GUA DIDCTICA PARA EL PROFESOR INGLS

Lina Alvarado Jantus

Teacher of English
Instituto Profesional Chileno-Britnico
bsico
2010 Ediciones Cal y Canto Ltda.
Gua Didctica para el Profesor Travelers 8 bsico
Original text Lina Alvarado Jantus.
Teacher of English
Instituto Profesional Chileno-Britnico.
Methodological support Ana Manonellas Balladares.
Postgraduate Diploma of Education
Monash University - Melbourne Australia.
Original illustrations Ediciones Cal y Canto Ltda.
Design Ediciones Cal y Canto Ltda.
General Publisher Jorge Muoz Rau.
Publisher Alicia Manonellas Balladares.
Assistant Publisher Gloria Caro Opazo.
Ly-sen Lam Daz.
Designed by Mara Jess Moreno Guldman.
Cover designed by Mara Jess Moreno Guldman.
Layout by Mara Jess Moreno Guldman.
Proofreading James Doo.
Illustrations Edgardo Contreras.
General Production Cecilia Muoz Rau.
Production Assistant Lorena Briceo Gonzlez.
Recording Producer Rodrigo Gonzlez Daz.
Photos Banco de Fotos Ediciones Cal y Canto.
N de Inscripcin: 171.756
ISBN: 978-956-8623-54-8
All rights reserved; no part of this publication may be reproduced, stored
in a retrieval system, transmitted in any form, or by any means, electronic,
mechanical, photocopying, recording, or otherwise, without the prior
written permission of the publisher.
Impreso RR Donnelley
Se termin de imprimir esta 1 edicin de 7.650 ejemplares en el mes de
enero de 2009.
UNIT 1: CULTURAL ELEMENTS . . . . . . .26-65
Transcripts . . . . . . . . . . . . . . . . . . . . . . . . . . . . . .54
Error Alert! . . . . . . . . . . . . . . . . . . . . . . . . . . . . . .57
Background Information . . . . . . . . . . . . . . . .58
Complementary Activities . . . . . . . . . . . . . . .59
Extra Test . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . .63
Answers . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . .65
UNIT 2: SELF - CARE . . . . . . . . . . . . . . . .66-103
Transcripts . . . . . . . . . . . . . . . . . . . . . . . . . . . . . .94
Error Alert! . . . . . . . . . . . . . . . . . . . . . . . . . . . . . .97
Background Information . . . . . . . . . . . . . . . .98
Complementary Activities . . . . . . . . . . . . . . .99
Extra Test . . . . . . . . . . . . . . . . . . . . . . . . . . . . . .101
Answers . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . .103
UNIT 3: DIFFERENT LIVES . . . . . . . . . .104-143
Transcripts . . . . . . . . . . . . . . . . . . . . . . . . . . . . .132
Error Alert! . . . . . . . . . . . . . . . . . . . . . . . . . . . . .135
Background Information . . . . . . . . . . . . . . .136
Complementary Activities . . . . . . . . . . . . . .138
Extra Test . . . . . . . . . . . . . . . . . . . . . . . . . . . . . .140
Answers . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . .143
UNIT 4: PEOPLE AND PLACES . . . . . .144-183
Transcripts . . . . . . . . . . . . . . . . . . . . . . . . . . . . .172
Error Alert! . . . . . . . . . . . . . . . . . . . . . . . . . . . . .175
Background Information . . . . . . . . . . . . . . .176
Answers . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . .179
Complementary Activities . . . . . . . . . . . . . .180
Extra Test . . . . . . . . . . . . . . . . . . . . . . . . . . . . . .182
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Plan of the book. . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 4
Description of the course. . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 6
Students book . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 6
Unit Structure . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 6
Methodology . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 8
Learning Progress Maps as support material for teaching . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 11
Classroom management . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 16
Some basic teaching reminders . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 18
Some methodological suggestions for skill development . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 18
Classroom Language. . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 20
The Internet in the language classroom. . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 22
Using the TB . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 24
TRAVELERS MAGAZINE . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 185-195
EVALUATION INSTRUMENTS (Photocopiable). . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 196
LANGUAGE REFERENCE . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 209
IRREGULAR VERBS . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 218
BIBLIOGRAPHY. . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 221
CONTENTS
PLAN OF THE BOOK PLAN OF THE BOOK
NAME CULTURAL ELEMENTS
PAGES 8 - 33
Listening
HOLIDAYS AND CELEBRATIONS . . . . . . . . . . . . . . . . . . . .10
TOP OF THE POPS . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . .18
CHILES NATIONAL DANCE . . . . . . . . . . . . . . . . . . . . . . . . .26
Reading
A CHILEAN CELEBRATION . . . . . . . . . . . . . . . . . . . . . . . . . .13
MYTHS AND LEGENDS . . . . . . . . . . . . . . . . . . . . . . . . . . . .21
Oral production
to use everyday English . . . . . . . . . . . . . . . . . . . . . . . . . . .12
to talk about a topic . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . .16
Written production
to organize ideas to complete paragraphs . . . . .16 /29
to present information in graphic organizers . . . . . .23
Language and vocabulary
adverbs of frequency . . . . . . . . . . . . . . . . . . . . . . . . . . . . .12
connectors . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . .15
the Past Simple Tense . . . . . . . . . . . . . . . . . . . . . . . . . . . . .23
words related to traditional celebrations,
music and dances . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . .26
NAME SELF - CARE
PAGES 34 - 59
Listening
WHOS IN CONTROL? . . . . . . . . . . . . . . . . . . . . . . . . . . . . . .40
HELP FOR YOU! . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . .48
Reading
HOW FIT ARE YOU? . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . .36
LEARNING TO LEARN . . . . . . . . . . . . . . . . . . . . . . . . . . . . . .44
BULLYING - YOU ARE NOT ALONE . . . . . . . . . . . . . . . . . .52
Oral production
to express possibility, obligation and no obligation . .49
to use everyday English . . . . . . . . . . . . . . . . . . . . . . . . . . .50
to role-play communicative situations . . . . . . . . . . . .54
Written production
to complete dialogues and sentences . . . . . . . . . . . .42
to write instructions . . . . . . . . . . . . . . . . . . . . . . . . . . . . . .46
Language and vocabulary
question words . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . .38
words related to feelings, moods
and physical activities . . . . . . . . . . . . . . . . . . . . . . . . . . . . .39
modal verbs . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . .49
UNIT 1 1 UNIT
UNIT 2 2 UNIT
4
NAME DIFFERENT LIVES
PAGES 60 - 85
Listening
EXPERIENCES IN A FOREIGN COUNTRY . . . . . . . . . . . .62
DO YOU LIKE JOKES? . . . . . . . . . . . . . . . . . . . . . . . . . . . . . .70
DO YOU STUDY HARD? . . . . . . . . . . . . . . . . . . . . . . . . . . . .78
Reading
INTERNATIONAL ENGLISH . . . . . . . . . . . . . . . . . . . . . . . . .65
FESTIVALS AROUND THE WORLD . . . . . . . . . . . . . . . . . .73
Oral production
to exchange information . . . . . . . . . . . . . . . . . . . . . . . . . .64
to express opinions . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . .72
Written production
to complete a fact file . . . . . . . . . . . . . . . . . . . . . . . . . . . . .76
to write sentences . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . .81
Language and vocabulary
superlatives . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . .63
the Present Perfect tense . . . . . . . . . . . . . . . . . . . . . . . . . .67
words in American and British English . . . . . . . . . . . . .68
conditional sentences . . . . . . . . . . . . . . . . . . . . . . . . . . . .80
NAME PEOPLE AND PLACES
PAGES 86 - 111
Listening
A MAGIC ROLE . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . .92
PEOPLE THAT CHANGED PEOPLE . . . . . . . . . . . . . . . . .100
Reading
FOLK HEROES . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . .88
FLORENCE NIGHTINGALE - A WOMAN OUT OF HER TIME .97
A SPECIAL PLACE FOR CHILDREN . . . . . . . . . . . . . . . . .104
Oral production
to talk about imaginary situations . . . . . . . . . . . . . . . . .93
to give biographical information . . . . . . . . . . . . . . . . . .99
Written production
to complete a biography . . . . . . . . . . . . . . . . . . . . . . . . . .99
to complete a time line . . . . . . . . . . . . . . . . . . . . . . . . . . .102
Language and vocabulary
prepositions of time and place . . . . . . . . . . . . . . . . .91 / 98
words to express inventions and professions . . . . .100
UNIT 3 3
UNIT
UNIT 4 4 UNIT
BIBLIOGRAPHY . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . .112
TRAVELERS MAGAZINE . . . . . . . . . . . . . . . . . . . . . . . . . . .113
IRREGULAR VERBS . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . .125
WEB PAGES . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . .128
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Travelers has been specially written for teenagers in the eighth
year of primary school. The English program for the level and the
concepts and guidelines of the Chilean educational reform have
been considered throughout its preparation.
The course aims to:
develop reading and listening comprehension skills, providing
students with techniques that will allow them to understand
oral and written texts not only in English, but also in other
subjects and in their everyday life.
allow students to communicate orally and in writing at very
elementary levels.
improve learning skills.
help students realize English is an important tool for getting
and exchanging information, knowledge and culture.
educate in a broader sense by providing information about
Chile, South America, the English-speaking countries and the
world at large, encouraging students to think, analyze and
question.
Travelers consists of a Students Book, a Teachers Book and a CD.
Students Book
The course is topic-based and contains a conductive thread:
Conductive thread
The text has a conductive thread represented by children of the
same age and level of the intended readers. They are present in
different situations according to the topics of the unit. These
children include English native speakers related to Chile, and also
Chilean children. They interact throughout the book among
them and also with other people. Special emphasis has been
made on presenting girls and boys participating in similar ways
and occasions.
At the end of each unit there is an illustrated cartoon strip whose
main characters are the same as those in the lessons included in
each unit.
This kind of resource has been included mainly because children
of all ages enjoy this material and also because the visual aspects
effectively help the comprehension process.
It also has other advantages, such as:
To present language in a significative context.
To allow students to internalize language patterns that they
may use later on.
To help develop critical thinking.
To provide visual elements to improve students reading
comprehension skills.
The Students Book contains 4 units based on the English
program for the level and the concepts and guidelines of the
Chilean educational reform.
UNIT 1: CULTURAL ELEMENTS.
UNIT 2: SELF - CARE.
UNIT 3: DIFFERENT LIVES.
UNIT 4: PEOPLE AND PLACES.
Unit Structure
Each unit begins with a two-page spread showing a diagram of
the objectives of the unit, attractive illustrations to set the
theme and motivate students, and a few short activities meant
to introduce the topic, activate previous knowledge and raise
students interest.
The tasks in each unit are indicated with the following
headings: Reading, Listening, Language Focus,
Reflections, Test your knowledge and Self-Evaluation.
The tasks to develop reading and listening skills help students
learn strategies to improve their understanding of written and
spoken messages. The methodology adopts a three-phase
approach with before, while and after reading / listening tasks.
Before reading / listening activities provide a setting,
motivation and linguistic preparation and activate previous
knowledge; While reading / listening activities focus
students attention on specific tasks that guide their reading /
listening, providing different points of view for the same text,
and After reading / listening activities connect the text with
their own reality, give practice on a specific grammar structure,
clarify points that may be useful later on and / or enlarge
vocabulary areas.
The Language Focus section includes some grammar and
vocabulary points that the students need to carry out the tasks.
It is designed to help students revise or discover a particular
DESCRIPTION OF THE COURSE
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grammar structure or interesting items of vocabulary related to
the text.
The activities are meant to promote independent learning, and
to make students figure out grammar, word formation and
vocabulary rules by themselves.
Speaking and writing skills. All the lessons include
speaking and writing activities which give students the
opportunity to apply and consolidate the contents of the
lesson, and also connect them with their own reality. These
activities help students to see language as a necessary tool to
carry out the tasks and give grammar and vocabulary a clear
purpose.
Vocabulary. The active vocabulary in each unit is what the
students may need to understand the texts and carry out the
different tasks . There is also development of students passive
vocabulary by including a rich variety of lexis in the texts. Also
in the pre-reading and pre-listening activities there are explicit
suggestions to work with cognate words; the teacher should
constantly remind students to make use of these words to
facilitate comprehension.
Language focus. Travelers deals with grammar only after a
certain structure has appeared in a reading or listening text and
it is likely to be encountered again in other texts.
Students are asked to find or revise the example(s) of the
structure in the text and analyze how it works, going through a
guided process of discovery.
Synthesis is a section that plays an important role. It can be a
useful tool for clarifying particular problems, and for creating a
more comprehensive, overall perspective on a specific subject.
It gives students a chance to revise what they have learnt and
done in the unit, connecting the activities with the skills
developed.
Evaluation is an ongoing process in Travelers, and an integral
part of learning. It takes the form of both student evaluation
and teacher evaluation. This is done informally after lessons 2
and 4 in each unit, through the Minitest section. It helps
students revise their performance in the reading, listening and
language activities and also allows teachers to make further
use of the reading and listening texts.
Reflections is a special section that helps students think
about their learning process and to raise their awareness of
how they develop their own learning strategies to become
more effective learners. It also enables students to become
independent learners as well as independent thinkers. Teachers
are strongly recommended to train and help students to reflect
on their learning process and should encourage them to keep
tidy notes of the activities in class, of any extra work done, of
tests, quizzes, homework, handouts, vocabulary records, etc.,
so that they can have easy access to all this information
whenever they need to use it again, when they study at home
or when they revise for tests.
More formal evaluation is done at the end of each unit through
the Test your Knowledge and Self-evaluation sections.
In the Test your Knowledge section students revise contents
and evaluate their performance in the whole unit.
The Self-evaluation section allows students to reflect on their
strengths and weaknesses. It provides feedback on how much they
have learnt, putting them in a position to make an assessment of
their work. By getting involved in their evaluation, learners come
face to face with their learning problems and consciously try to
tackle them. Students are asked to evaluate their performance,
their participation, their products, and the working arrangement.
Learning styles. Travelers considers that there are different
learning styles in a classroom, so different kinds of activities
have been included.
- Visual learners need visuals in the classroom, for example:
posters, realia, flash cards, visual organizers, etc.
- Auditory learners learn better by listening, and like working
in pairs and small groups.
- Kinesthetic learners learn through physical activities like
competitions, board games, role-plays, etc.
- Tactile learners like board and card games, projects, etc.
Values. Value-enhancing topics such as equality, health,
respect, the environment, etc., appear explicitly throughout
the course. Through guided questions and simple discussions,
students are encouraged to reflect about and form opinions on
broader social issues concerning their lives and the world
around them. Cultural differences are also highlighted at
relevant points in the course as well as particular aspects of
English-speaking countries such as information related to
historical and geographical facts, cultural heritage, teenage
lifestyles, etc. in order to raise students awareness of the target
culture, and develop a richer perspective of their own culture.
Other small but interesting sections in the units are:
Did you know that ? The aim of this section is to provide
more information on the main topic of the lesson and interest
students in finding more information on their own.
Throughout the book students and teachers will also find website-
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based resources to expand their knowledge of specific subjects.
American v/s British English. Special notes show students
the differences between American and British English in
writing, pronunciation and vocabulary. Students are frequently
confused with the different spelling or pronunciation and the
idea of this explanation is to show them that both ways are
perfectly acceptable.
Teachers Book
This component includes:
The whole minimized version of the Students Book, together with
instructions and orientations that will help teachers work with
contents , resources and activities proposed throughout the book.
An introduction with a description of the course, the
methodology used, suggestions for classroom management,
general methodological suggestions for the activities and to
deal with big classes, description of the course components, etc.
Detailed teaching notes for every unit.
The cognitive abilities implied in every activity of the lessons.
Background notes for the teacher related to the information
content of the different texts.
Error Alert! A section that helps the teacher with information
about the most common errors students can make. However,
teachers must be very careful as to when and how to correct
errors, always having in mind to avoid interrupting students
while they are doing communicative activities.
Idiomatic expressions. When idiomatic expressions appear in
the texts or in the activities, they are explained, defined and an
example is given. Idioms or idiomatic expressions are those
that cannot be immediately understood by analyzing the literal
meaning of their components; literal translation will sound
odd. This section will help teachers to include them naturally in
different exercises.
Complementary activities (photocopiable) that provide extra
practice on the contents of the unit.
Observation and evaluation sheets for the teacher and the
students (photocopiable, in Appendix at the end of the book):
- Beginners writing.
- Behavior rubric.
- Extended response reading rubric.
- Project evaluation.
Answers for all the tasks in the Students Book and in the tests.
The transcript of the recording.
A complete bibliography for the teacher.
A list of useful websites for the teacher and the students.
Four extra tests.
The activities included in the book are classified according to
their level of difficulty. This is shown in the Teachers Book with
the following icons:
Low= + Medium= ++ High= +++
CD
The CD includes all the material for the listening tasks, including
pronunciation, listening and listening test material. The
transcripts of the recordings are included in the appendix
Transcripts, at the end of each unit.
Methodology
Task-based learning
Travelers helps students develop language and learning skills to
carry out sequences of tasks.
Some advantages of task-based learning:
Increased motivation, as learners become personally involved.
All four skills, reading, writing, listening and speaking, are
integrated.
Autonomous learning is promoted as learners become more
responsible for their own learning.
There are learning outcomes: learners have an end product.
Authentic tasks and therefore, more authentic language input.
Interpersonal relations are developed through working as a group.
A break from routine and the chance to do something different.
Collaborative Work
In project-based learning, students work in teams to explore real-
world problems and create presentations to share what they have
learnt. This approach has many benefits for students, including:
Deeper knowledge of subject matter;
Increased self-direction and motivation;
Improved research and problem-solving skills.
Additionally, it gives the teacher the grounds for evaluating what
students have learnt and how they apply that knowledge to real-
life situations.
The book has projects for students to complete. Each relates to
the unit and asks students to try and answer a question or solve
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a problem - one that has relevance for them and that they might
have to deal with one day in real life.
Let students choose their own group there is nothing worse
than being stuck with someone you do not get along with. Give
them enough time to prepare the project. Praise and reward
good presentations and extra effort made.
Learner training
This concept has to do with developing students awareness of
how they learn and how they develop their learning strategies so
that they become more effective and independent learners.
Teachers should encourage students to analyze their learning
process, making them think about their learning, what problems
they have and how they could improve their performance, so that
they can take the appropriate steps to optimize their learning.
Special attention should be paid to the training of students in pair
and group work, emphasizing the importance of everyones
contribution and the respect for the ideas of classmates.
Mixed ability
Travelers caters for mixed-ability classes in a variety of ways. The
teacher needs to develop techniques which allow students of all
levels to benefit from the lesson. Individual feedback is advisable
in any class, but in a mixed-ability class, this attention to detail
can increase student satisfaction. The teacher should always try
to make some mental, if not written, notes about each student in
such classes. As the course progresses and opportunities arise,
the teacher should congratulate individual students on their
improvements and make tactful suggestions on areas to work
on. A few sentences during general monitoring are better than
nothing. These details show that the teacher is aware of
individual needs of students.
Additionally, each lesson in Travelers offers at least one activity
that can be done by fast learners, while the rest of the class is
finishing a task.
Games
Games are important when learning a foreign language because
they are motivating and help students to sustain the effort of
learning. However, games are the means and not the end they
are a way of making learning more entertaining and should not
be treated as time fillers. Each game in this book is there for a
purpose and needs teacher supervision and sometimes prior
preparation.
Cognates
Cognates are words in different languages related to the same
root, eg, education (English), educacin (Spanish).
The different lessons in Travelers provide students with a
question to help them notice and recognize cognates. The
teacher should encourage students to find the cognates
whenever they face a new text.
False Cognates
Students might get confused because there are several words in
Spanish that are similar in English, but have a different meaning.
Here are a few examples of false cognates:
Actually = really, not actualmente (at present, currently).
Embarrassed = avergonzado/a, not embarazada (pregnant).
Realize = darse cuenta, not realizar (carry out, fulfill).
Approve = aprobar = agree with something, not aprobar un
examen (pass an exam).
Lecture = conferencia = a talk about a topic, not lectura
(reading).
Try = tratar de hacer algo, not tratarse de (be about) or tratar
con (deal with).
Politics = la poltica, not los polticos (politicians)
Library = biblioteca, not librera (bookstore)
Familiar = estar familiarizado con, not familiar (relative)
Parents = padres, father and mother, not parientes (relatives).
Evaluation and Assessment
In Travelers, evaluation is ongoing and an integral part of the
learning process. It takes the form of both student evaluation
and teacher evaluation.
Student Evaluation
As well as making students feel more responsible for their own
learning, the process of evaluating themselves and evaluating
classmates actually helps them to learn and remember. Students
are asked to evaluate the following aspects: their performance,
their participation, their products, the working arrangement.
This is done informally through the Reflections and the Mini-
tests, and more formally at the end of each unit through the Test
your Knowledge and Self-evaluation sections. The teacher must
help by organizing correction of the activities, but students
themselves must check their own performance and assign
marks. At the end of this activity, students are asked to add up
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their marks and use a Progress chart to find out their level of
achievement. Many students may be new to the process of self-
evaluation and at the start teachers will need to give guidance.
Informal evaluation should also take place on a regular basis at
the end of lessons through short discussions about the lesson,
carefully guided by the teacher.
Teacher Evaluation
Teacher evaluation combines formative and summative
instruments. The following suggestions could be considered to
reach a final mark for each student.
A mark should be given to each of the three components below.
The final mark should be the average of these three 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 appendix Evaluation Instruments.
3. Tests. There are three tests per unit. These tests assess
listening and reading comprehension, as well as specific
language items studied and practiced in the units.
Further Suggestions for Evaluation
As evaluation is an ongoing process, apart from the formal tests
provided in the Students Book, remember to evaluate students
performance in every activity they carry out, making notes of
their problems and achievements, keeping a record of their
participation, giving them informal marks that you can put
together and average at the end of a term, using the evaluation
instruments provided in the Evaluation Instruments Appendix, at
the end of the book. You may also agree with them to consider
their self-evaluation at the end of each unit, monitoring their
performance and using the marks they give themselves as part
of their official marks.
Additionally, here are a few suggestions that you can adapt for
different contents and use at different moments of your lessons,
and that you can mark according to the level of difficulty, time
students spend preparing and presenting, etc.
- Mini-presentations by small groups of students. Give them
time to gather information, suggest they use patterns you
provide or that have appeared in the lesson, help them
rehearse the presentation, correcting pronunciation, and invite
two or three groups to present. This activity can be used in all
the units in connection with projects and activities, or with
contents the students find interesting in the lessons.
- Role-plays. Choose any of the dialogues, give groups time to
practice and invite two or three groups to present.
- Questionnaires. Prepare a short questionnaire at the end of a
unit on the content of the different texts. Assign it for
homework or use it as an informal test, which they can answer
looking at the texts they do not need to know the
information by heart, but should know how to find it!
- Bulletin board displays. Ask students to collect photos, pictures,
cutouts on a chosen topic, add a short text about them
following a model you can provide, and assign a place in the
classroom or the school for them to display their work.
- Written quizzes based on the written or oral texts used in class,
that may include: fill in the blanks with or without words given,
put words in order to form sentences, correct the mistake
(grammar or information), etc.
- Contests and games. Bingo with vocabulary words or verb
tenses, find as many words as you can in x minutes under
different categories, find information in the dictionary, how
much do you know about ...?
Introducing Travelers to your Students
Before starting Unit 1, introduce students to the course, the
components and methodology. Explain the importance of their
participation, the work organization into individual, pair and
group work, the role of self-evaluation, etc.
Travelers Magazine
At the end of the book there is a magazine with attractive articles
and challenging activities to be used by the students on their
own, whenever they feel interested. They are meant to provide
students with fun, general information and useful training in
study skills.
Bibliography
Both the Teachers Book and the Students Book offer suggestions
of materials that can be used for reference. Some of these
materials can be found in the Centro de Recursos de Aprendizaje
(CRA) in each school.
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What we have in common makes us human. Our differences make us
individuals. In a classroom where there is very little or no
differentiated teaching only the similarities among students seem to
be the focus of attention. In a differentiated class the common areas
are acknowledged and exploited, and the differences among students
also become important elements in the teaching learning process.
Carol Ann Tomlinson
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The Chilean Ministry of Education has presented the community
with a new curricular tool, the Learning Progress Maps. It is
possible that the teachers may have a lot of information about
them, from different and probably more complete sources than
those provided here
13
. This brief and concise document does not
intend to be exhaustive nor replace any of those sources. It only
wishes to present the Maps in a very specific context, that of a
particularly specific training in evaluation for learning, as in that
area they can be very useful in the different steps of that
training.
This is a brief introduction to the Maps that considers the
inclusion principle that guides them, the way in which they are
presented, an example and some details to understand their
pedagogical and evaluative usefulness. Rather than theoretical
or conceptual details, special importance is given to the
elements that facilitate their use by teachers.
Introduction
The Learning Progress Maps have been developed to show
teachers, students and parents the way in which learning
progresses along school life, and especially the expected
direction for each of the areas of the curriculum. They are neither
a new curriculum nor a curricular alternative, but are based on
the existing Curricular Framework. Their objective is to describe
the types of learning promoted by the Fundamental Objectives
and the Obligatory Minimum Contents, and to indicate the
characteristics of their development from 5
th
Year of Primary
Education to 4
th
year of Secondary Education. The Maps can be
used in the day-to-day classroom work to establish the students
position, their differences and their learning needs. Once this
reflection and awareness task is done, it is possible to design a
variety of teaching strategies to cater for the students needs.
Learning Progressions and Diversity
Childrens learning as shown every day in the teaching process -
shows progressive development as they move up from one level
to the next. Older students generally know more about a subject
and show more complex cognitive abilities than younger
students; when comparing abilities and knowledge of a 4
th
Media student with those of a 1
st
Bsica student, it can easily be
noticed that the former is much more competent than the latter
in all the learning areas. Between these two students, who
represent the extreme levels of achievement during the school
cycle, it is possible to distinguish several intermediate stages.
On the other hand, children at a particular level make use of
different abilities to understand the same topic, and have
different ways to explain what they understand. There is
progression not only from one level to the next; it is normal that
in the same class the students are at different levels and show
different degrees of understanding and achievement of the
required abilities.
However, not all students progress in the expected direction.
Inadequate attention to differences can produce delay in the
students learning. This delay, in turn, has a cumulative effect, it
tends to increase in the upper levels, and when this happens, its
effects are more difficult to revert. Therefore, it is important to
know the state of students learning very well.
The Learning Progress Maps are a support instrument to
diagnose achievement and differences among students to help
them move on in their school work according to the expected
outcomes promoted by the national curriculum; they offer
common criteria and language to observe learning.
Evaluation for Learning in Practice
It is important to distinguish Evaluation for Learning as a
particular model that is different from the traditional
interpretations of evaluation. Here is a summary of its main
characteristics. In this conception, evaluation:
is considered an intrinsic part of teaching and learning.
requires that teachers share with their students the learning
achievements expected from them.
LEARNING PROGRESS MAPS AS SUPPORT MATERIAL FOR TEACHING
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11
Document prepared by the Unidad de Currculum y Evaluacin, Ministry of Education, Chile, 2007.
12
Tomlinson, Carol Ann, Estrategias para Trabajar con la Diversidad en el Aula, Editorial Paids, Madrid, 2005.
13
The full Maps are published on the web site of the Unidad de Currculum y Evaluacin, www.curriculum-mineduc.cl.
helps students know and identify the standards they must
reach.
involves students in their own evaluation.
provides feedback that tells students what they have to do, step
by step, to improve their performance.
assumes that every student can improve his / her performance.
involves both teachers and students in the analysis and
reflection on the data provided by the evaluation.
This model contrasts with the type of evaluation that, in practice,
means adding evaluation procedures or tests at the end of the
programmed units of work. These procedures or tests are separable
and independent from the teaching of the unit. The feedbackis to
get a mark. Although, according to this model, evaluation is a
teachers issue (the State, for example, does not get involved), it
tends to have a summative rather than a formative objective.
However, the term formative can have several interpretations:
very often it only means that evaluation is frequent in a period of
time and has been planned together with the teaching. In this
sense formative evaluation does not necessarily consider all the
features identified as characteristic of Evaluation for Learning.
Evaluation can be formative because it helps the teacher identify
areas where more explanation or training are needed. But from
the point of view of the students, their final mark and the
comments written on the margins of their work, although they
may signal their weak and strong points, they do not give them
clues as to how to progress towards the achievement of more and
better learning.
The concept of learning underlying this model is another
distinctive feature. Todays approach to learning suggests that,
eventually, it is the students themselves who are responsible
for their own learning (nobody can learn for them).
Consequently, Evaluation for Learning must necessarily involve
the students in the evaluation process so as to provide
information on their performance and guide their efforts to
improve. An important part of this information is the feedback
the teacher gives the students, but another part must be the
result of the direct participation of the students in this process
through self-evaluation. In the context of promoting life-time
learning, it is more and more important to develop in the
students the capacity to know how much they have learnt and
the ability to guide and manage their own learning.
So, what actually happens in the classroom when evaluation is
used to improve learning? To begin with the more obvious
aspects, the teachers are involved in the collection of information
about their students learning and motivate them to revise their
work critically and constructively.
The methods to obtain information about the learning are well
known and they are mainly:
To observe the students and listen to them when they reason
and describe their work.
To ask students open questions, inviting them to explore their
ideas and reasoning.
To propose ideas that require students to use certain abilities or
to apply ideas.
To ask students to communicate their ideas not only in writing
but also through drawings, artefacts, actions, dramatizations
and concept maps.
To discuss key words and analyze how they must be used.
Of course, teachers can collect this information through the methods
identified above, and then use it to improve learning. The use of this
information requires that teachers and students make decisions and
act: they must decide on the next steps in the learning process and
help students get started. It is of the utmost importance to remember
that it is the students who must do the walking; consequently, the
students who are more involved in the process will better understand
how to extend and improve their learning. A plan that involves the
students in the judgement of their own work instead of being
passive to face the judgements of teachers has higher probabilities
of raising the learning and achievement standards.
This is a different conception of feedback. The food the teacher
offers is a portrait of the objective to reach, of the standard or goal
towards which the student must aim and which, in this way,
constitutes a point of comparison for his / her work. The role of the
teacher and what constitutes the core of teaching is to provide
the students with the skills and strategies required to take the steps
they need to improve their own learning.
Key Principles of Evaluation for Learning
Evaluation is a process that allows the recollection of evidence on
the learning achieved by the students at a given moment. The
object of the evaluation is the work produced by the student,
never the student.
The key dimensions of learning from the point of view of the
learning area and the learning level of the students constitute
the criteria used for the evaluation of learning.
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The criteria must be shared with the students so that they
know and understand them, and for them to direct their work
accordingly.
Self-evaluation and peer-evaluation must be done using
pre-established criteria. If this does not happen their validity
will be questionable, because different individuals naturally
evaluate according to their own personal criteria.
It must be remembered that evaluation necessarily involves
value judgements. This happens when a teacher assigns a
numerical qualification to a students test, and also when
concepts are used, for example poor or excellent to indicate
a students level of achievement at a certain moment.
The teacher must take responsibility for the evaluation
instruments he / she develops and uses with the students; this
means that he / she must make sure that they really let him /
her collect information about the learning outcomes defined in
the pre-established evaluation criteria.
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How many LPMs have been prepared?
Each area of the curriculum has sub-divisions that represent
topics or abilities that must be developed during school life. A
Map has been designed for each of them.
English
Our countrys active participation in different areas of the
international sphere, together with the changes produced by
globalization, make the learning of English essential to
successfully face the demands of society in the XXI century.
Learning English is a challenging and attractive activity at any age,
but particularly for young people who see it as a tool to access
information and technology and as a means of communication with
other realities and cultures. Learning English or any other foreign
language, contributes to the understanding of the mother tongue,
and at the same time it widens the opportunities to access
information in other areas of study.
Presentation of the Maps
The Maps are organized in seven levels that cover students
learning life from 1st year of Primary Education to 4th year of
Secondary Education. Each level describes the expected learning
outcome for two school years. For example, level 1 corresponds
approximately to 1st and 2nd Bsico, level 2 to the next two
years, and so on. The last level (7) describes a student whose
outcome when finishing school is outstanding.
All this information can be found on the web site of the Unidad
de Currculum y Evaluacin, www.curriculum-mineduc.cl.
What LPMs are What LPMs are not
They are materials for each area of the curriculum that describe the
usual road followed by students in their learning. They assume that
progress is the result of maturity and exposure to learning
opportunities in specific stages of school life.
They do not state that learning is lineal (a sum of specific learnings)
nor do they propose an exact description of the learning progress that
all students experiment.
They express knowledge and abilities, that is to say, the competences
that students typically reach at certain moments of their school life.
They are not an expression of all the knowledge and abilities the
students can achieve at a specific level.
They indicate what we value as learning goals and the sequence in
which they are achieved; they provide a framework to monitor
progress and communicate results.
They are not a new curriculum and they do not assume that all the
students in the same class should be in the same level of learning.
They are presented as concrete descriptions of learning and offer
examples of possible achievements in each level.
They are not checklists for test correction.
They provide a guiding framework for teaching: they let users
elaborate evaluation tasks that will indicate the level of each
student, and organize teaching strategies accordingly.
They are not an instrument to classify students and they do not
support a specific teaching model to achieve learning.
What Learning Progress Maps are and what they are not.
Relevant Aspects of the Reading Maps
In concordance with the curricular emphasis aimed at the
development of the abilities and the use of language with the
purpose of acquiring information and gaining access to other
cultures and technological advances, grammar is not the focus of
attention of the Reading Map. Its role as facilitator of
understanding and communication is acknowledged, but the
role of grammar will become more evident in the Writing Map.
The Reading Map emphasizes the importance of working with
authentic texts as early as possible; their degree of complexity
increases as students move from one level to the next. By the end
of their secondary school education students should be able to
read authentic texts of intermediate complexity, which implies
beginning their learning using simple authentic texts.
The Reading Map does not reject the use of the mother tongue as a
resource to monitor learning when the situation requires that the
students show evidence of comprehension and interpretation rather
than oral production. It is a well-known fact that students of a foreign
language can understand much more than they can express orally or
in writing. For that reason, the answers to the tasks presented as
examples in the Map are in Spanish. This does not mean that the
students are not allowed to express comprehension in English or that
there is an intention to work these abilities separately.
In the following pages you will find the Reading Progress Map. It
begins with a synthetic presentation of all the levels. Then each
level is presented in detail, beginning with its description, some
examples of performance that illustrate how that level of learning
can be recognized and one or two examples of work done by
students of subsidized schools, with the teachers comments that
justify what criteria is used to decide that the student is within
the level. In an appendix, you can find the complete version of the
tasks from which the students work was collected. In the case of
English, there is a description of an initial level, before level 3, that
describes a starting situation of knowledge of this language,
which can be a useful point of reference to describe the learning of
children who do not reach level 3 by the end of 6th Bsico. No
examples of students work at this level are included.
Reading Progress Map
The aim of the English curriculum is to get students to use and
apply the language in different tasks that imply they can
understand oral and written texts, and solve simple
communicative situations orally or in writing. From this point of
view, four English Learning Maps have been designed, around
the following linguistic abilities:
Reading
Listening
Writing
Oral Expression
The Maps of English have been designed using the international
standards of the Common European Framework (CEF) for
teaching, learning and evaluating languages, and those of the
Association of Language Testers of Europe (ALTE). CEF level A2
and ALTE 1 (Waystage User) are associated to level 4, which
describes the expected learning achieved by the majority of the
students by the end of 8th year Bsico; level B1 and ALTE 2
(Threshold user) are associated to level 6, which describes the
expected learning achieved by the majority of students by the
end of 4
th
Medio.
To describe progress in reading comprehension, the Reading Map
is organized around two dimensions:
a. Text-types. In this dimension the progression is given by the
complexity of the topics the students read about and the
complexity of the language used in the texts. There is
progression from concrete to abstract topics, and from
language expressed in simple sentences to language
expressed in compound sentences of intermediate
complexity.
b. Reading abilities. This dimension includes the students
capacity to extract specific information, to infer information
and to show global comprehension of what they have read.
The Map describes how these reading abilities become more
complex from one level to the next, also in relationship with
the increasing complexity of the texts read.
In the light of these dimensions, the Map describes a students
reading comprehension progress, from the ability to identify
some highlighted information, to make simple inferences and
state the main topic of a very short, simple text (in level 3), to
end up being able to reach a higher level of inference and a
deeper understanding of linguistically and conceptually more
complex texts. (level 6).
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English Progress Map
Identifies explicit and implicit messages and incorporates knowledge of the topic and of the English language to build up the
main meaning. Understands texts that include a variety of simple and medium complexity structural patterns and are related
to personal interest topics.
In our teaching proposal for 7
th
and 8
th
Bsica, evaluation is conceived for the following
How can one recognize this level of learning? Examples of
performance.
When a student has reached this level, he / she can do the
following activities:
States the characteristics of a person, place or object.
Follows instructions to play a game that involves a sequence of
different actions.
Infers the relationship among characters or moods, when they
are not evident.
Identifies in the text the sentence that best represents the main
idea(s).
Identifies words that give cohesion to the text. For example: the
most frequent connectors and, or, but, because.
Recognizes the communicative function of compound verb
forms present in the texts. For example, perfect tenses, modals.
Relates a word from the text with a synonym, antonym or
definition.
Identifies the roots of words and their affixes in the texts read.
Level 7
Outstanding
Identifies explicit key information, discriminating it from distractors. Infers ideas and identifies messages, points of view,
attitudes to build up the main meaning of the text. Understands texts that include a variety of simple and medium
complexity structural patterns and are related to well-known or personal interest topics.
Level 6
Identifies explicit key information, discriminating it from other similar information. Infers suggested messages or ideas and
identifies main ideas, stating supporting data. Understands texts that include simple structural patterns and medium
complexity structural patterns and are related to well-known or personal interest topics.
Level 5
Identifies explicit key information, discriminating it from secondary information. Makes simple inferences relating ideas or
information, and identifies with some detail the main idea(s) explicitly stated, relating information found in different sections
of the text. Understands brief texts that include simple structural patterns and are related to well-known concrete topics.
Level 4
Identifies explicit key information, discriminating it from secondary information. Makes simple inferences relating ideas or
information, and identifies with some detail the main idea(s) explicitly stated, relating information found in different sections
of the text. Understands brief texts that include simple structural patterns and are related to well-known concrete topics.
Level 4
Identifies explicit information that is highlighted. Infers information and identifies one main idea using information explicitly
stated in the text. Understands very short texts that include plenty of visual support, use simple short sentences and are
related to concrete topics of the students immediate environment.
Level 3
Identifies words and short sentences stated in very short texts that include plenty of visual support, use simple short
sentences and are related to concrete topics of the students immediate environment.
Initial level
Classroom management has to do with methods used by the
teacher in order to establish harmonious class organization and
discipline. The following components play an important role in
the achievement of these goals:
The teacher
A classroom where learning takes place is a pleasant
environment; the teacher is enthusiastic and active and
encourages student participation.
In most cases the teacher is the only direct contact the students
have with English. It is therefore important that she / he tries to
communicate with the students in English as much and as often
as possible. Some students may not be used to this, and teachers
should explain, in Spanish, that they may find it difficult to
understand at first, but it will gradually get easier. Teachers can
also use gestures or mime to help understanding. Instructions for
activities should be given as clearly and as simply as possible,
through demonstration and examples. If it is clear that many
students have not understood, the teacher can ask a stronger
student to translate for the class.
The students
The main objective of the English classes is the development of
reading, listening and speaking skills, while writing skills have a
secondary role, so the teacher may insist and encourage students
to use English in class as much as possible to show understanding
of the reading and listening texts. The teacher must provide
patterns and clear examples for them to do so, following these
patterns and examples. The teacher must also emphasize the
importance of everyones participation in and contribution to the
activities, giving clear explanations of their purpose and the role
of the individuals, the pairs or the groups carrying them out.
Teenage students are going through a difficult process of
development in their lives, so the teacher might face discipline
problems, disruptive behaviour, or unwillingness on the
students part to do the different tasks they are assigned. The
topics in Travelers have been carefully selected to attract and
keep students attention.
The responsibility for building a positive learning atmosphere lies
not only in the good relationship the teacher and her / his students
develop, but also in the one the students have among themselves.
Travelers helps the teacher in this task through a number of
carefully designed exercises, very clear tasks, and opportunities for
the students to check and evaluate their own work.
Discipline
One of the reasons for bad discipline is usually students inability to
cope with the tasks. The noisiest students will demonstrate their
frustration by means of loud outbursts and disruptive behaviour,
while the rest of the class may remain passive. To avoid discipline
problems, these preventative strategies are suggested:
- Careful planning, so that students realize there is a feeling of
purpose which keeps their attention on the task in hand.
- Clear instructions, given very simply and assertively so that
students know exactly what to do.
Working with big classes
These ideas may help you deal with a big class and allow you to
put into practice the suggestions for activities in the lessons.
At the beginning of the year, discuss and establish, together
with the class, a few class rules. Ask different groups to write
them on pieces of poster board and display them permanently
on a wall. They may be written in Spanish and little by little
turned into English, or they may be written in English and
accompanied by pictures illustrating them.
Involve the whole class when giving instructions, explanations
or when checking answers, but try to use pair and group work
as often as possible.
Train your students to work in pairs or groups from the very
beginning, little by little, first only in pairs, doing simple tasks
such as making lists of words, looking up words in a dictionary,
preparing a couple of questions, etc., then move on to more
complex tasks, and finally start asking them to work in groups.
An important part of the training period should be to ask them
to move quickly and with as little noise as possible. Do not ask
the whole class to form groups or pairs at the same time, but do
it by rows and praise the row that does it best.
Try and use a variety of working arrangements: pairs with the
student next to them, with the student behind, with the student
in the row opposite, etc., or form pairs with simple action games,
such as forming two big circles, asking them to move in different
directions and stop when you say so: their partner is the person
they are standing opposite to at that moment, etc.
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CLASSROOM MANAGEMENT
At the beginning, ask students to form pairs or groups with the
people near them, but eventually ask them to move around
more. When they have been trained in pair and group work,
you may ask the whole class to leave their seats and move
around the classroom to work with different partners,
gathering information or opinions, carrying out a survey, etc.
Apply different criteria to form pairs and groups: sometimes
put together students of similar levels and assign different
tasks according to their levels; at other times, form mixed-
ability pairs or groups, so that stronger students may help
weaker ones; take an active part in the formation of groups, but
occasionally, let students choose who they want to work with.
Take these opportunities to emphasize the importance of
cooperation and respect for everyones ideas, abilities and
contributions.
Give short, clear instructions, and always check that students
have understood what they have to do by asking them to
repeat your instructions in Spanish if necessary. You may ask
the best students to write short reminders of the steps of the
activity on the board.
Provide a clear model of what pairs or groups have to do with
one or two students in front of the class before they begin
working on their own.
Assign a clear time limit for each activity and keep to it! Do
not ask Are you ready? as most probably the answer will be a
loud NOOO!, even if they are ready.
After you have given and checked instructions for the activities,
start walking around the classroom, going from group to group
as quickly as possible. Repeat the instructions if you see that
most of the students have not understood or are not doing
what they are supposed to be doing.
Agree with the class on a code you will use to indicate that they
have to stop doing the activity, stop talking and get ready to
check results. For example, you may stand in a particular place
in the classroom; or you may raise your hand and as students
see you they have to do the same; or you may count from five
to one, etc. In general, avoid shouting, as loud noises tend to
generate louder responses.
Occasionally, ask either troublesome or faster learners to act as
your assistants, writing things on the board, walking around
the classroom checking that all groups are doing the activity,
taking notes of the work in progress, keeping the time,
distributing and collecting worksheets, etc. It is better if these
assistants are not always the same students.
At the end of each activity check answers, correct general
mistakes you may have detected while walking around the
class and do something that clearly indicates that the activity
has finished: some final examples, choral repetition of key
words, phrases and sentences, congratulations and praise for
the good work done, etc.
If your students are used to getting marks for their work, agree on
a system of marking pair and group work as well: give and
accumulate points for participation, good behaviour and results.
(Examples of observation sheets and class evaluation are provided).
Dealing with troublesome students may be difficult. This may
be made easier if you ask all students to write a suggestion for
punishment of these students on a piece of paper. Check that
the suggestions are acceptable, put them in a box and ask
troublemakers to get a piece of paper from the box and do
whatever is indicated there whenever they misbehave.
Pairwork and groupwork
This type of work encourages students to share their skills and
knowledge, and learn from each other. It also increases students
involvement and active participation, as well as developing
positive attitudes. It is important to share with the students the
importance of these activities which will give them an
opportunity to learn the social and communicative skills required
to work with other people: acceptance of other ideas,
responsibility, commitment, cooperation, respect for turn -
taking, etc. The teacher should take an active role in group
formation, so that the students do not always work with the same
people, to take full advantage of the variety of learning styles and
abilities. Students should assume different roles each time
(coordinator, secretary, researcher, presenter, artist, writer, etc.).
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Start every lesson in a way that focuses everyone's attention.
This creates expectation and prepares students for what is to
come. For example, with books closed, write the topic of the
lesson on the board and ask some questions about it, show a
poster / picture related to the lesson, ask who can remember
what they did the previous class, etc.
Students should not open their books until everyone is paying
attention.
End an activity before students get bored with it. Equally, do
not hurry the students or end the activity too soon if they are
obviously enjoying it.
Ask students their opinion.
Dont assume that if one student says they understand,
everyone else does.
Ask (elicit) rather than tell. Students get bored of listening to
the teacher explaining. Someone in the class will probably
know the answer.
Dont ask students to explain difficult things, such as definitions
of words, in English.
Dont interrupt students during pair / group speaking activities
to correct their English. It is better to note the main, common
mistakes, put them on the board and correct them with the
class at the end.
Dont insist on 100% accuracy all the time. Mistakes are a
normal part of the learning process, and a valuable source of
information for the teacher.
Give praise and encouragement, especially to the weaker
students. Write positive comments on their work. Let them
know what they are doing well, as well as what they need to
improve.
Remember that you are the main motivator in the classroom!
Some methodological suggestions for skill
development
Developing listening skills
Follow the organization of activities into before, while and after
listening.
Before listening:
- Introduce and get students involved in the topic of the text.
Elicit what they know about it and help them relate it to their
own experiences. Make use of the illustrations provided and /
or use your own.
- Use this introduction of the topic to present key vocabulary
and structures, and write them on the board.
- Invite students to predict the content and to formulate
hypotheses of what will appear in the text.
- Do these activities quickly and take advantage of the interest
created to continue with the listening activities.
Listening:
- Play the recording once or twice for students to check their
predictions and hypotheses. Accept other information they
may have gathered, but do not go into details at this stage,
just concentrate on the general idea.
- Remind students of cognate words, which they can identify
more easily when they listen, and which help comprehension
and consequent task realization.
- Read and clarify instructions with the class, and do the different
listening activities one by one, concentrating on the task
assigned and checking answers after each successive listening.
Every time students listen to the text, they should have a clear
purpose and task, provided in the instructions, which will help
them focus their attention and identify the information required.
- Help students recognize different supporting elements in the
spoken texts: intonation, voice pitch, pauses, emphasis,
background noise, etc.
After listening:
- Help students summarize the text orally and / or in writing
using the models provided.
- Encourage reinforcement of vocabulary and grammar that
appeared in the text, always using the context and providing
further examples or similar contexts.
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SOME BASIC TEACHING REMINDERS
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- Discuss the topic of the lesson, help students reflect on the
contents and highlight the values presented, making them
notice the connections with their own reality.
- Make students evaluate their own performance in the lesson.
a. Did their predictions help them understand the text?
b. How did they do in the different listening activities?
c. What new words, expressions or structures did they learn
in this lesson? Can they use them in other situations?
Developing reading skills
Follow the organization of activities into before, while and after
reading.
Before reading:
- Introduce and get students involved in the topic of the text.
Elicit what they know about it and help them relate it to their
own experiences. Make use of the illustrations provided and /
or use your own.
- Use this introduction of the topic to present key vocabulary
and structures, and write them on the board.
- Invite students to predict the content and to formulate
hypotheses of what will appear in the text.
- Always ask students to give a quick look at the text and
identify the cognate words and the words they already know.
This will help them formulate more informed hypotheses and
also help them feel less insecure when facing a new text.
- Draw students attention to the structure of the text: layout,
punctuation, titles, subtitles, etc., to identify the type of text
they will be reading, all of which will also provide clues that
will help them understand the text.
- Do these activities quickly and take advantage of the interest
created to continue with the reading activities.
Reading:
- First ask students to read the text quickly to check their
predictions and hypotheses. Accept other information they
may have gathered, but do not go into details at this stage,
just concentrate on the general idea.
- Remind students of cognate words, which they can identify
easily, and which help comprehension and consequent task
realization. Present false cognates if there are any in the text.
- Read and clarify instructions with the class, and do the different
reading activities one by one, concentrating on the task assigned
and checking answers after each successive reading. Every time
students read the text, they should have a clear purpose and
task, provided in the instructions, which will help them focus
their attention and identify the information required.
- Help students recognize different supporting elements in the
written texts: text organization, reference markers, letter
types, graphic support, punctuation marks, illustrations, etc.
- Remind students of some general characteristics of text
organization: main ideas are usually at the beginning of each
paragraph, connectors give important clues and indicates
addition, but, however indicate contradiction, because
indicates a reason, or indicates alternatives, etc.
After reading:
- Help students summarize the text orally and / or in writing
using the models provided.
- Encourage reinforcement of vocabulary and grammar that
appeared in the text, always using the context and providing
further examples or similar contexts.
- Discuss the topic of the lesson, help students reflect on the
contents and highlight the values presented, making them
notice the connections with their own reality.
- Make use of the FL (Fast learners) activities or the cartoon
strip episode in the Students Book and of the complementary
activities in the Teachers Book to provide further practice in a
freer context, either for the whole class or for faster, keener
students. Invite them to make comments on the contents and
share them with the rest of the class.
- Encourage students to make use of the Reflections section to
evaluate their own performance in the lesson.
Developing oral expression
At the beginning of the course, prepare a poster / posters with
the class, showing the expressions they must use as part of the
classroom interaction. You may use different colours to classify
them into:
a. Greetings: Good morning, good afternoon, hello, hi, good-
bye, bye. How are you today? Im (not) very well, thank you.
And you? Teach them to address you as Mr. / Miss / Mrs. plus
your surname.
b. Asking for help or clarification: How do you say / spell /
pronounce ...?, Can you help me, please? Can you repeat,
please? Can you play the recording again, please? Can I / we
use the dictionary / the computer? Can I work with ...? Can
you tell / give me ...?
c. Expressing feelings: Im sorry / happy / impressed / tired / ill
/ worried. Id be happy to ... . I like ... . I dont like ... . I liked
... . I didnt like ... .
Encourage students to use English to do the different speaking
activities that show comprehension.
Choose relevant parts of the listening texts, especially
dialogues, for students to listen, repeat and try to memorize
and present in front of the class.
Create a positive atmosphere in the classroom to facilitate
students participation in oral exchanges.
Make use of the pronunciation activities to help
students practice pronunciation, accentuation and intonation.
Please note that the icon uses the symbol / / - the most
frequent vowel sound in English - to indicate the type of
exercise, but it does not represent the sound to be practiced.
Developing written expression
Always provide a model for students to follow. Go from simple,
very guided activities to more complex ones: just words that
students use to fill in blanks, or exercises in which they put
words in order to form sentences, short answers to simple
questions, using a pattern given and substituting some
elements, etc.
Make students aware of punctuation marks and connectors to
be used.
Check written work while walking around the classroom, or
collect notebooks, or provide the correct versions on the board
or on a transparency.
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Greetings:
Good morning / Good afternoon / Hello / Hi.
Good bye / See you tomorrow / See you later.
Have a nice weekend / Enjoy your holiday.
Moods and feelings:
A: How are you today?
B: Im fine / Im great / OK / Very well, thank you.
Im not very well / I have a problem / Im feeling low / Im sad.
Asking for clarification (STUDENTS)
Can you repeat that, please?
Can you say that again, please?
Sorry? I didnt understand very well.
Can you help me with this exercise, please?
Encouragement (TEACHERS)
Well done!
Good!
Excellent!
Good work!
Congratulations!
The date
A: What day is it today?
B: Its Monday / Its Tuesday / Its Wednesday / Its Thursday /
Its Friday / Its Saturday / Its Sunday
A: Whats the date today?
B: Its (Monday) March 9
th
.
The weather
A: Whats the weather like today?
B: Its sunny / Its cloudy / Its hot / Its cold / Its nice and warm /
Its nice and cool. Its raining / Its snowing.
The time
A: Whats the time? / What time is it?
B: Its one oclock. / Its two oclock. / Its three oclock. /
Its ten oclock. / Its twelve oclock.
A: Whats the time? / What time is it?
B: Its quarter past nine. Its half past ten. Its five past eleven./ Its
ten past twelve / Its twenty past one/ Its twenty five past two.
A: Whats the time? / What time is it?
B: Its a quarter to eight. Its twenty five to nine / Its twenty to
ten/ Its ten to three/ Its five to four.
CLASSROOM LANGUAGE
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Some Commands and Instructions (TEACHERS)
Add more words.
Answer the questions.
Be quiet.
Check your answers
Check your predictions.
Close the door.
Come to the board.
Compare your answers.
Compare your answers in your group.
Complete the paragraph.
Complete the sentences.
Complete the summary.
Complete the table.
Copy the instructions.
Cross out the words you do not hear.
Discuss the ideas in your group.
Do exercise 1.
Do not write in ink.
Do not write in your book.
Fill in the blanks.
Find examples in the text.
Find out who wrote this poem.
Find the cognates in the text.
Go to the board.
Identify the best description.
Listen to the recording.
Listen.
Look.
Look at the pictures.
Look up these words in the dictionary.
Make a list.
Make a list of topics.
Make some notes.
Match the pictures.
Name three activities.
Open the window.
Open your books.
Pay attention, please.
Put the pictures in order.
Read the instructions.
Read the sentences.
Select the correct answer.
Silence, please.
Sit down.
Stand up.
Talk to your partner.
Thats all for today, thank you.
Work in groups of 4.
Work in groups of three or four.
Work with your partner.
Write the sentences.
Turn taking and permissions: (STUDENTS)
Its your turn.
Sorry, its my turn.
Excuse me, can I say something?
Excuse me; can I leave the room for a minute?
Can I talk to you after the class?
May I go to the bathroom?
Encouragement: (TEACHERS)
Do it more carefully / Say it again / Try to correct that, please.
Not too bad / Youll do better next time / Keep trying!
Well done / Congratulations / Excellent / Good work.
Nowadays, in the era of the information revolution and the
widespread use of the Internet in almost all spheres of life, it
seems that using computer technology in the teaching process is
more and more accepted and widespread.
The Internet can serve as a teaching medium, and be a rich
source of materials of any kind (texts, pictures, sounds, music
and films). It can also serve as a basis for their lessons, instead
of relying on texts from the coursebook only. Internet-assisted
lessons may supplement teaching by adding another
dimension to the classroom. Students can use web resources to
gather information on various topics or prepare to present
a topic.
The Internet gives great possibilities for students individual
work, allowing them to work at their own pace, on the materials
they choose themselves, giving them variety and choice and
offering an attractive and interactive learning environment. This
is largely achieved by the use of communication tools such as e-
mail, chat or discussion groups. Due to these widely accessible
and inexpensive tools, any student can communicate with
people from different parts of the world.
How Useful is the Internet in the Classroom?
Students do online reading, listening, writing or speaking and
thus improve their skills.
Students encounter grammatical structures in real contexts.
The potential of communication tools may be exploited
through e-mail, chat, discussion groups, videoconferencing.
Activities demanding collaboration can be developed.
Internet-assisted instruction fosters learner independence.
Individual students find partners and can write e-mail letters
to them.
Collaborative work between schools can be developed.
How does the Internet Help the Teacher?
Teachers can gather information about different and varied
topics: facts, figures, and formulas; book reviews; historical
archives; authors; collaborative projects; lesson plans.
E-mailing, for example, can serve the goals of the teacher
reinforcing structures and lexis, enlarging students
knowledge of the world and practicing the conventions
of writing.
Teachers can easily find opportunities for professional
development through up-to-date resources and seminars.
Information Collection and Analysis
The use of the Internet allows students to practice and develop
web searching techniques, as well as analyze and critically
evaluate online sources. It is important to make sure that
students not only search for and find required information, but
also understand the materials and use their own words to
paraphrase the web sites. In this way, students need to use all
their learning skills and favourite techniques to collect, organize
and present the information found on the Web. Web searches
help students develop analysis and synthesis skills, as well as
stimulate them to think critically.
Students should be taught how to evaluate sources and
discriminate between good and bad ones, and they should be
given constant guidance so that they are not overwhelmed by a
multitude of resources.
Some Tips to Develop Internet-safe Lessons
Never start lessons by having students use search engines on
their own.
Ask students to find very specific information, not just surf.
Always tell students to write down the URLs of the sites they
use for reports in a bibliographical format.
Dont send the entire class to the same site at the same time.
When possible, try to preview sites before students visit them.
URLs of web sites change all the time so try the links
yourself first.
THE INTERNET IN THE LANGUAGE CLASSROOM
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Websites made available to students and teachers:
http://www.link2english.com
(Mary Glasgow Magazines)
http://www.onestopenglish.com
(MacMillan\Heinemann)
http://www.holidays.net
(a website devoted to information about various celebrations
and religious holidays)
http://www.geocities.com
(pages with information about various countries)
http://www.members.tripod.com/~towerofenglish
http://esl.about.com
(part of the About.com portal, devoted to ESL problems and
activities)
http://www.eslcafe.com
http://www.longman-elt.com
(Pearson Education)
http://www.enciclopedia-sm.com/youandinternet.asp
Some advice on how to use the Internet with your students
(Spanish)
http://www.cln.org/int_projects.html
The sites here will aid teachers who are looking for Internet
projects for their classes.
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USING THE TB
This Teacher's Book (TB) is a step by step
guide that will help you to do the exercises
in the Student's Book. The whole
minimized version of the Students' Book
double pages will allow you to immediately
find the instructions and orientations you
need to carry out the activities proposed.
Together with the minimized version of the
Student's book, you will find:
step by step methodological instructions
and orientations to work with all the
activities contained in the Students'
book. These will be very helpful, as they
will suggest ways to solve possible
problems and also ideas to improve
students' learning process.
The active vocabulary that students may
need to understand the texts and carry out
the different tasks in each lesson.
Cultural notes related to the topic of
the lesson that you can find at the end of
every unit.
The learning abilities to develop in each
activity.
The transcription of the listening texts, the
pronunciation exercises and the oral
practice activities are at the end of the unit.
The track number corresponding to
the activity is indicated in the icon.
35
Pictionary
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Questions or instructions to help students
think and reflect on their learning process.
These indicate the level of difficulty of each
activity.
+: low;
++: medium;
+++: high.
Section that contains explanations and
orientations to help students deal with
structures that have appeared in each
lesson.
The answers for each activity.
You will find information about a possible
error at the end of the unit.
Special notes that will show students
differences between American and British
English.
Section that provides interesting
information on the topic of the lesson.
: Fast Learners. Activity for keener or
faster students.
FL
Reflections
The students read the questions and
identify:
The main problems they had to
speak in English.
In what way they showed support
to their partners.
: Fast Learners. FL
SUGGESTED YEAR PLANNING
UNIT 1 CULTURAL ELEMENTS
Minimum Obligatory Contents
Topic
Cultural diversity
Listening Comprehension
Morpho-syntactic elements
Affirmative, negative and interrogative
sentences
The Simple Past
Sequence markers
Adverbs of frequency
Strategies
To use previous experience and knowledge
of the topic.
To identify key words to get the general
idea.
To use context, mimicry and familiar words
to predict possible meaning of new words.
To relate new and old information.
To distinguish phonemes that can interfere
with communication.
To relate oral and written version of words,
phrases and sentences.
To integrate written production by writing
words to consolidate key lexical items.
To integrate oral and written expression
through the use of short phrases and
sentences to show comprehension.
Reading Comprehension
Language: direct and metaphorical
Morpho-syntactic elements
Affirmative, negative and interrogative
sentences
The Simple Past
Sequence markers
Adverbs of frequency
Strategies
To use context and previous knowledge of
the language to predict development of
the text.
To skim the text to identify the general idea.
To scan the text to identify specific
information.
To relate explicit information to make
simple inferences.
To use previous knowledge of words to
infer the meaning of new words.
To look up the meaning of key lexical items
in the dictionary.
To integrate written expression to
consolidate thematic vocabulary and key
grammatical items.
To integrate the written and spoken
version of words to learn their
pronunciation and spelling.
To incorporate oral and written expression
through the use of phrases and short
sentences.
To use Spanish to show comprehension
when necessary.
Oral Expression
Communicative functions
To talk about a topic.
To talk about national celebrations.
Morpho-syntactic elements
Affirmative, negative and interrogative
sentences.
The Past Simple.
Sequence markers.
Adverbs of frequency.
Lexical elements
500 words of high frequency in oral texts.
Pronunciation
English phonemes.
Strategies
To use everyday fixed phrases and
sentences in personally relevant contexts.
To use high frequency words and the
thematic vocabulary of the level in
personally relevant contexts.
To use expressions associated with the
communicative functions of the level in
personally relevant contexts.
To integrate listening as basic input for
interaction.
To integrate reading as a source of
information to produce oral texts.
To discriminate, imitate and repeat
phonemes.
To relate written and spoken version of
sounds to identify and incorporate
intonation patterns.
Written Expression
Morpho-syntactic elements
Affirmative, negative and interrogative
sentences
The Simple Past
Sequence markers
Adverbs of frequency
Punctuation marks such as: full stop and
capital letters.
400 most frequent words in written texts.
Strategies
To imitate models to write own sentences.
To use connectors to link sentences
coherently.
To write answers to questions.
To replace information in model texts with
personal information.
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Acquisition of
vocabulary related to
traditional celebrations,
music and dances.
The use of the Simple
Present and Simple Past,
adverbs of frequency
and sequence markers.
Effective exchange of
information.
Effective use of writing
skills as a means of
communication.
Expected Outcome Time
20 class hours for
the main body of
text.
4 class hours for
evaluation.
3 class hours for
consolidation and
extra activities.
1 class hour for the
comic strip.
Resources
Brochures.
Legends.
Personal reports
and conversations.
Interviews.
Tongue twisters.
Phone
conversations.
Dialogues.
Paragraphs about
favorite activities.
Information in a
graphic organizer.
Paragraphs about
future plans.
Attitudes
To appreciete the
importance of
preserving cultural
expressions.
To accept and
respect cultural
and social
diversity.
Evaluation
Reflections
Metacognition
Minitests
Listening
Reading
Language
Synthesis
Test your
Knowledge
Listening
Reading
Language
Oral expression
Self-evaluation
Reading and
Listening tests
Observation sheets
Rubrics
Learning Abilities
To listen and identify
general and specific
information, implicit and
explicit.
To read and identify
general and specific
information.
To say short simple
messages about the
topics of the lessons.
To write short simple
messages about the
topics of the lessons.
To understand high
frequency words and the
thematic vocabulary of
the lessons in oral and
written texts.
To develop awareness of
cultural diversity and
respect for the English
language.
UNIT 1
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IN THIS UNIT YOU WILL USE
THE FOLLOWING TEXT-TYPES:
LISTENING
Personal reports
An interview
A telephone conversation
READING
A brochure
A legend
YOU WILL DEVELOP THESE
ABILITIES
LISTENING
To use previous knowledge to
predict content
To identify specific information
To recognize participants in a
communicative situation
To discriminate between main and
secondary ideas
READING
To identify type and purpose of a
text
To infer meaning of words from
the context
To recognize textual elements
To identify the sequence of events
SPEAKING
To talk about a topic
To use everyday English
WRITING
To organize ideas to complete
paragraphs
To present information in graphic
organizers
YOU WILL LEARN THE
FOLLOWING LANGUAGE
The Past Simple Tense
Sequence markers
Adverbs of frequency
Words related to traditional
celebrations, music and dances.
YOU WILL PAY SPECIAL
ATTENTION TO THESE
VALUES:
The importance of preserving our
cultural expressions
Acceptance and respect for
cultural and social diversity
CULTURAL ELEMENTS
CULTURAL ELEMENTS
1. Match the sentences with the people in the photos. 2. Complete with your information.
a. Hi, I'm Peter. I'm from California, in the USA.
b. I'm Ahmed. I'm from Cairo, in Egypt.
c. I'm Akemi. I'm from Kyoto, in Japan.
d. I'm Sadhvi. I'm from Calcutta, in India.
9
GETTING READY
YOU WILL LEARN THE
FOLLOWING LANGUAGE:
the Past Simple Tense
sequence markers
adverbs of frequency
words related to traditional
celebrations, music and dances
YOU WILL DEVELOP THESE
ABILITIES:
YOU W
ILL PAY SPECIAL
ATTEN
TION
TO THESE VALUES:
the im
portance of preserving our
cultural expressions.
acceptance and respect for
cultural and social diversity.
IN THIS UNIT YOU WILL USE
THE FOLLOWING TEXT-TYPES:
READING
a brochure
a legend
LISTENING
personal reports
an interview
a telephone
conversation
LISTENING
to use previous knowledge to
predict content
to identify specific information
to recognize participants in a
communicative situation
to discriminate between main and
secondary ideas
READING
to identify type and purpose of a
text
to infer meaning of words from the
context
to recognize textual elements
to identify the sequence of events
SPEAKING
to talk about a topic
to use everyday English
WRITING
to organize ideas to complete
paragraphs
to present information in graphic
organizers
Hello, I'm ___________________.
I'm from __________________,
in _____________________.
Paste
your
photo
here
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GETTING READY
1. In the first class, you can introduce the
topic of the unit by starting a
conversation among the students
about the elements that are part of
their culture. Elicit what they consider
part of their cultural background:
language, food, traditions, dress codes,
etc. and make notes on the board. Ask
the students to look at the pictures and
match the people with what they are
saying, as a way of relating physical
appearance, language and place of
origin.
2. Help the students complete the
information about themselves and
encourage them to paste their photo
in the space provided. You can also ask
your students if they know how people
introduce themselves in other
languages, if they know any cultural
differences between countries /
people, etc.
UNIT 1
10
1. Look at the pictures and find the names of the special occasions.
Which of them do you celebrate?
2. Match the pictures below with the words in the box.
BEFORE LI STENI NG
costumes parades presents
traditional food trick or treat
w
ater b
alloon
sam
b
a
p
arty
folk m
u
sic
PICTIONARY
C
h
ristm
as tree
HOLIDAYS AND
CELEBRATIONS Lesson 1
a
b
c
d e f
a b c
d
e
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BEFORE LISTENING
Draw students attention to the Pictionary
and let them know that this is a kind of
glossary that will appear in all the lessons,
showing the meaning of key words that
appear in the texts. They can use it at any
time during the lessons. Invite students to
study the words in the Pictionary and
make sure they understand their meaning.
PICTIONARY
Christmas tree: rbol de navidad
folk music: msica folclrica
party: fiesta
samba: samba
water ballon: bombita de agua
1. + Introduce the topic of the lesson
before the students open their books.
Ask them what people usually
celebrate (birthdays, Christmas,
national days, etc.), and what they
usually do on these occasions (eat
special food, send cards, dance, etc.).
Then ask the students to look at the
pictures and try to identify the name of
the celebrations in them.
(L.A: to predict content from pictures).
Answers: a. Carnival. b. Hanukkah.
c. Halloween. d. Christmas.
e. St. Valentines Day. f. Ramadan.
See Error alert! at the end of the unit.
2. +Read the words in the box aloud with
the class. Give the students a few minutes
to match them with the pictures.
(L.A: to understand key words from
pictures).
Answers: a. costumes. b. trick or
treat. c. traditional food. d. parade.
e. presents.
3. + In pairs students make lists of
possible cognates related to the topic.
(L.A: to predict content from context /
topic).
Possible answers: celebration,
festival, tradition, activity, carnival, etc.
4. + Introduce Kelly Hardrock to your
students; tell them that she is an
American girl who works as a reporter
for the school magazine. She is a
student at an international school with
children from all over the world. Kelly
is interviewing some of her school
mates about their favorite
celebrations; read the instruction
aloud and ask the students to guess
what celebrations they are going to
mention; make notes of their
predictions on the board.
(L.A: to predict content from context).
Celebration Activities Clothes Special elements
CULTURAL ELEMENTS
11
5. Listen to the recording. Did you guess any of the celebrations?
6. Listen to the recording again and match the pictures of the
children with the celebration they are talking about.
7. Listen again and put information in the corresponding slots in
the chart. (some slots will be empty).
8. Listen and identify the incorrect information in the sentences.
a. Mikes favorite celebration is Halloween because he loves playing
with water.
b. Anas favorite activity during Carnival are the parades.
c. Elizabeth doesnt like Christmas food.
d. In Chile, the most important celebration is Christmas.
3. With your partner, make a list of cognates related to the topic of
holidays and celebrations in your notebook.
4. Kelly Hardrock, the International school reporter, talked to some
students from all over the world about their favorite celebrations. Can
you guess which celebrations they mentioned?
Independence Day Halloween Christmas Carnival
LI STENI NG
Ana, Brazil Francisco, Chile Elizabeth, UK Mike, USA
Halloween
Big parties Tree and _________
_________food
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LISTENING
See Transcript at the end of the unit.
5. + Play the recording once for
students to check their predictions.
Explain that in this first listening they
should only concentrate on the names
of celebrations that they can hear. It is
not necessary for them to understand
the whole text.
(L.A: to validate predictions).
Answers: Halloween; Carnival;
Independence Day; Christmas.
1
6. + Play the recording again and
ask the students to match the children
and the celebration they are talking
about. Guide students attention to
clue words like: costumes, trick, tree,
special food, military parades, etc.
(L.A: to match oral, visual and written
information).
Answers: Mike Halloween; Ana
Carnival; Elizabeth Christmas;
Francisco Independence Day.
1
7. ++ Invite the students to copy
the table in their notebooks and to
complete it as they listen to the
recording again. Let them know that
some slots will be empty.
(L.A: to find and classify specific
information).
Answers: Halloween - Trick-or-treating
- costumes - x.
Carnival - Parades, dancing samba,
playing with water - x - x.
Christmas - Big parties; families get
together, - x - Tree, food, presents.
Independence Day - Go to the fondas,
listen to national music, fly kites - x -
Food (traditional), two days off.
8. +++ Ask the students to read
and try to identify the incorrect
information. Play the recording once
more for students to check their
answers.
(L.A: to find specific information and
identify wrong information).
Answers: a. He loves playing tricks,
not playing with water. b. Anas
favorite activities during carnival are
the parades, dancing samba and
playing with water, not the presents.
c. Elizabeth loves Christmas food. d. In
Chile, the most important celebration
is Independence Day, not Christmas.
1
1
L A N G UA G E F O C U S Frequency adverbs
1. Read these sentences from the text.
a. We always enjoy our Carnival games. b. I never miss this celebration.
c. Children often fly kites this time of the year. d. Sometimes it rains.
2. Complete the general rule.
We use words like _____________, _____________to express the frequency
in which we do certain things.
3. Complete the scale with a frequency adverb:
12. Choose a celebration and find this information:
a. How your classmates celebrate it.
b. How often they do certain activities to enjoy the celebration.
FL
UNIT 1
12
AFTER LI STENI NG
always
100% 90-70% 70 40 % 30 10% 0 %
usually _________ _________ never
9. How do you celebrate Independence Day? What special activities do
you do? Complete the following letter to a friend.
In Chile, Independence Day is celebrated on the ______________. We have
______________days off school. People usually go to ______________to
______________and to eat ______________and fly ______________. There are
also ______________.
10. Listen and repeat these ordinal numbers.
REFLECTIONS
What are the most serious
problems I had when writing in
English?
When did I need the
teachers assistance?
11. Read the following dialogue and match the underlined parts with
the words in the box. Listen, check and repeat. Then role - play it with
your partner.
A: Whats your favorite celebration?
B: Its Independence Day. Its wicked!
A: Do you usually fly kites?
B: Sure! I love it!
yes really good
1
st
, 2
nd
, 3
rd
, 4
th
, 5
th
, 11
th
, 12
th
, 13
th
, 14
th
, 19
th
, 20
th
, 21
st
, 22
nd
, 23
rd
Did you know that
one of the most
traditional celebrations
in Chile is Cuasimodo?
On the Sunday after
Easter, priests take the
holy sacraments to the
people who cant go to
church.
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AFTER LISTENING
______________________
LANGUAGE FOCUS Frequency Adverbs
1. Students revise the sentences from the
text. Draw their attention to the words
in bold. Guide them to discover what
they express. If necessary, explain the
meaning of frequency, which is
associated to routine, habit, an activity
that is performed regularly.
2. Help the students to complete the
general rule.
We use words like always, never;
usually, to express the frequency with
which we do certain things.
3. Elicit other frequency adverbs and tell
the students to complete the scale.
Answers: 70-50% often; 40-30%
sometimes; 20-10% hardly ever.
______________________
9. ++ Help students think how they
celebrate Independence Day; ask them
what special activities they do, what they
drink or eat, what kind of music they listen
to, etc. Then, they complete the letter.
Encourage some students to read it aloud.
(L.A: to relate the content of the text and
their own reality).
Answers: May vary.
See Error alert! at the end of the unit.
10.+ First play the recording and ask
the students only to listen. Then play
the recording again for them to listen
and repeat each ordinal number.
(L.A: to imitate a model).
11.+++ In pairs, the students read
the dialogue and match the meaning of
the parts underlined with the words in
the box. Then, ask some pairs to act it in
3
2
front of the class. Additionally, you can
ask the students for the equivalent
everyday expressions that they use in
Spanish and for more examples.
(L.A: to imitate a model; to roleplay a
dialogue).
Answers: wicked-really good; sure-yes.
12. Encourage fast learners to find out
how much they know about celebrations
around the world. If you have enough
time, you can ask your students to add
more questions to the quiz.
(L.A: to realte topic to previous
knowledge).
Did you know that
Students read this section on their own,
but help if they ask you. Invite them to
share their knowledge of this and other
traditional celebrations.
REFLECTIONS
The students read the questions and
identify:
the most important problems they had
when writing.
how much they needed the teachers
assistance when doing the exercises.
FL
CULTURAL ELEMENTS
13
2. Look at the pictures and identify the type of celebration.
a. sports b. religious c. historic
3. Look at the text on page 14 and decide where it comes from.
4. In pairs, find the meaning of these words in the dictionary.
a. leave b. damage c. reach
d. heritage e. mass
1. Read what Fernando says and answer his question.
BEFORE READI NG
Traditions
and celebrations
are very important and
vary from country to
country. They show us the way
people live and different ways
of celebrating special dates.
What different kinds of
celebrations do you
know?
rescue
m
issionary
m
ass
fire
PICTIONARY
festivity
A CHILEAN
CELEBRATION Lesson 2
A scientific article
A PIECE OF NEWS A PIECE OF NEWS
a.
An encyclopedia entry b.
A travel guide A travel guide d. c.
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BEFORE READING
1. + Introduce the topic of this lesson
reading aloud what the boy says on page
13. Explain that he is one of Kellys
classmates at the International school
and that he has a question for them.
Start a conversation about different kinds
of celebrations. Allow students to use
Spanish if necessary.
(L.A: to relate the topic and their
experiences).
2. +Give students a few minutes to look
at the pictures and identify the type of
celebration they show. Invite them to
mention different religious festivities in
different parts of Chile and abroad.
(L.A: to relate pictures and topic).
Answers: b.
3. + Help the students identify the type
and origin of the text. Draw their
attention to the colors, the format, the
web address at the bottom, but do not
give the correct answer yet.
(L.A: to predict type of text).
4. ++ Write the words on the board
while students look them up in a
dictionary. Ask different volunteers to
write the meanings. Allow them to
write all the possible meanings and
then choose the most appropriate
when they read the text.
(L.A: to understand key words).
Answers: a. partir / abandonar.
b. daar / dao. c. alcanzar, alcance.
d. herencia / patrimonio; e. misa / masa
Draw students attention to the
Pictionary and remind them that this is a
kind of glossary that will appear in all the
lessons, showing the meaning of key
words that appear in the texts. They can
use it at any time during the lesson.
Invite students to study the words in the
Pictionary and make sure they
understand their meaning.
PICTIONARY
festivity: festividad, fiesta
fire: fuego, incendio
missionary: misionero/a
mass: misa
rescue: rescatar
In 1919, a big fire damagedalmost all the
church but the community managed to rescue
the original image.
In 1925, the five communities of the island
finished the construction of
which is today part of the World Heritage.
Since then, people celebrate this important
festivity every August 30 and also on the third
Sunday of January, in the summer version of
the festivity.
The celebrations begin at 11 in the morning
with a mass outside the church, accompanied
by . After lunch, there is a
procession. Local people take the statues and
religious figures from the church and parade
them around the town.
UNIT 1
14
5. Read the text and check your predictions.
6. Read the text again and answer these questions.
a. How can people get to the island?
b. When did the celebrations begin?
c. What happened in 1919?
d. How do people celebrate?
READI NG
Taken from: http://www.interpatagonia.com/iglesiaschiloe/caguach_i.html
One of the most important religious festivities
in the south of Chile is the festivity of
Nazareno del Caguach. It takes place in
Chilo, that it doesnt appear
on maps. People can reach it after two hours
of navigation from Achao, or they can take a
boat that leaves at around six in the morning
from Dalcahue .
The first traditional celebration began in 1778
when a Franciscan missionary, Hilario
Martinez, brought from
Spain and five communities of the island
began to adore it with special devotion.
(1)
(2)
(3)
(4)
A CHILEAN CELEBRATION
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READING
5. + Ask the students to read the text
quickly and check their predictions in
exercise 3. Explain that the objective of
this first reading is only to confirm or
correct the idea they had about the
content. It is not necessary for them to
understand the whole text.
(L.A: to validate predictions).
Answers: d.
6. ++ Read the questions with the
class. Give students some time to read
the text more carefully to find and
underline the answers. Check orally.
(L.A: to find specific information).
Answers: a. by boat, from Achao or
from Dalcahue. b. in 1778. c. A big fire
damaged almost all the church.
d. With a mass and a procession.
7. +++You can ask the whole class to find
supporting information for the sentences,
or you can divide the class in four groups
and give each group a sentence, which
they then share with the class.
(L.A: to find specific supporting
information).
Answers: a. You can reach it after two
hours of navigation from Achao or take
a boat from Dalcahue. b. In 1919, a big
fire damaged almost all the church.
c. Every August 30 and also on the third
Sunday in January. d. The celebrations
begin at 11 in the morning.
8. ++ Give students time to read the
text again and identify where the
sentences should go.
(L.A: to organize information in a text).
Answers: a. - 2. b. - 1. c. - 4. d. - 3.
CULTURAL ELEMENTS
15
7. Read the text and find information that supports these sentences.
a. You cant arrive by car or bus.
b. The present church is not the original one.
c. People celebrate this festivity twice a year.
d. Celebrations dont begin early in the morning.
8. Put these sentences in the blanks in the text.
a. the image of Jesus of Nazareth
b. on an island so small
c. traditional music and singing
d. The present temple
9. Read the text again. Which of the words underlined corresponds to
each of the following definitions?
a. worship, love deeply and respect highly.
b. harmed, injured.
c. a group of people following each other in an orderly way, taking
part in a religious ceremony.
d. display, exhibit.
AFTER READI NG
American English:
Encyclopedia
British English:
Encyclopaedia
L A N G UA G E F O C U S Connectors
1. Read the sentences from the text, paying special attention to the
words in bold.
the Franciscan missionary Hilario Martnez took the image from Spain
and five communities began to adore
the community rescued the image of Jesus because a big fire
damaged almost all the old church.
People can reach Caguach from Achao, or they can take a boat from
Dalcahue.
2. Which of the words introduces:
a. an alternative idea? __________________________________.
b. an additional idea? __________________________________.
c. a reason? __________________________________.
3. Complete this general rule.
When we want to express ______________ideas, or to combine
______________, we use a set of words called sentence ______________.
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9. ++Read the definitions with the class
and then ask them to read the text again
and find the corresponding words.
(L.A: to organize information in a text).
Answers: a. adore. b. damaged.
c. procession. d. parade.
AFTER READING
______________________
LANGUAGE FOCUS Connectors
Remember that these activities are meant to
promote independent learning, so help, guide
and check, but do not give the answers.
1. Invite the students to revise the
sentences from the text, paying special
attention to the words highlighted.
2. Help the students to discover the
answers.
Answers: a. or. b. and. c. because.
3. Guide the students to complete the
general rule.
When we want to express additional
ideas, or to combine sentences, we
use a set of words called sentence
connectors.
______________________
REFLECTIONS
Did the exercises
help me to
understand the text?
YES NO
11. In your group, talk about an important festival or celebration you
know. Follow the pattern.
A: Do you know the name of an important celebration?
B: Yes, the ___________.
A: Where is it celebrated?
B: In ___________, every ___________.
A: What do people do?
B: They ___________.
12. With the information you collected in exercise 11, complete the
following paragraph about a festivity or celebration in your area.
This festival is celebrated in ___________(place) every ___________(date). It
is celebrated in honor of ___________. Celebrations include ___________and
___________. People usually ___________(any useful information).
13. Read the paragraph to your classmates.
14. Listen and repeat.
The celebrations began in 1778.
In 1919, a big fire damaged the church.
In 1925, the communities finished the church.
15. Listen and repeat this dialogue.
A: How do people celebrate Independence Day?
B: They eat traditional food, dance the national dance and
fly kites.
A: When do people celebrate Independence Day?
B: They celebrate it on the 18
th
and 19
th
of September.
16. Substitute the highlighted words with your own ideas. Practice
and then role-play the dialogue with your partner.
FL
UNIT 1
16
10. Match sentences in A and B using and, because, or.
People can celebrate in August.
It is not easy to go to Caguach.
There is a mass outside the church.
A
There is a procession.
People can celebrate in summer.
It doesnt appear on maps.
B
How did I show support
to my classmates?
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10.+Refer the students to the Language
Focus to match sentences in A and B.
(L.A: to reinforce a language aspect).
Answers: People can celebrate in
August and / or in summer.
It is not easy to go to Caguach because it
doesnt appear in maps.
There is a mass outside the church and
there is a procession.
11.++ Form groups of three or four
students and encourage them to talk
about an important festival or celebration
they know. Show them how to follow the
pattern to exchange information.
(L.A: to imitate a model).
Answers: Will vary according to
students choices.
See Error alert! at the end of the unit.
12.++ Invite the students to complete
the paragraph about one of the
festivities or celebrations they discussed
in exercise 11.
(L.A: to complete a paragraph).
13.++Ask some of the students to read
their paragraphs aloud.
(L.A: to dramatize a narration).
14.+ The first time you play the
recording the students only listen. Then
play the recording again for students to
repeat after each question and answer,
paying special attention to normal
rhythm and accentuation.
(L.A: to imitate a model).
15.+ Tell students to read the
dialogue in silence first. Then play the
recording for them to listen and repeat.
(L.A: to imitate a model).
5
4
16.++ Draw students attention to
the parts highlighted in the dialogue
and motivate them to change them
with information about a festivity in
their area. They work in pairs to practice
the dialogue and then roleplay it in
front of the class.
(L.A: to dramatize a dialogue).
REFLECTIONS
The purpose of this activity is to help
students reflect on their learning process
and to raise their awareness of how they
develop their own learning strategies to
become more effective learners. They
should work on their own but you may help
and guide them when necessary. Encourage
them to keep a record of their answers in a
special section of their notebooks. The
students read the questions and analyze:
how the exercises helped them to
understand the text.
in what way(s) they showed support to
their classmates.
FL
MINI - TEST MINI - TEST
CULTURAL ELEMENTS
17
LI STENI NG
1. Listen to the text in lesson 1 again and identify where Ana and Francisco come from.
2. Listen again and fill in the blanks.
a. I love ______________!
b. Families get together for big ______________.
c. People have ______________days off.
READI NG
3. Read the text in lesson 2 and write the event that corresponds to each year.
a. 1778: _______________________ b. 1919: _______________________
c. 1925: _______________________ d. 1970: _______________________
4. Read the text again and answer the following questions.
a. What kind of festivity does the text describe?
b. How does the celebration begin?
LANGUAGE
5. Complete the following sentences with an adverb of frequency.
a. People _______________________eat special food to celebrate Christmas. (100%)
b. We _______________________miss a party. (0%)
c. Students _______________________dance the Cueca at schools in September. (50 %)
d. Children _______________________fly kites in September in Chile. (90%)
6. Connect these pairs of sentences using and, or, because.
a. For Halloween, children wear costumes.
For Halloween, children play tricks.
b. We cant get to Caguach early in the morning.
The trip takes two hours.
c. People can celebrate in winter.
People can celebrate in summer.
d. People can celebrate twice.
There is a summer and a winter version of the festival.
Argentina Brazil Chile Peru the USA Venezuela
3 pts
4 pts
2 pts
4 pts
2 pts
3 pts
0-5
Keep trying
6-10
Review!
11 -15
Well done!
16 -18
Excellent!
total
score
18 pts
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MINI - TEST
The mini-tests in lessons 1 and 2 provide
material to check and revise students
progress and inform the teacher about
any points that the majority of the
students may have problems with. Make
sure they understand what they are
expected to do and then give them time
to answer individually. Check answers
orally and help them work out their score.
Advise students who get less than 50% of
the answers correct, and congratulate
those with good results.
Answers:
LISTENING
1. Ana - Brazil; Francisco - Chile.
2. a. Accept any of the following: playing
tricks / the parades / dancing samba /
playing with water / the food / the tree /
receiving presents. b. parties. c. two.
READING
3. a. 1778: celebrations began. b. 1919:
fire damaged the church. c. 1925: people
finished the new church.
4. a. religious. b. with a mass outside the
church.
1
LANGUAGE
5. a. always. b. never. c. often. d. usually.
6. a. For Halloween, children wear
costumes and play tricks. b. We cant get
to Caguach very early because the trip
takes two hours. c. People can celebrate
in winter or in summer. d. People can
celebrate twice because there is a
summer and a winter version of the
festival.
UNIT 1
18
BEFORE LI STENI NG
1. How many types of music do you know? Make a list with your partner.
2. Think about all the familiar words related to music that you know and
write them under these headings.
3. Match these words with the definitions.
a. career to make a record available for people to buy.
b. release to give an incentive to do something.
c. impress job or profession.
d. encourage to be noticed and admired.
4. Read what Kelly says and follow her instruction.
a. Whats your name?
b. How old are you?
c. Where did you study?
d. Have you got a girl/boyfriend?
e. Where do you live?
f. Have you got any brothers or sisters?
g. What are your favorite activities?
5. Listen and check the questions Kelly asked.
6. Listen to the interview and choose the correct alternative.
The reporter is interviewing a:
a. movie star.
b. sports star.
c. music star.
LI STENI NG
Instrument People Types Other
Guitar Singer Rock Band
A new star is
visiting our country for the
first time and Im going to
interview him. Choose the
questions that you think Im
going to ask him:
g
u
est
g
erb
il
au
d
ien
ce
PICTIONARY
TOP OF THE POPS Lesson 3
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BEFORE LISTENING
1. +Introduce the topic of this lesson by
talking about music with your
students. Find out how much they
know about the topic and elicit words
related to it. Form pairs of students to
make lists of different types of music.
You can use this exercise as a
competition. Check orally and
congratulate winners.
(L.A: to connect the topic with their
previous experiences).
2. +Ask a student to copy the chart on
the board. Elicit some examples to put
under each category and then give
pairs a few minutes to add words.
Check on the board.
(L.A: to understand key words).
Possible answers: Instrument:
Guitar, Piano, Drums, Trumpet, Bass.
People: Singer, Piano player/Pianist,
Drummer, Soloist, Lead singer.
Types: Rock, Techno, Reggae,
Reggaeton, Salsa.
Other: Band, Group, Star, Fan, Groupie.
3. ++ Students work in small groups
matching the words and their
definitions. Draw their attention to the
Pictionary, too.
(L.A: to understand key words).
Answers: a. job or profession. b. to
make a record available for people to
buy. c. to be noticed and admired.
d. to give an incentive to do something.
Invite students to study the words in
the Pictionary and make sure they
understand their meaning.
PICTIONARY
audience:pblico, espectadores
gerbil: gerbo
guest: invitado/a
4. ++ Read what Kelly says and the
possible questions with the class. Give
them a few minutes to tick the
questions they think Kelly will ask.
(L.A: to predict from context).
LISTENING
See Transcript at the end of the unit.
5. + Play the recording once for
students to check which questions
Kelly asked.
(L.A: to validate predictions).
Answers: b., d., f.
6. + If necessary play the recording
again for students to identify the
interviewee.
(L.A: to identify a character).
Answers: c.
6
6
Name:
Age:
Type of music:
Musical instrument:
N of pets:
N of brothers/sisters
Favorite sport:
LilChris
CULTURAL ELEMENTS
19
7. Listen to the interview again and complete the fact file.
10.Talk to your partner about your favorite music stars. Use the pattern to
share and compare your opinions and find out if you have the same
tastes.
You: Who is your favorite singer?
Your partner: _____________.
You: What kind of music does he / she play?
Your partner: _____________.
You: Does he / she play a musical instrument?
Your partner: No / Yes. He / She plays _____________.
11.Write an interview with a real music / movie star you like using the
questions in Ex. 4. Provide real information in the answers.
12. Listen and practice. Pay special attention to the pronunciation of
the letter b.
Bill wants a gerbil.
Bill wants to be big.
Bill wants to play in a band and record many albums.
AFTER LI STENI NG
8. Yes or No?
a. He plays hard rock.
b. He has got a girlfriend.
9. Complete the following sentence with LilChriss plans for the future.
He wants to be _____________________________________________________.
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7. ++ Draw students attention to
the type of information that is required
in each case to complete the factfile: a
number, type of music, a musical
instrument, etc. Play the recording once
or twice. Check on the board. (L.A to find
and classify specific information).
Answers: 16; pop rock; the guitar; five;
two; skateboarding.
8. ++ Play the recording again.
Students answer Yes or No. Check orally.
(L.A: to discriminate between correct and
incorrect information).
Answers: a. No. b. No.
9. ++ This activity concentrates on
LilChriss plans for the future. Play the last
part of the recording again. Check orally.
(L.A: to find specific information).
Answers: a. a big artist / as big as
possible.
6
6 6
AFTER LISTENING
10.++ In pairs, the students exchange
information about their music
preferences and find out if they have
the same tastes in music. Remember
not to interrupt the students while
they are doing a speaking activity. It is
better to make notes of the most
common mistakes and to correct them
at the end of the activity.
(L.A: to complete and dramatize a
dialogue following a model).
11.++ Ask students to get together in
small groups with classmates who like
the same music star. Give them time to
copy the questions and write the
answers from what they know. You can
assign this activity as homework or as a
project, in which case the students can
collect information and pictures and
present a roleplay of the interview,
including bits of the music their star
sings or plays. (L.A: to connect the text
and their own realities).
12.+ Read the instructions with the
class. Draw their attention to the
production of the sound / b /, with lips
tightly together, and then separating
them suddenly. First play the recording
and ask the students only to listen.
Then play the recording again for
students to repeat each sentence.
(L.A: to imitate a model).
7
UNIT 1
20
13. Complete the dialogue with words from the box.
a. Listen and check.
b. Listen and repeat.
c. Then, role-play it with your partner.
15. How much do you remember about the lesson? Try this crossword! FL
A: ____________ what? LilChris is giving a show on Tuesday!
B: I know. Hes my favourite singer.
A: ____________ go together!
B: ____________? ____________!
14. Grade these music styles from 1 to 5 according to your preferences
(1: you hate it; 5: you love it).
Great Really Guess Let's
REFLECTIONS
How did I use my previous
knowledge to get the main
idea of the text?
How many words did I learn?
folk rock classical reggae reggaeton
You will find more interviews, film reviews, games, quizzes and interesting
information at:
http://news.bbc.co.uk/cbbcnews/default.stm
American English:
Practice (verb, noun)
British English:
Practise (verb)
Practice (noun)
Across
1. LilChris has got five: g ___________.
3. Figure it Out is his first: a ___________.
4. It is the type of music LilChris doesnt
play: h ___________.
6. This lesson is about: m ___________.
8. Lil Chriss profession: s ___________.
Down
2. LilChriss favourite sport: s ___________.
5. This is LilChriss instrument: g ________.
7. This is a classical instrument :
p ___________.
1
3
4
5
8
7
6
2
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13.++ In pairs, the students
complete the dialogue with words
from the box. Play the recording
several times, first for them to check
that they have the right answers, and
then to listen and repeat. Give them a
few minutes to practice the dialogue
and then invite some pairs to roleplay
it in front of the class.
(L.A: to imitate a model).
Answers: Guess; Lets; Really; Great.
14.+Students grade the music styles from
1 to 5 according to their preferences (1:
they hate it; 5: they love it). Invite them
8
to share and compare the information
with their classmates.
(L.A: to connect the text and their own
reality).
REFLECTIONS
The purpose of this activity is to help
students reflect on their learning process
and to raise their awareness of how they
develop their own learning strategies to
become more effective learners. They
should work on their own but you may help
and guide them when necessary. Encourage
them to keep a record of their answers in a
special section of their notebooks.
The students read the questions and
analyze:
how they used their previous knowledge
to get the main idea of the text.
how many words they learnt.
15. Motivate fast learners to find out how
much they remember about the lesson.
Ask them to solve the crossword.
(L.A: to consolidate vocabulary).
Answers:
Across: 1. gerbils. 3. album. 4. hard
rock. 6. music. 8. singer.
Down: 2. skateboarding. 5. guitar.
7. piano.
CULTURAL ELEMENTS
21
2. Answer Kellys question.
3. Match the words in the box with their Spanish equivalents in the list
below.
1. Since the very beginning of history, human beings have tried to
explain certain things or events. Do you know examples of this? Can
you identify these pictures?
a. bebida
b. dbil
c. hojas de rbol o de planta
d. recompensa
e. refugio
f. resistencia
g. viaje
4. Have a quick look at the text and identify all the cognates. Then,
guess what the story is about.
beverage endurance journey leaves
reward shelter weak
BEFORE READI NG
Can you mention
some well-known
Chilean myths or
legends?
trib
e
h
u
n
ter
forest
farm
PICTIONARY
ab
orig
in
e
MYTHS AND LEGENDS Lesson 4
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BEFORE READING
1. +To introduce the topic of this lesson,
ask the students to look at the pictures
and recognize what they illustrate. Ask
them if they know examples of how
human beings have tried to explain
certain things or events. Elicit the
names of other legends.
(L.A: to connect the topic and their
previous knowledge).
Answers: The pictures illustrate
universal legends: Atlantis, King
Arthur, Romulus and Remos; and
Chilean legends: La Pincoya, El
Caleuche.
2. + Ask the students to read Kellys
question. Check their answers orally.
Make notes on the board.
(L.A: to connect the topic and their
previous knowledge).
3. ++Students work in small groups to
match the words and their Spanish
equivalents. Check orally. Invite them
to read the words in the Pictionary too.
(L.A: to identify the meaning of key words).
Answers: beverage a.; endurance
f.; journey g.; leaves c.; reward
d.; shelter e.; weak b.
Invite students to study the words in
the Pictionary and make sure they
understand their meaning.
PICTIONARY
aborigine: aborigen
forest: bosque
farm (v.): cultivar
hunter: cazador
tribe: tribu
4. +Tell students to have a quick look at
the text to find and write or say the
cognates. This should give them an
idea of what the story is about. They
then make a note of their prediction.
(L.A: to predict content making use of
cognates).
Tup came to earth
Tup gave Yari
a green plant
Tup told Yari
Yari was a girl
Yari stayed
with her father
and asked
Yari for food
because he
was weak
and offered
Yari a reward
that gave her father
comfort and health
to share the plant
with the tribe
Tup was surprised
that lived
in Paraguay
UNIT 1
22
5. Read the text and check your prediction. Support your ideas.
6. Complete this diagram with the different elements of this text.
7. Find the partner for each tile to form complete sentences. Then write
the sentences in your notebook in the correct order of events.
Topic:
____________________
Message:
________________
Time / Location:
________________
Characters:
________, ________,________
Type of text:
_________________
Did you know that
Chilean mythology is
characterized by a
multitude of beliefs of
the indigenous people
and others of European
origin?
T
he Guaran were the aborigines that lived
in the Paraguayan forest before the Spanish
people arrived. They were nomads and
they moved around the territory looking for new
lands to farm.
One day, when a tribe was about to move to a
new location, one of the oldest men decided to
stay because he felt tired and weak for the
journey. His daughter Yari stayed with him
because she didnt want to leave him alone. Soon
they had very little to eat. At that moment, the
spirit Tup descended to earth.
Dressed like a nomadic hunter, Tup asked Yari
for food and shelter for the night. Extremely
generous, Yari offered him hospitality and the
last of her food. Her charity surprised the spirit
and he gave her a reward. Yari asked for
something to make her father stronger and
healthier.
Tup used his magic
powers to grow a green
plant with white
flowers. He taught Yari
and her father to
prepare tea using the
plants leaves. When
Yaris father drank the
tea he felt much
better. Tup told
them to share the
plant with the rest of
the tribe. Now, this
beverage brings comfort,
health and endurance to Guaran people.
YERBA MATE AND THE GUARANI PEOPLE
READI NG
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READING
5. ++ Students read the text once,
more slowly, but only to check their
prediction about the topic of the story
and find supporting information.
(L.A: to validate predictions).
Possible answer: The text is about an
old man and his daughter, and a spirit.
6. ++The students read the text more
carefully in order to complete the
diagram. Check the labels with them.
(L.A: to find and classify specific
information).
Answers:
Type of text: Legend.
Topic: The origin of mate.
Characters: Yari, her father, Tupa.
Time / Location: Before the Spanish
arrived in Paraguay.
Message: The importance of being
generous. Good actions are always
rewarded.
7. ++ Motivate the students to play a
matching game finding the partner for
each tile to form complete sentences.
The shape of the tiles is a clue to the first
or the second part of each sentence. Ask
them to write the sentences in order in
their notebooks, so that they have a
short summary of the text. Encourage
some of the students to narrate the
story to the rest of the class by reading
their summaries.
(L.A: to match sentences that
summarize the text).
See Error alert! at the end of the unit.
Answer: Yari was a young girl that
lived in the Paraguayan forest.
Yari stayed with her father because he
was weak.
Tupa came down to earth and asked
Yari for food.
Tupa was surprised and offered Yari a
reward.
Tupa gave her a green plant that gave
her father comfort and health.
Tupa told her to share the plant with
her tribe.
Did you know that
Students read this section on their own,
but help if they ask you. Invite them to
share what they know about Chilean
mythology.
AFTER READING
______________________
LANGUAGE FOCUS The Past Tense
This section is designed to help students
revise or discover a particular grammar
structure or an interesting item of
vocabulary from the text.
The activities are meant to promote
independent learning, so help, guide and
check, but do not give the answers.
1. Tell the students to revise the
examples from the text. Guide their
attention to the time in which the
events happened.
CULTURAL ELEMENTS
23
9. First only listen. Then listen and repeat the list of words and the
tongue twister. Pay special attention to the pronunciation of the
letters th.
Earth father health them with then
Elizabeths birthday is on the third Thursday of this month.
AFTER READI NG
L A N G UA G E F O C U S The Past Simple tense
1. Read these examples from the text. Pay special attention to the words
in bold.
Tupa came down to earth. / Tupa used his magic.
They moved around the territory. / Tupa gave Yari a reward.
2. What is the difference between used, moved, and came, gave?
3. Remember what you studied in 7th grade and complete this general rule.
We use the Past Simple tense to narrate events that happened in the ____.
To form the _______of regular verbs, we add ____/ ___to the base form
of the verb. There is no rule to form the ________of ________verbs.
8. Complete the following text with the past tense of the verbs in brackets.
The Aauca is a typical flower that grows in the north
of Chile. The legend says that Aauca _________ (be)
a young girl who _________ (live) in a little town. One
day, a Spanish miner _________ (arrive) at the town
and they _________ (meet).
They _________ (fall) in love but the miner _________
(leave) the town and never _________ (come) back.
Aauca _________ (die) and immediately the valley
_________ (be) full of red flowers. The people
_________ (name) the flowers in her memory.
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2. Help the students complete the
general rule.
We use the Past Simple tense to narrate
events that happened in the past.
To form the past tense of regular verbs,
we add -ed / -ied to the base form of
the verb. There is no rule to form the
Past tense of the irregular verbs.
______________________
8. ++ Before doing this exercise, refer
students to the list of irregular verbs at
the end of the book. Then ask them to
complete the text with the past tense
of the verbs in brackets. Check orally or
on the board.
(L.A: To consolidate a grammar aspect
completing sentences).
Answer: was lived arrived met
fell left came died was - named
9. ++ Draw students attention to
the pronunciation of the letters th (the
tip of the tongue must go between the
teeth, touching the upper teeth). Play
the recording and ask the students to
listen and repeat, first the words and
then the tongue twister. You can
organize a competition to find the
students who can say the complete
tongue twister correctly.
(L.A: to imitate a model).
9
UNIT 1
24
11. In pairs, complete the dialogue between Yari and Tupa.
a. Listen and check.
b. Listen and repeat.
c. Role-play it with your partner.
Tupa: Whats ___________ name?
Yari: My ___________.
Tupa: Why are you alone with your ___________?
Yari: Because he didnt ___________.
12. Continue the dialogue with ideas from the text. Then, act it out
in front of your classmates.
FL
10.Myths and legends are two ways of explaining things. Follow the
path from the words to the definitions and decide: What is the text, a
myth or a legend?
B: An old story from the
past that is presented as
part of history. One of the
elements is a magic event
that is probably not true.
Their human protagonists
generally interact with
fabulous or fantastic
characters.
A: Atraditional story
about supenatural heroes
that explains the origin of
events or things in
symbolic language. The
protagonists are usually
gods, superior to human
beings.
MYT
H
L
E
G
END
REFLECTIONS
Did I have problems
to understand the
exercises?
Did I need the teachers
assistance?
YES NO
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10.+ The students follow the colour code to
move through the maze and discover the
correct definitions of myth and legend.
The winners read the definitions aloud.
(L.A: to consolidate lexical items
through a game).
Answer: Legend: B; Myth: A
11.++ In pairs, students complete
the dialogue between Tupa and Yari.
Then they listen and check, then listen
and repeat. Finally they roleplay the
dialogue in front of their classmates.
(L.A: to imitate a model).
Answer:
Tupa: Whats your name?
Yari: My name is Yari.
Tupa: Why are you alone with your
father?
Yari: Because he didnt feel well to go
to the other town.
12.+++ Motivate fast learners to
continue the dialogue in exercise 11 with
ideas from the text and then encourage
them to share it with their classmates.
(L.A: to imitate a model and express
their own ideas).
REFLECTIONS
The students read the questions and
analyze:
if they had difficulties to do the activities.
if they needed the teachers assistance
during the lesson.
PROJECT
At this point, as a way to consolidate
students learning in this unit, you could
assign a project to be done outside classtime.
a. Form groups of 4 students.
b. Ask the groups to choose one of
the two projects, or assign the
topics at random.
FL
10
c. Prepare one copy of the set of
instructions for each group.
d. Read the instructions carefully and
make sure all your students
understand what they are expected
to do.
e. Negotiate the date of the
presentation with them and
devote a class to it.
f. Use the Project evaluation sheet to
mark their work.
I. Interviewing a famous star
Ask students to imagine they are
going to interview their favorite film
or pop-music star.
Elaborate a set of questions they
would like to ask him / her.
Try to find the true answer for each
question.
Recreate the interview in front of the
class.
II. A Chilean Legend
Make students choose a Chilean
legend.
Analyze its structure and elements.
Look for pictures, photos and other
supporting information.
Make a poster and present the legend
to the class.
MINI - TEST MINI - TEST
LI STENI NG
1. Listen to the text in lesson 3 again and put the information in the order you hear it.
a. _______I want to be as big as possible.
b. _______A new star of pop music is visiting our country.
c. _______I didnt sing before I went to Rock School.
2. Listen again and decide if the statements are true or false.
a. He didnt have singing lessons when he was a boy.
b. His parents encouraged him to sing.
c. He doesnt like animals.
d. He doesnt like sports.
READI NG
3. Read the text in lesson 4 again and choose the correct alternative. What kind of text is it?
a. A piece of news. b. An extract from a book. c. An advertisement.
4. Read the text in lesson 4 again and answer the following questions.
a. Where is the story from? b. Who were the Guarani?
c. What did Tupa make grow? d. What did Yari prepare?
LANGUAGE
5. Fill in the blanks in this dialogue.
A:Who ________________your ________________music star?
B: My _____________________________________________________________________.
A:What ________________of ________________does he / she ________________?
B: He / She _______________________________________________________________.
6. Complete the following paragraph with the Past Simple Tense of the verbs in brackets.
The young music star Rihanna _________(be) born in 1988, in Barbados. She _________(live)
there until 2004, when she _________(go) to New York. In 2005, she _________(record) her first
album and _________(win) many prizes.
In 2006, Rihanna _________(reach) the first place on the Billboard list with her second album.
1 pt
2 pts., each
1
2
4 pts
3 pts
4 pts
6 pts
CULTURAL ELEMENTS
25
0 - 5
Keep trying
6 - 10
Review!
11 - 15
Well done!
16 - 20
Excellent!
total
score
20 pts
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MINI - TEST 2
The mini-tests in lessons 3 and 4 provide
material to check and revise students
progress and information to the teacher
about any points that the majority of the
students may have problems with. Make
sure they understand what they are
expected to do and then give them time
to answer individually. Check answers
orally and help them work out their score.
Advise students who get less than 50% of
the answers correct, and congratulate
those with good results.
Answers:
LISTENING
1. a. 3. b. 1. c. 2.
2. a. true. b. false. c. false. d. false.
READING
3. b.
4. a. Paraguay. b. The aborigines that
lived in the Paraguayan forest before
the Spanish arrived. c. a green plant.
d. a drink (some tea).
LANGUAGE
5. A: Who is your favorite music star?
B: My favourite music star is
________.
6
A: What kind of music does he /
she play / sing?
B: He / she _________.
6. was; lived; went; recorded; won;
reached.
UNIT 1
26
R J G H Z
A P D R F H D U P D T L M
U F E S T I V A L S X T MW R
H O C J G L A N G U A G E O I
E O D MU S I C P Z T J H P D
I D B V N X R E L I G I O N F
P C L O T H E S R A O I N U M
R T Z X M U O T E V R O B V I
WM H J U Z I L K Q Y O P
E S T X A
BEFORE LI STENI NG
1. What are the elements of a countrys culture? Try this Culture Word
Search and find seven of those elements.
2. Match the name of these dances with the corresponding picture.
breakdance flamenco samba maypole tango
rid
in
g
trou
sers
rid
in
g
b
oots
flow
ered
d
ress
PICTIONARY
circle
CHILES NATIONAL
DANCE Lesson 5
a b
c d e
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BEFORE LISTENING
1. +Begin this lesson while the students
still have their books closed. Start a
conversation about the elements of a
countrys culture. Elicit these elements
and make notes on the board.
Encourage students to try the Culture
Word Search.
(L.A: to connect the topic with their
own experience).
Answers: festivals, language, music,
clothes, food, dances, religion.
2. + Ask the students to identify the
name of each dance in the pictures.
(L.A: to connect the text with their
previous knowledge).
Answers: a. tango. b. samba.
c. flamenco. d. breakdance. e. maypole.
3. ++Read the words in the box with the
class, then give students time to match
them with their Spanish equivalents.
Check orally. Tell students to read the
words in the Pictionary too.
(L.A: to find meaning of key words).
Answers: apron b. spurs a. wear c.
Invite students to study the words in the
Pictionary and make sure they understand
their meaning.
PICTIONARY
circle: crculo
flowered dress: vestido floreado
riding boots: botas de montar
riding trousers: pantalones de montar
CULTURAL ELEMENTS
27
5. Listen to the recording and check if you were right about the
national Chilean dance.
6. Listen again and choose the correct alternative.
a. The dance was declared official in __________________.
i. 1969 ii. 1979 iii. 1959
b. People usually dance it for __________________celebrations.
i. Christmas ii. Easter iii. Independence Day
c. Movements consist of circles and __________________.
i. semicircles ii. triangles iii. rectangles
LI STENI NG
3. Match the words in the box with their Spanish equivalents.
a. espuelas
b. delantal
c. llevar puesto, usar ropa
4. Read what Kelly says and answer her question.
apron spurs wear
I'm preparing a
presentation about the
national Chilean dance. Can
you help me? Which dance is
it? In your notebook, write
what you know about it.
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4. + Read the instruction and refer
students to the protagonist of the
book, Kelly and her Chilean friend,
Ignacio. Ask them to guess which
dance Kelly is going to write about and
to make a few notes of what they
know about it. Do not check at this
stage.
(L.A: to predict the content by
answering questions).
LISTENING
See Transcript at the end of the unit.
See Error alert! at the end of the unit.
5. + Play the recording and make
students check their answer in
exercise 4.
(L.A: to validate predictions).
Answers: The Chilean cueca.
11
6. ++ Read the statements with
the class and draw students attention
to the type of information that is
required to choose each alternative, for
example: years, names of celebrations,
etc. Then play the recording again.
(L.A: to find specific information and
solve a multiple choice exercise).
Answers: a. ii. b. iii. c. i.
11
UNIT 1
28
7. Identify the things that are mentioned in the recording.
a
b
c
d
e
f
g
h
i
j
k
l m
n
o
p
q
r
s
American English:
Pants
British English:
Trousers
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7. + Help students to name the
items illustrated: a. boots; b. shirt;
c. handkerchief; d. chamanto; e. guitar;
f. sandals; g. skirt; h. jeans; i. dress;
j. flute; k. shoes; l. spurs; m. sweater;
n. hat; o. harp; p. violin; q. saxophone;
r. costume; s. piano. Ask the students to
listen to the recording again and tick the
things that are mentioned.
(L.A: to find specific information
identifying objects in pictures).
Answers: a.; b.; c.; d.; e.; i.; l.; n.
AFTER LISTENING
8. + Help students notice that the
words in this exercise contain different
vowels; these sounds are very
important, because they can produce
differences in meaning. (Compare with
Spanish caro / coro). Play the recording
two or three times; first students only
listen and then they listen and repeat.
(L.A: to imitate a model).
9. ++ In groups of three or four, the
students answer Ignacios questions.
Check orally with the whole class.
Accept the use of Spanish if necessary.
(L.A: to connect the text and their
experiences and knowledge).
10.+ Ask the students to make a list of
traditional Chilean dances and the
region they are from. You can draw this
chart on the board.
(L.A: to connect the text and their own
reality).
Name of dance:
Region of origin of the dance:
12
11
11.++ Play the recording for students
to listen, repeat and practice the questions
they can use to ask about a dance.
(L.A: to imitate a model).
12.+++ Students compare and
exchange information about Chilean
traditional dances with their partners,
using the questions they practiced.
Encourage some pairs to share the
information they collected with their
classmates.
(L.A: to imitate a model to exchange
cultural information).
13.++ The students write a short
paragraph about a dance they know
well, using the information in exercise
11. You can assign this activity for
homework. The following class, invite
some students to read their work aloud.
(L.A: to complete a paragraph using
information obtained).
13
CULTURAL ELEMENTS
29
8. First only listen and then listen and repeat. Pay special attention
to the vowels.
back beginning bird symbol
The batter with the butter is the batter that is better!
9. Answer Ignacios questions in your group.
10.Make a list of traditional Chilean dances and the region they are from.
11. Listen and repeat these questions.
a. What is the name of the dance?
b. Where is it from?
c. What clothes do people wear?
d. When do people dance it?
12.Talk to your partner to compare the lists you made in exercise 10 and
exchange information. Use the questions in exercise 11 as clues.
13.With the information you collected, write a short paragraph about a
dance you choose.
This dance is called ____________and it is from ____________. People dance
it ____________. They wear/dont wear ____________. The musical
instruments that are used are ____________.
14. Match the text-message expressions in A with their meaning in
B. What does this text-message say? Rewrite it in everyday English.
FL
A: m8 cu 2nite ru l8tr b4r
B: before later mate see you are you tonight
AFTER LI STENI NG
HOW RU M8? IM IN
TOWN 2NITE RU GOING
2 DANCE? CALL ME B4 7.
CU L8R.
Call Menu
REFLECTIONS
What difficulties did I have to
understand the text?
What were the key words I
used to get the general ideas?
a. Is it important to
know about the
traditional music and
dances of your country?
b. What other traditional
Chilean dances do you
know?
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14.+ Talk with your students about
the way in which they communicate
with their friends. Draw their attention
to the special language of text-
messages. Is it the same as everyday
language? Allow the use of Spanish, as it
is important to elicit some examples
they know in their own language.
Explain that text messages in English
also use a different language.
Encourage them to relate each
expression with its meaning, and then
rewrite the text message.
(L.A: to interpret clues to write a
message).
Answers: m8= mate; cu= see you;
2nite= tonight; ru= are you; l8tr= later;
b4r= before.
How are you, mate? I am in town
tonight. Are you going to dance? Call me
before 7:00. See you later.
REFLECTIONS
The purpose of this activity is to help
students reflect on their learning process
and to raise their awareness of how they
develop their own learning strategies to
become more effective learners. They
should work on their own but you may
help and guide them when necessary.
FL
Encourage them to keep a record of their
answers in a special section of their
notebooks. The students read the
questions and analyze:
the difficulties they had to understand
the text.
the key words they use to get the general
idea of the text.
EPISODE 1:
THE COMPETITION
EPISODE 1:
THE COMPETITION
K
e
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a
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s
c
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K
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Kelly Hardrock, school
reporter
Help students identify the connection
between the characters that have
appeared in the lessons and those in the
cartoon. Motivate them to read the story
on their own and help only if they ask you
to. You can ask some students to
summarize the story, in Spanish if
necessary.
Notes
___________________________
___________________________
___________________________
___________________________
___________________________
___________________________
___________________________
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___________________________
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___________________________
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___________________________
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___________________________
___________________________
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___________________________
___________________________
I m a Sau-sau dancer.
And dont worry about
the interview. I sent it
by e-mail this morning.
Sau what?
Sau-sau. Its a traditional
dance from Easter Island, in Chile.
I heard about it last year when I
visited my father. Ignacio, my
Chilean friend, sent me more
information and some pictures
by e-mail.
Did he explain how
to dance it, too?
Yes! The women move their
hands softly while moving their
hips. Of course, its a
dance for couples, and the problem
is I havent got a partner yet!
Dont look at me like that!
Forget it! Im Chilean but
Im not going to dance
without my pants!
What a pity! I was
thinking about our
next front page.
Oh, no! Im going crazy about your
interview for the schoolmag, and all you
can think of is to come
here as a...what can I call you?
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Notes
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___________________________
___________________________
___________________________
___________________________
___________________________
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LANGUAGE
use the Past Simple tense?
use connectors?
ATTITUDES
reflect and appreciate the
value of traditional
celebrations as part of our
culture?
LISTENING
find specific information in a
text?
identify speakers in a
conversation?
recognize the correct sequence
of events?
READING
identify type and purpose of a
text?
infer meaning of a word from
the context ?
recognize textual elements?
WRITING
complete a paragraph about a
topic?
SPEAKING
talk about traditions and
celebrations?
Revise this unit. Can you
identify the exercises that
helped you to:
SYNTHESIS SYNTHESIS
TEST YOUR KNOWLEDGE TEST YOUR KNOWLEDGE
READI NG: NATI ONAL HOLI DAYS
1. Identify the correct alternative to finish the sentence.
The text is ___________________
a. a letter to a friend. b. a piece of news.
c. an advertisement . d. a description.
2. Read the text and find information to support or
contradict these statements.
a. National holidays are the same day in all countries.
b. In the United States, there are many parades and
fireworks on the fourth Thursday in November.
c. Americans usually eat traditional food on
Thanksgiving Day.
d. French people dont have to pay for events on the
14th of July.
e. American, French and Mexican people celebrate
their national holiday with parades.
3. Read the text again and match the words in bold with
a picture.
UNIT 1
32
5 pts
1 pt
4 pts
Countries around the world have national holidays. They are, of course,
on different days but the ways people celebrate are sometimes the same.
The United States have three holidays that are the same in the rest of the
world: Easter Sunday, Christmas Day and New Years Day. The national
holiday is on 4th July. There are many parades with bands. People cook
and eat food outside their houses and after that they have a night of
concerts and fireworks.
Americans also have another national holiday, Thanksgiving Day, the
fourth Thursday in November. On this day people usually eat some of the
foods that they served at the first feast: turkey, potatoes, pumpkin, etc.
In France, the national holiday is on 14th July. There are big parades
with soldiers, and airplanes fly in the sky. People dance in the streets and
many events like concerts or operas are free on that day.
Mexican people celebrate their independence on 16th September.
School children march in parades and there are bands and mariachi
music everywhere. People eat traditional food called chiles en nogada on
this day.
a b c d
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SYNTHESIS
Revise the contents of Unit 1 with your
students and help them to analyze and
reflect on which exercises and activities
helped them achieve the learning
outcomes.
TEST YOUR KNOWLEDGE
Explain to the students that the purpose
of this section is to help them revise
contents and evaluate their performance
in the whole unit. Read the instructions
and make sure they all understand what
they are expected to do in each activity.
Encourage them to give honest answers
to detect their strengths and weaknesses.
Check students results and revise any
points that the majority of them had
problems with.
Answer:
READING
1. d.
2. a. No, they are on different days. b. No,
this is on the national holiday, on the
4th of July. c. Yes, they eat some of the
foods that they served at the first feast:
turkey, potatoes, pumpkin. d. Yes;
many events like concerts or operas are
free on that day. e. Yes. USA: there are
many parades with bands / France:
There are big parades with soldiers /
Mexico: School children march in
parades.
3. a. parade. b. fireworks. c. pumpkin.
d. feast.
LISTENING
See Transcript at the end of the unit.
4. a. two or three. b. his father. c. Chopin.
d. Venice. e. to be a scientist, travel
into space, perform on the moon.
5. a. Correct. b. His father is a performer
and a teacher. c. Correct.
14
6. Complete the following sentences with the correct
frequency adverb.
a. In Chile, children ___________dance cueca at
school in September. (90 %)
b. In Brazil, people ___________celebrate Carnival
with water. (100 %)
c. In the USA, children ___________miss Halloween
celebration. ( 0%)
7. Connect the beginning of sentences (a. and b.)
with their endings (c. and d.).
a. People celebrate with parades
b. You can participate in this celebration in winter
c. or in the second version in summer.
d. and traditional music.
ORAL EXPRESSI ON
LANGUAGE
Answer the following questions
and check your progress in this
unit. Tick the box that is
true for you.
SELF-EVALUATION SELF-EVALUATION
Can I understand instructions?
Do I understand the general
meaning of the texts?
Can I use my previous knowledge to
predict the content of a text?
Can I identify specific information in
a text?
Can I give examples?
Can I use everyday English ?
Did I like to work in a group?
Was the topic interesting?
Did I work more than my partners?
Can I talk and write about
celebrations and traditions?
Can I roleplay a situation with my
partner?
Do I understand the teacher?
Do I understand the oral texts?
Do I recognize different people
speaking?
Can I recognize the sequence of a
text?
LI STENI NG A DRUMMI NG STAR
4. Drumming wonder Mark Lung, 12, is starting a
Chilean tour with the Philharmonic Orchestra this
week. Listen to the interview and identify the
following information.
a. N of hours that he plays every day: ___________
b. Person he admires: ___________
c. Favorite composer: ___________
d. Favorite place: ___________
e. Future dream: ___________
5. Read these sentences and listen to the recording.
Identify the incorrect information in some of them.
a. Its the first time Mark visits the country.
b. His father is a composer and a pianist.
c. He would like to play the drums on the moon.
CULTURAL ELEMENTS
33
5 pts
3 pts
2 pts
0 - 6
Keep trying
7- 13
Review!
14 - 21
Well done!
22 - 26
Excellent!
total
score
26 pts
3 pts
listening
language
speaking / writing
project / group work
reading
8. Choose a topic and tell your partner three bits of
information about it.
a. Independence Day in Chile
b. Favorite kind of music / singer
c. Traditional dances in Chile
3 pts
Help! Great! Not too bad
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LANGUAGE
6. a. usually. b. always. c. never.
7. People celebrate with parades and
traditional music.
You can participate in this celebration
in winter or in the second version in
summer.
ORAL EXPRESSION
8. Students do this activity in pairs and
evaluate their partners performance
using one of the three markers.
Encourage honest marking.
SELF - EVALUATION
The purpose of this section is to allow
students to reflect on their strengths and
weaknesses. Encourage them to give
honest answers and show interest in their
results. Offer help, advice and remedial
work when necessary.
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LISTENING - HOLIDAYS AND CELEBRATIONS
Kelly: So, tell me Mike, what is your favorite celebration?
Mike: Well, my favorite celebration is Halloween.
Kelly: Why Halloween?
Mike: Cause we wear costumes and go trick-or-treating; I
love playing tricks! It's wicked!
Kelly: And you, Ana?
Ana: I like all the celebrations in Brazil, but my favorite
one is Carnival.
Kelly: What do you like about Carnival?
Ana: I love the parades, dancing samba and playing with
water in the street all night long! I never miss this
celebration!
Kelly: Do you have a favorite celebration, Elizabeth?
Elizabeth: Oh, Yes! Christmas is my favorite. It is the day when
families get together for big parties.
Kelly: And what do you like most about it?
Elizabeth: I love the food, the tree and of course, receiving presents!
Kelly: Francisco, can you tell us about your country?
Francisco: The most important celebration in my country is
Independence Day. It's great that we have two days
off, 18 and 19th September.
Kelly: And what do you do in those days?
Francisco: People usually go to the fondas to listen to national
music and eat traditional food. Children often fly
kites this time of the year. Sometimes it rains but we
love this holiday anyway!
HOLIDAYS AND CELEBRATIONS
Pronunciation
Listen and repeat these ordinal numbers.
1
st
2
nd
3
rd
4
th
5
th
11
th
12
th
13
th
14
th
19
th
20
th
21
st
22
nd
23
rd
HOLIDAYS AND CELEBRATIONS
Oral Practice
A: What's your favorite celebration?
B: It's Independence Day. It's wicked!
A: Do you usually fly kites?
B: Sure! I love it!
READING - A CHILEAN CELEBRATION
Pronunciation
Listen and repeat.
The celebrations began in 1778.
In 1919, a big fire damaged the church.
In 1925, the communities finished the church.
READING - A CHILEAN CELEBRATION
Oral Practice
A: How do people celebrate Independence Day?
B: They eat traditional food, dance the national dance and fly
kites.
A: When do people celebrate Independence Day?
B: They celebrate it on the 18th and 19th of September.
LISTENING - TOP OF THE POPS
Kelly: Our guest became famous after he appeared on a
program called Rock School. Now he is about to
release his new album which includes the song
Figure It Out. His name is Lil' Chris. Hello, Chris, how
are you today?
LC: Hi, everybody. I'm fine, thank you.
Kelly: How old are you, Lil' Chris?
LC: I'm 16.
Kelly: Did you have singing lessons when you were
younger?
LC: I never sang before I went to Rock School.
Kelly: Who encouraged you to go on Rock School?
LC: Well everyone was going there, so I wanted to do
the same.
Kelly: What type of music do you play?
LC: Pop rock or pop punky, something like that. It's
definitely not hard rock.
Kelly: Do you play any musical instruments?
LC: The guitar.
Kelly: Do you have any pets?
LC: Oh, yes. I've got five gerbils.
Kelly: What can you tell us about your family? Have you
got any brothers or sisters?
6
5
4
3
2
1
TRANSCRIPTS
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LC: A brother of six and a sister of eighteen.
Kelly: The question I can't leave out: Have you got a
girlfriend?
LC: No.
Kelly: What is your favorite sport?
LC: Skateboarding.
Kelly: Just to finish now; what are your plans for the
future?
LC: I want to be as big as possible, try to (fade)
LISTENING - TOP OF THE POPS
Pronunciation
Listen and practice. Pay special attention to the pronunciation of
the letter b.
Bill wants a gerbil.
Bill wants to be big.
Bill wants to play in a band and record many albums.
LISTENING - TOP OF THE POPS
Oral Practice
A: Guess what? Lil'Chris is giving a show on Tuesday!
B: I know. He's my favourite singer.
A: Let's go together!
B: Really? Great!
READING - MYTHS AND LEGENDS
Pronunciation
First only listen. Then listen and repeat the list of words and the
tongue twister. Pay special attention to the pronunciation of the
letters th.
Earth father health them with then
Elizabeth's birthday is on the third Thursday of this month.
READING - MYTHS AND LEGENDS
Oral Practice
Tupa: What's your name?
Yari: My name is Yari.
Tupa: Why are you alone with your father?
Yari: Because he didn't feel well to go to the other town.
LISTENING - CHILE'S NATIONAL DANCE
Ignacio: Al
Kelly: Ignacio? It's me, Kelly. I'm preparing a report on
Chilean traditions for my school magazine. Can you
help me?
Ignacio: Hi, Kelly! Well, I'll do my best. What do you need to
know?
Kelly: Is there a national Chilean dance?
Ignacio: Yes, the national Chilean dance is called the cueca. It
was declared our official dance in September, 1979.
Kelly: Can you dance it?
Ignacio: Oh! Wellmore or less. We usually dance it at
school as part of the independence celebrations.
Kelly: Can you tell me more? Is it difficult?
Ignacio: No, not really. The movements consist of circles and
semicircles.
Kelly: How interesting! Do the dancers wear special
clothes?
Ignacio: The men wear a Chilean huaso hat, a shirt, a
chamanto, riding trousers, a short jacket, riding
boots, and spurs. The women wear a flowered dress
with an apron.
Kelly: And the music?
Ignacio: The traditional cueca uses the harp and the guitar
but there are many variations. I think the piano is
also used.
Kelly: Can you send me some photos by e-mail? I would like
to include them in my article. And thanks a million
for all the information.
11
10
9
8
7
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LISTENING - CHILE'S NATIONAL DANCE
Pronunciation
First only listen and then listen and repeat the words and the
tongue twister.
back beginning bird symbol
The batter with the butter is the batter that is better!
The batter
with the butter
is the batter
that is better!
The batter with the butter is the batter that is better!
LISTENING - CHILE'S NATIONAL DANCE
Oral Practice
a. What is the name of the dance?
b. Where is it from?
c. What clothes do people wear?
d. When do people dance it?
TEST YOUR KNOWLEDGE
LISTENING - A DRUMMING STAR
Interviewer: Is this your first time in Chile, Mark?
Mark: Yes.
Interviewer: How often do you practice?
Mark: I play for about two or three hours a day.
Interviewer: Is there a special musician that you admire?
Mark: My dad, he's a great performer and he also teaches.
Interviewer: Do you have a favorite composer?
Mark: I also study the piano so I really like Chopin.
Interviewer: What's your favourite place in the world?
Mark: Venice - I had lots of fun moving all my instruments
around by boat along the canals there!
Interviewer: Do you ever make mistakes?
Mark: Yes, I do, but it's important to forget about mistakes
and concentrate on the good things.
Interviewer: If you could have one wish granted, what would it be?
Mark: I'd love to be a scientist and travel into space - it'd
be good to perform on the moon.
Interviewer: What advice would you give to young people
beginning to play?
Mark: When you practice, try to be patient and concentrate.
Don't get upset when you make a mistake.
LISTENING TEST - AVRIL LAVIGNE
Presenter: So, Mark, who are you going to tell us about today?
Mark: Today, I'm going to tell our audience about Avril
Lavigne!
Presenter: Great! What can you tell us?
Mark: She had her first hit in the summer of 2002, with her
song Complicated.
Presenter: How old was she then?
Mark: She was only 17.
Presenter: Where is Avril Lavigne from?
Mark: She was born in a small town in Ontario, Canada,
and she has one brother and one sister. Did you know
that she began to write songs and play the guitar
when she was thirteen or fourteen?
Presenter: Really?
Mark: Yes.
Presenter: Shall we listen to one of her songs now?
Mark: Sure!
Presenter: Here's Avril Lavigne and My Happy Ending.
15
14
13
12
LISTENING - HOLIDAYS AND CELEBRATIONS
Exercise 9
Adverbs of frequency can occupy different positions in the
sentence. With most verbs, the normal position is between the
subject and the verb, but with the verb to be, the adverb comes
after the verb, for example:
Pedro occasionally visits us on Sundays. (Common position).
She is often ill in winter. (To be).
READING - A CHILEAN CELEBRATION
Exercise 11
Help students notice how to say dates:
Its on November the fifth or Its on the fifth of November
LISTENING - TOP OF THE POPS
Exercise 13
Remind students of other collocations with the verb form lets
indicate a suggestion:
Lets have a cup of coffee.
Lets invite Susan.
Lets buy an ice - cream.
Lets visit Arnie, etc.
READING - MYTHS AND LEGENDS
Exercises 7, 8, 9
The spelling of the simple past form of regular verbs ends in -ed.
Most verbs are regular, but many common verbs have irregular
past forms. For example,
be= was, were; become= became; buy= bought; shoot= shot;
think= thought; keep= kept, etc.
LISTENING - CHILES NATIONAL DANCE
Exercise 5
Remind your students that they should not try to understand
every single word in the listening text; guide them to get some
ideas about what they are going to listen to before listening;
then focus on the general ideas or get specific information by
doing the different activities.
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ERROR ALERT!
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BACKGROUND INFORMATION
The Brazilian Carnival is an annual festival in Brazil held 40
days before Easter. The Brazilian Carnival as a whole exhibits
some differences with its counterparts in Europe and other parts
of the world, and within Brazil it has distinct regional
manifestations. In general, groups of people dressed in costumes
or special t-shirts parade and dance in the street.
Hanukkah, also known as the Festival of Lights, is an eight-day
Jewish holiday beginning on the 25th day of Kislev according to
the Hebrew calendar, which may fall anytime from late
November to late December. It celebrates the re-kindling of the
Temple seven-branch candelabrum at the time of the Maccabee
rebellion. It is observed by the kindling of one light on the first
night, two on the second, and so on.
Halloween is a holiday celebrated on the night of October 31.
Traditional activities include trick-or-treating, bonfires, costume
parties, visiting "haunted houses" and carving jack-o-lanterns.
The term Halloween is shortened from All-hallow-even, as it is
the eve of "All Hallows' Day", All Saints' Day. Irish and Scottish
immigrants carried versions of the tradition to North America in
the nineteenth century. Halloween is now celebrated in several
parts of the Western world - Ireland, the USA, Canada, Puerto
Rico, and the United Kingdom and occasionally in parts of
Australia and New Zealand.
Christmas is an annual holiday that celebrates the birth of
Jesus. Christmas festivities often combine the commemoration
of Jesus' birth with various secular customs, many of which have
been influenced by earlier winter festivals. The date as a birth
date for Jesus is traditional, and is not considered to be his actual
date of birth.
Saint Valentine's Day is a holiday on February 14. It is the
traditional day on which lovers express their love for each other;
sending Valentine's cards, donating to charity or gifting candy. It
is very common to present flowers on Valentine's Day. The
holiday is named after two early Christian martyrs named
Valentine.
Ramadan is a Muslim religious observance that takes place
during the ninth month of the Islamic calendar. The name
"Ramadan" is taken from the name of this month and is derived
from an Arabic word for intense heat, scorched ground, and
shortness of rations. It is considered the most venerated and
blessed month of the Islamic year. Prayers, fasting, charity, and
self-accountability are especially stressed at this time, and are
kept throughout the month.
LISTENING
HOLIDAYS AND CELEBRATIONS
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COMPLEMENTARY ACTIVITIES
1. Look at this table and write sentences about Bill, Sue, Jane and Tim, using always, usually, often,
sometimes, hardly ever or never.
Example: Bill / cinema: Bill often goes to the cinema.
2. Read the following text and complete the summary below.
Shichi-go-san festival is held on November 15
th
. Girls at
the age of 7 and 3, boys at the age of 5 are blessed at
the temple. On this day, children put on their formal
wear, like the traditional kimono. They show
appreciation for good growth and wish for better
future growth. The children have a candy bag which
contains 3 long stick candies called Chitoseame in
their hand, and as a souvenir of their record of growth,
their parents take pictures and put them in an album.
This festival is called ________________. It is celebrated in ________________every ________________in
honor of ________________and ________________. On this day, they wear ________________and receive
________________with ________________. Parents take ________________and make an ________________.
a. Sue / cinema b. Jane / disco c. Tim / homework
d. Bill / cleaning e. Sue / homework f. Jane / homework
g. Tim / disco h. Bill / seaside i. Sue / seaside
j. Jane / cleaning k. Tim / cinema l. Bill / disco
Goes to the Does
CINEMA SEASIDE DISCO
Bill 50% 70% 0%
Sue 0% 30% 10%
Jane 30% 0% 70%
Tim 10% 30% 10%
His / her HOMEWORK THE CLEANING
30% 30%
100% 100%
90% 15%
80% 90%
LESSON: HOLIDAYS AND CELEBRATIONS
LESSON: A CHILEAN CELEBRATION
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3. Match the musical instruments in the box and the pictures. How many more instruments can you
add to the box?
clarinet drums flute keyboard piano saxophone
synthesiser trumpet violin
b
c
e
f
g
h
d
a
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LESSON: TOP OF THE POPS
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4. Past Simple Tense Bingo
a. Ask the students to draw a grid with nine squares (big enough to write in) in their notebooks.
b. Write a list of the infinitive of irregular verbs on the board with the help of the class. The students
should choose nine and write one in each square. Tell them to write in random squares, not left to
right or top to bottom.
Possible list (1): begin become buy come cut do drink drive eat - fall - fly - give - have
- go - grow - leave - meet - see - sing - spend - take - teach - write
Past Tense list (2): began - became - bought - came - cut - did - drank - drove - ate - fell - flew - gave
- had - went - grew - left - met - saw - sang - spent - taught - took - wrote
c. Tell the class you are going to say the past form of each verb (List 2). They should cross out the
infinitive of the verb when they hear the past form called. Do not call the verbs in order. Check
them off as you call them so that you dont repeat any words. The first person to get three in a row
across or down (not diagonally), or the complete grid, shouts Bingo! Their completed grids should
look something like this:
LESSON: MYTHS AND LEGENDS
fa
ll
b
e
g
in
g
o
m
e
e
t
ta
k
e
fly
c
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p
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5. Read the definitions below and find the name of each dance on page 26 of your book.
It is a street dance style
that originated in the hip
hop movement among
African American and
Puerto Rican youths in the
South Bronx of New York
City during the early 1970s.
It is normally danced to funk
or hip hop music, and it is
the best known of all hip
hop dance styles.
It is a Spanish musical genre
with strong, rhythmic
undertones and is often
accompanied with a style of
dance characterized by
intricate hand and footwork.
It is a lively, rhythmical dance of Brazilian origin.
It is a form of folk dance from western Europe, especially England, Sweden and Germany. Dancers perform circle dances around a tall pole which is decorated with garlands, painted stripes, flowers,
flags and other emblems.
It is a social dance and a
musical genre that originated
in Buenos Aires, Argentina and
in Montevideo, Uruguay. It soon
spread to the rest of the world.
a
b
c
d
e
LESSON: CHILES NATIONAL DANCE
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EXTRA TEST
1. Read the text and complete the table
2. Match the name of the festivity in column A with the items in column B according to the text.
A B
Candles
Christmas Fir trees
Halloween Lanterns
St. Valentine Greeting cards
Thanksgiving Pumpkin pie
Turkey
Valentines Day: It is named after St Valentine. It is celebrated on 14th February. Charles, Duke of
Orleans, was the man who started the custom of sending Valentine cards. He sent the earliest Valentine
card in history to his wife while he was a prisoner in the Tower of London in 1415.
Thanksgiving: It is a popular autumn custom in Canada and the United States. The tradition began in
1621 as a way of giving thanks for a good harvest. In the USA Thanksgiving day is celebrated on the
fourth Thursday in November, and in Canada on the second Monday in October. A Thanksgiving meal
consists of turkey with cranberry sauce, and sweet pumpkin pie.
Halloween: In the 1840s people began to make lanterns from pumpkins. Now this is a popular
tradition in North America. Lots of people put a lantern in their window on the night of 31st October
as a decoration.
Christmas: Fir trees were first decorated at Christmas time in the 16th century in Germany. People
used paper roses, apples, and sweets to decorate them. Martin Luther had the idea of adding candles.
In 1840, Queen Victorias husband, Prince Albert, introduced Christmas trees into England.
READING
FESTIVE CUSTOMS
4 pts
6 pts
Date Festivity
14
th
February
4th Thursday in November
24th December
Halloween
3. Answer these questions
a. Who started the St. Valentines tradition?
b. When do people celebrate Thanksgiving in Canada?
c. Who put candles on a Christmas tree for the first time?
3 pts
1. What is the program about? Choose the correct alternative.
a. a famous movie star
b. a famous sportsperson
c. a famous singer
d. a famous artist
1 pt
2. Listen to the recording again and decide if the sentences are true or false.
Correct the false information.
a. Avril Lavigne is American.
b. She began to sing when she was a teenager.
c. She plays the piano.
3. Listen once more and circle the correct alternative.
a. She had her first hit in 2002 / 2001.
b. She was born in a big / small city.
c. She has two / three brothers and sisters.
d. Complicated is her first / latest hit.
ORAL EXPRESSION
Work with your partner to produce a conversation following these instructions.
A: Ask about Bs favourite music star.
B: Answer.
A: Ask about the kind of music the star sings / plays.
B: Answer.
A: Ask if the star plays a musical instrument.
B: Answer.
3 pts
4 pts
Listening
AVRIL LAVIGNE
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0 - 8
Keep trying
9 - 13
Review!
14 - 17
Well done!
18 - 21
Excellent!
total
score
21 pts
HELP!
Less than 50%
NOT TOO BAD
50 - 70%
GREAT
80 - 100%
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EXTRA TEST
READING
1.
ANSWERS
COMPLEMENTARY ACTIVITIES
1. a. Sue never goes to the cinema.
b. Jane usually goes to the disco.
c. Tim usually does his homework.
d. Bill sometimes does the cleaning.
e. Sue always does her homework.
f. Jane usually does her homework.
g. Tim hardly ever goes to the disco.
h. Bill usually goes to the seaside.
i. Sue sometimes goes to the seaside.
j. Jane usually does the clearning.
k. Tim hardly ever goes to the cinema.
l. Bill never goes to the disco.
2.Shichi-go-san; November; year; girls; boys; traditional
kimono; a candy bag; pictures; album.
3.a. clarinet. b. flute. c. piano. d. violin. e. keyboard. f. drums.
g. saxophone. h. synthesizer. i. trumpet.
4.Will vary.
5.a. break dance. b. flamenco. c. samba. d. maypole. e. tango.
2.
St. Valentine: greeting cards
Thanksgiving: pumpkin pie, turkey
Halloween: lanterns
Christmas: candles, fir trees
3.
a. Charles, Duke of Orleans
b. On the second Monday of October
c. Martin Luther
1. c.
2. a. False (She is Canadian.);
b. True.
c. False (She plays the guitar.)
3. a. 2002. b. small. c. two. d. first.
ORAL PRODUCTION
A: Who is your favourite music star?
B: _____________ (Bs favourite)
A: What kind of music does ____________ sing / play?
B: _____________.
A: Does __________ play a musical instrument?
B: Yes, he / she plays the _________. / No, he / she doesnt.
LISTENING
15
Date Festivity
14
th
February
4th Thursday in November
31st October
24th December
Valentines Day
Thanksgiving Day
Halloween
Christmas
UNIT 2 SELF - CARE
Minimum Obligatory Contents
Topic
Looking after oneself
Listening Comprehension
Morpho-syntactic elements
Affirmative, negative and interrogative
sentences
Modal verbs
Question words
Sentence connectors
Strategies
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 of
new 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
thematic vocabulary.
To integrate oral and written expression
through the use of short phrases and
sentences to show listening
comprehension.
Reading Comprehension
Language: direct
Morpho-syntactic elements
Affirmative, negative and interrogative
sentences
Modal verbs
Question words
Sentence connectors
Strategies
To use context and previous knowledge of
the language to predict development of
the 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 grammatical
items.
To integrate the oral and written version
of words and sentences to learn their
pronunciation and spelling.
To use Spanish to show understanding
when necessary.
Oral Expression
Communicative functions
To express possibility
Morpho-syntactic elements
Affirmative, negative and interrogative
sentences
Modal verbs
Question words
Sentence connectors
Up to 500 words of high frequency in oral
texts.
Pronunciation
English phonemes
Strategies
To use everyday fixed phrases and
sentences in personally relevant contexts.
To use high frequency words and the
thematic vocabulary of the level in
personally relevant contexts.
To use expressions associated with the
communicative functions of the level in
personally relevant contexts.
To integrate listening as basic input for
interaction.
To integrate reading as a source of
information to produce oral texts.
To discriminate, imitate and repeat
phonemes.
To relate written and spoken version of
sounds to identify and incorporate
pronunciation patterns.
Written Expression
Write ideas with sentence connectors.
Complete dialogues and sentences.
Write instructions
Morpho-syntactic elements
Affirmative, negative and interrogative
sentences
Punctuation marks such as: period and
capital letters.
400 most frequent words in written texts.
Strategies
To imitate models to write own
sentences.
To use connectors to link sentences
coherently.
To write answers to questions.
To replace information in model texts
with personal information.
SUGGESTED YEAR PLANNING 8
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Acquisition of
vocabulary related to
feelings, physical
activities, study habits
The use of modal verbs
to express possibility
and obligation, if
clauses (1)
Effective exchange of
information.
Effective use of writing
skills as a means of
communication.
Expected Outcome Time
20 class hours for
the main body of
text
4 class hours for
evaluation
3 class hours for
consolidation and
extra activities
1 class hour for
the comic strip
Resources
Articles from
magazines and
web pages
Dialogues
Questionnaires
Radio programs
Tongue twisters
Web pages
Attitudes
To appreciate the
importance of a
healthy diet and
good habits to
preserve our
health
To accept and
respect life and
human dignity
Evaluation
Reflections
Metacognition
Minitests
Listening
Reading
Language
Synthesis
Test your
Knowledge
Listening
Reading
Language
Oral expression
Self-evaluation
Reading and
Listening tests
Observation sheets
Rubrics
Learning Abilities
To listen and identify
general topic and
specific information,
explicit and implicit in
oral texts.
To read and identify
general topic and
specific information,
explicit and implicit in
written texts.
To produce short simple
spoken messages in
connection with the
different lessons.
To write short simple
sentences,
communicatively
appropriate in
connection with the
different lessons.
To understand high
frequency words and the
thematic vocabulary of
the lessons in oral and
written texts.
To develop an open-
minded attitude towards
cultural diversity and
English language
learning.
UNIT 2
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IN THIS UNIT YOU WILL USE
THE FOLLOWING TEXT-TYPES:
READING
a questionnaire
an article from a magazine
a web-page
LISTENING
a radio program
a dialogue
YOU WILL DEVELOP THESE
ABILITIES
READING
To use key words to identify text
organization
To recognize type of text from
visual clues
To relate cause and effect
To identify logical order of ideas
LISTENING
To use previous knowledge to
predict content
To identify intonation patterns
To relate ideas with sentence
connectors
To discriminate between main
and secondary ideas
SPEAKING
To express possibility, obligation
and no necessity
To role-play communicative
situations
To use everyday English
WRITING
To organize ideas with sentence
connectors
To complete dialogues and
sentences
To write instructions
YOU WILL LEARN THE
FOLLOWING LANGUAGE
Modal verbs to express possibility,
obligation and no necessity.
Question words for countable and
uncountable nouns.
Sentence connectors: and, but and
because.
Words related to: feelings and
moods, physical activities, study
habits.
.
YOU WILL PAY SPECIAL
ATTENTION TO THESE VALUES:
The importance of a healthy diet
and habits to preserve our body.
Respect for life and human dignity.
SELF - CARE
SELF - CARE
1. Look at the pictures and decide which of the people can be considered active. Why?
2. Think about yourself. Do you consider yourself active?
3. In your group, ask and answer the question above and find out if you are active teens.
35
GETTING READY
YOU WILL LEARN THE
FOLLOWING LANGUAGE:
modal verbs to express possibility,
obligation and no obligation
question words for countable and
uncountable nouns
words related to: feelings and
moods, physical activities, study
habits
IN THIS UNIT YOU WILL USE
THE FOLLOWING TEXT-TYPES:
READING
a questionnaire
an article from
a magazine
a web-page
LISTENING
a radio program
a dialogue
YOU WILL DEVELOP THESE
ABILITIES:
YOU W
ILL PAY SPECIAL
ATTEN
TION
TO THESE VALUES:
The im
portance of a healthy diet
and habits to preserve our body.
Respect for life and hum
an dignity.
LISTENING
to use previous knowledge to
predict content
to identify intonation patterns
to relate ideas with sentence
connectors
to discriminate between main and
secondary ideas
READING
to use key words to identify text
organization
to recognize type of text from
visual clues
to relate cause and effect
to identify logical order of ideas
SPEAKING
to express possibility, obligation
and no obligation
to role-play communicative
situations
to use everyday English
WRITING
to complete dialogues and
sentences
to write instructions
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GETTING READY
To introduce the topic of this unit, start a
conversation with your students about
how they spend their free time.
1. Invite students to look at the pictures
on page 34 and ask them to decide
which of the people in the pictures can
be considered active and why. Accept
Spanish if necessary.
Answers: a.; c.
2. Make students consider their own
situation and identify similarities and
differences between them and the
people in the pictures.
3. In groups of four or five students, the
students ask and answer the question
and decide if they are active.
UNIT 2
36
BEFORE READI NG
1. Which of these pictures show people in good physical condition?
3. How fit are you? Read the questions and answer yes or no.
a. ________Do you eat a balanced diet?
b. ________ Do you get enough exercise?
c. ________ Do you get enough sleep?
4. Have a quick look at the text on page 37 and identify all the familiar words
in it. In what categories can you organize them? (Example: activities, food,
numbers, etc.)
5. Have a quick look at the text you are going to read and choose the
correct option to finish the sentence.
The text is ________
a. a piece of scientific research.
b. an interview.
c. a questionnaire.
2. Read Kelly s list and choose the main suggestions to be fit.
a. do sports regularly
b. drink alcohol
c. drink lots of milk
d. eat fast food
e. eat three balanced healthy meals a day (milk,
vegetables, fruits, meat)
f. follow a routine of regular exercise (twenty minutes
a day, forty-five minutes three times a week, etc.)
g. sleep at least 8 hours a day
h. smoke
i. spend hours in front of the TV or the computer
j. use drugs
w
alk
sw
eets
fit
ch
ip
s
PICTIONARY
cake
HOW FIT ARE YOU? Lesson 1
a b c d e
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BEFORE READING
1. + Ask the students to look at the
pictures and identify which of them
show people in good physical
condition. Make them explain their
choices.
(L.A: to relate the topic and their
previous experience).
Answers: a., c. and e. show people in
good physical condition; the person in
b. is overweight; the child in d. is
undernourished. Motivate them to
discuss that although the girl in c. looks
in good physical condition, the food she
is eating is not very healthy,
2. ++Tell the students to read Kellys list
and choose the main conditions to be fit.
They have to discriminate between
correct and incorrect information. Then
they can check their answers in pairs.
(L.A: to relate the topic and their
previous knowledge).
Answers: a.; c.; e.; f.; g.
Fitness means being in good physical condition, healthy and strong and is usually
associated with exercise, but that is not the whole picture. In order to keep fit, you
have to eat well, sleep well and also feel good about yourself.
Answer these questions about a typical week
and find out how fit you are.
1. How often do you eat fresh fruit and vegetables?
a. Every day b. Twice c. Once d. Never
2. How often do you eat sweets, chocolate, cake or chips?
a. Every day b. Twice c. Once d. Never
3. How often do you play sports or go swimming?
a. Three times or more b. Twice c. Once d. Never
4. How many kilometers do you walk a week?
a. More than 15 b. 10 to 15 c. 5 to 10 d. Less than 5
5. How many hours of TV do you watch a day?
a. Less than 5 b. 5 to 10 c. 10 to 15 d. More than 15
6. How many hours of sleep do you have?
a. More than 8 b. 7 to 8 c. 5 to 7 d. Less than 5
Now find out your fitness score!
F i t n e s s s c o r e
1 . a = 5 b = 2 c = 1 d = 0
2 . a = 0 b = 1 c = 3 d = 5
3 . a = 5 b = 4 c = 1 d = 0
4 . a = 5 b = 4 c = 2 d = 0
5 . a = 5 b = 3 c = 1 d = 0
6 . a = 5 b = 2 c = 1 d = 0
2 5 3 0 p o i n t s
E x c e l l e n t ! Y o u a r e v e r y f i t . Y o u e a t a b a l a n c e d
d i e t , y o u g e t l o t s o f e x e r c i s e a n d y o u g e t t h e r i g h t
a m o u n t o f s l e e p .
1 5 2 5 p o i n t s
G o o d ! Y o u a r e q u i t e f i t a n d h e a l t h y . B u t w a t c h
w h a t y o u e a t , g e t a l i t t l e m o r e e x e r c i s e a n d d o n t
s t a y u p t o o l a t e t h e n y o u l l b e r e a l l y f i t .
8 1 5 p o i n t s
N o t g r e a t ! Y o u s h o u l d g e t m o r e e x e r c i s e a n d y o u
s h o u l d g o t o b e d e a r l i e r ! T r y t o e a t a m o r e b a l a n c e d
d i e t . Y o u l l f e e l a n d l o o k m u c h b e t t e r !
0 8 p o i n t s
O h , d e a r ! B u t d o n t w o r r y i t s n o t d i f f i c u l t t o g e t
f i t . E a t l o t s o f f r u i t a n d v e g e t a b l e s a n d d o n t e a t
t o o m a n y s w e e t t h i n g s . G e t l o t s o f e x e r c i s e a n d
t h e n y o u l l w a n t t o s l e e p m o r e !
SELF - CARE
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READI NG
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3. + Make students reflect on their
situations and decide how fit they are
by answering yes or no to the questions.
Check orally.
(L.A: to relate the topic and their own
reality).
4. ++Ask the students to have a quick
look at the text they are going to read,
find words they know or look or sound
similar in Spanish and try to put them
into categories.
(L.A: to organize information).
5. + The students have a quick look at
the text and predict what type of text
it is from three alternatives. Do not
check at this point.
(L.A: to predict type of text from visual
clues).
Invite the students to study the words
in the Pictionary. Make sure they
understand their meaning.
PICTIONARY
cake: torta, queque
chips: papas fritas
fit: en forma, sano/a
sweet: caramelo
walk: caminar
L A N G UA G E F O C U S How much / How many?
1. Read these sentences from the text and other examples.
How many kilometers did you walk last week?
How many hours of TV do you watch a day?
How much water do you drink a day?
2. Revise the sentences again and identify the things that you can count,
and the things that you cant count.
3. Complete this general rule.
We use __________to ask about things that we can count (countable)
and __________to ask about things that we cant count (uncountable).
UNIT 2
38
6. Read the text and check your answer in exercise 5.
7. Read the text, answer the questions and take note of your score.
8. With your partner, discuss your scores and reflect on your physical
condition. What aspects do you need to improve?
9. In your group, talk about the questionnaire. In what areas did you get
a good score? What aspects need more attention? Follow the pattern.
A: What are you doing well?
B: I __________ and I also __________.
A: What are your main problems?
B: Oh, I think I need to __________ and __________. How about you?
10.Complete the following questions with How much or How many.
a. ________________milk do you drink a day?
b. ________________hours a day do you play computer games?
c. ________________times a week do you play sports?
d. ________________kilometres do you walk a day?
11.Ask your partner the questions in exercise 10 and decide if he / she is
in good physical condition. Then complete the following paragraph.
I think ______________is in good / bad physical condition because he / she
______________, ______________and ______________. To improve his / her
condition he / she should ______________and ______________.
AFTER READI NG
American English:
Kilometers
British English:
Kilometres
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READING
6. + Ask students to read the
questionnaire once and check their
predictions in exercise 5.
(L.A: to validate predictions).
Answers: c.
7. ++ Read the introduction of the quiz
aloud and make sure all the students
understand it. Then the students read
the questions again carefully, answer
them, and find out their scores.
(L.A: to find specific information).
Answers: Will vary.
AFTER READING
8. + Ask the students to compare their
scores with their partners and draw
conclusions.
Who is in better physical condition?
You may ask the scores to the whole
class and make notes on the board; do
this only if you are sure there are no
students who might feel embarrassed.
(L.A: to use previous knowledge to
draw conclusions).
9. ++ Form groups of four or five
students. Invite them to revise the
scores they got and talk about the areas
they should pay more attention to in
order to improve their physical
condition. Explain how to follow the
pattern to exchange opinions and make
suggestions. Dont interrupt students
while they are doing speaking activities
to correct their English. It is better to
take notes of the most common and
important mistakes and correct them at
the end of the activity.
(L.A: to reflect on the topic and express
opinions and suggestions following a
model).
______________________
LANGUAGE FOCUS How much /
How many?
This section is designed to help students
revise or discover a particular grammar
structure or an interesting item of
vocabulary from the text. The activities
are meant to promote independent
learning, so help, guide and check, but do
not give the answers.
1. Ask the students to read the sentences
from the text and other examples.
Guide their attention to the question
words.
2. Help the students relate each question
to the kind of noun - countable or
uncountable.
3. Ask students to complete the general
rule.
Answers: how many; how much.
______________________
SELF - CARE
39
A: How many times __________ do you do physical exercise?
B: Well, two or three days a week. ________________________?
A: I never do exercise, __________ watching sports on T.V.
B: Why dont you __________ instead?
A: OK. __________ go!
14. The pictures illustrate 8 words that were mentioned in the
lesson. Can you find them in the Word Search puzzle?
FL
What about you? but I love a week come with me lets
REFLECTIONS
What were the most serious
problems I had when
speaking in English?
What did I find most useful in
the content of this lesson?
12. First listen. Then listen and repeat each sentence.
How many hours do you sleep every night?
How much sugar do you put in your tea?
How much water do you drink a day?
How many kilometers do you walk in a week?
13. Complete the following dialogue with the expressions in
the box.
a. Listen and check.
b. Listen and repeat.
c. Role-play it with your partner.
S U F G M A Z E X K E G U M A
D E P R M E S X I Z T A H P B
N O L I U I U L V I A J Y P L
R I L B C I O D H K L R R B W
X K B R A M T W A F O S I R B
F E E V E T K S N H C P Q X O
A X H T S W E E T S O O V M K
E Y E S N J E G Y K H R D O T
I R Z R O Q E D E P C T K B Z
S V V S I U Y O K V C S T G L
A I Y G D N U U S P N B T G N
G N O I S I V E L E T R Z Z F
F N H W K N X L X T C G Q I H
I Q A N Z Z H A S H E I H E N
I H F O X O V T K E V O V P U
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10.++Tell students to identify which of
the nouns in the sentences are
countable (hours, kilometers) and
which are uncountable (milk, time)
Then refer them to the Language Focus
to complete the questions.
(L.A: to consolidate a grammar point).
Answers: a. How much. b. How
many. c. How many. d. How many.
See Error Alert! at the end of the unit.
11.++ In pairs, the students ask and
answer the questions they completed
in exercise 10 and then they complete
the paragraph.
(L.A: to connect the text and their own
reality).
12.+ Play the recording once for
students only to listen. Draw their
attention to the falling intonation of
the questions and tell them to
represent that with a falling arrow
before the last word of each question.
Play the recording again for them to
listen and repeat.
(L.A: to identify an intonation pattern;
to imitate a model).
16
13.++ Invite students to complete
the dialogue with the expressions in
the box. Play the recording once for
them to check. Then tell them to listen
and repeat. Finally, choose some pairs
to act it in front of their classmates.
(L.A: to imitate a model).
Answers: a week; What about you?;
but I love; come with me; Lets.
14.+ Motivate fast learners to relate
the pictures with words that appeared
in the text and to try and find them in
the Word Search puzzle.
Answers:
REFLECTIONS
The purpose of this activity is to help
students reflect on their learning
process and to raise their awareness of
how they develop their own learning
strategies to become more effective
learners. They should work on their
own but you may help and guide them
when necessary. Encourage them to
keep a record of their answers in a
special section of their notebooks.
The students read the questions and
identify:
the most important problems they
had when speaking.
how they managed to connect the
topic of the lesson to their own lives.
FL
17
UNIT 2
40
BEFORE LI STENI NG
1. Answer these questions in your group.
a. What do you think of computer games?
b. Do you play any of them?
c. How many hours a week do you play them?
2. With your partner, match the words and expressions in box A with
their Spanish equivalent in box B.
3. Answer Kellys question.
4. You are going to listen to a radio program. Guess who is going to speak.
a. A worried mother b. A teenager c. A doctor
5. With your partner, make a list of cognates that you think you will hear.
6. Listen to the recording and check your guess in exercise 4.
7. Listen to the recording again.
a. Check if you hear the ideas in exercise 3.
b. Which of them are true, according to the radio program?
8. Listen to the recording again and number the statements in the
order you hear them.
a. ____ The games are too much fun.
b. ____ I have been a computer addict since I was ten.
c. ____ I cant get rid of my habit.
d. ____ Internet can be an addiction.
LI STENI NG
In your
opinion, which of
the following
statements are true?
A
at least get rid of instead of spend
take the place of too much
B
demasiado en vez de librarse de
pasar (tiempo) por lo menos reemplazar
tim
e
teen
fu
n
exercisin
g
PICTIONARY
com
p
u
ter g
am
e
WHOS IN CONTROL? Lesson 2
a.The use of the Internet
can be an addiction.
b. The Internet is taking the
place of sports or games.
c. Computer games can make
children violent and
aggressive.
d.Teens spend more time in
cyberspace than in the
real world.
e. Computer games are
too much fun.
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You can share this information with your
students:
See Error Alert! at the end of the unit.
BEFORE LISTENING
1. +In groups, the students answer the
questions. Encourage them to use
English as much as possible, but accept
Spanish if necessary.
(L.A: to relate the topic and their
experiences).
2. ++Students work in pairs to find the
Spanish equivalent of the key words and
expressions. Remind them to have a
look at the words in the Pictionary too.
(L.A: to understand key words).
Answers: at least = por lo menos; get
rid of = librarse de; instead of = en
lugar de; spend = pasar (tiempo);
take the place of = reemplazar; too
much = demasiado.
Invite the students to study the words
in the Pictionary. Make sure they
understand their meaning.
PICTIONARY
Computer game: juego de computador
Exercise: hacer ejercicios
Teen: adolescent
Time: tiempo, hora
Fun: entretencin, entretenido/a
3. +Ask students to answer Kellys question
and decide which of the statements are
true. Do not check at this stage.
(L.A: to predict content).
4. +Tell the students they are going to
listen to a radio program. Ask them to
try and guess who is going to speak. Do
not check at this point.
(L.A: to predict content).
5. + Tell students to think of the questions
they have answered and the key words
they have learnt to predict the cognates
they think will appear in the text.
(L.A: to predict content).
LISTENING
See Transcript at the end of the unit.
6. + Play the recording once and ask
the students to check their guesses in
exercise 4. Remind them that this first
listening is only to check their
predictions. It is not necessary for them
to understand every single word.
(L.A: to validate predictions).
Answers: b.
7. ++ Ask the students to listen to
the recording again. First, they check if
they hear the ideas in Exercise 3. Then,
play the recording again for them to
identify which of the statements are true.
(L.A: to validate predictions; to find
specific information).
Answers: all of them are true.
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L A N G UA G E F O C U S The Present Simple tense
1. Revise these sentences.
Internet addicts spend at least thirty to forty hours online.
These days I play for about twenty-five hours a week.
Teens spend more time in cyberspace than in the real world.
I play computer games instead of exercising and playing basketball.
2. Notice the following sentences too.
Pandas come from China.
Cars produce a lot of pollution.
3. What do the sentences refer to?
a. A general scientific rule.
b. Events that are happening at the moment.
c. A present state of facts.
4. Complete the rule
We use the _____ tense to express _____ and / or _________________.
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41
10.In your group, decide which of these paragraphs best summarizes the text.
9. In the recording, the speaker is:
a. narrating a story b. giving instructions
c. describing a situation d. giving advice
AFTER LI STENI NG
a. David is a computer addict. He plays video games so
much that he doesnt have time to exercise or make
friends. He thinks computer games have made him
antisocial and they can make people violent too, but
the problem is that they are too much fun.
American English:
Advice (noun, verb)
British English:
Advise (verb)
Advice (noun)
11.Read the following sentences and answer:
a. Which of them refer to a present state of facts?
b. Which of them refer to a general scientific rule?
i. Water boils at 100 C.
ii. The Earth goes round the Sun.
iii. Teens use the Internet too much.
iv. Teens dont spend much time with their families.
REFLECTIONS
How much did I use my
previous knowledge to
understand the text?
Which words were familiar
to me?
b. David is a computer addict. He plays video games so
much that he doesnt have time to exercise or make
friends. He doesnt think computer games have made him
antisocial. He doesnt think that games make people
violent either, he just thinks they are too much fun.
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8. +++ Now the students listen to
the tape again and number the
statements in the order they hear
them.
(L.A: to organize information).
Answers: d. 1. b. 2. c. 3; a. 4.
9. +Ask the students to listen again and
recognize what the speaker is doing in
the recording.
(L.A: to identify the communicative
purpose of the text).
Answers: d.
AFTER LISTENING
10.++ Form groups of three or four
students and make them analyze and
decide which of the paragraphs best
summarizes the text. You can also use this
exercise as a competition, finding out how
many groups could give the right answer.
(L.A: to summarize information).
Answers: b.
18
______________________
LANGUAGE FOCUS The Present Simple
tense
This section is designed to help students
revise or discover a particular grammar
structure or an interesting item of vocabulary
from the text. The activities are meant to
promote independent learning, so help,
guide and check, but do not give the answers.
1. Help your students revise the sentences
from the text.
2. Have them notice that the sentences in
this group use the same verb tense.
3. Guide them to identify what the
sentences refer to: 1. a present state of
facts; 2. a general scientific truth.
4. Students complete the general rule:
We use the Simple Present tense to
express a present state of facts and
or a general scientific rule.
______________________
11.++ Refer the students to the
Language Focus to identify what the
sentences refer to.
(L.A.: to consolidate a grammar point.
Answers: a. iii.; iv.; b. i.; ii.
REFLECTIONS
The purpose of this activity is to help
students reflect on their learning process
and to raise their awareness of how they
develop their own learning strategies to
become more effective learners. They should
work on their own but you may help and
guide them when necessary. Encourage
them to keep a record of their answers in a
special section of their notebooks.
The students read the questions and
identify:
how much they used their previous
knowledge to understand the text.
which words were familiar to them.
14.Prepare a survey.
a. Work in groups of three students and think of five questions you
can ask in order to find out if a person is a computer addict.
b. Write a questionnaire like the one on page 37. Use it as a model
and make a copy for everyone in your group.
c. Apply your questionnaire to as many of your classmates as you can.
d. Draw a pie chart graph as in the example to represent the results
of each question.
0 - 10 = 10% 10 - 15 = 15%
15 - 20 = 25% 20 - 25 = 50%
UNIT 2
42
f. Write a short paragraph to
summarize the results, like this:
15. Present all the information in a poster and display it in the classroom. FL
In my class, ______ (N or %) of the students spend ______ (N)
hours ______ (eg. chatting, playing computer games, surfing the web).
______ (%) of them spend ______ (N) hours with the computer and
______ (%) spend ______ (N hours) ______. I think that (only)
______ (N) of my classmates can be considered computer addicts.
12. First only listen. Then listen and repeat.
a. These sentences:
They study thirty to forty hours.
I am fifteen.
I play twenty-five hours a week.
b. These numbers.
13 30 14 40 15 50 16 60 17 70 18 80 19 90
13. Complete the dialogue with the expressions in the box.
a. Listen and check.
b. Listen and repeat.
c. Role-play the dialogue with your partner.
addict real world spend too much whats
A: _________ Davids problem, do you think?
B: He spends _________ time on the Internet.
A: Do you think he is a computer _________?
B: I think he needs to _________ more time in the ___________________.
20 - 25 hs
10
- 15
h
s
0
-

1
0

h
s
1
5
- 2
0

h
s
- HOW MANY HOURS A
WEEK DO YOU
?
0-10 10-15
15-20 20-25
- DO YOU ?
YES NO
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12.+ First play the recording and ask
the students only to listen. Then play
the recording again for students to
repeat each sentence and the pairs of
numbers.
(L.A: to imitate a model).
13.++ In pairs, the students
complete the dialogue about Davids
problem using the words and expressions
in the box. Play the recording once for
them to check. Then play the recording
with pauses for them to listen and repeat.
Finally, give them a few minutes to
practice the dialogue and invite some
pairs to roleplay it in front of the class.
(L.A: to consolidate language and
imitate a model).
Answers: Whats; too much; addict;
spend; real world.
14.+++ Preparing a survey. You can
assign this exercise as homework, or
treat it as a mini-project during class
time. Read the instructions aloud and
make sure all the groups understand
what they are expected to do.
a. Students work in groups of three
and think of five questions they can ask
in order to find out if a person is a
computer addict.
b. They write a questionnaire like the
one on page 37; they write a copy for
everyone in their group.
c. Individually, the students apply the
questionnaire to their classmates.
Encourage them to ask as many
students as they can.
d. The students draw a graph with the
results of each question. Make sure
your students are familiar with the
different kinds of graphs they can use:
pie chart, bar graph, line graph, etc.
20
19
e. The students write a short
paragraph to summarize the results.
Show them how to follow the pattern
in the book.
(L.A: to consolidate lexical and
grammatical content; to relate a topic to
their own reality).
15.+ Encourage fast learners to
present all the information in a poster
and display it in the classroom.
(L.A: to summarize information; to
prepare graphic organizers).
FL
LANGUAGE
5. How much or how many? Complete the questions.
a. ____________hours do you watch TV a day?
b. ____________money do you spend a month?
6. Match each sentence (a. and b.) with what it represents (i. and ii.).
a. Teenagers dont do enough exercise and eat too much fast food.
b. Water freezes when it reaches 0 C.
i. A general scientific rule.
ii. A present state of facts.
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MINI - TEST MINI - TEST
READI NG
1. Read the text in lesson 1 again and complete the following chart.
a. The use of the ____________can be an addiction.
b. Playing ____________stops me from exercising and playing basketball.
c. Many of the games are very ____________.
4. Listen and circle the correct alternative.
a. I began to be an addict when I was ten / twelve.
b. I play for twenty - five / thirty - five hours a week.
c. I have no / lots of friends.
2. Are these people really fit, quite fit or not fit?
a. Polly always eats a balanced diet; she never does exercise and usually stays up too late at night.
b. Ben always eats a balanced diet, always does lots of exercise and sleeps eight hours every night.
c. Chris always eats a lot of fast food, never does exercise and watches T.V. until late every night.
3 pts
4 pts
3 pts
3 pts
2 pts
2 pts
computer games Internet violent
0-3
Keep trying
4-8
Review!
9-13
Well done!
14 -17
Excellent!
total
score
17 pts
Good for ones health Not good for ones health
LI STENI NG
3. Listen to the recording in lesson 2 again and complete the sentences with the words in
the box.
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MINI - TEST
The mini-tests in lessons 1 and 2 provide
material to check and revise students
progress and information to the teacher
about any points that the majority of the
students may have problems with. Make
sure they understand what they are
expected to do and then give them time
to answer individually.
Answers:
READING
1. -Good for ones health
Eat fresh fruit and vegetables
Play sports and walk
-Not good for ones health
Eat sweets and chocolates
Watch TV a lot of time till late at night
2. a. quite fit; b. really fit; c. not fit.
LISTENING
3. a. Internet. b. computer games.
c. violent.
4. a. ten. b. twenty-five. c. lots.
5. a. how many. b. how much.
6. a. ii. b. - i.
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UNIT 2
44
BEFORE READI NG
1. Read the dialogue and choose your favorite ending, a or b. Which of
the children is doing the correct thing?
The test is
in three
days time!
I know.
I always study
a little every
day.
Im going to
study the night
before. Come
on! Lets go
cycling!
Yes! Lets go.
Why dont
you come
and study
with me?
Hi. Im
studying for
the test.
Hi, Mary. What
are you doing?
w
eek's p
lan
tired
step
b
rain
PICTIONARY
aw
ake
LEARNING TO LEARN Lesson 3
a b
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BEFORE READING
Introduce the topic asking your students
to read the name of the lesson and
eliciting ideas about the content of the
text. Invite them to look at the words in
the Pictionary and connect them with the
topic of the lesson. Start a conversation
about their study habits and then invite
them to look at the picture story and
identify:
the location (a boys bedroom, a girls
bedroom)
the characters (a boy and a girl / two
students / two friends)
the situation (the children are talking on
the phone, they are classmates, they
have a test in three days time, the boy
wants to go cycling, the girl is studying)
the special ending of the story (two
possibilities for students to choose)
1. +Students choose one of the endings
and compare with their partners. Are
they similar?
(L.A: to relate the topic and their own
reality).
2. + Students give their opinions and
give reasons for their choice.
Encourage them to use English as
much as possible, but allow the use of
Spanish if necessary.
(L.A: to relate the topic and their own
reality).
3. ++Students work in pairs to find the
meaning of the words in a dictionary.
Remind them that the dictionary may
give them several options, from which
they will have to choose according to the
context, once they read. Check orally.
(L.A: to understand key words).
Answers: a. lograr. b. descanso,
recreo. c. fecha tope. d. auto-estima.
e. paso. f. desperdiciar.
Invite the students to study the words
in the Pictionary. Make sure they
understand their meaning.
PICTIONARY
awake: despierto/a
tired: cansado/a
brain: cerebro
week's plan: plan semanal
step: paso
4. +Remind students to find clues that
can help them decide the type of text
this is: lay-out, colors, illustrations, etc.
Do not check at this point.
(L.A: to predict type of text).
5. +Tell students to have a quick look at
the text and identify cognates and
words they already know. With this
quick look they can predict one bit of
information they will find in the text.
Do not check at this point.
(L.A: to predict content from cognates
and familiar words).
2. Compare your ending with your partners. Are they similar?
3. With your partner, find the meaning of these words in the dictionary.
a. achieve b. break
c. deadline d. self-esteem
e. step f. waste
4. Pay special attention to all the familiar words in the text. Underline them
and predict one piece of information you will find in it.
5. Have a quick look at the text below. What kind of text is it?
a. A newspaper article. b. Tips in a teenagers magazine.
c. A doctors prescription. d. An advertisement.
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45
READI NG
A
a. Make a timetable.
b. Have short regular breaks.
c. Study the night before.
d. Worry too much.
B
i. Youll feel anxious.
ii. Youll feel more awake.
iii.You wont remember information well.
iv.Youll have time to relax, have fun and study.
6. Read the text quickly and check if your option in exercise 5 was correct.
7. Read the text again and identify the incorrect actions in the dialogue.
8. Match the actions in column A with their consequences in column B.
American English:
organization
British English:
organisation,
organization
Dont study for hours the day before your exams! You will feel
tired and your brain wont work well.
Dont study for a long period without breaks. You will not
remember information very well.
Dont worry too much. You will feel more stressed and anxious
and will not learn well.
Dont try to learn a lot in a short time.
Dont try to solve problems by yourself, ask for help.
Adapted from: Back to school, J-14 (Just for teens magazine), September 2006.
Yes! No!
Plan your time carefully. Good time organization helps you to learn
fast and well.
Plan your school work step by step, with deadlines that are possible
to achieve. This will give you more self-esteem. Make a study timetable three weeks before your exams, and leave
free time to relax and have fun.
Have a short break every 45 minutes while you study. Stand up and
walk around, youll feel more awake!
Prepare a weeks plan with all your activities (school, meals, study,
fun, etc,). You will see where you are wasting time that you can use
to study or read.
Revise little and often (every day, every two days, every three days).
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READING
6. +The students read the text quickly
and check if their option about the
type of text was correct and if the
information they predicted is actually
in the text. Check orally.
(L.A: to validate predictions and
identify type of text).
Answers: b.
7. ++The students read the text again,
now more carefully, to identify the
incorrect actions in the picture story.
(L.A: to find and match specific
information).
Answers: Study for hours the night
before your exams.
8. ++ Students read the text again to
form logical relations between the
sentences in columns A and B,
according to the text.
(L.A: to find and match specific
information).
Answers: a. iv.; b. ii.; c. iii.; d. i.
UNIT 2
46
9. With your partner, add one affirmative and one negative instruction
to the list of studying tips.
a. _____________________________________
b. _____________________________________
10.How do these people feel? Find the correct word for each picture
and then complete the puzzle.
angry bored confused excited happy sad scared
AFTER READI NG
L A N G UA G E F O C U S Giving instructions
1. Look at these examples from the text.
Make a study timetable. Dont worry too much.
2. Find more examples in the text and classify them into affirmative and
negative instructions. Compare the structures.
3. Complete this general rule.
To give _______________instructions, we use only the verb.
To give negative _______________, we use _______________+ the verb.
a
b
c
d
e
f
g
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AFTER READING
______________________
LANGUAGE FOCUS Giving instructions
This section is designed to help students
revise or discover a particular grammar
structure or an interesting item of
vocabulary in the text. The activities are
meant to promote independent learning,
so help, guide and check, but do not give
the answers.
1. Revise the examples from the text with
your students.
2. Help them complete the general rule.
Answers: affirmative; instructions;
dont.
______________________
9. ++ In pairs, the students add one
affirmative and one negative
instruction to the list of studying tips.
Motivate students to share their own
experiences when they study. Explain
that their tips may be very useful to
other students.
(L.A: to consolidate vocabulary and
grammar, relating the content of the
text to their own reality).
Answers: Will vary. Check the use of
the Imperative form, both affirmative
and negative.
See Error Alert! at the end of the unit.
10.Read aloud the sentences in the text
that include examples of vocabulary
related to feelings or moods: Youll feel
more awake; you will feel tired; you
will feel more stressed. Ask the
students to identify how the people in
the pictures feel, using the words in
the box. This will help them to solve
the crossword puzzle.
(L.A: to consolidate thematic
vocabulary).
Answers: a. confused. b. bored.
c. scared. d. sad. e. happy. f. excited.
g. angry.
11.+++Form groups of four students and
ask them to ask and answer questions
about feelings in different situations. Give
an example of how to use the pattern and
demonstrate with a student.
(L.A: to consolidate thematic
vocabulary and imitate a model).
Answers:
Example:
A: When do you feel scared?
B: I feel scared when I hear strange
noises in the night.
A: How do you feel when you have a
test the following day?
B: I feel anxious.
12.+ First play the recording and ask
the students only to listen. Then play
the recording again for students to
repeat the instructions. You can ask
some students to mime the instructions
in front of the class for them to guess.
(L.A: to imitate a model).
21
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47
11.In your group, ask and answer questions about feelings in different
situations. Use this pattern and the situations below.
A: When do you feel _____________?
B: I feel _____________ when _____________/ when I _____________.
A: How do you feel when you _____________?
B: I feel _____________.
12. Listen and repeat each instruction. Pay attention to accentuation
and intonation.
13. Read the dialogue below.
a. Infer the meaning of the underlined expressions. What's their
Spanish equivalent?
b. Listen and repeat.
c. Role-play the dialogue with your partner.
A: Whats the matter? You dont look very happy.
B: I have a very difficult test tomorrow.
A: Why dont you ask for help?
B: I did, but nobody can help me today!
14. Read this joke. Do you understand it? Describe another funny
situation making a drawing or writing a paragraph.
FL
a. You have a test tomorrow.
b. Its the first day of your holidays.
c. You dont understand your teacher.
d. You have a lot of homework.
e. You get a good mark in a test.
f. A friend doesnt want to help
you with your homework.
Dont worry too much.
Make a timetable.
Prepare a weeks plan.
Have regular breaks.
Dont study for hours.
REFLECTIONS
What difficulties did I have
when talking about my feelings?
How well did I work in my
group?
Oh! Yes!
Thats exactly
how I feel.
Whats the
problem? Do you
feel tired, stressed,
exhausted?
Mm, its clear;
you have
homeworkitis.
Sure! You must do
your homework, now!
I think Im going to get
a second opinion!
Is it serious?
Does it have a
cure?
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13.++ First students read the
dialogue and infer the meaning of the
underlined expressions. Ask them to
find equivalent expressions in Spanish.
Check orally. Then ask them to listen
and repeat; give them a few minutes
to practice and invite some pairs to
roleplay the dialogue in front of the
class.
(L.A: to infer meanings; to imitate a
model).
Answers:
Whats the matter? = Qu (te) pasa?
Ask for help = pedir ayuda
14.++ Motivate fast learners to
read the joke. Make sure they
understand it; ask them to write or
draw a short one themselves,
illustrating a funny situation.
(L.A: to connect the text and their own
reality).
REFLECTIONS
The purpose of this activity is to help
students reflect on their learning process
and to raise their awareness of how they
develop their own learning strategies to
become more effective learners. They
FL 22
should work on their own but you may
help and guide them when necessary.
Encourage them to keep a record of their
answers in a special section of their
notebooks.
The students read the questions and
reflect on:
the difficulties they had when talking
about their feelings.
how well they worked in their groups.
UNIT 2
48
1. Discuss these statements in your group and decide whether they are
true or false.
a. If I tell an adult that my friend is taking drugs, Im a bad friend.
b. Boys are more likely to get into trouble than girls.
c. Theres nothing I can do if my friends offer me drugs.
2. Answer Kellys question.
a. Talk to your parents. b. Call a TV or radio program.
c. Talk to a friend. d. Nothing at all.
3. Youre going to listen to a radio program. Guess the problem that will
be discussed.
a. Alcoholism b. Anorexia c. Drug addiction d. Depression
4. Before listening to the text, match each word with its meaning in
Spanish.
a. stay away i. deshacerse
b. avoid ii. riesgo
c. get rid of iii.casi
d. sort of iv.evitar
e. risk v. mantenerse alejado
BEFORE LI STENI NG
What should you do if
you have a problem?
Choose an alternative.
5. Listen to the recording and check your guess.
6. Listen to the recording again and identify the type of text.
a. An advertisement b. An advice program c. A news report
7. Listen to the recording again and match the phrases.
LI STENI NG
a. Say
b. Choose
c. Change
i. the subject.
ii. no, thanks.
iii. your friends.
8. Listen to the recording once more and number the sentences in
the order you hear them.
tu
rn
arou
n
d
offer
n
ervou
s
PICTIONARY
d
ru
g
s
HELP FOR YOU! Lesson 4
a. Someone offers me drugs.
b. You can keep your principles.
c. I dont like drugs.
d. Stay away from drugs.
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BEFORE LISTENING
1. ++ Read the statements aloud and
make sure the students understand
them. Form groups of four or five
students and ask them to discuss the
statements and decide whether they are
true or false. Check orally. Answers may
vary depending on students opinions.
You can also elicit more teen problems
and make notes on the board.
(L.A: to relate the topic and their
previous experiences).
2. + Draw students attention to Kellys
question and ask them to choose an
alternative. Invite some groups to share
their answers and ask them to give
reasons for their choices. There are no
right or wrong answers.
(L.A: to relate the topic and their
previous experiences).
3. + Tell the students they are going to
listen to a radio program and ask them to
try and guess the problem that will be
mentioned. Do not check at this stage.
(L.A: to predict content).
4. +Give students a few minutes to match
the key words and their Spanish
equivalent. Tell them to look at the
Pictionary too.
(L.A: to understand key words).
Answers: a. - v. b. - iv. c. - i. d. - iii. e. - ii.
PICTIONARY
drug: droga
nervous: nervioso/a
offer: ofrecer
turn around: darse vuelta
LISTENING
See Transcript at the end of the unit.
5. + Play the recording once and
ask the students to check their
prediction in exercise 3.
Answers: c. Drug addiction.
6. + Play the recording again for
students to identify the type of text.
(L.A: to identify type of text).
Answers: b.
7. ++ Read the phrases aloud with
the class. Then students listen to the
recording again, this time more
carefully, and match them.
(L.A: to find and match specific
information).
Answers: a. ii. b. iii. c. i.
8. +++ The students listen to the
recording once more and number the
sentences in the order they hear them. Warn
them that what they hear may be slightly
different from the written sentences.
23
23
23
23
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49
L A N G UA G E F O C U S Possibility Obligation - No obligation
1. Read the sentences. What do the underlined parts express?
a. You must avoid risk situations.
b. You do not have to talk.
c. You can change the subject.
2. Complete this general rule.
a. Use ____ to give someone strong advice or to express a strong obligation.
b. Use ____to say that something is not necessary.
c. Use ____to indicate a possibility.
AFTER LI STENI NG
Possibility Obligation No obligation
9. Complete the sentences with one of the verbs in the Language Focus.
a. You ________make good choices.
b. You ________to say yes to be accepted by your friends.
c. You ________always find new and better friends.
10.Complete the dialogue between Kelly and her friend with your own ideas.
What can you do if a friend
offers you drugs?
Well, you can ______or ______but
you dont need to ______. What do
you think?
I think
______.
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(L.A: to relate written and spoken
language; to organize information).
Answers: c.; b.; d.; a.
AFTER LISTENING
______________________
LANGUAGE FOCUS Possibility -
Obligation - No obligation
Dont forget that this section is designed to
help students revise or discover a particular
grammar structure or an interesting item
of vocabulary in the text, and that the
activities are meant to promote
independent learning, so help, guide and
check, but do not give the answers.
1. Revise the sentences from the text
with the students. Help them discover
what the underlined parts express.
Answers: a. obligation. b. No
obligation. c. possiblity.
2. Guide the students to complete the
general rule.
Answers: a. must. b. do not have to.
c. can.
______________________
9. ++The students refer to the Language
Focus to complete the sentences.
(L.A: to consolidate a grammar point).
Answers: a. must. b. dont have. c. can.
See Error Alert! at the end of the unit.
10.+++ Tell students to look at the
pictures and identify the people, the
place and the situation. Then, in pairs,
the students complete the dialogue
between Kelly and her friend with their
own ideas. Choose some pairs to share
their work with their classmates.
(L.A: to connect content and their own
reality).
14. In pairs, revise the content of the lesson and write a slogan or
advertisement against drugs. Then share your work with your
classmates.
FL
11.Do you know any other useful tips to say no to drugs? In your group,
write a short piece of advice.
If you want to say no to drugs, you must ____________, ____________and
____________. You can also ____________and ____________.
12. First only listen. Then listen and repeat the words and the tongue
twister.
choose choice change should
If Stu chews shoes, should Stu
choose the shoes he chews
13. Complete the dialogues with phrases from the box.
a. Listen and check.
b. Listen and repeat.
c. Choose one and act it in front of the class.
UNIT 2
50
get rid of sort of What's the matter with got a point
REFLECTIONS
What were the most serious
problems I had when writing
in English?
How many of the new words
can I use?
A: Hey! You look sad!
____________you?
B: My girl / boyfriend doesnt
want to see me any more!
A: My mother says the music is
too loud and I think shes
____________; my ears hurt!
B: Yes, mine too!
A: Have you finished your
homework?
B: Well, ____________. I couldnt do
all the exercises.
A: We must ____________these
clothes. We never wear them!
B: O.K. But please let me see them
before giving them away.
i ii
iii iv
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11.++ Form groups and ask the
students if they know any other useful
tips to say no to drugs. Invite the
groups to write a short piece of advice,
and to share the information with their
classmates. They can write this on the
board or read it aloud. Help with
vocabulary and check their sentences
before they share them with the class.
(L.A: to use information to write a
guided paragraph).
REFLECTIONS
The purpose of this activity is to help
students reflect on their learning process
and to raise their awareness of how they
develop their own learning strategies to
become more effective learners. They
should work on their own but you may
help and guide them when necessary.
Encourage them to keep a record of their
answers in a special section of their
notebooks.
The students read the questions and
identify:
the most serious problems they had
when writing in English.
how many of the new words they used
when doing the exercises.
12.+ First play the recording and ask
the students only to listen. Draw their
attention to the different pronunciation
of the letters ch / t / and sh / /. Then
play the recording again for students
to repeat each word and then the
tongue twister.
(L.A: to identify two English
phonemes; to imitate a model).
24
13.++ Ask the students to look at
the pictures and read the dialogues.
Then they complete them with the
phrases in the box. Remind the
students that the expressions may be
used in colloquial, informal situations,
and that they are very useful in
everyday life.
(L.A: to consolidate key expressions; to
imitate a model).
Answers: i. Whats the matter with.
ii. got a point. iii. sort of. iv. get rid of.
14.+++ Motivate fast learners to
create a slogan or advertisement
against drugs. Encourage them to use
information from the text and their
own ideas, and to share the product of
their work with the class.
(L.A: to reflect on the content of the
text and relate it to their own
experiences).
FL 25
SELF - CARE
51
begin change decrease have increase keep
speak stay turn want watch work
angry bored happy sad worried
MINI - TEST MINI - TEST
READI NG
1. Read the text in lesson 3 again and decide if the following sentences are true or false.
a. You should study for three hours before a test.
b. Making a study plan helps you to know if you waste time.
c. When you feel anxious you dont do well in tests.
2. Match the verbs in box A with a noun in box B.
LI STENI NG
3. Listen to the recording in lesson 4 again and identify the words that you hear.
4. How many people called the program?
a. Two girls b. Three boys c. A girl and a boy
LANGUAGE
5. Rewrite these sentences using must, have to or can.
a. It is possible for you to get a good mark.
You _______________.
b. Its an obligation to stop the car at the red light.
You _______________.
c. The doctor ordered you to stay in bed.
You _______________.
6. Complete the sentences using the adjectives in the box. Follow the example.
Example: I feel impatient when I have to wait for a long time.
a. I ______________when I have a test.
b. I ______________when I get a good mark.
c. I ______________when I dont like a game.
d. I ______________when I get a bad mark.
e. I ______________when a friend doesnt help me.
3 pts
3 pts
1 pts
5 pts
3 pts
5 pts
0 - 5
Keep trying
6 - 10
Review!
11 - 15
Well done!
16 - 20
Excellent!
total
score
20 pts
feel make waste anxiety time a timetable
A B
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MINI - TEST
The mini-tests in lessons 3 and 4 provide
material to check and revise students
progress and information to the teacher
about any points that the majority of the
students may have problems with. Make
sure they understand what they are
expected to do and then give them time
to answer individually.
Answers:
READING
1. a. False. b. True. c. True.
2. feel anxiety; make a timetable; waste
time.
LISTENING
3. change, have, stay, keep, want.
4. c.
LANGUAGE
5. a. You can get a good mark. b. You
must stop the car at the red light. c. You
must stay in bed.
6.Students write sentences like the
example using the adjectives in the box.
Answers:
a. feel anxious. b. feel happy. c. feel
bored. d. feel sad. e. feel angry.
23
UNIT 2
52
BEFORE READI NG
READI NG
1. Answer Kellys question.
2. Look at the pictures. Can you identify any of the situations in Kellys list?
3. Before reading the text, find the meaning of these words in the
dictionary.
a. pick on b. device c. nasty
d. safe e. blame (v) f. footage
4. What's the text about?
a. Insulting phone calls.
b. Bullying facts.
c. Bullying in the future.
5. Read the text and check if your were right in exercise 4.
6. Read the text again and identify which paragraph refers to these
points.
a. Ways to solve the problem.
b. People who suffer bullying.
c. A special type of bullying.
d. A definition.
upset
skin
m
obile
PICTIONARY
fight
BULLYING -
YOU ARE NOT ALONE Lesson 5
a b
d
e f
c
Which of
these situations
seem familiar to you?
i. My classmates call me
names.
ii. Nasty students damage
my things.
iii. Old students intimidate
young students.
iv. Someone is making
abusive phone calls.
v. Someone is sending
offensive phone texts.
vi. Someone is posting
insulting messages
on the Internet.
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Make sure your students are familiar with
the concept of bullying (certain students
frighten or hurt weaker students). Start a
conversation (in Spanish if necessary)
about this controversial topic, and ask
them if they have had the opportunity to
witness or even if they feel they have ever
been victims of bullying.
BEFORE READING
1. ++The students read Kellys question
in small groups and try to understand
the descriptions of the situations.
(L.A: to connect the topic with their
previous experiences).
2. +The students recognize and match the
situations in exercise 1 and the pictures.
(L.A: to connect written information and
pictures that represent it).
Answers: a. i, ii. b. v. c. iii.
d. ii, iii. e. iii. f. i.
3. ++ You can ask the whole class to
look up all the words in a dictionary, or
you can divide the class into 6 groups
and assign one word to each group.
Remind them that they will only be
able to get the exact meaning of the
word when they see it in context, in
the text they are going to read.
(L.A: to understand key words).
Answers: a. elegir. b. aparato.
c. desagradable. d. seguro/a.
e. culpar. f. secuencia filmada.
4. + Students predict what the text is
about. Do not check at this point.
(L.A: to predict content).
Invite the students to study the words
in the Pictionary. Make sure they
understand their meaning.
PICTIONARY
cell phone: telfono celular
fight: pelea
skin: piel
upset: molesto/a
READING
See Error Alert! at the end of the unit.
5. +The students read the text and check
their predictions. Check orally.
(L.A: to validate predictions).
Answers: b.
6. ++ Students read the text again, more
carefully and find which paragraph
refers to the topics mentioned.
(L.A: to find general information in
paragraphs).
Answers: a. III. b. II. c. IV. d. I.
SELF - CARE
53
7. Read the text again and write what you should and shouldnt do if you
are bullied.
I. Bullying often starts when
people pick on something
about you that is different. It
can be how big you are, the
color of your skin, or how
you are doing at school.
II. Bullying can happen to
almost anyone. They are all
ordinary and nice students
who meet a very nasty
person.
III. If this happens to you,
tell someone you trust: a
friend, a teacher and/or your
parents. During breaks and
lunchtime, try to stay in safe
areas of the school with
many other people. If
someone hurts you, tell a
teacher immediately and
make sure you tell your
parents.
Dont show you are angry or
upset, and dont fight back.
If you do this, think that
they can blame you.
IV. A special type of bullying
is cyber bullying, which uses
electronic devices such as
mobile phones and
computers. Happy slapping
is a new form of bullying
where bullies film the attacks
on a cell phone camera and
then they share the videos
with their friends.
These attacks are illegal, so
you must report them to a
teacher, parent or even the
police as soon as possible.
They can use any footage on
mobiles as evidence of the
attacks.
should shouldnt
8. What kind of bullying is happy slapping?
9. What is the purpose of this web page?
a. To tell stories.
b. To inform children what to do.
c. To exchange ideas about bullying.
American English:
Cellphone
British English:
Mobile phone
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7. +++ Ask the students to read the
text again, find what they should and
shouldnt do if they are bullied and
write the suggestions in the
corresponding column of the chart.
(L.A: to find and classify specific
information).
Answers:
Should:
Tell someone you trust
Stay in safe areas
Tell a teacher or parents
Shouldnt:
Show you are angry
Fight back
8. ++ The students identify the
definition of happy slapping in the text.
(L.A: to find specific information).
Answers: It is a form of bullying in
which the person that is attacked is
filmed on a cell phone camera.
9. ++The students recognize the
purpose of the web page.
(L.A: to identify communicative
purpose of text).
Answers: b.
UNIT 2
54
10. First only listen. Then listen and repeat the words and the tongue
twister.
back be bully bullying mobile
A big black bug bit a big black bear
a. Listen and check.
b. Listen and repeat.
c. Role-play the dialogues with your partner.
12.Read the statement below and translate it into Spanish. Do you agree?
Everyone has the right to be respected and the responsibility to respect others
L A N G UA G E F O C U S If Clauses (1)
1. Revise these sentences from the text. Pay attention to the word in bold.
If this happens to you, tell someone you trust.
If someone hurts you, tell a teacher immediately.
If you do this, think that they can blame you.
2. How many parts can you identify in each sentence?
3. Which part of the sentence does the word in bold introduce?
a. A condition. b. A result. c. A consequence. d. A reason.
4. Complete the rule.
When we want to indicate a ____________and give an instruction in a
sentence, we use the word ____________at the beginning of the sentence
and the ____________form to give the instruction.
AFTER READI NG
a. You see someone bullying a friend.
b. Someone sends you abusive text messages.
i. You must tell your parents or even the police!
ii. You must tell your teacher or somebody you trust.
A
B
You can find more useful information about this topic on the Internet at:
http://www.bullying.org/
http://www.stopbullyingnow.hrsa.gov/
11. Join the sentences in box A with sentences in box B. Form
conversations beginning with What can I do if....
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AFTER READING
10.+ First play the recording and ask
the students only to listen. Then play
the recording again for students to
repeat each word and the tongue
twister, paying special attention to the
pronunciation of / b /, produced with
both lips put tightly together and then
separating them with force.
(L.A: to imitate a model).
______________________
LANGUAGE FOCUS If Clauses
This section is designed to help students
26
revise or discover a particular grammar
structure or an interesting item of
vocabulary in the text. The activities are
meant to promote independent learning,
so help, guide and check, but do not give
the answers.
1. Tell the students to revise the
sentences from the text, drawing their
attention to the word in bold.
2. Help them notice that each sentence is
constituted by two parts: two subjects,
two verbs.
3. Students should discover that the word
if introduces a condition. (si esto
ocurre).
4. Ask some students to complete the
rule on the board.
Answers: condition if imperative.
______________________
11.++ Read the instructions with
the class and model a dialogue with a
student. Give them a few minutes to
write the different dialogues. Play the
tape once for them to check, and then
play it again for them to listen and
repeat. Let them rehearse the
dialogues in pairs and ask some
students to roleplay them in front of
the class.
27
YOU ARE ON THE SCHOOL
PLAYGROUND AND
SOMEONE HITS YOU. DO
YOU HIT HIM / HER BACK?
YOU ARE WALKING TO
SCHOOL AND SOME
BULLIES ASK FOR YOUR
MONEY. DO YOU GIVE
THEM THE MONEY?
ONE OF YOUR BEST
FRIENDS STARTS TO BULLY
YOU. DO YOU TELL YOUR
PARENTS?
YOU SEE SOMEONE
BEING BULLIED. DO
YOU ASK FOR HELP?
A BULLY THREATENED
YOUR LITTLE BROTHER.
DO YOU CONFRONT THE
BULLY?
FINAL MESSAGE:
BULLYING IS SOMETHING
WE ALL NEED TOTHINK
ABOUT. WORKING
TOGETHER, WE CAN MAKE
THE LIVES OF YOUNG
PEOPLE BETTER.
A BULLY FINDS YOU ALONE
AND STARTS BEATING YOU.
DO YOU SHOUT FOR
ATTENTION AND RUN AWAY?
SELF - CARE
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REFLECTIONS
How did the exercises help
me to understand the text?
On what occasions did I show
respect for my classmates
opinions?
13.How much did you learn about bullying? Try this quiz!
14. Add two more questions to the quiz describing any other
bullying situations.
FL
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(L.A: to consolidate a grammar point;
to imitate a model).
12.Tell students to read the statement
and translate it into Spanish. Ask them
if they agree.
Answers: May vary, but it is highly
desirable that all students agree with
the statement.
Todos tenemos derecho a ser
respetados y la responsabilidad de
respetar a los dems.
13.++ Encourage your students to find
out how much they learnt about
bullying by answering the quiz and
getting the final message.
(L.A: to consolidate thematic
vocabulary; to relate content and own
reality).
14.++ Motivate fast learners to add
two more questions to the quiz and
ask them to their classmates.
(L.A: to expand content and
vocabulary).
REFLECTIONS
The purpose of this activity is to help
students reflect on their learning process
FL
and to raise their awareness of how they
develop their own learning strategies to
become more effective learners. They
should work on their own but you may
help and guide them when necessary.
Encourage them to keep a record of their
answers in a special section of their
notebooks.
The students read the questions and
analyze:
how the exercises helped them to
understand the text.
the occasions in which they showed
respect for their classmates opinions.
EPISODE 2:
FITNESS CLASS
EPISODE 2:
FITNESS CLASS
K
e
l
l
y

H
a
r
d
r
o
c
k
,

s
c
h
o
o
l

r
e
p
o
r
t
e
r
K
e
l
l
y

H
a
r
d
r
o
c
k
,

s
c
h
o
o
l

r
e
p
o
r
t
e
r
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Kelly Hardrock, school
reporter
Help students identify the connection
between the characters that have
appeared in the lessons and those in the
cartoon. Help them revise what happened
in the previous episode of the cartoon.
You can ask these questions:
Who is the girl in the cartoon?
What is her connection with Chile?
What happened in the previous episode?
Where was she?
Notes
___________________________
___________________________
___________________________
___________________________
___________________________
___________________________
___________________________
___________________________
___________________________
___________________________
___________________________
___________________________
___________________________
___________________________
___________________________
___________________________
___________________________
___________________________
___________________________
___________________________
___________________________
___________________________
___________________________
___________________________
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Motivate them to read this episode on
their own and help only if they ask you to.
You can ask some students to summarize
the episode, in Spanish if necessary.
Notes
___________________________
___________________________
___________________________
___________________________
___________________________
___________________________
___________________________
___________________________
___________________________
___________________________
___________________________
___________________________
___________________________
___________________________
___________________________
___________________________
___________________________
___________________________
___________________________
___________________________
___________________________
___________________________
___________________________
___________________________
ATTITUDES
reflect on the importance of
respecting human dignity and
peoples right to be respected?
LISTENING
identify sentence connectors?
identify speakers in a
conversation?
recognize intonation patterns?
LANGUAGE
use modal verbs?
READING
use key words to organize a
text?
relate cause and effect?
recognize textual elements?
WRITING
write affirmative and negative
instructions?
SPEAKING
ask and answer questions
about physical activities?
UNIT 2
58
SYNTHESIS SYNTHESIS TEST YOUR KNOWLEDGE TEST YOUR KNOWLEDGE
READING: HEALTH ADVICE FOR TEENS
1. Read the text and relate sentences in box A with
sentences in box B.
2. Read the text again and identify the incorrect statements.
a. You can eat all the diet food you want.
b. It is better to eat a snack instead of vegetables.
c. You must replace sugar by sweeteners.
d. You must eat three balanced, healthy meals a day.
Drink lots of water every day.
Drink lots of milk (at least
4 1/2 servings a day). Strong
bones and healthy teeth are
very attractive!
Find healthy alternatives to
between-meal snacks: carrots
instead of cookies, popcorn
or pretzels instead of chips.
Dont think that fat-free or
diet foods mean that you can
eat twice as much.
Make sure youre eating
three balanced, healthy
meals a day. Skipping meals
can make you feel so hungry
that you might overeat at the
next one.
Avoid artificial sweeteners.
Take a multi-vitamin each
day in addition to a healthy
diet. Remember, though,
vitamins do NOT replace
food.
Even fast food places have
healthy options; if available,
take a look at a nutrition
chart.
Taken from:
http://www.teenhealthfx.com/
answers/teenTips/tip_6.php
HEALTHY EATING HABITS TO ADOPT
a. You drink lots of milk.
b. You eat diet food.
c. You skip meals.
d. You take vitamins.
e. You cant eat twice of everything.
f. You cant replace food.
g. You will eat a lot at the next meal.
h. Your bones will be strong.
A
B
4 pts
4 pts
Revise the content of Unit 2.
Which exercises helped you to:
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SYNTHESIS
Revise the content of Unit 2 with your
students and help them to analyze and
reflect on which exercises helped them
achieve the learning objectives.
TEST YOUR KNOWLEDGE
Explain to the students that the purpose
of this section is to help them revise
contents and evaluate their performance
in the whole unit. Read the instructions
and make sure they all understand what
they are expected to do in each activity.
Encourage them to give honest answers in
order to detect their strengths and
weaknesses. Check students results and
revise any points that the majority of
them had problems with.
Answers:
READING
1. a. h. b. e. c. g. d. f.
2. a. , b. and c. are incorrect.
LISTENING
See Transcript at the end of the unit.
3. a. ii. b. iii.
4. a. Speaker 3. b. Speaker 1. c. Speaker 2.
d. Speaker 1. e. Speaker 3.
28
SELF - CARE
59
4. Listen to the recording once more and identify
who says the following statements, speaker 1, 2 or 3.
a. The Internet is amazing.
b. I dont use the computer for fun.
c. I use the computer for all kinds of things.
d. I only use it for sending and receiving e-mails.
e. I spend a lot of time watching videos.
LANGUAGE
5. Complete the following questions with How much
or How many.
a. ____________________water do you drink a day?
b. _________________hours do you spend on theInternet?
c. ________________times do you revise before a test?
6. Match the two parts of the sentences below.
7. Relate sentences in A with sentences in B using if.
A:a. Someone starts calling you names.
b. A bully demands your money.
c. Someone sends you an insulting text message.
B: i. Dont fight with him/her.
ii. Tell your parents or even the police.
iii. Tell an adult you trust.
ORAL EXPRESSI ON
8. Give your classmate two affirmative and two
negative instructions to help him / her learn better.
LISTENING COMPUTERS IN MY LIFE
3. Listen to the recording and choose the best alternative.
a. The speakers are
i. asking for advice.
ii. giving their opinion.
iii. telling a story.
b. The speakers are
i. parents.
ii. teachers.
iii. teenagers.
a. I dont like computers
b. Avoid fast food
c. I like computer games
i. but they are very
violent.
ii. because I find them
boring.
iii. and artificial
sweeteners.
2 pts
5 pts
3 pts
3 pts
3 pts
4 pts
0 - 6
Keep trying
7- 14
Review!
15 - 21
Well done!
22 - 28
Excellent!
total
score
28 pts
Check your progress in this unit
marking the box that is true for you.
SELF-EVALUATION SELF-EVALUATION
I can organize a text in a logical
order.
I understand the general idea(s) of
texts.
I can relate cause and effect.
I can give examples.
I can apply new vocabulary.
I can use everyday English.
Did I like to work in a group?
Did I enjoy the topic?
Did I help my partners?
I can organize ideas to write short
paragraphs.
I can reproduce short dialogues.
I can follow instructions.
I use my previous knowledge to
understand texts.
I infer information from intonation
pattern.
I can relate ideas.
listening
language
speaking / writing
project / group work
reading
Help! Great! Not too bad
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LANGUAGE
5. a. How much. b. How many.
c. How many.
6. a. ii. b. iii. c. i.
7. a. If... + iii. b. If... + i. c. If... + ii.
ORAL EXPRESSION
8. Students do this activity in pairs and
evaluate their partners performance.
Encourage honest marking.
SELF - EVALUATION
The purpose of this section is to allow
students to reflect on their strengths and
weaknesses. Make sure they all
understand what they are expected to do
and give them enough time to answer the
questions. Encourage students to give
honest answers and show interest in their
results.
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TRANSCRIPTS
READING - HOW FIT ARE YOU?
Pronunciation
First listen. Then listen and repeat each sentence.
How many hours do you sleep every night?
How much sugar do you put in your tea?
How much water do you drink a day?
How many kilometers do you walk in a week?
READING - HOW FIT ARE YOU?
Oral Practice
A: How many times a week do you do physical exercise?
B: Well, two or three days a week. What about you?
A: I never do exercise, but I love watching sports on T.V.
B: Why don't you come with me instead?
A: OK. Let's go!
LISTENING - WHO'S IN CONTROL?
Presenter: The use of the Internet can be an addiction like
alcoholism or drug use. Researchers say that Internet
addicts spend at least thirty to forty hours online
every week. They are worried particularly about
young people because the net is taking the place of
sports or games for some of them. Nowadays, teens
spend more time in cyberspace than in the real world
with friends and family! What can you say about
this, David? Do you think you are a computer addict?
David: Er.well I think I began to be a computer addict
when I was ten. Now I am fifteen, and I can't get rid
of my habit. I try, but the games are so cool!
Presenter: How many hours do you play?
David: These days I play for about twenty-five hours a
week. I play computer games instead of exercising
and playing basketball.
Presenter: Do you spend time with friends?
David: No, I don't have time.
Presenter: Do you think you are antisocial?
David: No! Not at all. I have lots of friends at school.
Presenter: Do you play violent computer games?
David: Many of the games are very violent, but nobody
takes them seriously. They are just fun! That is the
main problem with the games that they are too
much fun!
LISTENING - WHO'S IN CONTROL?
Pronunciation
First only listen. Then listen and repeat.
a. These sentences:
They study thirty to forty hours.
I am fifteen.
I play twenty-five hours a week.
b. These numbers.
13 - 30 14 - 40 15 - 50 16 - 60 17 - 70 18 - 80
19 - 90
LISTENING - WHO'S IN CONTROL?
Oral practice
A: What's David's problem, do you think?
B: He spends too much time on the Internet.
A: Do you think he is a computer addict?
B: I think he needs to spend more time in the real world.
READING - LEARNING TO LEARN
Pronunciation
Listen and repeat each instruction. Pay attention to accentuation
and intonation.
Don't worry too much.
Make a timetable.
Prepare a week's plan.
Have regular breaks.
Don't study for hours.
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READING - LEARNING TO LEARN
Oral Practice
A: What's the matter? You don't look very happy.
B: I have a very difficult test tomorrow.
A: Why don't you ask for help?
B: I did, but nobody can help me today!
LISTENING - HELP FOR YOU!
Presenter: This is WPST 97.5, HELP FOR YOU! You've got
questions? We've got the answers! Hello! What's your
name?
Boy: Hi, I'm Kevin
Presenter: How are you, Kevin? What's the matter with you?
Kevin: WellI really don't like drugs, but two of my friends
do and they want me to try them.
Presenter: How old are you?
Kevin: I'm fourteen.
Presenter: OK, Kevin. Do you want to stay healthy? Then stay
away from drugs.
Kevin: How can I do that?
Presenter: You must avoid situations of risk, or you can get rid
of those friends.
Kevin: What?
Presenter: It is simple, Kevin! One of the most important things
you can choose is your friends. You should keep your
principles and just say NO! Thank you for calling,
Kevin.
Kevin: Thank you!
Presenter: Good afternoon, who's calling?
Girl: Hello, my name's Lily.
Presenter: Have you got a problem?
Lily: Well, sort of. I don't know what to do or say when
someone offers me drugs.
Presenter: Well, it's easy. Say no, thanks. This technique is
fundamental, but you can also change the
conversation or talk and talk and talk about
anything else!
Lily: Sometimes I get very nervous.
Presenter: You've got a point there, but in those cases you don't
have to talk. You can look the other way, turn
around or start a conversation with someone else.
Any other calls?
LISTENING - HELP FOR YOU!
Pronunciation
First only listen. Then listen and repeat the words and the tongue
twister.
choose choice change should
If Stu chews shoes, should Stu choose the shoes he chews?
LISTENING - HELP FOR YOU!
Oral Practice
a.
A: Hey! You look sad! What's the matter with you?
B: My boyfriend doesn't want to see me any more!
b.
A: My mother says the music is too loud and I think she's got a
point! My ears hurt!
B: Yes, mine too!
c.
A: Have you finished your homework?
B: Well, sort of. I couldn't do all the exercises.
d.
A: We must get rid of these clothes. We never wear them!
B: O.K. But please let me see them before giving them away.
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READING - BULLYING - YOU ARE NOT ALONE
Pronunciation
First only listen. Then listen and repeat the words and the tongue
twister.
back be bully bullying mobile
A big black bug bit a big black bear.
READING - BULLYING - YOU ARE NOT ALONE
Oral Practice
A: What can I do if I see someone bullying my best friend?
B: I'm not sure, but I think you must tell your teacher or
somebody you trust.
A: And if someone sends me offensive text messages?
B: You must tell your parents or even the police!
TEST YOUR KNOWLEDGE
Listening - Computers in my Life
Presenter: Most teens use computers now, but what for? Would
their lives be different without them? We talked to
three teenagers to find out. Danny, what do you use
your computer for?
Danny: Computers are not very important for me. I don't like
computer games or chat rooms, so I don't use the
computer for fun. I hate looking for information on
the Internet; I think it's boring and not as quick and
easy as reading books. I have a computer at home
but I only use it for sending and receiving e-mails.
Presenter: What about you, Kim?
Kim: Computers are very important in my life. I've got one
at home and everyone in my family uses it. I use the
computer for all kinds of things: homework, chat,
emails, gamesI can't imagine my life without it!
Presenter: Tell us about your situation, Patsy.
Patsy: I think the Internet is amazing; I use my computer
most of the time to chat with other people. I spend a
lot of time watching videos, surfing sport pages, and
listening to music. Without computers our lives
would be really boring!
Presenter: This was the opinion of three teenagers like you.
What is your opinion? Phone us and tell us! Our
number is (fade)
LISTENING TEST:
BAD SLEEP CAN AFFECT STUDENTS' GRADES
Jane: How many hours do you sleep every night, Tom?
Tom: I don't know, between 7 and 9 hours. Why do you ask,
Jane?
Jane: Because my mother told me that teenagers who don't
sleep enough will probably get bad grades at school.
Tom: Why does she say that? How does she know?
Jane: Well, she is a teacher, and she applied a questionnaire
in her class. She says that students that get lower
grades are those who sleep less, and then they find it
very difficult to concentrate during the day.
Tom: Mm, sounds right. What else did she discover?
Jane: She also found out that those students snore every
night and have a hard time waking up in the morning.
They are always falling asleep in class!
Tom: I never thought that sleeping well was so important.
Jane: So, Tom, are you sleeping enough?
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READING - HOW FIT ARE YOU?
Exercise 10
Countable and uncountable nouns.
Some nouns are countable with one meaning and uncountable with
another meaning.
Examples: a fish, countable (animal) / some fish, uncountable
(food); a coffee, countable (a cup of coffee) / some coffee,
uncountable (the liquid); a paper, countable (newspaper or
document) / some paper, uncountable (material); a glass, countable
(container) / some glass, uncountable(material), etc.
READING - LEARNING TO LEARN
Exercise 9
Imperatives, Fry in hot oil. (Not: You fry in hot oil). Dont mix
with the other ingredients (Not: Not mix with the other
ingredients).
LISTENING - HELP FOR YOU!
Exercise 9
Students may tend to put to after modal verbs; explain that can,
must, could, should, would, etc. are followed by the infinitive
without to.
I could buy some vegetables for tomorrow. (Correct).
I could to buy some vegetables for tomorrow. (Incorrect).
READING - BULLYING - YOU ARE NOT ALONE
Exercise 7
Students may tend to put to after should; explain that modal
verbs such as can, must, should, would, etc. are followed by the
infinitive without to.
I can make a cake. (Correct).
I can to make a cake. (Incorrect).
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ERROR ALERT!
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BACKGROUND INFORMATION
ENIAC, short for Electronic Numerical Integrator And Computer,
was the first general-purpose electronic computer. Precisely, it
was the first high-speed, purely electronic, Turing-complete,
digital computer capable of being reprogrammed to solve a full
range of computing problems, (earlier machines had been built
with some of these properties). ENIAC was designed and built to
calculate artillery firing tables for the U.S. Army's Ballistic
Research Laboratory.
The contract was signed on June 5, 1943 and Project PX was
constructed by the University of Pennsylvania's Moore School of
Electrical Engineering from July, 1943. It was unveiled on
February 14, 1946 at Penn, having cost almost $500,000. ENIAC
was shut down on November 9, 1946 for a refurbishment and a
memory upgrade, and was transferred to Aberdeen Proving
Ground, Maryland in 1947. There, on July 29 of that year, it was
turned on and would be in continuous operation until 11:45 p.m.
on October 2, 1955.
LISTENING - WHOS IN CONTROL?
THE FIRST COMPUTER
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COMPLEMENTARY ACTIVITIES
1. In pairs, ask and answer questions to complete the missing information in each paragraph.
2. How do you spend your free time? How often do you?
a. Prepare a quiz about free-time activities and apply it to some friends.
Use these prompts as clues:
At home : work / study at the weekend; go away; stay late in bed; watch TV / films; play video
games; chat with friends
Sports: play a sport; go to the gym; watch sports on TV
Culture: go to a concert / visit a museum / read
Friends: visit friends; meet other people; visit relatives; go out with your parents
b. Present the information in graphs, charts, diagrams or any other visual organizer. Draw separate
organizers for each category above.
c. Report your results in class.
Questions
(1) How much / How many water or juice
do I need to drink in the morning?
(3) How much / How many grilled fish
should I eat for lunch?
(5) How much / How many fruits can I eat?
Questions
(2) How much / How many cups of
coffee or tea should I drink?
(4) How much / How many green
vegetables should I eat at
lunchtime?
(6) How much / How many water
can I drink?
STUDENT A
If you want to be healthy, perhaps you need to go on a
diet. Start the day by drinking (1) ___________water
or orange juice, a cup of coffee or tea, and no sugar!
For lunch you should eat (3) ___________ grilled fish
with some green vegetables.
If you are still hungry, eat (5) ___________fruits or
nuts. And to drink, just water! It hasnt got any calories
so you can drink as much as you want. For dinner,
have some soup and bread. You can also have a cup of
coffee.
STUDENT B
If you want to be healthy, perhaps you need to go on a diet. Start
the day by drinking a glass of water or orange juice, (2)
____________ coffee or tea, and no sugar!
For lunch you should eat some grilled fish with (4) ____________
green vegetables.
If you are still hungry, eat two or three fruits or nuts. And to drink,
just water! It hasnt got any calories so you can drink (6)
____________. For dinner, have some soup and bread. You can
also have a cup of coffee.
LESSON: HOW FIT ARE YOU?
LESSON: WHOS IN CONTROL?
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3. Giving instructions. Match the two halves:
A B
Listen in the test.
Read your time.
Dont cheat the door, please.
Dont waste to the teacher.
Make your books.
Open a timetable for the week or month.
Close the exercises carefully.
4. Complete the following sentences with must, mustnt, can or dont have (to).
a. At our school, we ________________to wear a uniform. We ________________wear jeans, sweaters and
sneakers but we ________________wear piercings or tatoos.
b. When the traffic lights are red, you ________________stop.
c. When you finish, you ________________turn the lights off.
d. If you travel to the U.S.A., you ________________take your passport, but if you go to Argentina you
________________to take it. You ________________ take your identity card.
5. Look at the picture of Jims room and write a list of suggestions for him.
Example: He should make his bed.
LESSON: LEARNING TO LEARN
LESSON: HELP FOR YOU!
LESSON: BULLYING - YOU ARE NOT ALONE
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EXTRA TEST
A study from the Academy of General Dentistry
stated that prolonged exposure to soft drinks can
cause the loss of enamel in our teeth, and even a
short exposure can cause dental erosion.
Many people only worry about the sugar content
of soft drinks, or they think that diet" drinks
contain less sugar. But diet drinks contain also
phosphoric and citric acids that can cause dental
erosion.
According to Kenton Ross, a dentist from the
Academy, drinking any type of soft drinks is risky
to the health of our teeth.
Many of the soft drinks people consume contain
nine to twelve teaspoons of sugar, and have an
acidity that is near the level of battery acid.
For example, one type of cola ranked 2.39 on the
acid scale, compared to battery acid, which is 1.0.
The study recommends that people limit
consumption of soft drinks to meals and to drink
them with a straw, which reduces soda's contact
with the teeth.
The study also found that products that come
from beer are non-carbonated and do not contain
the acids that harm teeth, but that non-colas can
cause more dental erosion than colas.
READING
SOFT DRINKS CAUSE DENTAL EROSION
1. Have a quick look at the text and identify what kind of text it is.
a. An extract from a novel b. A scientific article
c. A news report d. An advertisement
2. Read the text carefully and complete.
a. When you drink a lot of soft drinks you can lose the ______________________.
b. Many people think that diet drinks contain ______________________.
c. We should use a ______________________when we drink soft drinks.
d. Products that come from beer do not ______________________our teeth.
3. Read the text once more and find this information.
a. Two kinds of acids: ___________________________________________________________.
b. Dr. Rosss profession: ___________________________________________________________.
c. Contents of sugar in soft drinks: ___________________________________________________________.
d. Acidity in cola drink: ___________________________________________________________.
e. Acidity in battery acid: ___________________________________________________________.
1 pt
5 pts
4 pts
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LISTENING
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BAD SLEEP CAN AFFECT STUDENTS GRADES
1. Listen to the recording. What kind of text is it?
a. A class b. A conversation
c. A lecture d. A radio program
2. Listen to the recording again. Number the sentences in the order you hear them.
a. I dont know.
b. How does she know?
c. Sleeping well was important.
d. Those students snore.
3. Listen to the recording again. Decide if these statements are true or false. Correct the false
information.
a. Tom sleeps six hours every night.
b. Adolescents who sleep well get good marks.
c. Janes mother is a doctor.
d. Students who sleep badly cant concentrate in class.
e. Sleeping well is very important for teenagers.
ORAL EXPRESSION
Interview your partner to find out how fit she / he is. Then change roles and answer your partners
questions.
A: _____________________________milk _____________________________drink every day?
B: ______________________________________________________________________________________________.
A: _____________________________fruit _____________________________eat every day?
B: ______________________________________________________________________________________________.
A: _____________________________kilometers _____________________________walk every day?
B: ______________________________________________________________________________________________.
A: _____________________________hours of TV _____________________________watch every day?
B: ______________________________________________________________________________________________.
A: _____________________________(not) very healthy!
1 pt
4 pts
5 pts
0 - 7
Keep trying
8 - 12
Review!
13 - 16
Well done!
17 - 20
Excellent!
total
score
20 pts
HELP!
Less than 50%
NOT TOO BAD
50 - 70%
GREAT
80 - 100%
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EXTRA TEST
READING
1. b.
2. a. enamel of our teeth. b. less sugar. c. straw. d. harm.
3. a. phosphoric and citric. b. dentist. c. 9 to 12 teaspoons.
d. 2.39. e. 1.0.
LISTENING
1. b.
2. a. 1. b. 2. d. 3. c. - 4.
3. a. False (Tom sleeps between 7 and 9 hours every night.)
b. True. c. False (Janes mother is a teacher.) d. True.
e. True.
ORAL EXPRESSION
Possible answers:
A: How much milk do you drink every day?
B: Two / Three glasses.
A: How much fruit do you eat every day?
B: A little. / A lot.
A: How many kilometers do you walk every day?
B: Half / One / Two / Three.
A: How many hours of TV do you watch every day?
B: One / Two / Three.
A: That's (not) very healthy!
ANSWERS
COMPLEMENTARY ACTIVITIES
1. Student A
(1) How much. (2) How much. (5) How many.
Student B
(2) How many. (3) How many. (6) How much.
2. Will vary.
3. Listen to the teacher.
Read the exercises carefully.
Dont cheat in the test.
Make a timetable for the week or month.
Open your books.
Close the door, please.
4. a. dont have to, can, mustnt. b. must. c. must. d. must,
dont have to, can.
5. Will vary.
SUGGESTED YEAR PLANNING 8
UNIT 3 DIFFERENT LIVES
Minimum Obligatory Contents
Topic
Life in other countries and communities
Different languages and customs
School life in other countries
Listening Comprehension
Morpho-syntactic elements
Superlatives
The Present Perfect
Conditionals
Strategies
To use previous experience and knowledge
of the topic.
To identify key words to get the general
idea.
To use context, mimicry and familiar words
to predict posible meaning of new words.
To relate new and old information.
To distinguish phonemes that can interfere
with communication.
To relate oral and written version of words,
phrases and sentences.
To integrate written production by writing
words to consolidate key lexical items.
To integrate oral and written expression
through the use of short phrases and
sentences to show comprehension.
Reading Comprehension
Language: direct and metaphorical
Morpho-syntactic elements
Superlatives
The Present Perfect
Conditionals
Strategies
To use context and previous knowledge of
the language to predict development of
the text.
To skim the text to identify the general idea.
To scan the text to identify specific
information.
To relate explicit information to make
simple inferences.
To use previous knowledge of words to
infer the meaning of new words.
To look up the meaning of key lexical items
in the dictionary.
To integrate written expression to
consolidate thematic vocabulary and key
grammatical items.
To integrate the written and spoken
version of words to learn their
pronunciation and spelling.
To incorporate oral and written expression
through the use of phrases and short
sentences.
To use Spanish to show comprehension
when necessary.
Oral Expression
Communicative Functions
To talk about a topic
To talk about national celebrations
Morpho-syntactic elements
Superlatives
The Present Perfect
Conditionals
Lexical Elements
500 words of high frequency in oral texts.
Pronunciation
English phonemes
Strategies
To use everyday fixed phrases and
sentences in personally relevant contexts.
To use high frequency words and the
thematic vocabulary of the level in
personally relevant contexts.
To use expressions associated with the
communicative functions of the level in
personally relevant contexts.
To integrate listening as basic input for
interaction.
To integrate reading as a source of
information to produce oral texts.
To discriminate, imitate and repeat
phonemes.
To relate written and spoken version of
sounds to identify and incorporate
intonation patterns.
Written Expression
Morpho-syntactic elements
Superlatives
The Present Perfect
Conditionals
Strategies
To imitate models to write own sentences.
To use connectors to link sentences
coherently.
To write answers to questions.
To replace information in model texts with
personal information.
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Acquisition of
vocabulary related to
languages, customs and
school life.
The use of Conditionals,
The Present Perfect,
comparatives and
superlatives.
Effective exchange of
biographical
information.
Effective and efficient
use of writing skills as a
means of
communication.
Expected Outcome Time
20 class hours for
the main body of
text.
4 class hours for
evaluation.
3 class hours for
consolidation and
extra activities.
1 class hour for the
comic strip.
Resources
Internet articles.
Chat messages.
Reports.
Conversations.
Attitudes
Appreciating the
importance and
value of different
cultures.
Appreciating the
importance of
English as an
effective means of
communication.
Evaluation
Reflections
Metacognition
Minitests
Listening
Reading
Language
Synthesis
Test your
Knowledge
Listening
Reading
Language
Oral expression
Self-evaluation
Reading and
Listening tests
Observation sheets
Rubrics
Learning Abilities
To identify speakers.
To identify purpose of a
message.
To extract specific
information.
To use key words to get
the general meaning.
To use key words to
identify general
meaning.
To identify reference
markers.
To use cognates to
predict content.
To distinguish main and
secondary ideas.
To complete a paragraph.
To write sentences.
To complete a fact file.
To exchange information.
To express opinions.
UNIT 3
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YOU WILL LEARN THE
FOLLOWING LANGUAGE
Superlatives
The Present Perfect
Conditional sentences
Words in American and British
English
YOU WILL PAY SPECIAL
ATTENTION TO THESE VALUES
To learn, appreciate and respect
ways of life in different countries
To reflect on the importance of
English all over the world
IN THIS UNIT YOU WILL USE
THE FOLLOWING TEXT-TYPES:
READING
An article from the Internet
An extract from a book
LISTENING
An interview
A dialogue
A conversation
YOU WILL DEVELOP THESE
ABILITIES
LISTENING
To identify speakers
To identify purpose of a message
To extract specific information
To use key words to get the general
meaning
READING
To use key words to identify
general meaning
To identify reference markers
To use cognates to predict content
To distinguish main and secondary
ideas
WRITING
To complete a paragraph
To write sentences
To complete a fact file
SPEAKING
To exchange information
To express opinions
YOU WILL LEARN THE
FOLLOWING LANGUAGE:
superlatives
the Present Perfect
conditional sentences
words in American and
British English
YOU WILL DEVELOP THESE
ABILITIES:
YOU W
ILL PAY SPECIAL
ATTEN
TION
TO THESE VALUES:
to learn about, appreciate and respect
ways of life in different countries
to reflect on the im
portance of English
all over the world
IN THIS UNIT YOU WILL USE
THE FOLLOWING TEXT-TYPES:
READING
an article from
the Internet
an extract from
a book
LISTENING
an interview
a dialogue
a conversation
LISTENING
to identify speakers
to identify purpose of a message
to extract specific information
to use key words to get the
general meaning
READING
to use key words to identify
general meaning
to identify reference markers
to use cognates to predict content
to distinguish main and
secondary ideas
SPEAKING
to exchange information
to express opinions
WRITING
to write sentences
to complete a fact file
DIFFERENT LIVES
DIFFERENT LIVES
1. In your group, look at the pictures of the
children and answer the following questions.
a. What can you see in the pictures?
b. What are the children doing?
c. What countries do you think they are from?
d. Are they similar or different from Chile?
2. Make a list of countries that you think are very
similar to Chile, and another one of countries
that are very different. Share your reflections
with the other groups.
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GETTING READY
1. Introduce the unit asking your
students to look at the pictures and
answer the questions in groups. Make
sure they focus their attention on the
differences among the pictures, but
that they also find some similarities
(e.g.: they are all children, they look
different; they all seem to be happy).
Encourage students to use English as
much as possible, but allow Spanish if
necessary.
Answers:
a. Children from all over the world.
b. Some of them are playing, some of
them are at school; some of them
seem to be celebrating; some of them
are playing with snow.
c. Some of them come from an oriental
country; some of them come from a
very cold place (a country near the
pole, in Europe or North America);
some of them come from South
America (Chile, because they are
wearing Chilean school uniforms);
some of them come from India or
Pakistan.
d. It is very different, except from the
picture of Chilean children.
2. Ask your students to make a list of
countries that they think are very
similar to Chile, and one of countries
that are very different.
Then, invite them to compare their
lists and share their reflections with
the other groups.
Answers: Will vary.
UNIT 3
62
1. In your group, answer Kelly's questions.
2. Locate these countries in the map.
Ireland United Kingdom Spain Italy France Germany
3. Think about life in Chile and complete the sentences. Then compare
answers with your partner.
a. Something nice in Chile is ___________________________________.
b. Something sad in Chile is ___________________________________.
c. Something interesting in Chile is ____________________________.
4. With your partner, think about three positive and three negative
things about living in another country and complete the chart.
5. You are going to listen to a text about life in one of the countries of
exercise 2. Do the words in the Pictionary give you any clues?
BEFORE LI STENI NG
EXPERIENCES IN A
FOREIGN COUNTRY Lesson 1
w
ool
lan
d
scap
e
ju
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p
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crash
PICTIONARY
cliff
The best The worst
Have
you got a friend
who is living in Europe?
Where abouts?
Name three characteristic of
that country.
Why do people decide to
live in another
country?
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(L.A: to use previous knowledge and
visual clues to predict content).
Do not check answers at this point.
PICTIONARY
Cliff: acantilado
Crash: golpear, chocar
Jumper: vestido sin mangas
LISTENING
See Transcript at the end of the unit.
6.+ Play the recording. The students
listen and confirm or correct their
guess in ex. 5.
(L.A: to validate predictions).
Answers: The girl is talking about
Ireland.
30
BEFORE LISTENING
1 + In groups, students read and
answer Kelly's questions.
(L.A: to relate topic of the lesson with
students' own reality).
Answers:
Will vary.
2. ++ Invite you students to read the
list of countries and then locate them
in the map.
(L.A: to relate previous knowledge to
the topic).
Answers: See the map.
3. ++ Make students reflect on their
own reality. Ask them to think about
life in Chile and complete the
sentences. Then, invite them to
compare answers with their partners.
(L.A: to relate topic with students' own
reality).
Answers:
Will vary.
4. +++ Now, students think about
three positive and three negative
things of living in another country and
then complete the chart.
(L.A: to relate topic with students' own
reality).
Answers:
Will vary according to students' own
reflections.
5. +++ Explain to students that they
are going to listen to a text about life
in one of the countries mentioned in
exercise 2. Ask them to guess the
name of the country after looking at
the words in the Pictionary.
American English:
jumper (dress)
British English:
jumper (sweater)
L A N G UA G E F O C U S Superlatives
1. Read these sentences from the text. Pay attention to the words in bold.
My saddest feeling is when... The nicest place to visit is...
2. What do these words express?
3. Read and complete the rule.
To compare more than two things, we use the superlative adjectives.
To form the superlative of the short adjectives, we add ______________to
the adjective.
Exception: the superlative forms of good and bad are ______________and
______________.
DIFFERENT LIVES
63
6. Listen to the text and confirm or correct your guess. What country
is the girl talking about?
7. What kind of text is it? Choose the correct alternative
a. A piece of news. b. An interview. c. An advertisement.
8. Listen to the text again and check if you hear your list in exercise 3.
9. Listen to the text and write a number as these aspects are
mentioned.
a. ____Where to go. b. ____Gabrielle's daily activities.
c. ____Things she doesn't like. d. ____Her opinion.
10. Listen to the paragraph about the Aran Islands and tick the
correct information.
a. Clothes that people wear.
i. __Woollen jumpers. ii. __Jeans and jackets. iii. __Light clothes.
b. Language they speak.
i. __English. ii. __Irish. iii. __Gaelic.
c. Means of transport they use.
i. __Car. ii. __Carriages. iii. __Bicycles.
d. Things you can see at Connemara.
i. __Mountains. ii. __Beaches. iii. __Forests.
LI STENI NG
AFTER LI STENI NG
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7. ++ Now the students listen to
the recording again to identify the
kind of text.
(L.A: to identify type of text).
Answers: b. an interview.
8. ++ Play the recording again. Ask
the students to listen and check if they
hear their list in exercise 3.
(L.A: to identify specific information).
Answers:
Will vary according to students' lists.
30
30
9. +++ Invite students to listen
again and number the aspects in the
order they are mentioned.
(L.A: to recognize specific
information).
Answers: b.; c.; a.; d.
30
10.+++ If necessary, play the
recording again. Then ask students to
listen and tick the correct information.
(L.A: to identify correct information).
Answers: a. - i. b. - iii. c. - ii. d. - i.
AFTER LISTENING
______________________
LANGUAGE FOCUS - Superlatives
Remind that this section is meant to help
students revise or discover a particular
grammar structure by themselves.
1. Ask the students to revise the
examples, paying special attention to
the words in bold.
2. Make students identify the type of
information required.
Answers: a comparison.
3. With information from 1. and 2. they
complete the rule.
Answers: best and worst.
______________________
See Error Alert! at the end of the unit.
American v/s British English
Draw students' attention to the two
different words used in each variety of
English. Remind them that both the
British and the American versions are
correct, but that they should choose one
variety and stick to it.
30
UNIT 3
64
11. Use the information from the chart to answer the questions.
12. First only listen. Then, listen and repeat each phrase.
The best thing
My saddest feeling
The nicest place to visit
The easiest exercise to do
The worst thing
13. In pairs, complete the dialogue with the phrases in the box.
A: What is the best thing about _________________?
B: That Christmas is in winter and making a snowman is
_________________!
A: What's the best place to go?
B: _________________the nicest place to visit is the mountains.
14. Replace the phrases in the dialogue with your own ideas. Then
practice and role play it in front of your classmates.
15. How much do you know about the world? Complete and ask the
following questions to your partner. Add more examples. Then
change roles.
a. Which is the _________________river in Chile? (long)
b. Which is the _________________mountain in South America? (high)
c. Which is the _________________city in Argentina? (large)
d. Which is the _________________place in the world? (cold)
e. Which is the _________________place in Chile? (dry)
FL
Country
Size
(km2)
Temp.
Celsius
Italy
France
Ireland
Germany
301,270
543,965
70,273
357,121
16
15
9
17
REFLECTIONS
What difficulties did I have
to answer questions from a
chart?
How much did I need the
teacher's assistance?
Which country is
a. the largest?
b. the smallest?
c. the hottest?
d. the coldest?
_________________
_________________
_________________
_________________
Did you know that
the Irish language is a
Celtic language and part
of the Indo-European
languages that derive
from Latin? English is a
Germanic language,
part of the Saxon
languages. It doesnt
come from Latin.
In my opinion living abroad really cool
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Did you know that
Let students read this section on their
own and share comments in their groups.
For more information on this section see
page 7 of the Introduction.
11. ++Now, students use the information
from the chart to answer the questions.
(L.A: to extract information from a chart).
Answers: a. France. b. Ireland.
c. Germany. d. Ireland.
REFLECTIONS
The purpose of this activity is to help
students reflect on their language process
and to raise their awareness of how they
develop their strategies to become more
effective learners. They should work on
their own but you may help and guide
them when necessary. Encourage students
to keep a record of their answers in a
special section of their notebooks. The
students read the questions and identify:
the difficulties they had in answering
questions from a chart.
how much they needed the teacher's
assistance.
12. + Students first only listen. Then,
they listen and repeat after each phrase.
(L.A: to imitate a model of
pronunciation).
13. ++ In pairs, students complete
the dialogue with the phrases in the box.
(L.A: to consolidate vocabulary and
language structures by completing a
dialogue).
Answers:
A: What is the best thing about living
abroad? B: That Christmas is in winter
and making a snowman is really cool!
A: What's the best place to go?
B:In my opinion the nicest place to
visit is the mountains.
32
31
14. +++ Motivate students to replace
the phrases with their own ideas and
then role play the dialogue in front of
their classmates.
(L.A: to consolidate vocabulary by
completing and dramatizing a
dialogue).
15. Motivate fast learners to play a quiz
game. Ask them to complete and ask
the questions to a partner and add
more examples. Then change roles.
(L.A: to consolidate language and
vocabulary through a game).
Answers:
Which is the longest river in Chile?
The Loa. / Which is the highest
mountain in South America?
Aconcagua. / Which is the largest city
in Argentina? Buenos Aires. / Which is
the coldest place in the world? The
Pole. / Which is the driest place in
Chile? The Atacama desert.
FL
DIFFERENT LIVES
65
2. Answer these questions.
a. What language(s) did you learn at home as your first or native language?
i. Mapudungun ii. Aimara iii. Quechua
iv. Italian v. Spanish vi. French
vii. Rapa Nui viii. Greek ix. English
b. Is Spanish your first or second language?
c. Can you notice any differences between the way you and your
parents speak Spanish?
d. Apart from English, are you learning any other foreign languages?
i. Italian / French ii. Portuguese/ German iii. Others: ______, ______.
3. Kelly, Ann and Andy did a research project for the school magazine
about English as an international language. With your partner, find the
cognates that appear in the article.
4. Make sure you understand the meaning of the words in the pictionary.
5. Before reading the children's work, tick the statements that you think
are true.
a. ___More than 300 million people speak English around the world.
b. ___English has more native speakers than Chinese and Spanish.
c. ___All English words come from the same origin.
d. ___All people speak English in the same way.
1. Read the dialogue between Kelly and Fernando.
BEFORE READI NG
INTERNATIONAL ENGLISH Lesson 2
Yes,
their first language,
their home language.
Native
language?
sitcom
pyjam
as
cartoon
PICTIONARY
bungalow
What's your
parents' native
language, Fernando?
Spanish,
of course. My parents
and I are native Spanish
speakers.
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2. + Now the students answer the
questions.
(L.A: to relate the topic with students'
own reality).
Answers: Will vary.
3. +Ask the students to work with their
partners and find the cognates that
appear in the article.
(L.A: to identify cognates).
Answers: language, native, second,
official, international, communication,
popular, incorporated, modern,
example, pyjamas, important,
importance, cinema, music, television.
4. ++ Invite students to look at the
words in the Pictionary and make sure
they understand their meaning.
(L.A: to infer meaning from visuals).
PICTIONARY
bungalow: tipo de casa
cartoons: dibujos animados
pyjamas: pijama
sitcom: serie de TV en episodios.
5. +++ Before reading, ask your
students to tick the statements that they
think are true. Do not check answers at
this stage.
(L.A: to use previous knowledge to
predict content).
Before beginning the class, and while
your students still have their books
closed, start a conversation about the
importance of English all over the world,
and also about the different status it has
in different countries.
You may need additional information on
this topic.
See Background Information at the end
of the unit.
BEFORE READING
1. + Ask your students to read the
dialogue between Kelly and Fernando.
Make students infer and then explain
the concepts of: native language, first
language, native speaker. Elicit students'
ideas about this topic.
(L.A: to use previous knowledge to
understand the meaning of key words).
READING
6. +The students read the text quickly
and check or correct their predictions
in exercise 5.
(L.A: to validate predictions).
Answers: a. True. b. False. c. False.
d. False.
See Background Information at the
end of the unit.
7. ++The students read the text again,
this time more carefully. Then, they
decide if the sentences are true or false
and correct the false information.
(L.A: to discriminate between correct
and incorrect information).
Answers: a. False. (English is not the
mother tongue but people speak it as
a second language.) b.True. c. False.
(In Latin America, English is an
important language and it is taught at
schools.) d. True. e. False. (They speak
English and French.)
8. +++ Ask students to read the text
again and then choose the correct
alternative for each question.
(L.A: to identify correct information).
Answers: a. - i. b. - ii. c.- iii.
IS ENGLISH AN
INTERNATIONAL LANGUAGE?
IS ENGLISH AN
INTERNATIONAL LANGUAGE?
UNIT 3
66
6. Read the text and check or correct your predictions in exercise 5.
7. Decide if the following sentences are true or false. Correct the false options.
a. ____In India, people speak English as their first language.
b. ____Chinese is the most widely spoken language in the world.
c. ____People do not learn English at school in Latin America.
d. ____English is very popular all over the world thanks to the cinema.
e. ____In Canada, people speak English and Spanish.
READI NG
Since the beginning of the XX century, English has
become the main language of international
communication. Although Mandarin Chinese and Spanish
both have more native speakers, English is certainly the
world's most popular language in the World.
English is today an 'open' language. It has incorporated
words from Latin, Greek and many modern languages.
For example, many words derive from Hindi, such as
'pajamas' and 'bungalow'.
In Latin American and European countries, English is a
very important foreign language and people usually
learn it at school.
English importance has grown since the World Wars of
the last century. The cinema, music and television have
helped to take American culture into many countries
that listen to American music and watch American
films, sit-coms and cartoons.
There are, of course, various small differences between
the English that people use in different parts of the
world. There are also numerous different accents, none
of which is 'better' than the others.
The most common differences in English are between
American and British English, but in Australia, Scotland
and Ireland there are also differences in vocabulary.
For a long time, people around the world have
considered English as the world's most important
language.
Has this process finished? Only time will answer this
question
Nowadays, more than 300,000,000 people speak English. People speak
English as their first or native language, in countries such as the
United Kingdom, the United States, Australia or New Zealand. In
other countries like Pakistan, India, Guyana or South Africa, English is
not the mother tongue but people speak it as a second language. In
Canada they have two official languages: English and French.
Source: Adapted from: English is Great, SBS publishers.
by Kelly Hardrock
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L A N G UA G E F O C U S The Present Perfect
1. Read these sentences from the text. Pay special attention to the
words in bold.
Since the beginning of the XX century, English has become the
main language of international communication.
Has this process finished?
2. Answer the following questions.
a. What time do these sentences refer to?
i. The present. ii. The past. iii. The future.
b. Are these actions finished?
c. Are they still happening?
3. Complete the rules.
To express actions that began in the ____________but are not
____________, we use the Present Perfect tense.
To form the ____________ tense, we use the present form of ____________
+ the Past Participle of the main verb.
We use ____________when we want to express a point in past time and
____________to express a period of time.
DIFFERENT LIVES
67
8. Choose the correct answer for these questions.
a. How many people speak English?
i. 300 / 400 million ii. 900 million / 1 billion iii. 1.5 / 1.6 billion
b. Which two languages have more native speakers than English?
i. Spanish, French ii. Spanish, Chinese iii. Russian, French
c. What language do the English words 'pyjamas' and 'bungalow'
originally come from?
i. Italian ii. German iii. Hindi
9. In your group, answer Kelly's questions. Then share your conclusions
with your classmates.
AFTER READI NG
REFLECTIONS
Did I use my previous
knowledge to understand the
text?
Did I connect the topic with
my own reality ?
10.Find more examples in the text.
Do you think
English is important
for you and your family?
Why?
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REFLECTIONS
The purpose of this activity is to help
students reflect on their language process
and to raise their awareness of how they
develop their strategies to become more
effective learners. They should work on
their own but you may help and guide
them when necessary.
Encourage students to keep a record of
their answers in a special section of their
notebooks.
The students read the questions and
identify:
if they used their previous knowledge
to understand the text.
if they connected the topic with their
own reality.
AFTER READING
9. + In groups, the students answer
Kelly's questions and reflect on the
topic of the text. Then, they share their
conclusions with the rest of their
classmates.
(L.A: to relate topic with own reality).
Answers: Will vary.
______________________
LANGUAGE FOCUS The Present Perfect
Remember that this section is meant to
help students revise or discover a
particular grammar structure by
themselves.
1. Ask the students to revise the
examples, paying special attention to
the words in bold.
2. Make students identify the type of
information required, and then answer
the questions.
Answers: a. - i and ii. b. no. c. yes.
3. After analyzing the examples, the
students complete the rules.
Answers:
To express actions that began in the
past but are not finished, we use the
Present Perfect tense.
To form the Present Perfect tense, we
use the present form of have + the
Past Participle of the main verb.
We use since when we want to express
a point in past time and for to express
a period of time.
______________________
10.+ Motivate students to find and
underline more examples in the text.
Elicit their answers orally.
(L.A: to recognise a new language
structure).
Answers:
It has incorporated words from Latin;
English importance has grown since
the World Wars; The cinema, music and
television have helped; People have
considered English as the world's most
important language.
For a long time
UNIT 3
68
2003 an hour a long time 4pm ten years yesterday
11.Write the time expressions in the correct column, as in the example.
12. First only listen. Then listen and repeat the list of languages.
Chinese English French German Italian
Japanese Russian Spanish
13. With your partner, put the following dialogue in order. Then
practice and role-play it in front of your classmates.
B: I'd sayabout 300 million people.
A: In what countries is it the official language?
A: Who use it as a second language?
B: In Britain, the USA, Australia, New Zealand
B: People in India, Pakistan and South Africa.
A: How many people speak English around the world?
14. The most common differences in English are between American and
British English. Use these words in British English to replace the words in
bold in American English in these sentences. The pictures may help you.
biscuits garden lift lorry sweets taxi
a. Can you call me a cab? It's too late to walk. ________________
b. Look! That is a beautiful yard. ________________
c. Can you tell me where the elevator is, please? ________________
d. I'm hungry! I've got some cookies in my bag. ________________
e. This truck has traveled all over the USA carrying food. ________________
f. My little brother loves eating candies. ________________
FL
Since 4 pm _________________________________ _________________________________
_________________________________ _________________________________
_________________________________
_________________________________
_________________________________
_________________________________
FOR + a period of time SINCE + a point in the past
Did you know that
there are many English
words pronounced
differently from the way
they are spelt?
There are about 400
words in English whose
spelling is wholly
irregular. Unfortunately
many of them are
among the most
frequently used.
Despite many attempts
to reform the English
spelling system, no
changes have been
made since the 16th
century - mainly
because nobody can
agree on the best
alternative!
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11. ++ Now, refer students to the
Language Focus to put the time
expressions in the box in the correct
column, as in the example.
(L.A: to apply a new language
structure).
Answers: Since: 4pm, 2003,
yesterday; For: an hour, a long time,
ten years.
12.+ Play the recording. Ask
students to first only listen. Then, ask
them to listen and repeat the list of
languages.
(L.A: to imitate a pronunciation
model).
13.+++ Invite students to work
with their partners and put the
dialogue in order. Then, motivate them
to practice and role-play it in front of
the class.
(L.A: to organize information to
complete a dialogue; to consolidate
vocabulary and a language structure).
Answers:
A: How many people speak English
around the world?
B: I'd sayabout 300 million people.
A: In what countries is it the official
language?
B: In Britain, the USA, Australia, New
Zealand
A: Who use it as a second language?
B: People in India, Pakistan and South
Africa.
Did you know that
Let students read this section on their
own and share comments in their groups.
For more information on this section see
page 7 of the Introduction.
34
33
14. Refer fast learners to the last
paragraph of the text and motivate
them to replace the words in bold in
the sentences (American English) by
their equivalent words in British
English in the sentences. Explain that
the pictures may help them.
(L.A: to infer meaning from visuals).
Answers: a. taxi. b. garden. c. lift.
d. biscuits. e. lorry. f. sweets.
See Error Alert! at the end of the unit.
FL
MINI - TEST MINI - TEST
DIFFERENT LIVES
69
LI STENI NG
1. Listen to the text in lesson 1 again and choose the correct answer to this question.
Why is Gabriella living in Ireland?
a. Because her parents like the country. b. Because her father is studying there.
c. Because she is studying there. d. Because her father is working there.
2. Listen to the text again and decide if the sentences are true or false.
a. ____Gabriella's father is studying in Ireland. b. ____She doesn't like living in Ireland.
c. ____The country has a lot of places to visit. d. ____There aren't many lakes in Ireland.
READI NG
3. Read the text in lesson 2 again and answer the following questions.
a. When did English begin to be important?
b. Which languages have more speakers than English?
c. In which areas is English very important?
d. From which languages has English incorporated new words?
e. Do we know if this situation will continue?
4. Read again carefully and complete the table with information from the text.
LANGUAGE
5. Complete the following sentences with the Present Perfect tense of the verbs in brackets.
a. Gabriela ______________in Ireland for three years. (live)
b. She ______________many beautiful places. (visit)
c. The importance of English ______________ since the beginning of the last century. (grow)
d. Many languages ______________ English words. (incorporate)
e. The cinema, television and music ______________ to spread English around the world. (help)
5 pts
3 pts
5 pts
2 pts
4 pts
0-3
Keep trying
4-8
Review!
9-12
Well done!
13 -19
Excellent!
total
score
19 pts
Countries Category
The USA, Britain, Australia
Second language
Foreign language
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MINI - TEST
The mini-tests in lessons 1 and 2
provide material to check and revise
students' progress and, at the same
time, information to the teacher about
any points that the majority of the
students may have problems with..
Make sure they understand what they
are expected to do and then give
enough time to answer individually.
Answers:
LISTENING
1. d.
2. a. False. b. False. c. True. d. False.
READING
3. a. Since the beginning of the XX
century. b. Chinese and Spanish.
c. cinema; television; music.
d. From Latin, Greek, Hindi and many
other modern languages. e. No.
4.
30
LANGUAGE
5. a. has lived. b. has visited.
c. has grown. d. have incorporated.
e. have helped.
Countries Category
The USA, Britain, Australia
Pakistan, India, Guyana, South Africa
European and Latin American countries
Native language/ mother tongue
Second language
Foreign language
UNIT 3
70
BEFORE LI STENI NG
1. Look at the pictures. Choose the funniest joke and compare with your
partner.
DO YOU LIKE JOKES? Lesson 3
sh
oelace
left-h
an
d
ed
lau
g
h
PICTIONARY
Look!
Your shoelace is untied.
2. What kind of jokes do you like the most? Tick your choice.
a. ___Innocent jokes. b. ___Dirty jokes.
c. ___Jokes about cultural customs. d. ___Jokes that don't harm anybody.
3. Unscramble the words below to find the name of one of the most popular
days in Europe and America when people play jokes on each other.
a. L R A P I ___ ___ ___ ___ ___
b. F L O O S ___ ___ ___ ___ ___
c. Y D A ___ ___ ___
4. Which words or expressions would you expect to hear in a text about
school jokes? Make a list with your partner.
5. Before listening, have a look at the words in the pictionary. If it is
necessary, find their meanings in Spanish.
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BEFORE LISTENING
See Background Information at the
end of the unit.
1. +Tell the students to look at the pictures
and choose the funniest joke. Then , ask
them to compare with their partners.
You can make a survey with students'
preferences and present the results in a
graph on the board. Brainstorm some
other ideas for a joke.
(L.A: to relate topic to students' own
reality).
Answers: Will vary.
2. ++ Invite students to answer the
questions.
(L.A: to relate topic with students' own
reality).
Answers: Will vary.
3. ++ Motivate your students to
unscramble the words to find the
name of one of the most popular
custom in Europe and America when
people play jokes on each other. At this
stage, you may need to give them
some additional information.
See Background Information at the
end of the unit.
(L.A: to use previous knowledge to
infer meaning).
Answers: April Fool's Day.
4. +++Invite students to make a list of
words or expressions they would
expect to hear in a text about jokes.
Brainstorm their ideas and write a list
on the board.
(L.A: to use previous knowledge to
make predictions).
Answers: Will vary.
5. +Before listening, ask the students to
take a look at the words in the
Pictionary and find the meanings in
Spanish in a dictionary, if necessary.
(L.A: to infer meaning from visuals).
PICTIONARY
Laugh: reir.
Left-handed: zurdo.
Shoelace: cordn de zapato.
LISTENING
See Transcript at the end of the unit.
6. + Play the recording. Ask the
students to listen to it and check their
predictions in exercises 3 and 4. This first
listening is only to get the general
meaning. Remind students that they do
not need to understand every single
word.
(L.A: to validate predictions).
7. + Play the recording again. Ask
the students to listen and circle the
correct answer.
(L.A: to recognize correct information).
Answers: b.
35
35
8. ++ Play the recording once more.
Tell the students to listen and relate the
speakers and their speeches.
(L.A: to identify speakers).
Answers: a. D. b. D. c. A. d. D. e. D.
9. +++ Play the recording again.
This time, students listen and identify
which of the statements contains
incorrect information. Ask them to
support their answers.
(L.A: to recognize incorrect
information).
Answers: a. False. (The father knows
a lot about the topic.) b. True. c. True.
d. False. (People complained about
that.) e. False. (It was in USA.)
Did you know that
Let students read this section on their
own and share comments in their groups.
For more information on this section see
page 7 of the Introduction.
American v/s British English
Draw students' attention to the different
in spelling of the same word used in each
variety of English. Remind them that both
the British and the American versions are
35
35
L A N G UA G E F O C U S There is / there was
1. Read and compare these pairs of sentences from the text.
a. In 1998, there was a TV show. / There were 'spaghetti trees' on the road.
b. Today, there is a common trick / There are left handed hamburgers
in a restaurant.
2. Answer these questions.
a. What is the difference between the sentences in a. and b.?
b. Do they refer to the same time?
3. Complete the rule
When we talk about the____________, we use there ________/ ________.
When we talk about the____________, we use there ________/ ________.
DIFFERENT LIVES
71
6. Listen to the recording and check your predictions in exercises 3
and 4.
7. Listen to the recording again and circle the correct answer.
The father is
a. giving information. b. telling a story.
c. advertising a product. d. reporting news.
8. Who said what? Write A (Ann) or D (Daddy)
a. ____What do you need?
b. ____Everybody plays jokes on their friends.
c. ____It doesn't seem very funny.
d. ____There was a TV show about spaghetti trees.
e. ____Only left handed people could eat hamburgers.
9. Which of these statements contains incorrect information?
Support your answer.
a. The father can't help Ann.
b. On April Fool's Day everybody plays jokes.
c. The radio and TV also participate.
d. People wanted to make the Big Ben digital.
e. One of the most famous jokes was in France.
10.Can you notice any connection between jokes and people's lives?
LI STENI NG
AFTER LI STENI NG
Did you know that
in Scotland, April Fool's
Day is actually
celebrated for two days?
The second day is
devoted to jokes that
involve the posterior
region of the body. It is
called Taily Day.
American English:
hamburger
British English:
beefburger
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correct, but that they should choose one
variety and stick to it.
See Error Alert! at the end of the unit.
AFTER LISTENING
10. + Make students reflect on any
connections between jokes and
people's lives. Elicit their ideas.
Encourage the use of English as much
as possible, but allow the use of
Spanish if necessary. Remember that
the objective of the activity is to relate
information, not to use the language.
(L.A: to use previous knowledge to
reflect on a topic).
Answers: Will vary.
______________________
LANGUAGE FOCUS There is / there was
Remind students that this section is
meant to help students revise or discover
a particular grammar structure by
themselves.
1. Ask the students to revise the
examples, paying special attention to
the words in bold.
2. Make students identify the type of
information required, and then answer
the questions.
Answers: a. there is/there was;
there are/there were. b. no, two of
them refer to the present and two of
them to the past.
3. After identifying the differences, they
complete the rule.
When we talk about the present, we use
there is / are.
When we talk about the past, we use
there was / were.
______________________
UNIT 3
72
REFLECTIONS
What were my main problems
when I had to speak in English?
In what way did I show
support to my partner?
11. Listen to the dialogue and practice it with your partner. Then
role-play it in front of your classmates.
A: Do you know any funny jokes to play on our friends?
B: We can tell a friend there is a test today when he or she
arrives at school.
A: It doesn't seem very funny...
B: Or we can tell our friends we ordered pizza and it is about to
arrive at school.
A: That seems more interesting!
12.Read Ann's questions and tell your partner.
13. Listen and repeat the list of dates.
April the 1
st
March the 3
rd
August the 5
th
September the 22
nd
May the 15
th
July the 23
rd
14. Can you solve the crossword puzzle about this funny celebration?
The clues are the words you need to complete the sentences below.
FL
Is there
a similar celebration
in your country?
Do you know about the
28th December? When was
the last time someone
played a trick on you?
The last time someone
played a trick on me was
________________because
________________.
1
2
3
4
5
6
7
8
Across
2. People celebrate this on the 1
st
___________ every year.
4. The British government wanted to make the famous Big Ben _________ digital.
6. There were very strange plants in ___________.
8. This celebration originated in ___________.
Down
1. An advertisement said that only left-handed people could eat _________.
3. On this day everybody plays ___________.
5. ___________ and TV also participate.
7. A TV show said people could find spaghetti in ___________.
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11. ++ The students listen to the
dialogue and practice it with a partner.
Then, invite some pairs to role play it in
front of their classmates. It is
important to share with your students
the importance of these activities
which will give them an opportunity to
learn and practice social and
communicative skills. Take an active
role in pair formation so that students
do not always work with the same
people.
(L.A: to participate in a dialogue to
practice an intonation model).
12. + Ask students to read Ann's
questions and talk with their
partners. Invite some students to
share their answers with the whole
class.
(L.A: to connect the topic to students'
own reality).
Answers: Will vary.
REFLECTIONS
The purpose of this activity is to help
students reflect on their language
process and to raise their awareness of
how they develop their strategies to
become more effective learners. They
should work on their own but you may
help and guide them when necessary.
Encourage students to keep a record of
their answers in a special section of
their notebooks.
The students read the questions and
identify:
the main problems they had to
speak in English.
in what way they showed support to
their partners.
36
13. + The students first only listen.
Then, they listen and repeat the list of
dates.
(L.A: to consolidate a pronunciation
model).
14. Motivate fast learners to solve the
crossword about this funny
celebration (April Fool's Day). Explain
that the clues are the words they need
to complete the sentences below.
(L.A: to consolidate vocabulary).
Answers: Across: 2- April; 4- clock;
6- Switzerland; 8- France.
Down: 1-hamburgers; 3- jokes;
5- radio; 7- trees.
FL
37
DIFFERENT LIVES
73
1. Kelly is writing an article on different festivals around the world. She
has some questions for you.
2. Have a look at the names and the pictures. What do these events
have in common?
3. Write the name of the festival that corresponds to each picture.
4. Have a look at the texts and make a list of cognates you find in them.
Can you say what the events are about?
BEFORE READI NG
FESTIVALS
AROUND THE WORLD Lesson 4
_________________________________ _________________________________
_________________________________ _________________________________
sticky
squishy
sausage
m
idday
PICTIONARY
firew
orks
The Tomatina Festival Cooper's Hill Cheese Rolling
The Battle of oranges The Festival of the Pig
a. What kind of
festivals do you know?
b. Have you been to
any strange or funny
festivals?
a b
c d
12:00
PM
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See Background Information at the end of
the unit.
Before beginning the class, talk with your
students about different festivals around
the world. Ask them to mention some
they know, and also some they have
heard about. Then, ask them to remember
if they know about any strange festivals in
Chile or abroad.
BEFORE READING
1. +Now, explain to students that Kelly is
writing an article on different festivals
around the world and she has some
questions.
(L.A: to relate topic with previous
knowledge).
2.++ Tell students to take a look at the
names and pictures and then to identify
what these events have in common.
(L.A: to infer information from titles and
visuals).
3. +++ Ask students to write the
name of the festival that corresponds
to each picture.
(L.A: to relate pictures and
information).
Answers: a. Tomatina Festival.
b. Cheese Rolling. c. The Battle of
oranges. d. The Pig Festival.
4. + Invite students to read the texts
quickly and make a list of cognates
they find in them to predict what the
events are about.
(L.A: to use cognates to predict
content).
Answers: August, converge,
celebrate, traditional, paella, music,
dance, kilos, tomatoes, fruit, hours,
magically, normal, festival, May,
ceremonies, violently, competitors,
carnival, famous, events, second,
center, area, strange, competition,
important, national, imitation.
La Tomatina Festival is about throwing
tomatoes to other people.
Cooper Hill Cheese Rolling is about
running after a piece of cheese.
The Battle of Oranges is about
throwing oranges at other people.
The Festival of the Pig is about
imitating the sounds of pigs.
PICTIONARY
fireworks: fuegos artificiales
midday: medioda
sausage: salchicha
squishy: blando
sticky: pegajoso
D- The Festival of the Pig
On the second Sunday of
August in the small village of
Trie Sur Base, center of the
largest pig area in France,
people celebrate a very
strange festival. There are
piglet races, a pork sausage-
eating contest and a
competition for the best pig
outfit. There's music and
dancing but the most
important event of the day is
the national pig imitation
competition.
Source:
http://2camels.com/festivals&events
FESTIVALS AND EVENTS
A- La Tomatina - The
World's Biggest Food
Fight
Each year, on the last
Wednesday of August, about
10,000 people converge to
the Spanish town of Buol.
Fireworks light the sky and
people celebrate with
parties on the streets with
wine and traditional paella.
Music plays and people
dance, but they are there
for one thing alone - to
throw about 7 million kilos
of sticky, squishy tomatoes.
At midday, a lot of trucks
carry the red fruit into the
main Town Square. A few
hours later, the town square
magically returns to normal.
C- The Battle of Oranges
Ivrea's carnival, in Italy, is
one of the most famous in
the world because of the
Battle of Oranges. People
throw oranges at each
other... and oranges fly all
over the place. It takes
place in early January and
lasts for 5 days from
Thursday until Tuesday, with
several parades and events,
a lot of parties, food events
and music in the streets
every day.
B- Cooper's Hill Cheese Rolling
People celebrate this
festival on the last
weekend in May in
Gloucestershire, England.
The race begins when the
master of ceremonies
violently throws a piece of cheese down a hill. All the
competitors then throw themselves down the hill after the
cheese. The winner keeps the cheese. Children can't take part
in the competition, but there are a few uphill races, one for boys
under 12 and one for girls. They are slower, but entertaining as
well!
UNIT 3
74
READI NG
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READING
5. +The students read the text quickly and
confirm or correct their ideas in Ex. 2.
(L.A: to validate predictions).
Answers: They are all strange and
funny festivals. They are all celebrated
by doing funny things.
6. ++ Now, students read the text
carefully and find the words a.- d. in it.
Then they choose the best alternative
for their meanings.
(L.A: to infer meaning from context).
Answers: a. - ii. b.- iii. c.- iii. d. - iii.
7. ++ Invite your students to complete
the chart with information from the
article.
(L.A: to extract information from a text).
Answers:
Festival Location Date To honor...
La Tomatina
Cooper's Hill Cheese Rolling
The Battle of Oranges
The Festival of the Pig
The tomato
A cheese
Oranges
The pig
Last Wednesday of August
Last weekend in May
Early January
Second Sunday of August
Buol, Spain
Gloucestershire, England
Ivrea, Italy
Trie sur Baise, France
DIFFERENT LIVES
75
5. Read the text quickly and confirm or correct your ideas in exercise 2.
6. Read the text carefully and find the words a. - d. Choose the best
alternative for their meanings.
a. converge
i. stay
ii. meet
iii. play
b. throws
i. kicks with the feet
ii. catches with the hands
iii. sends with the hand
c. piglet
i. child
ii. baby horse
iii. baby pig
d. outfit
i. a group of people working together
ii. a set of equipment
iii. a set of clothes that you wear together
7. Complete the following chart with information from the article.
Festival Location Date In honor to...
REFLECTIONS
What were the main problems I
had to understand the text?
How much did the exercises
help me to understand?
8. Read the text again and answer these questions.
a. In what countries do people celebrate in the same month?
__________________________________________________________
b. Why are La Tomatina and The Battle of Oranges similar?
__________________________________________________________
c. Which festival has a special event for children?
________________________________________________________
d. Which festival is celebrated in winter?
__________________________________________________________
Did you know that
the ending -shire means
county? For example,
Hampshire, Yorkshire
(the county of Hamp,
the county of York).
American English:
truck
British English:
lorry
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8. +++ The students read the text
again and then answer the questions.
(L.A: to identify specific information in
a text).
Answers: a. In Spain and France.
b. Because in both of them people
celebrate throwing a fruit. c. Cooper's
Hill Cheese Rolling. d. The Battle of
Oranges (in Europe, in the north
hemisphere, January is in winter).
REFLECTIONS
The purpose of this activity is to help
students reflect on their language
process and to raise their awareness of
how they develop their strategies to
become more effective learners. They
should work on their own but you may
help and guide them when necessary.
Encourage students to keep a record of
their answers in a special section of
their notebooks.
The students read the questions and
identify:
the main problems they had to
understand the text.
how much the exercises helped
them to understand the text.
Did you know that
Let students read this section on their
own and share comments in their
groups. For more information on this
section see page 7 of the Introduction.
American v/s British English
Draw students' attention to the two
different words used in each variety of
English. Remind them that both the
British and the American versions are
correct, but that they should choose
one variety and stick to it.
10.Which festival from the article do you like the most? Complete the
following dialogue and ask your partner to guess the name! Then
change roles.
A: What's the ___________________ thing about this _____________?
B: For me the ________________ about this festival is ______________!
11. First listen to the dialogue. Then practice it with your partner and
role-play it in front of your classmates.
12. All countries have their funny celebrations. Invent or find out
information about a funny festival in your area or in Chile. Complete
the fact file about the event and present it to your classmates.
FL
L A N G UA G E F O C U S Superlative of long adjectives
1. Revise these sentences from the text. Pay special attention to the
words in bold.
Ivrea's carnival is one of the most famous in the World.
...but the most important event of the day...
2. What kind of adjectives are they? Choose an alternative.
a. short b. long
3. Complete the rule.
To form the superlative of long adjectives we use ________ +
______________ + adjective.
UNIT 3
76
NAME OF
FESTIVAL:
IN HONOR OF:
MAIN EVENTS:
PLACE: DATE:
AFTER READI NG
9. Listen and repeat the words. Pay attention to the difference in the
vowel sound.
cheek - cheese - sheet - teeth - tee - sheep - peel
chip - chin - pick - pig - tick - tip - ship
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AFTER READING
______________________
LANGUAGE FOCUS -
Superlatives of Long Adjectives
Remember that this section is meant to
help students revise or discover a
particular grammar structure by
themselves.
1. Ask the students to revise the
examples, paying special attention to
the words in bold.
2. Make students answer the questions.
Answers: b.
3. Then, they complete the rule.
Answers: To form the superlative of
the long adjectives we use the +
most + adjective
______________________
9. + Play the recording. The
students first listen and then listen and
repeat the words paying attention to
the difference in the vowel sound.
(L.A: to imitate a model of
pronunciation).
10.+++ Motivate students to think
about which festival from the article
they liked more. Then, asked them to
complete the dialogue and make their
partners guess which festival they are
talking about.
(L.A.: to consolidate vocabulary; to
participate in a guided dialogue)
Answers: Will vary
11. ++ Ask the students to listen to
the recording. Encourage them to
practice and then role play the
dialogue in front of the class so that
they can provide a model. Remember
not to interrupt students while they
39
38
are doing a speaking activity to correct
them. It is better to make notes of the
most important mistakes and then
correct them at the end of the class.
Answers: Will vary.
12. Motivate fast learners to invent
or find out information about a
funny festival in their city or in
Chile. Then, ask them to complete the
fact file and present the event to
their classmates.
(L.A: to relate topic to their own
reality)
Answers: Will vary
FL
MINI - TEST MINI - TEST
LI STENI NG
1. Listen to the recording in lesson 3 again and number the sentences in the order you hear them.
a. ____The most common trick is to point down
b. ____I know about a very funny one.
c. ____People play jokes on their friends.
2. Listen to the recording again and match the countries with the jokes.
Britain Left Handed Hamburger
Switzerland Digital Clock
the USA Spaghetti Trees
READI NG
3. Read the text in lesson 4 again and answer the following questions.
a. Where do people celebrate throwing tomatoes?
______________________________________________________________________________________________
b. What does the winner get at Cooper's Hill festival?
______________________________________________________________________________________________
c. What do people do during the Carnival of Ivrea?
______________________________________________________________________________________________
d. What is the most important event at the Pig Festival?
______________________________________________________________________________________________
4. Read the text once more and find the following information.
a. two fruits: ________________; ________________ b. an animal: ________________
LANGUAGE
5. Complete the sentences with the superlative form of the adjectives in brackets
a. The rolling cheese race is _______________event of the festival. (strange)
b. The pig imitation is _______________(funny) competition for the Pig Brotherhood.
c. La Tirana is _______________(good) religious festival in the north of Chile.
3 pts
5 pts
3 pts
3 pts
3 pts
DIFFERENT LIVES
77
0 - 5
Keep trying
6 - 9
Review!
10 - 14
Well done!
15 - 17
Excellent!
total
score
17 pts
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MINI - TEST
The mini-tests in lessons 3 and 4
provide material to check and revise
students' progress and, at the same
time, information to the teacher
about any points that the majority of
the students may have problems
with.. Make sure they understand
what they are expected to do and
then give enough time to answer
individually.
Answers:
LISTENING
1. c. a. b.
2. Britain - Digital Clock; Switzerland -
Spaghetti trees; USA - Left handed
hamburger.
READING
3. a. in Spain. b. a cheese. c. they
throw oranges. d. the pig imitation.
4. a. tomatoes, oranges.
b. pig.
LANGUAGE
5. a. the strangest. b. the funniest.
c. the best.
35
w
ake up
relax
UNIT 3
78
BEFORE LI STENI NG
1. Look at the pictures and say what you can see in them.
2. Answer the following questions.
a. At what time do you arrive at school every day?
b. At what time do you return home?
c. How much time do you study a day?
3. Compare with your partner. Are your answers similar or different?
4. Hyojung Song is a new student at International School. Guess the
correct sequence of her daily activities in Korea.
a. ____Hyojung watches TV.
b. ____Hyojung returns home.
c. ____Hyojung finishes classes.
d. ____Hyojung revises the content of the previous class.
e. ____Hyojung revises the content of the day.
f. ____Hyojung starts classes.
g. ____Hyojung does homework.
h. ____Hyojung plays with her sister.
5. Before listening, have a look at the words in the Pictionary.
If necessary, Find their Spanish meaning in a dictionary.
DO YOU STUDY HARD? Lesson 5
PICTIONARY
attend
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3. ++Ask the students to compare
their answers with their partners.
Make them find differences and
similarities.
(L.A: to relate topic and own reality).
Answers: Will vary.
4. +++Explain to your students that
Hyojung Song is a new student at The
International School. Make them
guess the correct sequence of her
daily activities in Korea. Do not check
answers at this stage.
(L.A: to use previous knowledge to
make predictions).
See Error Alert! at the end of the unit.
5. +Before listening, tell the students
to read the words in the Pictionary
and find their Spanish meaning in a
dictionary, if it is necessary.
(L.A: to develop study skills).
PICTIONARY
attend: asistir
relax: relajarse
wake up: despertar
BEFORE LISTENING
See Background Information at the
end of the unit.
1. +Tell your students to look at the pictures
and say what they can see in them.
(L.A: to infer information from
visuals).
Answers: They are students in
different parts of a school.
2. +Tell the students to answer the
questions
(L.A: to relate topic and own reality).
Answers: Will vary.
DIFFERENT LIVES
79
6. Listen to the recording. Confirm or correct your predictions in exercise 4.
7. Listen to the recording again and match each speaker with the speech.
8. Listen to the recording again. Identify the false bits of information
in each sentence.
a. In Korea, Hyojung usually wakes up at 6:00.
b. She stays at school until 3:30.
c. She never revises the content of previous class.
d. She hasn't got time to relax.
e. Hyojung and her sister can't play after doing homework.
9. Listen and complete.
a. _________________ of all I revise what we learnt.
b. We finish the _________________ with another revision.
c. When do you have time to _________________, listen to
_________________ or relax?
d. I need to pass a _________________________________test.
e. Any mistakes can affect your possibilities _____________________.
a. Classes
start at
8:30.
b. What time
do you finish
school?
d. What will you
do next year?
e. We have to
work very hard.
LI STENI NG
Did you know that
a typical day of a high
school Korean student
begins at 8:00 am and
finishes at midnight?
c. Is it the same
in Chile?
Fernando Hyojung Kelly
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LISTENING
See Transcript at the end of the unit.
6. ++ Ask the students to listen to
the recording and confirm or correct
their predictions in ex. 4.
(L.A: to identify the correct sequence
of events).
Answers: a.; f.; d.; e.; c.; b.; g.
7. ++ The students listen to the
recording again and relate each
speaker with the speech.
(L.A: to relate speakers and speech).
Answers:
a. Hyojung. b. Fernando. c. Nelly.
d. Fernando. e. Hyojung
8. +++ Motivate students to
listen to the recording again to
identify the false bits of information
in each sentence.
(L.A: to identify incorrect
information).
40
40
40
Answers:
a. In Korea, Hyojung usually wahes up
at 6:00. (She wakes up at 6:30).
b. She stays at school until 3:30. (She
stays at school until 3:00).
c. She never revises the content of the
previous class. (She revises the
content of the previous class
everyday)
d. She hasn't got time to relax.
(Fortunately, she has time to relax).
e. Hyojung and her sister can't play
after doing their homework. (Their
parents allow them to play)
9. +++ Play the recording once
more. Ask the students to complete
the sentences as they listen.
(L.A: to identify and extract specific
information).
Answers: a. First. b. activities,
c. play, music. d. very difficult; at
university.
Did you know that
Let students read this section on their
own and share comments in their
groups. For more information on this
section see page 7 of the Introduction.
40
UNIT 3
80
L A N G UA G E F O C U S Conditionals
1. Revise these sentences from the text and other examples.
If we return to Korea, I'll attend high school.
If you get an 80 or 90%, near the maximum, your classmates will ask
what problem you had
If you have any problems with your homework, I'll help you.
If you don't study hard, you will fail the exam.
2. Answer these questions.
a. How many parts can you identify in each sentence?
b. Which of them are conditions?
c. Which of them are consequences?
d. Which word is used to link both parts?
3. Complete the rule.
To relate a ________________ and a ________________ we use the word
________________.
We use different verb forms in each part of these sentences. After if
we use the ________________ tense for the clause that states the
condition and the ________________ tense for the clause that states
the consequence.
11.Match the two halves to make conditional sentences.
A
a. If you study hard
b. If you don't understand maths
c. If my brother passes the exam
d. My father will give me a reward
e. Hyojung will attend university
B
i. he will be very happy.
ii. you will get good results.
iii.if I do well in my exams.
iv. if she passes a difficult test.
v. I will help you with your homework.
10.Read Kelly's question. Then answer it with your partner.
Are there any
differences with
Chile?
AFTER LI STENI NG
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AFTER LISTENING
10. +Invite students to read Kelly's
question and then answer it with
their partners.
(L.A: to relate topic with own reality).
Answers: Will vary.
______________________
LANGUAGE FOCUS Conditionals
Remind students that this section is
meant to help them revise or discover
a particular grammar structure by
themselves.
1. Ask the students to revise the
examples, paying special attention
to the words in bold.
2. Make students identify the type of
information required, and then
answer the questions.
Answers: a. two; the first ones. c. the
other sentences. d. if.
3. The students complete the rule.
To relate a condition and a result
/ consequence we use the word if.
We use different verb forms in each
part of these sentences.
After if we use the Present Simple
tense for the clause that states the
condition and the Future tense for
the clause that states the
consequence.
______________________
11.+Refer students to the Language
Focus to relate the two halves to make
conditional sentences.
(L.A: to use and apply a new language
structure).
Answers: a. - ii. b. - v. c. - i. d. - iii.
e. - iv.
See Error Alert! at the end of the unit.
DIFFERENT LIVES
81
14. With your partner make questions and answers about future
situations. Follow the pattern.
A. What will happen if
your father gets a job abroad?
you don't pass the exams?
a new classmate from Korea arrives at your school?
you get a new bicycle?
B. If _____________________, I _____________________. How about you?
15. Think about the conversation among the children, answer the
following questions and then share your reflections with your
classmates.
a. What language are they speaking?
b. Why?
c. Do you think English is important for you?
d. Share your reflections with your classmates.
FL
13. First only listen. Then listen and repeat this part of Pablo Neruda's
poem If you forget me.
If little by little you stop loving me
I will stop loving you little by little.
12.Complete the following sentences with your own ideas.
a. If he _________________________________________________________________
we will be late!
b. If Susan _____________________________________________________________
her mother will be very happy.
c. My father will not be very happy ___________________________________
______________________________________________________________________.
d. If we study all night we _____________________________________________.
e. If I eat too much chocolate I ________________________________________.
American English:
Elementary school
British English:
Primary school
http://www.world-english.org/how_to_learn_english.htm
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12. ++Tell the students to complete
the sentences with their own ideas.
(L.A: to consolidate a new language
structure).
Answers: Will vary.
American v/s British English
Draw students' attention to the two
different words used in each variety
of English. Remind them that both
the British and the American versions
are correct, but that they should
choose one variety and stick to it.
13. + The students first only
listen. Then, they listen and repeat
this part of Pablo Neruda's poem If
you forget me.
(L.A: to practice and imitate an
intonation model).
14. +++ The students work in
pairs making questions and answers
about future situations. They may
follow the pattern and imitate the
recorded dialogue.
(L.A: to consolidate a language
structure).
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15. Encourage fast learners to reflect
on the conversation among the three
girls and then answer the following
questions.
(L.A: to connect topic and own
reality).
Answers: Will vary.
FL
What, Kelly?
What's up ?
April what...?
On the 1 of April, we,
Americans play tricks
on our friends. The most
common one is the one
I have just played
on you.
Oh, nothing.
Your shoelace
is untied...
Let's play a trick on
him! Fernando, look
at that!
Look! There's my
brother, Fernando
It was just a
joke. Kelly was
telling me about
April Fooi's
Day.
Thanks...Oh!
Very funny,
Kelly.
EPISODE 3:
INNOCENTS DAY
EPISODE 3:
INNOCENTS DAY
K
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K
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Kelly Hardrock, school
reporter
Help students identify the connection
between the characters that have appeared
in the lessons and those in the comic strip.
Help them revise what happened in the
previous episode of the comic strip.
Motivate them to read this episode on
their own and help only if they ask you to.
You can ask some students to summarize
the episode, in Spanish if necessary.
Notes
___________________________
___________________________
___________________________
___________________________
___________________________
___________________________
___________________________
___________________________
___________________________
___________________________
___________________________
___________________________
___________________________
___________________________
___________________________
___________________________
___________________________
___________________________
___________________________
___________________________
___________________________
___________________________
___________________________
___________________________
They also tape a
paper fish to their backs...
Fernando,
what test are
you talking
about?
and we shout
April Fish!
*
*
Paper fish :
Un pedazo de papel
de diario recortado
en forma de
pez.
By the way, Kelly,
have you studied for
the science test
tomorrow? it's
very difficult.
Science test?
I had no idea!
I must leave now;
I have to study!
The science test,
Ema. What day
is it today?
Today? It's
28
th
December.
I forgot to tell
Kelly it was a
joke of Innocents
Day!
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Notes
___________________________
___________________________
___________________________
___________________________
___________________________
___________________________
___________________________
___________________________
___________________________
___________________________
___________________________
___________________________
___________________________
___________________________
___________________________
___________________________
___________________________
___________________________
___________________________
___________________________
___________________________
___________________________
___________________________
___________________________
AVOCADO
FESTIVAL
The idea of the
California Avocado
Festival began in 1986.
Did you know that
when the Aztec ruler
Moctezuma presented a
gift to Spanish explorer Cortez in 1519, he included avocados along
with gold, silver, and jewels? The inhabitants of Carpenteria,
California, in the USA, commemorate this fact every year with an
event completely centered on the avocado. In fact, if you mention
any other fruit or vegetable at this annual October event, the
people will throw you into the World's Largest Bowl of Guacamole.
Why avocados? Well, Santa Barbara County is the third largest
avocado producer in North America. Why in October? Because
statistics show that October is one of the sunniest months of the
year with the least amount of rainfall.
The Avocado Festival has become one of the largest festivals in
California with three days of fabulous food, terrific music, and great
safe family fun.
The Avocado Festival is free for all to enter. Besides lots of chips and
dip, visitors can take part in some friendly "avo-tivities."
Of course there's a competition for the best guacamole and various
other recipes (ice cream and brownies), but the biggest event is the
Best Dressed Avocado. There's also a photography contest and pop
art show, where anything avocado goes.
Holy guacamole!
For more info call 805/684-0038 or visit "http://www.avofest.com"
www.avofest.com
Source: http://www.avofest.com
ATTITUDES
learn about and respect life in other
countries.
learn and reflect about the
importance of English around the world.
learn and reflect about the
importance of English in our own
lives.
LISTENING
discriminate sounds.
identify the purpose of a
message.
use key words to get the
general meaning.
READING
use cognates to predict content.
infer the meaning of key words.
recognize reference markers.
WRITING
complete a fact file.
complete a paragraph.
SPEAKING
talk about personal
experiences.
Revise the content of the
unit and find the exercises
that helped you to learn:
SYNTHESIS SYNTHESIS TEST YOUR KNOWLEDGE TEST YOUR KNOWLEDGE
READI NG
UNIT 3
84
1 pt
1. Read the text quickly and answer this question. What
kind of text is it?
a. A piece of news.
b. A letter.
c. An advertisement.
d. An extract from a brochure.
LANGUAGE
use superlatives.
say conditional sentences.
use words to describe life in
other countries.
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SYNTHESIS
Revise the contents of Unit 3 with your
students and help them to analyze and
reflect on which exercises and
activities helped them achieve the
learning outcomes.
TEST YOUR KNOWLEDGE
Explain to the students that the
purpose of this section is to help them
revise contents and evaluate their
performance in the whole unit. Read
the instructions and make sure they all
understand what they are expected to
do in each activity. Encourage them to
give honest answers in order to detect
their strengths and weaknesses.
Check students' results and revise any
points that the majority of them had
problems with.
Answers:
READING
1. d.
UNIT 3
3 UNIT
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2. Name of the festival: California
Avocado Festival.
Date and place of celebration: October,
Carpenteria, California.
Year of origin: 1986.
Activities and main events: avo-
tivities, recipe competitions,
photography contest, pop-art shows
Number where you can get
information: 805/684-0038
LISTENING
3. a. - i. b. - i.
4. a. England. b. Australian. c. hot.
LANGUAGE
5. Rihanna has been one of the most
successful pop music stars in the USA
since 2005. She has recorded two
albums and has made lots of videos .
Since 2007, she has become very
popular in Britain.
43 ORAL EXPRESSION
6. Make sure students express their
ideas in a clear and proper way.
SELF - EVALUATION
The purpose of this section is to allow
students to reflect on their strengths and
weaknesses. Encourage them to give
honest answers and show interest in their
results.
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LISTENING
EXPERIENCES IN A FOREIGN COUNTRY
Presenter:Every month, Kelly Hardrock, our school reporter,
interviews someone who is living in another country
about their experiences and impressions. This
month, she is interviewing Gabriela, who is talking
about her life in Ireland.
Kelly: Gabriela, why do you live in Ireland?
Gabriela: Because my father works for the Production
Department of SOFT-EX, an international computer
company.
Kelly: And what do you do there?
Gabriela: I study and I help my mother at home. I go to school
and my brother goes to a college in Dublin.
Kelly: What are the best things about being in Ireland?
Gabriela: The best thing is that I meet lots of nice friends from
different countries such as Italy, Germany, France,
and Ireland, of course!
Kelly: And what are the worst things about being in
Ireland?
Gabriela: Well, nothing really bad. My saddest feeling is when
I have to say good-bye to my friends because they
return to their countries.
Kelly: Whats the best place to visit in Ireland?
Gabriela: Ireland is full of beautiful places. In my opinion, the
nicest place to visit is the Aran Islands. People are
really nice there. They make jumpers with sheep
wool and they speak Gaelic. They use horses and
carriages to get around. Its something really special
to be there in front of the cliffs, and hear how the
ocean crashes against the rocks. I really love this
place, and also the Connemara area. Its lovely and
full of lakes and mountains.
Kelly: Thank you very much, Gabriela; that was really
interesting.
LISTENING
EXPERIENCES IN A FOREIGN COUNTRY
First only listen. Then, listen and repeat each phrase.
a. The best thing
b. My saddest feeling
c. The nicest place to visit
d. The easiest exercise to do
e. The worst thing
LISTENING
EXPERIENCES IN A FOREIGN COUNTRY
Oral practice
A: What is the best thing about living abroad?
B: That Christmas is in winter and making a snowman
is really cool!
A: Whats the best place to go?
B: In my opinion, the nicest place to visit is the
mountains!
READING INTERNATIONAL ENGLISH
Pronunciation
First only listen. Then listen and repeat the list of languages.
Chinese English French German
Italian Japanese Russian Spanish
READING INTERNATIONAL ENGLISH
Oral practice
A: How many people speak English around the world?
B: Id sayabout 300 million people.
A: In what countries is it the official language?
B: In Britain, USA, Australia, New Zealand
A: Who use it as a second language?
B: People in India, Pakistan and South Africa.
LISTENING DO YOU LIKE JOKES?
Ann: Daddy, can you help me with my homework.
Father: Of course, what do you need?
Ann: Our teachers told us to collect information about a
particular or strange custom in our country. Do you
know any?
Father: Well, I know about a very funny one!
Ann: Tell me about it!
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TRANSCRIPTS
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Father: In Britain and in the United States there is a special
day in the year when people play jokes on each
other. Everybody plays jokes on their friends on
April 1st and even the newspapers, the radio and
television participate.
Ann: What kind of jokes are you talking about?
Father: Oh, jokes just for fun. Nobody wants to hurt
anybody. The most common trick is to point down to
a friends shoe and say: Your shoelace is untied.
Ann: Well ... I dont find that very funny...
Father: And sometimes the radio or television invent crazy
stories.
Ann: Oh! That sounds more interesting! Do you remember
any good ones?
Father: Sure! I still remember when the BBC in Britain said
the government was making the famous Big Ben
clock digital , and lots of people called to say they
didnt agree with the idea! Another time, there was a
T.V. show about spaghetti trees in Switzerland, but
one of the funniest jokes was in the United States.
Ann: Tell me about it!
Father: A famous restaurant put an advertisement in
newspapers and magazines for a special left-
handed hamburger. The ad said that only left-
handed people could eat that hamburger!
LISTENING DO YOU LIKE JOKES?
Oral practice
A: Do you know any funny jokes to play on our friends?
B: We can tell a friend there is a test today when he or
she arrives at school.
A: It doesnt seem very funny.
B: Or we can tell our friends we ordered pizza and it is
about to arrive at school.
A: That seems more interesting!
LISTENING DO YOU LIKE JOKES?
Pronunciation
Listen and repeat the dates.
April the 1st
March the 3rd
August the 5th
September the 22nd
May the 15th
July the 23rd
READING FESTIVALS AROUND THE WORLD
Pronunciation
Listen and repeat the words. Pay attention to the difference in
the vowel sound.
cheek cheese sheet teeth tee sheep peel
chip chin pick pig tick - tip - ship
READING FESTIVALS AROUND THE WORLD
Oral practice
A: Whats the funniest thing about this festival?
B: For me, the funniest thing about this festival is that
you imitate a pig!
LISTENING DO YOU STUDY HARD?
Kelly: So tell me, Hyojung, at what time do you wake up
when you are in Korea?
Hyojung: I usually wake up at 6:30 to watch TV before going to
school, because classes start at 8:30. First of all I
revise what we learnt the previous class.
Fernando: What time do you finish school?
Hyojung: We stay at school until 3:00. We finish the activities
with another revision of the contents of the day.
Fernando: When do you have time to play, listen to music or
relax?
Hyojung: Well, fortunately, my sister and I can play after doing
the homework.
Fernando: What will you do next year?
Hyojung: If we return to Korea I'll attend high school, but first I
need to pass a very difficult test. The test is very
competitive and any mistakes you make can affect
your possibilities at university, so you have to work
very hard. Can you imagine? If you get an 80 or 90%,
near the maximum, your classmates will ask what
problem you had
Kelly: Is it the same in Chile?
Fernando: Are you kidding? To begin with(fade)
40
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LISTENING DO YOU STUDY HARD?
Pronunciation
First listen. Then listen and repeat these lines from a poem by
Pablo Neruda.
If little by little you stop loving me
I will stop loving you little by little.
LISTENING DO YOU STUDY HARD?
Oral practice
A: What will happen if your father gets a job abroad?
B: Mm, if my father gets a job abroad I will live in
another country. How about you?
A: I will learn another language!
TEST YOUR KNOWLEGDE
Listening - Living in Australia
Robert: John, why are you living in Australia?
John: Well, my mothers parents live in Sydney; we moved
there and we live with them.
Robert: Do you like it?
John: Oh, yes! I like it very much. It is very similar to
England.
Robert: What do you do in your free time?
John: Well, I spend time with my family and we also travel
around the country. I usually go to Queensland and
do bungee jumping or white water rafting. Its
very nice!
Robert: What are the best things about living in Australia?
John: The best thing is that you meet friends from all over
the world.
Robert: And do you have any Australian friends?
John: Oh, yes. Australians are nice and friendly and it is
easier if you speak the same language.
Robert: What are the worst things about Australia?
John: Sometimes the weather is too hot, but there arent
really bad things.
Robert: Whats the funniest thing that has happened to you?
John: Once I found a lizard in the swimming pool, and I
thought it was a baby crocodile!
LISTENING TEST -
NEW YORK CITY AT CHRISTMAS TIME
Interviewer: What can you tell us about your stay in New York
City?
Girl: New York is a beautiful city, especially during the
Christmas season. There are Christmas decorations
everywhere.
Interviewer: Where did you stay?
Girl: I stayed with my cousins in Long Island.
Interviewer: What do you remember most about the visit?
Girl: The first time I went shopping for Christmas. I saw
a huge tree with lights all over it. There was an
enormous statue and an ice skating rink. I love
skating!
Interviewer: What other places did you visit?
Girl: We took a boat to go to the Statue of Liberty and
we climbed to the top. Wow! It was beautiful.
Interviewer: What are the best things about living in New York?
Girl: New York City has a lot of places to visit. You can go
to Central Park or to the Metropolitan Museum. Its
great! The kids section is amazing.
Interviewer: For you, what is the worst thing about living in
New York?
Girl: It is very cold in December, thats the worst thing.
But the Christmas trees with lights all around them
make you feel warmer.
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ERROR ALERT!
LISTENING -
EXPERIENCES IN A FOREIGN COUNTRY
LANGUAGE FOCUS
Spelling of Superlatives
Saddest, hottest, fattest (NOT: sadest, hotest, fatest)
Rainiest, funniest, happiest (NOT: rainyest, funnyest, happyest)
READING - INTERNATIONAL ENGLISH
Exercise 15
Draw students attention to the two different
pronunciation/spelling/words of the same word used in each
variety of English. Remind them that both the British and the
American versions are correct, but that they should choose one
variety and stick to it.
LISTENING - DO YOU LIKE JOKES?
Exercise 9
Hamburger (NOT: hamburguer) Watch out for more incorrect
language transfer from Spanish.
READING - FESTIVALS AROUND THE WORLD
Exercise 4
FALSE COGNATE
Contest = concurso (NOT= contestar)
Draw students attention to more examples of false cognates.
LISTENING - DO YOU STUDY HARD?
Exercise 4
FALSE COGNATE
Attend = asistir (NOT: atender)
Draw students attention to more examples of false cognates.
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BACKGROUND INFORMATION
1 LISTENING - EXPERIENCES IN A FOREIGN COUNTRY
Irish (Gaeilge) is a Goidelic language of the Indo-European
language family, originated in Ireland and historically spoken by
the Irish. Irish is now spoken natively by only a small minority of
the Irish population - mostly in parts of the officially designated
Gaeltachta (sing. Gaeltacht) - but still has a visible symbolic
and important role in the life of the Irish state. It enjoys
constitutional status as the national and first official language
of the Republic of Ireland and it is an official language of the
European Union. Irish is also an officially recognised minority
language in Northern Ireland.
http://en.wikipedia.org/wiki/Irish_language
2 READING - INTERNATIONAL ENGLISH
Native language: primary or first language spoken by an
individual
http://www.tesol.org/s_tesol/sec_document.asp?CID=113&DI
D=317
Second language: the second language a student has learned or
is in the process of learning after a first language has already
been learned.
http://crede.berkeley.edu/tools/glossary.html
A foreign language is a language not spoken by the people of a
foreign place: for example, English is a foreign language in
Japan. It is also a language not spoken in the country of the
person referred to, i.e. an English speaker living in Japan can say
that Japanese is a foreign language to him or her.
http://en.wikipedia.org/wiki/Foreign_language
3 LISTENING - DO YOU LIKE JOKES?
April Fools' Day or All Fools' Day although, not a holiday, is a
notable day celebrated in many countries on April 1st. The day is
marked by the commission of hoaxes and other practical jokes
of varying sophistication on friends, enemies and neighbors, or
sending them on fools' errands, the aim of which is to
embarrass the gullible. Traditionally, in some countries, the
jokes only last until noon. If you play a trick on someone after
this time you are the April Fool. Elsewhere, for example, in
France, the jokes may last all day.
The history of April Fool's Day, sometimes called All Fool's Day, is
not totally clear. Some believe it evolved simultaneously in
several cultures at the same time, from celebrations involving
the first day of spring. The closest point in time that can be
identified as the beginning of this tradition was in 1582, in
France. The tradition eventually spread to England and Scotland
in the eighteenth century. It was later introduced to the
American colonies of both the English and French.
http://en.wikipedia.org/wiki/April_Fool's_Day
4 READING - FESTIVALS AROUND THE WORLD
Gloucestershire is a county in South West England. The county
comprises part of the Cotswold Hills, part of the flat fertile
valley of the River Severn, and the entire Forest of Dean.
The county town is the city of Gloucester, and other principal
towns include Cheltenham, Stroud, Cirencester, and Tewkesbury.
When considered as a ceremonial county, Gloucestershire
borders the preserved county of Gwent in Wales, and in England
the ceremonial counties of Herefordshire, Worcestershire,
Warwickshire, Oxfordshire, Wiltshire, Somerset and Bristol. As
an administrative county, it excludes the area covered by the
South Gloucestershire unitary authority.
According to a 2002 campaign by the charity Plantlife, the
county flower of Gloucestershire is the Wild Daffodil.
http://en.wikipedia.org/wiki/Gloucestershire
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5 LISTENING - DO YOU STUDY HARD?
South Korea has one of the most successful educational models
in the world, based on the high quality of the teachers and on
an intensive system of revision and memorization. This is a
result of almost fifty years of state planning.
Private institutes are found all over Korea. Some institutes are
well-known with many branches while others are small and
short-lived. The majority of classes are conducted early in the
morning and in the evening. Most classes have between 10 to
25 students.
Some pupils are university students, but the majority are school
students. These institutes tend to have the highest standards of
achievement in Korea, and most instructors have years of
teaching experience. The pay, status and benefits offered by
these institutes are among the best in Korea.
Many full-time English teachers teach part-time as well, either
at another institute or with privately arranged classes. Many
English teachers take on private students.
http://www.aacircle.com.au/teach-in-korea.htm
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My town
Aran Islands
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COMPLEMENTARY ACTIVITIES
1. Complete the following paragraph about your city with superlative adjectives.
Im from _______________. Its a very beautiful city full of interesting places. The _______________
place to visit is _______________, but if you want to go shopping the _______________ prices are at
_______________. There are also a lot of places to eat and drink. The _______________ restaurant in
town is _______________ and if you want to have a coffee the _______________ cafe is
_______________. The ________________ building in my city is ______________ and the
_______________ building is on _______________ Street.
The _______________ thing about my town is _______________ I definitely dont like it!
2. Compare your town with the Aran Islands and complete the fact file:
3. American and British English.
Change the words in bold in the sentences into British English. Choose from the words in the box.
a. When I traveled to Miami I lost all my baggage at the airport.
b. My mother hates going to the bank. There are always very long lines.
c. Have you got any scotch tape?
d. We are late because we ran out of gas.
e. My closet is a mess.
f. These pants are very old.
LESSON: EXPERIENCES IN A FOREIGN COUNTRY
LESSON: INTERNATIONAL ENGLISH
Language:
Clothes:
Means of transport:
Geographical features:
Language:
Clothes:
Means of transport:
Geographical features:
sellotape petrol queues luggage trousers wardrobe
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d
e
5. With your partner, make a list of jokes to celebrate April Fools Day with your classmates. Explain the
jokes and make drawings to illustrate them. Remember that you mustnt harm anybody.
Example: Tell your teacher you did the homework but the dog ate it! Ha ha ha!
LESSON: DO YOU LIKE JOKES?
4. In Australia, Scotland and Ireland there are differences in English vocabulary. Match the words with
the correct pictures.
a. Scottish English
i. loch
ii. lassie
iii. lad
iv. Kirk
v. ben
b. Australian English
i. barbie
ii. drapes
iii. lollies
iv. mozzie
v. roo
a
a b c
b
c
d
e
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EXTRA TEST
READING - HISTORY OF THE ENGLISH LANGUAGE
HISTORY OF THE ENGLISH LANGUAGE
These people spoke Germanic dialects that formed
Old English. The Norman conquest of England in
1066 greatly influenced the evolution of the
language. For about 300 years after this, the
Normans used Anglo-Norman as the language of
the court, law and administration. The Normans
heavily influenced what we call Middle English.
Later, during the English Renaissance, many words
came directly from French, Latin and Greek.
Early Modern English began around the
Elizabethan period.
Many French words are similar to English (though
pronunciations are often quite different) because
English absorbed a large vocabulary from Norman
and French, after the Norman Conquest. As a
result, a large portion of English vocabulary
derived from French, with some spelling differences
(word endings, use of old French spellings, etc.), as
well as occasional differences in meaning. The
pronunciation of French words in English has
become completely different and follows a typically
Germanic pattern of stress. Native speakers of Latin
languages, for example, that do not understand
any Germanic languages, often still cannot
distinguish between spoken English and Dutch.
The English language belongs to the Germanic branch of the Indo-European family of languages.
Around the fifth century AD, Germanic-speaking peoples from northwest Germany (Saxons and
Angles) and Jutland (Jutes) invaded Eastern England.
http://en.wikipedia.org/wiki/English_language
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LISTENING - NEW YORK CITY AT CHRISTMAS TIME
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2. Read the text again and identify the incorrect information in each sentence.
a. English is part of the Latin languages.
b. The Roman conquest influenced the evolution of the language.
c. The Normans heavily influenced what we call Modern English.
d. Only a few English words come from French.
e. English follows a typically French pattern of stress.
3. Read the text again and answer the questions.
a. What did Germanic people invade?
b. Where did they come from?
c. What languages did they speak?
d. Where did the Normans use Anglo-Norman?
4. Listen and complete.
The recording is:
a. a survey.
b. a conversation between two friends.
c. an interview.
5. Listen again and circle the correct alternative.
a. New York is a beautiful / grateful city.
b. The girl stayed in Long / Large Island.
c. There was an enormous / famous statue.
d. We took a boat / bus to go to the Statue of Liberty.
e. It is very cold / hot in December.
6. Listen again and decide if these statements are true or false.
a. The girl stayed with family.
b. She doesnt like skating.
c. You can visit many places in New York.
d. The best thing about Christmas time in New York is the weather.
1. Read and circle the correct answer.
The text is:
i. An extract from a book
ii. An extract from a novel
iii.An encyclopaedia article
1 pt
5 pts
4 pts
1 pt
5 pts
4 pts
P
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T
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C
O
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B
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7. Write a short paragraph about a festival. Do not forget to include the following items:
a. name of the festival
b. place and date of celebration
c. in honor of
d. main events
6 pts
6 pts
WRITING
8. Express three reasons why English is important to you.
ORAL EXPRESSION
0 - 8
Keep trying
9 - 18
Review!
19 - 26
Well done!
27 - 32
Excellent!
total
score
32 pts
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EXTRA TEST
READING
1. iii.
2.a. English is part of the Germanic languages.
b. The Norman conquest influenced the evolution of the
language.
c. The Normans heavily influenced what we call Middle
English.
d. Many English words come from French.
e. English follows a typically Germanic pattern of stress.
3.a. East of England.
b. They came from northwest Germany (Saxons and Angles)
and Jutland (Jutes).
c. They spoke Germanic dialects.
d. They used it in court, law and administration.
LISTENING
4. c.
5. a. beautiful; b. Long; c. enormous; d. boat; e. cold.
6. a. True; b. False; c. True; d. False.
WRITING
7. Check that students organize the information properly and
that they include all the information required.
ORAL EXPRESSION
8. Make sure students express their ideas correctly.
ANSWERS
COMPLEMENTARY ACTIVITIES
1. Will vary.
2. Will vary.
3. a. luggage b. queues c. sellotape d. petrol
e. wardrobe f. trousers
4. a. a. ii. b. iii. c. i. d. v. e. iv.
b. a. ii. b. iv. c. v. d. iii. e. i.
5. Will vary.
SUGGESTED YEAR PLANNING 8
UNIT 4 PEOPLE AND PLACES
Minimum Obligatory Contents
Topic
People who made an important
contribution to society
Places
Inventions and discoveries
Listening Comprehension
Morpho-syntactic elements
Prepositions
Conditionals
Past abilities and possibilities
(Could-Couldn't)
Strategies
To use previous experience and knowledge
of the topic.
To identify key words to get the general
idea.
To use context, mimicry and familiar words
to predict posible meaning of new words.
To relate new and old information.
To distinguish phonemes that can interfere
with communication.
To relate oral and written version of words,
phrases and sentences.
To integrate written production by writing
words to consolidate key lexical items.
To integrate oral and written expression
through the use of short phrases and
sentences to show comprehension.
Reading Comprehension
Language: direct and metaphorical
Morpho-syntactic elements
Prepositions
Conditionals
Past abilities and possibilities
(Could-Couldn't)
Strategies
To use context and previous knowledge of
the language to predict development of
the text.
To skim the text to identify the general idea.
To scan the text to identify specific
information.
To relate explicit information to make
simple inferences.
To use previous knowledge of words to
infer the meaning of new words.
To look up the meaning of key lexical items
in the dictionary.
To integrate written expression to
consolidate thematic vocabulary and key
grammatical items.
To integrate the written and spoken
version of words to learn their
pronunciation and spelling.
To incorporate oral and written expression
through the use of phrases and short
sentences.
To use Spanish to show comprehension
when necessary.
Oral Expression
Communicative Functions
To talk about a topic
To talk about national celebrations
Morpho-syntactic elements
Prepositions
Conditionals
Past abilities and possibilities
(Could-Couldn't)
Lexical Elements
500 words of high frequency in oral texts.
Pronunciation
English phonemes
Strategies
To use everyday fixed phrases and
sentences in personally relevant contexts.
To use high frequency words and the
thematic vocabulary of the level in
personally relevant contexts.
To use expressions associated with the
communicative functions of the level in
personally relevant contexts.
To integrate listening as basic input for
interaction.
To integrate reading as a source of
information to produce oral texts.
To discriminate, imitate and repeat
phonemes.
To relate written and spoken version of
sounds to identify and incorporate
intonation patterns.
Written Expression
Morpho-syntactic elements
Prepositions
Conditionals
Past abilities and possibilities
(Could-Couldn't)
Strategies
To imitate models to write own sentences.
To use connectors to link sentences
coherently.
To write answers to questions.
To replace information in model texts with
personal information.
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Acquisition of
vocabulary related to
discoveries, inventions,
professions and places.
The use of tense
markers, prepositions of
time and place.
Effective exchange of
biographical
information.
Effective and efficient
use of writing skills as a
means of
communication.
Expected Outcome Time
20 class hours for
the main body of
text.
4 class hours for
evaluation.
3 class hours for
consolidation and
extra activities.
1 class hour for the
comic strip.
Resources
A biography.
Articles from
magazines and
web pages.
Interview.
Radio program.
Attitudes
Appreciating the
importance of
events and people
in the past as part
of our cultural
heritage.
Appreciating the
importance of
inventions and
technological
development of
last century.
Evaluation
Reflections
Metacognition
Minitests
Listening
Reading
Language
Synthesis
Test your
Knowledge
Listening
Reading
Language
Oral expression
Self-evaluation
Reading and
Listening tests
Observation sheets
Rubrics
Learning Abilities
To identify speakers.
To identify purpose of a
message.
To extract specific
information.
To use key words to get
the general meaning.
To identify type and
purpose of a text.
To use cognates to
predict content.
To identify text
organization.
To distinguish main and
secondary ideas.
To discriminate between
inferences and
statements.
To complete a map.
To complete a
biography.
To give biographical
information.
UNIT 4
4 UNIT
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YOU WILL LEARN THE
FOLLOWING LANGUAGE
Prepositions of time and place
Question words for biographical
information
Words to express inventions and
professions
YOU WILL PAY SPECIAL
ATTENTION TO THESE VALUES:
To learn about events and people
in the past as part of our cultural
heritage.
To learn and reflect on the
technological development of the
last century.
To learn and reflect on the
importance of inventions in our life.
IN THIS UNIT YOU WILL USE
THE FOLLOWING TEXT-TYPES:
READING
An article from a magazine
A biography
An Internet article
LISTENING
An interview
A TV show
YOU WILL DEVELOP THESE
ABILITIES
LISTENING
To identify speakers
To identify purpose of a message
To extract specific information
To use key words to get the general
meaning
READING
To identify type and purpose of a text
To use cognates to predict content
To identify text organization
To distinguish main and secondary
ideas
To discriminate between inferences
and statements
WRITING
To complete a map
To complete a biography
SPEAKING
To give biographical information
PEOPLE AND PLACES
PEOPLE AND PLACES
1. In your group, answer the following questions.
a. Do you recognize the people in the pictures? Who are they?
b. Can you name other important people from the past?
c. What do you know about them?
2. In one minute, in your group, complete the chart with the name of famous people who
correspond to each area. Then compare your answers with other groups.
87
GETTING READY
YOU WILL LEARN THE
FOLLOWING LANGUAGE:
prepositions of time and place
question words for biographical
information
words to express inventions
and professions
YOU WILL DEVELOP THESE
ABILITIES:
YOU W
ILL PAY SPECIAL ATTEN
TION
TO THESE VALUES:
to learn about events and people in the
past as part of our cultural heritage
to learn and reflect about the
technological developm
ent of last century
to learn and reflect about the im
portance
of inventions in our life
IN THIS UNIT YOU WILL USE
THE FOLLOWING TEXT-TYPES:
READING
an article from a
magazine
a biography
an Internet article
LISTENING
an interview
a TV show
LISTENING
to identify speakers
to identify purpose of a message
to extract specific information
to use key words to get the
general meaning
READING
to identify type and purpose of a
text
to use cognates to predict content
to identify text organization
to distinguish main and secondary
ideas
to discriminate between inferences
and statements
SPEAKING
to give biographical information
WRITING
to complete a time line
to complete a biography
History Science Inventions Arts
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GETTING READY
1. Introduce the topic of the unit talking
about important people in the world.
Brainstorm names from your students
and write a list on the board. You can
divide them into people from the past
and people from the present.
Ask your students if they know the
people in the pictures and what
information they know about them. At
this stage, you may need some
additional information.
See Background Information at the
end of the unit.
Answers: Albert Einstein, Isabel
Allende, Teresa of Calcutta, Benjamin
Franklin.
2. You can organize a competition among
your students. Divide the class in
groups of four or five and allow one
minute to complete the chart with the
names of as many famous people as
they know corresponding to each area.
Then compare their results. The winner
is the group with the most correct
names in each slot.
trail
BEFORE READI NG
1. In your group, can you define the cognate 'legendary'?
2. Look at the pictures. Do you recognize any of the legendary
characters in them?
3. Where do they come from? Match and compare with your partner.
El Zorro California, USA
Daniel Boone Nottingham, England
Robin Hood Kentucky, USA
4. Answer Fernando's questions.
5. Have a quick look at the text and identify all the cognates. Can you
predict what the text is about? Make notes.
FOLK HEROES Lesson 1
UNIT 4
88
cabin
bow
band
PICTIONARY
arrow
a b c
d e
f
g
Why are these
characters so famous?
What do they represent?
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Answers:
El Zorro - California, USA; Daniel Boone
- Kentucky, USA; Robin Hood -
Nottingham, England.
4. +++ Tell the students to read and
answer Fernando's questions. Elicit
their answers orally and choose the
best answer to write it on the board.
Accept the use of Spanish, but help the
students to put their ideas in English.
(L.A: to relate information).
Possible answers: They are
legendary. They fought for justicy. They
have appeared in books and films, etc.
5. +Make students give a quick look at
the text and identify all the cognates.
Then, invite them to predict what the
text is about.
Do not check answers at this point.
(L.A: to use cognates to predict topic).
Answers: Will vary.
PICTIONARY
arrow: flecha
band: banda de ladrones
bow: arco
cabin: cabaa
trail: sendero / senda
BEFORE READING
1. + You can start the class while the
students still have their books closed,
asking them to define the cognate
'legendary' in groups. Elicit the
different ideas and write them on the
board. Then, come to an agreement
about the definition.
(L.A: to use cognates to understand
the text).
Answers:
legendary = legendario ( que tiene
relacin con una leyenda; que tiene
mucha fama o prestigio) Gran
Diccionario Oxford, Oxford University
Press, 2003.
2. ++ Now, tell your students to open
their books and look at the pictures on
page 88. Ask them if they recognize
any of the legendary characters in the
pictures.
(L.A: to relate previous knowledge and
visuals).
Answers: All of them except a. are
legendary. All of them are believed to
have existed in reality. They were so
famous that their stories became a
legend.
a. El Llanero Solitario / The Lone
Ranger. b. Robin Hood.
c. El Zorro. d. Daniel Boone.
e. Pocahontas. f. Robinson Crusoe.
g. Joan of Arc.
3. ++ Ask your students to identify
where the legendary characters come
from by matching the information
provided.
(L.A: to use previous knowledge to
relate information).
6. Read the following texts quickly and write the name of the character
that corresponds to each paragraph.
READI NG
PEOPLE AND PLACES
89
Robin Hood
Daniel Boone
7. What are the texts about?
a. three imaginary characters b. three real characters
C._______________________
He was born in Madrid in 1793
but he then emigrated to
America with his parents
Alejandro Vega and Elena
Felicidad. They settled in
California and became rich. He
returned to Spain to study art
and science at Madrid
University but he always
considered California his home.
When he was back in America
he discovered that the mayor
used his position and influence
to exploit and rob the poor
people. He decided to change
the situation and adopted a
secret identity. He wore a black
mask and rode a black horse,
Tornado. His friend Bernardo
pretended to be a deaf mute
and spied for him.
B.________________________
He is often called the most
famous pioneer and frontier hero.
He explored the area of Kentucky,
USA. He was born in Pennsylvania,
USA on November 2, 1734. When
he was young, he never went to
school or learnt how to read or
write. He spent most of his time
hunting.
The Indians captured and released
him four times but he built a cabin
in Kentucky, and moved his family
there.
In 1775, he led an expedition that
opened a trail through Kentucky.
In 1799, he moved west again,
into Missouri, and died on
September 26, 1820.
Today his image is a mixture of fact
and legend.
El Zorro
A.________________________
He is a legendary English hero.
He lived in Sherwood Forest, in
Nottingham, with his band.
Stories about him and his
adventures began to appear in
the XIV century, but the facts
are uncertain. He was probably
born in 1160. He fought against
injustice and robbed the rich to
give to the poor.
He was also a brave fighter and
was very good with his bow and
arrow. His wife was Maid Marion
and his main enemy was the
Sheriff of Nottingham, who
always tried to capture him but
never could.
F
O
L
K
H
E ROE S
www.earlyamerica.com/lives/boone/
www.boonic.com/enciclopedia/
www.bbc.co.uk/robinhood/
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READING
6. +Tell the students to read the texts
quickly and identify the name of the
character that corresponds to each
paragraph.
(L.A: to use scanning to identify
general information).
Answers: a. Robin Hood. b. Daniel
Boone. c. El Zorro.
See Error Alert! at the end of the unit.
7. + Ask your students to choose the
correct alternative and compare it with
their predictions in exercise 5.
(L.A: to identify general topic).
Answers: b.
UNIT 4
90
8. Who is who? Match the statements to each character and write them
in the chart.
a. He was good with bows and arrows.
b. He liked to hunt.
c. He didn't know how to read or write.
d. He was a good rider.
e. He robbed the rich to give to the poor.
f. He wore a mask.
g. He built his house.
h. He had a friend who spied for him.
i. He was a prisoner of the Indians.
10. Write these names.
a. A ____________
b. B ______
c. C ____________
d. I ____________ ___
e. F _______________
f. M _________
REFLECTIONS
Did I use my previous
knowledge to understand
the text?
Did I learn new
vocabulary connected to
the topic?
YES NO
AFTER READI NG
9. Decide if the following facts are statements (S) or inferences (I).
a. ____Robin Hood was married.
b. ____The facts about Robin
Hood's life are not certain.
c. ____Daniel Boone was not an
educated person.
d. ____Daniel Boone knew the
Indians well.
e. ____El Zorro rebelled against
the authorities.
f. ____El Zorro's horse was
called Tornado.
R
o
b
i
n

H
o
o
d
D
a
n
i
e
l

B
o
o
n
e
E
l

Z
o
r
r
o
a b c
d e f
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8. ++ Read the statements with the
class. You can ask the whole class to
place all the statements under the
corresponding character, or you can
divide the class into three groups and
ask each group to find either:
a. the statements related to one
character, or
b. the character corresponding to three
of the statements (group : a., b., c;
group 2: d., e., f; group 3: g., h., i)
(L.A: to identify specific information to
complete a graphic organizer).
Answers:
Robin Hood: a., e.
Daniel Boone: b., c., g., i.
El Zorro: d., f., h.
9. +++ Explain to your students that
there are things we can find in the
texts and there are other things we can
infer from them. Then, ask them to
read the text again if necessary, and
decide if the facts are statements (S) or
inferences (I)
(L.A: to distinguish between facts and
inferences).
Answers:
Statements: b.; f.
Inferences: a.; c.; d.; e.
REFLECTIONS
The purpose of this activity is to help
students reflect on their language
process and to raise their awareness of
how they develop their strategies to
become more effective learners. They
should work on their own but you may
help and guide them when necessary.
Encourage students to keep a record of
their answers in a special section of
their notebooks.
The students read the questions and
identify:
if they used their previous
knowledge to understand the text.
if they learnt new vocabulary
connected to the topic.
AFTER READING
10. + Ask your students to write the
name of the things that appear in the
pictures. Explain that they are all
words from the text.
(L.A: to relate pictures and meanings).
Answers:
a. Arrow. b. Bow. c. Cabin.
d. Indian. e. Forest. f. Mask.
11. ++In pairs, students try to solve the
puzzle using the words in exercise 10.
L A N G UA G E F O C U S Prepositions of time
1. Revise these sentences from the text and other examples. What do the
words in bold mean?
He was born on November 2, 1734. He was born in Madrid in 1793.
The concert is on Saturday. The shops close at 9:00.
2. Look for more examples in the text. Then, complete the rule.
We use ___________when we talk about ___________; ___________with
months, years and seasons; and on with ___________of the week.
PEOPLE AND PLACES
91
11. What is the word? Try this crossword puzzle with your partner.
Down
1. Place full of trees.
2. A thin stick with a sharp point
at one end.
3. A small house made of wood.
Across
4. Something that covers your face.
5. A weapon used for shooting
arrows.
6. Native people from the United
States.
4
2
3
5
1
6
15. Choose your favorite cartoon character and fill the chart. FL
Name Country Clothing Famous for
12. Complete with at, on, in.
a. Stories about Robin Hood began to appear ______the XIV century.
b. Daniel Boone led an expedition and died _____September 26, 1820.
c. Diego de la Vega was born ______1793.
13. First listen. Then listen and repeat.
The show starts at 8:30.
I was born on June 24th, 1998.
They were born in 1962.
14. In pairs, put these lines in order to form a verse of a well known
ballad. Can you guess who the ballad is about? Then listen and repeat.
a. _____A bonny fine maid of a noble degree,
b. _____For she was a gallant dame.
c. _____Maid Marian called by name,
d. _____Did live in the north, of excellent worth,
e. _____With a hey down down a down down.
Did you know that
medieval minstrels and
ballad singers that
traveled all over England
spread many Robin Hood
stories? These
documents, together
with other early ballads,
provide most of what we
know about Robin Hood
and his doings. Of the
real Robin Hood, we know
nothing.
American English:
traveled
British English:
travelled
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(L.A: to relate words and meanings).
Answers:
Down: 1. forest. 2. arrow. 3. cabin.
Across: 4. mask. 5. bow. 6. indians.
_____________________
LANGUAGE FOCUS - Prepositions of time
Remember that this section is meant to
help students revise or discover a particular
grammar structure by themselves.
1. Ask the students to revise the
examples, paying special attention to
the words in bold.
2. Make students identify the type of
information required, and then
complete the rule
Answers:
We use at when we talk about time;
in with months, years and seasons;
and on with days of the week.
_____________________
12. + Ask the students to read the
sentences and complete them with
the correct preposition. (L.A: to apply
a new language structure).
Answers: a. in. b. on. c. in.
13. + Play the recording and ask
students to listen. Then they listen and
repeat.
(L.A: to imitate a model of
pronunciation).
14. ++ In pairs, the students put
the lines in order to form a verse of a
ballad about Robin Hood's life. Play
the recording and ask students to
listen. Then they listen and repeat.
Don't tell them the name of the
character. Make them guess from the
content of the ballad.
(L.A: to identify the order of a verse/
to imitate a model of intonation).
Answers: a.; d.; c.; b.; e.
Did you know that
Let students read this section on
their own and share comments in
their groups. For more information
on this section see page 7 of the
Introduction.
American v/s British English
Draw students' attention to the two
different spellings of the same word
used in each variety of English.
Remind them that both the British
and the American versions are
correct, but that they should choose
one variety and stick to it.
15. Motivate fast learners to think
about and choose their favorite
cartoon character and fill in the chart
(L.A: to consolidate vocabulary).
Answers:
Will vary.
FL
46
45
LISTENING
See Transcript at the end of the unit.
6. + The students listen to the
interview and check their predictions
in exercise 3. Remind them of the
importance of paying special attention
to all familiar words they can identify.
(L.A: to validate predictions).
Answers: a. d.
7. + Make students recognise the
purpose of the interview.
(L.A. to recognize purpose of a text).
Answers: c.
8. ++ The students listen to the
interview again and check if Kelly
asked any of the questions they ticked
in exercise 4.
(L.A: to validate predictions).
Answers: a. c.
9. +++ The students complete
the chart as they listen to the
recording again.
(L.A: to complete a graphic organizer)
47
47
47
47
UNIT 4
92
BEFORE LI STENI NG
A MAGIC ROLE Lesson 2
1. One of the most famous magic characters is the boy who appears in
the pictures below. Can you identify him?
2. Do you know the actor's name and his age?
4. What questions do you think Kelly asked them? Choose some from
the list.
a. Have you got a nickname?
b. How old are you?
c. Where were you born?
d. What is your favorite food?
e. How many brothers and sisters have you got?
5. Read the words in the Pictionary and check their meanings.
a. _____Daniel Radcliffe
b. _____Elijah Wood
c. _____Orlando Bloom
d. _____Emma Watson
e. _____Hillary Duff
f. _____Dakota Fanning
starsig
n
p
astim
e
m
ag
ic
PICTIONARY
3. Read what Kelly says, answer her question and follow her instructions.
There are many
films inspired in this
character. I interviewed
two actors that play the
principal roles in the films.
Who are they? Look at
the pictures and tick
the names of the
actors.
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BEFORE LISTENING
1. + Start a conversation among your
students about the picture on page 92.
Ask them to identify the character in it.
(L.A: to use previous knowledge to
identify information).
Answers: Harry Potter.
2. + Ask the students if they know the
actors name and his age.
(L.A: to use previous knowledge to
make predictions).
See Background Information at the end
of the unit.
3. ++ Now students read what Kelly
says and make their predictions. Do
not check answers at this stage.
(L.A: to use previous knowledge to
predict content).
4. +++Ask your students to guess the
questions they think Kelly asked the
actors.
Do not check answers at this point.
(L.A: to use previous knowledge to
predict content).
5. + Before listening, make sure the
students look at the words in the
Pictionary and revise their meanings.
(L.A: to relate words and pictures).
PICTIONARY
magic: magia
pastime: pasatiempo
starsign: signo zodiacal
Answers:
L A N G UA G E F O C U S Imaginary situations
1. Read these sentences from the interview and other examples.
a. What would you do with magic powers?
b. I would act with Brad Pitt in Harry Potter!
c. I would be invisible.
2. What do these sentences refer to?
a. A real situation. b. An imaginary situation.
3. What verb form do you notice in the examples?
4. Complete the rule.
To talk about __________situations, we use __________+ the verb.
Nickname
Born on
Starsign
Brothers / sisters
Pets
Favorite pastimes
PEOPLE AND PLACES
93
6. Listen to the interview and check your predictions in exercise 3.
Pay special attention to all familiar words you can identify.
7. What is the purpose of the interview? Choose an alternative.
a. To talk about Harry Potter's books.
b. To talk about Harry Potter's movies.
c. To talk about the actors' everyday lives.
8. Listen again. Did Kelly ask any of the questions you ticked?
9. Listen to the interview again and complete the chart.
LI STENI NG
10. Can you say who would like to
a. act with Brad Pitt? ________________________________________________
b. be invisible? _____________________________________________________
Name
AFTER LI STENI NG
American English:
movie star
British English:
film star
Did you know that
Harry Potter's author,
J.K. Rowling, created so
many new words that
there is a glossary of
terms that appear in
Harry Potter stories?
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Name Daniel Radcliffe Emma Watson
Nickname Dan Em
Born on 23rd July, 1989 15th April, 1990
Starsign Leo Aries
Brothers / Sisters Only child A brother
Pets Two dogs - Binka and Nugget Two cats: Bubbles and Domino
Favorite Pastimes PlayStation and football Playing hockey
10. +++ The students listen to the
recording once more and identify the
corresponding actor.
(L.A: to identify specific information).
Answers: a. Emma Watson.
b. Daniel Radcliffe.
American v/s British English
Draw students' attention to the two
different words used in each variety
of English. Remind them that both
the British and the American versions
are correct, but that they should
choose one variety and stick to it.
Did you know that
Let students read this section on their
own and share comments in their
groups. For more information on this
section see page 7 of the Introduction.
AFTER LISTENING
_____________________
LANGUAGE FOCUS - Imaginary
situations
Remember that this section is meant to
help students revise or discover a
particular grammar structure by
themselves.
1. Ask the students to revise the
examples, paying special attention to
the words in bold.
2. Make students identify the type of
information required.
Answers: b.
3. Students identify the verb used in the
examples.
Answers: Would.
4. The students complete the rule.
Answers:
To talk about imaginary situations we
use would + the verb.
_____________________
REFLECTIONS
What were the main problems
I had when forming questions
and answers in English?
What can I do to overcome
them in the future?
UNIT 4
94
11.What would you do with magic powers? Complete the sentences.
a. I would like to _________________________________________________.
b. I would ________________________________________________________.
c. I ________________________________________________________________.
14.Work in groups of four.
a. Imagine you interview your favorite actor or pop-music star.
b. Elaborate a set of questions you would like to ask him/ her.
c. Try to find the true answers for each question.
d. Recreate the interview in front of your class.
15. Match these items with the actors.
a. Two dogs.
b. Aries.
c. Two cats.
d. Hockey stick.
e. Football ball.
f. Leo.
g. Play Station.
h. Brad Pitt.
FL
Would you
like to go to the cinema?
Would you like to see the
new movie at the
Royal?
A
It would be great!
No, I can't stand romantic
comedies.
I prefer action movies.
B
Kelly: _____________________________________________________________.
Fernando: _____________________________________________________________.
Kelly: _____________________________________________________________.
Fernando: _____________________________________________________________.
13. In pairs, use the sentences in bubbles A and B to write a
dialogue between Fernando and Kelly and then role-play it in front
of your classmates.
12. First only listen to the tongue twister. Then listen and repeat
How much wood would a woodchuck chuck
if a woodchuck could chuck wood?
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11. ++ Refer students to the Language
Focus and ask them to complete the
sentences.
(L.A. to consolidate language structures).
12. + The students first only listen.
Then they listen and repeat the
tongue twister.
(L.A. to imitate an intonation pattern).
13. +++ In pairs, the students use
the sentences in bubbles A and B to
write a dialogue between Fernando
and Kelly. Then they role-play it in front
of their classmates. Remember to take
an active role in pair formation, so that
students do not work always with the
same partner to take full advantage of
the variety of learning styles and
abilities. You can also ask your students
to vote for the best performance.
(L.A. to consolidate vocabulary and
language structures).
Answers:
Kelly: Would you like to go to the
cinema?
Fernando: It would be great!
Kelly: Would you like to see the new
movie at the Royal?
Fernando: No, I can't stand romantic
comedies. I prefer action movies..
14. +++ Ask the students to form
groups of four and:
Imagine they interview their
favorite actor or pop-music star
elaborate a set of questions they
would like to ask him / her
try to find the true answers for
each question
recreate the interview in the class
You can also assign this exercise as
homework for next class or as a
project with formal evaluation.
49
48
(L.A: to consolidate language and
vocabulary).
Answers: Will vary.
REFLECTIONS
The students read the questions and
identify:
the main problems they had when
forming questions and answers in
English.
the future actions they can take to
overcome these problems in the
future.
15. Encourage fast learners to relate
each actor with the items in the list.
(L.A: to relate information).
Answers:
Daniel Radcliffe: a.; e.; f.; g.
Emma Watson: b.; c.; d.; h.
FL
MINI - TEST MINI - TEST
PEOPLE AND PLACES
95
READI NG
1. Read the text in lesson 1 again and answer the following questions.
a. Why was Robin Hood so popular among poor people?
b. Why is Daniel Boone called a frontier hero?
c. Why did El Zorro wear a mask?
2. Write the words in the box in the correct column.
3 pts
6 pts
4 pts
4 pts
4 pts
0-8
Keep trying
9-14
Review!
15 -19
Well done!
20 -25
Excellent!
total
score
25 pts
secret hunter archery expedition forest horse rider
Robin Hood Daniel Boone El Zorro
LI STENI NG
3. Listen to the recording in lesson 2 again and identify who is speaking, Daniel or Emma.
a. _______________In Oxford. b. _______________I'm an only child.
c. _______________23rd July, 1989. d. _______________I've got two cats
4. Listen to the recording again and circle the correct alternative.
a. Daniel Radcliff was born in London / Bolton.
b. He loves Play Station and football / basketball.
c. Emma Watson was born in 1999 / 1990.
d. Her brother is younger / older than her.
LANGUAGE
5. Complete the dialogue about an imaginary situation.
A: What famous actor ____________ you like to ____________? (meet)
B: I ____________ like to ______________ _______________.
6. Write at, in or on before the following expressions.
a. _______6
th
June b. _______Thursday
c. _______1987 d. _______2:30
4 pts
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MINI - TEST
The mini-tests in lessons 1 and 2 provide
material to check and revise students'
progress and, at the same time,
information to the teacher about any
points that the majority of the students
may have problems with. Make sure they
understand what they are expected to do
and then give enough time to answer
individually.
Answers:
READING
1. a. Because he gave them what he
robbed from rich people; b. Because he
opened a trail (path) in the frontier
with the Indian territory; c. Because he
had a secret identity.
2.
Robin Hood Daniel Boone El Zorro
Archery, forest Hunter, expedition Horse rider, secret
LISTENING
3. a. Emma. b. Daniel. c. Daniel. d. Emma.
4. a. London. b. Football. c. 1990.
d. Younger.
LANGUAGE
5. would, know, would, know (will vary)
6. a. On. b. On. c. In; At.
47
tom
bstone
UNIT 4
96
BEFORE READI NG
1. Answer these questions.
a. Do you know the women in the pictures?
b. What do they have in common?
2. Make a list of other important women you know.
3. Read the text quickly and underline the cognates you find. What is
the story about?
a. A famous musician.
b. A famous doctor.
c. A famous nurse.
d. A famous writer.
4. Read the words in the Pictionary and then find them in the text.
5. Find the meaning of the words in the Pictionary in this list.
a. A prize.
b. A box that contains a dead body.
c. A person who takes care of sick people, usually in hospital.
d. Woman.
e. Soldiers.
f. A stone over a grave that shows the name, age, etc. of the person
buried there.
FLORENCE NIGHTINGALE,
A WOMAN OUT OF HER TIME Lesson 3
sergeant
nurse
lad
y
coffin
PICTIONARY
aw
ard
http://www.distinguishedwomen.com/
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BEFORE READING
1. + Ask the students to look at the
pictures and then answer the questions.
(L.A: to relate previous knowledge to
the topic).
Answers: Isabel Allende; Sor Teresa de
los Andes; Gabriela Mistral. They are all
women and Chilean women.
2. +Tell the students to make a list of
other important women they know
and the area they stand out in.
(L.A: to relate previous knowledge to
the topic).
Answers:
Will vary.
3. ++ Make students read the text
quickly and underline the cognates
they find. Tell them to read them aloud
and then try to make predictions about
the topic of the text. Do not check their
predictions at this point.
(L.A: to use cognates to predict
content).
Cognates in the text: May, Florence,
Italy, family, hospitals, expert, hygiene,
October, soldiers, heroine, notes,
special, section, millions, copies,
invented, modern, continued, August,
memorial, line.
4. + Tell the students to look at the
words in the Pictionary and then find
them in the text.
(L.A: to identify specific information).
PICTIONARY
award: premio / reconocimiento
coffin: fretro / atad
lady: dama
nurse: enfermera
sergeants: sargentos
tombstone: lpida
5. +++ Make students match each
word in the pictionary with its
meaning.
(L.A: to infer meaning from visuals).
Answers: nurse: c. lady: d. award: a.
coffin: b. sergeants: e. tombstone: f.
READING
6. +Students read the text quickly, just to
check their predictions in exercise 3.
(L.A: to validate predictions).
Answers: c.
7. ++Read the headings with the class
and make sure students know the type of
information required to complete the fact
file. Check answers on the board.
Answers:
Name: Florence Nightingale.
Date of birth: May 12th, 1920.
PEOPLE AND PLACES
97
6. Read the text and check your prediction in exercise 3.
7. Read the text again and complete the following fact file:
Florence Nightingale was born on
May 12
th
, 1820 in Florence, Italy.
Her family was rich and her
father taught her at home.
In 1844, she had the idea to work
in hospitals. She wanted to be a
nurse but her parents did not
want her to become one. She
disobeyed her parents and she
worked as a nurse at Salisbury
Royal Infirmary and soon became
an expert on hygiene.
In 1853, she found her first 'paid'
job. She worked until October, 1854
and then went to help nurse the British
soldiers of the war in Crimea. The soldiers
thought that Florence Nightingale was a great
lady so when Florence returned to Britain she
was a heroine.
People wrote songs about her and Queen
Victoria and Prince Albert gave her an award.
In 1859 Florence wrote a small book called
'Notes on Nursing', with a special section about
taking care of babies. The book sold
millions of copies all over the world.
In 1860, she opened the
Nightingale Training School for
nurses at St Thomas Hospital in
London where Florence almost
invented modern nursing as we
know it today.
In 1861, Florence became ill. She
could not walk anymore and for
the next 30 years she continued
working from her home at 35 South
Street, in London.
By 1896, she was so frail that she
couldn't leave her bedroom.
On August 13, 1910, she fell asleep and did not
wake again.
She was buried in the family grave at East
Wellow. Six sergeants of the British Army
carried her coffin.
Her only memorial is a line on the family
tombstone "F. N. Born 1820. Died 1910. She
lived for ninety years and three months.
READI NG
www.bbc.co.uk/schools/famouspeople/standard/nightingale/index.html - 19k -
Name: Date of birth:
____________________________________ ___________________________
Place of birth: _________________________________________________
Studies: _______________________________________________________
Profession: ___________________________________________________
Place of work: ________________________________________________
Book published: ______________________________________________
Other interesting information: _______________________________
Date of death: ________________________________________________
A
W
O
M
A
N
OUT OF
H
E
R
T
I
M
E
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Place of birth: Florence, Italy.
Studies: at home.
Profession: nurse.
Place of work: Salisbury Royal
Infirmary; the war in Crimea.
Book published: Notes on Nursing.
Other interesting information:
Queen Victoria and Prince Albert gave
her an award; she opened the
Nightingale Training School for nurses in
London; she invented modern nursing;
she got ill and couldn't walk, but worked
from home for 30 years.
Date of death: August 13, 1910.
L A N G UA G E F O C U S Prepositions of place
1. Revise these sentences from the text and other examples.
Florence was born on May 12th, 1820 in Florence, Italy.
She opened the Nightingale Training School for nurses at St Thomas Hospital.
She continued working from her home at 35 South Street, in London.
A war started in Crimea, on the coast of the Black Sea.
2. What do the words in bold mean? What is their equivalent in Spanish?
3. Complete the rule with in - at - on.
We use _____with full addresses, special places, institutions or events.
We use _____with countries, cities, rooms or buildings. We use _____
with floors of buildings, coasts or surfaces.
UNIT 4
98
8. Put the events in the correct sequence.
a. She continued working from her home.
b. She found her first 'paid' job.
c. She took care of the soldiers very well.
d. Florence wrote a small book.
e. Florence went to help nurse British soldiers.
9. Are these sentences inferences or statements? Write I or S.
a. _____Florence didn't go to school.
b. _____Her parents didn't want her to be a nurse.
c. _____Her book was very popular all over the world.
d. _____She met Queen Victoria and Prince Albert.
AFTER READI NG
a b c
10.Look at the pictures. In your notebook, write sentences that illustrate
them using the correct preposition of place.
Did you know that
Florence Nightingale was
the founder of the
modern nursing
profession? She was also
a pioneer statistician; she
invented the pie chart.
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10.++ Refer students to the Language
Focus. Then, ask them to look at the
pictures and write sentences in their
notebooks that illustrate them, using
the correct preposition of place.
(L.A: to use a new language structure).
Answers:
a. Kelly is at school; b. Ema is in Santiago;
c. Fernando lives at 465, King St.
11.+Invite students to write notes about
their own life. Make them think about
important dates and facts and then
complete the fact file.
(L.A: to relate topic to students' own lives).
Answers: Will vary.
12.+++ Motivate students to use
the information in exercise 11, to
exchange information in pairs. Tell
them to use the questions as clues.Ask
them to listen to the example.
(L.A: to consolidate vocabulary and
language)
Answers: Will vary.
50
8. ++Tell the students to read and put
the events in the correct sequence.
(L.A: to identify the correct sequence of
events).
Answers: b.; e.; c.; d.; a.
9. +++Ask the students to read again if
necessary and then distinguish
Inferences from Statements.
(L.A: to distinguish inferences and
statements).
Answers: a. I. b. S. c. I. d. l.
See Error Alert! at the end of the unit.
Did you know that
Let students read this section on their own
and share comments in their groups. For
more information on this section see page
7 of the Introduction.
AFTER READING
______________________
LANGUAGE FOCUS - Prepositions of
place
Remember that this section is meant to
help students revise or discover a particular
grammar structure by themselves.
1. Ask the students to revise the examples,
paying special attention to the words in
bold.
2. Make students identify the type of
information required
Answers: en.
3. They complete the rule with in - at - on.
We use at with full addresses, special
places, institutions or events. We use in
with countries, cities, rooms or
buildings. We use on with means of
transport, floors of buildings, coasts or
surfaces.
______________________
PEOPLE AND PLACES
99
11.Write notes about your own life. Think about important dates and
facts and complete the fact file.
12. With the information in exercise 11, talk to your partner about
your life. Use these questions as clues. Listen to the example.
A: I was born in ____________________________, how about you?
B: I ____________________________.
A: I started school in ____________________________.
B: Where do you live?
A: I live ____________________________.
13. First only listen. Then listen and repeat.
There was a young lady in Ickenham
Who went on a bus to Twickenham.
14.In groups, find out about a famous Chilean woman. (She can be
alive). Search the Internet, history books, encyclopaedias or libraries.
a. Find out important dates and facts about her life and what she
did / does for the country.
b. Write a short biography and prepare an oral presentation about the
person you chose. You can prepare posters and bring pictures,
photographs, etc.
15. Underline the most important sentences in the text and write a
brief summary of Florence Nightingales biography.
Florence Nightingale was born in 1820. Her father...
________________________________________________________________
________________________________________________________________
________________________________________________________________
________________________________________________________________
FL
Date and place of birth
City or town
School
Other activities
Name
REFLECTIONS
Did I have difficulties to
give biographical
information?
Did I use my previous
knowledge to do the
tasks?
YES NO
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REFLECTIONS
The purpose of this activity is to help
students reflect on their language process
and to raise their awareness of how they
develop their strategies to become more
effective learners. They should work on
their own but you may help and guide
them when necessary.
Encourage students to keep a record of
their answers in a special section of their
notebooks.
The students read the questions and
identify:
if they had difficulties to give
biographical information.
if they used previous knowledge to do
the tasks.
13.+ The students first only listen.
Then, they listen and repeat the tongue
twister.
(L.A: to imitate a pronunciation model).
14.+++PROJECT. Form groups of four
or five students. Explain to them they
must find information about a famous
51
Chilean woman. (She can be alive).
They can search the Internet, history
books, encyclopaedias or libraries and:
a. find out important dates and facts
about her life and what she
did/does for the country.
b. write a short biography and prepare
an oral presentation about this
woman. Motivate students to
prepare posters and bring pictures,
photographs, etc. to improve their
presentation.
(L.A: to consolidate language,
vocabulary and speaking skills through
a project).
Answers: Will vary.
15. Encourage fast learners to
underline the most important
sentences in the text and write a brief
summary of the biography. Ask some
students to share their work with the
whole class to provide a model for their
classmates.
(L.A: to organize information to
elaborate a biography).
Answers: Will vary.
FL
UNIT 4
100
BEFORE LI STENI NG
PEOPLE THAT
CHANGED PEOPLE Lesson 4
1. Answer Fernando's question.
2. Can you write the word next to its definition?
a. ________________________: something new learnt or found in nature.
b. ________________________: created thing, a thing that somebody
created, especially a device or process.
Microsoft Encarta 2007. 1993-2006 Microsoft Corporation
3. Write the name of the inventor or discoverer under the
corresponding picture.
Wright brothers Marie Curie T.A. Edison Albert Einstein
4. Read the following sentences and relate them with a name from ex. 3.
a. His inventions and discoveries helped other people
b. She won a Nobel Prize.
c. He made important contributions to science.
d. They could imitate the birds.
5. Before listening, have a look at the pictures and the words in the
Pictionary. Can you predict the content of the text?
Do you
know the difference
between an invention
and a discovery?
Discuss your ideas with
your partner.
______________________________________
a
______________________________________
b
______________________________________
c
______________________________________
d
vaccine
phonograph
m
otion
picture cam
era
light bulb
kite
PICTIONARY
flight
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BEFORE LISTENING
1. + Start the lesson eliciting students'
ideas about the difference between an
invention and a discovery. Make them
discuss ideas with their partners and
come to an agreement. Encourage
students to use English as much as
possible, but allow Spanish if
necessary as this is a stage in which
you are not checking speaking skills.
Do not check answers at this stage.
(L.A: to relate previous knowledge to
the topic).
See Background Information at the
end of the unit.
2. ++ Now, ask students to write the
word next to its definition in English.
(L.A: to use previous knowledge to
infer meaning).
Answers:
Discovery: something learned or
found, something new learned or
found in nature.
Invention: created thing, a thing that
somebody created, especially a device
or process
Microsoft Encarta 2007. 1993-
2006 Microsoft Corporation.
3. ++ Tell the students to write the
name that corresponds to each picture.
(L.A: to use visual clues to relate
information).
Answers:
a. T.A. Edison. b. Marie Curie.
c. Wright Brothers d. Albert Einstein.
4. +++Now, ask students to read the
sentences and then relate them to a
character in exercise 3. Do not check
answers at this point.
(L.A.: to use previous knowledge to
predict content)
5. + Before listening, make students
have a look at the pictures and the
words in the Pictionary and then
predict the content of the text.
(L.A: to use visuals to predict content).
PICTIONARY
kite: volantn
flight: vuelo
light bulb: ampolleta
motion picture camera: camara de cine
phonograph: fongrafo
vaccine: vacuna
PEOPLE AND PLACES
101
6. Listen to the recording and check your predictions in exercise 5.
7. Listen to the recording again and choose the best answer.
a. What kind of text is it?
i. A radio quiz. ii. A radio interview.
b. What are they doing?
i. They are talking about themselves. ii. They are representing a role.
8. Listen to the recording again and circle the correct alternative.
a. I was born in 1867/1967. I graduated when I was 16 and won a medal /
prize. I did my first scientific work in 1819/ 1890. I received the Nobel
Prize in Physics / Chemistry.
b. I define myself as an inventor / vendor . I invented more than 100 /
1,000 different things like the telegraph / phonograph. I always said:
Genius is 1 / 100 % inspiration and 19 / 99 % perspiration.
LI STENI NG
L A N G UA G E F O C U S Could / Couldnt
1. Read the sentences from the text and other examples. Pay special
attention to the words in bold.
I couldn't go to university because I was a woman.
How could I do all that?
Could you swim when you were a child?
I couldn't study.
2. What do these sentences refer to?
a. a past possibility / ability
b. a present possibility / ability
c. a future possibility / ability
3. Complete the rule.
When we want to talk about something we had the _________/ ability
to do in the _________, we use _________+ the verb.
AFTER LI STENI NG
REFLECTIONS
How much did the
exercises help me to
understand the text?
How much did the
exercises help me to
understand the text?
How much did I use my
previous knowledge to
understand the text?
YES NO
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LISTENING
See Transcript at the end of the unit.
6. + Play the recording once. The
students listen and check their
predictions in exercise 4.
(L.A: to validate predictions).
Answers: a. T. A. Edison;
b. Marie Curie; c. Albert Einstein;
d. Wright Brothers
7. ++ The students listen again
and circle the correct answer.
(L.A: to identify general information).
Answers: a. i. b. ii.
8. +++ Play the recording once
more. The students listen and choose
the correct alternative.
(L.A: to identify specific information).
Answers:
a. 1867, medal, 1890, Physics.
b. inventor, 1,000, phonograph, 1, 99.
See Error Alert! at the end of the unit.
52
52
52
_____________________
LANGUAGE FOCUS Could / Couldnt
Remember that this section is meant to
help students revise or discover a
particular grammar structure by
themselves.
1. Ask the students to revise the
examples, paying special attention to
the words in bold.
2. Students identify the information
required.
Answers: a.
3. They complete the rule.
When we want to talk about something
we had the possibility / ability to do in
the past, we use could + the verb.
_____________________
AFTER LISTENING
REFLECTIONS
The purpose of this activity is to help
students reflect on their language
process and to raise their awareness of
how they develop their strategies to
become more effective learners. They
should work on their own but you may
help and guide them when necessary.
Encourage students to keep a record of
their answers in a special section of
their notebooks.
The students read the questions and
identify:
how much the exercises helped
them to understand the text.
how much they used their previous
knowledge to understand the text.
UNIT 4
102
9. First only listen. Then listen and repeat the following sentences.
He's a clown doctor.
She's a tennis player.
Edison was a famous inventor.
He is the most important scientist in the world.
10. Complete the conversation with the phrases in the box and then
check with the recording. Practice in your group and then role-play it
in front of your classmates.
abacus telescope telephone Internet wheel computer fireworks printing press
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1600 - 1700
3500 BC 1450 1969 1850 - 1880
3000 BC 1000 1920
0
500000 - 400000 BC
______________
______________!
What quiz, Kelly?
I have a
______________
______________
kids!
Wow! Let's start! the most points
quiz for you about Pay attention
________________________.
For each correct answer, one point.
The player who scores
______________________is the
winner, OK.?
But what's
the quiz __________
_____________?
Inventions.
___________
___________!
11. Look at the pictures of inventions. Locate them on the timeline. FL
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9. + Play the recording. The
students first only listen. Then they
listen and repeat the sentences.
(L.A: to imitate a model of
pronunciation).
10. +++ Ask students to
complete the conversation with the
phrases in the box. Then, play the
recording and make them check their
answers. You may also encourage
some groups to dramatize the
conversation in front of their partners.
(L.A.: to dramatize a communicative
situation)
Answers: quiz for you; Wow; Pay
attention; the most points; about; Let's
Start!
11. Motivate fast learners to look at
the pictures of the inventions and
then locate them on the timeline.
(L.A: to relate previous knowledge to
the topic).
Answers: fire, wheel, abacus;
fireworks, printing press, telescope,
phone, computer, Internet.
FL
54
53
MINI - TEST MINI - TEST
READI NG
1. Read the text in lesson 3 again and answer the following questions.
a. Where was Florence Nightingale born?
b. When did she start working?
c. What famous persons did she meet?
d. What did she write?
2. Find the words of column A in the text and match them with their meaning in column B.
4 pts
4 pts
2 pts
3 pts
4 pts
PEOPLE AND PLACES
103
0 - 4
Keep trying
5 - 9
Review!
10 - 13
Well done!
14 - 17
Excellent!
total
score
17 pts
A
Nurse
Award
B
A prize
A person who takes care of sick people
LI STENI NG
3. Listen to the text in lesson 4 again and number these sentences in the order you hear them.
a. ____I studied mathematics.
c. ____I changed the way people lived.
d. ____My mother taught me.
e. ____I couldn't go to university.
4. Listen to the recording again and write the name that corresponds to each statement,
Marie Curie or T. A. Edison.
a. __________________________didn't go to school.
b. __________________________made a discovery by accident.
c. __________________________invented a lot of things.
LANGUAGE
5. Complete the sentences with the correct preposition.
a. He flew from Japan. He's probably ______Sydney now.
b. Were you ______Tom's party last night?
c. He lives ______Australia.
d. We live ______this address.
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MINI - TEST
The mini-tests in lessons 3 and 4
provide material to check and revise
students' progress and, at the same
time, information for the teacher
about any points that the majority of
the students may have problems with.
Make sure they understand what they
are expected to do and then give
enough time to answer individually.
Answers:
READING
1. a. in Italy. b. in 1844.
c. Queen Victoria and Prince Albert.
d. a book on nursing.
2. nurse: a person who takes care of
sick people; award: a prize.
LISTENING
3. e.; a.; d.; b.
4. a. T.A. Edison. b. Marie Curie.
c. T.A. Edison.
LANGUAGE
5. a. in. b. at. c. in. d. at.
52
BEFORE READING
1. +Start the lesson telling students to
have a quick look at the pictures and
read the title of the text. Then, ask
them to tick their idea of a Children's
Republic.
(L.A: to predict content from titles and
visuals).
Answers: a.
See Background Information at the
end of the unit.
2. ++Ask the students to read the text
quickly and underline all the cognates.
Tell them to read the cognates aloud
and, with this information, try to
predict what the text is about. Do not
check answers at this point.
(L.A: to use cognates to predict
content).
Answers: miniature, minutes,
extends, hectares, students, visit,
authorities, government, basic,
functioning, important, institutions,
republic, different, palaces, public,
restaurants, station, real, areas,
UNIT 4
104
BEFORE READI NG
1. Look at the pictures and read the title of the text. Tick your idea of a
Children's Republic.
a. A place where children choose the authorities.
b. A place like a city where children can play.
c. A place where only children live.
2. Have a quick look at the text and underline all the cognates. Can you
say what it is about?
3. Choose five words to support your prediction and then compare
them with your partner.
______________________________
______________________________
______________________________
______________________________
______________________________
4. Make sure you understand the words in the Pictionary.
A SPECIAL PLACE
FOR CHILDREN Lesson 5
steam
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sq
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PICTIONARY
b
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PEOPLE AND PLACES
105
A: ____________________________________
This miniature world is only ten minutes from the
city of La Plata, in Buenos Aires, and extends
over 53 hectares.
When students visit it, they can choose the
authorities of the Children government and
see the basic functioning of the most important
institutions of the country.
The Children's Republic has thirty five different
buildings. There are castles, palaces, public
buildings, a chapel, restaurants, a railway station,
and other places like in a real city.
The republic has three different areas.
B: ____________________________________
The central Civic Center has streets, monuments
and buildings. Around the main square there is a
bank, the Cathedral, the City Hall, restaurants, a
Post Office and the Palace of Culture.
There is also an International Museum of Toys
with two thousand five hundred dolls from fifty
countries around the world. It is the kids'
favorite place.
The House of Parliament and the Palace of
Justice are opposite the Central Square. The city
also has a radio studio, Republic Radio. It is the
first radio in the country where children can
participate.
C: ____________________________________
Within this area there is a little forest with varied
trees, and there is also an artificial lake with
small islands. There is also an educational farm
with a stable. There, children can learn how to
milk a cow and how to manufacture cheese.
D: ____________________________________
In this area, visitors can take a boat ride on a
Mississippi-style paddle steamer, take a tour in
the local train or enjoy the aquarium.
The Amphitheater is opposite the artificial lake.
It imitates an ancient Greek theater. During
weekends, children present their plays and live
music and there are also aquatic animal shows.
There is a place in Argentina where kids
can play at being adults and enjoy the main places of a real city.
READI NG
C
H
ILD
RENS REPUBLIC
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central, monuments, bank, cathedral,
office, culture, international, favorite,
parliament, justice, opposite, radio,
studio, participate, varied, artificial,
educational, manufacture, visitors,
tour, train, aquarium, amphitheater,
imitates, theater, present, music,
aquatic, animal shows.
3. +++Ask the students to choose five
words to support their predictions in
exercise 2 and then compare with their
partners.
(L.A: to use cognates to support
predictions).
Tell students to read the words in the
Pictionary and check that they have
interpreted the pictures correctly.
PICTIONARY
building: edificio
doll: mueca
square: plaza
stable: establo
steamer: barco a vapor
UNIT 4
106
8. Answer the following questions with Yes or No.
a. Is the Children's Republic near the city of La Plata?
b. Can children choose the authorities?
c. Is the Museum of Toys a popular place?
d. Can children learn how to make cheese?
9. Look at the pictures. Find the name of these places in the text.
7. Read the text again and match the numbers and nouns.
2,500 53 3 35
hectares dolls buildings areas
5. Have a quick look at the text and check your predictions in exercises 2
and 3. Can you say what kind of text it is?
a. An interview. b. An article. c. A short story.
6. Write the correct title for each paragraph.
Rural area Location Recreational area Urban area
American English:
Theater
British English:
Theatre
REFLECTIONS
What were the main difficulties I
had to match visuals and words?
How much did I use my previous
knowledge to do the tasks?
a
C_______________________________
b
R_________________ S____________
c
L_______________________________
d
F_______________________________
e
S_______________________________
f
A_______________________________
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4. +Ask students to have a quick look at
the text and decide the kind of text it is.
(L.A: to identify kind of text).
Answers: b.
5. ++The students read the text again
and then choose the correct title for
each paragraph.
(L.A: to identify general information).
Answers: A: Location. B: Urban Area.
C: Rural Area. D: Recreational Area.
6. ++ Now students recognize which
number corresponds to each item.
(L.A: to relate information).
Answers: 2,500 - dolls; 53 - hectares;
3 - areas; 35 - buildings.
7. +++ Ask students to answer the
questions with Yes or No.
(L.A: to identify correct information).
Answers: a. Yes. b. Yes. c. Yes. d. Yes.
8. +++ Explain the students that
these are pictures of places they can
find in the City of Children. Tell them to
read the text carefully and then write
the name of the places.
(L.A: to extract specific information to
complete a map).
Answers: a. Castle; b. Railway
Station; c. Lake; d. Farm; e. Stadium;
F. Amphitheater.
American v/s British English
Draw students' attention to the two
different spelling of the same word
used in each variety of English. Remind
them that both the British and the
American versions are correct, but that
they should choose one variety and
stick to it.
REFLECTIONS
The purpose of this activity is to help
students reflect on their language
process and to raise their awareness of
how they develop their strategies to
become more effective learners. They
should work on their own but you may
help and guide them when necessary.
Encourage students to keep a record of
their answers in a special section of
their notebooks.
The students read the questions and
identify:
the main difficulties they had when
completing a map were.
how much they used their previous
knowledge to do the tasks.
L A N G UA G E F O C U S Prepositions of place
1. Read these sentences from the text.
This miniature world is only ten minutes fromthe city of La Plata.
Around the main square of the Civic Center there is a bank.
Inside the Palace of Culture there is an International Museum of Toys.
The House of Parliament is opposite the Central Square.
2. What do the words in bold express?
a. time b. location
3. Complete the rule.
_________, ____________, _______, _______are prepositions of place.
around inside from opposite
AFTER READI NG
PEOPLE AND PLACES
107
10. In pairs, exchange information about a place you would like to visit
in the Children's Republic. Use the pattern below and then change
roles.
A: Which place would you like to visit in the Children's Republic?
B: I'd like to visit ___________________________________.
A: Why?
B: Because___________________________________. How about you?
11. First only listen. Then listen and repeat the tongue twister.
You know New York.
You need New York.
You know you need unique New York.
12. Suppose that you are creating a city or country for children and
teens. What buildings, organizations, and places would you include?
Make a list with your partner.
FL
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AFTER READING
_____________________
LANGUAGE FOCUS - Prepositions of
place
Remember that this section is meant to
help students revise or discover a
particular grammar structure by
themselves.
1. Ask the students to revise the
examples, paying special attention to
the words in bold.
2. Ask students to identify the type of
information required.
Answers: b.
3. The students complete the rule.
Around, from, inside and opposite
are prepositions of place. We use them
when we talk about place (location of
things).
_____________________
9. +++ In pairs, students
exchange information about a place
they would like to visit in the Children's
Republic. Tell them to use the pattern
provided and then change roles.
(L.A: to exchange information).
Answers:
Will vary.
55
10. + The students first only listen.
Then they listen and repeat the
tongue twister.
(L.A: to imitate a model of
pronunctiation).
11. Explain to your students that they
have to suppose that there is a city or
country for children and teens. Ask
them to work in pairs and write a list
of the buildings, organizations and
places they would include in it.
(L.A: to relate topic with own reality).
Answers:
Will vary.
FL
56
Notes
___________________________
___________________________
___________________________
___________________________
___________________________
___________________________
___________________________
___________________________
___________________________
___________________________
___________________________
___________________________
___________________________
___________________________
___________________________
___________________________
___________________________
___________________________
___________________________
___________________________
___________________________
___________________________
___________________________
___________________________
EPISODE 4:
THE MOST USEFUL INVENTION
EPISODE 4:
THE MOST USEFUL INVENTION
This is Andy. He is representing
the International School. We
hope he gets a good score.
Ready for question 1 ?
Here we go! People
use it to identify and
to prove who they are.
What is it, Andy?
Good evening, sir.
I know, it's the
ID card.
That's right! Now,
question 2. People use
it to make calculations
correctly and quickly,
what is it?
Oh! That's easy,
it's the calculator!
Come on, guys.
Let's turn on the TV.
The show will start in
a minute.
Oh! Yes. I want
to see Andy.
Good evening. Welcome
to our quiz show " Today's
important inventions!"
K
e
l
l
y

H
a
r
d
r
o
c
k
,

s
c
h
o
o
l

r
e
p
o
r
t
e
r
K
e
l
l
y

H
a
r
d
r
o
c
k
,

s
c
h
o
o
l

r
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p
o
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t
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Kelly Hardrock, school
reporter
Help students identify the connection
between the characters that have
appeared in the lessons and those in the
cartoon. Help them revise what happened
in the previous episode of the comic strip.
Motivate them to read this episode on
their own and help only if they ask you to.
You can ask some students to summarize
the episode, in Spanish if necessary.
Right again! Your
score is going
up fast!
And now, question 3. It
makes communication
easy and immediate,
wherever you are.
What is it?
Wait! Gotcha!
I know, it's the
cell phone, isn't it?
Just in time!
Yes. Luckily,
my sister called me
I can't believe Andy
doesn't know the
answer!
I'm so nervous...
come on Andy,
you can...
Er... let me think...
Time is...
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Notes
___________________________
___________________________
___________________________
___________________________
___________________________
___________________________
___________________________
___________________________
___________________________
___________________________
___________________________
___________________________
___________________________
___________________________
___________________________
___________________________
___________________________
___________________________
___________________________
___________________________
___________________________
___________________________
___________________________
___________________________
READING
use cognates to predict
content.
identify text organization.
discriminate between
inferences and statements.
WRITING
complete a map.
complete a biography.
SPEAKING
tell a biography.
LANGUAGE
use prepositions of time and
place.
find words to describe inventions
and discoveries.
learn words to describe
professions.
A _____________________________________
In ancient times, people invented new machines, materials, and ways of
doing things but no one knows what the first invention was.
Prehistoric inventors found ways to make and keep fires burning. They
invented ways to grow plants for food and learned how to tame
animals. Other great prehistoric inventions were the wheel, pottery, and
ways to build houses.
B _____________________________________
One great invention was the printing press. A German named Johannes
Gutenberg invented a press to print books in the 1400s. Books became
much more common and helped other inventors make new things.
After the invention of the steam engine around 1700, inventors made
many new machines. They invented locomotives, steamboats, and all
kinds of factory machines.
Another great invention, the internal combustion engine, led to the
invention of automobiles in the late 1800s.
The discovery of electricity led to many wonderful inventions. Many
scientists studied electricity. An American inventor named Thomas A.
Edison invented the electric lamp, the phonograph, and other things
that use electricity in the late 1800s.
C _____________________________________
No one knows the names of prehistoric inventors. Until the 1900s, most
inventors worked alone. Today, most inventions come from scientists
and engineers who work in teams. Most of them work for universities,
government agencies, or big companies.
Microsoft Encarta 2007. 1993-2006 Microsoft Corporation.
ATTITUDES
learn about events and people in the
past as part of our cultural heritage.
learn and reflect on the technological
development of past centuries.
learn and reflect on the importance of
inventions in our lives.
LISTENING
identify speakers in a
conversation / dialogue.
identify the purpose of a
message.
use key words to get the
general meaning.
Revise the content of the
unit and find the exercises
that helped you to:
SYNTHESIS SYNTHESIS TEST YOUR KNOWLEDGE TEST YOUR KNOWLEDGE
READI NG THE FI RST I NVENTI ON
UNIT 4
110
2 pts 1. Read the text and choose a title for each paragraph.
a. What were the greatest inventions?
b. What was the first invention?
c. Who are the inventors?
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performance in the whole unit. Read
the instructions and make sure they all
understand what they are expected to
do in each activity. Encourage them to
give honest answers in order to detect
their strengths and weaknesses.
Check students' results and revise any
points that the majority of them had
problems with.
Answers:
READING
1. A - b.; B - a.; C - c.
2. e.; c.; f.; a.; d.; b.
LISTENING
3. Christopher Columbus
4. a. - i. b. - ii.
5. a. False. b. True. c. True.
LANGUAGE
6. b.; c.; f.
ORAL EXPRESSION
Check that students say clear and
correct sentences. Pay special
attention to the use of would to
express imaginary situations.
57
SYNTHESIS
Revise the contents of Unit 4 with your
students and help them to analyze and
reflect on which exercises and
activities helped them achieve the
learning outcomes.
TEST YOUR KNOWLEDGE
Explain to the students that the
purpose of this section is to help them
revise contents and evaluate their
Can I talk about an imaginary
situation?
Can I play games?
Can I use prepositions of time and
place?
Answer the following questions
and check your progress in this
module. Put a tick in the box that
is true for you.
SELF-EVALUATION SELF-EVALUATION
Do I understand the general
meaning of the texts?
Can I infer the meaning of a new
word from the context?
Can I distinguish a statement from
an inference?
Can I use would?
Can I use new vocabulary?
Did I find useful information?
Did I work well in my group?
Did I enjoy doing the tasks?
Can I talk and write about a famous
person from the past?
Can I give biographical information?
Do I understand the texts?
Do I understand my classmates?
Can I identify speakers?
Can I use my previous knowledge to
understand a text?
PEOPLE AND PLACES
111
3 pts
1 pt
0 - 5
Keep trying
6- 11
Review!
12 - 16
Well done!
17 - 19
Excellent!
total
score
19 pts
listening
language
speaking / writing
project / group work
reading
4 pts
3 pts
3 pts
3 pts
2. Which came first? Put the inventions in
chronological order writing a number next to them.
LISTENING - A famous expl orer
3. Listen to the story and identify who is
speaking:
Pedro de Valdivia Christopher Columbus
4. Circle the correct alternative
a. He began to travel when he was ________________.
i. 13 ii. 16 iii. 18
b. He was sure the Earth was __________________.
i. sound ii. round iii. found
5. Read the following sentences and decide if
they are true (T) or false (F).
a. _____He was born in America.
b. _____He discovered a new continent.
c. _____He made four trips.
LANGUAGE
6. Circle the incorrect answers:
a. in February b. on 5:00 o'clock c. at California
d. on May 2 e. on Friday f. on October
ORAL EXPRESSI ON
7. What would you do with magic powers? Say three
sentences.
Help! Great! Not too bad
a b c
d e f
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SELF - EVALUATION
The purpose of this section is to allow
students to reflect on their strengths and
weaknesses. Encourage them to give
honest answers and show interest in their
results.
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TRANSCRIPTS
READING - FOLK HEROES
Pronunciation
First listen. Then listen and repeat.
The show starts at 8:30.
I was born on June 24th, 1998.
They were born in 1962.
READING - FOLK HEROES
Oral Practice
A bonny fine maid of a noble degree,
Did live in the north, of excellent worth,
Maid Marian called by name,
For she was a gallant dame.
With a hey down down a down down
LISTENING - A MAGIC ROLE
Kelly: Your name is Daniel Radcliffe, but have you got a nickname?
D.R.: Oh! Sure! Everybody calls me Dan.
Kelly: O.K. Dan. When were you born?
D.R.: I was born on the 23th of July, 1989.
Kelly: So, your star sign is Leo. Where were you born?
D.R.: In London.
Kelly: Have you got any brothers or sisters?
D.R.: No, Im an only child.
Kelly: What about your everyday life? Have you got a pet?
D.R.: Two dogs - Binka and Nugget.
Kelly: What do you like doing in your free time?
D.R.: I love PlayStation and football - I support Fulham
Football Club.
Kelly: What would you do with magic powers?
D.R.: I would like to be invisible!
Kelly: And you, Emma, have you got a nickname?
E.M.: Yes, my nickname is Em.
Kelly: When and where were you born?
E.M.: I was born on April the 15th, 1990, in Oxford. My star
sign is Aries.
Kelly: What can you tell us about your family?
E.M.: I live with my mother and with my younger brother Alex.
Kelly: Do you like animals?
E.M.: Yes! I love cats Ive got two: Bubbles and Domino
Kelly: What are your favorite pastimes?
E.M.: I love playing hockey.
Kelly: What would you do with magic powers?
E.M.: I would... I would act with Brad Pitt in Harry Potter! It
would be great!
LISTENING - A MAGIC ROLE
Pronunciation
First only listen to the tongue twister. Then listen and repeat.
How much wood would a woodchuck chuck
if a woodchuck could chuck wood?
LISTENING - A MAGIC ROLE
Oral practice
Kelly: Would you like to go to the cinema?
Francisco: It would be great!
Kelly: Would you like to see the new movie at the Royal?
Francisco: No, I cant stand romantic comedies.
Kelly: What kind of movies do you like?
Francisco: I prefer action movies.
READING - FLORENCE NIGHTINGALE,
A WOMAN OUT OF HER TIME
Oral Practice
A: I was born in 1995; how about you?
B: I was born in 1996.
A: I started school in 2000.
B: Where do you live?
A: I live in the center of the city.
READING - FLORENCE NIGHTINGALE,
A WOMAN OUT OF HER TIME
Pronunciation
First only listen. Then listen and repeat.
There was a young lady in Ickenham
Who went on a bus toTwickenham.
LISTENING - PEOPLE THAT CHANGED PEOPLE
Presenter: Welcome to our Quiz show Who is Who. Today
we have three people famous for their inventions,
discoveries and contribution to society. Guess their
identities and phone 212 35 72 with your answer.
Heres character 1.
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51
50
49
48
47
46
45
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Character 1
(Marie Curie): I was born in Warsaw, in 1867. I graduated from
a Russian liceum when I was 16 and won a gold
medal. I did my first scientific work in 1890. I
couldnt go to university because I was a woman,
so in 1891 I went to Paris. I studied mathematics,
physics and chemistry and became the first
female professor. I discovered radioactivity and
radium by accident. In 1903, I received the Nobel
Prize in Physics.
Character 2
(T. A. Edison): I was born in Ohio, U.S.A., in 1847. My mother
taught me reading, writing and arithmetic. I can
really define myself as an inventor. Throughout
my life, I invented more than 1,000 different
things that changed the way people lived! My
greatest inventions include the light bulb, the
phonograph, the motion-picture camera, electric
batteries Ah! I also improved the telephone!
How could I do all that? .Well, as I always said:
Genius is 1% inspiration and 99% perspiration .
LISTENING - PEOPLE THAT CHANGED PEOPLE
Pronunciation
First only listen. Then listen and repeat the following sentences.
Hes a clown doctor.
Shes a tennis player.
Edison was a famous inventor.
He is the most important scientist in the world.
LISTENING - PEOPLE THAT CHANGED PEOPLE
Oral practice
Kelly: I have a quiz for you, kids!
Ann: Wow! What quiz, Kelly?
Kelly: Pay attention. For each correct answer, one point. The
player who scores the most points is the winner, O.K.?
Andy: But whats the quiz about?
Kelly: Inventions. Lets start!
READING - A SPECIAL PLACE FOR CHILDREN
Oral Practice
A: Which place would you like to visit in the Childrens Republic?
B: Id like to visit the educational farm.
A: Why?
B: Because Id like to see and feed the animals. How about you?
READING - A SPECIAL PLACE FOR CHILDREN
Pronunciation
First only listen. Then listen and repeat the tongue twister
You know New York.
You need New York.
You know you need unique New York.
TEST YOUR KNOWLEDGE
LISTENING - WHO AM I?
Presenter: Good evening, ladies and gentlemen. Today we are
talking to a very important character from the past.
He is perhaps the most famous navigator and
explorer and today he will tell us about his
experiences. Sir, what can you tell us about your life?
Character: Good evening. I was born in Italy in 1451. My father
was a merchant and when I was 13 I found sea
journeys very exciting, so I began to travel to many
lands. I was absolutely sure that the earth was
round and King Ferdinand and Queen Isabella of
Spain gave me money to find a new route to China. I
had three ships: The Nia, the Pinta and the Santa
Maria. On 12th October, 1492, the Pinta first spotted
what I called San Salvador. Next, we arrived in Cuba
and finally we went to a place I called Hispaniola. I
made four trips in all, but I never knew I had found
the land that was later known as America!
LISTENING TEST:
AN IMPORTANT SCIENTIST
Presenter: Good evening, ladies and gentlemen. This is our
section People who Changed our Lives, with
Professor Edward Wilson. Good evening, Professor
Wilson.
Professor: Good evening, everybody. Today, Im going to talk
about a very important scientist, perhaps the most
important one of the last century.
Presenter: Are you talking about Albert Einstein?
Professor: Exactly.
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Presenter: What can you tell us about him, Professor Wilson?
Professor: He was born in Ulm, Germany, in 1879. A curious
fact is that he found school very boring, so he often
skipped classes to play his violin!
Presenter: Did he want to become a musician?
Professor: To be honest, I dont know. Probably he didnt. His
main concern was to learn about the rules that
govern the world. In 1921, he won the most famous
prize in science, the Nobel Prize.
Presenter: Why was he so important?
Professor: He put his ideas together in the theory of relativity.
His theories made him famous, but only a few
people could understand them.
Presenter: Have other people used his work?
Professor: After he died, other scientists proved that he was
right and they are still working on his theories. He
revolutionized science and helped new scientists
come into the atomic age!
Presenter: Thanks, Professor Wilson.
CLASSROOM LANGUAGE
Greetings:
A: Good morning / B: Good afternoon / C: Hello / D: Hi.
A: Good bye / B: See you tomorrow / C: See you later.
A: Have a nice weekend / B: Enjoy your holiday.
Moods and feelings:
A: How are you today?
B: Im fine / C: Im great / D: OK / E: Very well, thank you.
B: Im not very well / C: I have a problem / D: Im feeling low /
E: Im sad.
Asking for clarification (STUDENTS)
A: Can you repeat that, please?
B: Can you say that again, please?
C: Sorry? I didnt understand very well.
D: Can you help me with this exercise, please?
Encouragement (TEACHERS)
A: Well done!
B: Good!
C: Excellent!
D: Good work!
E: Congratulations!
The date
A: What day is it today?
B: Its Monday / C: Its Tuesday / D: Its Wednesday / E: Its Thursday /
B: Its Friday /
C: Its Saturday / D: Its Sunday
E: Whats the date today? A: Its (Monday) March 9
th
.
The weather
A: Whats the weather like today?
B: Its sunny / C: Its cloudy / D: Its hot / E: Its cold / B: Its nice
and warm / C: Its nice and cool. D: Its raining / E: Its snowing.
The time
A: Whats the time? / B: What time is it?
C: Its one oclock. / D: Its two oclock. / E: Its three oclock. /
C: Its ten oclock. / D: Its twelve oclock.
A: Whats the time? / B: What time is it?
E: Its quarter past nine. C: Its half past ten. D: Its five past
eleven./ E: Its ten past twelve / C: Its twenty past one/ D: Its
twenty five past two.
A: Whats the time? / B: What time is it?
C: Its quarter to eight. D: Its twenty five to nine / E: Its twenty
to ten / C: Its ten to three/ D: Its five to four.
Some commands and Instructions (TEACHERS)
Add more words.
Answer the questions.
Be quiet.
Check your answers
Check your predictions.
Close the door.
Come to the board
Compare your answers
Compare your answers in your group.
Complete the paragraph
Complete the sentences.
Complete the summary.
Complete the table.
Copy the instructions.
Cross out the words you do not hear.
Discuss the ideas in your group.
Do exercise 1
Do not write in ink.
Do not write in your book.
Fill in the blanks.
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ERROR ALERT!
READING - FOLK HEROES
FALSE COGNATE
Mayor = alcalde (NOT: mayor)
Draw students attention to more examples of false cognates.
READING - A WOMAN OUT OF HER TIME
She found her first paid job (NOT: work)
LISTENING - PEOPLE THAT CHANGED PEOPLE
Exercise 8
Perspiration (NOT: transpiration)
Watch out for more incorrect language transfer from Spanish.
READING - A SPECIAL PLACE FOR CHILDREN
Kids favorite place (NOT: kidss )
Draw students attention to the correct spelling of plural genitives.
Find examples in the text.
Find out who wrote this poem.
Find the cognates in the text.
Go to the board.
Identify the best description.
Listen to the recording.
Listen.
Look
Look at the pictures.
Look up these words in the dictionary.
Make a list
Make a list of topics.
Make some notes.
Match the pictures.
Name three activities.
Open the window.
Open your books.
Pay attention, please.
Put the pictures in order.
Read the instructions.
Read the sentences.
Select the correct answer.
Silence, please
Sit down.
Stand up.
Talk to your partner.
Thats all for today, thank you
Work in groups of 4
Work in groups of three or four.
Work with your partner
Write the sentences
Turn taking and permission: (STUDENTS)
Its your turn.
Sorry, its my turn.
Excuse me, can I say something?
Excuse me; can I leave the room for a minute?
Can I talk to you after the class?
May I go to the bathroom?
Encouragement: (TEACHERS)
Do it more carefully / Say it again / Try to correct that, please.
Not too bad / Youll do better next time / Keep trying!
Well done / Congratulations / Excellent / Good work.
BACKGROUND INFORMATION
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Albert Einstein
Albert Einstein (March 14, 1879 April 18, 1955) was a German-
born theoretical physicist. He is best known for his theory of
relativity and specifically massenergy equivalence, E = mc
2
.
Einstein received the 1921 Nobel Prize in Physics "for his services
to Theoretical Physics, and especially for his discovery of the law
of the photoelectric effect."
Einstein's many contributions to physics include his special theory
of relativity, which reconciled mechanics with electromagnetism,
and his general theory of relativity, which extended the principle
of relativity to non-uniform motion, creating a new theory of
gravitation. His other contributions include relativistic cosmology,
capillary action, critical opalescence, classical problems of
statistical mechanics and their application to quantum theory, an
explanation of the Brownian movement of molecules, atomic
transition probabilities, the quantum theory of a monatomic gas,
thermal properties of light with low radiation density (which laid
the foundation for the photon theory), a theory of radiation
including stimulated emission, the conception of a unified field
theory, and the geometrization of physics.
Works by Albert Einstein include more than fifty scientific papers
and also non-scientific books. Einstein is revered by the physics
community, and in 1999 Time magazine named him the "Person
of the Century". He is probably the most recognized scientist in
history, as well as one of the most important, counted among or
even surpassing the achievements of Galileo, Isaac Newton, and
Charles Darwin. In wider culture the name "Einstein" has
become synonymous with genius.
http://es.wikipedia.org/wiki/Albert_Einstein
Isabel Allende
It is very strange to write one's biography because it is just a list
of dates, events, and achievements. In reality the most
important things about one's life happen in the secret chambers
of the heart and cannot be included in a list like this. I think that
my most significant achievement is not my writing, but the love
I share with my family. But in this web-site we need to have my
bio: students and journalists request it often.
Name: Isabel Allende
Nationality: Chilean
Date of Birth: August 2, 1942
Journalist: 1964 - 1974 in Chile: Women's magazine Paula,
children's magazine Mampato, television shows, documentaries.
1975 - 1984 in Venezuela: Newspaper El Nacional
Author: Published articles in newspapers and magazines in
America and Europe; lecture tours in America and Europe; speech
tours in universities and colleges; literature workshops in the USA.
Taught Literature at the University of Virginia, Charlottesville; at
Montclair College, New Jersey; at the University of California,
Berkeley
Short stories for children and humor books, Chile 1972-73
Short story for children, Venezuela 1983, La Gorda de Porcelana
Theater plays in Chile: El Embajador, 1971; La Balada del
Medio Pelo, 1973; Los Siete Espejos, 1974.
Books: The House of the Spirits, (novel) Spain, 1982; Of Love
and Shadows, (novel) Spain, 1984; Eva Luna', (novel) Spain,
1985; Stories of Eva Luna, (short stories) Spain, 1989; The
Infinite Plan, (novel) Spain, 1991; Paula, (novel) Spain, 1994;
Aphrodite(recipes, stories and other aphrodisiacs) Spain, 1997;
Daughter of Fortune, (novel) Spain, 1999; Portrait in Sepia,
(novel) Spain, 2000; The City of the Beasts (young adult novel)
Spain, 2002; My Invented Country, (novel) Spain, 2003;
Kingdom of the Golden Dragon, (young adult novel) Spain,
2003; Forest of the Pygmies, (young adult novel) 2005; Zorro,
(novel) Spain, 2005; Ins of My Soul, (novel) Spain, 2006; The
Sum of Our Days, (novel) Spain, 2007
As written by Isabel Allende in
http://www.isabelallende.com/roots_frame.htm
Mother Teresa of Calcutta (1910-1997)
She was born on 26th August 1910 in Skopje, a city situated at
the crossroads of Balkan history.
At the age of eighteen, she left her home in September 1928 to
join the Institute of the Blessed Virgin Mary, known as the Sisters
of Loreto, in Ireland. There she received the name Sister Mary
Teresa after St. Thrse of Lisieux. In December, she departed for
India, arriving in Calcutta on 6th January 1929.
On 10th September 1946, Mother Teresa established a religious
community, Missionaries of Charity, dedicated to the service of
the poorest of the poor.
On 7th October 1950 the new congregation of the Missionaries of
Charity was officially established in the Archdiocese of Calcutta.
In order to respond better to both the physical and spiritual
needs of the poor, Mother Teresa founded the Missionaries of
Charity Brothers in 1963, in 1976 the contemplative branch of
the Sisters, in 1979 the Contemplative Brothers, and in 1984 the
Missionaries of Charity Fathers.
On 5th September 1997 Mother Teresa's earthly life came to an
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end. She was given the honour of a state funeral by the
Government of India and her body was buried in the Mother
House of the Missionaries of Charity. Her tomb quickly became a
place of pilgrimage and prayer for people of all faiths, rich and
poor alike. On 20th December 2002 Pope John Paul II approved
the decrees of her heroic virtues and miracles.
http://www.vatican.va/news_services/liturgy/saints/ns_lit_doc
_20031019_madre-teresa_en.html
Benjamin Franklin
Benjamin Franklin is known by many as a founding father of
America, a philosopher, a scientist and a writer. Throughout his
glorious lifetime, Franklin made many contributions to
humanity, but his most famous is still that of lightening and its
connection to electricity.
In 1774, after completing many other projects like the Franklin
stove, Poor Richards Almanac, and many other inventions, Franklin
began to experiment with electricity. In 1752, during a dangerous
electrical storm, Franklin flew a kite with a metal key at the
bottom of the string. A bolt of lightening hit the kite, and a spark
of electricity flew from the key. Franklins theory was proven.
http://library.thinkquest.org/C004471/tep/en/biographies/benja
min_franklin.html
Robin Hood
Legend has it that Robin Hood was an outlaw living in Sherwood
Forest with his 'Merry Men' - but did he really exist?
There are several versions of the Robin Hood story. The
Hollywood one is that of an incredibly handsome man - Errol
Flynn - clothed in garments of Lincoln green, fighting and
outwitting the evil Sheriff of Nottingham.
However, the first known literary reference to Robin Hood and his
men was in 1377, and the Sloane manuscripts in the British
Museum have an account of Robin's life which states that he was
born around 1160 in Lockersley in Yorkshire. No such place exists
in either Yorkshire or Nottinghamshire but there is a Loxley in
Staffordshire. Another chronicler has it that he was a Wakefield
man and took part in Thomas of Lancaster's rebellion in 1322.
One certain fact is that he was a North Country man, with his
traditional haunts as an outlaw in Sherwood Forest and a coastal
refuge at Robin Hood's Bay in Yorkshire.
http://www.historic-uk.com/HistoryUK/England-
History/RobinHood.htm
Pocahontas
Many pictures of Pocahontas have been made. Pocahontas
appears on the official seal of Henrico County in Virginia. There
are roads, communities, and bridges named after Pocahontas.
There are bronze statues of her at Jamestown, the place where
she first met John Smith, and in Gloucester, Virginia, where she
grew up and lived with her father.
http://www.educationalsynthesis.org/famamer/Pocahontas/Poc
a-bio.html
Daniel Boone
Daniel Boone detested coonskin caps.
http://people.tribe.net/sonomacutey/blog/daf9d73d-0301-
417a-b53d-5310466ec20c
George Boone, the grandfather of Daniel, came from Bradenich,
Devonshire, England, arriving at Philadelphia October 10, 1717, and in
April, 1718, having acquired 400 acres of land by entry, dated April
4th, 1718, he settled in Oley Township, Philadelphia county, now
Exeter Township, Berks county. Here he built and occupied a plain log
house. In 1730, having prospered, he built a more substantial and
pretentious house of stone, for his family; but, he said, it was too fine
for him; he preferred to, and did, remain in the log cabin, close by.
http://www.wvculture.org/history/settlement/boonedaniel02.html
http://www.thebiographychannel.co.uk/biography_story/572:38
5/1/Daniel_Boone.htm
LISTENING - A MAGIC ROLE
Harry Potter is a series of seven fantasy novels written by British
author J. K. Rowling. The books chronicle the adventures of the
eponymous adolescent wizard Harry Potter, together with Ron
Weasley and Hermione Granger, his best friends. The central
story arc concerns Harry's struggle against the evil wizard Lord
Voldemort, who killed Harry's parents in his quest to conquer the
wizarding world, after which he seeks to subjugate the Muggle
(non-magical) world to his rule.
Since the release of the first novel Harry Potter and the
Philosopher's Stone in 1997, which was retitled Harry Potter and
the Sorcerer's Stone in the United States, the books have gained
immense popularity, critical acclaim and commercial success
worldwide. The series has spawned films, video games and
Potter-themed merchandise. As of April 2008, the seven-book
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series has sold more than 375 million copies and has been
translated into more than 64 languages. The seventh and last
book in the series, Harry Potter and the Deathly Hallows, was
released on 21 July 2007. Publishers announced a record-
breaking 12 million copies for the first print run in the U.S. alone.
The success of the novels has made Rowling the highest-earning
novelist in history. English language versions of the books are
published by Bloomsbury in the United Kingdom, Scholastic
Press in the United States, Allen & Unwin in Australia, and
Raincoast Books in Canada.
Thus far, the first five books have been made into a series of
motion pictures by Warner Bros. The sixth, Harry Potter and the
Half-Blood Prince, began filming in September 2007, with a
scheduled release of 21 November 2008. The series also
originated much tie-in merchandise, making the Harry Potter
brand worth 7 billion ($15 billion).
There are seven books in the Harry Potter series:
Harry Potter and the Philosopher's Stone (26 June 1997)
Harry Potter and the Chamber of Secrets (2 July 1998)
Harry Potter and the Prisoner of Azkaban (8 July 1999)
Harry Potter and the Goblet of Fire (8 July 2000)
Harry Potter and the Order of the Phoenix (21 June 2003)
Harry Potter and the Half-Blood Prince (16 July 2005)
Harry Potter and the Deathly Hallows (21 July 2007)
http://en.wikipedia.org/wiki/Harry_Potter
LISTENING - PEOPLE THAT CHANGED PEOPLE
Marie Curie (born Maria Sk odowska; also known as Maria
Sk odowska-Curie; November 7, 1867 July 4, 1934) was a
physicist and chemist of Polish upbringing and, subsequently,
French citizenship. She was a pioneer in the field of radioactivity,
the first twice-honored Nobel laureate (to this day, the only one
to win the award in two different sciences) and the first female
professor at the University of Paris.
She was born in Warsaw, Poland, Russian Empire, and lived there
until she was 24. In 1891, she followed her elder sister to study
in Paris, where she obtained her higher degrees and conducted
her scientific work. She founded the Curie Institutes in Paris and
Warsaw. She was the wife of fellow-Nobel-laureate Pierre Curie
and the mother of a third Nobel laureate, Irne Joliot-Curie.
While an actively loyal French citizen, she never lost her sense of
Polish identity. Madame Curie named the first new chemical
element that she discovered (1898) "Polonium" after her native
country, and in 1932 she founded a Radium Institute (now the
Maria Sk odowska-Curie Institute of Oncology) in her home
town, Warsaw, headed by her physician-sister Bronis awa,
who had likewise studied in Paris.
http://en.wikipedia.org/wiki/Marie_Curie
The Wright brothers, Orville (19 August 1871 30 January
1948) and Wilbur (16 April 1867 30 May 1912), were two
Americans who are generally credited with inventing and
building the world's first successful airplane and making the first
controlled, powered and sustained heavier-than-air human
flight on 17 December 1903. In the two years afterward, the
brothers developed their flying machine into the first practical
fixed-wing aircraft. Although not the first to build and fly
experimental aircraft, the Wright brothers were the first to invent
aircraft controls that made fixed wing flight possible.
The brothers' fundamental breakthrough was their invention of
"three axis-control", which enabled the pilot to steer the aircraft
effectively and to maintain its equilibrium. This method became
standard on fixed wing aircraft of all kinds. From the beginning of
their aeronautical work, the Wright brothers focused on unlocking
the secrets of control to conquer "the flying problem, rather than
developing more powerful engines as some other experimenters
did. Their careful wind tunnel tests produced better aeronautical
data than any before, enabling them to design and build wings
and propellers more effective than any before. Their U.S. patent
821,393 claims the invention of a system of aerodynamic control
that manipulates a flying machine's surfaces.
They gained the mechanical skills essential for their success by
working for years in their shop with printing presses, bicycles,
motors, and other machinery. Their work with bicycles in
particular influenced their belief that an unstable vehicle like a
flying machine could be controlled and balanced with practice.
The Wright brothers' status as inventors of the airplane has been
subject to counter-claims by various parties. Much controversy
persists over the many competing claims of early aviators.
http://en.wikipedia.org/wiki/Wright_Brothers
Thomas Alva Edison (February 11, 1847 October 18, 1931)
was an American inventor and businessman who developed
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many devices that greatly influenced life around the world,
including the phonograph and a long lasting light bulb. Dubbed
"The Wizard of Menlo Park" by a newspaper reporter, he was one
of the first inventors to apply the principles of mass production to
the process of invention, and therefore is often credited with the
creation of the first industrial research laboratory.
Edison is considered one of the most prolific inventors in history,
holding 1,093 U.S. patents in his name, as well as many patents in
the United Kingdom, France and Germany.
Edison became a telegraph operator after he saved three-year-old
Jimmie MacKenzie from being struck by a runaway train. Jimmie's
father, station agent J.U. MacKenzie of Mount Clemens, Michigan,
was so grateful that he trained Edison as a telegraph operator.
Edison's first telegraphy job away from Port Huron was at Stratford
Junction, Ontario, on the Grand Trunk Railway. In 1866, at the age
of 19, Thomas Edison moved to Louisville, Kentucky, where as an
employee of Western Union he worked the Associated Press
bureau news wire. Edison requested the night shift at work which
allowed him plenty of time to spend at his two favorite pastimes -
- reading and experimenting. Eventually, the latter pre-occupation
cost him his job. One night in 1867, he was working with a battery
when he spilled sulphuric acid onto the floor. It ran between the
floorboards and onto his boss's desk below. The next morning he
was fired. One of his mentors during those early years was a fellow
telegrapher and inventor named Franklin Leonard Pope, who
allowed the impoverished youth to live and work in the basement
of his Elizabeth, New Jersey, home. Some of Edison's earliest
inventions were related to telegraphy, including a stock ticker. His
first patent was for the electric vote recorder, (U. S. Patent 90,646),
which was granted on June 1, 1869.
http://en.wikipedia.org/wiki/Thomas_Edison
READING - A SPECIAL PLACE FOR CHILDREN
The Republic of Children was built 50 years ago in the town of
Manuel Gonnet, near La Plata in the province of Buenos Aires.
After two years, it was finally opened on 26th November 1951. It
is considered the most important childrens enterprise in Latin
America and the first thematic park in America. It was founded
with a double purpose: entertainment and learning.
Story goes that when Walt Disney visited the place, he was
inspired to build Disneyland in California.
http://www.republica.laplata.gov.ar/historia/inicio.htm
ANSWERS
COMPLEMENTARY ACTIVITIES
1. a. on. b. at. c. on. d. in. e. at. f. in. g. at. h. at.
2. Will vary.
3. a. - v. b. - xii. c. - x. d. - viii. e. - vii. f. - viii. g. - ii. h. - ix.
i. - vi. j. - iii. k. - ii. l. - i.
4.
5. Will vary.
EXTRA TEST
READING
1. b.
2.a.; b.; d.; f.; e.; a.
LISTENING
4. b.
5. a.France. (Germany); b. piano (violin); c. 1931 (1921);
d. reality (relativity).
6. a.; d.; c.; a.; e.
WRITING
7. Check that students organize the information properly to
elaborate a biography.
ORAL EXPRESSION
8. Make sure the students express their ideas clearly. Check
fluency and pronunciation.
G M M M T N Q O Y M K S I B S
U J G E A M J M M J N H P M F
P S C F T A N I K Y O C J D V
T L E Q R G C H L N M Z L Q A
Q T A C W R A B C L P T P M T
T C G Y O M O B D C R E I E L
Q S J W S V P P R M D L T Z Z
E O A C H T M E Z I R E K H D
Z V R M D L A V A S A P K X V
E J A R U J L T P S B H N G P
X I C R U I R H I H B O X O Y
T Z B M J W O V A O X N N X E
R E T U P M O C R W N E J V Y
T V D Y A H I A K R P C M T S
A K J G P E R S G E X M S U G
COMPLEMENTARY ACTIVITIES
1. Complete the sentences with the correct preposition at - in - on.
a. _____ ___________Monday I have an English class.
b. She arrived _____ ___________8 oclock.
c. The show will be _____ ___________24th March.
d. ______ __________the last century, life was very different.
e. We met ______ __________Susans party.
f. What are you going to do ___ _____________spring?
g. I will see Jane ______ __________2:30.
h. The train leaves ______ __________11 0clock.
2. What would you do at your ideal weekend? Write sentences about this imaginary situation. Use the
verbs in the box.
At my ideal weekend I _______ ___________ _____ ___________ ___________ _________________ _________________.
eat drink watch read sleep visit go
3. The words in column A are J. K. Rowlings inventions. Can you find their meanings in column B ?
A.
a. Wingardium Leviosa
b. Spellotape
c. Quidditch
d. Quaffle
e. Portkey
f. Muggle
g. Hippogriff
h. Foe-Glass
i. Firebolt
j. Arithmancy
k. Gobstones
l. Bludgers
B.
i. Black balls that try to knock players off their brooms in
Quidditch.
ii. Magical creature that has the front legs, wings and head of an
eagle, and the body, hind legs and tail of a horse.
iii. Ancient study of the magical properties of numbers.
iv. The wizarding version of marbles.
v. Spell to make things fly.
vi. Red ball used for scoring in Quidditch.
vii. Object that transports wizards to a prearranged place.
viii. Person totally without magical powers.
ix. Magic mirror in which you can see your enemies.
x. The wizarding national sport. Played on broomsticks by seven
players.
xi. Fastest, most technologically advanced broomstick.
xii. Wizarding repair tape.
LESSON: FOLK HEROES
LESSON: A MAGIC ROLE
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4. Find the inventions in the pictures in the Word Search puzzle.
5. Complete the paragraph about your favorite place in the Childrens Republic. Illustrate it with a
beautiful drawing.
My favorite place in the Childrens Republic is the _________________ ___because it has
_________________ ___and _________________ ___. This place is located _________________ ___.
G M M M T N Q O Y M K S I B S
U J G E A M J M M J N H P M F
P S C F T A N I K Y O C J D V
T L E Q R G C H L N M Z L Q A
Q T A C W R A B C L P T P M T
T C G Y O M O B D C R E I E L
Q S J W S V P P R M D L T Z Z
E O A C H T M E Z I R E K H D
Z V R M D L A V A S A P K X V
E J A R U J L T P S B H N G P
X I C R U I R H I H B O X O Y
T Z B M J W O V A O X N N X E
R E T U P M O C R W N E J V Y
T V D Y A H I A K R P C M T S
A K J G P E R S G E X M S U G
LESSON: PEOPLE THAT CHANGED PEOPLE
LESSON: A SPECIAL PLACE FOR CHILDREN
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EXTRA TEST
READING POCAHONTAS
Pocahontas was a Native American woman. She married an
Englishman, John Rolfe, and went to London where she
became a celebrity.
We know very little about Pocahontas' early childhood. She
was born in Chesterfield County, Virginia. She was the
daughter of Powhatan.
In April 1607, when the English colonists arrived in Virginia and began building settlements,
Pocahontas was about 10 to 12 years old, and her father was the leader of the Powhatan Confederacy.
Pocahontas began a friendly relationship with one of the colonists, John Smith, in the Jamestown
colony, and she often went to the settlement and played games with the boys there. During a time
when the colonists were starving, Pocahontas brought Smith a lot of provisions that saved many lives.
An injury from a gunpowder explosion forced Smith to return to England in 1609 for medical care. The
English told the natives that Smith was dead. Pocahontas believed Smith was dead until she arrived in
England several years later, as the wife of John Rolfe.
There is no historical record that Smith and Pocahontas were lovers. This romantic version of the story
appears only in fictionalized versions of their relationship.
1. Read the text and answer. What kind of text is it?
a. A short story.
b. A short biography.
c. A piece of history.
2. Read the text again. Put the events in chronological order.
a. Pocahontas arrived in England.
b. Pocahontas made English friends.
c. The English colonists arrived in Virginia.
d. Pocahontas gave food to English colonists.
e. Pocahontas got married.
f. John Smith returned to England.
3. Read the text again. Decide if these sentences are facts (F) or inferences (I).
a. Pocahontas became very famous in England.
b. Pocahontas was very important to English colonists.
c. John Smith returned to England because he was injured.
d. Pocahontas believed John Smith was dead.
e. Pocahontas and John Smith did not have a romantic relationship.
1 pt
6 pts
5 pts
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LISTENING AN IMPORTANT SCIENTIST
4. Listen to the recording and answer. Who is the interviewee?
a. A very famous scientist.
b. A university professor.
c. A famous journalist.
5. Listen again and identify the incorrect information in each sentence.
a. Albert Einstein was born in France.
b. When he was a child, he often played the piano.
c. He won the Nobel Prize in 1931.
d. His most famous theory is called the theory of reality.
6. Listen again and number the sentences in the order you hear them.
a. Only a few people could understand them.
b. He found school very boring.
c. He put his ideas together.
d. He often skipped classes.
e. He revolutionized science.
WRITING
7. Think about important dates and facts of your own life and then write a short biography.
Mention your name, date and place of birth, age when you started school, place where
you live, and any other important facts.
SPEAKING
8. Talk about a place you would like to go. Include information about all the things you
would do there, the places you would visit and any other interesting information.
58
1 pt
4 pts
5 pts
6 pts
6 pts
0 - 9
Keep trying
10 - 19
Review!
20 - 27
Well done!
28 - 34
Excellent!
total
score
34 pts
184
Notes
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THIS MAGAZINE IS YOURS TO KEEP.
Issue 2 2009
LOOk it up! 1 My Beautiful Jamaica
LOOk it up! 2 Firefighter
LOOk it up! 3 A Vampires Night Out
LOOk it up! 4 The Invention of the Bicycle
LOOk it up! 5 Her Plans for Next Year
185
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Word search
Alphabetical order
Some words have two
definitions, check both
definitions in context.
research tips
1
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The activities in the Travelers Magazine
are meant to be done by the students on
their own and mainly for fun. Encourage
them to read the articles and do the
activities which will provide useful
training in study skills. Do not take an
active part but guide and help whenever
required.
Check the contents of each article to
decide the best time for students to
approach them.
Notes
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185
185
Look up cricket in the dictionary extract.
Which meaning corresponds to the text?
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www.infoplease.com
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A Read the text on the opposite page and put the words in bold in alphabetical order.
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B
Which word comes first? Put the words in the box in alphabetical order.
Check them in your dictionary.
mountain famous beaches forests reggae
people river music painted blue
B
_______________
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P
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F
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R
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M
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Macmillan Essential Dictionary For Learners of American English. Macmillan Education, 2003, p.162
In dictionaries and most
reference books, words
are ordered in
alphabetical order. For
words that start with the
same letter, go to the
second or third letter.
research tips
115
187
Answers:
A. coffee; cover; cricket; guess; houses;
Jamaica; places; waterfalls.
B. beaches, blue; famous, forests;
mountain, music; painted, people;
reggae, river.
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Phrasal verbs (verb + preposition) use the same
verb but have different meanings. Look up the
verb in the dictionary and you should find the
meaning. Many dictionaries have a section
specifically for phrasal verbs.
research tips
Word search
Phrasal verbs
A Read the text and underline a firefighters obligations.
A day in the life of a
firefighter
T
his week were looking at what it takes to be a firefighter and
were talking to Charlie, who has been a firefighter for
nearly six years.
Im lucky because I really love my job. I enjoy working
in a team and I get along with my co-workers. I also like
the contact I have with the public; its great to know that
what I do makes a difference. I have to work on
the weekend a lot, because this is when the
majority of incidents happen.
Occasionally the work can be frustrating because we get hoax
phone calls from people who say they have a problem, but when
we arrive, theres nothing there. We cant ignore any emergency
call and we have to go to investigate, but we discover that they
have just made up a story for fun.
At other times the job can be very dangerous. Sometimes people
are injured because they couldnt get away from the fire quickly
enough. The hardest part of my job is when I see people who are
hurt.
Our work is often very physical, so we have to keep ourselves in good shape. I love
my job and Ill carry on doing it for as long as I can.
times the job can be very dangerous. Sometimes people
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Answers:
A. To work on the weekend; can't ignore
an emergency call; to investigate; keep
themselves in good shape.
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Phrasal verbs can really help you improve your
vocabulary and understanding of English. In
groups, look up the verb get in a dictionary. You
will see that there are many different phrasal
verbs that use this verb. Start to compile your
own mini-dictionary of phrasal verbs. You can
illustrate the verbs, write the translation and
write example sentences to help you remember
the meaning. Continue to add to your phrasal
verb dictionary every time you see a new one.
Swap your dictionary with your friends to see if
they have found different ones.
lOOk it up!
www.usingenglish.com
www.foreignword.com
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B Find the correct phrasal verb in the text for these synonyms.
C Re-write the sentences using the correct phrasal verb from exercise B.
escape
have a good relationship
invent
continue
1 I cant continue with this homework. Its too difficult!
2 Laura invented an excuse, because she didnt want to go to the party.
3 I have a very good relationship with my brother, but I dont have a good relationship with my
sister.
4 The police officer locked the robber in the room, so he couldnt escape.
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B. escape= get away
have a good relationship = get along
with.
invent = make up
continue = carry on.
C.
1. I can't carry on with this homework. It's
too difficult!
2. Laura made up an excuse, because she
didn't want to go to the party.
3. I get along very well with my brother,
but I don't get along with my sister.
4. The police officer locked the robber in
the room, so he couldn't get away.
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Word search
Looking up pronunciation
To help check how to say words, it is
useful to learn the pronunciation key in
your dictionary. It might seem a little
complicated at first, but it will be worth
the effort.
research tips
A
Read the text. Do you think the story is funny? Why? Why not?
Look up unfamiliar words in a dictionary.
B Look up the words in the dictionary and write them using the Phonetic Alphabet.
170
castle Ksl
cadaver
cemetery
place
Notice this symbol.
This signals that the stress
falls on the first syllable,
so we say castle.
I
t was about two oclock in the morning when Count
Cadaver opened his castle door. It was raining and very dark - the
perfect night for a walk! Count Cadaver walked in the direction of the
town. Two thin men were sitting on the cemetery wall, but Count
Cadaver didnt stop and talk to them. Some rats were eating the
trash around a trash can, but Count Cadaver didnt notice them.
The night was cold and the Count wanted a glass of blood. He
hurried through the town to the Cavern Lounge. A tall
woman was standing near the door. She smiled at Count
Cadaver, but he didnt speak to her. He pushed open the door
and went to his favorite place. Some old men were playing
dominoes. A young man and his girlfriend were kissing in the corner.
Three of the Counts friends were playing cards. Count Cadaver didnt say
Hello to anyone. He just went over to the counter. A glass of Blood Light,
please, he said. And you can forget the peanuts. Im on a diet.
3
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Answers:
A. Will vary.
B.
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Scan the text for words you dont know
how to pronounce. Go to your
dictionary or an Internet homepage on
English pronunciation and look them up.
Practice saying the words.
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www.soundsofenglish.org
www.audioenglish.net
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D Whats the difference in the pronunciation of the letter c?
E
Write the words in the correct box according to the pronunciation of the letter c in each
word.
171
CRead them aloud.
count
cadaver
cemetery
place
The pronunciation of English words can
be complex because they often sound
very different to how they are written.
Check the pronunciation with a
dictionary or an Internet link.
research tips
/k/ /s/
castle city face cold place can
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D. count, cadver (/k/);
cemetery, place (/s/).
E.
/k/
castle
can
cold
/s/
city
face
place
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Word search
Checking for pronunciation.
Remember that some unfamiliar
words may be verbs in different
tenses and they may be irregular.
research tips
A
Read the text. Close your book and write everything you remember about the topic.
Compare with a partner.
The Invention
of the
Bicycle
Written by Rebecca Bond
A long time ago nobody had a bicycle. Nobody
rode a bicycle to school or to work, or to the park
just for fun. Nobody even thought about bicycles.
There were no bicycles!
Then one day someone had an idea and the bicycle
was born! Leonardo da Vinci, a very famous artist,
inventor and scientist, thought a bicycle seemed
like a good invention. He made the first drawing of
a bicycle. That was about 500 years ago.
Unfortunately, he died before his idea became a
real machine, but it was still a good idea, and other
people decided to work on it.
About 300 years ago (200 years after Leonardo did
his drawing), somebody finally made the first
bicycle. It wasnt like the bicycles we have today. It
had wooden wheels and it didnt have any pedals.
Instead of pedaling, the rider sat on the seat and
rolled along by pushing his feet on the ground. It
wasnt perfect, but it was a good start.
Little by little, more inventors made the bicycle
better. They added pedals. They made wheels out
of metal and rubber. They discovered better ways to
steer and to brake.
About 100 years ago, they started making bicycles
that looked very much like the bicycles we ride
today. They were very good bicycles. Suddenly,
everyone wanted a bicycle! Bicycles were a quick
and easy way to get around and, most of all, they
were fun. All the bicycle-building stores were very
busy. They had a lot of business!
Today people all around the
world ride bicycles. They ride
them on dirt roads in small
towns and on crowded streets in
big cities. In some cities there
are so many bicycle riders that it
seems like everyone is riding a
bicycle! Well done, Leonardo!
4
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Answers:
A. Will vary
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B Look up the base form of these verbs in a dictionary.
You can check the pronunciation of
regular and irregular verbs in the
dictionary or on a dictionary CD-ROM.
research tips
Look up more information about Leonardos
inventions. Prepare a presentation about any of
his inventions that interest you. Check the
spelling and pronunciation of past tense verbs in
your dictionary before the presentation.
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http://www.englishclub.com/pronunciation/index.htm
http://www.surfnetkids.com/davinci.htm
seemed _______________________________
made _________________________________
died __________________________________
became _______________________________
thought _______________________________
decided _______________________________
rolled _________________________________
added _________________________________
discovered _____________________________
rode __________________________________
C
Look up the pronunciation of these words on an Internet pronunciation site or a
Dictionary CD-ROM. Try to pronounce each word. Then read it out loud from the text.
seemed died decided asked discovered
Leonardo da Vinci also
invented the helicopter...
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Leonardo da Vinci also
invented the helicopter...
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B. seem; make; die; become; think;
decide; roll; add; discover; ride.
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Word search
Inferring meaning
You can infer what a text is going to be about by observing
images and key words in the title. You can also infer the
meaning of unfamiliar words by using your previous knowledge
of the topic.
research tips
A Scan the text and answer the questions below.
1 What type of text is it?
2 Looking at the images and title, what is it about?
3 What is the objective of this text?
4 Who is the intended audience?
1 What happened in August 2005?
2 What does Sharon Hiphop do?
3 What are the associations plans for next year?
H
urricane Katrina was the costliest and one of
deadliest hurricanes in the history of the
United States. It was the sixth-strongest Atlantic
hurricane ever recorded. Katrina formed in late
August during the 2005 Atlantic hurricane season
and caused devastation along much of the north-
central Gulf Coast of the United States, New
Orleans, Louisiana, and in coastal Mississippi.
Singer and movie star Sharon Hiphop founded an
association to help the families who lived through this
disaster. She explained to us the association's plans.
Reporter: Tell us Sharon, what will the association
do next year?
Sharon: Thank you for asking. We have many
plans for the children and their families. First, well
organize a school club. This club will provide help for
school children and help for schools. Second, well
have a concert in August to raise money for the
association. This money will help to build more houses
or buy the necessary furniture for the houses. Finally,
well organize a marathon, so we can raise money for
medical assitance. We really have great plans.
I love this charity work. You can make other people
happy. I invite all the readers to help and make
Katrina: Kids & Family Association
Information: 001-800-kidshelp
kidsandfamily@sharonhelpkatrina.org
Bank of USA
Account number: 00345-927921
Sharon Hiphops Katrina Association
Her Plans for Next Year
donations. You can make the children and their
families very happy!"
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You can infer what a text is going to be about by observing
images and key words in the title. You can also infer the
meaning of unfamiliar words by using your previous knowledge
of the topic.
research tips
1 What type of text is it?
2 Looking at the images and title, what is it about?
3 What is the objective of this text?
4 Who is the intended audience?
5
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Answers:
A.
1. An interview.
2. A natural disaster.
3. To explain the association's plans.
4. People who can make donations.
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Work in groups. Do some research about natural
disasters in your country. Look for information in
encyclopedias and on the Internet. Create an
association to help victims, create a poster for
your campaign and give a small presentation.
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www.nature.com
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B
Look up the words in your dictionary, an encyclopedia or the Internet. Then circle
T (True) or F (False).
C
Use your dictionary, an encyclopedia or the Internet to find more information about
Hurricane Katrina. Write the information below.
1 Tropical storm and hurricane are synonyms. T F
2 The word late in the text refers to not being punctual. T F
3 Mississippi refers to a river in the US. T F
4 Coast is always written with a capital letter. T F
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B. 1. T; 2. F; 3. T; 4. F.
C. Will vary.
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EVALUATION INSTRUMENTS
196
These evaluation instruments are assessment tools you can use
to measure students' work. They are scoring guides that seek to
evaluate a student's performance based on the sum of a full
range of criteria rather than a single numerical score.
The evaluation instruments provided here include:
Rubrics
Questionnaires
Observation sheets
The instruments included in this section differ from traditional
methods of assessment in that they examine students in the
actual process of learning, clearly showing them how their work
is being evaluated. They communicate detailed explanations of
what constitutes excellence throughout a task and provide a
clear teaching directive.
The instruments' strength is their specificity, which means that
individual students can fall between levels, attaining some but
not all standards in a higher level. And while scores can be
translated into final grades, it is important that we remind
students that not every score counts.
These instruments are meant, above all, to inform and improve
teachers' instruction while giving students the feedback they
need to learn and grow.
These instruments can also be used in peer assessment and then
used to provide feedback.
Prior to assessment, the evaluation instruments can be used to
communicate expectations to students. During the assessment
phase, they are used to easily score a subjective matter.
After an instrument is scored, it should be given back to students
to communicate to them their grade and their strengths and
weaknesses.
Students can use them to see the correlation between effort and
achievement. Sharing the instruments with students is vital as the
feedback empowers students to critically evaluate their own work.
Advantages of using a variety of evaluation
instruments
Teachers can increase the quality of their direct
instruction by providing focus, emphasis, and attention
to particular details as a model for students.
Students have explicit guidelines regarding teacher
expectations.
Students can use these instruments as a tool to develop
their abilities.
Teachers can reuse these instruments for various
activities.
Complex products or behaviors can be examined efficiently.
They are criterion referenced, rather than norm
referenced. Evaluators ask, "Did the student meet the
criteria for level 4?" rather than "How well did this
student do compared to other students?
Ratings can be done by students to assess their own
work, or they can be done by others, e.g., peers, teachers,
instructors, U.T.P. people, etc.
Applying Evaluation Instruments
Self- assessment
Give copies to students and ask them to assess their own
progress on a task or project. Their assessments should not count
toward a grade. The point is to help students learn more and
produce better final products. Always give students time to
revise their work after assessing themselves.
Peer assessment
Peer-assessment takes some time to get used to. Emphasize the
fact that peer-assessment, like self-assessment, is intended to help
everyone do better work. You can then see how fair and accurate
their feedback is, and you can ask for evidence that supports their
opinions when their assessments don't match yours.
Again, giving time for revision after peer-assessment is crucial.
Teacher assessment
When you assess student work, use the same instrument that
was used for self- and peer-assessment. When you hand the
marked instrument back with the students' work, they will know
what they did well and what they need to work on in the future.
Using the evaluation instruments provided in this section is
relatively easy.
Identify the maximum number of points for achieving the highest
level of quality and assign a number to the students' performance.
Typically, the gradations increase/decrease in 1 point.
The last column shows the actual score assigned to this particular
student, based on his or her actual performance. The overall total
score is assigned by simply adding together the scores.
Once you have worked out students' scores, you can express them
in gradations. Gradations are the descriptive levels of quality
starting with the worst quality up to the best quality.
Always keep in mind that, however you use them, the idea is to
support and to evaluate student learning.
Here is a description of each of the evaluation instruments provided:
Listening Comprehension
Use this instrument two or three times in a semester to assess
where the students rank within the four categories and to
determine where the strengths and the weaknesses of the class lie.
After applying the instrument, ask the students to get into groups
of four and analyze their results. As a class, discuss important points
that may help improve listening skills in the future.
To work out the score of each student identify the maximum number
of points for achieving the highest level of quality and assign a
number to the students' performance according to this scale.
Once you have worked out the score of each student, you can apply
this chart to express his/her results:
1= Unsatisfactory - 2 = Fair - 3 = Very Good - 4 = Excellent
Reading Comprehension
The goal of this reading assessment instrument is to determine if
the students have improved their reading comprehension skills.
Use this instrument once a month. Once you have applied this
instrument, make the students identify their strengths and
weaknesses and brainstorm ideas that could help them improve
their performance in the future. This instrument also gives the
teacher the opportunity to focus diagnostic attention on students
whose performance has been identified as below standard. You can
reach this conclusion after calculating students' scores and grades
and correlating them with the levels stated in the Progress Map
(See page 17 of the Introduction).
You must take into account that the maximum score corresponds to
the highest expected results conceived by this teaching proposal for
this level.
To work out the score of each student identify the maximum number
of points for achieving the highest level of quality and assign a
number to the students' performance according to this scale.
Once you have worked out the score of each student, you can apply
this chart to express his/her results:
1= Unsatisfactory - 2 = Fair - 3 = Very Good - 4 = Excellent
Extended-Response Reading
Use this instrument in any lesson that invites students to
demonstrate comprehension by responding to open-ended
questions. The aim of this instrument is to give information to the
teacher on students' placement in the Reading Skills English
Progress Map.
Use the checklist to assess reading tasks, to provide feedback to
students and as a basis for discussion and feedback for each student
as well.
To work out the score of each student, identify the level of student's
performance, according to the scale provided by this instrument.
Behavior
Use this instrument when you detect some problems related to
students' behavior. This rubric is meant to offer information on
students' attitude and behavior in relation to their classmates and
can be a useful source of information for course council. It can be
applied by teachers or used for peer assessment.
After applying this instrument, make students identify the areas in
which they got higher scores, and also the areas that they should
pay more attention to in the future.
To work out the score of each student identify the maximum
number of points for achieving the highest level of quality and
assign a number to the students' performance according to this
scale.
Once you have worked out the score of each student, you can apply
this chart to express his/her results:
0= Unsatisfactory - 1 = Fair - 2 = Very Good - 3 = Excellent
Beginner's Writing
Use this rubric as a way to assess your students' writing skills. You
can use it two or three times in a year. This instrument is a simplified
way for teachers to grade a writing assignment. It is important to
show students the instrument beforehand so that they get better
quality work; they know what they are supposed to produce and it
saves problems afterwards as they can see where they can have
points taken off.
This instrument should also be used after the task is complete, not
only to evaluate the product, but also to engage students in
reflection on the work they have produced.
To work out the score of each student identify the maximum number
of points for achieving the highest level of quality and assign a
number to the students' performance according to this scale.
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Once you have worked out the score of each student, you can
apply this chart to express his/her results:
1 - 2= Unsatisfactory - 3 - 4 = Fair - 5 = Very Good - 6 =
Excellent
Project
Use this instrument every time students do a project. Each student
is evaluated along three dimensions, each having to do with the
student's contribution to the work, the final product and any other
aspects the teacher considers important to assess, such as: how
effectively the student accomplished his or her responsibilities as a
member of the team or the quality of his or her interactions with
the other team members.
These dimensions are assigned a score of 1 through 7; these values
represent increasing degrees of achievement in the particular
dimension. The last column is the actual score assigned to this
particular student, based on his or her actual performance, along
the three dimensions. The overall total score is assigned by simply
adding together the scores corresponding to the three dimensions.
Oral Presentation
Use this instrument two or three times per student during the year.
The students will be evaluated in: Non-verbal skills, Vocal Skills and
Content areas.
The teacher can give each student a copy of the instrument and
then read it with them. The students will improve their
performance if they know in advance what they are expected to
produce and the areas they have to focus their attention on.
To work out the score of each student identify the maximum
number of points for achieving the highest level of quality and
assign a number to the students' performance according to this
scale.
Once you have worked out the score of each student, you can rate
each category according to the scale provided in the instrument.
Self Assessment - General English
This instrument is meant to allow students to recognize and
evaluate their general abilities in relation to English. You can apply
it three times, at the beginning of the year and at the end of each
semester, so that students can identify their level of achievement.
Make students read the descriptions of tasks that they can do and
ask them to check the appropriate areas that indicate how they rate
themselves.
After applying this document, you may inform students if their
results coincide with your ideas about their performance.
Homework
You can use this instrument any time you assign homework. When
applying it, the first step is to provide clear expectations to your
students. After reading the rubric, students are clear on what an
acceptable homework assignment looks like and what an
unacceptable homework assignment looks like.
The system can improve students' homework skills because
the teacher gives each student attention about their homework;
students can see the opportunities to improve their work;
the teacher has the data required to give a "pure" homework
grade for homework completion.
At the same time you can also include a reward component. For
example, students who average a grade of 3 or 4 for the month, can
earn an extra mark on the next period.
To work out the score of each student identify the maximum
number of points for achieving the highest level of quality and
assign a number to the students' performance according to this
scale.
Once you have worked out the score of each student, you can apply
this chart to express his/her results:
0 -1= Unsatisfactory - 2 = Fair - 3 = Very Good - 4 = Excellent.
Feedback
Here are some phrases that are useful for giving feedback and make
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 areas of ____.
You would improve if you developed a greater interest in ___.
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EVALUATING LISTENING COMPREHENSION
Understanding key events or facts. Understands 1
or 2 events or
key facts.
Understands
some of the
events or key
facts.
Understands
many events or
key facts,
mainly in
sequence.
Understands
most events in
sequence or
understands
most key facts.
Understanding details. Gets few or no
important
details.
Gets some
important
details.
Gets many
important
details.
Gets most
important details
and key
language.
Responding appropriately to features such as:
laughter, silence, etc., and / or accentuation,
intonation and rhythm.
Nearly never. Sometimes. Most of the
time.
Nearly always.
Answering questions. Answers
questions with
incorrect
information.
Answers
questions with
some
misinterpretation.
Answers
questions with
literal
interpretation.
Answers
questions with
interpretation
showing higher
level thinking.
Doing tasks. Provides limited
or no response
and requires
many
questions or
prompts.
Provides some
response to
teacher with 4
or 5
questions and
prompts.
Provides
adequate
response to
teacher with 2
or 3 questions
and prompts.
Provides
insightful
response to
teacher with 1 or
no questions or
prompts.
At the end of the session, the listener is able to: Answer factual
questions on
general
information.
Answer factual
questions on
general and
specific
information.
Summarize the
beginning,
middle, and end
of the story.
Reveal the
sequence of
events, providing
details on
dialogue, and
motivation of
characters.
Name: _______________________________ Lesson: ________________________ Date: _______
Skills Points Criteria
1 2 3 4
Total points
EVALUATING READING COMPREHENSION
Understanding key events or facts. Understands 1
or 2 events or
key facts.
Understands
some of the
events or key
facts.
Understands
many events or
key facts,
mainly in
sequence.
Understands
most events in
sequence or
understands
most key facts.
Understanding details. Gets few or no
important
details.
Gets some
important
details.
Gets many
important
details.
Gets most
important details
and key
language.
Identifying characters or topics. Identifies 1 or 2
characters or
topics using
pronouns (he,
she, it, they).
Identifies 1 or 2
characters or
topics by
generic name
(boy, girl, dog).
Identifies many
topics or
characters by
name in text
(Ben, Giant).
Identifies all
characters or
topics by specific
name (Old Ben
Bailey).
Answering questions. Answers
questions with
incorrect
information.
Answers
questions with
some
misinterpretation.
Answers
questions with
literal
interpretation.
Answers
questions with
interpretation
showing higher
level thinking.
Doing tasks. Provides limited
or no response
and requires
many
questions or
prompts.
Provides some
response to
teacher with 4
or 5
questions and
prompts.
Provides
adequate
response to
teacher with 2
or 3 questions
and prompts.
Provides
insightful
response to
teacher with 1 or
no questions or
prompts.
Name: _______________________________ Lesson: ________________________ Date: _______
Skills Points Criteria
1 2 3 4
Total points
Taken and adapted from: http://www.storyarts.org/classroom/usestories/listenrubric.html
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EXTENDED-RESPONSE READING RUBRIC SELF-ASSESSMENT
4
3
2
1
0
I explain the main ideas and important information from the text.
I connect my own ideas or experiences to the authors ideas.
I use examples and important details to support my answer.
I balance the authors ideas with my own ideas.
I explain some of the main ideas and important information from the text.
I connect some of my own ideas and experiences to the authors ideas.
I use some examples and important details to support my answer.
I balance only some of the authors ideas with my own ideas.
I explain only a few ideas from the text.
I summarize the text without including any of my own ideas or experiences.
OR
I explain my own ideas without explaining the text.
I use general statements instead of specific details and examples.
I explain little or nothing from the text.
I use incorrect or unimportant information from the text.
I write too little to show I understand the text.
I write nothing.
I do not respond to the task.
Name: Date: Class:
http://www.isbe.net/assessment/pdfs/reading_extended_rubric.pdf
BEHAVIOR RUBRIC
Never
0
Rarely
1
Generally
2
Always
3
Points Behavior skill
1. Arrives on time.
2. Brings necessary materials.
3. Completes homework.
1. Follows directions.
2. Listens to teacher.
1. Demonstrates positive character traits (kind,
trustworthy, honest).
2. Demonstrates productive character traits (patient,
thorough, hardworking).
3. Demonstrates concern for others.
On time and prepared
Respects teacher
Attitudes
Total:
Teacher comments:
Source: http://www.sdst.org/shs/library/resrub.html
Name: Date: Class:
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BEGINNERS WRITING
1
Writing has some words. No punctuation. Scribbly letters. A picture.
2
Writing has short simple sentence(s) on the topic. Some punctuation (full stops and question marks).
Letter size and shape need fixing. Picture matches topic.
3
Writing has some simple sentences on the topic. Some attempt to put ideas in order.
Some correct, some best guessspelling.
I, capitals, periods and question marks used correctly most of the time.
Correct printing. Some spacing between words.
4
Writing has most sentences on the topic. Ideas in order. Sentences with some details and describing words.
Correct spelling of most high frequency words. Most punctuation correct.
Letters and spacing between words are correct.
5
Writing has all sentences on the topic. Ideas in order. There is a beginning, a middle and an end.
Many details and interesting words. Correct spelling for all high frequency words.
Correct punctuation; printing and spacing with few errors.
6
Writing has sentences giving more information about the topic. Beginning, middle and end with a lot of
information and details. Sentences use interesting and expressive language.
Sentences are put together in a paragraph. Correct high frequency words and some harder words.
Correct punctuation. Neat, well spaced, easy to read.
http://www.isbe.net/assessment/pdfs/reading_extended_rubric.pdf
Criteria Points
PROJECT
NAME(S): DATE:
Excellent Points Poor Process Satisfactory
1. Has clear vision of final product. 1,2,3 4,5 6,7
2. Properly organized to complete project. 1,2,3 4,5 6,7
3. Managed time wisely. 1,2,3 4,5 6,7
4. Acquired needed knowledge base. 1,2,3 4,5 6,7
5. Communicated efforts with teacher. 1,2,3 4,5 6,7
1. Format. 1,2,3 4,5 6,7
2. Mechanics of speaking / writing. 1,2,3 4,5 6,7
3. Organization and structure. 1,2,3 4,5 6,7
4. Creativity. 1,2,3 4,5 6,7
5. Demonstrates knowledge. 1,2,3 4,5 6,7
1. _____________________________ 1,2,3 4,5 6,7
2. _____________________________ 1,2,3 4,5 6,7
3. _____________________________ 1,2,3 4,5 6,7
4. ____________________________ 1,2,3 4,5 6,7
Excellent Points Poor Product (Project) Satisfactory
Other:
Total:
Teacher comments:
Source: http://www.sdst.org/shs/library/resrub.html
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ORAL PRESENTATION RUBRIC
Rate each category according to the following scale:
9 - 10 = excellent
7 - 8 = very good
5 - 6 = good
3 - 4 = satisfactory
1 - 2 = poor
0 = unsatisfactory
Provided depth in coverage of topic.
Presentation was well planned and coherent.
Personal experience integrated where relevant and
appropriate. Explanations and reasons given for
conclusions.
Communication aids were clear and useful.
Bibliographic information for others was complete.
Total Possible Points .
10
10
10
10
10
50
Oral Presentation Rubric Possible Points Self-Assessment Teacher Assessment
Your Name: ___________________________________ Group Topic : _____________________________
Group Members: _____________________________________________________________________
STUDENT SELF ASSESSMENT OF FOREIGN LANGUAGE PERFORMANCE
1. Greet someone and ask the person how does he/she feels.
2. Tell someone a little information about my family.
3. Describe my best friend.
4. Discuss 3 countries where a foreign language is spoken and tell a few
interesting points about these countries.
5. Understand and respond to questions asked to me about my name,
age, where I live, and the music I like.
6. Read a simple short paragraph.
7. Write a note to a pen pal telling him / her about myself.
8. Write to my teacher and describe a typical day from the time I get up
to the time I go to bed.
9.Write the correct endings on verbs, when requested, because I
understand which endings go with specific subjects.
Description
Language _________________________________
I can do the following:
Yes
(no assistance)
Yes
(with assistance)
No
Grade: _______________________ Name : _________________________________________________
Read the descriptions of tasks that you can do.
Check the appropriate areas that indicate how you rate yourself.
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HOMEWORK RUBRIC
http://www.jamestownri.com/school/classes/4_1/homeworkrubric.htm
Complete Neat and easy to read.
Must have date and name.
Must be on time.
3
Exceptional Work Interesting, neat and easy to read.
With date and name.
On time.
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
COMPREHENSION - SELF ASSESSMENT
1. I make predictions before I read.
2. I understand the message-the text makes sense to me.
3. I know when I am having trouble understanding the text.
4. I know the main idea of the text.
5. I understand the words in the text.
6. I understand the punctuation.
7. I know how to find different parts of the text (chapters, pages,
beginning, middle, end).
8. I can pick out clues from the reading to help me make an
interpretation.
9. I give my opinion-make a judgment-about the text.
10.I support my opinion with details from the text.
11.I know the difference between fact and opinion.
12.I can see similarities and differences between the texts I read.
13.I can make connections between the text and my own life.
14.I can make connections between the text and other subjects.
15.I can pick out words from the story that help me work out the
setting.
Always Sometimes Never
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209
LANGUAGE REFERENCE
I
you
he
she
it
we
they
my
your
his
her
its
our
their
Possessive adjectives Personal pronouns
Use personal pronouns instead of a noun.
Julie has a red sweater.
She has a red sweater.
Use possessive adjectives before a noun to show possession.
John has a new car.
His car is new.
Possessive s
Add possessive s to a noun to show possession.
My mothers shoes are brown.
IMPERATIVE
Use the imperative to give instructions or orders.
To form the imperative use the verb in its base form.
Listen.
Be quiet, please.
Come to the board.
Open your book on page 10.
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210
I am tall.
You are nice.
Hes young.
She is kind and generous.
It is black.
We are talented.
They are beautiful.
I am not strong.
You arent tall and slim.
He isnt old.
She isnt tall.
It isnt big.
We arent lazy.
They arent fast.
Am I strong?
Are you tall and slim?
Is he old?
Is she tall?
Is it a cat?
Are we lazy?
Are they fast?
Affirmative Negative Question form
VERB TO BE
Use the verb to be to describe physical appearance and personality.
Is he old? Yes, he is. / No, he isnt. She is kind and generous. You are tall and thin.
Im a student.
Theres a hospital on that street.
Hes an architect.
Shes wearing a blue skirt.
ARTICLES: A, AN
Use articles a and an with singular nouns.
Use a when the noun starts with a consonant sound. My father is a farmer.
Use an when the noun starts with a vowel sound. Shes an engineer.
PLURAL NOUNS
Add an s to a singular noun to make a plural noun.
For example; pen-pens; book-books.
Add an es to nouns that finish in ch, sh, s, ss, x, z, o. For example; watch-watches.
Change final y to i and add es: For example city-cities.
Irregular nouns change in the plural; woman-women.
plumber-plumbers
notebook-notebooks
shirt-shirts
secretary-secretaries
story-stories
party-parties
dress-dresses
watch-watches
brush-brushes
child-children
man-men
foot-feet
Singular + s Singular + ies Singular + es Irregular Plural
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211
There is a small church.
There are three stores.
There isnt a disco.
There arent any clubs.
Is there a mall?
Are there any restaurants in the area?
Affirmative Negative Question form
THERE IS / THERE ARE
Use There is / There areto talk about the existence of things.
Use There isfor a singular object and There are for plural objects.
Use There isnt a / There arent anyto express the idea that something doesnt exist.
Use Is there a? / Are there any? to ask about the existence of singular and plural objects.
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212
I can dance very well.
You can skate quite well.
He can swim.
She can play the guitar.
It can help the police.
We can run fast.
They can jump very high.
I cant play the guitar.
You cant speak Japanese.
He cant play soccer.
She cant sing well.
It cant see at night.
We cant cook well.
They cant fly.
Can you play the guitar?
Can you speak Japanese?
Can he play soccer?
Can she sing well?
Can it see at night?
Can we cook?
Can they fly?
Affirmative Negative Question form
CAN
Use can to talk about ability or inability.
Tony can swim, but he cant dance.
Can they swim? Yes, they can. / No, they cant.
PREPOSITIONS OF TIME
Use the preposition in for months. For example, My birthday is in March.
Use the preposition on for weekdays and specific dates.
For example, The party is on Saturday. My birthday is on December 7th.
PREPOSITIONS OF PLACE
Use the preposition of place in to say that something is in a place with three dimensions.
Use on to say that something is on a surface or on a street.
Use under to say the something is below a surface.
For other prepositions, see the symbols below.
a) on the left b) between c) on the right d) next to e) across from / opposite
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213
I take a shower at 6:00.
You get up at 7:00.
He walks home in the afternoon.
She finishes work at 5:30.
It likes eating fruit.
We go to the museum on Saturdays.
They live at Cocoa Beach.
I dont take a shower at 6:00.
You dont get up at 7:00.
He doesnt walk home in the afternoon.
She doesnt finish work at 5:30.
It doesnt like eating fruit.
We dont go to the museum on Saturdays.
They dont live at Cocoa Beach.
Do I take a shower at 6:00?
Do you get up at 7:00?
Does he walk home in the afternoon?
Does she finish work at 5:30?
Does it like eating fruit?
Do we go to the museum on Saturdays?
Do they live at Cocoa Beach?
Affirmative Negative Question form
PRESENT SIMPLE
Use the Present Simple to talk about routines, likes and dislikes and facts.
For he, she and it add s or es to the verb.
For example: He walks to school. She finishes school at 3:00 p.m.
Im watching TV.
Youre shopping.
Hes wearing shorts.
Shes sitting next to her mum.
Its eating.
Were making costumes.
Theyre making hot dogs.
Im not watching TV.
You arent shopping.
He isnt wearing shorts.
She isnt sitting next to her mum.
It isnt eating.
We arent making costumes.
They arent making hot dogs.
Am I watching TV?
Are you shopping?
Is he wearing shorts?
Is she sitting next to her mum?
Is it eating?
Are we making costumes?
Are they making hot dogs?
Affirmative Negative Question form
PRESENT PROGRESSIVE (OR PRESENT CONTINUOUS)
Use the Present Progressive to talk about what is happening at the moment of speaking.
For example: We are studying English.
For verbs ending in consonant + vowel + consonant, double the last consonant.
For example: sit-sitting; shop-shopping.
For verbs ending in -e, take out the -e and add -ing.
For example: write-writing; dance-dancing.
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once
twice
three times
four times
five times
a day
a week
a month
a year
every
day
week
month
year
ADVERBS OF FREQUENCY
Use adverbs of frequency: always, usually, often, sometimes and never to say how often you do an activity.
You can also use the expressions below at the end of the sentence to say how often you do something.
For example: I brush my teeth three times a day.
0% 50% 75% 85% 100%
never sometimes often usually always
SYNONYMS
A synonym is a word that has the same or nearly the same meaning as another word or other words in a language.
Examples of English synonyms are:
baby and infant (nouns) petty crime and misdemeanor (nouns)
student and pupil (nouns) buy and purchase (verbs)
pretty and attractive (adjectives) sick and ill (adjectives)
quickly and speedily (adverbs) on and upon (prepositions)
freedom and liberty (nouns) dead and deceased (adjectives)
Taken and adapted from: http://en.wikipedia.org/wiki/Synonym
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?
Affirmative Negative Question form
PAST PROGRESSIVE (OR PAST CONTINUOUS)
The Past Progressive tense (also called the Past Continuous tense) is commonly used in English for actions which were going on
(had not finished) at a particular time in the past.
Use the Past Progressive to indicate that a longer action in the past was interrupted. The interruption is usually a shorter action in
the Simple Past. Remember this can be a real interruption or just an interruption in time.
Examples:
I was watching TV when she called. When the phone rang, she was writing a letter.
While we were having the picnic, it started to rain. What were you doing when the earthquake started?
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Taken and adapted from: http://www.englishpage.com/verbpage/pastcontinuousforms.html
Two Syllable adjectives that end in -y.
With two syllable adjectives that end in -y, we make the comparative by changing the y to i, and adding -er:
Example: I was angry when I heard the news, but Nick was angrier.
Irregular Comparatives
The three main irregular comparatives are:
good - better bad - worse far - further / farther
Long Adjectives
COMPARATIVES (SHORT ADJECTIVES AND LONG ADJECTIVES)
You can use comparatives to talk about the differences between 2 things or places or people. They are made from adjectives in 2 ways:
With long adjectives (usually 2 syllables or more), we add more before
the adjective.
Example:
The French restaurant is more expensive than the Italian restaurant.
Short Adjectives
Taken and adapted from: http://www.roseofyork.co.uk/learning12.html
With short adjectives (one or two syllables) we make
comparatives by adding -er to the end of the adjective.
Example: Your CD player is cheaper than mine.
With one syllable adjectives that end in Consonant + Vowel +
Consonant, we double the last consonant
Example: London is big, but Moscow is bigger.
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Taken and adapted from: http://www.englishclub.com/grammar/verbs-modals-have-to-must-not-1.htm
HAVE TO
Use have to to say that something is obligatory.
Use dont have to to say something is not necessary.
She has to work. I do not have to see the doctor. Did you have to go to school?
Affirmative Negative Question form
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.
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?
Affirmative Negative Question form
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).
Affirmative Negative Question form
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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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.
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You
We
must
must
must
go
visit
stop
home.
us.
now.
Subject Auxiliary must Main verb
Taken and adapted from: http://www.englishclub.com/grammar/verbs-modals-have-to-must-not-2.htm
THE FUTURE TENSE (WILL)
Use will to express a voluntary action.
Examples:
I will translate the email, so Mr. Smith can read it.
Will you help me move this heavy table?
I will not do your homework for you.
I won't do all the housework myself!
Use will to express a promise.
Examples:
I will call you when I arrive.
I promise I will not tell him about the surprise party.
Don't worry, I'll be careful.
I won't tell anyone your secret.
I will help you carry the bags. They will not buy that house. Will she sing at the party?
Affirmative Negative Interrogative
Taken and adapted from: http://www.englishpage.com/verbpage/simplefuture.html
IRREGULAR VERBS
be was/were been ser, estar
beat beat beaten batir, derrotar
become became become convertirse, llegar a ser
begin began begun empezar
bend bent bent doblar(se)
bite bit bitten morder
blow blew blown soplar
break broke broken quebrar
bring brought brought traer
build built built edificar
burn burnt/burned burnt/burned quemar(se)
burst burst burst reventar(se)
buy bought bought comprar
catch caught caught atrapar
choose chose chosen escoger
come came come venir
cost cost cost costar
cut cut cut cortar
deal dealt dealt repartir
dig dug dug cavar
do did done hacer
draw drew drawn dibujar
dream dreamt/dreamed dreamt/dreamed soar
drink drank drunk beber
drive drove driven conducir
eat ate eaten comer
fall fell fallen caer
feed fed fed alimentar, dar de comer
feel felt felt sentir
fight fought fought combatir
find found found encontrar
fly flew flown volar
forbid forbade forbidden prohibir, vedar
forgive forgave forgiven perdonar
freeze froze frozen helar(se)
get got got obtener
give gave given dar
Infinitive Past simple Past participle Meaning
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go went gone ir
grow grew grown cultivar; crecer
hang hung hung colgar
have had had haber; tener
hear heard heard or
hide hid hidden esconder
hit hit hit golpear
hold held held sostener
hurt hurt hurt daar
keep kept kept guardar
know knew known saber; conocer
lay laid laid poner
lead led led guiar
learn learnt/learned learnt/learned aprender
leave left left dejar
lend lent lent prestar
let let let dejar
lie lay lain yacer
light lit lit iluminar / encender
lose lost lost perder
make made made hacer
mean meant meant querer decir
meet met met encontrar(se)
pay paid paid pagar
put put put poner
read read read leer
ride rode ridden montar
ring rang rung sonar
rise rose risen levantarse
run ran run correr
say said said decir
see saw seen ver
sell sold sold vender
send sent sent enviar
set set set fijar
shake shook shaken sacudir
shine shone shone brillar, relucir
Infinitive Past simple Past participle Meaning
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shoot shot shot disparar
show showed shown indicar
shut shut shut cerrar(se)
sing sang sung cantar
sink sank sunk hundir(se)
sit sat sat sentarse
sleep slept slept dormir
speak spoke spoken hablar
spell spelled/spelt spelled/spelt deletrear
spend spent spent gastar
stand stood stood estar de pie
steal stole stolen robar
stick stuck stuck pegar
swim swam swum nadar
take took taken tomar
teach taught taught ensear
tear tore torn romper
tell told told contar
think thought thought pensar
throw threw thrown lanzar
understand understood understood entender
wake (up) woke (up) woken (up) despertar(se)
wear wore worn vestir, llevar, usar ropa, accesorios
win won won ganar
write wrote written escribir
Infinitive Past simple Past participle Meaning
Listening Comprehension
Songs are among the best ways of teaching a foreign language.
Also songs are an important aspect of culture, representing the
history, folklore, and current idiom of a country. Singing can
build students' confidence by allowing them to enjoy a degree of
fluency in English before they have achieved it in speaking.
Here in this site are techniques and procedures when using
music in the EFL classroom:
http://www.lingolex.com/userpages/music.html
See the advice web sites and books to find songs and how to use
them in class:
http://www.britishcouncil.org/kids-songs.htm
http://www.isabelperez.com/songs/worldholdon.htm
http://www.bbc.co.uk/cbeebies/tweenies/songtime/songs/
watchnsing.shtml
http://www.genkienglish.net/doctorsong.htm
http://www.songsforteaching.com/
http://www.esl4kids.net/songs.html
DEVELOPING TACTICS FOR LISTENING, Richards, Jack et al.
Oxford University Press, England. 1997, 1st Ed.
LISTENING, White, Goodith. Oxford University Press, Englad.
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, Inglaterra. 1991, 11th Ed.
LISTENING COMPREHENSION by the education center.
SECOND LANGUAGE LISTENING: THEORY AND PRACTICE.
Cambridge Language Education by John Flowerdew, Lindsay
Miller.
TEACHING LISTENING COMPREHENSION - Cambridge
Handbooks for Language Teachers by Penny Ur.
ROLE PLAY - Resource Books for Teachers by Gillian Porter
Ladousse
Reading Comprehension
Young children are wonderful processors of new information;
they can learn to read and write quickly, if well motivated. They
must enjoy the process and be in a positive, fun, success-
oriented learning environment - consider how children learn
their mother tongue.
It is possible to have a lot of input in every lesson. Don't
underestimate what children can learn and give them plenty of
opportunities to pick up new language.
For tips on how to prepare material for reading activities, see the
advice web sites and books:
http://www.britishcouncil.org/kids-stories
http://www.magickeys.com/books/#yc
http://pbskids.org/lions/stories/country.html
http://www.thefreelibrary.com/Teaching+mindfully:+
learning+and+teaching+through+story-telling-
a0107489433
http://www.britishcouncil.org/kids-stories-nessie-1.htm
http://www.teach-nology.com/gold/readan.html
A WAY WITH WORDS. Redman S., et al. Cambridge University
Press, Great Britain. 1996, 1st Ed.
MORE GRAMMAR GAMES, Rinvolucri, Mario and Davis, Paul.
Cambridge University Press, Great Britain. 1995, 1st Ed.
TECHNICAL ENGLISH 1, Jara, Harry et al. Salesiana, 1995, 3rd Ed.
TEACHING READING: a Differentiated Approach by Scholastic.
BIBLIOGRAPHY
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Speaking
The teacher may be the only person who can provide a model for
the students, even if they are in contact with other native
speakers.
Drills and role-plays are good tools to develop speaking, and
there is no reason why they should do role plays only once; they
can repeat them several times with different partners; by the
end of the activity they should be confident enough about what
they are doing to perform the role play realistically and well.
For materials on speaking skills the teacher can visit these web
pages or check these books:
http://onestopenglish.com/section.asp?catid=59411&docid
=149728

http://www.eslgo.com/resources/sa/role_plays/intercultural.htm
l
http://www.englishlearner.com/teachers/speaking.html
http://www.esl-galaxy.com/speaking.html
http://www.lessonplanspage.com/LAPublicSpeakingTongue
TwistersIdea67.htm
http://www.indianchild.com/tongue_twisters.htm

http://www.justesltalk.com/HTMLobj163/iwannaholdyourhand.pdf
http://www.eslflow.com/roleplaysdramatheatregames.html
http://www.cambridge.org/us/esl/letstalk/support/optional
/l3u11oa.htm
CLASSROOM DYNAMICS. Hadfield, Jill. Oxford University Press,
England. 1992, 4th Ed.
EL DISEO DE TAREAS PARA LA CLASE COMUNICATIVA. David
Nunan. Cambridge University Press, Gran Bretaa. 1996, 1st ed.
TOMBOLA. Communication Activities for Teenagers, Palim, J. y
otros. Addison Wesley Longman, Inglaterra. 1992, 3rd Ed.
THE ART OF TEACHING SPEAKING: Research and Pedagogy for
the ESL/EFL Classroom by Keith S. Folse.
IMPACT TOPICS! 30 EXCITING TOPICS TO TALK ABOUT IN ENGLISH
STUDENT Book and Audio CD by Richard R. Day, Junko Yamanaka.
Writing
Young children are wonderful processors of new information; the
can learn to read and write quickly, if well motivated. They must
enjoy the process and be in a positive, fun, success-oriented
learning environment - consider how children learn their mother
tongue.
It is possible to have a lot of input in every lesson. Don't
underestimate what children can learn and give them plenty of
opportunities to pick up new language.
In order to develop writing skills the teacher can visit these sites
or read these books:
http://www.netrover.com/~kingskid/name/themead.htm
http://www.enchantedlearning.com/essay/writing.shtml
http://www.learnenglish.org.uk/kids/makeapoem/index_
obtree.html
http://www.britishcouncil.org/kids-writing-storymaker.htm
http://www.learnenglish.org.uk/kids/bookreview_obtree/
your_reviews.asp
http://www.learnenglish.org.uk/kids/filmreview/
ON THE JOB. Milln, Ana Mara y Toselli, Marisela, Mcgraw-Hill
Interamericana, Espaa. 1996, 1st Ed.
A COURSE IN LANGUAGE TEACHING. Ur, Penny. Cambridge
University Press. Gran Bretaa. 1996, 1st Ed.
ESTRATEGIAS DE REFLEXION SOBRE LA ENSEANZA DE
IDIOMAS. Richards, Jack y Lockhart, Charles. Cambridge
University Press. Espaa. 1998, 1st Ed.
HANDS-ON WRITING ACTIVITIES That Get Kids Ready For The
Writing Assessments by Van Zile.
TEACHING THE CRAFT OF WRITING: Organization by Scholastic.
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Mapas de Progreso:
algunas ideas para su uso como apoyo al mejoramiento
continuo del aprendizaje
Los Textos Escolares son una importante herramienta para la implementacin del
currculum en la sala de clases. En conjunto con los Programas de Estudio y los Mapas de
Progreso, buscan apoyar el trabajo que se realiza en los establecimientos educacionales
SDUDTXHORVHVWXGLDQWHVORJUHQPD\RUHVDSUHQGL]DMHVHQEDVHDODVGHQLFLRQHVTXH
establece el Marco Curricular nacional.
En el siguiente esquema se presenta la pregunta orientadora que busca responder cada
uno de los instrumentos curriculares:
Los Mapas de Progreso describen resumidamente los conocimientos, habilidades
y comprensiones que caracterizan cada uno de los 7 niveles en que se desarrolla el
aprendizaje de una determinada competencia o dominio clave. Son una herramienta
curricular no obligatoria, que complementa a los Programas de Estudio y los Textos
Escolares, y pueden ser utilizados de diversas formas.
A continuacin se describen dos de ellas, que pueden ser de utilidad para apoyar el
desarrollo del aprendizaje que promueve este texto de estudio:
1.- Reexin conjunta sobre Ia progresin de Ios aprendizajes que promueve eI
currcuIum para mejorar Ia articuIacin entre profesores deI sector.
Si se hace una lectura de los siete niveles de los Mapas ya pueden ser un interesante
aporte, debido a que muestran una visin sinttica de lo que se espera se logre como
aprendizaje en los 12 aos de escolaridad. Su estructura concisa describe una panormica
de tcdc el trayectc escclar, apcrtandc una mirada lcngitudinal, que favcrece la refexicn
pedaggica entre profesores de distintos cursos.
Pcr ejemplc, a partir de la revisicn de un Vapa de Prcgresc, puede hacerse una refexicn
conjunta respecto de la manera en que progresa el aprendizaje, estableciendo un anlisis
general, entre profesores del sector y la jefatura tcnica, en relacin a cmo estamos
entendiendo la progresin del aprendizaje respecto de este referente? Los profesores
y profesoras pueden revisar y analizar en conjunto los aprendizajes constitutivos de
una determinada ccmpetencia, y dehnir accicnes a seguir que sean ccherentes ccn
el logro de dichos aprendizajes, en base a preguntas como: de qu forma estamos
ordenando el trabajo y organizndonos en conjunto para ir progresando en el logro de
estos aprendizajes de nuestros alumnos y alumnas?
Los Mapas favorecen la articulacin dentro y entre los ciclos de enseanza de un
establecimiento educacional, promoviendo una comprensin comn respecto al
aprendizaje y aportando claves para observar su progresin. Ello propicia la responsabilidad
compartida entre docentes y el trabajo en equipo dentro del establecimiento.
2. Reexin conjunta sobre Ios trabajos de aIumnos y aIumnas, para monitorear eI
progreso de su aprendizaje en reIacin a Ia expectativa que describe eI Napa.
Lcs Vapas de Prcgresc dehnen el crecimientc del aprendizaje de lcs estudiantes, a
travs de descripciones de sus distintas etapas y de trabajos de alumnos en cada una de
estas. Ccn el hn de apcyar la cbservacicn del aprendizaje, lcs Vapas presentan tareas,
estmulos o motivaciones que se utilizaron para recoger evidencias del aprendizaje,
buscando observar el desempeo de los alumnos en la competencia descrita en el
Mapa.
El dccente puede aplicar estas tareas, las que puede enccntrar en lcs anexcs de cada
uno de los Mapas (www.curriculum-mineduc.cl) u otras que el equipo docente puede
desarrollar, para luego analizar la evidencia del desempeo de sus estudiantes e inferir
el nivel de aprendizaje en relacin a las descripciones realizadas por el Mapa.
Es importante que esta observacin y anlisis de los trabajos de los alumnos sea
desarrclladc en ccnjuntc pcr lcs prcfescres del sectcr, de mcdc de refexicnar entre
pares y desarrollar una visin compartida respecto a cmo progresa el aprendizaje de
sus alumnos en las distintas competencias claves.