Professional Documents
Culture Documents
INGLS
bsico
INGLS
bsico
N de Inscripcin:
ISBN:
171.756
978-956-8623-54-8
CONTENTS
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 . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . .19
Some methodological suggestions for skill development . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . .19
The Internet in the language classroom. . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . .21
Classroom Language . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . .22
Using the TB . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . .24
UNIT 1: CULTURAL ELEMENTS . . . . . . . . . . . . . . . . . 26-67
Transcripts. . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . .56
Error alert!. . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . .59
Background information . . . . . . . . . . . . . . . . . . . . . . . . . . . . .60
Complementary activities . . . . . . . . . . . . . . . . . . . . . . . . . . . .61
Extra test. . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . .65
Answers . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . .67
1
CULTURAL ELEMENTS
UNIT
UNIT 2
SELF-CARE
2
36
UNIT 1
37
GETTING READY ........................................................................................................
38
.........
...............
...............
...............
...............
...............
UNIT
THE
PREPARATION FOR
LESSON 1 - READING
40
How fit are you? .......................................................................................................
42
...............
...............
...............
...............
many?
Language focus - How much? / How
42
...............
...............
...............
h
paragrap
short
a
complete
To
n
Written productio
43
Pronunciation Questions with How much / How many ........................................
43
.....
...............
...............
Oral production Dialog about routines ..............................
LESSON 2 LISTENING
44
Whos in control? ......................................................................................................
45
Language focus Indirect object pronoun..............................................................
46
...........
...............
...............
etc.
Pronunciation Numbers 13 / 30, 14 / 40, 15 / 50,
46
....
...............
...............
...............
addict
computer
Oral production Dialog about a
47
........
...............
...............
...............
...............
...............
...............
MINI-TEST...............
LESSON 3 READING
48
Learning to learn......................................................................................................
50
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...............
...............
Language focus The Future tense
51
...........
...............
...............
...............
n
intonatio
and
tion
Accentua
Pronunciation
51
Oral production Dialog about feelings .................................................................
36
UNIT 2
LESSON 4 LISTENING
52
Help for you!.............................................................................................................
53
........
...............
...............
obligation
No
n
Obligatio
Possibility
Language focus
54
Pronunciation - / t / ...............................................................................................
54
.
...............
...............
...............
Oral production Dialog about everyday situations
55
........
...............
...............
...............
...............
MINI-TEST.............................................
.........
...............
...............
...............
...............
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LESSON 5 READING
56
Bullying - you are not alone.....................................................................................
58
.....
...............
...............
Pronunciation / b / ............................................................
58
....
...............
...............
...............
...............
Language focus If clauses (1) ...............
58
..
...............
...............
if....
do
I
can
What
with
g
beginnin
Dialogs
n
Oral productio
60
KELLY HARDROCK, SCHOOL REPORTER. EPISODE 2...................................................
62
.......
...............
...............
SYNTHESIS...........................................................................
62
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...............
...............
TEST YOUR KNOWLEDGE ...............
63
..........
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...............
...............
...............
SELF-EVALUATION
UNIT 3
UNIT
DIFFERENT LIVES
64
UNIT
UNIT
92
UNIT 3
92
UNIT 4
LESSON 3 READING
Florence Nightingale - A woman out of her time .................................................. 104
Language focus - Prepositions of place ................................................................. 106
Oral production Dialog about biographical data ................................................ 107
Pronunciation A limerick .................................................................................... 107
LESSON 4 LISTENING
People that changed people .................................................................................. 108
Language focus Adverbs of manner ................................................................... 109
Pronunciation Professions .................................................................................. 110
Oral production Dialog about a quiz game ........................................................ 110
MINI-TEST............................................................................................................... 111
LESSON 5 READING
A special place for children .................................................................................... 112
Language focus Prepositions of place ................................................................ 115
Oral production Dialog about an interesting place ............................................ 115
Pronunciation Tongue twister with / j / ............................................................. 115
KELLY HARDROCK, SCHOOL REPORTER. EPISODE 4................................................. 116
SYNTHESIS.............................................................................................................. 118
TEST YOUR KNOWLEDGE ........................................................................................ 118
SELF-EVALUATION .................................................................................................. 119
INTRODUCTION
Students Book
The course is topic-based and contains a 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.
INTRODUCTION
INTRODUCTION
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).
- Listening comprehension.
- Reading comprehension.
- Extended response reading rubric.
- Behavior rubric.
- Beginners writing.
- Project evaluation.
Answers for all the tasks in the Students Book and in the tests.
The transcript of the recorded activities.
A complete bibliography for the teacher.
A list of useful websites for the teacher and the students.
Four extra tests.
The level of difficulty of the activities included in the book.
This is shown with the following icons:
Low= + Medium= ++ High= +++
CD
The CD contains all the material for the listening tasks, including
Pronunciation, Listening, and Listening test material. It also
includes useful expressions for the classroom. The transcripts of
the recordings are at the end of each unit.
Methodology
Task-based learning
Travelers helps students develop language and learning skills to
carry out sequences of tasks.
These are some advantages of task-based learning.
Increased motivation - learners become personally involved.
All four skills, reading, writing, listening, and speaking, are
integrated.
Autonomous learning is promoted as learners become more
responsible for their own learning.
There are learning outcomes: learners have an end product.
Authentic tasks and therefore, more authentic language input.
Interpersonal relations are developed through working as a
group.
A break from routine and the chance to do something
different.
Collaborative work
In project-based learning, students work in teams to explore real
world problems and create presentations to share what they have
learned. This approach has many benefits for students, including:
deeper knowledge of subject matter;
increased self-direction and motivation;
improved research and problem-solving skills.
Additionally, it gives the teacher the grounds for evaluating what
students have learnt and how they apply that knowledge to real
life situations.
The book has projects for students to carry out in the Synthesis
section. Each relates to the unit and asks students to try and
answer a question or solve a problem - one that has relevance for
them and that they might have to face one day in real life.
Let students choose their own group there is nothing worse
than being stuck with someone you do not get along with. Give
them enough time to prepare the project. Praise and reward
good presentation and extra effort made.
Learner training
This concept has to do with developing students awareness of
how they learn and how they develop their learning strategies so
that they become more effective and independent learners.
Teachers should encourage students to analyze their learning
process, making them think about their learning, what problems
they have and how they could improve their performance, so that
they can take the appropriate steps to optimize their learning.
Special attention should be paid to the training of students in pair
and group work, emphasizing the importance of everyones
contribution and the respect for the ideas of classmates.
Mixed ability
Travelers caters for mixed-ability classes in a variety of ways. The
teacher needs to develop techniques which allow students of all
levels to benefit from the lesson. Individual feedback is
advisable in any class, but in a mixed-ability class, this attention
to detail can increase student satisfaction. The teacher should
always try to make some mental, if not written, notes about
each student in such classes. As the course progresses and
opportunities arise, the teacher should congratulate individual
students on their improvements and make tactful suggestions
on areas to work on. A few sentences during general monitoring
are better than nothing. These details show that the teacher is
aware of individual needs of students.
Additionally, each lesson in Travelers offers at least one activity
that can be done by fast learners, while the rest of the class is
finishing a task.
Games
Games are important when learning a foreign language
because they are motivating and help students to sustain the
effort of learning. However, games are the means and not the
end they are a way of making learning more entertaining
and should not be treated as time fillers. Each game in this
book is there for a purpose and needs teacher supervision and
sometimes prior preparation.
Cognates
Cognates are words in different languages related to the same
root, eg, education (English), educacin (Spanish).
The different lessons in Travelers provide students with a
question to help them notice and recognize cognates. The
teacher should encourage students to find the cognates
whenever they face a new text.
False cognates
Students might get confused because there are several words
in Spanish that are similar in English, but have a different
meaning.
Here are a few examples of false cognates.
Actually = realmente, 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 their
marks and use a Progress chart to find out their level of
achievement. Many students may be new to the process of selfevaluation 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.
INTRODUCTION
INTRODUCTION
10
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 (Synthesis section). A project evaluation sheet
(photocopiable) is provided in the Evaluation Instruments
appendix.
3. Tests. There are two mini-tests, one final test, and one extra
test per unit. These tests assess listening and reading
comprehension, as well as specific language items studied
and practiced in the units.
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 dialogs, 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
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.
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.
Please note that this document has been translated directly from the document prepared by the Unidad de Currculum y Evaluacin of the Ministry of Education;
the superscript references have been kept the same as in the original document.
11 Document prepared by the Unidad de Currculum y Evaluacin, Ministry of Education, Chile, 2007.
12 Tomlinson, C. A. (2005). Estrategias para Trabajar con la Diversidad en el Aula. Madrid: Editorial Paidos.
13 The full Maps are published on the web site of the Unidad de Currculum y Evaluacin, www.curriculum-mineduc.cl.
INTRODUCTION
11
INTRODUCTION
12
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 are not an expression of all the knowledge and abilities students
can achieve at a specific level.
They are not a new curriculum and they do not assume that all students
in the same class should be in the same level of learning.
INTRODUCTION
13
INTRODUCTION
14
INTRODUCTION
15
Identifies explicit key information, discriminating it from distractors. Infers ideas and identifies messages, points of view, and
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 5
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 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.
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
Initial level sentences, and are related to concrete topics of the students immediate environment.
In our teaching proposal for 7th and 8th Year of Primary Education, evaluation is conceived for the following
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.
INTRODUCTION
16
CLASSROOM MANAGEMENT
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, speaking, and writing skills, 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 behavior, 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 behavior,
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.
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.
INTRODUCTION
17
INTRODUCTION
18
of knowing when its task is done, and some guidance about the
participation of members.
Give students the skills they need to succeed in groups. Many
students have never worked in collaborative learning groups
and may need practice in such skills as active and tolerant
listening, helping one another in mastering content, giving and
receiving constructive criticism, and managing disagreements.
Discuss these skills with students and model and reinforce them
during class.
Consider written contracts. Some teachers give students written
contracts that list members' obligations to their group and
deadlines for tasks.
(Adapted from: Gross Davis, B. (1993). Collaborative Learning: Group
Work and Study Teams. Retrieved July 18, 2012 from http://teaching.
berkeley.edu/bgd/collaborative.html
INTRODUCTION
19
INTRODUCTION
20
INTRODUCTION
21
INTRODUCTION
22
CLASSROOM LANGUAGE
59
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 (Teacher)
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 9th.
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.
Sit down.
Stand up.
Talk to your partner.
Thats all for today, thank you.
Work in groups of four.
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 (Teacher)
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!
INTRODUCTION
23
116
USING THE TB
UNIT 3
INTRODUCTION
24
Lesson 3
BEFORE LISTENING
1. Look at the pictures. Choose the funniest joke and compare with your
partner.
Before listening
Look
your shoelace is untied.
b. ___Dirty jokes
PICTIONARY
lace
shoe
3. Unscramble the words below to find the name of one of the most popular
customs 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 ___ ___ ___
laug
ande
left-h
70
UNIT 3
Pictionary
Shoelace: cordn de zapato.
Laugh: risa.
Left-handed: zurdo.
Listening
See Tapescript at the end of the unit.
6. + 35 Play the recording. Ask the
students to listen to the recording 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
INTRODUCTION
25
FL : Fast Learners.
faster students.
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.
time: 20 class hours for the main body of text. 3 hours for
evaluation. 3 class hours for consolidation and complementary
activities. 1 class hour for the cartoon strip.
oral expression
reading comprehension
listening comprehension
Written expression
UNIT 1
26
morphosyntactic elements
strategies
morphosyntactic elements
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 find 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.
communicative
functions
morphosyntactic
elements
Pronunciation
Affirmative,
English phonemes / /, /
negative, and
/, / b /.
Dates.
interrogative
Ordinal numbers.
sentences.
The Past Simple.
Sequence markers.
Adverbs of
frequency.
The Past Continuous
Used to
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 sounds.
To relate written and spoken version of sounds to identify and
incorporate intonation patterns.
morphosyntactic elements
strategies
UNIT 1
27
Attitudes
Acquisition of
To appreciate the
vocabulary related to
importance of
traditional celebrations, preserving cultural
music, and dances.
expressions.
To accept and
The use of the Simple
Present and Simple
respect cultural
Past, adverbs of
and social diversity.
frequency, and
sequence markers.
Effective exchange of
information.
Effective use of writing
skills as a means of
communication.
Resources
Evaluation
Indicators
A brochure
A legend
Personal reports
and conversations
Interviews
Tongue twisters
Phone
conversations
Dialogs
Paragraphs about
favorite activities
Information in a
graphic organizer
Paragraphs about
future plans
reflections
Metacognition
(Students book pp.
14, 18, 22, 26, 31)
minitests
Listening
(Students book,
pp. 19, 27,
Tracks 1, 6)
Reading (Students
book, pp. 19, 27)
Language
(Students book,
pp. 19, 27)
synthesis (Students
book, p. 34)
test your
knowledge
Listening,
(Students book,
p. 34 , Track 14)
Reading, (Students
book, p. 34)
Language,
(Students book,
p. 34)
self - evaluation,
(Students book,
p. 35)
extra test
Reading (Teachers
book, p. 65)
Listening (Teachers
book, p. 65,
Track 15 )
Oral expression
(Teachers book,
p. 65)
Evaluate their
performance in
the lesson.
Identify specific
information.
Discriminate
between correct
and incorrect
information.
Use and apply
language and
vocabulary.
Exchange
information about
cultural elements.
Exchange
information about
music, dance, and
Chilean
celebrations.
Talk about past
habits and
routines.
UNIT 1
28
UNIT
UNIT 1
CULTURAL ELEMENTS
In this unit you will
listen and find specific information in personal
reports, an interview, and a telephone conversation
about traditional celebrations, music, and literature
by:
GETTING READY
1. Match the sentences with the people in the photos.
a. Hi, Im Peter. Im from California, in the USA.
b. Im Ahmed. Im from Cairo, in Egypt.
c. Im Akemi. Im from Kyoto, in Japan.
d. Im Sadhvi. Im from Calcutta, in India.
Hello, Im ___________________.
Paste
your
Im from __________________,
photo
in _____________________.
here
Getting ready
1. In the first class, you can introduce the
topic of the unit by starting a
conversation among student 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 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.
UNIT 1
29
UNIT 1
30
PREPARATION FOR THE UNIT
last Saturday
in the morning
last night
last year
last weekend
a. _____________________________________________________________
b. _____________________________________________________________
c. _____________________________________________________________
d. _____________________________________________________________
e. _____________________________________________________________
f. _____________________________________________________________
g. _____________________________________________________________
h. _____________________________________________________________
10
UNIT 1
UNIT 1
31
4. Fill in the blanks in these sentences with in, on or at.
a. Lets meet _________ six oclock.
b. My brother was born _________ July.
c. I traveled to the USA _________ 2008.
d. The English test is _________ Monday.
5. Look at the pictures and read the sentences. Are they true (T) or false (F)?
CULTURAL
ELEMENTS
WELCOME,
FRIENDS
3. Possible answers:
a. Malcom worked at the caf last
Saturday.
b. Florence washed her hair yesterday.
1
c. I swam
under water in the sea two
years ago.
d. My parents watched TV last night.
e. What did you do in the afternoon?
f. Matt cleaned his bedroom last
weekend.
g. Sheila started school at 8 am.
h. Francis went to the cinema last
weekend.
i. What did you eat at lunch?
11
UNIT 1
32
HOLIDAYS AND CELEBRATIONS Lesson
BEFORE LISTENING
1. Look at the pictures and find the names of the special occasions.
Which of them do you celebrate?
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.
b
c
a
Pictionary
Christmas tree: rbol de navidad
folk music: msica folclrica
party: fiesta
samba: samba
water balloon: bombita de agua
costumes
military parade
traditional food
PICTIONARY
presents
trick or treat
s tre
tma
Chris
folk
ic
mus
part
ba
sam
lloon
r ba
wate
12
UNIT 1
UNIT 1
33
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?
LISTENING
5.
6.
Ana, Brazil
Francisco, Chile
Elizabeth, UK
Mike, USA
7.
Listen again and fill in the corresponding slots in the chart. (some
slots will be empty).
Celebration
Activities
Clothes
Special elements
Halloween
Big parties
Tree and
_________
_________ food
8.
listeninG
13
UNIT 1
34
AFTER LISTENING
LANGUAGE FOCUS
after listeninG
______________________
always
usually
_________
_________
never
100%
90 70%
70 40 %
30 10%
0%
10.
1 , 2 , 3 , 4th, 5th, 11th, 12th, 13th, 14th, 19th, 20th, 21st, 22nd , 23rd
st
11.
______________________
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).
See error alert! at the end of
the unit.
Frequency adverbs
nd
rd
REFLECTIONS
What are the most serious
problems I had when writing in
English?
When did I need the
teachers assistance?
14
really good
UNIT 1
A CHILEAN CELEBRATION
Lesson 2
BEFORE READING
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?
A PIECE OF NEWS
c.
A scientific article
ity
festiv
b.
An encyclopedia entry
fire
d.
A travel guide
mas
Pictionary
festivity: festividad, fiesta
fire: fuego, incendio
missionary: misionero/a
mass: misa
rescue: rescatar
ry
iona
miss
ue
resc
CULTURAL
ELEMENTS
WELCOME,
FRIENDS
Before readinG
1. + Introduce the topic of this lesson
reading aloud what the boy says on
page 15. 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.
2. + Give students a few minutes to look
at the pictures and identify the type of
celebration they show. Invite them to
PICTIONARY
UNIT 1
35
15
UNIT 1
36
READING
A CHILEAN CELEBRATION
Adapted from: Churches of Chilo. n.d. Retrieved June 4th, 2012, from: http://www.interpatagonia.com/iglesiaschiloe/
caguach_i.html
16
readinG
5. + Ask 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.
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).
UNIT 1
UNIT 1
37
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.
after readinG
______________________
American English:
Encyclopedia
British English:
Encyclopaedia
a.
b.
c.
d.
AFTER READING
LANGUAGE FOCUS
Connectors
1. Read the sentences from the text, paying special attention to the
words in bold.
a. the Franciscan missionary Hilario Martnez took the image from
Spain and five communities began to adore
b. the community rescued the image of Jesus because a big fire
damaged almost all the old church.
d. 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?
__________________________________.
______________________
CULTURAL
ELEMENTS
WELCOME,
FRIENDS
17
UNIT 1
38
10. Match sentences in A and B using and, because, or.
People can celebrate in August.
There is a procession.
People can celebrate in summer.
It doesnt appear on maps.
B: They ___________.
REFLECTIONS
Did the exercises
help me to
understand the text?
14.
15.
12. With the information you collected in Exercise 11, complete the
following paragraph about a festivity or celebration in your area.
YES NO
16. FL Replace the underlined words with your own ideas. Practice and
then role-play the dialog with your partner.
18
UNIT 1
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.
Students read the questions and analyze:
how the exercises helped them
understand the text;
in what way(s) they showed support to
their classmates.
UNIT 1
39
MINI - TEST
LISTENING
1.
Listen to the text in Lesson 1 again and circle where Ana and Francisco come from.
Argentina
2.
Brazil
Chile
Peru
the USA
2 pts
Venezuela
3 pts
READING
3. Read the text in Lesson 2 and write the event that corresponds to each year.
3 pts
_______________________
_______________________
2 pts
LANGUAGE
0-5
6 - 10
Keep trying Review!
4 pts
11 - 15
Well done!
16 - 18
Excellent!
total
score
CULTURAL
ELEMENTS
WELCOME,
FRIENDS
mini - test
The mini-tests in Lessons 1 and 2 provide
material to check and revise students
progress and inform you about any points
that the majority of 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.
18 pts
19
answers:
listeninG 1
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.
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
40
TOP OF THE POPS
Lesson 3
BEFORE LISTENING
Before listeninG
1. + Introduce the topic of this lesson by
talking about music with your students.
Find out how much they know about it
and elicit related words.
Form pairs of students to make lists of
different types of music. You can use this
exercise as a competition. Check answers
orally and congratulate winners.
A new star is
visiting our country for the
first time and Im going
to interview him. Tick the
questions that you think
Im going to ask him.
2. Think about all the familiar words related to music that you know and
write them under these headings.
Instruments
Guitar
People
Types
Singer
Rock
Other
Band
1. How many types of music do you know? Make a list with your partner.
PICTIONARY
nce
audie
il
gues
20
LISTENING
5.
gerb
6.
UNIT 1
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
UNIT 1
41
Listen to the interview again and complete the fact file.
7.
Name: LilChris
after listeninG
Age:
Type of music:
Musical instrument:
N of pets:
N of brothers/sisters
Favorite sport:
Yes or No?
8.
Complete the following sentence with LilChriss plans for the future.
9.
He wants to be _____________________________________________________.
AFTER LISTENING
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:
Your partner:
___________________________________________.
You:
Your partner:
___________________________________________.
You:
Your partner:
11. Write an interview with a real music / movie star you like using the
questions in Exercise. 4. Provide real information in the answers.
12.
21
UNIT 1
42
LANGUAGE FOCUS
______________________
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.
American English:
Practice (verb, noun)
British English:
Practise (verb)
Practice (noun)
14.
REFLECTIONS
Great
Really
Guess
Lets
_____________________
13. ++ 8 Motivate students to complete
the short paragraph applying what they
learned in the Language Focus.
(L.A: to apply a language item)
Answers: was dancing, were playing,
was doing, were reading.
22
UNIT 1
UNIT 1
43
Lesson 4
BEFORE READING
endurance
reward
a. bebida
b. dbil
c. hojas de rbol o de planta
d. recompensa
e. refugio
f. resistencia
g. viaje
journey
shelter
leaves (noun)
igine
abor
weak
_________________
_________________
_________________
_________________
_________________
_________________
_________________
(v.)
farm
st
fore
er
hunt
4. Have a quick look at the text on page 24 and circle all the cognates.
Then, guess what the story is about.
tribe
CULTURAL
ELEMENTS
WELCOME,
FRIENDS
Before readinG
1. + To introduce the topic of this lesson,
ask 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.
answers: The pictures illustrate
Chilean legends: El Trauco, El Caleuche,
and universal legends: Atlantis, King
Arthur, Romulus and Remus.
23
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).
UNIT 1
44
READING
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. ++ Read the labels of the diagram
with the class. Then, students read the
text more carefully in order to complete
the diagram.
answers:
type of text: Legend.
topic: The origin of mate.
characters: Yari, her father, and Tup.
time / location: Before the Spanish
arrived in Paraguay.
message: The importance of being
generous. Good actions are always
rewarded.
7. ++ Motivate 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 students to narrate the story to the
rest of the class by reading their
summaries.
See error alert! at the end of the unit.
answer: Yari was a girl that lived in
Paraguay.
Yari stayed with her father because he
was weak.
Tup came to earth and asked Yari
for food.
Tup was surprised and offered Yari
a reward.
Adapted from: Legends of Yerba Mate. n.d. Retrieved June 4th, 2012, from http://guayaki.com/mate/1894/Legends-of-Yerba-Mate.html
Type of text:
_________________
Topic:
____________________
Characters:
________, ________,________
Time / Location:
________________
Message:
________________
7. Find the partner for each tile to form complete sentences. Then write
the sentences in your notebook in the correct order of events.
Chilean mythology is
characterized by a
multitude of beliefs of
the indigenous people and
others of European origin?
th
and offered
Yari a reward
24
UNIT 1
because he
was weak
and asked
Yari for food
Tup told Yari
that lived
in Paraguay
Yari was a girl
UNIT 1
45
AFTER READING
LANGUAGE FOCUS
Used to
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
CULTURAL
ELEMENTS
WELCOME,
FRIENDS
after readinG
______________________
25
______________________
answer:
a: Are your habits different now that
youre a teenager?
B: Absolutely! To begin with, i used to
like cartoons, but i dont like
them anymore.
a: What about your activities?
B: I used to stay at home on
weekends, but now I prefer going
out with my friends.
a: Do you still play football?
B: No, I used to play football, but
now I play basketball.
How about you?
a: When I was a child, I used to listen
to miley cirus.
Now, I prefer justin Bieber.
See error alert! at the end of
the unit.
9. ++ 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 students to listen
and repeat, first the words and then the
tongue twister. You can organize a
competition; the winners are the
students who can say the complete
tongue twister correctly.
UNIT 1
46
10. Myths and legends are two ways of explaining things. Read the
definitions and identify what the pictures represent.
b.
YES NO
11.
Tupa:
Yari:
My ___________________________________________________.
Tupa:
Yari:
12. FL
Continue the dialog with ideas from the text. Then, act it
out in front of your classmates.
26
UNIT 1
UNIT 1
47
MINI - TEST
LISTENING
1.
Listen to the text in Lesson 3 again and number these sentences in the order you hear them.
3 pts
2 pts.,
1
2
each
1 pt
3. Read the text in Lesson 4 again and choose the correct answer. What kind of text is it?
a. A piece of news.
c. An advertisement.
4 pts
4. Read the text in Lesson 4 again and answer the following questions.
a.Where is the story from?
b.Who were the Guaran?
c. What did Tupa make grow?
d.What did Yari prepare?
LANGUAGE
4 pts
5. Complete these sentences with your own ideas. Use the Past Continuous tense.
a. When the telephone rang, I ________________________________________ .
b. When my mother called, my father _________________________________ .
c. We________________________________________ when we met Aunt Shane.
d. The students______________________________ when the teacher arrived.
6 pts
0-5
6 - 10
Keep trying Review!
11 - 15
Well done!
16 - 20
Excellent!
total
score
20 pts
CULTURAL
ELEMENTS
WELCOME,
FRIENDS
mini - test
The mini-tests in lessons 3 and 4 provide
material to check and revise students
progress and information about any
points that the majority of 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.
27
answers:
listeninG 6
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. Answers will vary.
6. used to cry / used to eat / used to go /
used to play / used to play / used to think
UNIT 1
48
CHILES NATIONAL DANCE
Lesson 5
BEFORE LISTENING
1. What are the elements of a countrys culture? Try this Culture Word
Search puzzle and find seven of those elements.
A P DR
UF E ST
HO C J G
E O D MU
I D B VN
PC L OT
R T Z XM
WM H J
F
I
L
S
X
H
U
U
H
V
A
I
R
E
O
Z
D
A
N
C
E
S
T
I
R
U
L
G
P
L
R
E
L
E
J
P
S
U
Z
I
A
V
K
S
GHZ
DT LM
X T MW R
AGEO I
T J HP D
G I ON F
O I NUM
ROBV I
QYOP
T XA
2. Match the name of these dances with the corresponding picture (a e).
breakdance
flamenco
samba
maypole
tango
PICTIONARY
circle
s
dres
ered
flow
ots
g bo
ridin
28
Before listeninG
1. + With students 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.
answers:
F E ST
O
O MU
D
C L OT
D
I V A L S
L A N GUAGE
S I C
R E L I G I ON
H E S
user
g tro
ridin
UNIT 1
UNIT 1
49
3. Match the words in the box with their Spanish equivalents.
apron
spurs
wear
a. espuelas
- _________________
b. delantal
- _________________
c. llevar puesto, usar ropa - _________________
Im 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.
LISTENING
5.
6.
Listen to the recording and check if you were right about the
national Chilean dance.
Listen again and write the correct alternative.
a. The dance was declared official in __________________.
i. 1969
ii. 1979
iii. 1959
CULTURAL
ELEMENTS
WELCOME,
FRIENDS
29
listeninG
UNIT 1
50
Number the elements as they are mentioned in the recording.
7.
British English:
Trousers
e
g
AFTER LISTENING
LANGUAGE FOCUS
Adverbs of sequence
Finally
First
Then
30
UNIT 1
______________________
American English:
Pants
after listeninG
______________________
UNIT 1
51
8. Fill in the blanks in this paragraph about the cueca.
____________, the men invite the women to join them and offer
them their arm. ____________________ , the couples walk around the
promenade. ____________, the couples stand facing each other about
three meters apart. ____________the couples clap their hands to the
rhythm of the music and begin to dance.
9.
First only listen and then listen and repeat. Pay special
attention to the vowels.
back
beginning
bird
a. Is it important to know
about the traditional
music and dances of your
country?
b. What other traditional
Chilean dances do
you know?
symbol
12.
a.
b.
c.
d.
13.
REFLECTIONS
What difficulties did I have to
understand the text?
What were the key words I
used to get the general ideas?
CULTURAL
ELEMENTS
WELCOME,
FRIENDS
31
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
UNIT 1
52
notes
k,
oc er
r
d
t
ar por
H
l ly l re
Ke hoo
sc
EPISO DE 1:
THE COMPETITION
___________________________
___________________________
___________________________
___________________________
___________________________
___________________________
___________________________
___________________________
___________________________
___________________________
___________________________
___________________________
___________________________
___________________________
32
UNIT 1
___________________________
___________________________
___________________________
___________________________
___________________________
___________________________
___________________________
___________________________
___________________________
___________________________
UNIT 1
53
Notes
___________________________
___________________________
___________________________
___________________________
___________________________
___________________________
___________________________
___________________________
___________________________
___________________________
___________________________
___________________________
___________________________
CULTURAL
ELEMENTS
WELCOME,
FRIENDS
33
___________________________
___________________________
___________________________
___________________________
___________________________
___________________________
___________________________
___________________________
___________________________
___________________________
___________________________
UNIT 1
54
SYNTHESIS
1. Work in pairs.
a. Choose a traditional
Chilean celebration.
b. Find information about
the activities, traditional
food, music, and dances.
c. Design a brochure like the
one in Lesson 2, including
all the information you
collected.
d. Find pictures or make
drawings to decorate the
brochure.
e. Read and show the
brochure to your
classmates.
f. Exchange brochures with
the other groups.
2. Revise the contents of this
unit; identify and evaluate
the exercises that helped
you learn.
Reading
Listening
Speaking
Writing
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 July 4th. There are many parades with bands. People cook
and eat food outside their houses and after that they have a night of
34
synthesis
5 pts
4 pts
__________
__________
__________
__________
UNIT 1
1 pt
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.
4.
5 pts
reading
3 pts
LANGUAGE
language
2 pts
speaking / writing
3 pts
0-6
7 - 13
Keep trying Review!
14 - 21
Well done!
ORAL EXPRESSION
Great!
listening
3 pts
SELF-EVALUATION
project/group work
Did I like to work in a group?
Was the topic interesting?
Did I work more than my partners?
Help!
22 - 26
Excellent!
total
score
26 pts
CULTURAL
ELEMENTS
WELCOME,
FRIENDS
listeninG 14
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.
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.
35
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
UNIT 1
55
UNIT 1
56
TRANSCRIPTS
listeninG - HOLIDAYS AND CELEBRATIONS
Pronunciation
Kelly:
Mike:
Kelly:
Mike:
Kelly:
Ana:
Kelly:
Ana:
Kelly:
Elizabeth:
Kelly:
Elizabeth:
Kelly:
Francisco:
Kelly:
Francisco:
Pronunciation
1st
2nd
11th
12th
th
21st
20
3rd
13th
22nd
4th
14th
23rd
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!
oral Practice
A:
B:
A:
B:
LC:
Kelly:
LC:
Kelly:
LC:
Kelly:
LC:
Kelly:
LC:
Kelly:
LC:
Kelly:
LC:
Kelly:
5th
19th
LC:
Kelly:
LC:
Kelly:
UNIT 1
57
LC:
Kelly:
LC:
Skateboarding.
Just to finish now, what are your plans for the future?
I want to be as big as possible, try to (fade)
Pronunciation
oral Practice
Tup:
Yari:
Tup:
Yari:
Ignacio:
Kelly:
Ignacio:
Kelly:
Ignacio:
Pronunciation
Earth
father health
them
with
then
oral Practice
A:
B:
A:
B:
10
Kelly:
Ignacio:
Kelly:
Ignacio:
Kelly:
Ignacio:
Kelly:
Ignacio:
Kelly:
11
Al
Ignacio? It's me, Kelly. I'm preparing a report on
Chilean traditions for my school magazine. Can you
help me?
Hi, Kelly! Well, I'll do my best. What do you need to
know?
Is there a national Chilean dance?
Yes, the national Chilean dance is called the cueca. It
was declared our official dance in September, 1979.
Can you dance it?
Oh! Wellmore or less. We usually dance it at school
as part of the independence celebrations.
Can you tell me more? Is it difficult?
No, not really. The movements consist of circles and
semicircles.
How interesting! Do the dancers wear special clothes?
chamanto, riding trousers, a short jacket, riding
boots, and spurs. The women wear a flowered dress
with an apron.
And the music?
The traditional cueca uses the harp and the guitar,
but there are many variations. I think the piano is
also used.
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.
UNIT 1
58
12
Pronunciation
back beginningw
15
bird
symbol
13
oral Practice
a.
b.
c.
d.
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.
UNIT 1
59
ERROR ALERT!
lesson 1 - holidays and celeBrations.
exercise 9
exercise 11
exercise 13
exercise 8
the present
Now she works in a bank.
Now he doesn't watch much TV.
Now they are divorced.
Now there is a supermarket here.
Now I go swimming very often.
No, I didnt, but now I love them.
exercise 5
UNIT 1
60
BACKGROUND INFORMATION
listeninG
LESSON 1: HOLIDAYS AND CELEBRATIONS
the Brazilian carnival is an annual festival in Brazil held 40
days before Easter. The Brazilian Carnival is unique and different
from others celebrated in the rest of the world. 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, including Latin America.
christmas is an annual holiday that celebrates the birth of
Jesus. The celebration is influenced by various other secular
customs like 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.
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
derivedfrom 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.
PhotocoPiaBle
material
61
COMPLEMENTARY ACTIVITIES
Lesson 1: hoLidays and CeLeBRaTions
1. Look at this table and write sentences about Bill, Sue, Jane, and Tim, using always, usually, often,
sometimes or never.
Example: Bill / cinema: Bill often goes to the cinema.
Goes to the
Does
Cinema
Seaside
Disco
The cleaning
Bill
50%
70%
0%
30%
30%
Sue
0%
30%
10%
100%
100%
Jane
30%
0%
70%
90%
15%
Tim
10%
30%
10%
80%
90%
a. Sue / cinema
d. Bill / cleaning
g. Tim / disco
j. Jane / cleaning
b. Jane / disco
e. Sue / homework
h. Bill / seaside
k. Tim / cinema
c. Tim / homework
f. Jane / homework
i. Sue / seaside
l. Bill / disco
photocopiable
material
62
3. Match the names of the musical instruments in the box and the pictures. What other instruments can
you add to the box?
clarinet
drums
flute
keyboard
synthesiser
trumpet
piano
saxophone
violin
c
b
g
i
photocopiable
material
63
photocopiable
material
64
5. Read the definitions below (a e) and find the name of each dance on page 28 of your book.
a
le
It is a street dance sty
hip
that originated in the
hop movement among
African American and
in the
Puerto Rican youths
York
South Bronx of New
1970s.
City during the early
to funk
It is normally danced
it is
or hip hop music, and
hip
the best known of all
hop dance styles.
b
It is a Spanish
musical genre
with strong, rh
ythmic
undertones an
d is often
accompanied
with a style of
dance charac
terized by
intricate hand
and footwork.
in.
razilian orig
dance of B
al
ic
hm
yt
rh
It is a lively,
d
It is a form of
folk dance fro
m western Euro
pe,
especially Engl
and, Sweden,
and Germany.
Dancers perfo
rm circle danc
es around a ta
ll pole
which is deco
rated with garla
nds, painted st
ripes,
flowers, flags
, and other em
blems.
e
d a
al dance an
It is a soci
iginated in
nre that or
musical ge
a and in
s, Argentin
Buenos Aire
soon
Uruguay. It
Montevideo,
the world.
the rest of
spread to
PhotocoPiaBle
material
65
EXTRA TEST
readinG
FESTIVE CUSTOMS
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 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.
1. Read the text and complete the table
4 pts
Date
Festivity
14th February
4th Thursday in November
Halloween
24th December
2. Read the text again. Match the name of the festivity in column A with the items in column B.
a
6 pts
Candles
Christmas
Fir trees
Haloween
Lanterns
Greeting cards
Thanksgiving
Pumpkin pie
Turkey
3 pts
UNIT 1
66
listening
AVRIL LAVIGNE
4. What is the program about? Tick ( ) the correct alternative.
a. _____ A famous movie star.
c. _____ A famous singer.
1 pt
5. Listen to the recording again. Are these statements true (T) or false (F)?
Correct the false information.
3 pts
4 pts
HELP!
GREAT
50 - 70%
80 - 100%
0 - 8
9 - 13
14 - 17
18 - 21
Well done!
Excellent!
total
score
21 pts
UNIT 1
67
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 sometimes 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 sometimes goes to the cinema.
l. Bill never goes to the disco.
2. Shichi-go-san November year the traditional Kimono
- a candy bag three stick candies Chitoseame pictures
- album.
3. a. clarinet. b. flute. c. piano. d. violin. e. keyboard. f. drums.
g. saxophone. h. synthesizer. i. trumpet.
4. Possible answers:
They didnt use to have computers. Nowadays, we have
computers.
They didnt use to use calculators. Nowadays, we use to use
calculators.
They used to use an abacus. Nowadays, we dont use an
abacus.
They didnt use to have whiteboards. Nowadays, we have
whiteboards.
They used to have blackboards. Nowadays, we dont have
blackboards.
They used to write with fountain pens. Nowadays, we write
with pens and pencils.
They didnt use to make Powerpoint presentations.
Nowadays, we make Powerpoint presentations.
They didnt use to have interactive boards. Nowadays, we
have interactive boards.
They used to write on little boards. Nowadays, we write in
our notebooks.
5. a. break dance. b. flamenco. c. samba. d. maypole. e. tango.
eXtra test
1.
readinG
Date
Festivity
14th February
Valentines Day
Thanksgiving Day
31st October
Haloween
24th December
Christmas
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
listeninG
15
4. c.
5. a. False. She is Canadian.
b. True.
c. False. She plays the guitar.
6. a. 2002. b. small. c. two. d. first.
oral Production
time: 20 class hours for the main body of text. 3 hours for
evaluation. 3 class hours for consolidation and complementary
activities. 1 class hour for the cartoon strip.
oral expression
reading comprehension
listening comprehension
Written expression
UNIT 22
UNIT
68
morphosyntactic elements
strategies
morphosyntactic elements
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.
Communicative
functions
morphosyntactic
elements
Pronunciation
To express possibility,
obligation, and no
obligation.
To express quantity.
To talk about the future.
To express cause and
result.
Affirmative,
negative, and
interrogative
sentences
Modal verbs
The Future tense
How much? / How
many?
If clauses
Indirect objet
pronouns
English phonemes /s, , To use everyday fixed phrases and sentences in personally
t, b, , , /.
relevant contexts.
Numbers
To use high frequency words and the thematic vocabulary of the
Instructions
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 sounds.
To relate written and spoken version of sounds to identify and
incorporate pronunciation patterns.
strategies
morphosyntactic elements
strategies
UNIT 2
69
Learning Abilities
Expected Outcome
Attitudes
Resources
Evaluation
Indicators
Acquisition of
vocabulary related to
feelings, physical
activities, study habits.
The use of modal verbs
to express possibility
and obligation, if
clauses.
Effective exchange of
information.
Effective use of writing
skills as a means of
communication.
To appreciate the
importance of a
healthy diet and
good habits to
preserve our
health.
To accept and
respect life and
human dignity.
Articles from
magazines and
web pages.
Dialogs.
Questionnaires.
A radio program.
Tongue twisters.
Web pages.
reflections
Metacognition
(Students book
pp.14, 18, 22, 26, 31)
minitests
Listening (Students
book, pp. 19, 27,
Tracks 1, 6)
Reading (Students
book, pp. 19, 27)
Language (Students
book, pp. 19, 27 )
synthesis (Students
book, p. 34)
test your knowledge
Listening (Students
book, p. 34 , Track 14)
Reading (Students
book, p. 34)
Language (Students
book, p. 34)
selfevaluation
(Students book, p. 35)
extra test
Reading (Teachers
book, p. 65)
Listening (Teachers
book, p. 65, Track 15)
Oral expression
(Teachers book, p. 65)
Evaluate their
performance in
the lesson.
Identify specific
information.
Discriminate
between correct
and incorrect
information.
Identify speakers.
Identify the
correct sequence
of information.
Use and apply
language and
vocabulary.
Exchange
information about
sports.
Describe a sport.
UNIT 2
70
UNIT 2
36
UNIT 2
UNIT 2
71
SELF - CARE
In this unit you will
listen and find specific information in a radio
program and in a dialog related to healthy habits
and self-care by:
GETTING READY
1. Look at the pictures. 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 Question 2 and find out if you are active teens.
37
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 36 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.
UNIT 2
72
PREPARATION FOR THE UNIT
___ time
___ books
___ milk
___ pencils
___ meat
___ chairs
___ butter
___ friends
___ oil
___ sugar
___ bread
___ flour
___ apples
___ cars
___ houses
___ salt
___ cheese
___ tea
___ tomatoes
___ carrots
___ rice
___ honey
___ water
___ birds
38
go
(not) play
start
UNIT 2
UNIT 2
73
a. The astronauts _____________ to Mars next year.
b. Bob _____________ lunch with me tomorrow.
c. I _____________ football with you next Saturday.
d. Mr. Green _____________ in the school library.
e. They _____________ a party next week.
f. The party _____________ at 7.30.
4. Look at the pictures. Circle the unhealthy food in red (DANGER!).
sometimes
never
_____________
_____________
_____________
_____________
e. How often do you study for hours the day before a test? _________
SELF
- CARE
WELCOME TO MY
COUNTRY
Answers
1. U - time, C - books, U - sugar, U - milk,
C - pencils, C - chairs, U - meat, U butter, U - bread, C - friends, U - flour,
C - apples, U - oil, C - cars, U - salt, C houses, U - cheese, U - rice, U - tea, C
- tomatoes, U - honey, C - carrots, U
water, C birds.
2. a. a little. b. a few. c. a little. d. a few.
e. a few.
3. a. will travel. b. will have. c. wont play.
d. wont work. e. will have. f. will start.
4. Soft drink, pizza, hot dog, French fries,
candies, hamburger.
5. Will vary
39
UNIT 2
74
HOW FIT ARE YOU?
Lesson 1
BEFORE READING
PICTIONARY
cake
hips
fit
ets
swe
walk
40
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 41 and circle 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 on page 41 and choose the correct
option to finish the sentence.
The text is ________
a. a piece of scientific research. b. an interview. c. a questionnaire.
UNIT 2
before readinG
1. + Ask students to look at the pictures
and identify which of them show
people in good physical condition.
Invite them to explain their choices.
(L.A: to relate the topic and their
previous experience).
answers: 1. a., c. and e. show people
in good physical condition; the person
in b. is overweight; the child in d. is
undernourished.
UNIT 2
75
READING
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.
d.
Never.
d.
Never.
Once.
d.
Never.
5 to 10.
d.
Less than 5.
10 to 15.
d.
5 to 7.
d.
Less than 5.
c.
c.
25 30 points
Excellent! You are very fit. You eat a balanced
diet, you get lots of exercise and you get the right
amount of sleep.
Fitness score
1. a = 5
2. a = 0
3. a = 5
4. a = 5
5. a = 5
6. a = 5
b=2
b=1
b=4
b=4
b=3
b=2
c=1
c=3
c=1
c=2
c=1
c=1
d=0
d=5
d=0
d=0
d=0
d=0
15 25 points
Good! You are quite fit and healthy. But watch
what you eat, get a little more exercise and dont
stay up too late then youll be really fit.
8 15 points
Not great! You should get more exercise and you
should go to bed earlier! Try to eat a more balanced
diet. Youll feel and look much better!
0 8 points
Oh, dear! But dont worry its not difficult to get
fit. Eat lots of fruit and vegetables and dont eat
too many sweet things. Get lots of exercise and
then youll want to sleep more!
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41
Pictionary
cake: torta, queque
chips: papas fritas
fit: en forma, sano/a
sweet: caramelo
walk: caminar
UNIT 2
76
6. Read the text and check your answer in Exercise 5.
7. Read the text, answer the questions and take note of your score.
AFTER READING
readinG
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.
after readinG
10. Complete the following questions with How much or How many.
American English:
Kilometers
British English:
Kilometres
42
UNIT 2
______________________
______________________
UNIT 2
77
First listen. Then listen and repeat each sentence.
12.
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.
the box.
U
E
O
I
K
E
X
Y
R
V
I
N
N
Q
H
F
P
L
L
B
E
H
E
Z
V
Y
O
H
A
F
G
R
I
B
R
V
T
S
R
S
G
I
W
N
O
M
M
U
C
A
E
S
N
O
I
D
S
K
Z
X
A
E
I
I
M
T
W
J
Q
U
N
I
N
Z
O
Z
S
U
O
T
K
E
E
E
Y
U
V
X
H
V
E
X
L
D
W
S
E
G
D
O
U
E
L
A
T
X
I
V
H
A
N
T
Y
E
K
S
L
X
S
K
K
Z
I
K
F
H
S
K
P
V
P
E
T
H
E
E
T
A
L
O
C
O
H
C
C
N
T
C
E
V
G
A
J
R
S
P
O
R
T
S
B
R
G
I
O
U
H
Y
R
I
Q
V
D
K
T
T
Z
Q
H
V
M
P
P
B
R
X
M
O
B
G
G
Z
I
E
P
A
B
L
W
B
O
K
T
Z
L
N
F
H
N
U
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?
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43
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. 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.
UNIT 2
78
WHOS IN CONTROL?
BEFORE LISTENING
In your
opinion, which of
the following
statements are true?
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.
before listeninG
1. + In groups, 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).
get rid of
instead of
spend
too much
B
demasiado
pasar (tiempo)
en vez de
librarse de
por lo menos
reemplazar
Lesson 2
LISTENING
6.
PICTIONARY
me
r ga
pute
com
7.
cisin
exer
fun
8.
teen
time
44
UNIT 2
listeninG
9.
a.
c.
giving instructions.
giving advice.
______________________
AFTER LISTENING
10. In your group, decide which of these paragraphs best summarizes the text.
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.
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.
LANGUAGE FOCUS
1. Read these sentences from the text and other examples. Pay special
attention to the words in bold.
a. The net is taking the place of sports or games for some of them.
b. Nobody takes them seriously.
c. David doesnt think computer games have made him antisocial.
d. The teacher gave us some very difficult homework.
2. Choose a phrase from the box to replace the words in bold in Point 1.
David My friends and I The teenagers Video games
American English:
Advice (noun, verb)
British English:
Advise (verb)
Advice (noun)
______________________
REFLECTIONS
How much did I use my previous
knowledge to understand the
text?
Which words were familiar
to me?
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45
after listeninG
10. ++ Form groups of three or four
students to 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.
UNIT 2
79
UNIT 2
80
First only listen. Then listen and repeat.
12.
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.
real world
spend
too much
whats
lazy
obstinate
mean
sociable
nasty
social
naughty
nice
stubborn
unkind
46
UNIT 2
Answers:
Synonyms: honest decent, sociable
friendly, stubborn obstinate.
Opposites: anti-social social,
hardworking lazy, unkind kind,
mean generous, nasty nice,
naughty obedient.
15. +++ Ask students to read the
sentences carefully. Then, invite them to
choose an adjective in Exercise 14 to
describe each people.
Answers: a. generous. b. nice.
c. antisocial. d. obstinate. e. lazy.
UNIT 2
81
MINI - TEST
READING
1. Read the text in Lesson 1 again and complete the following chart.
4 pts
2. Are these people really fit (RF), quite fit (QF), or not fit (NF)?
3 pts
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
LISTENING
3.
Listen to the recording in Lesson 2 again and complete the sentences with the words
in the box.
computer games
Internet
violent
3 pts
LANGUAGE
0-3
4-8
Keep trying Review!
9 - 13
Well done!
14 - 17
Excellent!
total
score
WELCOME TO MY COUNTRY
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.
17 pts
47
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. QF. b. RF. c. NF.
listeninG 18
3. a. Internet. b. computer games.
c. violent.
4. a. ten. b. twenty-five. c. lots.
lanGUaGe
5. a. how many. b. how much.
6. a. me. b. them.
UNIT 2
82
LEARNING TO LEARN
Lesson 3
BEFORE READING
1. Read the dialog and choose your favorite ending, a or b. Which of the
children is doing the correct thing?
before readinG
Hi. Im studying
for the test.
I know.
I always study
a little every
day.
The test
is in three
days time!
Im going to
study the night
before. Come
on! Lets go
cycling!
PICTIONARY
ke
awa
brain
Why dont
you come
and study
with me?
step
tired
lan
ks p
wee
48
UNIT 2
UNIT 2
83
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
c. deadline
e. step
b. break
d. self-esteem
f. waste
4. Have a quick look at the text below. What kind of text is it?
a. A newspaper article.
c. A doctors prescription.
American English:
organization
British English:
organisation,
organization
5. Pay special attention to all the familiar words in the text. Underline them
and predict one piece of information you will find in it.
READING
Yes!
No!
l feel
your exams! You wil
urs the day before
Dont study for ho
ll.
we
rk
wo
in wont
tired and your bra
aks. You will not
g period without bre
Dont study for a lon
ll.
on very we
ious
remember informati
re stressed and anx
ch. You will feel mo
Dont worry too mu
well.
and will not learn
lot in a short time.
Dont try to learn a
ask for help.
blems by yourself,
Dont try to solve pro
s magazine,
school. Just for teen
September). Back to
9/10, 14-16.
Adapted from: (2010,
6. Read the text quickly and check if your option in Exercise 4 was correct.
7. Read the text again and identify the incorrect actions in the dialog in
Exercise 1.
8. Match the actions in column A (a d) with their consequences in
column B (i iv).
A
B
a. Make a timetable.
i. Youll feel anxious.
b. Have short regular breaks. ii. Youll feel more awake.
c. Study the night before.
iii. You wont remember information well.
d. Worry too much.
iv. Youll have time to relax, have fun, and study.
SELF
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readinG
6. + 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 answers orally
(L.A: to validate predictions and
identify type of text).
answers: b.
7. ++ Students read the text again, now
more carefully, to identify the incorrect
actions in the picture story.
49
UNIT 2
84
AFTER READING
LANGUAGE FOCUS
after readinG
______________________
a. Past events.
b. Habits.
c. Future events.
______________________
b
c
g
a
50
UNIT 2
UNIT 2
85
11. In your group, ask and answer questions about feelings in different
situations. Use this pattern and the situations below (a f).
a.
b.
c.
d.
e.
13.
Read the dialog below.
a. Infer the meaning of the underlined expressions. Whats their
Spanish equivalent?
b. Listen and repeat.
c. Role-play the dialog with your partner.
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UNIT 2
86
HELP FOR YOU!
Lesson 4
BEFORE LISTENING
before listeninG
1. Discuss these statements in your group and decide whether they are
true (T) or false (F).
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.
c. Talk to a friend.
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
i.
ii.
iii.
iv.
v.
B
deshacerse
riesgo
casi
evitar
mantenerse alejado
LISTENING
5.
6.
a. An advertisement
PICTIONARY
drug
a. Say
b. Choose
c. Change
ous
nerv
8.
r
offe
i. the subject.
ii. no, thanks.
iii. your friends.
oun
n ar
52
c. A news report
tur
b. An advice program
7.
c.
b.
d.
UNIT 2
listeninG
UNIT 2
87
AFTER LISTENING
LANGUAGE FOCUS
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 dialog between Kelly and her friend with your own ideas.
Well, you can ______ or ______ , but
you dont need to ______. What do
you think?
I think
______.
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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
53
______________________
UNIT 2
88
REFLECTIONS
What were the most serious
problems I had when writing
in English?
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
13.
14. FL In pairs, revise the content of the lesson and write a slogan or
advertisement against drugs. Then, share your work with your
classmates.
54
UNIT 2
UNIT 2
89
MINI - TEST
READING
1. Read the text in Lesson 3 again. Are these statements true (T) or false (F)?
a. ___ You should study for three hours before a test.
b. ___ Making a study plan helps you know if you are wasting time.
c. ___ When you feel anxious, you dont do well in tests.
3 pts
3 pts
feel
make
waste
anxious
time
a timetable
LISTENING
3.
begin
change
speak
4.
1 pts
Listen to the recording in Lesson 4 again and circle the words you hear.
decrease
stay
turn
have
want
increase
watch
keep
work
5 pts
LANGUAGE
3 pts
You _______________.
b. It's an obligation to stop the car at the red light.
You _______________.
c. The doctor ordered you to stay in bed.
You _______________.
5 pts
anxious
bored
happy
sad
0-5
6 - 10
Keep trying Review!
11 - 15
Well done!
16 - 20
Excellent!
total
score
WELCOME TO MY COUNTRY
mini - test
The mini-tests in Lessons 3 and 4 provide
material to check and revise students
progress and information about any
points that the majority of 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.
20 pts
55
UNIT 2
90
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 the victims of bullying.
before readinG
BEFORE READING
Lesson 5
b. device
e. blame (v)
c. nasty
f. footage
cell
hone
READING
skin
upse
56
Paragraph ______
Paragraph ______
Paragraph ______
Paragraph ______
UNIT 2
PiCtionary
cell phone: telfono celular
fight: pelea
skin: piel
upset: molesto/a
readinG
UNIT 2
91
or
Dont show you are angry
.
upset, and dont fight back
If you do this, think that
they can blame you.
7. Read the text again and write what you should and shouldnt do if
you are bullied.
Should
Shouldnt
American English:
Cell phone
British English:
Mobile phone
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57
UNIT 2
92
AFTER READING
10.
First only listen. Then listen and repeat the words and the
tongue twister.
back
be
bully
bullying
mobile
LANGUAGE FOCUS
If clauses
1. Revise these sentences from the text. Pay attention to the word in bold.
a. If this happens to you, tell someone you trust.
b. If someone hurts you, tell a teacher immediately.
c. 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 ____________ to give the instruction.
11.
after readinG
10. + 26 First, play the recording and ask
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).
______________________
58
UNIT 2
______________________
11. ++ 27 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.
(L.A: to consolidate a grammar point;
to imitate a model).
UNIT 2
93
13. How much did you learn about bullying? Try this quiz!
REFLECTIONS
How did the exercises help me
understand the text?
14. FL Add two more questions to the quiz describing any other
bullying situations.
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59
UNIT 2
94
notes
k,
oc r
r
e
d
ar port
H
lly l re
Ke hoo
sc
EPISO DE 2:
FITNESS CLASS
___________________________
___________________________
___________________________
___________________________
___________________________
___________________________
___________________________
___________________________
___________________________
___________________________
___________________________
___________________________
___________________________
___________________________
___________________________
___________________________
___________________________
___________________________
___________________________
___________________________
___________________________
___________________________
___________________________
___________________________
UNIT 2
95
Notes
___________________________
___________________________
___________________________
___________________________
___________________________
___________________________
___________________________
___________________________
___________________________
___________________________
___________________________
___________________________
___________________________
___________________________
___________________________
___________________________
___________________________
___________________________
___________________________
___________________________
___________________________
___________________________
___________________________
___________________________
UNIT 2
96
TEST YOUR KNOWLEDGE
SYNTHESIS
1. Prepare a survey.
Listening
Speaking
Writing
a.
b.
c.
d.
62
synthesis
UNIT 2
4 pts
answers:
readinG
1. a. iv. b. i. c. iii. d. ii.
2. a. , b. and c. are incorrect.
listeninG 28
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.
4 pts
3.
4.
2 pts
5 pts
listening
3 pts
3 pts
language
3 pts
speaking / writing
project/group work
ORAL EXPRESSION
0-6
7- 14
Keep trying Review!
reading
LANGUAGE
Great!
SELF-EVALUATION
4 pts
Help!
22 - 28
Excellent!
total
score
28 pts
WELCOME TO MY COUNTRY
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.
63
self - eValUation
UNIT 2
97
LISTENING COMPUTERS IN MY LIFE
UNIT 2
98
TRANSCRIPTS
readinG - HOW FIT ARE YOU?
David:
16
Pronunciation
19
Pronunciation
17
oral Practice
A:
B:
A:
B:
A:
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
19 - 90
17 - 70
18
16 - 60
20
oral practice
A:
B:
A:
B:
Pronunciation
21
18 - 80
UNIT 2
99
22
oral Practice
A:
B:
A:
B:
23
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?
24
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?
25
oral Practice
UNIT 22
UNIT
100
back
be
bully
bullying
A big black bug bit a big black bear.
mobile
Patsy:
28
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,
e-mails, games. I can't imagine my life without it!
Presenter: Tell us about your situation, Patsy.
Tom:
Jane:
Tom:
Jane:
Tom:
Jane:
UNIT 2
101
ERROR ALERT!
lesson 1 - HOW FIT ARE YOU?
exercise 10
Let students know that 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.
exercise 9
imperatives.
Correct
Fry in hot oil.
incorrect
You fry in hot oil.
Correct
Dont mix with the other ingredients.
incorrect
Not mix with the other ingredients.
exercise 9
Students may tend to put to after modal verbs. Explain that can,
must, could, should, would, etc. are followed by an infinitive
without to.
examples:
Correct
I could buy some vegetables for tomorrow.
incorrect
I could to buy some vegetables for tomorrow.
exercise 7
UNIT 22
UNIT
102
BACKGROUND INFORMATION
listeninG - WHOS IN CONTROL?
the first ComPUter
ENIAC, short for Electronic Numerical Integrator And Computer,
was the first general-purpose electronic computer. 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 only 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 was in continuous operation until 11:45 p.m. on
October 2, 1955.
PhotoCoPiable
material
103
COMPLEMENTARY ACTIVITIES
LessOn 1: HOW fit aRe YOu?
1. In pairs, ask and answer questions to complete the missing information in each paragraph.
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 has no 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.
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?
STUDENT B
If you want to be healthy, perhaps you
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?
drink
photocopiable
material
104
Listen
in the test.
Read
your time.
Dont cheat
Dont waste
to the teacher.
Make
your books.
Open
Close
4. Complete the following sentences with must, mustnt, can or dont have (to).
a. At our school, we ________________ wear a uniform. We ________________ wear jeans, sweaters and
sneakers, but we ________________ wear piercings or tattoos.
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
________________ take it. You ________________ take your identity card.
5. Look at the picture of Jims room and write a list of suggestions for him.
Example: Jim should make his bed. He should.
PhotoCoPiable
material
105
EXTRA TEST
readinG
SOFT DRINKS CAUSE DENTAL EROSION
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.
1. Have a quick look at the text. What kind of text is it? Tick () an option..
1 pt
d. _______ An advertisement
4 pts
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:
___________________________________________________________.
___________________________________________________________.
___________________________________________________________.
___________________________________________________________.
5 pts
PhotoCoPiable
material
106
listeninG
BAD SLEEP CAN AFFECT STUDENTS GRADES
4. Listen to the recording. What kind of text is it? Tick () an option.
a. _______ A class
b. _______ A conversation
c. _______ A lecture
d. _______ A radio program
1 pt
5. 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.
4 pts
6. Listen to the recording again. Are these statements 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.
5 pts
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!
HELP!
GREAT
50 - 70%
80 - 100%
0 - 7
8 - 12
13 - 16
17 - 20
Well done!
Excellent!
total
score
20 pts
UNIT 2
107
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.
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
4. b.
5. a. 1. b. 2. d. 3. c. - 4.
6. a. False. Tom sleeps between seven and nine 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!
time: 20 class hours for the main body of the text. 3 hours for
evaluation. 3 class hours for consolidation and
complementary activities. 1 class hour for the cartoon strip.
oral expression
reading comprehension
listening comprehension
Written expression
UNIT 3
108
Morphosyntactic elements
strategies
Can / Could
Superlatives
Conditionals
Morphosyntactic elements
strategies
Can / Could
Superlatives
Conditionals
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.
communicative
functions
Morphosyntactic pronunciation
elements
strategies
Can / Could
Superlatives
Conditionals
English phonemes
/ , i /.
Superlatives
Languages
Dates
Morphosyntactic elements
strategies
Can / Could
Superlatives
Conditionals
UNIT 3
109
Learning Abilities
Expected Outcome
Attitudes
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.
Acquisition of
vocabulary related to
languages, customs,
and school life.
The use of conditionals,
comparatives and
superlatives, can / could
in questions.
Effective exchange of
biographica
information.
Effective and efficient
use of writing skills as a
means of
communication.
Appreciating the
importance and
value of different
cultures.
Appreciating the
importance of
English as an
effective means of
communication.
Resources
Internet articles.
Chat messages.
Reports.
Conversations.
Evaluation
Indicators
reflections
Metacognition
(Students book
pp. 70, 73, 78, 81)
Minitests
Listening
(Students book,
pp. 75, 83, Tracks
30, 35)
Reading
(Students book,
pp. 75, 83)
Language
(Students book,
pp. 75, 83
synthesis
(Students book,
p. 90)
test your
knowledge
Listening
(Students book,
p. 90, Track 43)
Reading
(Students book,
p. 90)
Language
(Students book,
p. 90)
self-evaluation
(Students book,
p. 91)
extra test
Reading (Teachers
book, p. 148)
Listening
(Teachers book,
p. 148, Track 44 )
Oral expression
(Teachers book,
p.148)
Evaluate their
performance in
the lesson.
Identify specific
information.
Discriminate
between correct
and incorrect
information.
Use and apply
language and
vocabulary.
Exchange
information about
cultural elements
and life in other
countries.
Make comparisons.
Talk about
countries,
languages,
nationalities.
UNIT 3
110
UNIT 3
64
UNIT 3
UNIT 3
111
DIFFERENT LIVES
In this unit you will
listen and identify specific information in an
interview, in a dialog, and in a conversation related
to life in other countries and communities by:
identifying speakers,
identifying purpose of a message,
extracting specific information,
using key words to get the general meaning.
GETTING READY
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?
65
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
(for example, 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.
UNIT 3
112
PREPARATION FOR THE UNIT
d. Jamaica / hot / UK
________________________________________________
2. Choose from the box to form an adverb that describes the actions in
the pictures.
careful
66
loud
patient
quick
slow
sweet
UNIT 3
UNIT 3
113
3. Match the countries and the nationalities.
Chile
Ireland
China
France
Japan
Germany
Spain
UK
USA
Japanese
Spanish
museum
square
park
school
train station
a. ____________________
b. ____________________
c. ____________________
d. ____________________
e. ____________________
f. ____________________
DIFFERENT
LIVES
WELCOME,
FRIENDS
67
UNIT 3
114
EXPERIENCES IN A
FOREIGN COUNTRY
Before listeninG
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?
Lesson 1
BEFORE LISTENING
3. Think about life in Chile and complete the sentences. Then, compare
answers with your partner.
PICTIONARY
cliff
4. With your partner, think about three positive and three negative
things about living in another country and complete the chart.
cras
The best
er
jump
The worst
scap
land
woo
68
5. You are going to listen to a text about life in one of the countries in
Exercise 2. Do the words in the Pictionary give you any clues?
UNIT 3
listeninG
UNIT 3
115
LISTENING
6.
7.
8.
9.
Listen to the text and number these aspects in the order they are
mentioned.
a.____ Where to go.
10.
after listeninG
______________________
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.
iii. __ Bicycles.
iii. __ Forests.
AFTER LISTENING
LANGUAGE FOCUS
Superlatives
1. Read these sentences from the text. Pay attention to the words in bold.
a. My saddest feeling is when...
b. The nicest place to visit is...
2. What do these words express?
American English:
jumper (dress)
British English:
jumper (sweater)
DIFFERENT
LIVES
WELCOME,
FRIENDS
69
8. ++ 30
30 Play the recording again. Ask
students to listen and check if they
hear their list in Exercise 3.
(L.A: to identify specific information).
______________________
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.
UNIT 3
116
11. Use the information in the chart to answer the questions.
Size
(km2)
Temp.
Celsius
Italy
301,270
16
France
543,965
15
Ireland
70,273
Country
13. ++
dialog 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: Whats the best place to go?
B: In my opinion, the nicest place to
visit is the mountains.
_________________
the box.
Reflections
17
12.
13.
Germany 357,121
Which country is
70
REFLECTIONS
UNIT 3
Answers:
a. What is the longest river in Chile?
The Loa.
b. What is the highest mountain in
South America? Aconcagua.
c. What is the largest city in
Argentina? Buenos Aires.
d. What is the coldest place in the
world? The Pole.
e. What is the driest place in Chile?
The Atacama desert.
INTERNATIONAL ENGLISH
UNIT 3
117
Lesson 2
BEFORE READING
Native
language?
Whats your
parents native
language, Fernando?
Spanish,
of course. My
parents and I are native
Spanish speakers.
Aimara
French
Quechua
Rapa Nui
Greek
Italian Spanish
English
d. Apart from English, are you learning any other foreign languages?
Italian French Portuguese
German Other(s): ______, ______.
3. Kelly, Ann, and Andy did a research project for the school magazine
about English as an international language. With your partner, find and
copy the cognates that appear in the article on page 72.
PICTIONARY
alow
bung
4. Make sure you understand the meaning of the words in the Pictionary.
5. Before reading the childrens work, tick the statements that you think
are true.
a. ___ More than 300 million people speak English around the world.
pictionary
bungalow: casa de un piso, no pareada
cartoons: dibujos animados
pajamas: pijama
sitcom: serie de TV en episodios, acerca de
situaciones de la vida diaria
oon
cart
mas
paja
b. ___ English has more native speakers than Chinese and Spanish.
c. ___ All English words come from the same origin.
sitco
71
Before readinG
1. + Ask your students to read the dialog
between Kelly and Fernando. Help
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).
UNIT 3
118
READING
IS ENGLISH AN
INTERNATIONAL LANGUAGE?
by Kelly Hardrock
72
UNIT 3
readinG
6. + 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. ++ Students read the text again, this
time more carefully. Then, they decide
if the statements are true or false and
correct the false information.
UNIT 3
119
8. Circle the correct answer (i iii) for these questions (a c).
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 pajamas and bungalow
originally come from?
i. Italian.
ii. German.
REFLECTIONS
______________________
iii. Hindi.
AFTER READING
Languages
Do you think
English is important
for you and your family?
Why?
1. Read these sentences from the text. Pay special attention to the
words in bold.
a. More than 300,000,000 people speak English.
b. In Canada, they have two official languages: English and French.
c. It has incorporated words from Latin, Greek, and many modern
languages.
2. Answer these questions.
a. What do the words in bold in Point 1 refer to?
b. Can you say the name of the countries?
3. Write the name of the language:
China - ____________ France - ____________
Germany - ____________
Japan -
____________
USA -
____________
____________
Language
China
Chinese
Greece
Greek
Russia
Russian
France
French
Italy
Italian
Spain
Spanish
Germany
German
Japan
Japanese
USA
English
______________________
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.
Students read the questions and identify:
if they used their previous knowledge to
understand the text;
if they connected the topic to their own
reality.
Country
73
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.
UNIT 3
120
11. Match the English words below (i - viii) with their countries of origin
(a - e).
12.
b. Germany
d. Italy
v.
ii. banana
vi. parachute
iii. chocolate
vii. giraffe
iv. delicatesen
viii. piano
e. Spain
rhino
English
Japanese
13.
c. Greece
i. ballet
French
Russian
German
Italian
Spanish
B:
A:
A:
B:
B:
A:
a. France
14. FL 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
74
UNIT 3
UNIT 3
121
MINI - TEST
LISTENING
1.
2 pts
Listen to the text in Lesson 1 again and circle the correct answer to this question.
b.Her father is studying there.
d.Her father is working there.
4 pts
Listen to the text again. Are these statements true (T) or false (F)?
a. ____ Gabriellas father is studying in Ireland. b. ____ She doesnt like living in Ireland.
c.____ The country has a lot of places to visit. d. ____ There arent many lakes in Ireland.
READING
5 pts
3. Read the text in Lesson 2 again and answer the following questions.
a. When did English become important?
b. What languages have more speakers than English?
c. In what areas is English very important?
d. From what languages has English incorporated new words?
e. Do we know if this situation will continue?
4. Read the text again carefully and complete the table.
Countries
3 pts
Category
5. Fill in the blanks with the superlative form of the adjectives in the box.
big
high
cold
long
5 pts
small
0-3
4-8
Keep trying Review!
9 - 12
Well done!
13 - 19
Excellent!
total
score
19 pts
DIFFERENT
LIVES
WELCOME,
FRIENDS
Mini - test
75
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.
Countries
Category
Second language
lanGUaGe
5. a. smallest. b. longest. c. coldest.
d. biggest. e. highest.
UNIT 3
122
DO YOU LIKE JOKES?
Lesson 3
BEFORE LISTENING
1. Look at the pictures. Choose the funniest joke and compare with
your partner.
Before listeninG
See BACKGROUND INFORMATION at the
end of the unit.
1. + Tell 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).
Look!
Your shoelace is untied.
2. What kind of jokes do you like the most? Tick your choice.
a. ___ Innocent jokes.
c. ___ Jokes about cultural customs.d. ___ Jokes that dont harm anybody.
PICTIONARY
h
laug
3. Unscramble the words below to find the name of a popular day in Europe
and America, when people play jokes on each other. Is it mentioned in
the recording?
LRAPI
left-
lace
shoe
76
FLOOS
YDA
d
ande
UNIT 3
listeninG
UNIT 3
123
LISTENING
6.
7.
The father is
a. ____ giving information.
c. ____ advertising a product.
8.
9.
after listeninG
British English:
beefburger
AFTER LISTENING
10. Can you notice any connections between jokes and peoples lives?
LANGUAGE FOCUS
______________________
77
______________________
UNIT 3
124
11.
Is there
Listen to the dialog and practice it with your partner.
a similar celebration
Then role-play it in front of your classmates.
in your country?
A: Do you know any funny jokes to play on our friends?
Do you know about the
B: We can tell a friend there is a test today when he or she
28th December? When was
arrives at school.
the last time someone played
a trick on you?
A: It doesnt seem very funny...
The last time someone
B: Or we can tell our friends we ordered pizza and it is about to
played a trick on me was
arrive at school.
________________ because
________________.
14. FL Can you solve the Crossword puzzle about this funny celebration?
The clues are the words you need to complete the sentences below.
Across
2. People celebrate this on ___________ the 1st 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 ___________.
1
2
3
REFLECTIONS
What were my main problems
when I had to speak in English?
In what way did I show
support to my partner?
78
4
5
7
6
8
UNIT 3
UNIT 3
125
FESTIVALS
AROUND THE WORLD
Lesson 4
a. What kind of
festivals do you know?
b. Have you been to
any strange or funny
festivals?
B E F OR E R E A DI NG
PICTIONARY
a
_________________________________
orks
firew
_________________________________
ay
midd
12:00
PM
age
saus
c
_________________________________
d
_________________________________
4. Read the texts on page 80 quickly and make a list of cognates you
find in them. Can you say what the events are about?
hy
squis
stick
DIFFERENT
LIVES
WELCOME,
FRIENDS
79
Before readinG
1. + 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).
UNIT 3
126
R E AD IN G
80
readinG
5. + Students read the text quickly
and confirm or correct their ideas
in Exercise 2.
(L.A: to validate predictions).
answers: They are all strange and
funny festivals. They are all celebrated
by doing funny things.
UNIT 3
Festival
Date
To honor...
The tomato
Cheese
Ivrea, Italy
Early January
Oranges
The pig
La Tomatina
Location
Buol, Spain
UNIT 3
127
5. Read the article quickly and confirm or correct your ideas in Exercise 2.
6. Read the article carefully and find the words below (a d). Tick ()
the best meaning.
a. converge
i. stay
ii. meet
iii. play
b. throws
i. kicks with his / her feet
ii. catches with his / her hands
iii. sends with his / her 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
REFLECTIONS
What were the main problems I
had to understand the text?
How much did the exercises
help me understand?
Festival
Location
Date
In honor of...
American English:
truck
British English:
lorry
__________________________________________________________
DIFFERENT
LIVES
WELCOME,
FRIENDS
81
UNIT 3
128
AF T E R R E AD IN G
LANGUAGE FOCUS
1. Revise these sentences from the text. Pay special attention to the
words in bold.
Ivreas carnival is one of the most famous in the World.
...but the most important event of the day...
after readinG
______________________
______________ + adjective.
9.
cheese
chip
sheet
chin
pick
teeth
pig
tee
tick
sheep
tip
10. Which festival from the article do you like the most? Complete the
following dialog and ask your partner to guess the name! Then
change roles.
12. FL Fill in the blanks in these sentences with the superlative form of
an adjective from the box.
______________________
beautiful
cold
difficult
intelligent
large
9. +
Students first listen and then listen
and repeat the words, paying attention
to the difference in the vowel sounds.
(L.A: to imitate a model of pronunciation).
38 Play the recording.
82
peel
ship
UNIT 3
UNIT 3
129
MINI - TEST
LISTENING
3 pts
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.
3 pts
2. Listen to the recording again and match the countries (a c) with the jokes (i iii).
a. Britain
b. Switzerland
c. The USA
i.
ii.
iii.
Left-handed hamburger
Digital clock
Spaghetti trees
READING
5 pts
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 Coopers Hill festival?
__________ _____________________ __________ _____________________ ________________________________
c. What do people do during the Carnival of Ivrea?
__________ _____________________ __________ _____________________ ________________________________
d. What is the most important event at the Pig Festival?
__________ _____________________ __________ _____________________ ________________________________
3 pts
4. Read the text once more and find the following information.
a. Two fruits: ________________, ________________
b. An animal: ________________
LANGUAGE
3 pts
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 ______________________ competition for the Pig Brotherhood. (funny)
c. La Tomatina is _______________________ food fight in the world.
0-5
6-9
(good)
10 - 14
15 - 17
Well done!
Excellent!
total
score
DIFFERENT
LIVES
WELCOME,
FRIENDS
Mini - test
17 pts
83
answers:
listeninG 35
1. c. a. b.
2. Britain - Digital clock. Switzerland Spaghetti trees.
The 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.
UNIT 3
130
DO YOU STUDY HARD?
Lesson 5
BE F O R E L IS T E N IN G
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 the 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.
PICTIONARY
d
atten
relax
e up
wak
84
Before listeninG
UNIT 3
UNIT 3
131
L IS T ENI NG
6.
7.
Listen to the recording again and write the name of the speaker.
a. Classes
start at
8:30.
b. What time
do you finish
school?
e. We have to
c. Is it the same d. What will you work very hard.
in Chile?
do next year?
Fernando
8.
Hyojung
Kelly
9.
listeninG
7. ++
recording again and relate each
speaker with what they say.
85
UNIT 3
132
Are there any
differences between
Chilean and Korean
students?
AF T E R L IS T E N IN G
Conditionals
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.
86
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).
______________________
lanGUaGe focUs conditionals
Remind students that this section is
meant to help them revise or discover
a particular grammar structure by
themselves.
UNIT 3
______________________
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.
UNIT 3
133
12. Complete the following sentences with your own ideas.
a. If Tom ____________________________________________________________,
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 ______________________________________.
First only listen. Then listen and repeat this part of Pablo
Nerudas poem If you forget me.
13.
American English:
Elementary school
14.
British English:
Primary school
15. FL Think about the conversation among the children, answer the
following questions and then share your ideas with your classmates.
a.
b.
c.
d.
http://www.world-english.org/how_to_learn_english.htm
DIFFERENT
LIVES
WELCOME,
FRIENDS
87
UNIT 3
134
notes
k,
oc er
r
d
t
ar por
H
l ly l re
Ke hoo
sc
EPISO DE 3:
INNOCENTS DAY
___________________________
___________________________
___________________________
___________________________
___________________________
___________________________
___________________________
___________________________
___________________________
___________________________
___________________________
___________________________
___________________________
___________________________
UNIT 3
___________________________
___________________________
___________________________
___________________________
___________________________
___________________________
___________________________
___________________________
___________________________
___________________________
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.
UNIT 3
135
Notes
___________________________
___________________________
___________________________
___________________________
___________________________
___________________________
___________________________
___________________________
___________________________
___________________________
___________________________
___________________________
___________________________
___________________________
___________________________
___________________________
___________________________
___________________________
___________________________
___________________________
___________________________
___________________________
___________________________
___________________________
UNIT 3
136
TEST YOUR KNOWLEDGE
SYNTHESIS
1. Work in pairs.
READING
NAME:
PLACE:
DATE:
PURPOSE:
MAIN EVENTS:
c. Stick the file on a piece of
color cardboard.
d. Collect pictures or make
drawings to illustrate your
work.
e. Present it to your
classmates.
2. Revise the contents of this
unit; identify and evaluate
the exercises that helped
you learn.
Check the Learning Objectives for this
unit on page 65. Use these symbols to
reflect your performance.
Reading
Speaking
90
Listening
THE
AVOCADO
FESTIVAL
Writing
a. A piece of news.
b. A letter.
c. An advertisement.
d. An extract from a
brochure.
UNIT 3
syntHesis
The activities in this section are meant to
consolidate and apply the contents of the
unit. Ask students to read the instructions
carefully and make sure they all
understand what they are expected to do.
Set a date for the presentations.
Ask students to check the Learning
Objectives at the beginning of the unit
and then use the symbols to reflect
their performance.
1 pt
5 pts
________________________
Name of the festival: _______
Date and place of celebration:
SELF-EVALUATION
Answer the following questions
and check your progress in this
unit. Put a tick in the box that is
true for you.
_____________________
________________________
Year of origin: ______________
__________
es and main events: ______________
Activiti
information:
Number where you can get
___________
reading
I understand the general meaning
of texts.
3.
4 pts
4.
3 pts
I understand texts.
I understand my classmates.
listening
UNIT 3
137
language
5 pts
speaking / writing
I can talk and write about life in
other countries.
I can participate in conversations.
I can share my opinions and
reflections with my classmates.
ORAL EXPRESSION
0-6
Great!
Help!
7- 13
14 - 21
22 - 25
Well done!
Excellent!
6 pts
project/group work
Did I like to work in a group?
Did I like the topics?
Was it difficult to find information?
total
score
25 pts
DIFFERENT
LIVES
WELCOME,
FRIENDS
answers:
readinG
1. d.
2. name of the festival: The California
Avocado Festival.
date and place of celebration:
October, Carpenteria, California.
year of origin: 1986.
activities and main events: avotivities, recipe competitions,
photography contest, pop-art shows.
number where you can get
information: 805/684-0038.
91
listeninG 43 43
3. a. - i. b. - i.
4. a. England. b. Australian. c. hot.
lanGUaGe
5. the most intelligent / the most
generous / the best / the most
expensive / the cheapest
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.
UNIT 3
138
TRANSCRIPTS
listeninG
EXPERIENCES IN A FOREIGN COUNTRY
listeninG
EXPERIENCES IN A FOREIGN COUNTRY
30
31
pronunciation
listeninG
EXPERIENCES IN A FOREIGN COUNTRY
32
oral practice
33
pronunciation
34
oral practice
A:
B:
A:
B:
A:
B:
35
UNIT 3
139
Father:
Ann:
Father:
38
pronunciation
39
oral practice
pronunciation
36
oral practice
Hyojung:
Fernando:
Hyojung:
37
Kelly:
Fernando:
40
UNIT 3
140
41
pronunciation
42
oral practice
44
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.
ERROR ALERT!
listeninG EXPERIENCES IN A FOREIGN COUNTRY
lanGUaGe focUs
Spelling of Superlatives
correct: saddest, hottest, fattest , etc.
incorrect: sadest, hotest, fatest, etc.
correct: rainiest, funniest, happiest, etc.
incorrect: rainyest, funnyest, happiest, etc.
exercise 15
exercise 9
correct: hamburger
incorrect: hamburguer
Watch out for more incorrect language transfer from Spanish.
exercise 4
FALSE COGNATE
Contest = concurso (NOT contestar)
Draw students attention to more examples of false cognates.
exercise 4
FALSE COGNATE
Attend = asistir (NOT atender)
Draw students attention to more examples of false cognates.
UNIT 3
141
UNIT 3
142
BACKGROUND INFORMATION
1
UNIT 3
143
UNIT 3
144
pakistan: Urdu, English (both official); Punjabi, Sindhi
palau: Palauan
panama: Spanish (official), English
papua new Guinea: Tok Pisin
paraguay: Spanish, Guaran (both official)
peru: Spanish, Quchua (both official); Aymara
philippines: Filipino (based on Tagalog), English (both official)
poland: Polish
portugal: Portuguese
Qatar: Arabic (official); English
romania: Romanian (official), Hungarian, German
russia: Russian, others
rwanda: Kinyarwanda, French, and English (all official)
samoa: Samoan, English
san Marino: Italian
saudi arabia: Arabic
senegal: French (official); Wolof, Pulaar, Jola, Mandinka
serbia: Serbian (official); Romanian,
singapore: Mandarin, English, Malay
slovakia: Slovak
slovenia: Slovenian
somalia: Somali (official), Arabic, English, Italian
south africa: English, IsiZulu, IsiXhos, Afrikaans
spain: Spanish, Catalan, Galician, Basque
sudan: Arabic (official), Nubian
suriname: Dutch (official), Surinamese (lingua franca), English
widely spoken, Swaziland English, siSwati (both official)
sweden: Swedish
switzerland: German, French, Italian (all official)
syria: Arabic (official); Kurdish, Armenian, Aramaic
taiwan: Chinese (Mandarin, official), Taiwanese (Min)
tajikistan: Tajik (official), Russian
tanzania: Swahili, English (both official)
thailand: Thai, English
togo: French
tonga: Tongan
trinidad and tobago: English, French, Spanish, Chinese
tunisia: Arabic, French
turkey: Turkish, Kurdish
Uganda: English (official), Ganda or Luganda,
Ukraine: Ukrainian
United arab emirates: Arabic (official), Persian, English,
Hindi, Urdu
United Kingdom: English, Welsh, Scots Gaelic
United states: English, Spanish
Uruguay: Spanish
Uzbekistan: Uzbek, Russian
UNIT 3
145
pHotocopiaBle
Material
146
COMPLEMENTARY ACTIVITIES
Lesson 1: eXPeRienCes in A FoReiGn CounTRY
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:
My town
Aran Islands
Language:
Language:
Clothes:
Clothes:
Means of transport:
Means of transport:
Geographical features:
Geographical features:
3. Change the words in bold in the sentences, which are in American English, into British English.
Choose from the words in the box.
sellotape
petrol
queues
luggage
trousers
wardrobe
4. In Australia, Scotland, and Ireland there are differences in English vocabulary. Match the words (i v)
with the correct pictures (a e).
a. Scottish English
i. loch
ii.
lassie
iii.
lad
iv.
Kirk
v.
ben
b
a
b. Australian English
i. barbie
ii.
drapes
iii.
lollies
iv.
mozzie
v.
roo
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 your homework, but the dog ate it! Ha ha ha!
photocopiable
material
147
pHotocopiaBle
Material
148
EXTRA TEST
READING - HISTORY OF THE ENGLISH LANGUAGE
http://en.wikipedia.org/wiki/English_language
pHotocopiaBle
Material
149
1. Read the text and tick () the correct answer. What kind of text is this?
i. ________ An extract from a book.
ii. ________ An extract from a novel.
iii. ________ An encyclopaedia article.
1 pt
2. Read the text again and underline 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.
5 pts
4 pts
1 pt
5 pts
4 pts
pHotocopiaBle
Material
150
WRITING
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
ORAL EXPRESSION
6 pts
6 pts
0 - 8
9 - 18
19 - 26
27 - 32
Well done!
Excellent!
total
score
32 pts
UNIT 3
151
ANSWERS
coMpleMentary actiVities
3. a. luggage. b. queues. c. sellotape. d. petrol.
e. wardrobe. f. trousers.
4. a. i. Picture c. ii. Picture a. iii. Picture b. iv. Picture e.
v. Picture d.
b. i. Picture e. ii. Picture a. iii. Picture d. iv. Picture b.
v. Picture c.
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
oral eXpression
time: 20 class hours for the main body of the text. 3 hours for
evaluation. 3 class hours for consolidation and
complementary activities. 1 class hour for the cartoon strip
oral expression
reading comprehension
Listening comprehension
Written expression
UNIT 4
152
morphosyntactic elements
strategies
morphosyntactic elements
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.
communicative
functions
morphosyntactic Pronunciation
elements
strategies
Prepositions of
time and place
Conditionals
Adverbs of
manner
Connectors
English phonemes
/w/, / t /.
Short sentences.
A limerick.
morphosyntactic elements
strategies
UNIT 4
153
Learning Abilities
To identify speakers.
To identify the 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.
Expected Outcome
Attitudes
Acquisition of
Appreciating the
importance of
vocabulary related to
discoveries, inventions,
events and people
in the past as part
professions, and places.
The use of tense
of our cultural
markers, prepositions of heritage.
Appreciating the
time and place.
Effective exchange of
importance of
inventions and
biographical
information.
technological
development of
Effective and efficient
use of writing skills as a
last century.
means of
communication.
Resources
A biography.
Articles from
magazines and
web pages.
An interview.
A radio program.
Evaluation
reflections
Metacognition
(Students book pp.
98, 102, 107,109,
114)
minitests
Listening
(Students book,
pp. 103, 111,
Tracks 47, 52)
Reading (Students
book, pp. 103, 111)
Language
(Students book,
pp. 103, 111)
synthesis
(Students
book, p. 118)
test your
knowledge
Listening
(Students book,
p. 118, Track 57)
Reading (Students
Book, p. 118)
Language
(Students book,
p. 118)
self-evaluation
(Students book,
p. 119)
extra test
Reading (Teachers
book, p. 192)
Listening (Teachers
book, p. 192,
Track 58)
Oral expression
(Teachers book,
p. 192)
Indicators
Evaluate their
performance in
the lesson.
Identify specific
information.
Discriminate
between correct
and incorrect
information.
Identify
supporting
information.
Use and apply
language and
vocabulary.
Exchange
information
about past
events.
Talk about
people and
places
UNIT 4
154
UNIT 4
92
UNIT 4
identifying speakers,
identifying purpose of a message,
extracting specific information,
using key words to get the general meaning.
GETTING READY
1. Answer the following questions in your group.
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.
History
Science
Inventions
Arts
93
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
UNIT 4
155
UNIT 4
156
PREPARATION FOR THE UNIT
2. Use the verbs in Exercise 1 to fill in the gaps in the following sentences.
after
at
before
in
on
94
UNIT 4
UNIT 4
157
3. Link these pairs of sentences into one using a connector from the box.
and
because
but
so
a. _____________
c. _____________
V N D
R O
Q T
D E
S N A Z
T N Q
S M V
g. _____________
D Q G D P G A Y G
G X
R N B
K D Z
Y O
N N
K A
L W F
e. _____________
b. _____________
W V
L Q V
C O O
F W D U H V
R O F
F
U C
C C
R O Q W A K
P M R U C
Y H M E M A Q Q F
B N W A
O V Q R
H U R
H K A
A M N Y A D T
E O F M H B
C N O U P D S
N P
G
L
Z U Y
d. _____________
B G
V A
U N
Y W W W
Y U X
f. _____________
Z D
i. _____________
h. _____________
PEOPLE
AND
PLACES
WELCOME
TO MY
COUNTRY
95
4. W V Z S A J D Q G D P G A Y G
B
J
S
B
K
F
T
L
Y
O
H
U
Y
N
S
Q
N
R
D
E
S
W
H
V
K
L
C
P
C
T
A
X
Z
K
E
F
M
Q
A
G
N
L
V
P
Z
J
V
A
R
S
E
R
S
E
O
E
N
T
V
R
Y
L
O
F
M
E
A
O
U
S
D
I
L
N
O
B
F
S
A
R
M
F
P
T
I
D
A
B
I
F
N
S
Q
Z
N
M
D
Y
G
E
J
T
N
W
I
L
Q
U
Y
H
S
Y
X
S
P
S
N
D
A
Q
F
Y
A
B
U
U
X
E
R
M
E
U
R
V
S
P
D
R
N
X
K
R
E
V
Z
H
O
P
C
I
T
Y
E
T
Z
T
P
E
K
V
Q
M
B
H
G
L
Y
Y
B
A
T
I
C
C
W
R
N
U
F
P
W
V
R
T
N
U
O
C
A
U
W
R
B
V
W
Z
O
J
Q
C
O
F
K
C
A
F
G
A
W
D
UNIT 4
158
FOLK HEROES
Lesson 1
BeFore readinG
Why are these
characters famous?
What do they represent?
BE F O R E R E AD IN G
arro
band
3. Where do they come from? Match and compare with your partner.
Daniel Boone
Robin Hood
El Zorro
Joan of Arc
Robinson Crusoe
Pocahontas
bow
California, USA
Kentucky, USA
Orleans, France
cabin
trail
96
Nottingham, England
Virginia, USA
York, England
UNIT 4
UNIT 4
159
R E A DI NG
6. Read the following texts quickly and write the name of the character.
ES
FOLK HERO
I.________________________
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.
II.________________________
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 learned 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.
III._______________________
He was born in Madrid in 1793,
but then he emigrated to
America with his parents,
Alejandro Vega and Elena
Felicidad. They settled in
California and became rich.
Then, 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. 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.
Robin Hood
Daniel Boone
El Zorro
Adapted from: The Adventures of Daniel Boone. n.d. Retrieved June 6th, 2012, from: http://www.
earlyamerica.com/lives/boone/
Adapted from: Wass, J. (2003) The story of Robin Hood. Retrieved June 6th, 2012, from: http://
homepages.paradise.net.nz/lucyjack/robinhood/story.html
Adapted from: Baugh, M. (2004)The Legacy of the Fox: A Chronology of Zorro. Retrieved June 6th,
2012, from: http://www.pjfarmer.com/woldnewton/Zorro.htm
Pictionary
arrow: flecha
band: banda (de ladrones)
bow: arco
cabin: cabaa
trail: sendero / senda
readinG
6. + Tell students to read the texts
quickly and identify the name of the
character that corresponds to
each paragraph.
97
UNIT 4
160
8. Who is who? Copy the statements into the corresponding part of
the chart.
Robin Hood
El Zorro
REFLECTIONS
Did I use my previous
knowledge to understand
the text?
Did I learn new
vocabulary connected to
the topic?
YES NO
Daniel Boone
Indians well.
the authorities.
educated person.
called Tornado.
AF T E R R E AD IN G
98
UNIT 4
aFter readinG
10. + Ask your students to write the
name of the things that appear in the
pictures. Explain that all the words
appeared in the text.
(L.A: to relate pictures and
meanings).
answers:
a. Arrow. b. Bow. c. Cabin.
d. Indian. e. Forest. f. Mask.
LANGUAGE FOCUS
UNIT 4
161
Connectors
1. Read these sentences from the text. Pay special attention to the words
in bold.
a. When he was young, he never went to school or learned how to
read or write.
b. He was born in Madrid in 1793, but then he emigrated to America.
11.
d
medieval minstrels and balla
singers that traveled all
over England spread many
Robin Hood stories? These
Name
Country
Clothing
Famous for
American English:
traveled
British English:
travelled
PEOPLE
AND
PLACES
WELCOME
TO MY
COUNTRY
______________________
______________________
99
UNIT 4
162
A MAGIC ROLE
Lesson 2
BE F O R E L IS T E N IN G
BeFore ListeninG
1. + Start a conversation among your
students about the picture on page
100. Ask them to identify the main
character in it.
(L.A: to use previous knowledge to
identify information).
answers: Harry Potter.
There are
many movies
inspired by this
character. My friend Sarah
interviewed the actors who
play two of the principal
roles in the movies. Who
are they? Look at the
picture and tick their
names.
1. One of the most famous magic movie characters is the boy who
appears in the picture below. Can you identify him?
2. Do you know the actors name and his age?
3. Read what Kelly says, answer her question, and follow her instructions.
a. _____ Daniel Radcliffe
b. _____ Elijah Wood
c. _____ Orlando Bloom
d. _____ Emma Watson
e. _____ Hillary Duff
f. _____ Dakota Fanning
PICTIONARY
ic
mag
4. Which of these questions do you think Sarah asked them? Mark them
with a tick ().
a. _____ Have you got a nickname?
b. _____ How old are you?
ime
past
n
tarsig
100
UNIT 4
ListeninG
UNIT 4
163
L I S T E NI NG
6.
7.
Listen again. Did Sarah ask any of the questions you ticked in
Exercise 4?
Listen to the interview again and complete the chart.
9.
Name
Nickname
Born on
American English:
movie star
Starsign
Brothers / sisters
British English:
film star
Pets
Favorite pastimes
10.
A F T ER LI S T E NI NG
LANGUAGE FOCUS
Imaginary situations
aFter ListeninG
______________________
PEOPLE
AND
PLACES
WELCOME
TO MY
COUNTRY
101
answers:
name
nickname
Born on
starsign
Brothers / sisters
Pets
Favorite Pastimes
Daniel Radcliffe
Emma Watson
Dan
Em
Leo
Aries
Only child
A brother
Two dogs - Binka and Nugget Two cats: Bubbles and Domino
Play Station and football
Playing hockey
_____________________
UNIT 4
164
11. What would you do with magic powers? Complete the sentences.
a. I would like to _________________________________________________.
b. I would ________________________________________________________.
c. I ________________________________________________________________.
First only listen to the tongue twister. Then listen and repeat
12.
13.
Would you
It would be
great!
No, I cant stand romantic
comedies.
I prefer action movies.
11. What would you do with magic powers? Complete the sentences.
a. I would like to _________________________________________________.
b. I would ________________________________________________________.
c. I ________________________________________________________________.
First only listen to the tongue twister. Then listen and repeat
12.
13.
Would you
It would be
great!
No, I cant stand romantic
Kelly:
comedies.
I prefer action movies.
_____________________________________________________________.
Fernando: _____________________________________________________________.
Kelly:
_____________________________________________________________.
Fernando: _____________________________________________________________.
14. Work in groups of four.
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?
102
Kelly:
UNIT 4
_____________________________________________________________.
Fernando: _____________________________________________________________.
Kelly:
_____________________________________________________________.
Fernando: _____________________________________________________________.
14. Work in groups of four.
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?
a.
b.
c.
d.
102
UNIT 4
Reflections
Students read the questions and
identify:
the main problems they had when
forming questions and answers
in English;
the actions they can take
to overcome these problems in
the future.
UNIT 4
165
MINI - TEST
READING
3 pts
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?
6 pts
Robin Hood
Daniel Boone
El Zorro
LISTENING
3. Listen to the recording in Lesson 2 again and write the name, Daniel or Emma.
a. _______________ In Oxford.
4 pts
4 pts
4 pts
a. My parents lived in France and in Italy, and ____________ they returned to Chile.
b. I loved to do science projects____________ I was at school.
0-8
9 - 14
Keep trying Review!
15 - 19
Well done!
20 - 25
Excellent!
total
score
25 pts
PEOPLE
AND
PLACES
WELCOME
TO MY
COUNTRY
mini - test
The mini-tests in Lessons 1 and 2 provide
material to check and revise students'
progress and information about any
points that the majority of students may
have problems with. Make sure they
understand what they are expected to do
and then give enough time to answer
individually.
103
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.
ListeninG 47
3. a. Emma. b. Daniel. c. Daniel. d. Emma.
4. a. London. b. football. c. 1990.
d. younger.
LanGuaGe
5. would / meet. would / meet.
6. a. then. b. when.
Robin Hood
Daniel Boone
Archery, forest
Hunter, expedition
El Zorro
UNIT 4
166
FLORENCE NIGHTINGALE,
A WOMAN OUT OF HER TIME
Lesson 3
BE F O R E R E AD IN G
awa
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.
coffin
lady
nurs
eant
serg
ston
tomb
http://www.distinguishedwomen.com/
104
BeFore readinG
1. + Ask 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
important Chilean women.
2. + Tell 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).
UNIT 4
UNIT 4
167
R E A D I NG
MA
A WO
Adapted from: Bostridge, M. (February 2nd, 2011). Florence Nightingale: the Lady with the Lamp. Retrieved June 7th,
2012, from: http://www.bbc.co.uk/history/british/victorians/nightingale_01.shtml
Name:
Date of birth:
____________________________________
___________________________
Pictionary
award: premio / reconocimiento
coffin: fretro / atad
lady: dama
nurse: enfermera
sergeants: sargentos
tombstone: lpida
5. +++ 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.
105
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.
UNIT 4
168
8. Answer these questions with one word.
LANGUAGE FOCUS
Prepositions of place
aFter readinG
______________________
______________________
106
UNIT 4
UNIT 4
169
11. Write notes about your own life. Think about important dates and
facts and complete the fact file.
Name
Date and place of birth
City or town
School
Other activities
12.
REFLECTIONS
YES NO
14. FL Underline the most important sentences in the text on page 105
and write a brief summary of Florence Nightingales biography.
PEOPLE
AND
PLACES
WELCOME
TO MY
COUNTRY
107
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.
UNIT 4
170
PEOPLE THAT CHANGED
PEOPLE
Lesson 4
BE F O R E L IS T E N IN G
Do you
know the difference
between an invention
and a discovery?
Discuss your ideas
with your partner.
BeFore ListeninG
1. + Start the lesson eliciting students'
a
PICTIONARY
______________________________________ ______________________________________
fligh
kite
light
bulb
______________________________________ ______________________________________
ion
mot amera
re c
pictu
aph
nogr
pho
ine
vacc
108
____________
____________
____________
____________
5. Have a look at the pictures and the words in the Pictionary. Can you
predict the content of the text?
UNIT 4
Pictionary
kite: volantn
flight: vuelo
light bulb: ampolleta
motion picture camera: cmara de cine
phonograph: fongrafo
vaccine: vacuna
UNIT 4
171
L I S T E NI NG
6.
7.
aFter ListeninG
______________________
A F T ER LI S T E NI NG
LANGUAGE FOCUS
Adverbs of manner
1. Read these sentences from the text and other examples. Pay special
attention to the words in bold.
a. I discovered the radio accidentally.
b. I can really define myself as an inventor.
c. She confronted her parents firmly.
d. She died quietly.
2. What do the words in bold express? Choose an alternative.
a. They express how something happens.
b. They express the time when something happens.
c. They express the place where something happens
______________________
REFLECTIONS
YES NO
PEOPLE
AND
PLACES
WELCOME
TO MY
COUNTRY
ListeninG
109
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.
Students read the questions and identify:
how much the exercises helped them
understand the text;
how much they used their previous
knowledge to understand the text.
UNIT 4
172
9.
sentences.
Lets start!
about
_________________.
I have a
______________
kids!
______________ !
What quiz, Kelly?
Pay attention
But whats
the quiz
_____________ ?
Inventions.
___________ !
500000 - 400000 BC
3000 BC
3500 BC
abacus
110
computer
fireworks
1000
1600 - 1700
1450
Internet
1920
1850 - 1880
telescope
_________________________
_________________________
_________________________
_________________________
_________________________
_________________________
_________________________
_________________________
fire
_________________________
1969
wheel
UNIT 4
UNIT 4
173
MINI - TEST
READING
4 pts
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 pts
2. Find the words in column A in the text and match them with their meaning in column B.
A
Nurse
Award
B
A prize
A person who takes care of sick people
LISTENING
4 pts
3. Listen to the text in Lesson 4 again and number these sentences in the order you hear them.
a.____ I studied mathematics.
b.____ I changed the way people lived.
c.____ My mother taught me.
d.____ I couldnt go to university.
3 pts
4. Listen to the recording again and write the corresponding name, Marie Curie or T. A. Edison.
a. __________________________ didnt go to school.
b. __________________________ made a discovery by accident.
c. __________________________ invented a lot of things.
LANGUAGE
0-4
5-9
Keep trying Review!
10 - 13
Well done!
14 - 17
Excellent!
total
score
PEOPLE
AND
PLACES
WELCOME
TO MY
COUNTRY
mini - test
The mini-tests in Lessons 3 and 4
provide material to check and revise
students' progress and information
about any points that the majority of
students may have problems with.
Make sure they understand what they
are expected to do and then give
enough time to answer individually.
17 pts
111
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 52
3. a. 2. b. 4. c. 3. d. 1.
4. a. T.A. Edison. b. Marie Curie.
c. T.A. Edison.
LanGuaGe
5. a. in. b. at. c. in. d. at.
UNIT 4
174
A SPECIAL PLACE FOR
CHILDREN
Lesson 5
BE F O R E R E AD IN G
1. Look at the pictures and read the title of the text. Tick your idea of a
Childrens 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.
PICTIONARY
g
uildin
doll
re
squa
le
stab
mer
stea
112
2. Have a quick look at the text on page 113 and underline all the
cognates. Can you say what it is about?
______________________________
______________________________
4. Make sure you understand the words in the Pictionary.
UNIT 4
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.
R E A DI NG
ENS
CHILDR
UNIT 4
175
REPUBLIC
III: ___________________________________
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.
IV: ___________________________________
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.
Adapted from: Republic of the Children. (2012). Retrieved
June 7th, 2012, from: http://en.wikipedia.org/wiki/
Republic_of_the_Children
PEOPLE
AND
PLACES
WELCOME
TO MY
COUNTRY
113
UNIT 4
176
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.
American English:
Theater
British English:
Theatre
b. An article.
Location
hectares
Urban area
53
dolls
3
buildings
35
areas
____________
____________
____________
____________
9. Look at the pictures. Find the name of these places in the text.
Recreational area
7. Read the text again and match the numbers and nouns.
2,500
c. A short story.
C_______________________________
c
REFLECTIONS
R_________________ S____________
L_______________________________
F_______________________________
S_______________________________
114
A_______________________________
UNIT 4
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.
UNIT 4
177
A F T ER R E A DI NG
LANGUAGE FOCUS
Prepositions of place
10.
from
inside
opposite
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. FL 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.
PEOPLE
AND
PLACES
WELCOME
TO MY
COUNTRY
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 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.
115
______________________
10. +++ 55 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).
UNIT 4
178
notes
k,
oc er
r
d
t
ar por
H
l ly l re
Ke hoo
sc
EPISO DE 4:
THE MOST USEFUL INVENTION
___________________________
___________________________
___________________________
___________________________
___________________________
___________________________
___________________________
___________________________
___________________________
___________________________
___________________________
___________________________
___________________________
___________________________
___________________________
___________________________
___________________________
___________________________
___________________________
___________________________
___________________________
___________________________
___________________________
___________________________
UNIT 4
179
Notes
___________________________
___________________________
___________________________
___________________________
___________________________
___________________________
___________________________
___________________________
___________________________
___________________________
___________________________
___________________________
___________________________
___________________________
___________________________
___________________________
___________________________
___________________________
___________________________
___________________________
___________________________
___________________________
___________________________
___________________________
UNIT 4
180
TEST YOUR KNOWLEDGE
SYNTHESIS
1. Work in groups of four.
a. Find out about a famous
Chilean woman. (She
can be alive). Search the
Internet or visit libraries
to look for information
in history books,
encyclopedias, magazines,
etc.
b. Find out important dates
and facts about her life
and what she did / does
for the country.
c. Write a short biography
and prepare an oral
presentation about the
person you chose.
d. Prepare posters and bring
pictures, photographs,
etc. to make your
presentation more
attractive.
2. Revise the contents of this
unit; identify and evaluate
the exercises that helped
you learn.
Reading
Listening
Speaking
Writing
I _____________________________________
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.
II _____________________________________
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.
III _____________________________________
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.
Adapted from: Inventions and discoveries. n.d. Retrieved June 7, 2012, from:
http://www.historyworld.net/wrldhis/PlainTextHistories.asp?groupid=1406&Hist
oryID=ab23>rack=pthc
118
synthesis
The activities in this section are meant
to consolidate and apply the contents
of the unit. Ask students to read the
instructions carefully and make sure
they all understand what they are
expected to do.
Set a date for the presentations.
Ask students to check the Learning
Objectives at the beginning of the unit
and then use the symbols to reflect
their performance.
UNIT 4
answers:
readinG
57
1. I - b. II - a. III - c.
2. a. 4. b. 6. c. 2. d. 5. e. 1. f. 3.
2 pts
reading
3.
4.
1 pt
Christopher Columbus
4 pts
listening
Do I understand texts?
Do I understand my classmates?
5.
SELF-EVALUATION
3 pts
language
LANGUAGE
3 pts
speaking / writing
ORAL EXPRESSION
Great!
0-5
Keep trying
6- 11
Review!
Help!
17 - 19
Excellent!
19 pts
PEOPLE
AND
PLACES
WELCOME
TO MY
COUNTRY
ListeninG
57
3. Christopher Columbus
4. a. - i. b. - ii.
5. a. False. b. True. c. True.
LanGuaGe
6. b. c. f.
oraL eXPression
119
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.
UNIT 4
181
UNIT 4
182
TRANSCRIPTS
45
46
Sarah:
E.W.:
Sarah:
E.W.:
Sarah:
E.W.:
Sarah:
E.W.:
Pronunciation
The show starts at 8:30.
I was born on June 24th, 1998.
They were born in 1962.
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
48
49
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?
47
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.
a:
B:
a:
B:
a:
oral Practice
I was born in 1995; how about you?
I was born in 1996.
I started school in 2000.
Where do you live?
I live in the center of the city.
UNIT 4
183
53
Pronunciation
There was a young lady in Ickenham
Who went on a bus to Twickenham.
52
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 the 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 .
Pronunciation
Hes a clown doctor.
Shes a tennis player.
Edison was a famous inventor.
He is the most important scientist in the world.
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!
a:
B:
a:
B:
55
oral Practice
Which place would you like to visit in the Childrens Republic?
Id like to visit the educational farm.
Why?
Because Id like to see and feed the animals. How about you?
Pronunciation
You know New York.
You need New York.
You know you need unique New York.
UNIT 4
184
Character:
57
ListeninG test:
an imPortant scientist
58
cLassroom LanGuaGe
Greetings:
See page 22 of this book.
59
ERROR ALERT!
Lesson 1 - FOLK HEROES
FALSE COGNATE
Mayor = alcalde (NOT: mayor)
Draw students attention to more examples of false cognates.
exercise 8
UNIT 4
185
UNIT 4
186
BACKGROUND INFORMATION
albert einstein
Albert Einstein (March 14, 1879 April 18, 1955) was a Germanborn theoretical physicist. He is best known for his theory of
relativity and specifically massenergy equivalence, E = mc2.
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.
isabel allende
As written by Isabel Allende in http://www.isabelallende.com/
roots_frame.htm:
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,
UNIT 4
187
UNIT 4
188
UNIT 4
189
ANSWERS
comPLementary actiVities
eXtra test
1.
across
2. cabin
5. Tornado
6. trail
7. Madrid
9. California
down
1. sheriff
3. Indians
4. Nottingham
8. Marion
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. G M M M T N Q O Y M K S I B S
U
P
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Q
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Q
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Q
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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. b. d. c. a. e.
WritinG
oraL eXPression
PhotocoPiaBLe
materiaL
190
COMPLEMENTARY ACTIVITIES
Lesson 1: foLK heroes
1. Follow the clues to solve this Crossword puzzle about folk heroes.
1
Across
2. Daniel Boone built one for his family.
5. Name of El Zorro's famous horse.
6. Daniel Boone opened it through Kentucky.
7. El Zorro was born there.
9. El Zorro and his family emigrated there.
Down
1. Robin Hood's famous enemy.
3. People who captured Daniel Boone.
4. Place where Robin Hood lived.
8. Name of Robin Hood's wife.
2. What would you do at your ideal weekend? Write sentences about this imaginary situation. Use the
verbs in the box.
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.
G
U
P
T
Q
T
Q
E
Z
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X
T
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T
A
M
J
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C
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G
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 ____________________.
photocopiable
material
191
PhotocoPiaBLe
materiaL
192
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's 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 food 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 tick () the correct answer. What type of text is it?
1 pt
6 pts
5 pts
PhotocoPiaBLe
materiaL
193
1 pt
4 pts
5 pts
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.
6 pts
SPEAKING
8. Talk about a place you would like to visit. Include information about all the things you
would do there, the places you would visit, and any other interesting information.
0 - 9
10 - 19 20 - 27
Well done!
28 - 34
Excellent!
6 pts
total
score
34 pts
UNIT 4
194
Notes
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________________________________________________________________________________________
________________________________________________________________________________________
195
Notes
___________________________
___________________________
___________________________
___________________________
___________________________
___________________________
___________________________
___________________________
LOOk
LOOk
LOOk
LOOk
LOOk
it up! 1
it up! 2
it up! 3
it up! 4
it up! 5
My Beautiful Jamaica
Firefighter
A Vampires Night Out
The Invention of the Bicycle
Her Plans for Next Year
___________________________
___________________________
___________________________
___________________________
___________________________
Issue 2 2012
___________________________
___________________________
___________________________
___________________________
___________________________
___________________________
___________________________
___________________________
___________________________
___________________________
___________________________
196
LOOk it up! 21
Word search
Alphabetical order
Notes
___________________________
___________________________
___________________________
___________________________
___________________________
___________________________
___________________________
___________________________
___________________________
___________________________
___________________________
___________________________
___________________________
___________________________
___________________________
___________________________
___________________________
___________________________
___________________________
___________________________
___________________________
___________________________
___________________________
___________________________
research tips
Some words have two
definitions, check both
definitions in context.
114
184
date
197
185
A Read the text on the opposite page and put the words in bold in alphabetical order.
_______________________________________
Notes
research tips
_______________________________________
_______________________________________
_______________________________________
_______________________________________
_______________________________________
_______________________________________
_______________________________________
___________________________
___________________________
___________________________
___________________________
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
_______________
_______________
___________________________
F
P
_______________
_______________
_______________
_______________
___________________________
R
___________________________
_______________
_______________
___________________________
lOOk it up!
___________________________
Macmillan Essential Dictionary For Learners of American English. Macmillan Education, 2003, p.162
Answers:
A. coffee; cover; cricket; guess; houses;
Jamaica; places; waterfalls.
B. beaches, blue; famous, forests;
mountain, music; painted, people;
reggae, river.
www.factmonster.com
www.infoplease.com
suggested
web links
___________________________
___________________________
185
___________________________
115
___________________________
___________________________
___________________________
___________________________
___________________________
___________________________
___________________________
___________________________
___________________________
___________________________
___________________________
198
LOOk it up! 32
Word search
Phrasal verbs
Notes
___________________________
___________________________
firefighter
___________________________
___________________________
___________________________
___________________________
___________________________
m
___________________________
___________________________
At nother
very dangerous. Sometimes people
doingtimes
it forthe
as job
longcan
as Ibecan.
. I love
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.
___________________________
___________________________
___________________________
___________________________
___________________________
___________________________
___________________________
___________________________
___________________________
___________________________
___________________________
___________________________
___________________________
___________________________
116
research tips
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.
172
Answers:
A. To work on the weekend; can't ignore
an emergency call; to investigate; keep
themselves in good shape.
date
199
B Find the correct phrasal verb in the text for these synonyms.
escape
Notes
___________________________
___________________________
C Re-write the sentences using the correct phrasal verb from exercise B.
1 I cant continue with this homework. Its too difficult!
___________________________
___________________________
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.
___________________________
___________________________
___________________________
lOOk it up!
___________________________
___________________________
web links
www.usingenglish.com
www.foreignword.com
___________________________
suggested
117
173
___________________________
___________________________
___________________________
___________________________
___________________________
___________________________
___________________________
___________________________
___________________________
___________________________
___________________________
___________________________
___________________________
200
LOOk it up! 23
Word search
Looking up pronunciation
Notes
Read the text. Do you think the story is funny? Why? Why not?
Look up unfamiliar words in a dictionary.
___________________________
___________________________
___________________________
___________________________
___________________________
___________________________
___________________________
___________________________
Look up the words in the dictionary and write them using the Phonetic Alphabet.
castle
___________________________
cadaver
___________________________
place
cemetery
___________________________
___________________________
___________________________
___________________________
___________________________
___________________________
___________________________
___________________________
___________________________
___________________________
___________________________
___________________________
research tips
___________________________
___________________________
Ksl
118
170
Answers:
B.
date
201
___________________________
research tips
cemetery
place
___________________________
___________________________
Write the words in the correct box according to the pronunciation of the letter c in each
___________________________
E word.
castle
city
/k/
face
cold
place
___________________________
can
___________________________
/s/
___________________________
___________________________
___________________________
___________________________
lOOk it up!
suggested
web links
www.soundsofenglish.org
www.audioenglish.net
___________________________
119
171
___________________________
___________________________
___________________________
___________________________
___________________________
___________________________
/s/
city
face
place
___________________________
___________________________
___________________________
___________________________
___________________________
___________________________
___________________________
202
LOOk it up! 54
Word search
Checking for pronunciation.
Notes
Read the text. Close your book and write everything you remember about the topic.
The Invention
of the
___________________________
Bicycle
___________________________
___________________________
___________________________
___________________________
___________________________
___________________________
___________________________
___________________________
___________________________
___________________________
___________________________
___________________________
___________________________
___________________________
___________________________
___________________________
___________________________
___________________________
___________________________
___________________________
___________________________
120
176
research tips
Remember that some unfamiliar
words may be verbs in different
tenses and they may be irregular.
date
203
Notes
seemed _______________________________
decided _______________________________
made _________________________________
rolled _________________________________
died __________________________________
added _________________________________
became _______________________________
discovered _____________________________
thought _______________________________
rode __________________________________
___________________________
___________________________
___________________________
___________________________
died
decided
asked
___________________________
discovered
___________________________
research tips
___________________________
___________________________
lOOk it up!
___________________________
web links
suggested
___________________________
http://www.englishclub.com/pronunciation/index.htm
http://www.surfnetkids.com/davinci.htm
121
177
Answers:
B. seem; make; die; become; think;
decide; roll; add; discover; ride.
C. / simd, daId, dI`saIdId, st,
/
___________________________
___________________________
___________________________
___________________________
___________________________
___________________________
___________________________
___________________________
___________________________
___________________________
___________________________
___________________________
___________________________
___________________________
204
LOOk it up! 45
Word search
Inferring meaning
Notes
___________________________
___________________________
___________________________
___________________________
___________________________
___________________________
___________________________
___________________________
j
j
___________________________
___________________________
___________________________
___________________________
___________________________
___________________________
___________________________
___________________________
___________________________
___________________________
___________________________
___________________________
___________________________
___________________________
___________________________
122
research
researchtips
tips
You
Youcan
caninfer
inferwhat
whata atext
textisisgoing
goingtotobe
beabout
aboutby
byobserving
observing
images
imagesand
andkey
keywords
wordsininthe
thetitle.
title.You
Youcan
canalso
alsoinfer
inferthe
the
meaning
meaningofofunfamiliar
unfamiliarwords
wordsbybyusing
usingyour
yourprevious
previousknowledge
knowledge
ofofthe
thetopic.
topic.
174
Answers:
A.
1. An interview.
2. A natural disaster.
3. To explain the association's plans.
4. People who can make donations.
date
205
Look up the words in your dictionary, an encyclopedia or the Internet. Then circle
B T (True) or F (False).
Notes
___________________________
___________________________
Use your dictionary, an encyclopedia or the Internet to find more information about
___________________________
___________________________
___________________________
___________________________
___________________________
___________________________
___________________________
___________________________
www.wikipedia.com
www.nature.com
___________________________
one hundred and seventy-five
Work
in groups.and
Do on
some
encyclopedias
theresearch
Internet.about
Createnatural
an
disasters
in your
country.
Look
for information
association
to help
victims,
create
a poster for in
encyclopedias
the
Internet.
Create an
your campaignand
andon
give
a small
presentation.
association to help victims, create a poster for
your campaign and give a small presentation.
web links
suggested
lOOk it up!
Work ink
groups.
Do some research about natural
lOO
it up!
disasters in Chile. Look for information in
123
175
B. 1. T; 2. F; 3. T; 4. F.
___________________________
___________________________
___________________________
___________________________
___________________________
___________________________
___________________________
___________________________
___________________________
___________________________
___________________________
___________________________
___________________________
206
eValUatioN iNStrUMeNtS
These evaluation instruments are assessment tools you can use to
measure students' work. They are scoring guides that seek to
evaluate a student's performance based on the sum of a full range
of criteria rather than a single numerical score.
The evaluation instruments provided here include:
Rubrics
Questionnaires
Observation sheets
The instruments included in this section differ from traditional
methods of assessment in that they examine students in the actual
process of learning, clearly showing them how their work is being
evaluated. They communicate detailed explanations of what
constitutes excellence throughout a task and provide a clear
teaching directive.
The instruments' strength is their specificity, which means that
individual students can fall between levels, attaining some but not
all standards in a higher level. And while scores can be translated
into final grades, it is important that we remind students that not
every score counts.
These instruments are meant, above all, to inform and improve
teachers' instruction while giving students the feedback they need
to learn and grow.
These instruments can also be used in peer assessment and then
used to provide feedback.
Prior to assessment, the evaluation instruments can be used to
communicate expectations to students. During the assessment
phase, they are used to easily score a subjective matter.
After an instrument is scored, it should be given back to students
to communicate to them their grade and their strengths and
weaknesses.
Students can use them to see the correlation between effort and
achievement. Sharing the instruments with students is vital as the
feedback empowers students to critically evaluate their own work.
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.
Self- assessment
Give copies to students and ask them to assess their own progress
on a task or project. Their assessment 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 do not 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
207
Listening Comprehension
Reading Comprehension
Extended-Response Reading
Behavior
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.
208
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
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.
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.
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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Criteria
1
Points
3
Understands
one or two
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.
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
four or five
questions and
prompts.
Provides
insightful
response to
teacher with one
or no questions or
prompts.
Answer factual
questions on
general
information.
Answer factual
questions on
general and
specific
information.
Provides
adequate
response to
teacher with
two or three
questions and
prompts.
Summarize the
beginning,
middle, and end
of the story.
Reveal the
sequence of
events, providing
details on dialog,
and motivation
of characters.
Total points
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Criteria
1
Points
3
Understands
one or two
events or key
facts.
Understands
some of the
events or key
facts.
Understands
many events or
key facts,
mainly in
sequence.
Understanding details.
Gets few or no
important
details.
Gets some
important
details.
Gets many
important
details.
Identifies one
or two
characters or
topics using
pronouns (he,
she, it, they).
Answers
questions with
incorrect
information.
Identifies one
or two
characters or
topics by
generic name
(boy, girl, dog).
Answers
questions with
some
misinterpretation.
Answers
questions with
literal
interpretation.
Answers
questions with
interpretation
showing higher
level thinking.
Provides limited
or no response
and requires
many
questions or
prompts.
Provides some
response to
teacher with
four or five
questions and
prompts.
Provides
adequate
response to
teacher with
two or three
questions and
prompts.
Provides
insightful
response to
teacher with one
or no questions
or prompts.
Answering questions.
Doing tasks.
Understands
most events in
sequence or
understands
most key facts.
Gets most
important details
and key
language.
Identifies many Identifies many
topics or
topics or
characters by
characters by
name in text
name in text
(Ben, Giant).
(Ben, Giant).
Total points
Taken and adapted from: http://www.storyarts.org/classroom/usestories/listenrubric.html
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Name:
Date:
Class:
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 write nothing.
I do not respond to the task.
http://www.isbe.net/assessment/pdfs/reading_extended_rubric.pdf
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BEHAVIOR RUBRIC
Name:
Date:
Behavior skill
Class:
Never
0
Rarely
1
Generally
2
Always
3
Source: http://www.sdst.org/shs/library/resrub.html
Points
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BEGINNERS WRITING
Points
Criteria
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.
Writing has some simple sentences on the topic. Some attempt to put ideas in order.
Some correct, some best guess spelling.
I, capitals, periods, and question marks used correctly most of the time.
Correct printing. Some spacing between words.
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.
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.
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
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PROJECT
NAME(S):
DATE:
Poor
Satisfactory
Excellent
1,2,3
4,5
6,7
1,2,3
4,5
6,7
1,2,3
4,5
6,7
1,2,3
4,5
6,7
1,2,3
4,5
6,7
Product (Project)
Poor
Satisfactory
Excellent
1. Format.
1,2,3
4,5
6,7
1,2,3
4,5
6,7
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
Process
Other:
Total:
Teachers comments:
Points
Points
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Possible Points
10
10
10
10
10
50
Self-Assessment
Teacher Assessment
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Language __________________________________
I can do the following:
1. Greet someone and ask the person how she/he feels.
2. Tell someone a little information about my family.
3. Describe my best friend.
4. Discuss three countries where a foreign language is spoken and tell a few
interesting points about these countries.
5. Understand and respond to questions asked to me about my name, age,
where I live, and the music I like.
6. Read a simple short paragraph.
7. Write a note to a pen pal telling him / her about myself.
8. Write to my teacher and describe a typical day from the time I get up to
the time I go to bed.
9. Write the correct endings of verbs, when requested, because I understand
which endings go with specific subjects.
Yes
(no assistance)
Yes
(with assistance)
No
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HOMEWORK RUBRIC
Homework Rubric
4
Exceptional Work
Complete
Difficult to read.
Has name, missing the date.
May be on time.
Incomplete
http://www.jamestownri.com/school/classes/4_1/homeworkrubric.htm
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Always
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,
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.
Sometimes
Never
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laNGUaGe reFereNce
Possessive adjectives
Personal pronouns
I
my
you
your
he
his
she
her
it
its
we
our
they
their
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.
ARTICLES: A, An
Im a student.
Hes an architect.
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vERB TO BE
Negative
Affirmative
Question form
I am tall.
I am not strong.
Am I strong?
Hes young.
He isnt old.
Is he old?
Is she tall?
It is black.
It isnt big.
Is it a cat?
We are talented.
We arent lazy.
Are we lazy?
PLuRAL nOunS
Singular + s
Singular + ies
Singular + es
Irregular Plural
plumber-plumbers
secretary-secretaries
dress-dresses
child-children
notebook-notebooks
story-stories
watch-watches
man-men
shirt-shirts
party-parties
brush-brushes
foot-feet
Negative
Question form
Is there a mall?
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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
a. on
b. in
c. under
a. on the left
b. between
c. on the right
d. next to
CAn
Negative
Affirmative
Question form
He can swim.
Can we cook?
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PRESEnT PROGRESSIvE (OR PRESEnT COnTInuOuS)
Negative
Affirmative
Question form
Im watching TV.
Am I watching TV?
Youre shopping.
Is he wearing shorts?
Its eating.
It isnt eating.
Is it eating?
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.
PRESEnT SImPLE
Affirmative
Negative
Question form
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.
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Adverbs of frequency
Use adverbs of frequency: always, usually, often, sometimes and never to say how often you do an activity.
0%
50%
75%
85%
100%
never
sometimes
often
usually
always
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.
once
twice
three times
four times
five times
a day
a week
a month
a year
every
day
week
month
year
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)
buy and purchase (verbs)
student and pupil (nouns)
pretty and attractive (adjectives)
sick and ill (adjectives)
quickly and speedily (adverbs)
on and upon (prepositions)
freedom and liberty (nouns)
dead and deceased (adjectives)
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Affirmative
Question form
I was singing.
Was I singing?
We were singing.
Were we singing?
He was singing.
Was he singing?
It was singing.
Was it singing?
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?
Long Adjectives
With long adjectives (usually two syllables or more), we add more
before the adjective.
Example:
The French restaurant is more expensive than the Italian restaurant.
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HAVE TO
Use have to to say that something is obligatory.
Use dont have to to say something is not necessary.
Affirmative
She has to work.
Negative
I do not have to see the doctor.
Question form
Did you have to go to school?
In general, have to expresses impersonal obligation. The subject of have to is obliged or forced to act by a separate, external power
(for example: the Law or school rules).
Examples:
In France, you have to drive on the right.
In England, most schoolchildren have to wear a uniform.
John has to wear a tie at work.
Negative
Question form
Negative
Question form
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MUST
Use must to say that something is essential or necessary.
Subject + must + main verb
Auxiliary must
Subject
Main verb
must
go
home.
You
must
visit
us.
We
must
stop
now.
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.
Affirmative
Interrogative
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be
beat
become
begin
bend
bite
blow
break
bring
build
burn
burst
buy
catch
choose
come
cost
cut
deal
dig
do
draw
dream
drink
drive
eat
fall
feed
feel
fight
find
fly
forbid
was/were
beat
became
began
bent
bit
blew
broke
brought
built
burnt/burned
burst
bought
caught
chose
came
cost
cut
dealt
dug
did
drew
dreamt/
dreamed
drank
drove
ate
fell
fed
felt
fought
found
flew
forbade
been
beaten
become
begun
bent
bitten
blown
broken
brought
built
burnt/burned
burst
bought
caught
chosen
come
cost
cut
dealt
dug
done
drawn
dreamt/
dreamed
drunk
driven
eaten
fallen
fed
felt
fought
found
flown
forbidden
ser, estar
batir, derrotar
convertirse, llegar a ser
empezar
doblar(se)
morder
soplar
quebrar
traer
edificar
quemar(se)
reventar(se)
comprar
tomar
escoger
venir
costar
cortar
repartir
cavar
hacer
dibujar
soar
beber
conducir
comer
caer
alimentar
sentir
combatir
encontrar
volar
prohibir
forgive
freeze
get
give
go
grow
hang
have
hear
hide
hit
hold
hurt
keep
know
lay
lead
forgave
froze
got
gave
went
grew
hung
had
heard
hid
hit
held
hurt
kept
knew
laid
led
learn
learnt/learned
leave
lend
let
lie
light
lose
make
mean
meet
pay
put
read
ride
ring
rise
left
lent
let
lay
lit
lost
made
meant
met
paid
put
read
rode
rang
rose
forgiven
frozen
got
given
gone
grown
hung
had
heard
hidden
hit
held
hurt
kept
known
laid
led
learnt/
learned
left
lent
let
lain
lit
lost
made
meant
met
paid
put
read
ridden
rung
risen
Meaning
Past participle
Past simple
Infinitive
Meaning
Past participle
Past simple
Infinitive
irreGUlar VerbS
perdonar
helar(se)
obtener
dar
ir
crecer
colgar
haber; tener
or
esconder
golpear
sostener
daar
guardar
saber; conocer
poner
liderar
aprender
dejar
prestar
dejar
yacer
iluminar
perder
hacer
significar
encontrar(se)
pagar
poner
leer
montar
sonar
levantarse
run
say
see
sell
send
set
shake
shine
shoot
show
shut
sing
sink
sit
sleep
speak
spell
spend
stand
steal
stick
swim
take
teach
tear
tell
think
throw
understand
wake (up)
wear
win
write
ran
said
saw
sold
sent
set
shook
shone
shot
showed
shut
sang
sank
sat
slept
spoke
spelled/spelt
spent
stood
stole
stuck
swam
took
taught
tore
told
thought
threw
understood
woke (up)
wore
won
wrote
run
said
seen
sold
sent
set
shaken
shone
shot
shown
shut
sung
sunk
sat
slept
spoken
spelled/spelt
spent
stood
stolen
stuck
swum
taken
taught
torn
told
thought
thrown
understood
woken (up)
worn
won
written
Meaning
Past participle
Past simple
Infinitive
228
correr
decir
ver
vender
enviar
fijar
sacudir
brillar
disparar
indicar
cerrar(se)
cantar
hundir(se)
sentarse
dormir
hablar
deletrear
gastar
estar de pie
robar
pegar
nadar
tomar
ensear
romper
contar
pensar
lanzar
entender
despertar(se)
usar ropa
ganar
escribir
229
theMatic iNDeX
Topics and vocabulary
Celebrations around the world . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . .79
Chilean traditional celebrations. . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . .15
Music around the world . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . .20
Myths and legends . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . .23
Chilean music and dances . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . .28
Healthy habits. . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . .40
Teenagers addictions and problems . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . .44
Study habits . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . .48
Bullying . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . .56
Life in different countries . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . .68
English around the world . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . .71
Festivals around the world . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . .79
Folk heroes . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . .96
People from other countries. . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 100
Famous people from the past . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 104
Famous places. . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 112
Language
Frequency adverbs . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . .15
Connectors: and, because, or . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . .17
The Past Continuous . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . .22
Used to . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . .25
Adverbs of sequence . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . .30
How much / How many . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . .42
Indirect object pronouns. . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . .45
The Future tense. . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . .50
Must, Have to, Can . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . .53
If clauses . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . .58
Superlatives (short adjectives) . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . .69
Superlatives (long adjectives) . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . .82
Countries and languages . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . .73
Can / Could for polite requests . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . .77
First Conditional . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . .86
When / then. . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . .99
Would . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 101
Prepositions of place . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 115
Adverbs of manner . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 109
Prepositions of place . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 115
230
GloSSarY
unit 1
Belief (n): an idea that you are certain is true.
Charity (n): kindness towards other people.
Earth (n): the planet that we live on.
Encourage (v): to make someone more likely to do something.
Farm (v): to grow crops or keep animals as a business.
Forest (n): a large area of trees growing closely together.
Guest (n): a famous person who takes part in a television program or
other entertainment.
Hanukka (n): an eight-day Jewish religious holiday in November
or December.
Heritage (n): the buildings, paintings, customs, etc. which are important
in a culture or society because they have existed for a long time.
mass (n): a religious ceremony in some Christian churches in which
people eat bread and drink wine.
miss (v): to not go to something.
missionary (n): someone who travels to another country to teach people
about the Christian religion.
Release (v): to let the public have news or information about something.
Report (n): a description of an event or situation.
Share (v): to divide something between two or more people.
Treat (n): something special which you buy or do for someone else.
Trick (n): something you do to cheat someone, or to make someone look
stupid as a joke.
Wicked (adj): funny or enjoyable, extremely good.
unit 2
Blame (v): to say or think that someone or something is responsible for
something bad which has happened.
Bored (adj): feeling tired and unhappy because something is not
interesting or because you have nothing to do.
Break (n): when you stop an activity for a short time, usually to rest or
to eat.
Chart (n): a drawing which shows information in a simple way, often
using lines and curves to show amounts.
Fit (adj): healthy, especially because you exercise regularly.
Hurt (v): to cause someone pain or to injure them.
Improve (v): to get better or to make something better.
Insulting (adj): rude and offensive.
net (n): short for the Internet.
Report (v): to describe an event or situation.
Researcher (n): someone who studies a subject in detail in order to
discover new information.
Skip (v): to not do something that you usually do or that you should do.
Survey (n): an examination of peoples opinions or behavior made by
asking people questions.
Sweetener (n): something which is used to make something taste
sweeter.
Threaten (v): to tell someone that you will kill or hurt them, or cause
problems for them if they do not do what you want.
Timetable (n): a list of dates and times that shows when things will
happen.
Trust (v): to believe that someone is good and honest and will not
harm you.
unit 3
Abroad (adv): in or to a foreign country.
Avocado (n): a dark green, oval fruit which is pale green inside and is
not sweet.
Carriage (n): a vehicle with wheels that is pulled by a horse.
Celtic (adj): relating to the people of Ireland, Scotland, and Wales.
Contest (n): a competition or election.
County (n): an area of Britain, Ireland, or the US that has its own local
government.
Custom (n): a habit or tradition.
Foreign (adj): belonging to or coming from another country, not
your own.
Jewel (n): a valuable stone that is used to make jewelry.
mother tongue (n): the first language that you learn when you are
a child.
Race (n): a competition in which people run, ride, drive, etc. against each
other in order to see who is the fastest.
Saxon (adj): relating to or belonging to a people who were originally
from Germany and who came to live in Britain in the fifth and sixth
centuries.
Sit-com (n): a situation comedy.
unit 4
Bury (v): to put a dead body into the ground.
Fighter (n): someone who fights in a war or as a sport.
Folk (adj): the traditional style of art, dancing, etc. among a particular
group of people.
Frail (adj): not strong or healthy.
Grave (n): a place in the ground where a dead body is buried.
Hunt (v): to chase and kill wild animals.
Lead (v): to show someone where to go.
mayor (n): the person who is elected to be the leader of the group that
governs a town or city.
minstrel (n): a travelling musician and singer common between the 11th
and 15th centuries.
nickname (n): a name used informally instead of your real name.
Perspiration (n): the liquid that comes out of your skin when you get hot.
Pioneer (n): someone who is one of the first people to do something.
Ride (n): a journey in a vehicle or train.
Settle (v): to start living somewhere that you are going to live for a
long time.
Spread (v): to communicate information from one person to another.
Trail (n): a path through the countryside, often where people walk.
231
biblioGraPhY
Adams, M.J. et al. (2000). Phonemic Awareness in Young
Children: A Classroom Curriculum. Baltimore, Maryland: Paul H.
Brooks Publishing Co.
Additional bibliography
Deriu, B. (1st Ed.) (1997). The big mistake and other stories.
Barcelona: Ediciones Vicens Vives, Spain.
Escott, J. (2002). Lucky break. Harlow, Essex: Pearson Education
Limited.
Escott, J. (2008). Hannah and the hurricane. Harlow, Essex:
Pearson Education Limited.
Kerr, L. (1st Ed.) (1998) Mission Apollo. Oxford: Oxford University
Press.
Web pages
http://www.johnsesl.com/templates/quizzes/LQ.php
http://www.esl-lab.com/
http://www.manythings.org/el/
http://www.esldesk.com/esl-links/index.htm
http://www.languagegames.org/la/crossword/english.asp
http://www.esl.about.com/cs/listening/
http://www.sikids.com
http://www.gobartimes.org
http://www.energyquest.ca.gov
http://www.englishlistening.com
http://www.tolearnenglish.com
http://www.saberingles.com.ar/
http://www.focusenglish.com/dialogues/conversation.html
http://www.isabelperez.com
http://www.antimoon.com/how/pronunc-soundsipa.htm
232
Listening comprehension
Writing
Speaking