answers: Will vary.

12. Encourage fast learners to write alist of more extreme sports and theequipment needed, as in the example:Snowboarding - board, helmet, goggles.(L.A: to consolidate new vocabulary).Answers:Will vary.

FL



1. Read the text in lesson 3 again and choose the best alternative.

The text is taken froma.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.

READING

��Keep trying

��Review!

��Well done!

��Excellent!

''##''��!!�&&��##%%��$$''&&

��$$''&&

3. Listen to the recording in lesson 4 again and find the correct order of the events.

a. Andyi. He pulled the cord ii. He closed his eyes iii. He jumped

b. Dani. He gets on his bike ii. He smells the flowers iii. He feels the breeze

c. Anni. 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 coasterb. Cycling ii. driving a carc. Rafting iii. diving

LISTENING

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 - swimmingb. Tennis - ice hockeyc. Walking - rafting

LANGUAGE

��$$''&&

��$$''&&

��$$''&&

��$$''&&

amazing relaxing popular

�$$''&&

UNIT 3

123

MINI - TEST

The mini-tests provide material to checkand revise students' progress and, at thesame time, information for the teacherabout any points that the majority of thestudents may have problems with. Makesure they understand what they areexpected to do, play the recording againfor the listening part and give them timeto answer individually.

Answers:READING1. c.2. a. The batter can only run when theball lands in fair territory. b. The courtmay be grass or clay. c. Goalkeepers needextra protection because the puck travelsat 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.LANGUAGE5.a. A bicycle is smaller than a car, but

the car is faster.

34

b. Parachuting is more dangerous thancycling, but cycling is morerelaxing.

c. Ice hockey is more exciting thangrass hockey, but grass hockey issafer.

6. Will vary. Accept any coherentcomparison.

UNIT 378

THE PARALYMPIC WORLD Lesson 5

BEFORE READING

5. Have a quick look at the text and find all the cognates.

leg

knee

disabled

��

athlete

You are going to read a text about aparalympic athlete. Look

at the picture in the text andread 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 couldpractice 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

UNIT 3

124

BEFORE READING

Before beginning the lesson, start aconversation among your students aboutthe paralympic world. Elicit students ideasabout this concept and brainstorm namesof famous disabled people they know (nomatter whether they are sportspeople ornot). At this stage, you may needadditional information on this topic. See Background Information at theend of the unit.

1. + Ask the students to look at thepictures and answer the questions withtheir partners.(L.A: to connect the topic withprevious knowledge).Answers: Will vary, according tostudents‘ opinions.

2. + Make students reflect on thequestion. Ask them to think about theactivities and sport they could practiceif they were in the situations described.Elicit their ideas.(L.A: to relate the topic and theirexperiences).Answers:Will vary.

3. +++ Now, tell the students to readwhat Dan says and answer his question. (L.A: to predict content from visual clues).Answers: Do not check answers at this point.See Error Alert!, at the end of the unit.

4. +++ Before reading, ask students tolook for the words in the dictionary andthen to find them in the text. Make sureall of them understand their meanings.(L.A: to develop study skills).

PICTIONARYAmputee: amputadoImpaired: impedidoLimbs: extremidadesBy chance: por casualidadShatter: destrozarDisability: discapacidad

5. + Ask students to read the text quicklyand find all the cognates. (L.A: to identify 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 recordholder over 100, 200 and 400 meters, does notconsider 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 11months old when doctors amputated his limbsbeneath the knee.Oscar has an incredible attitude to his disability,exclaiming: “When people ask me what's it likehaving artificial legs, I reply I don't know. What's itlike having real legs?”Pistorius, a rugby, water polo and tennis enthusiast,became an athlete by chance in January 2004when he shattered one of his artificial knees on therugby field.

He went to the University of Pretoria for rehabilitation.“ Before that, I hated athletics” he says. Only eightmonths later he competed at the Athens Paralympics.He says: “Some people think they are disabledbecause they have one or two disabilities. But whatabout the millions of abilities they have? OK, youcan't run or jump but there are so many things youcan do.”Oscar Pistorius is not only a gold medalist and worldrecord holder with no legs. He is an outstandingathlete, a real character and a true ambassador fordisability sport.


READING

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 can’t 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

THE F A S T E S T TH ING ON NO L EG SName: Oscar Pistorius

Sport: AthleticsFrom: Pretoria, South Africa

Date of Birth: 22 November 1986

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READING

6. + Tell the students to read the textand check if they were right about thediscipline.(L.A: to validate predictions throughskimming).Answers: Athletics. Oscar Pistorius.

American v/s British EnglishDraw students' attention to the twodifferent spellings of the same word usedin each variety of English. Remind themthat both the British and the American

versions are correct, but that they shouldchoose one variety and stick to it.

7. +++ Invite the students to read thetext again and then decide if thestatements are true or false. You mayalso ask them to justify their optionswith information from the text, as away to check their comprehension.(L.A: to discriminate between correctand incorrect information).Answers:a. False. He was born in South Africa.b. True.

c. True. d. False. When he was a boy he hatedathletics.3. False. It took him eight months.

8. +++ Now the students read the textcarefully again and find what the wordsin bold refer to.himself Oscar Pistoriushe Oscar Pistoriusthat 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 inparallel to the Olympic

Games?

UNIT 380

AFTER READING

9. Find the words in column A in the text and match them with theirmeaning in column B.

A Bimpaired 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?

�� Did I express my ideas in arespectful way?

Did I show respect and supportfor everyone's opinions?

12. In your group exchange information about the topic. Use thequestions and answers in the recording as clues.

OSCAROSCARPISTORIUSPISTORIUS

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) canyou reach?

11.Complete the summary of the text about Oscar Pistorius.

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9. +++ Ask students to find the wordsin column A in the text. Then encouragethem to match these words with theirmeanings in column B.(L.A: to infer meaning from thecontext).Answers: impaired: having a mentalor physical problem; limb: an arm or aleg; merely: only, simply; missing:that is not present; shattered: crushed.

AFTER READING

10. +++ In groups, the students reflect onthe text they read and then share theconclusions they reach with the rest of thegroup. At this stage, it would be a goodidea to draw students' attention to thetitle of the reading text. Ask them if theyfind it correct to refer to a person as a“thing”, and what the meaning of thenickname is for them. You may also givestudents some additional informationabout this very remarkable athlete. (L.A: to discuss a topic; to reachconclusions; to accept and respecteverybody's opinions).Answers: Will vary, according tostudents' conclusions. SeeBackground Information at the endof the unit.

REFLECTIONSThe purpose of this activity is to helpstudents reflect on their language processand to raise their awareness of how theydevelop their strategies to become moreeffective learners. They should work ontheir own but you may help and guidethem when necessary. Encourage students to keep a record of theiranswers in a special section of theirnotebooks. The students read the questionsand identify:

a. If they expressed their ideas in arespectful way.

b. If they showed respect and support foreveryone's opinions.


11. ++ With information from the text,the students complete the summary ofthe 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 ofPretoria; athlete; entered a competition;run 100, 200 and 400 meters; attend thenext Paralympic Games.

12. +++ In groups, the studentsexchange information about the topic.Tell them to use the questions as clues.(L.A: to exchange information aboutthe topic of the lesson).

__________________________

LANGUAGE FOCUS – The Simple Present- Negative formDo not forget that this section is designed

37

L A N G UAG 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 _______.


13. In your notebook, write the answers in exercise 12 in the negative form.

14. Listen and repeat. Pay special attention to the pronunciation ofthe 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 andParalympic athletes in Chile: date and place of games, name ofmain competitors, disciplines, etc.

b. If it is necessary, search the Internet or look for information inmagazines or newspapers.

c. Before you put the poster together, agree on the message you wantto communicate about the Paralympic Games.

d.Organize the information you have and create a poster that reallyworks.

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 willneed 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 ParalympicGames in Beijing 2008 isa stylised figure of anathlete in motion, implyingthe tremendous efforts adisabled person has tomake in sports and indaily life? The emblemincorporates Chinesesymbolism, calligraphyand the Paralympic spirit.It also reflects theintegration of heart, bodyand spirit. The threecolors represent the sun(red), the sky (blue) andthe earth (green).

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127

to promote students' independentlearning, so help, guide and check, butdon'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 generalrule.Answers: To form the negative formof the Present tense, we use do ordoes + not and the infinitive of theverbwithout s.

__________________________

13. ++ Encourage students to apply whatthey learnt in the Language Focus towrite the answers to in exercise 12 in thenegative form in their notebooks.(L.A: to apply a new languagestructure).

Answers: a. I don’t know any famousparalympic athlete. b. He doesn’t use awheel chair. c. He is not Chilean. d. Hedoesn’t play tennis. e. I don‘t know anydetails of his/her life.

14. + First the students only listen.Then, they listen and repeat paying

38

special attention to the pronunciation ofthe negative auxiliary. (L.A: to imitate a model ofpronunciation, accentuation andintonation).

15. +++ Encourage students to createa poster to advertise the ParalympicGames in Chile. You can assign thisexercise as homework or treat it as amini-project.

a. Tell them to think about everythingthey know of the Paralympic Gamesand paralympic athletes in Chile.

b. Make them search the Internet orlook for information in newspapersand magazines.

c. In groups, the students put theinformation together. Encourage themto create a poster that really works.

d. Put special emphasis on the messagethe students want to transmit.

e. Allow students to share their workand display their posters in a visiblearea of the classroom or the school.

(L.A: to relate topic of the lesson tostudents' own reality).


16. Invite fast learners to look at thesymbol of the Beijing Paralympicscarefully. Tell them that their task is todesign a new logo for the Paralympicmovement. Invite them to share theirwork with their classmates. You maydisplay their work in the classroom.(L.A: to consolidate vocabulary andgrammar, relating content and ownreality).Answers:Will vary.

FL

EPISODE 3: WHERE ARE THE PLAYERS?

EPISODE 3: WHERE ARE THE PLAYERS?

Kelly, M

att and

the Time Machine

Kelly, M

att and

the Time Machine

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Help students identify the connectionbetween the topic of the unit and theepisode. Read the title of the episode andthe introductory paragraph with them tomake sure they understand the setting ofthe children's adventures. Motivatestudents to read the story on their ownand help them only if they ask you to. Encourage fast learners to summarize thestory, 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 A and 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 pla

yer 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 ofsports and physical activities forour health.

·Acceptance and respect fordisabled people.

UNIT 384

SYNTHESISSYNTHESIS TEST YOUR KNOWLEDGETEST YOUR KNOWLEDGEREADING: TENNIS

��$$''&&

��$$''&&

LISTENING·To match an oral text with visualclues.

·To discriminate sounds.·To identify speakers.

READING·To predict content from pictures.·To use previous knowledge topredict content.

·To discriminate between correctand incorrect information.

·To infer topic from cognates.

SPEAKING·To ask and answer questions.·To play games.·To talk about personalexperiences.

LANGUAGE·Words that have similar meaning.·Comparative adjectives.·Words related to sports,paralympic sports and outdooractivities.

WRITING·To write a short paragraph abouta favorite sport.

·To use new vocabulary.·To prepare a summary.

Revise the lessons of thisunit. In this unit I learnt …

B1. £750,0002. 1,000 years ago3. £750,0004. 1968

Aa. 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.

UNIT 3

130

SYNTHESIS

Revise the contents of Unit 3 with yourstudents and help them to analyze andreflect on which exercises helped themachieve the learning objectives.

TEST YOUR KNOWLEDGE

Explain to your students that the purposeof this section is to help them revisecontents and evaluate their performancein the whole unit. Read the instructionsand make sure all the students

understand what they are expected to doin each activity. Encourage them to givehonest answers in order to detect theirstrengths and weaknesses. Checkstudents' results and revise any pointsthat the majority of them had problemswith.Answers:READING – TENNIS1. 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


Check your progress in this unitmarking the box that is true for you.


I can relate the topic with myprevious knowledge.

I understand the general meaning ofthe texts.I can predict the content of a textfrom cognates.

I can identify specific information ina text.

I can use my previous knowledge tounderstand the texts.I can use new vocabulary.

I find exercises easy.

I can understand instructions.


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 aconversation.

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 inthe 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 whenplaying this sport.

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��$$''&&

��$$''&&

ORAL EXPRESSION��$$''&&

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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!!��&&''��""��""��

!!��""��((��

&&$$�� ""��))%%��''��""��

$$%%##��''��%%##(($$�))##%%

%%��""��

��Keep trying

��Review!

��Well done!

��Excellent!

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7. Give a short description of your favorite sport.

UNIT 3

131

LISTENING – THE MOST POPULAR SPORT

3. a. Football, popular sport. b. player,ball. c. aim, score a goal.

4. chest; feet; head; legs, thighs5. Will vary.LANGUAGE6. a. My friends and I don't like sports.

b. Susan doesn't play hockey everyweek. c. My father doesn't read thenewspaper in the morning.

SELF-EVALUATION

The purpose of this section is to allowstudents to reflect on their strengths andweaknesses. Make sure all the studentsunderstand what they are expected to doand give enough time to answer thequestions. Encourage students to givehonest answers and show interest in theirresults.

39

READING - ANCIENT GREEK GAMES Oral practiceFriend: 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!

READING - ANCIENT GREEK GAMES PronunciationListen and practice. Notice the pronunciation of the endings ofthe verbsInvited - competed - visited.Jumped - liked - watched.Played - happened - raised.

LISTENING - THE FIRST MARATHONTeacher: 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 topof a hill. The Greeks sent a messenger, Pheidippides,from Marathon to Sparta to get help. He ran for twodays over the mountains, but the Spartans did notwant 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 Persianswere coming. When he arrived, very tired, he toldthe news and then he died.

Matt: Poor him! Teacher: In 1896, another Greek runner won the first

marathon race of the modern Olympic Games. Hisname was Spiridon Louis and, like Pheidippides along time before, he was also a postman!

LISTENING - THE FIRST MARATHON Oral practiceGirl: 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 practiceGirl: What's your favorite sport?Boy: Football.Girl: And your favorite team? Boy: It's Colo-ColoGirl: 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.

READING - STICKS AND BALLS PronunciationListen 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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UNIT 3

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TRANSCRIPTS

UNIT 3

133

Andy: To begin with, there was no pool at the bottom. Ijust closed my eyes and jumped. When I openedthem again, I saw the ground getting closer andcloser. I could hear and feel the wind around me.Then, I pulled the cord and, suddenly, I was calmagain... and I was floating towards the ground.

Kelly: And you, Dan? Have you had any extreme sportsexperiences?

Dan: Never, but every time I get on my bike, it's a newexperience. I love to feel the cool breeze on my face, Ican see the beautiful landscape, smell the flowers,and be in contact with nature. It is nicer and morerelaxing than when you are inside a car!

Kelly: Of course it is! What do you think Ann? Do you likeextreme sports?

Ann: I hate them!Kelly: Oh! Tell us about your experienceAnn: You know I can't swim, so at first I was really scared,

and then I began to go up and down. A roller coasterat an amusement park is more exciting!

LISTENING - AN EXTREME EXPERIENCE Oral practiceA: Hi, guys! Do you want to see my photos?B: Sure!A: I went to the south. It was amazing!C: Groovy! Did you do water rafting?A: I sure did. Our country has fantastic places to do that.

LISTENING - AN EXTREME EXPERIENCE PronunciationFirst only listen. Then listen and repeat the tongue twister. Notethe difference in the vowel sound.The batter with the butter is the batter that is better.

READING - THE PARALYMPIC WORLD Oral practiceA: 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.

READING - THE PARALYMPIC WORLD PronunciationListen and repeat. Pay special attention to the pronunciation ofthe negative auxiliary.

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 SPORTKelly: 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 yourbody, 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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READING - ANCIENT GREEK GAMESExercise 13Synonym (noun) (NOT: synonymous= adjective)Watch out for more incorrect language transfers fromSpanish

LISTENING - THE FIRST MARATHONExercise 3Greece /country – Greek /nationality (NOT: Grecian)Watch out for more incorrect applications of suffixes.

READING - STICKS AND BALLSExercise 1Sports: deportesSportspeople: deportistas (NOT: sportive/sportist people)Watch out for more incorrect language transfers fromSpanish.

Language FocusGood and bad are exceptions to the rule. Better is thecomparative of good (NOT: gooder) and worse is thecomparative 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.

LISTENING - AN EXTREME EXPERIENCEDangerous – more dangerous (NOT: dangerouser)Amusing – more amusing (NOT: amusinger)Watch out for more incorrect applications of a grammarstructure.

READING - THE PARALYMPIC WORLDExercise 3Athletics (NOT= athletism)Watch out for more incorrect language transfers from Spanish

ERROR ALERT!

also very good at the long jump; he playedAmerican 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 playedvolleyball!

Boy: Did she get any medals?Girl: She got three Olympic medals! Two gold medals

and one bronze medal.

UNIT 3

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1 GETTING READY - OLYMPIC SPORTS

The Olympic sports comprise all the sports contested in theSummer and Winter Olympic Games. The current Olympic programconsists of 35 sports with 53 disciplines and more than 400 events.The Summer Olympics include 28 sports with 38 disciplines, andthe Winter Olympics include 7 sports with 15 disciplines. The International Olympic Committee (IOC) establishes ahierarchy of sports, disciplines and events. A sport or disciplineis included in the Olympic program if the IOC determines that itis widely practiced around the world, that is, the number ofcountries that compete in a given sport is the indicator of thesport's prevalence. The IOC's requirements reflect participationin the Olympic Games as well. To be able to be competed at theOlympics, for instance, an event must be practiced in at least 50and 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, softballtable 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 beendemonstrated at the Winter Olympic Games for several years, havenever been included on the official Olympic program, but arerecognized by the International Olympic Committee (IOC).The International Sports Federations (IFs) that administer thesesports must ensure that their statutes, practice and activitiesconform 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 tocompete in a great athletic festival in Elis, in western Greece(women were not allowed to compete). This was called theOlympic games because the place was called Olympia. It was areligious festival to honor the Greek gods Zeus and Hera. We

don't know when men first began celebrating the OlympicGames, but they were certainly already doing it in the time ofHomer, by 776 BC. And they were celebrated from then on, everyfour years without fail, until people converted to Christianity andthe 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 forthe games, the rulers of Elis sent out messengers all over Greeceand to the Greek colonies around the Black Sea and theMediterranean. They declared a truce throughout the Greekworld for a month. No matter who you had a war with, you hadto stop the war and let their athletes and performers go throughyour city-state safely to get to the Olympic Games. Each city-state paid for a few athletes from their city to travel to Elis. Onlymen who were pretty rich could be in the Games, so they couldafford 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 thegreat turning points in world history. These were the years ofthe Persian and Greek wars. In 546 BC the powerful PersianEmpire extended from Asia to Egypt to what is now Turkey. Thisgreat empire built the first Suez Canal, which linked theMediterranean Sea with the Red Sea. On the other hand, Greece consisted of a scattering ofindependent city-states called poleis (polis). These early city-states spawned the democratic ideas that have persisted intomodern times. Athens eventually became the largest and mostprosperous polis. Another Greek polis, Sparta, was not sodemocratic. They kept their kings and maintained aconservative, regimented society built around military trainingand the art of war.

The Persian/Greek WarOver the years the Persian Empire expanded to the Mediterrean Sea.In the process some Greek settlements were conquered. By the year490 BC, the Persian Army was ready to expand their territory andmove into Europe. They landed a large force just outside of Athens,on the plains of Marathon, and prepared for attack.

BACKGROUND INFORMATION

UNIT 3

136The Role of PheidippidesThe Athenians, vastly outnumbered, desperately needed thehelp of Sparta's military base to help fend off the attack. Timewas short, so the Athenian generals send Pheidippides (orPhilippides), a professional runner, to Sparta to ask for help.Sparta agreed to help but said they would not take the fielduntil the moon was full, due to religious laws. This would leavethe Athenians alone to fight the Persian Army. Pheidippides ranback 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 MarathonThe Athenian Army was outnumbered 4 to 1 but they launcheda surprise offensive thrust which at the time appeared suicidal.But by day's end, 6400 Persian bodies lay dead on the fieldwhile only 192 Athenians had been killed. The survivingPersians fled to sea and headed south to Athens where theyhoped to attack the city before the Greek Army could re-assemble there.Pheidippides was again called upon to run to Athens (26 milesaway) to carry the news of the victory and the warning aboutthe approaching Persian ships. Despite his fatigue after hisrecent run to Sparta and back and having fought all morning inheavy armor, Pheidippides rose to the challenge. Pushinghimself past normal limits of human endurance, he reachedAthens in perhaps 3 hours, delivered his message and then diedshortly thereafter from exhaustion. Sparta and the other Greek polies eventually came to the aid ofAthens and in the end they were able to turn back the Persianattempt to conquer Greece.

4 READING - STICKS AND BALLS

Exercise 3Cricket has been an established team sport for hundreds of yearsand is thought to be the second most popular sport in the world,after football (soccer). More than 100 countries are affiliated tothe International Cricket Council, cricket's internationalgoverning body. The sport's modern form originated in England,and is most popular in the present and former members of theCommonwealth. In many countries including Bangladesh, India,Pakistan, Sri Lanka and the English-speaking countries of theCaribbean, cricket is the most popular sport. In Australia, whileother sports are more popular in particular areas, cricket hasbeen 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 alsohave well-established amateur club competitions, including theNetherlands, Kenya, Nepal and Argentina.

5 LISTENING - AN EXTREME EXPERIENCE

Exercise 1Extreme Sports are non-traditional sports and activities thatrequire participants to combine athletic skill with pronouncedrisk. It is difficult to determine exactly when the term extremesports came to refer to certain modern sports, but many believeit can be traced to the early 1970s, when rock climbing andmarathon running-then considered extreme-gained popularity.Several reasons have been cited for the growth of extremesports since that time. Extreme sports may have gainedpopularity in the late 20th century as a reaction to theincreased safety of modern life. Lacking a feeling of danger intheir everyday activities, people may have felt compelled toseek out danger or risk. Another reason for increasedparticipation in extreme sports is enhanced sports technology.For example, the invention of sticky rubber-soled climbingshoes and artificial climbing walls broadened the appeal of rockclimbing. And advances in ski design allowed more skiers toattempt extreme feats previously thought impossible.

Definition of Extreme SportsThe definition of extreme sports is not very clear. Generallyspeaking, extreme sports are activities that are associated withan adrenaline rush that is felt by the participant. Theseactivities are often dangerous and any mistake could result ininjury or even death. Extreme sports are usually done byindividuals rather than teams. During the 1970's and 1980's,the term "extreme sports" was almost exclusively used forsports that had high risks involved and often resulted in death.The history of extreme sports is a very interesting topic andshows how it developed into the huge craze that it is. Today,however, extreme sports also include activities that give afeeling of an adrenaline rush not necessarily putting theparticipant's life in danger.

Examples of Extreme Sports Extreme sports cover a vast assortment of activities. A few ofthe more common types include; mountain biking, climbingand drag racing. Other kinds of extreme sports have developedfrom a familiar activity. For example, skiing is a common sport.

More aggressive versions of skiing, such as barefoot skiing andextreme skiing, have developed over the years.http://www.catalogs.com/info/outdoor/what-are-extreme-sports.html

6 READING - THE PARALYMPIC WORLD

Exercise 1The International Paralympic Committee (IPC) is theinternational governing body of sports for athletes with adisability. It supervises and coordinates the Paralympic Summerand Winter Games and other multi-disability competitions, ofwhich the most important are World and RegionalChampionships. The IPC also supports the recruitment anddevelopment of athletes at a local, national and internationallevel across all performance levels.What are the Paralympic Games?The Paralympic Games take place once every four years, and areheld immediately after the Olympic Games in the samelocations, using the same facilities. The Paralympic WinterGames are held two years after each summer Paralympic Games- again in the same venue and using the same facilities as theequivalent 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

Jane Lee Liz Paul Sue Tim

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 andelbows.

4. Here there are four different sports and below there are twelve different things. Which three things doyou need for each sport?

CLIMBING SKIING SURFING TABLE TENNIS

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

14

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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 notvery 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 trying6 - 11

Review!

12 - 19

Well done!

20 - 26

Excellent!

total

score

26 pts

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EXTRA TEST

READING1. 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.

LISTENING3. b.4. a. CL; b. KH; c. KH; d. CL.5. a. False; b. False; c. False; d. True.

ORAL PRODUCTION6. 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 likesskateboarding; 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.

UNIT 4

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UNIT 4 HOME SWEET HOME


Topic The environment and looking after itListening ComprehensionMorphosyntactic elements• Present continuous• Collocations• Future Tense• Express future possibilityStrategies• To use previous experience and knowledgeof the topic

• To identify key words to get the generalidea.

• To use the context, mimicry and familiarwords to infer the possible meaning ofnew words.

• To relate new and old information.• To discriminate phonemes that caninterfere with comprehension.

• To relate oral and written versions ofwords, phrases and sentences.

• To integrate written expression by writingwords in order to consolidate key thematicvocabulary.

• To integrate oral and written expressionthrough the use of short phrases andsentences to show listeningcomprehension.

Reading ComprehensionDirect language Morphosyntactic elements• Present continuous• Collocations• Future Tense• Express future possibility

Strategies• To use context and previous knowledge ofthe language to predict development ofthe text.

• To skim a text to get the general idea.• To scan the text in order to identify specificinformation.


• To use lexical knowledge to infer themeaning of new words.

• To look up meaning of key words in thedictionary.

• To integrate written expression toconsolidate key lexical and grammaticalitems.


• To use Spanish to show understandingwhen necessary.

Oral ExpressionCommunicative functions• To exchange personal information• To give instructionsMorphosyntactic elements• Present continuous• Collocations• Future Tense• Express future possibilityLexical Elements• 500 high frequency words in oral texts.Pronunciation• English phonemesStrategies• To regularly use everyday fixed phrasesand sentences in personally relevantcontexts.






• To relate written and spoken version ofsounds to identify and incorporatepronunciation patterns.

Written ExpressionMorphosyntactic elements• Present continuous• Collocations• Future Tense• Express future possibilityInclude punctuation marks such as: periodand capital letters.Include 300 most frequent words in writtentexts.Strategies• To imitate models to write own sentences.• To use connectors to link sentencescoherently.

• To write answers to questions.• To replace information in model texts withpersonal information.

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• Acquisition ofvocabulary related to theenvironment andenvironmental problems

• The use of theImperative form andFuture Tense

• Express suggestions andfuture probabilities



• 20 class hours forthe main body oftext

• 3 class hours forevaluation

• 3 class hours forconsolidation andcomplementaryactivities

• 1 class hour forcartoon stripsection.

Resources

• Internet articlesand web pages

• A radioAdvertisement

• A survey.• Radio news.

Attitudes

• To reinforcepositive attitudestowards theenvironment.

• To identify, reflectand offer solutionsto environmentalproblems.

Evaluation


Learning Abilities

• To predict content fromvisual clues.

• To recognize purpose of atext.

• To discriminate betweenfacts and opinions.

• To infer meaning ofwords from the context.

• To identify purpose andtype of text.

• To relate content andpersonal knowledge.

• To predict content frompictures.

• To distinguish facts andideas.

• To write a shortinterview.

• To complete a paragraph.• To use new vocabulary.• To express opinions.• To report news andproblems.

• To give instructions.• To apply a survey.

HOME SWEET HOME


Reading• Article• Web siteListening • Interview• Radio advertisement• News report


Listening • To predict content from visualclues

• To recognize purpose of a text• To discriminate between facts andopinions

Reading • To infer meaning of words fromthe context

• To identify purpose and type oftext

• To relate content and personalknowledge

• To predict content from picture• To distinguish facts and ideasWriting • To write a short interview• To complete a paragraph• To use new vocabularySpeaking • To express opinions• To report news and problems• To give instructions• To apply a survey


• The Present Continuous• The Future Tense• Obligations• Words related to the environmentand environmental problems


• Reinforcement of positiveattitudes towards theenvironment.

• Identification, reflection and theoffering of solutions toenvironmental problems.

UNITUNIT 44UNIT 4

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1.Wh at diffe re n ces can you find in the pict u re s ?

2.Do they show the same place s ?

3.With your part n e r, make a list of the main problems that affe ct our wo rld and specially our co u nt ry.

GETTING READY


·The Present Continuous.·The Future tense.·Can to ask questions.·Words related to the environmentand environmental problems.

·Obligations.

YOU WILL DEVELOP THESE ABILITIES:

L I S T E N I N G·To predict content from visual clues.·To recognize the purpose of a text.·To discriminate between facts andopinions.

W R I T I N G·To write a short interview.·To complete a paragraph.·To use new vocabulary.

HOME SWEET HOMEHOME SWEET HOME

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GETTING READY Introduce the topic of the unit drawingstudents' attention to the pictures. Starta conversation about environmentalproblems. Brainstorm students' ideasabout this topic so that you know howmuch they know about it.

1.Make the students find the differencesamong the pictures. Allow the use ofSpanish.

2.Ask them to identify the places thatare shown in the pictures.

3.Tell the students to work in pairs andmake a list of problems that they thinkare affecting the country. Invite themto share their reflections with theirclassmates.

UNIT 488

BEFO RE L IST ENING

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 youfind their names in the box?

air pollution acid rain

ocean pollution ozone layer depletion


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 predictwhat the text is about?

c

W h at is Eart hDay? Choose an answer:

a. a day when we celebrat eour planet's birt h d a y.

b. a day when we solve theplanet's pro b l e m s.

c. a day when we ref l e c tabout our planet's

p ro b l e m s.

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BEFORE LISTENING

1. ++ Tell the students to work ingroups and reflect about statements a.- c. Then, invite some groups to sharetheir comments with their classmates.(L.A: to relate the topic and their ownreality).

2. +Tell the students to look at the picturesthat illustrate important environmentalproblems and ask them to relate them totheir names in the box.(L.A: to relate pictures and topic).Answers: a. air pollution. b. acid rain.c. ocean pollution. d. ozone layerdepletion.

3. ++ Now, ask the students to answerthe question. Elicit some actions thestudents do to take care of our planet.(L.A: to relate the topic and their ownreality).Answers: Will vary according tostudents' own experiences.

4. +++ To continue with the topic ofthe class, ask the students to read whatthe school reporter, Kelly Hardrock,says. Elicit students' ideas about EarthDay and write them on the board.You may need some additionalinformation on this topic. SeeBackground information, at the endof the unit.(L.A: to predict content from thecontext).

5. +++ Before playing the recording,tell the students to look at the picturesand the words in the Pictionary. Makesure they understand the meaning of

the words and invite them to makepredictions about the topic of the text.(L.A: to predict content from visualclues).

PICTIONARYtanker: barco petroleropour: derramarharm: dañarhang: colgarrainforest: selva tropical

LISTENING

6. + Play the recording. Tell thestudents to listen and check theirpredictions about Earth Day.(L.A: to validate predictions).Answers: c.

7. ++ Ask the students to identify thekind of text they listened to.(L.A: to identify type of text).Answers: c.

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L A N G U A 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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L I S T E N I N G

AFTER L ISTEN ING

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 BOil tankers over the most important citiesEating fish is participate in Earth Day projectsSmog is hanging becoming 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 i i . thousands i i i . millions

b. The destruction of rainforests is endangering _ _ _ _ _ _ _ _ _ _ of animals.

i . thousands i i .dozens i i i . a lot

c. Each Earth _ _ _ _ _ _ _ _ _ _ we take care of our planet's problems.

i . week i i . month i i i . Day

L I S T E N

6 . Listen

7 . What

a. A conve

N I N G

to the text once and see i

kind of text did you hear?

ersation b. An interview

if you were right.

w c. An advertisement

8 . Match

Oil tanEating Smog Everybody

9 . Choos

h phrases in column A with

Ankers over the g fish is participate

is hanging becoming body can are pour

se the correct alternative t

h phrases in column B.

Bmost important cities

ate in Earth Day projectsg dangerous to human ing oil into the oceans

o fill in the blanks.

ctsn health.s

a. Tankers ankers T

i . hundre

b. The dest

i . thousa

c. Each Ear

i . week

are pouring _ _ _ _ _ _ _ _ _ _ o

eds i i . thousands

truction of rainforests is endangering

ands i i .dozens

rth _ _ _ _ _ _ _ _ _ _ we take care

i i . month

of gallons of oil into the oc

i i i . millions

dangering _ _ _ _ _ _ _ _ _ _ of

i i i . a lot

are of our planet's problem

i i i . Day

ceans.

f animals.

ms.

AFTER

L ISTEN ING

We use the

things that

e _______ tense of to be +

t are occurring during a pe

verb+ _________ to talk a

eriod of time in the presen

about

nt.

HOME SWEET HO

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8.++ The students listen to the textagain and match the phrases in columnA 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 importantcities; Everybody can participate


9. +++ Play the recording once more.The students listen and choose thecorrect alternative to fill in the blanks.(L.A: to identify specific information).Answers: a. iii. b. i. c. iii.

AFTER LISTENING__________________________

LANGUAGE FOCUS – The PresentContinuousRemember that these activities aredesigned to help students revise ordiscover by themselves a particulargrammar 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 thatare occurring during a period of time inthe present.

__________________________

UNIT 490

1 0. With your part n e r, fo l l ow the pat te rn below and ask and answe rquestions about the text. Then, listen and pra ct i ce with your own i d e a s.

a. A: Where is _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ (hang)?

B: Over _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _.

b. A: What is _ _ _ _ _ _ _ _ _ _ _(pollute) the_ _ _ _ _ _ _ _ _?

B: Heavy_ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _.

c. A: _ _ _ _ _ _ _ _ _ _ _ are oil tankers_ _ _ _ _ _(do)?

B: They _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _.

1 1. Match the wo rds in column A with wo rds in column B, to fo rm co l l o c at i o n s.

A Bglobal disasteracid effectozone warmingoil convertergreen house rainecological layercatalytic spill

1 2. Listen and repeat.

What are you doing after class?They´re waiting for the next act.The actors are learning their lines.

1 3. In your gro u p, think about the env i ro n m e nt in your city / a rea. Wh atp roblems are affe cting it most? Use the pat te rn below to share yo u ro p i n i o n s. 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 aremore _ _ _ _ _ _ _ _ _ _.

1 4. Translate the collocations in exercise 11 into Spanish and add moreto the list.F L

RR EE FF LL EE CC TT II OO NN SSWhat problems did I have toexchange information with myclassmates?

How much did I connect thetopic to my everyday life?

American English: Ga r b a g e

British English: R u b b i s h

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13. +++ In groups, the studentsreflect about the environment in theircity/area. They identify the problemsthat are affecting it and complete thedialogue with their own ideas.Encourage some of them to dramatizethe dialogue in front of their classmates.(L.A: to dramatize a dialogue).Answers: Will vary according tostudents' ideas.

REFLECTIONSThe purpose of this activity is to helpstudents reflect on their learning process

and to raise their awareness of how theydevelop their own learning strategies tobecome 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 thecollocations in exercise 11 into Spanishand add more to the list. (L.A: to identify collocations related tothe topic of the lesson).

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FL

10.++ Ask the students to work inpairs. Refer them to the Language Focusand to the text to complete thequestions and answers aboutenvironmental problems. Encouragestudents to add their own ideas. (L.A: to complete and dramatize adialogue following a model).Answers: a. A:Where is smog hanging?

B: Over important cities all overthe 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 theoceans.

American v/s British EnglishDraw students' attention to the differentwords used in each variety of English.Remind them that both the British and theAmerican versions are correct, but theyshould choose one variety and stick to it.

11. + Tell students to read the words incolumns A and B and then make pairsto form collocations related toproblems that affect our environment. (L.A: to identify collocations relatedto the topic).Answers: global warming; acid rain;ozone layer; oil spill; greenhouse effect;ecological disaster; catalytic converter.See Error Alert!, at the end of the unit.

12.+ First the students listen. Thenthey listen and repeat the sentencespaying special attention to thepronunciation of the contraction.(L.A: to discriminate accentuationpatterns).

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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 messageb. To offer a jobc. To advertise a new product

3 . Read the text quickly and find all the cognates.

BEF ORE READING

AN INCONVENIENT TRUTH Lesson 2


W h at does“ i n c o n venient” mean?

W h at do you knowabout “global warming”?

W h at is the “ i n c o n venient truth” re l at e d

to the enviro n m e n t ?

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PICTIONARYBefore reading, ask your students to takea look at the words in the Pictionary.Make sure they all understand theirmeanings.(L.A: to relate words and pictures).Burn: quemarHalf: mitadMelt: derretirHeat: calentarCoal: carbón

BEFORE READING

1. + Before starting the lesson, devotesome minutes to talk about globalwarming. Elicit students' ideas aboutthis concept and ask them if they haveheard about Al Gore and his“Inconvenient Truth”. You may needsome additional information. SeeBackground information at the endof the unit.(L.A: to connect the topic withprevious knowledge).

2. ++ Ask the students to read the titleof the text and to identify the purposeof the website.(L.A: to identify purpose of a text).Answers: a.

3. + Students skim the text quickly to findall the cognates. (L.A: to identify cognates). Answers: gases; factors; cause; global;gasoline; carbon; dioxide; energy; traps;space; air; responsible; scientists; level;evaporation; hurricanes; result.See Error Alert! at the end of the unit.

UNIT 492

R E A D I N G

4 . Read the information from the website and confirm or correct yourprediction.

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?

http://education.arm.gov/studyhall/globalwarming/beginners.stm

UNIT 4

152

READING

4. + Ask the students to read theinformation from the website to confirmor correct their predictions in exercise 2.(L.A: to apply scanning to validatepredictions).

5. ++ The students read the text againand 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. _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _.

AF TER READING

L A N G U A G E F O C U S The future tense

1. Revise these sentences from the text. Pay special attention to thewords in bold.

Scientists think that temperatures will go up between 2 and 6degrees 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 nowb. events that happened recentlyc. 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 _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _.

UNIT 4

153

2. Ask students to reflect on what thesentences express, and what elementsthey have in common.Answers: c.

3. Make the students complete the rule.To talk about things we think willhappen in the future, we use will +verb.

__________________________

8. +Refer students to the Language Focusand ask them to think and answer thequestions about the environment. (L.A: to apply a new languagestructure)Answers: a. Sea level will rise; b. It will rainmore; c. They will go up between 2and 6 degrees.

6. ++ The students read the text againand decide if the sentences are true (T)or false (F).(L.A: to discriminate between corrector incorrect information).Answers: a. F. b. F. c. T. d. T.

7. +++ Ask the students to read thetext again and find three consequencesof 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 TenseRemember that these activities are meantto promote students' independentlearning, so help, guide and check butdon't take an active part.

1. Students revise the sentences from thetext paying special attention to thewords in bold.

UNIT 494

RR EE FF LL EE CC TT II OO NN SSWhat problems did I havewhen asking questions inEnglish?

How well did I work in mygroup?

1 0. 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 groupmention?

1 1. First only listen. Then, listen and re p e at the tongue tw i s te r.

What noise annoys an oyster? A noisy noise annoys an oyster

1 2. Invent three more predictions for the future.F L

9 . In your gro u p, think about the area where you live and do a surve yabout climate pro b l e m s. Listen and imitate the re co rd i n g. Then ask therest of your classmates and take notes of their answe r s.

9 . In youabout climrest of you

r gro u p, think about the ar mate pro b l e m s. Listen and im

r classmates and take note

rea where you live and do a mitate the re co rd i n g. Then

es of their answe r s.

a surve yn ask the

0..1 0 With the in give an or

How many

question?

What alternativ

nformation above, answer al report on the results of

y students in your group a

:_ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _

rnatives got more 'yes' answers

r the following questions. Tthe survey you did.

answered 'yes' to the first

_ _ _ _ _ _ _

swers than others?

Then,

What alternativ

What consequences mention?

1 1. First o

rnatives got more yes answers

sequences of global warming

only listen. Then, listen and

What noise annoys A noisy noise annoys

h d f

swers than others?

ming in your area did your g

re p e at the tongue tw i s te r.

ys an oyster? noys an oyster

h f

group

UNIT 494

4

1 2. Invent F L

three more predictions o o f

or the future.

UNIT 4

154

9. +++ In groups, students thinkabout the area where they live and do asurvey about climate problems. Then,they ask the rest of their classmatesand take notes of their answers. (L.A: to consolidate vocabulary andgrammar, relating content and ownreality).Answers: Will vary.


10. +++ With the information theycollected, the students answer thequestions. Then, they give an oralreport on the results of the survey theydid.(L.A: to consolidate vocabulary andlanguage structures).Answers: will vary, according tostudents' results.

REFLECTIONSThe purpose of this activity is to helpstudents reflect on their language processand to raise their awareness of how theydevelop their strategies to become moreeffective learners. They should work ontheir own but you may help and guidethem when necessary. Encourage students to keep a record oftheir answers in a special section of theirnotebooks.The students read the questions andidentify: a. The problems they had when asking

questions in Englishb. How well they worked in their groups

44

11. + Play the recording. Thestudents first only listen. Then, theylisten and repeat the tongue twister.(L.A: to imitate a model ofpronunciation).

12. Invite fast learners to reflect onthe topic of the text and invent threemore predictions for the future.(L.A: to consolidate a languageaspect).Answers: Will vary.

45

FL


HOME SWEET HOME 95

1 . L i s ten to the text in lesson 1 again and decide if the sente n ces are true or false.

a. On Earth Day we take care of our planet.b. Animals and plants are dissappeari n g.c. Cities don't have any pro b l e m s.d. School children can't part i c i p ate in Earth Day act i v i t i e s.e. Eve rybody can help change the planet.

2 . L i s ten to the text again and circle the co rre ct alte rn at i ve.

a. Oil / soil is polluting wate r.b. Tankers are pouring oil into r i vers / oce a n s.c. E ating b i rds / fish is dangero u s.d. The destruction of ra i n f o rests / wood s is thre atening animals.e. We can re cycle gas / glass and paper.

L I S T E N I N G

55 ppttss

R E A D I N G

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 consequencein column B.

Aa. Temperatures go up.b. We burn gasoline in our cars.c. Carbon dioxide goes up.d. There is more evaporation.

Bi. The earth heats up.i i . There will be more clouds and rainfall.i i i . We release carbon dioxide.i v. We have global warming.

L A N G U A G E

33 ppttss

44 ppttss

55 ppttss

00 -- 99Keep trying

1100 -- 1144Review!

1155 -- 1199Well done!


ttoottaall

ss cc oo rr ee

2222 ppttss

55 ppttss5 . What do you think life will be like in the future? Complete the following paragraph withthe 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

UNIT 4

155

MINI - TEST

The mini-tests provide material to checkand revise students' progress and, at thesame time, information to the teacherabout any points that the majority of thestudents may have problems with. Makesure they understand what they areexpected to do and then give enough timeto answer individually.

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 496

BEF ORE L ISTEN ING

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.


CAN WE STOP IT? Lesson 3

Tick the ideas t h at you think are

t r u e.

a. _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ b. _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _

c. _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ d. _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _

UNIT 4

156

4. +++ Ask the students to read and dowhat Kelly says: tick the ideas theythink are true. Do not check answers atthis stage.(L.A: to predict general informationusing previous knowledge).

5. + Before listening, draw students'attention to the words in thePictionary. Make sure they understandtheir meaning. You may alsobrainstorm ideas about theirconnection with the topic of the lesson.

PICTIONARYPoison = veneno.Lungs = pulmones.

BEFORE LISTENING

While students are still with their booksclosed, start the class with a generalconversation about pollution. Write the wordon the board and elicit students' ideas aboutthis concept. Ask students if they know theword that is used in Spanish. Accept thislanguage if necessary, as this is the stagewhen you need to collect students' generalinformation on the topic, not their ability toexpress themselves in English.

1. ++ With the information youcollected, arrive at a conclusion. Ask thestudents to define pollution in theirown words.(L.A: to connect content with previousknowledge).Answers: Pollution: the act of polluting(destroying, contaminating,something, especially the naturalenvironment)See Error Alert! at the end of the unit.

2.+Ask students to look at the pictures andidentify the kinds of pollution they cansee. At this stage, accept Spanish if necessary. See BackgroundInformation at the end of the unit.(L.A: to relate content and visuals).Answers: a. smog. b. acid rain (lluviaácida). c. noise pollution (contaminaciónacústica). d. oil spill (derrame depetróleo).

3. + Now ask the students to write thenames of the problems in Englishbelow each picture.(L.A: to relate meaning and visuals).Answers: a. smog. b. air pollution (acidrain). c. noise pollution. d. oil spill.

Did I use cognates tounderstand the text?

Did I connect the topicof the lesson with myown reality?

HOME SWEET HOME 97

L I S T E N I N G

AFT ER L IST ENING

6 . L i s ten to the re co rding and co n f i rm or co rre ct your ideas inexe rcise 4.

7 . Who are the people in the recording? Match them.

a . a gi rl i . the inte rv i e we rb. a man i i . the inte rv i e we e

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 theinterviewer's point of view?

RR EE FF LL EE CC TT II OO NN SS YES NO

1 0. In your gro u p, use the pat te rn below to talk about the diffe re nt ty p e sof pollution that we re ment i o n e d. Then, listen and co m p l e te.

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 our worst problem.

L I S T E N

6 . L i s ten n eexe rcise 4.

7 . Who a

a . a gi rl

N I N G

to the re co rding and co n f i ro n f i rc

are the people in the recor

i . the int

f i rm or co rr t e c your ideas i

rding? Match them.

te rv i e we r

in

gb. a man

8 . Listen

a . _ _ _ _ _ T

b..b _ _ _ _ _ P

c. _ _ _ _ _ T

9 I

i i . the int

again and say if the sente

The man thinks pollution i

Pollution damages people

There is no problem for an

i i d l

te rv i e we e

ences are true (T) or false (

is not an important proble

e's lungs.

nimals.

di i h h

F)

em.

AFT ER

9 . In your op interviewe

0..1 0 In youof pollutio

A: How m

L IST ENING

inion, do most people agrer's point of view?

ur gro u p, use the pat te rn b bn eon that we re ment i o n e d. Th

many types of pollution c

ree or disagree with the

el w t tow o talk about the d fffe rif e rfhen, listen an o o m p l e td c e.

an you remember?

re nt ty p e s

A: How m

B: There

A: How d

B: It _ _ _ _

A: What t

B: I think

many types of pollution c

are _ _ _ _ _ _ _ _ _ _ _ _ _ _ types

does pollution ffect af ect f our

_ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _

type of pollution most af

k _ _ _ _ _ _ _ _ _ _ _ _ _ _ is our w

an you remember?

s of pollution: _ _ _ _ _ _ _ _ _ _ _ _ _ _ _

environment?

_ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _

ffects f ects f our city/town?

worst problem.

_ _ _ _ _ _.

_ _ _ _ _ _.

HOME SWEET HO

OME 97

UNIT 4

157

LISTENING

6. + The students listen to therecording and confirm or correct theirideas in exercise 4.(L.A: to validate predictions).Answers: a. False; b. True; c. False; d. True; e. True.

7. + Invite students to listen to therecording and identify the peoplespeaking.(L.A: to identify speakers)Answers: a. - i.; b. - ii.

8. ++The students listen again and thendecide if the sentences are true (T) orfalse (F).(L.A: to discriminate between correctand incorrect information).Answers: a. False. b. True. c. False.

9. +++ Play the recording once more.Invite students to listen and then givetheir opinions.(L.A: to deduce information)Answers: will vary, according tostudents' opinions.

46


AFTER LISTENING

10. +++ In their groups, thestudents use the pattern to talk aboutthe different types of pollution thatwere mentioned in the recording.Then, play the recording and makestudents listen and complete.Answers: Will vary.

REFLECTIONSThe purpose of this activity is to helpstudents reflect on their language processand to raise their awareness of how theydevelop their strategies to become moreeffective learners. They should work ontheir own but you may help and guidethem when necessary. Encourage students to keep a record oftheir answers in a special section of theirnotebooks.The students read the questions andidentify: a. If they used cognates to understand the

text b. If they connected the topic of the

lesson with their own reality.

47

1 4. Now, role-play the interview in front of your classmates.F L

UNIT 498

1 3.Read what Kelly says. Then work with your partner.

1 2. Match each picture with the type of pollution they illustrate.

Soil Pollution Water Pollution Air Pollution Noise Pollution

c

American English:En c yc l o p e d i a

British English: En c yc l o p a e d i a

L A N G U A 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?

1 1. First only listen. Then listen and re p e at the tongue tw i s te r.

Sean and Shane shipped the sheep ships cheaply.

Imagine you are going to interview a famous scientist. Write

questions about the things you want toknow in re l ation to the environment andfind the answers in books, encyc l o p e d i a s,

n e w s p a p e r s, on the Internet, etc.

UNIT 4

158

11. + The students first listen. Thenthey listen and repeat the tonguetwister.(L.A: to imitate a model ofpronunciation).

12. + Invite students to relate eachpicture with the type of pollution theyillustrate.(L.A: to relate visuals and meaning toconsolidate vocabulary).Answers: a. noise pollution; b. soilpollution; c. water pollution; d. airpollution

__________________________

LANGUAGE FOCUS – Can to askquestionsRemember that this section is meant tohelp students revise or discover aparticular grammar structure bythemselves.1. Ask the students to revise the examples.2. They all use can.3. Make students identify the type of

information required, and thencomplete the rule.Answers: To ask questions in Englishin a polite way, we use the verb can.

__________________________

13.+++ Ask students to read whatKelly says and to work with theirpartners. Explain to them that theyhave to imagine they are going tointerview a famous scientist. Referthem to the Language Focus to writequestions about the things they wantto know in relation to the environment.Encourage students to find theanswers in books, encyclopaedias, onthe Internet, in newspapers, etc.(L.A: to consolidate a language pointand connect it with previousknowledge).

48

Answers: Will vary, according tostudents' interviews.

American v/s British EnglishDraw students' attention to the twodifferent spellings of the same word usedin each variety of English. Remind themthat both the British and the Americanversions are correct, but that they shouldchoose one variety and stick to it.

14. Invite fast learners to role-playthe interview in front of theirclassmates.(L.A: to formulate questions andanswers 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 youcan do to keep a healthy environment. Write a list of things that canhelp:

a . in your communityb. at homec. at schoold. yourself

3 . Read the text quickly and underline all the cognates related toenvironment.

4 . Study the wo rds in the Pi ct i o n a ry and make sure you understand theirm e a n i n g.

HOME SWEET HOME 99

BEF ORE READING

Look at the twop i c t u re s. Which of

them shows a healthye n v i ronment? Why?

WE CAN SAVE THE PLANET! Lesson 4


a

b

UNIT 4

159

BEFORE READING

1. + Ask the students to look at thepictures and answer Andy's questions.Allow the use of Spanish at this stage.Brainstorm students' ideas about themeaning of healthy.(L.A: to infer topic from visuals).Answers: a. Because it is clean andunpolluted.

2. ++ Invite the students to look at thepictures and then talk with theirpartners about the things they can do to

keep a healthy environment. Ask themto write a list of things that can help :a. in their communityb. at homec. at schoold. themselvesBrainstorm their ideas and write a listof actions on the board. You can alsoorganize the information in a chart orin a diagram.(L.A: to relate topic to students' ownreality)

3. + Ask students to read the textquickly and underline all the cognatesrelated to the environment.(L.A: to identify cognates).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 tolook at the words in the Pictionary. Makesure they understand their meanings.

PICTIONARYchemicals: químicospurse: monederophoto frame: marco de fotopapier mache: papel machéflower pot: macetero

reduce, reuse and recycle. b.We can turn them into newproducts. c.We can turn off thewater when we brush our teeth.

American v/s British EnglishDraw students' attention to the twodifferent spellings of the same word usedin each variety of English. Remind themthat both the British and the Americanversions are correct, but that they shouldchoose one variety and stick to it.

AFTER READING__________________________

LANGUAGE FOCUS – PrepositionsRemind students that this section ismeant to help students revise or discover aparticular grammar structure bythemselves.1. Ask the students to revise the

examples, paying special attention tothe words in bold.

2. Students choose the correctalternative.Answers: a.

3. Make students identify the type of

UNIT 4100

R E A D I N G

5 . Read the text quickly and see if the things in your list in exercise 3 areincluded.

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.

D e p l e t e the product of mixing two or more different things

O v e r u s i n g to give something to charity

H y b r i d border that holds a picture

F r a m e to use something too much

D o n a t e to reduce something

Source: http://kids.nationalgeographic.com/Activities/FunScience/Green

Re u s e means to find new uses for yo u rold products. Tu rn a pair of jeans

i n to a cool purse, or use bro ke nfl ower pots and cre a te mosaicfor a table or photo f r a m e.Use news p a p e rs to makepapier mache art for af ri e n d .

Re c yc l e means to ta ke yo u rused products like cans,b ottles, plastics, and paperand d o n a te them to gro u p sthat turn them into newp ro d u c t s .

Scientists around the globe agree that we all mustdo our share to take care of our planet. This meansmaking changes to our daily lives to reduce global warmingand reducing the use of chemicals that deplete the Earth'sprotective ozone layer.

Green is a term that many people use to talk about taking care ofthe planet and not overusing the resources that we all share. If youwant to make a difference, the best way to start is to follow thesethree principles:

Reduce, Reuse, and RecycleReduce means to use less of everything: less energy, less paper, lessgas, 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

UNIT 4

160

READING

5. + Ask the students to read the textquickly to see if the things they wrotein their lists in exercise 3 are includedin the text. (L.A: to apply scanning to confirmpredictions).See Error Alert!, at the end of the unit.

6. + Make students identify the kind oftext it is.(L.A: to identify kind of text).Answers: b.

7. ++ Tell the students to read the textagain and find the words in bold in it.Then ask them to relate the words totheir meanings.(L.A: to infer meaning from the context).Answers: Deplete: to reduce something;overusing: to use something toomuch; hybrid: the product of mixingtwo or more different things; frame:border that holds a picture; donate:to give something to charity.

8. +++ Read aloud the list of factsthat damage the environment. Then,ask students to read the text and findfour ideas that could help. At thisstage, it would be a good idea to starta conversation about other facts thatdamage the environment. You canwrite them on the board and ask yourstudents to write a list in theirnotebooks 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 thencomplete the rule.A preposition is a word that we usewhen we want to relate two things.

_________________________

9. + Play the recording. Thestudents first only listen. Then, theylisten and repeat the tongue twister,paying special attention to the initialsounds.(L.A: to imitate a model ofpronunciation).

10.+++ In pairs, the students ask andanswer questions about the actions totake related to the three principlesstated in the text: Reduce; Reuse;Recycle. Encourage some pairs to role-play their dialogues in front oftheir classmates to provide a model tothe 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 U A G E F O C U S Prepositions

1. Read these sentences from the text and other examples. Pay specialattention to the words in bold.

Scientists around the globe mosaic for a tablegarbage 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 textand find three ideas that could help.

a . FACT : Exhaust fumes damage the Earth‘s 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 re p e at the tongue tw i s te r.

Silly Sally is shaking some sugar on her shiny shoes.

1 0.Work with your partner. Ask him/her about things you can do inrelation 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: L i t e r s

British English: L i t re sAF TER READI NG

UNIT 4

161

b.A: How can we reuse old products?B: We can turn old jeans into a

purse/create a mosaic from brokenflower pots/ make papier machefrom old newspapers.

c.A: What things can we recycle?B: We can recycle things like cans,

bottles, plastics and paper.


Fa l s e

True Fa l s e

Now think about yo uand your family. What

do you do to helpp rotect the

e n v i ronment? Writesome sugg e s t i o n s.

UNIT 4102

Penalty points0 Expert1 Good2-3 More to learn about

the environment.

Count yourpenalty points.Check your score.

True Fa l s e

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

1 1. With your partner, complete the following dialogue with yourown 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 _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _.

1 2.Practice the dialogue above and present it to your classmates.

1 3.Do what Andy says.

Transport: We can _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _.

Food: We _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _.

Water: _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _.

Other ideas: _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _.

1 4. Find out how much you kn ow about the env i ro n m e nt. Fo l l ow the tra i l.F L

RR EE FF LL EE CC TT II OO NN SSH ow much did I need theteacher's assistance to talkabout the environment?

H ow much did I support myp a r t n e r ?

UNIT 4

162

b. How much they supported theirpartners.

14. +++ Ask students to read and dowhat Andy says. They workindividually, reflecting on theirpersonal contribution to help protectthe environment. Invite somestudents to share their conclusionswith the rest of the class. (L.A: to consolidate vocabulary andgrammar, relating content and ownreality).Answers: Will vary, according tostudents' ideas.

15. Motivate fast learners to find outhow much they know about theenvironment following the trail andchecking their scores.

FL

11. ++ In pairs, the studentscomplete the dialogue with theirown ideas.(L.A: to use own reality to write adialogue).Possible answers: A: What can we do to help our planet?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 practicethe dialogue and to dramatize it infront of their partners.(L.A: to dramatize a dialogue relatedto own reality).

13. +++ Make students practice theirdialogues and present them to theirclassmates. Do not forget to givepraise and encouragement, especiallyto weaker students. Make positivecomments on their work and let themknow what they are doing well, as wellas what they need to improve.(L.A: to imitate a model and expressown ideas).

REFLECTIONSThe purpose of this activity is to helpstudents reflect on their language processand to raise their awareness of how theydevelop their strategies to become moreeffective learners. They should work ontheir own but you may help and guidethem when necessary. Encourage studentsto keep a record of their answers in aspecial section of their notebooks.The students read the questions andidentify: 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 import a nt _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _?

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.

L I S T E N I N G

00 -- 55Keep trying

66 -- 99Review!

1100 -- 1155Well done!


ttoottaall

ss cc oo rr ee

1188 ppttss

22 ppttss

R E A D I N G

5 . Complete the following questions. Use the words in the box.

L A N G U A G E

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44 ppttss

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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?

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UNIT 4

163

MINI - TEST

The mini-tests provide material to checkand revise students' progress and, at thesame time, information for the teacherabout any points that the majority of thestudents may have problems with. Makesure they understand what they areexpected to do and then give enough timeto answer individually.

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 somezoos; We relate pandas to theenvironment because they are present inthe logo of the WWF (World WildlifeFund), which is one of the mostimportant environmental organizations.See Background information at theend of the unit.

4. + Explain to your students that theywill listen to something related to thisanimal. Make them predict the kind oftext they think it is. Do not checkanswers at this point.

(L.A: to use previous knowledge topredict type of text).

5. + Before playing the recording, makesure the students study the words inthe Pictionary and their meanings.(L.A: to infer meaning from visuals).

PICTIONARYwas born = naciógiant = gigantecub = críazoo = zoológico

UNIT 4104

3 . With your partner, answer Ema’s questions.

4 . You are going to listen to something related to this animal. What kindof text do you think it is?

a . A songb. An advertisementc. A news report

5 . Look at the words in the Pictionary and their meanings beforelistening.

1 . Spend one minute writing down all the different words you associatewith pandas.

2 . Share your words with your partner(s) and talk about them. Together,put the words into different categories.


GOOD NEWS!!! Lesson 5


W h e re do pandas l i ve? Is it easy to findthem? Where can yo u

see a panda?Why are pandas

a s s o c i ated with thee n v i ro n m e n t ?

Positive Negative

UNIT 4

164

BEFORE LISTENING

1. + Before beginning the lesson, andwhile the students are still with theirbooks closed, devote some minutes ofthe class to talk about endangeredanimals. Elicit students' ideas aboutthis topic and brainstorm the name ofanimal species that they think are indanger. You may need to provide themwith additional information. SeeBackground Information at the endof the unit.Draw students' attention to thepictures of panda bears on page 104,and tell them to spend a minutewriting a list of words or phrases thatthey relate to these animals.(L.A: to relate the topic and theirprevious knowledge).Answers: Will vary.

2. ++ Once the time is up, ask thestudents to share their words with theirpartner(s) and talk about them.Brainstorm different words and writethem on the board. Together, put thewords into different categories.(L.A: to classify concepts).Answers: Will vary, according tostudents' words.

3. +++ Ask the students to read andanswer Ema's questions. At this point,it would be a good idea to referstudents to the first lesson of the book.Invite them to read again the children'sintroductions and make them inferEma's reason to present this lesson. (L.A: to connect the topic with previousknowledge).Answers: Pandas live in China; It is noteasy to find them, as they live in the

LISTENING

6. + The students listen to the reportand see if their predictions in exercise 4were correct.(L.A: to validate predictions).Answers: c.

7. ++ Play the recording again to allowstudents to choose an appropriate titlefor the report.(L.A: to find general information usingtextual elements).Answers: c.

8. +++ Now the students listen to thereport again and tick the correctalternative for each statement.(L.A: to identify correct information).Answers: a. Washington. b. Early inthe morning. c. 2,000. d. Threemonths. e. Visiting a website. f. China.


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 zoob. Baby panda dies in USA zooc. Baby panda is born in USA zoo

8 . Listen to the report again and tick the correct alternative tocomplete 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.

L I S T E N I N G

A baby panda was born...early in the afternoon.

late at night.

early in the morning.

b

UNIT 4

165

9. +++ Make students decide if thesentences are true or false. Play therecording again for them to check theiranswers.(L.A: to discriminate between correctand incorrect information).Answers: a. False. b. True. c. True. d. False. e. True. f. True.

L A N G U A 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.

2. Answer these questions.

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 4106

AFT ER L I STENI NG

1 0. With your partner, circle the correct word to complete theconversation.

A: Ssshh! You (1) have to/can’t feed the animals. B: Ooops, sorry.A: You (2) have to/can’t be careful. There are a lot of rules here at

the zoo.B: Yes, you're right. We (3) have to/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 (4) have to/can’t use a mobile phone within

this area!

1 1.Do what Ema says.

1 2. First only listen. Then listen and re p e at the tongue tw i s te r.

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 dialogueand role-play it in

f ront of yo u rc l a s s m at e s.

http://www.britishcouncil.org/kids-topics-environment.htm

UNIT 4

166

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 anobligation we use have to + verbWhen we want to express aprohibition, we use can't.

__________________________

See Error Alert!, at the end of the unit.

10.+ In pairs, students decide onthe correct words to complete theconversation.

(L.A: to apply new vocabulary andstructures to complete a dialogue).Answers: (1) can't; (2) have to; (3) can't; (4) can't.

11.++ Encourage students to practicethe dialogue and role-play it in frontof their classmates. Don't interruptthem to correct their English.Remember that it is better to notedown the main, common errors andcorrect them at the end of the activity.(L.A: to role-play a dialogue).

52

AFTER LISTENING__________________________

LANGUAGE FOCUS – Obligations - prohibitionsRemind students that this section is meantto help them revise or discover a particulargrammar 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 thepanda and her baby alone.The cub has to return to China when

HOME SWEET HOME 107

aHorse l t o c_ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _

bSheep m a b l_ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _

cPig t p i l g e _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _

dDuck i l k u d n g c

_ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _

When pandas h a ve babies, we call

them cubs.U n s c ramble the word sto find out the namesof the baby animals

and match them withthe picture s.

1 3.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 thename of the animal.

i . Does it jump / run / walk / swim /etc.? i i . What does it eat?i i i . How many legs does it have? i v. Where does it live?

The animal is: _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _

c. Change roles.

1 4.With your partner, use your own ideas to complete the followingparagraph to write a short piece of news .Then, give the good newsto 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.

1 5. Read what Ema says and then do the exercise.F L

UNIT 4

167

12.+ The students first only listen.Then, they listen and repeat thetongue twister.(L.A: to imitate a model ofpronunciation).

13.+++ Explain to your students thatthey are going to play a guessing gamein groups.

a. Divide the class in groups of four or fivestudents. Each student chooses ananimal that is in danger of extinctionfrom the list.

b. Their partners ask him / her questionsabout the food, its habitat, the name of

the cubs and any other useful informationthat may help to guess the animal.Once the students guess the animal,they change roles.(L.A: to consolidate lexical andgrammatical content).

14.+++ In pairs, the students use theirown ideas to complete the paragraphto write their own short piece of news.Invite some pairs to give the goodnews to their classmates.(L.A: to organize ideas to write a shortpiece of news).Answers: Will vary.

53 15. Invite fast learners to read whatEma says and then do the exercise.(L.A: to infer new vocabulary fromvisuals).Answers: a. colt. b. lamb. c. piglet. d. duckling.

FL

UNIT 4

168


Elicit information about what studentsremember of previous episodes. Helpthem remember that Kelly and Mattwere in the Roman Coliseum, trying toescape from the gladiators and lions.Motivate students to read this lastepisode and know how the children finallyreturned home. At the end of the class, gettheir feedback and comments on the storyand invite them to summarize it. Allowthe use of Spanish, if necessary.

Notes

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UNIT 4

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Notes

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TEST YOUR KNOWLEDGE

Explain to the students that the purposeof this section is to help them revisecontents and evaluate their performancein the whole unit. Read the instructionsand make sure they all understand whatthey are expected to do in each activity.Encourage them to give honest answers inorder to detect their strengths andweaknesses. Check students' results andrevise any points that the majority ofthem had problems with.

Answers:READING - PEOPLE ARE CHANGING THEPLANET EARTH1. 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 aredamaging the water. c. They destroythe ozone layer.

LISTENING 4. a. iii. b. i. c. i.5. a. True. b. False. c. True.

54

SYNTHESIS

Revise the contents of Unit 4 with yourstudents and help them to analyze andreflect on which exercises helped themachieve the learning outcomes.

R E A D I N G·To infer meaning of words fromthe context.

·To identify purpose and type of text.·To relate content and personalknowledge.

·To distinguish facts and ideas.

L A N G U A G E·The Present Continuous Tense.·The Future Tense.·Obligations.·Words related to the environmentand environmental problems.

VA L U E S·To reinforce positive attitudestowards the environment.

·To identify, reflect and offersolutions to environmentalproblems.

UNIT 4110

Revise the content of theunit.In this unit I learnt...

SYNTHESISSYNTHESIS TEST YOUR KNOWLEDGETEST YOUR KNOWLEDGEREADING: PEOPLE ARE CHANGING THE

PLANET EARTH

44 ppttss

33 ppttss

33 ppttss

1 . Read the text quickly and wri te the co rre ct heading fo reach para graph (I - IV) .

a. Acid rain b. Ozone layer depletionc. Air pollutiond. Ra i n fo rest destruct i o n

2 . Read the text again and decide if the fo l l owing sente n ce sa re true (T) or false (F)

a. ____ The earth is ve ry old.

b. ____ People who live in cities are ve ry healthy.

c. ____ Fa cto ries are ve ry good for the env i ro n m e nt.

3 . An s wer the fo l l owing questions:

a. H ow old is our planet Eart h ?_ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _

b. Why are fish dying?_ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _

c. Wh at do aerosols and sprays do to the ozone laye r ?_ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _

UNIT 4

170

Can I present a topic to myclassmates?

LANGUAGE

HOME SWEET HOME 111

Answer the following questionsand check your progress in thisunit. Put a tick in the box that istrue for you.


Do I relate the topic of a text withmy previous knowledge?Can I identify different types andpurposes of texts?Can I predict the topic of a text fromcognates?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 myclassmates?Did I find the tasks useful?

Did I collaborate with myclassmates?

Can I talk and write aboutenvironmental problems?Can I complete summaries?

Do I understand the texts?Do I understand my classmates?Can I interpret obligations andprohibitions?Can I predict the topic of a text fromvisual clues?

LISTENING

4. Listen to the recording and circle the correctalternative.

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 ii. six

c. Two _________ are chatting to each other.

i. dolphins ii. whales iii. sharks

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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.

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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 / can’t take photos.

b. To help our planet, we have to / can’t reduce theuse of energy.

c. We have to/can’t use less water.

ORAL EXPRESSION

8. How can we help our planet? Mention three thingswe can do.

UNIT 4

171

LANGUAGE6. a. ozone. b. rain. c. pollution.

d. warming.7. a. can't. b. have to. c. have to.

ORAL EXPRESSION8. Motivate students to evaluate their

partner's performance seriously andhonestly.

SELF - EVALUATION

The purpose of this section is to allowstudents to reflect on their strengths andweaknesses. Encourage them to givehonest answers and show an interest intheir results.

UNIT 4

172

LISTENING - WHAT ARE WE DOING TO OUR

PLANET?

Speaker: Oil tankers are pouring millions of gallons of oil intothe oceans. The oil is polluting the water andharming sea life; eating fish is becoming dangerousto human health.Heavy gray smog is hanging over the most importantcities all over the world. The destruction of rainforests and other habitats isthreatening thousands of animal and plant speciesaround the globe. We need to wake up and learn what we are doing toour planet!On Earth Day we care about and try to understand ourplanet'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 planeta 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? PronunciationListen 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.

READING - AN INCONVENIENT TRUTH 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 changingthe climate, damaging our animals and poisoningthe 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 usewind or solar power.

Kelly: What is your personal contribution to solve theproblem?

Man: I try to recycle paper and also to reduce the amountof garbage I throw away. I'm sure recycling helpscut down on pollution!

43

46

45

44

42

41

TRANSCRIPTS

UNIT 4

173

LISTENING - CAN WE STOP IT? Oral practice

A: OK. Let's revise for the test. How many types ofpollution 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.

LISTENING - CAN WE STOP IT? 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.

READING - WE CAN SAVE THE PLANET Oral practice

A: What can we do to help our planet?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 inWashington. A giant baby panda was born early thismorning; it is the first time in 16 years that thishappens!

They don't know its sex yet because they have to leavethe panda and her baby alone to let the immunesystem develop; the first few days are very dangerousfor a baby panda, most baby pandas born in zoos donot survive.Less than 2,000 giant pandas live in the mountains ofcentral China and about 200 more giant pandas livein zoos.

The cub born yesterday at the Washington zoobelongs to China and has to return there when thepanda is two years old. We, the general public, willhave to wait three months before we can see thebaby panda. Meanwhile, we can see it at the zoo'sweb site, take a note:*http://nationalzoo.si.edu/Animals/GiantPandas…..(fade)

LISTENING - GOOD NEWS! 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!

LISTENING - GOOD NEWS! Pronunciation

First only listen. Then listen and repeat the tongue twister.

I cannot bear to see a bearBear down upon a hare.When bare of hair he strips the hare, Right there I cry, “Forbear”!

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TEST YOUR KNOWLEDGE

LISTENING - NEWS FROM HAWAII

Reporter:Yes, amazing news from Hawaii aquarium. A motherdolphin 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 inseparate 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 whatthey are saying. They are studying wild and captivedolphins 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'redoing: playing, fighting, or going after tasty fish.

Presenter:Oh! If you like mysteries and detective work, thenthis is the job for you. And who knows-maybe someday 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: Er…let me think…I 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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LISTENING - WHAT ARE WE DOING TO OURPLANET ?

Exercise 11Collocations: when dealing with new words, check whether theyhave a common collocation that is always repeated.

READING - AN INCONVENIENT TRUTH

Exercise 3Responsible (NOT: responsable).Watch out for more cases of negative language transfer fromSpanish to English.


Exercise 1Incorrect language transfer.Pollution (NOT: contamination)

READING - WE CAN SAVE THE PLANET

Idiomatic expression.To do our share = to do what is expected of us to help; to do our part.


Language FocusHave to = mustDon'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 totake care of the animals).

ERROR ALERT!

BACKGROUND INFORMATIONUNIT 4

176

LISTENING - WHAT ARE WE DOING TO OURPLANET?

Exercise 4What is Earth Day? Earth Day is a Birthday! Just like a birthday is a special day tocelebrate a person, Earth Day is a special day that celebrates theEarth. Earth Day was born on April 22, 1970, in San Francisco,California. Every year, America and over 100 different countriesjoin together in the celebration of Earth Day on April 22nd. EarthDay is the largest, most celebrated environmental eventworldwide. On Earth Day, we remember to appreciate nature andlearn ways to protect our environment. Find ways that you canhelp keep the planet clean and help protect our environment.http://www.epa.gov/superfund/kids/earthday.htm

READING - AN INCONVENIENT TRUTH

Exercise 1An Inconvenient Truth is an American Academy Award-winningdocumentary film about global warming, presented by formerUnited States Vice President Al Gore and directed by DavisGuggenheim. The film premiered at the 2006 Sundance FilmFestival and opened in New York and Los Angeles on May 24,2006. An Inconvenient Truth focuses on Al Gore and his travels insupport of his efforts to educate the public about the severity ofthe climate crisis.http://en.wikipedia.org/wiki/An_Inconvenient_Truth


Exercise 2ENVIRONMENTAL PROBLEMSACID RAIN: The term acid rain refers to what scientists call aciddeposition. It is caused by airborne acidic pollutants and hashighly destructive results. Acid rain, one of the most importantenvironmental problems of all, cannot be seen. The invisiblegases that cause acid rain usually come from automobiles orcoal-burning power plants

AIR POLLUTION: Air pollution includes all contaminants foundin the atmosphere. These dangerous substances can be eitherin the form of gases or particles. Air pollution can be found bothoutdoors and indoors. Pollutants can be trapped insidebuildings, causing indoor pollution that lasts for a long time.GLOBAL WARMING: Global warming is called the greenhouseeffect because the gases that are gathering above the earthmake the planet comparable to a greenhouse. By trapping heatnear the surface of the earth, the greenhouse effect is warmingthe planet and threatening the environment.OZONE DEPLETION: The ozone layer protects the Earth fromthe ultraviolet rays sent down by the sun. If the ozone layer isdepleted by human action, the effects on the planet could becatastrophic. SMOG: In many areas around the world, smog has reachedextraordinary levels. The word smog is a combination of thewords smoke and fog.WATER POLLUTION: Every year, 14 billion pounds of sewage,sludge, and rubbish are dumped into the world's oceans. 19trillion gallons of waste also enter the water annually. Theproblem of ocean pollution affects every nation around theworld. This is especially true because water is able to transportpollution from one location to another.RAINFOREST DESTRUCTION: The atmosphere and oceans are notthe only parts of the environment being damaged. Rainforests arebeing quickly destroyed as well, and their survival is questionable.

http://library.thinkquest.org/26026/Environmental_Problems/environmental_problems.html

READING - WE CAN SAVE THE PLANET

Exercise 8A hybrid electric vehicle (HEV) is a vehicle which combines aconventional propulsion system with an on-board rechargeableenergy storage system (RESS) to achieve better fuel economythan a conventional vehicle.Regular HEVs most commonly use an internal combustionengine (ICE) in tandem with electric motors to power theirpropulsion system. Many HEVs reduce idle emissions byshutting down the ICE at idle and restarting it when needed. AnHEV's engine is smaller and may be run at various speeds,providing more efficiency.

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Exercise 1Many animals are currently in danger of going extinct. Humanbeings 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 theirhorns. They kill tigers for their skins. They kill elephants for theirivory tusks.Most endangered animals today are in trouble because peopleare destroying their habitats. A habitat is a place where ananimal normally lives. Forests, deserts, and wetlands are kindsof habitats. Many endangered animals live in tropicalrainforests. People cut down rainforests to build farms, roads,and towns. They drain water from wetlands. Gorillas and koalabears are endangered because of destruction of the forests inwhich 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 inyour area / city.

b. Prepare a poster announcing The 7th Grade Earth Day and invite other students from your school toparticipate 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 hasbeen 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 articleb. a news reportc. 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.

3. Answer these questions.

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 FastGlaciers 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 radiate

s 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 _________________________________________________________________.

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1 pt

5 pts

4 pts

6 pts

0 - 7

Keep trying8 - 15

Review!

16 - 20

Well done!

21 - 25

Excellent!

total

score

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EXTRA TEST

READING1. 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. Theycome from the combustion of fossil fuels in cars, factories andelectricity production. c. We can find ice in Greenland andAntarctica.

LISTENING4. b.5. a. d. c. b. e.6. a. few. b. environmental. c. charity. d. catalytic.

ORAL PRODUCTION7. Check fluency, pronunciation and correct ideas expressed with

correct sentences.

Assign points according to these criteria:Correct information. 2 pointsPronunciation. 2 pointsFluency. 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. greenhouseeffect, global warming. d. oil spill, ecologicar disaster.

4. a. environment. b. atmosphere. c. deforestation. d.environmentally friendly. e. greenhouse gas. f. globalwarming. g. natural resources. h. recycle.

5. a. i. b. ii. c. ii. d. iv. e. iv. f. iii.

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The activities in the Travelers Magazine aremeant to be done by the students on theirown and mainly for fun. Encourage themto read the articles and do the activitieswhich will provide useful training in studyskills. Do not take an active part but guideand help whenever required.Check the contents of each article todecide the best time for students toapproach them.

Notes

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online

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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.netc. three: chameleon, grizzly bear,flying fish.

Notes

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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; netball.

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3

Check your CRA (Centro derecursos de aprendizaje) referencebooks for more information.

research tips

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Blue jeans

Welcome to bluejeans.com

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Look at the encyclopedia entry on the opposite page and compare itwith a dictionary entry and a web page. Check ( ) their features.

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FEATURES

words in Latin

examples

pictures

definitions

statistics

grammar explanations

ENCYCLOPEDIA

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DICTIONARY

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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 you’re going. _________

d. A product that will be easy to carry around with you. _________

the bus stop, or for ge tting home from the subway station. It will cos ta round $220 and will be available in sto res befo re the end of the yea r.

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Answers:A.a. - 2b. - 1c. - 1d. - 2

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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

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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) 32º. 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.

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Answers:A.Entry 1: a. 4; b. 2; c. 3; d. 6; e. 8. Entry 2: a. 5; b. 7; c. 1.

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C. To set up - to stageto set off - to leave on a journeyto set foot - to step on

1. set off. 2. set foot. 3. set up.

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EVALUATION INSTRUMENTS

These evaluation instruments are assessment tools you can useto measure students' work. They are scoring guides that seek toevaluate a student's performance based on the sum of a fullrange 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 traditionalmethods of assessment in that they examine students in theactual process of learning, clearly showing them how their workis being evaluated. They communicate detailed explanations ofwhat constitutes excellence throughout a task and provide aclear teaching directive. The instruments' strength is their specificity, which means thatindividual students can fall between levels, attaining some butnot all standards in a higher level. And while scores can betranslated into final grades, it is important that we remindstudents that not every score “counts.” These instruments are meant, above all, to inform and improveteachers' instruction while giving students the feedback theyneed to learn and grow.

These instruments can also be used in peer assessment and thenused to provide feedback.Prior to assessment, the evaluation instruments can be used tocommunicate expectations to students. During the assessmentphase, they are used to easily score a subjective matter. After an instrument is scored, it should be given back to studentsto communicate to them their grade and their strengths andweaknesses. Students can use them to see the correlation between effort andachievement. Sharing the instruments with students is vital as thefeedback empowers students to critically evaluate their own work.

Advantages of using a variety of evaluationinstruments• Teachers can increase the quality of their directinstruction by providing focus, emphasis, and attentionto particular details as a model for students.

• Students have explicit guidelines regarding teacherexpectations.

• Students can use these instruments as a tool to developtheir abilities.

• Teachers can reuse these instruments for variousactivities.

• Complex products or behaviors can be examinedefficiently.

• They are criterion referenced, rather than normreferenced. Evaluators ask, "Did the student meet thecriteria for level 4?" rather than "How well did thisstudent do compared to other students?

• Ratings can be done by students to assess their ownwork, or they can be done by others, e.g., peers, teachers,instructors, U.T.P. people, etc.

Applying Evaluation InstrumentsSelf- assessmentGive copies to students and ask them to assess their ownprogress on a task or project. Their assessments should not counttoward a grade. The point is to help students learn more andproduce better final products. Always give students time torevise their work after assessing themselves.

Peer assessmentPeer assessment takes some time to get used to. Emphasize thefact that peer assessment, like self-assessment, is intended tohelp everyone do better work. You can then see how fair andaccurate their feedback is, and you can ask for evidence thatsupports their opinions when their assessments don't matchyours. Again, giving time for revision after peer assessment is crucial.

Teacher assessmentWhen you assess student work, use the same instrument thatwas used for self- and peer-assessment. When you hand themarked instrument back with the students' work, they will knowwhat they did well and what they need to work on in the future.

Using the evaluation instruments provided in this section isrelatively easy.Identify the maximum number of points for achieving the highestlevel 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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student, based on his or her actual performance. The overall totalscore is assigned by simply adding together the scores. Once you have worked out students' scores, you can expressthem in gradations. Gradations are the descriptive levels ofquality starting with the worst quality up to the best quality.Always keep in mind that, however you use them, the idea is tosupport and to evaluate student learning.

Here is a description of each of the evaluation instruments provided:

Listening Comprehension Use this instrument two or three times in a semester to assesswhere the students rank within the four categories and todetermine where the strengths and the weaknesses of the class lie.After applying the instrument, ask the students to get into groupsof four and analyze their results. As a class, discuss importantpoints that may help improve listening skills in the future. To work out the score of each student identify the maximumnumber of points for achieving the highest level of quality andassign a number to the students' performance according to this scale. Once you have worked out the score of each student, you canapply this chart to express his/her results: 1= Unsatisfactory - 2 = Fair - 3 = Very Good - 4 = Excellent

Reading ComprehensionThe goal of this reading assessment instrument is to determine ifthe students have improved their reading comprehension skills.Use this instrument once a month. Once you have applied thisinstrument, make the students identify their strengths andweaknesses and brainstorm ideas that could help them improvetheir performance in the future. This instrument also gives theteacher the opportunity to focus diagnostic attention onstudents whose performance has been identified as belowstandard. You can reach this conclusion after calculatingstudents' scores and grades and correlating them with the levelsstated in the Progress Map (See page 17 of the Introduction).You must take into account that the maximum score correspondsto the highest expected results conceived by this teachingproposal for this level.To work out the score of each student identify the maximumnumber of points for achieving the highest level of quality andassign a number to the students' performance according to this scale. Once you have worked out the score of each student, you canapply this chart to express his/her results: 1= Unsatisfactory - 2 = Fair - 3 = Very Good - 4 = Excellent

Extended-Response ReadingUse this instrument in any lesson that invites students todemonstrate comprehension by responding to open-endedquestions. The aim of this instrument is to give information tothe teacher on students' placement in the Reading Skills EnglishProgress Map. Use the checklist to assess reading tasks, to provide feedback tostudents and as a basis for discussion and feedback for eachstudent 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.

BehaviorUse this instrument when you detect some problems related tostudents' behavior. This rubric is meant to offer information onstudents' attitude and behavior in relation to their classmatesand can be a useful source of information for class council. It canbe applied by teachers or used for peer assessment.After applying this instrument, make students identify the areasin which they got higher scores, and also the areas that theyshould pay more attention to in the future.To work out the score of each student identify the maximumnumber of points for achieving the highest level of quality andassign a number to the students' performance according to this scale. Once you have worked out the score of each student, you canapply this chart to express his/her results: 0= Unsatisfactory - 1 = Fair - 2 = Very Good - 3 = Excellent

Beginner's WritingUse this rubric as a way to assess your students' writing skills. Youcan use it two or three times in a year. This instrument is asimplified way for teachers to grade a writing assignment. It isimportant to show students the instrument beforehand so thatthey get better quality work; they know what they are supposedto produce and it saves problems afterwards as they can seewhere 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 inreflection on the work they have produced.To work out the score of each student identify the maximum numberof points for achieving the highest level of quality and assign anumber to the students' performance according to this scale. Once you have worked out the score of each student, you canapply this chart to express his/her results: 1 - 2= Unsatisfactory - 3 - 4 = Fair - 5 = Very Good - 6 = Excellent

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Project Use this instrument every time students do a project. Eachstudent is evaluated along three dimensions, each having to dowith the student's contribution to the work, the final productand any other aspects the teacher considers important to assess,such as: how effectively the student accomplished his or herresponsibilities as a member of the team or the quality of his orher interactions with the other team members.

These dimensions are assigned a score of 1 through 7; thesevalues represent increasing degrees of achievement in theparticular dimension. The last column is the actual scoreassigned to this particular student, based on his or her actualperformance, along the three dimensions. The overall total scoreis assigned by simply adding together the scores correspondingto the three dimensions.

Oral PresentationUse this instrument two or three times per student during theyear. The students will be evaluated in: Non-verbal skills, VocalSkills and Content areas.The teacher can give each student a copy of the instrument andthen read it with them. The students will improve theirperformance if they know in advance what they are expected toproduce and the areas they have to focus their attention on.To work out the score of each student identify the maximumnumber of points for achieving the highest level of quality andassign a number to the students' performance according to this scale. Once you have worked out the score of each student, you can rateeach category according to the scale provided in the instrument.

Self Assessment - General EnglishThis instrument is meant to allow students to recognize andevaluate their general abilities in relation to English. You canapply it three times, at the beginning of the year and at the endof each semester, so that students can identify their level ofachievement.Make students read the descriptions of tasks that they can doand ask them to check the appropriate areas that indicate howthey rate themselves.After applying this document, you may inform students if theirresults coincide with your ideas about their performance.

HomeworkYou can use this instrument anytime you assign homework.When applying it, the first step is to provide clear expectations toyour students. After reading the rubric, students are clear onwhat an acceptable homework assignment looks like and whatan 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" homeworkgrade for homework completion.

At the same time you can also include a reward component. Forexample, students who average a grade of 3 or 4 for the month,can earn an extra mark in the next period. To work out the score of each student identify the maximumnumber of points for achieving the highest level of quality andassign a number to the students' performance according to this scale. Once you have worked out the score of each student, you canapply this chart to express his/her results: 0 -1= Unsatisfactory - 2 = Fair - 3 = Very Good - 4 = Excellent.

FeedbackHere are some phrases that are useful for giving feedback andmaking 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 1or 2 events orkey facts.

Understandssome of theevents or keyfacts.

Understandsmany events orkey facts,mainly insequence.

Understandsmost events insequence orunderstandsmost key facts.

Understanding details. Gets few or noimportantdetails.

Gets someimportantdetails.

Gets manyimportantdetails.

Gets mostimportant detailsand keylanguage.

Responding appropriately to features such as:laughter, silence, etc., and / or accentuation,intonation and rhythm.

Almost never. Sometimes. Most of thetime.

Nearly always.

Answering questions. Answersquestions with incorrectinformation.

Answersquestions withsomemisinterpretation.

Answersquestions withliteralinterpretation.

Answersquestions withinterpretationshowing higherlevel thinking.

Doing tasks. Provides limitedor no responseand requiresmany questions orprompts.

Provides someresponse toteacher with 4or 5questions andprompts.

Providesadequateresponse toteacher with 2or 3 questionsand prompts.

Providesinsightfulresponse toteacher with 1 orno questions orprompts.

At the end of the session, the listener is able to: Answer factualquestions ongeneralinformation.

Answer factualquestions ongeneral andspecificinformation.

Summarize thebeginning,middle, and endof the story.

Reveal thesequence ofevents, providingdetails ondialogue, andmotivation ofcharacters.

Name: _______________________________ Lesson: ________________________ Date: _______

Skills PointsCriteria

1 2 3 4

Total points

EVALUATING READING COMPREHENSION

Understands key events or facts. Understanding1 or 2 events orkey facts.

Understandingsome of theevents or keyfacts.

Understandingmany events orkey facts,mainly insequence.

Understandingmost events insequence orunderstandsmost key facts.

Understands details. Gets few or noimportantdetails.

Gets someimportantdetails.

Gets manyimportantdetails.

Gets mostimportant detailsand keylanguage.

Identifies characters or topics. Identifies 1 or 2characters ortopics usingpronouns (he, she, it, they).

Identifies 1 or 2characters ortopics bygeneric name(boy, girl, dog).

Identifies manytopics orcharacters byname in text(Ben, Giant).

Identifies allcharacters ortopics by specificname (Old BenBailey).

Answering questions. Answersquestions with incorrectinformation.

Answersquestions withsomemisinterpretation.

Answersquestions withliteralinterpretation.

Answersquestions withinterpretationshowing higherlevel thinking.

Doing tasks. Provides limitedor no responseand requiresmany questions orprompts.

Provides someresponse toteacher with 4or 5questions andprompts.

Providesadequateresponse toteacher with 2or 3 questionsand prompts.

Providesinsightfulresponse toteacher with 1 orno questions orprompts.

Name: _______________________________ Lesson: ________________________ Date: _______

Skills PointsCriteria

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 author’s ideas.• I use examples and important details to support my answer.• I balance the author’s 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 author’s ideas.• I use some examples and important details to support my answer.• I balance only some of the author’s 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 PointsBehavior 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:

Teacher’s 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.

2Writing 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 guess” spelling. Capitals, periods and question marks used correctly most of the time.Correct printing. Some spacing between words.

4Writing 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.

5Writing 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 ofinformation 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

CriteriaPoints

PROJECT

NAME(S): DATE:

Excellent PointsPoorProcess 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 PointsPoorProduct (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 = excellent7-8 = very good5-6 = good3-4 = satisfactory1-2 = poor0 = unsatisfactory

Provided depth in coverage of topic. Presentation was well planned and coherent. Personal experience integrated where relevant andappropriate. Explanations and reasons given forconclusions. Communication aids were clear and useful. Bibliographic information for others was complete. Total Possible Points .

101010

101050

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 fewinteresting 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 upto the time I go to bed.

9. Write the correct endings of verbs, when requested, because Iunderstand which endings go with specific subjects.

DescriptionLanguage _________________________________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 aninterpretation.

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 thesetting.

Always Sometimes Never

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LANGUAGE REFERENCE

Iyou hesheitwe they

myyourhisheritsourtheir

Possessive adjectivesPersonal 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 –’sAdd possessive –’s to a noun to show possession. My mother’s 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.He’s young.She is kind and generous.It is black.We are talented.They are beautiful.

I am not strong.You aren’t tall and slim.He isn’t old.She isn’t tall.It isn’t big.We aren’t lazy.They aren’t 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 isn’t. She is kind and generous. You are tall and thin.

I’m a student.There’s a hospital on that street.

He’s an architect.She’s 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. She’s 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-plumbersnotebook-notebooksshirt-shirts

secretary-secretariesstory-storiesparty-parties

dress-dresseswatch-watchesbrush-brushes

child-childrenman-menfoot-feet

Singular + –s Singular + –ies Singular + –es Irregular Plural

There is a small church.There are three stores.

There isn’t a disco.There aren’t any clubs.

Is there a mall?Are there any restaurants in the area?


THERE IS / THERE ARE

Use There is… / There are… to talk about the existence of things.Use There is… for a singular object and There are… for plural objects.Use There isn’t a… / There aren’t any… to express the idea that something doesn’t 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 can’t play the guitar.You can’t speak Japanese.He can’t play soccer.She can’t sing well.It can’t see at night.We can’t cook well.They can’t 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 can’t dance.Can they swim? Yes, they can. / No, they can’t.

PREPOSITIONS OF TIMEUse 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 placeUse 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 don’t take a shower at 6:00.You don’t get up at 7:00.He doesn’t walk home in the afternoon. She doesn’t finish work at 5:30.It doesn’t like eating fruit.We don’t go to the museum on Saturdays.They don’t 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.

I’m watching TV.You’re shopping.He’s wearing shorts.She’s sitting next to her mum.It’s eating.We’re making costumes.They’re making hot dogs.

I’m not watching TV.You aren’t shopping.He isn’t wearing shorts.She isn’t sitting next to her mum.It isn’t eating.We aren’t making costumes.They aren’t 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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oncetwicethree timesfour timesfive times

a daya weeka montha year

every

dayweekmonthyear

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 inthe 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 tothe 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 ComparativesThe 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 beforethe 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 helpme 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 don’t have to to say something is not necessary.

She has towork. 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.

IYouWe

mustmustmust

govisitstop

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, estarbeat beat beaten batir, derrotarbecome became become convertirse, llegar a serbegin began begun empezarbend bent bent doblar(se)bite bit bitten morderblow blew blown soplarbreak broke broken quebrarbring brought brought traerbuild built built edificarburn burnt/burned burnt/burned quemar(se)burst burst burst reventar(se)buy bought bought comprarcatch caught caught tomarchoose chose chosen escogercome came come venircost cost cost costarcut cut cut cortardeal dealt dealt repartirdig dug dug cavardo did done hacerdraw drew drawn dibujardream dreamt/dreamed dreamt/dreamed soñardrink drank drunk beberdrive drove driven conducireat ate eaten comerfall fell fallen caerfeed fed fed alimentar, dar de comerfeel felt felt sentirfight fought fought combatirfind found found encontrarfly flew flown volarforbid forbade forbidden prohibir, vedarforgive forgave forgiven perdonarfreeze froze frozen helar(se)get got got obtenergive gave given dar

Infinitive Past simple Past participle Meaning

219

go went gone irgrow grew grown cultivar; crecerhang hung hung colgarhave had had haber; tenerhear heard heard oírhide hid hidden esconderhit hit hit golpearhold held held sostenerhurt hurt hurt dañarkeep kept kept guardarknow knew known saber; conocerlay laid laid ponerlead led led conducir, liderarlearn learnt/learned learnt/learned aprenderleave left left dejarlend lent lent prestarlet let let dejarlie lay lain yacerlight lit lit iluminarlose lost lost perdermake made made hacermean meant meant querer decir, significarmeet met met encontrar(se)pay paid paid pagarput put put ponerread read read leerride rode ridden montarring rang rung sonarrise rose risen levantarserun ran run corrersay said said decirsee saw seen versell sold sold vendersend sent sent enviarset set set fijarshake shook shaken sacudirshine shone shone brillar, relucir


220

shoot shot shot dispararshow showed shown indicarshut shut shut cerrar(se)sing sang sung cantarsink sank sunk hundir(se)sit sat sat sentarsesleep slept slept dormirspeak spoke spoken hablarspell spelled/spelt spelled/spelt deletrearspend spent spent gastarstand stood stood estar de piesteal stole stolen robarstick stuck stuck pegarswim swam swum nadartake took taken tomarteach taught taught enseñartear tore torn rompertell told told contarthink thought thought pensarthrow threw thrown lanzarunderstand understood understood entenderwake (up) woke (up) woken (up) despertar(se)wear wore worn llevar, usar ropa, accesorioswin won won ganarwrite wrote written escribir


221

BIBLIOGRAPHY

Listening Comprehension

Songs are among the best ways of teaching a foreign language.Also songs are an important aspect of culture, representing thehistory, folklore, and current idiom of a country. Singing can buildstudents' confidence by allowing them to enjoy a degree offluency in English before they have achieved it in speaking.

Here in this site are techniques and procedures when using musicin the EFL classroom:

http://www.lingolex.com/userpages/music.html

See the advice web sites and books to find songs and how to usethem 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. OxfordUniversity 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, LindsayMiller.

• TEACHING LISTENING COMPREHENSION. Cambridge Handbooksfor Language Teachers by Penny Ur.

• ROLE PLAY-Resource Books for Teachers by Gillian PorterLadousse

Reading Comprehension

Young children are wonderful processors of new information; theycan learn to read and write quickly, if well motivated. They mustenjoy the process and be in a positive, fun, success-orientedlearning environment - consider how children learn their mothertongue.It is possible to have a lot of input in every lesson. Don'tunderestimate what children can learn and give them plenty ofopportunities to pick up new language.For tips on how to prepare material for reading activities, see theadvice 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 UniversityPress, 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 forthe students, even if the students are in contact with other nativespeakers. Good tools are the role play and the drill, and there is noreason why they should do role plays only once; they can repeatthem several times with different partners; by the end of theactivity they should be confident enough about what they aredoing to perform the role play realistically and well.

For materials on speaking skills the teacher can visit these webpages 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/LAPublicSpeakingTongueTwistersIdea67.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

• CLASSROOM DYNAMICS. Hadfield, Jill. Oxford University Press,England. 1992, 4th Ed.

• EL DISEÑO DE TAREAS PARA LA CLASE COMUNICATIVA. DavidNunan. Cambridge University Press, Gran Bretaña. 1996, 1st ed.

• TOMBOLA. Communication Activities for Teenagers. Palim, J. yotros. Addison Wesley Longman, England. 1992, 3rd Ed.

• THE ART OF TEACHING SPEAKING: Research and Pedagogy for theESL/EFL classroom by Keith S. Folse.

• IMPACT TOPICS! 30 EXCITING TOPICS TO TALK ABOUT IN EnglishSTUDENT. Book and audio CD by Richard R. Day, JunkoYamanaka.

Writing

Young children are wonderful processors of new information, theycan learn to read and write quickly, if well motivated. They mustenjoy the process and be in a positive, fun, success-orientedlearning environment - consider how children learn their mothertongue.It is possible to have a lot of input in every lesson. Don'tunderestimate what children can learn and give them plenty ofopportunities to pick up new language.

In order to develop writing skills the teacher can visit these sites orread 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. Millán, Ana María y Toselli, Marisela, Mcgraw-HillInteramericana, España. 1996, 1st Ed.

• A COURSE IN LANGUAGE TEACHING. Ur, Penny. CambridgeUniversity Press. Great Britain. 1996, 1st Ed.

• ESTRATEGIAS DE REFLEXION SOBRE LA ENSEÑANZA DE IDIOMAS.Richards, Jack y Lockhart, Charles. Cambridge University Press.España. 1998, 1st Ed.

• HANDS-ON WRITING ACTIVITIES That Get Kids Ready For TheWriting Assessments by Van Zile.

• TEACHING THE CRAFT OF WRITING: Organization by Scholastic.

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