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UNIT 2
AFTER READING
sure that they change roles, so that 11. Listen and repeat the questions in exercise 10.
both have the opportunity to ask and 12.Ask and answer the questions in your group.
answer.
13. FL Read the text on page 41 and find words to make word maps
(L.A: to relate content and own with these headings:
reality).
PEOPLE PLACES ACTIVITIES
Answers: what; when; where; what.
42 UNIT 2
UNIT 2
MINI - TEST
LISTENING
3 pts
1. Listen to the recording in lesson 1 again and cross out the countries that are not mentioned.
BEFORE LISTENING
1. Answer Matt’s questions.
BEFORE LISTENING
Who lived in Chile
before the Spaniards arrived?
1. + Introduce the topic of the lesson What is the meaning of the word
mapuche ?
telling the students that, after visiting
their father, Kelly and Matt continue
their trip and are now visiting the
south. Invite students to name places
the children are visiting. Tell them that
the boy is particularly interested in our 2. Write the names of these original Chilean peoples in the chart,
country and has some questions for according to the place they live / lived.
Aymara Chango Chono Diaguita
them. Make them read Matt's Mapuche Ona Picunche
questions and elicit the meaning of the North of Chile Center of Chile South of Chile
word mapuche. Make notes on the
board but do not check at this point.
(L.A: to predict topic from the context).
PICTIONARY 3. Look up these words in a dictionary.
Answers: UNIT 2
44
North of Chile
Aymaras Changos Diaguitas
Center of Chile
Mapuches Picunches PICTIONARY Nomads: onas, changos, chonos;
South of Chile farmers: granjeros Warriors: mapuches;
Onas Chonos fishermen: pescadores Fishermen: changos, chonos;
hunters: cazadores Farmers: mapuches, aymaras, diaguitas.
nomads: nómades nomads = nómades; warriors =
3. ++ Read the words in the bubbles
sailors: marineros/navegantes guerreros; ritual = ritual; mask =
with the class. Ask students to look
máscara; canoe = canoa; fishermen =
them up in a dictionary and find their
equivalent in Spanish. Check orally. 4. ++ Students associate the pescadores; shepherds = pastores;
indigenous groups in exercise 2 with farmers = granjeros.
Make reference to what students may
have learnt in Social Studies. the characteristics in exercise 3.
(L.A: to understand key words). (L.A: to relate content to previous 5. + Encourage students to make a list of
Answers: sailors = navegantes; hunters knowledge). cognates they think will appear in the
= cazadores. Answers: text. Do not check answers at this point.
Sailors: changos, chonos, onas; (L.A: to make predictions from context).
Hunters: mapuches, onas; Answers: Will vary.
79
UNIT 2
LISTENING
WELCOME TO MY COUNTRY 45
AFTER LISTENING
12.Use the information in your diagram to complete and then act out
the following dialogue with your partner.
13. + 19 First play the recording and ask To ask __________ in the _________ tense in English, we use the
auxiliary _________ and the base form of the __________.
the students only to listen. Then play the
recording again for them to repeat the
14. Use the following clues to write questions in the Past Tense.
tongue twister, paying special attention Listen, check and then repeat the questions.
to the pronunciation of the letter t, with REFLECTIONS YES NO
a. Where - the Alacalufes – sail.
b. What - these indigenous people – eat.
strong contact between the front part of Did I have difficulties to
understand the text?
c. the Onas - an important spiritual life – have.
d. What - the Onas – for their ceremonies – do.
the tongue and the alveolar ridge. Did I need the teacher’s
assistance? e. the Yamanas – harpoons – use.
(L.A: to imitate a model). 15. FL In pairs, ask and answer the questions in exercise 14. Choose two
__________________________ of the questions and answers and share them with your classmates.
UNIT 2
FROM CHILE TO THE
WORLD Lesson 4
BEFORE READING
1. Matt wants to know more about Chile. In pairs, read and answer his
questions.
3. ++ Read Matt's questions on page
Who are the people in
48 aloud. Help students to understand
the pictures? them, clarifying the meaning of the
What do they have in
common? verb stand out; elicit answers, but do
not correct at this stage.
(L.A: to predict content from visual
clues).
Search Favorites
Go Links
Back
page=13
axonomy/term/72?
classicalmusic.org/t
tes Tools Help
Edit Favori
View//ww w.ch icago
Address http:
Start
8. +++ Students read the text again
and identify the name of a person who
had a very important role in Mahani's 48 UNIT 2
life.
(L.A: to find and support specific
information). 1999 Won Claudio Arrau Answers: a. classical. b. Chilean.
Answers: Roberto Bravo was a very Competition c. first. d. international.
important person for Mahani Teave, 2001 Won a prize in Spain
because he discovered her and 2004 Won a prize in Cleveland REFLECTIONS
encouraged her to study music in the 2005 Obtained Music degree The purpose of this activity is to help
continent. 2006 Studied with Sergei students reflect on their learning process
Babayan and to raise their awareness of how they
9. +++ Students read the text again develop their own learning strategies to
and find information to complete the 10. + The students read the text once more become more effective learners. They
chart. They check the answers in pairs. and identify a characteristic for each should work on their own but you may
(L.A: to find and classify information). noun. Help them find the words, making help and guide them when necessary.
Answers: it clear that in English the characteristics Encourage them to keep a record of their
Year Fact (or adjectives) are the words that go answers in a special section of their
1992 Met Roberto Bravo immediately before the nouns. notebooks.
(L.A: to find key words).
83
UNIT 2
READING
5. Read the text quickly and check if you had the right information
about Mahani. Remember that the familiar words you can find in the
text help you to get the general meaning of it.
8. Read the text and identify a very important person in Mahani Teave’s
life. Explain your answer with information from the text.
Year Fact
1992
1999
2001
2004
REFLECTIONS
2005
How much did the exercises
help me to understand the text?
2006
What were the most serious
10.Read the text and find an adjective for each noun. problems I had?
AFTER READING
WELCOME TO MY COUNTRY 49
The students read the questions and with Erica Putney; 1992; Roberto
analyze: Bravo; Valdivia; 1999; competitions;
a. how much the exercises helped them Japan; the Antarctica; Easter Island's
to understand the text. first classical musician.
b. their main difficulties in the reading
comprehension exercises.
AFTER READING
12. +++ The students work in pairs looks after people’s teeth?
and choose a famous artist they know A: What do you call a person who ________________ ?
biography. 50 UNIT 2
13. + 21 First play the recording and students during speaking activities. It partners about professions.
ask the students only to listen. Then is better to take notes of the main Play the recording to and the clues.
play the recording again for students mistakes and then correct them at the Example:
to repeat, paying special attention to end of the activity. Ask some pairs to A: What do you call a person who
the pronunciation of the beginning of role-play the dialogue. sails ships?
the words. Help them notice and (L.A: to imitate a model). B: A sailor.
produce the difference between / ∫ / Answers: d. b. a. c. (L.A: to relate content, previous
in shoes and / t∫ / in choose, chews. knowledge and own reality).
(L.A: to identify and produce English 15. FL +++ 22 Vocabulary game!
phonemes). Games are important while teaching a
foreign language because they
14. ++ The students work in pairs and motivate students to apply them to
put the dialogue about professions in different situations. Encourage fast
order. Remember not to interrupt learners to ask questions to their
85
UNIT 2
MINI - TEST
LISTENING
4 pts
1. Listen to the recording in Lesson 3 again and circle the numbers that you hear.
a. 700,000 - 7,000,000 c. 4.6 - 0.46
b. 80 - 8 d. 873 - 87.3
6 pts
2. What are the characteristics that the indigenous groups in the southern region shared?
a. Nomads, hunters and warriors. c. Nomads, sailors and hunters.
b. Nomads, sailors and warriors. d. Nomads, warriors and farmers.
READING 5 pts
3. Read the text about Mahani Teave again and find information to support the following ideas.
a. Mahani Teave’s mother was born in the USA.
b. Her father is Chilean.
c. Erica Putney lives on Easter Island.
d. Mahani Teave is going to play in a very unusual place.
e. Mahani Teave is still studying piano.
5 pts
4. Read the text again and find the following information:
a. The place where Mahani was born. ____________________
b. Her mother’s nationality. ____________________
c. The famous Chilean pianist that helped Mahani. ____________________
d. The year she obtained her degree. ____________________
e. The places in which she is going to play. ____________________
WELCOME TO MY COUNTRY 51
BEFORE LISTENING
Kelly, Matt and their father are now visiting another beautiful city in the
BEFORE LISTENING south of Chile.
e
transport unscrambling the words in bridg
the box. Check orally. Additionally, you 3. Which city do you think they are visiting? How? By car? By train? By
eagle ship?
can make students identify the most
4. Work with your partner and check the meaning of these phrases that
important means of transport in their on y
our
left
look and sound very similar in Spanish.
area / city / town; the most a. market b. local variety c. botanical garden
comfortable; the most useful for them, right d. nature sanctuary e. native species f. typical dish
our
on y
etc.
n
(L.A: to understand key words). swa
UNIT 2
LISTENING
5. Listen to the recording and check the name of the city and the
means of transport you mentioned in exercise 3. Don’t forget to pay
special attention to all familiar words that can help you.
6. Listen to the recording again and number the places in the order
you hear them.
a b
Calle-Calle river Universidad Austral
c d
Bridge Fluvial market
7. Listen again and choose the alternative that best completes each
statement.
a. The speaker is
i. a bus driver. ii. a teacher. iii. a tour guide.
b. In the fluvial market you can see
Did you know that …
i. penguins. ii. seals. iii. sea lions.
Chili is the name of a
c. If you visit the market, you will find ?
traditional Mexican dish
i. toys. ii. restaurants. iii. books.
8. Listen again and find the ingredients for curanto that the speaker
mentions.
c
b
a
d f
e
g i j
h
http://www.southamerica.cl/Chile/Food.htm
WELCOME TO MY COUNTRY 53
9. Listen once more and eliminate the items in the boxes that the
speaker does not mention.
A: Means of transport
B: Adventure sports
items in the boxes that the speaker bungee jumping canopying hiking kayaking
doesn't mention. To make the task easier, rafting skating skiing trekking
you can tell them to tick the items they do AFTER LISTENING
UNIT 2
11. Listen and repeat. Pay attention to the different initial sounds of
the words.
Dan - than
day - they
t an n e
t hi
Ma a c
EPISODE 2:
, LOST!
lly M
Ke Time
Notes e
th
___________________________
___________________________
___________________________
___________________________
___________________________
___________________________
___________________________
___________________________
___________________________
___________________________
___________________________ ‘
___________________________
___________________________
___________________________
___________________________
___________________________
Kelly, Matt and the Time
___________________________ Machine
___________________________
Help students remember what they know
___________________________ about the characters and the situation in
the previous episode: Kelly and Matt
___________________________ Hardrock came to Chile to visit their father
and meet their Chilean cyber-friend
___________________________
Ignacio. They found a strange box, pushed
___________________________ the handle and something strange
happened.
___________________________ Encourage students to read this episode
on their own and invite them to
___________________________ summarize it, in Spanish, if necessary.
91
UNIT 2
Notes
___________________________
___________________________
___________________________
___________________________
___________________________
___________________________
___________________________
___________________________
___________________________
___________________________
___________________________
___________________________
___________________________
___________________________
___________________________
___________________________
___________________________
___________________________
___________________________
___________________________
___________________________
___________________________
___________________________
___________________________
92
UNIT 2
58 UNIT 2
and make sure they all understand what Activities you can do: use the
SYNTHESIS
they are expected to do in each activity. funiculars, go to the harbor, see sea
Encourage them to give honest answers in birds, take a ride on carriages, rent
Revise the contents of Unit 2 with your
order to detect their strengths and bicycles.
students and help them to analyze and
weaknesses. Check students’ results and Birds you can see: pelicans, seagulls,
reflect on which exercises and activities
revise any points that the majority of pigeons.
helped them achieve the learning
them had problems with. LISTENING – VISITING ANOTHER CITY 26
outcomes.
Answers 3. a.
READING – VALPARAÍSO 4. a. iii. b. i. c. iii. d. i.
TEST YOUR KNOWLEDGE 1. a. ✘. b. ✔. c. ✔. d. ✔. e. ✔. Language
2. Places you can visit: main square, 5. a. musician. b. painter. c. writer.
Explain to the students that the purpose famous museums, ship replica, hills, d. sailor.
of this section is to help them revise the harbor. 6. when, did, play, did, win.
contents and evaluate their performance Things you can buy: antiques,
in the whole unit. Read the instructions typical products, souvenirs.
93
UNIT 2
LISTENING: VISITING ANOTHER CITY
SELF-EVALUATION
3. Listen and identify the purpose of the conversation. 2 pts
a. To give information. b. To give instructions.
c. To request information. d. To make an invitation. Check your progress in this unit
marking the box that is true for you.
4. Listen again and choose the best alternative to 4 pts
complete the sentences.
a. Tom tells his friend that he is going to stay
i. 2 months. ii. 2 weeks. iii. 2 days.
reading
b. Tom’s bus arrived in the
I can understand instructions.
i. morning. ii. afternoon. iii. evening.
I understand the general idea(s) of
c. He is going to his uncle's place on texts.
i. Friday. ii. Sunday. iii. Monday. I can make and check predictions.
d. He is going back to his city by I can identify specific information.
i. bus. ii. train. iii. car.
LANGUAGE
5. Read the descriptions and write the jobs. 4 pts
listening
a. My father plays many musical instruments. I can follow instructions.
M __________________ I understand the general idea(s) of
spoken texts.
b. Leo paints beautiful pictures.
I recognize words in movies, songs,
P __________________ etc.
c. Alice writes interesting novels. I can identify a sequence of
information.
W __________________
d. Those peoples sail through the south channels.
S __________________ language
I can give examples.
6. Complete the following dialogue in the Past Tense 5 pts
I can relate a topic with vocabulary.
using the words in the box. I can solve puzzles and play games.
WELCOME TO MY COUNTRY 59
ORAL EXPRESSION
SELF - EVALUATION
Motivate students to evaluate their
partner's performance seriously and
The purpose of this section is to allow
honestly.
students to reflect on their strengths and
weaknesses. Encourage them to give
honest answers and show interest in their
results.
94
UNIT 2
TRANSCRIPTS
13 14
LISTENING - HIGH AND DRY Pronunciation
Presenter: This is our section “Travel blogs” with our reporter Listen and repeat. Pay special attention to the ending of the
Jim Robinson. Where are you this week, Jim? verbs.
Jim: Hi! I’m in the middle of the Atacama desert, in the
north of Chile, at 2,600 meters above sea level. I’m answered – arrived – helped – listened – prepared – recognized
with two young visitors. What are your names and – studied – talked – traveled – walked – worked
where do you come from?
Ari: Hello, I’m Ari Richardson and I come from Durango, completed – pointed – repeated – started – visited
USA.
Tracy: My name is Tracy Coward and I’m from Liverpool, Oral practice 15
England.
Jim: How did you arrive here? A: Where are you from?
Tracy: I arrived here after a 20-hour bus journey from the B: I’m from Scotland.
capital, Santiago. A: How did you arrive here?
Jim: And you, Ari? B: I took a bus from the capital.
Ari: I came by car from Antofagasta. A: Do you like this place?
Jim: Do you like San Pedro? B: Oh, yes! I love it!
Tracy: Oh, yes! I love it! Everything is made from clay, even
the church!
Ari I like it very much too, but I prefer the geysers at El READING - LA TIRANA FESTIVAL
Tatio. Pronunciation 16
Jim: Where is El Tatio?
Ari: About 100 kilometers from here. I got up at 3 in the Listen and repeat. Pay special attention to the beginning of the
morning to go there! words.
Jim: Tell us about the places you visited, Ari.
Ari: I went to the Valle de la Luna. We walked for about
two hours to watch the sunset over the valley. And it where when what
started to snow! It was so strange to see snow in the who why whose whom
desert!
Jim: And you, Tracy?
Tracy: I went into the desert with a guy who works for the Oral practice 17
UNIT 2
18 20
LISTENING - THE PEOPLE OF THE LAND Oral Practice
Guide: In Chile, nearly 700,000 people belong to an indigenous Kelly: Where did the Alacalufes sail?
group. They represent 4.6% of the total population. Guide: They sailed through the South channels.
Kelly: Do they belong to the same group? Matt: What did these indigenous people eat?
Guide: There are eight indigenous groups. Guide: They ate molluscs and seafood.
Matt: Which one is the most important? Kelly: Did the Onas have an important spiritual life?
Guide: Well, the Mapuche, or people of the land, represent 87.3% Guide: Yes, they did.
of the indigenous population. Matt: What did the Onas do in their ceremonies?
Kelly: Do they live in this area? Guide: They wore masks and painted their bodies.
Guide: No. They live in the Bio-bio, Araucanía and Lakes regions. Kelly: Did the Yámanas use harpoons?
Matt: Who are the original people of this region? Guide: Yes, they did.
Guide: Here in the south, the Alacalufes, the Onas, and the Yámanas.
Matt: What can you tell us about the Alacalufes? READING - FROM CHILE TO THE WORLD
Guide: They were hunter nomads and sailed in their canoes
Pronunciation 21
through the south channels. They ate marine mammals
and molluscs.
Kelly: How did they hunt the animals? First only listen to the tongue twister and then listen and repeat.
Guide: They used harpoons, the same as the Yámanas who were If Stu chews shoes, should Stu choose the shoes he chews?
also sailors and nomads. If Stu chews shoes,
Matt: Did they live in the same area? should Stu choose
Guide: The Yámanas lived between the Strait of Magellan and the shoes he chews?
Cape Horn. If Stu chews shoes, should Stu choose the shoes he chews?
Matt: What about the Onas?
Guide: They were also hunters and nomads. They lived in Tierra del Oral practice 22
Fuego and ate the guanaco and molluscs. All the groups of
the region had an important spiritual life. They celebrated A: What do you call a person who paints pictures?
many ceremonies and rituals and they wore masks, B: A painter!
painted their bodies and danced… Any other questions?
A: What do you call a person who plays football?
Pronunciation 19 B: A football player!
First only listen to the tongue twister and then listen and repeat. A: What do you call a person who sails ships?
Mr. Tongue Twister tried to train his tongue to twist and turn, and B: A sailor!
twit and twat, to learn the letter T.
Mr. Tongue Twister A: What do you call a person who looks after people’s teeth?
tried to train his tongue B: A dentist!
to twist and turn,
and twit and twat,
to learn the letter T.
Mr. Tongue Twister tried to train his tongue to twist and turn, and
twit and twat, to learn the letter T.
96
UNIT 2
UNIT 2
ERROR ALERT!
The simple past form of regular verbs ends in -ed. Most verbs are
regular, but many common verbs have irregular past forms.
For example: be= was, were; become= became; buy= bought;
shoot= shot; think= thought; keep= kept, etc.
Warn students that questions in the Simple Past use the auxiliary
did, and the verb in infinitive without to.
Did he pass the exam? Correct
He passed? Incorrect
Did he passed? Incorrect
BACKGROUND INFORMATION
1
Tradition
Memorial Day is a United States federal holiday that is observed
on the last Monday of May (observed in 2008 on May 26). It was
formerly known as Decoration Day. This holiday
commemorates US men and women who have died in military
service to their country. It began first to honor Union soldiers who
died during the American Civil War. After World War I, it was
expanded to include those who died in any war or military action.
2
Mahani Teave's latest presentations:
http://www.mahaniteave.com
3
Luge
PHOTOCOPIABLE
MATERIAL
COMPLEMENTARY ACTIVITIES
LESSON 2: LA TIRANA FESTIVAL
1. In pairs, use the clues provided to ask and answer questions to complete the missing information in
each paragraph.
STUDENT A STUDENT B
The Yi people in (2) ___________have a holiday called (3) (1)___________ in China have a holiday called Torch Day
__________ every year from August 5 to 8. Why do we have (4) ____________. Why do we have this holiday? Because
this holiday? Because we have a myth, we have (5) ____________.Three thousand years ago in
(6) _________________, Yi people had a wrestling August, Yi people had a wrestling competition. One Yi person
competition. One Yi person was very strong and kind but he did was very strong and kind but he did something to the devil, so
something to the devil, so the devil sent lots of locusts to the the devil sent lots of locusts to the area and destroyed the
area and destroyed the crops. (7)_________ guided the Yi crops. Then Zhige Arlon guided the Yi people. He told them to
people. He told them to hold torches to kill the locusts. So, the Yi hold torches to kill the locusts. So, the Yi people killed (8)
people killed all the locusts. The Yi people still have this holiday. ______.The Yi people still have this holiday. It’s very
It’s very important, even though there are no locusts anymore. important, even though there are no locusts anymore. When
When everybody holds the torches (10) _______, the streets everybody holds (9)________ at night, the streets look like
look like a fire dragon. The view is great. Lots of people come to a fire dragon. The view is great. Lots of guests come to our area
our area to enjoy the friendly Yi people’s Torch Day. to enjoy the friendly Yi people’s Torch Day.
Questions Questions
2. Where … 1. Who …
3. What … 4. When …
6. When … 5. Why …
7. Who… 8. What …
10.When … 9. What …
a b c d e f
g h i j k l
m n o p q r s
PHOTOCOPIABLE
MATERIAL
EXTRA TEST
Nicanor Parra was born in 1914 in Chillan, a small town in the south of Chile. His father was a
school teacher. In 1933 he entered the Instituto Pedagógico of the University of Chile, and got his
degree as a teacher of mathematics and physics in 1938. Cancionero sin Nombre, his first book,
appeared in 1937. After teaching in Chilean secondary schools, in 1943 he went to Brown
University in the USA to continue his studies in physics. He returned to Chile in 1946.
In 1952 Parra began to teach Theoretical Physics in Santiago.
He created the so called “anti-poetry” and he read his poetry in England, France, Russia, Mexico,
Cuba, and the United States. He also published several books, including one in collaboration with
his great compatriot, Pablo Neruda.
http://www.kalin.lm.com/parra.html
Year Event
1914
He entered the Instituto Pedagógico
1937
1938
He went to the U.S.A.
1946
1952
102
PHOTOCOPIABLE
MATERIAL
2. Listen to the recording again and identify the following information. 4 pts
a. Name of country : __________________________________________
b. Name of town: __________________________________________
c. Means of transport: __________________________________________
d. Name of bird: __________________________________________
0 - 5 6 - 10 total
11 - 15 16 - 21
score
Keep trying Review! Well done! Excellent!
21 pts
Prepare an interview with Nicanor Parra with your partner. Invent 5 questions. Role-play it changing
roles.
103
UNIT 2
Answers
1. Student A:
2. Where do the Yi people have a holiday?
READING
3. What is the name of the holiday? 1. b.
6. When is this holiday? 2. a. Nicanor Parra is a Chilean writer.
7. Who guided the Yi people? b. He is a teacher of physics and maths.
10. When do they hold the torches? c. He studied in Santiago and the USA.
Student B d. His father was a school teacher.
1. Who has a holiday in China? 3.
4. When do they have a holiday? YEAR EVENT
5. Why do they have this holiday? 1914 He was born in Chillan.
8. What did they kill? 1933 He entered the Instituto Pedagógico.
9. What do they hold? 1937 His first book appeared.
1938 He got his degree as a teacher.
2. 1943 He went to the USA.
i. He got up at 5:30 am. 1946 He returned to Chile.
ii. She went shopping with Edwin. 1952 He began to teach in Santiago.
iii.He learnt reading, writing, arithmetic, geography,
grammar, history.
iv. She went to the market. LISTENING 27
v. They had a bath. 1. Yes
2. a. Chile. b. Peine. c. tourist bus. d. flamingo.
3. a. summer. b. church. c. pool. d. birds.
3. Communicative activity.
ORAL EXPRESSION
4. Check that your students properly use the interrogative form and
a. eggs. b. milk. c. lettuce. d. bread. e. carrots. f. onion. vocabulary related to the topic.
g. fish. h. pumpkin. i. tomatoes. j. cauliflower. k. apples.
l. bananas. m. oranges. n. pineapple. o. watermelon.
p. chicken. q. lemon. r. grapes. s. peach.
104
UNIT 3
UNIT 3
Learning Abilities Expected Outcome Attitudes Resources Evaluation Time
• To match oral text with • Acquisition of • Appreciate and • Internet articles Reflections • 20 class hours for
visual clues. vocabulary related to value the role of and web pages. • Metacognition the main body of
• To discriminate sounds. sports and physical sports and • Encyclopaedia Minitests text.
• To identify speakers. exercises. physical activities entries. • Listening • 3 class hours for
• To predict content from • The use of the Past for our health. • Reports about • Reading evaluation.
pictures. Continuous and • Acceptance and personal • Language • 3 class hours for
comparative adjectives. respect for experiences. Synthesis consolidation and
• To use previous
• Make comparisons. disabilities and Test your complementary
knowledge to predict
• Effective and efficient disabled people. Knowledge activities.
content.
use of writing skills as a • Listening • 1 class hour for
• To discriminate between
means of • Reading cartoon strip
correct and incorrect
communication. • Language section.
information.
• Oral expression
• To infer topic from Self-evaluation
cognates. Reading and
• To write a short Listening tests
paragraph about a Observation sheets
favorite sport. Rubrics
• To use new vocabulary.
• To prepare a summary.
• To ask and answer
questions.
• To play games.
• To talk about personal
experiences.
106
UNIT 3
UNIT 3
THE WORLD
UNIT 3
OF SPORTS
Reading
• Internet article
• Encyclopaedia article
• Web page
Listening
• A conversation
• Personal reports
Listening
• To match oral text with visual
clues.
• To discriminate sounds.
• To identify speakers.
Reading
• To predict content from pictures.
• To use previous knowledge to
predict content
• To discriminate between correct
and incorrect information. YOU WILL LEARN THE YOU WILL PAY SPECIAL
• To extract specific information
FOLLOWING LANGUAGE ATTENTION TO THESE VALUES:
from a text.
• To infer topic from cognates.
Writing • Words that have similar meaning • Appreciation of the role of sports
• To write a short paragraph about a • Comparative adjectives and physical activities for our
favorite sport. • Past Continuous tense health
• To use new vocabulary. • Words related to sports, • Acceptance and respect for
• To prepare a summary. paralympic sports and outdoor disabled people
Speaking activities
• To ask and answer questions
• To play games
• To talk about personal experiences
107
UNIT 3
THE WORLD
OF SPORTS
WRITING
IN THIS UNIT YOU WILL USE ·To write a short paragraph about
YOU WILL DEVELOP THESE
THE FOLLOWING TEXT-TYPES: a favorite sport.
ABILITIES: ·To use new vocabulary.
READING LISTENING ·To prepare a summary.
·An Internet ·A conversation. LISTENING
article. ·Personal ·To match oral texts with visual
·An encyclopedia reports. clues.
article. ·To discriminate sounds.
·A web page. ·To identify speakers.
SPEAKING
·To ask and answer questions.
·To play games.
·To talk about personal
YOU WILL LEARN THE experiences.
FOLLOWING LANGUAGE: READING
·To predict content from pictures.
·Words that have similar ·To use previous knowledge to
meaning. predict content.
IAL
·Comparative adjectives. ·To discriminate between correct Y SPEC VALUES:
ILL PA E
·Words related to sports, and incorrect information. YOU W N TO THES
TIO sports
paralympic sports and outdoor ·To infer the topic from cognates.
ATTEN role of
activities. ·To extract specific information from of the s for our
ciation e
·The Past Continuous Tense. a text. ·Appre ysical activiti
an d ph
. spect for
health nce and re
ta
·Accep d people.
disable
GETTING READY
61
BEFORE READING
Practicing sports
BEFORE READING is my favorite activity. My
dream is to participate in
1. Answer these questions in your group.
a. Do you practice a sport? Is it an Olympic sport?
the Olympic Games.
b. Have you participated in sport competitions? Where?
What do you know about
1. + Start a conversation about sports. the origin of these
games?
2. Read what Dan says and answer his question.
Ask your students to answer questions
in groups and then invite them to share 3. Look at the picture in the text. What country is it related to?
their experiences with their classmates.
Allow Spanish if necessary. 4. Read the title of the text. What is it about? Choose a topic from the list.
(L.A: to talk about personal experiences). a. Favorite pastimes
b. Sports and competition
Answers: may vary according to c. Children's favorite activities
students’ experiences.
5. In your group, make a list of familiar words you expect to find in the
UNIT 3
ANCIENT GREEK GAMES
A. The Greeks took games of all kinds very seriously, but especially physical athletic
competitions. There were a lot of athletic competitions in Greece. The most famous of
these were the Olympic Games.
B. Olympia was an ancient settlement in Greece where the Olympic
Games started. The games were in honor of Zeus, King of the Gods.
The games were part of a great five day festival held every
four years.
C. The first Olympic Games were in about 776 BC.
D. In those days the only event was a short sprint, from one end of the
stadium to the other. Over the years there were four days of many different
competitions.
E. Young men from rich families didn't have to work and met at the
Olympic Games. They competed for prizes and for the favor of the gods.
F. The events were the same kind as in the Olympics today: running,
jumping, throwing the javelin, throwing the discus, horse racing, the
marathon. But the competitions were only for men.
G. The spectators came from all over Greece to watch the events. They
had to pitch their tents or sleep outside. Only men, boys and
unmarried girls attended the Olympic Games.
H. Winners won crowns of sacred olive branches.
8. + Now the students read the text 10. +++ Ask students to read the text
again, this time more carefully, and see again if it is necessary, and then to
if they find the words from their list in choose the correct answer for each
exercise 5. question.
(L.A: to apply skimming to identify (L.A: to identify specific information
information in a text). in a text).
Answers: a. – i. b. – iii. c. – iii. d. – ii.
9. ++ The students read the text again
and identify the content of each
paragraph.
(L.A: to identify general information in
a text).
Answers: a. - B. b. – E. c. – D. d. – H.
110
UNIT 3
AFTER READING
11. In pairs, complete the following dialogue between Dan and a friend
with your own ideas. Then role-play it in front of your classmates.
Friend: Hi, Dan. What did you do last Saturday?
AFTER READING Dan: I took part in ____________________________.
Friend: Really? Did you win a prize?
11. +++ 28 The students work in Dan: I was the winner in the ___________. I got ____________!
pairs and complete the dialogue with 12. Listen and practice. Notice the pronunciation of the endings of the
verbs.
their own ideas. Encourage them to M PED, LIKED,
WATCHED
JU
act their dialogues in front of their
classmates.
PL
AYED, H
(L.A: to talk about personal
experiences related to sports).
APPENED,
TED, VISITED
Answers: Will vary according to
students’ experiences.
RAISED
ITED, COMPE
12. + 29 Pronunciation. Invite students
/id/ /t/ /d/
INV
to find the correct pronunciation of the Did you know that …
all wars stopped for one
verbs in the labyrinth. Then play the month every four years, 13.Find the words in bold in the text and replace them with a synonym
recording and make them check their because of the Ancient from the box.
Olympics?
answers and repeat the verbs. celebration divinities put up single wealthy
13. ++Ask the students to find the 1. Read this sentence from the text.
Young men from rich families met at the Olympic Games and
words in bold in the text, and then to competed for prizes and for the favor of the gods.
replace them by a word in the box. 2. Which words would you use to replace the words in bold?
(L.A: to recognize specific information 3. Complete the statement:
in a text). Words that have the same meaning are __________________________.
Answers: festival= celebration; rich=
64 UNIT 3
wealthy; gods= divinities; pitch= put
up; unmarried= single
See Error Alert!, at the end of the unit.
provide the answers. (L.A: to apply a new language
Did you know that… Answers: synonyms. structure).
Let students read this section on their own Synonyms are different words with Answers:
and share comments in their groups. For identical or at least similar meanings.
more information on this section see page Words that are synonyms are said to be
7 of the Introduction. synonymous, and the state of being a
synonym is called synonymy.
__________________________ __________________________
LANGUAGE FOCUS – Synonyms
Remember that this section is designed to 14. + Refer students to the Language
help students revise or discover a Focus and invite them to find the
particular language item. The activities are synonyms of the words in the Word
meant to promote independent learning, Search puzzle. Allow them to use a
so help, guide and check them, but do not dictionary if necessary.
111
UNIT 3
14.Find the synonym of the words in the box in the Word Search Puzzle.
Use a dictionary if necessary. REFLECTIONS
Ancient &
Modern Sports
BEFORE LISTENING
your students.
hill
(L.A: to use previous knowledge to 3. You are going to listen to a recording about a man called
Pheidippides. Can you guess what nationality he is?
infer content).
plain a. Spartan b. Persian c. Greek
See Background Information at the
4. Read what Kelly says and answer her question.
end of the unit.
war
5. Study the words in the Pictionary.
UNIT 3
LISTENING
7. ++ Play the recording again. Ask the and to raise their awareness of how they You may also give some additional
students to listen carefully and choose develop their strategies to become more information about this tense, such as:
the best alternative to fill in the blanks. effective learners. They should work on We use the Past Continuous tense to refer to
(L.A: to identify specific information). their own but you may help and guide the long action and the Simple Past Tense to
Answers: a. - ii. b. – i. c. – i. d. – iii. them when necessary. express the short action that happened
Encourage students to keep a record of while the long action was going on.
8. +++ The students listen to the their answers in a special section of their When we want to link these two
recording again and put the events in notebooks. sentences, we usually use while to
the order they happened. The students read the questions and introduce the sentence in Past Continuous,
(L.A: to identify the sequence of events). identify: and we usually use when to introduce the
Answers: a. d. b. c. a. The difficulties they had when sentence in Simple Past Tense.
listening to the recording.
REFLECTIONS b. The number of correct answers they
The purpose of this activity is to help could identify.
students reflect on their language process
114
UNIT 3
9. Complete the sentences. Use the Past Continuous or the Simple Past
Tense.
a. While Pheidippides ____________ (run), the Persians attacked.
b. When Pheidippides ____________ (arrive), the Persians were coming.
9. ++ Refer students to the Language c. The people ____________ (wait) when the army captured the city.
American English:
Focus to complete the sentences. Check Practice(verb and noun) d. The postman was running when he ____________. (die)
dialogue about the topic of the lesson. 11.Put the events in order so that you can write your own version of the
story in your notebook.
Encourage some pairs to role-play the
a. In the city of Marathon, there was a man called Pheidippides.
dialogue in front of their classmates. b. In 490 BC there was a war between the Persians and the Greeks.
c. When he arrived there, he told the news and then died.
(L.A: to ask and answer questions d. The Spartans did not want to help the Greeks.
about the topic of the lesson). e. The Greeks sent him to Sparta.
f. The Persians lost the battle and tried to capture Athens.
Answers: g. Pheidippides ran to Athens to tell them the Persians were coming.
1
A: Who was the first marathon runner? 2
B: A man called Pheidippides. 12. FL How much did you learn about the first marathon? Try this
crossword!
A: Where was he from?
3
Clues
B: From Greece. From a city called Down Across
1. City where the first Ancient 4. Profession of the first
Marathon. 4
Olympic Games were held. marathon winner in modern
A: What made him and his city so 5 2. City where Pheidippides died. times.
3. People that did not want to 5. Large empire of the Ancient
famous? 6 help the Greeks. World.
6. City in Greece. Pheidippides
B: He ran and ran to try to save his was born there.
people.
http://www.britishcouncil.org/kids-stories-first-marathon.htm
68 UNIT 3
Oral expression You may also use this
exercise as oral practice.
UNIT 3
MINI - TEST
READING
1. Read the text in lesson 1 again and answer the questions with at least two words. 3 pts
2. Read the text again. In the paragraph in parenthesis find a synonym for these words: 3 pts
LISTENING
3. Listen to the text in lesson 2 again and circle the correct alternative. 3 pts
a. Persia was a huge empire / nation.
b. The Persian soldiers were waiting at the foot / the top of the hill.
c. Spiridon Louis was a fireman / postman.
4. Listen to the recording again and choose the best alternative. 2 pts
The conversation is about:
a. the war between Greeks and Persians.
b. the origin of the Olympic Games.
c. the origin of a first sport event.
LANGUAGE
5. Complete the following sentences using the verbs in the box in the Past Continuous Tense 5 pts
or in the Simple Past Tense.
attack enter feel fight wait
2. a. settlement.
MINI - TEST
b. prize.
c. attended.
The mini-tests provide material to check and
revise students' progress and, at the same LISTENING 30
time, information to the teacher about any 3.a. empire
point that the majority of the students may b. top
have problems with. Make sure they c. postman
understand what they are expected to do 4.c.
and then give them time to answer. LANGUAGE
Answers 5. a. the Greek soldiers were waiting.
READING b. the Persians attacked. c. the
1. a. In Greece soldiers were fighting. d. Pheidippides
b. About 776BC entered the city. e. he felt tired.
c. Young men
116
UNIT 3
In your opinion,
what are the most
BEFORE READING popular sports in Chile? Rank
them from 1 - 10.
(1 is the most popular)
__ basketball __ cycling
1. + Start the lesson talking about famous __ football __ tennis, etc.
Are there any sports that
sports people in Chile. Brainstorm are only played in Chile?
2. + Ask the students to identify the 4. Some of the people in the pictures need some equipment to play.
Can you match the equipment and the sports?
people in the pictures and to relate PICTIONARY
Tennis Football Golf Hockey Baseball
them to the name of the sport.
base
(L.A: to use previous knowledge to a
b
c
relate information). eepe
r g h
goalk
Answers: Nicole Perrot, golf; Fernando f
d e
González, tennis; Matías Fernández, net
UNIT 3
READING
____________________________: Players
_______: Two
_____________________ use a racquet to hit a ball over a net so
ns to bat and
teams of nine take tur that the ball lands in the opposite
The bat ter has thr ee attempts to court and cannot return. Matches
field.
l tha t the pitc her throws and consist of sets of games, with a
hit the bal The
all the bas es. maximum of five sets for men and three
then run around
ter can onl y run wh en the ball lands sets for women. The court may be grass
bat
(inside the bases). or clay. The doubles court is bigger than
within “fair territory”
the singles court.
7. Read the names of sports in the box and choose the one that corresponds
to each description in the text. There are more names than you need.
football baseball rugby cricket basketball hockey
softball ice hockey volleyball tennis golf squash
8. Read the text quickly and check if you find the sports you predicted
in exercise 6.
9. Read the text again and complete the chart with the name of the sport. American English:
Soccer
Equipment Sport British English:
bat Football
gloves
helmet
leg pad
racquet
stick
(L.A: to identify specific information). with the name of the sport that is
READING
Answers: a. Baseball. b. Hockey. related to each piece of equipment.
c. Tennis. d. Ice hockey. (L.A: to find and extract specific
7. + Ask the students to skim the text information to complete a chart).
and check if they find the sports they American v/s British English Answers:
predicted in exercise 6. Draw students' attention to the two Equipment Sport
(L.A: to apply skimming to validate different words used in each variety of bat baseball, cricket
predictions). English. Remind them that both the gloves baseball,
Answers: baseball; hockey; tennis; British and the American versions are helmet ice hockey, baseball,
ice hockey. correct, but that they should choose one cricket
variety and stick to it. leg pad ice hockey, cricket,
8. + The students now read the text football
more carefully. Then they read the 9. ++ Ask the students to read the text racquet tennis
sports in the box and choose the name again and then complete the chart stick hockey, ice hockey
that corresponds to each description.
118
UNIT 3
10.Read the text again and find the answer to these questions.
a. In which sport are there nine players per team? ________________.
b. How fast can a hockey ball travel? ________________.
Did you know that …
t
10. +++ The students read the text golf is the only sport tha c. How many sets does a tennis match have? ________________.
man has play ed on the
d. How long does an ice hockey game take? ________________.
again, if necessary, and answer the moon?
On 6th February 1971, Alan
questions. Shepard hit a golf ball on AFTER READING
the moon‘s surface.
(L.A: to find specific information). 11.In pairs, read the names of sports in the box. Choose one and write a
short description like the ones in the text.
Answers: a. Baseball. b. 160 km/h.
c. Five (men); three (women). basketball football golf rugby table tennis voleyball
d. 60 minutes.
are ____________
There are _____________ teams on the field. There
the field. The players wear ______ ______
players in each team on
Did you know that… and use ____________. The aim is to ____________ . The team that
Let students read this section on their ____________ wins ______ ______ .
own and share comments in their groups.
For more information on this section see
page 7 of the Introduction. LANGUAGE FOCUS Comparatives (short adjectives)
__________________________
72 UNIT 3
LANGUAGE FOCUS – Comparatives
(short adjectives)
Keep in mind that this section is designed
to help students discover a particular Answers: To express comparisons in them when necessary.
grammar or language structure by English, we use a special form of Encourage students to keep a record on
themselves. Help and guide them but do adjectives called comparatives. their answers in a special section of their
not provide the answers. To form the comparative we add -er to notebooks.
1. Ask the students to read the sentences the adjectives. The students read the questions and
__________________________
from the text and other examples. identify:
Draw their attention to the words in See Error Alert!, at the end of the Unit. a. If they had problems to write a description.
bold. b. If they used their previous knowledge
2. Now the students revise the examples REFLECTIONS to do the task.
again and answer the questions. The purpose of this activity is to help
Answers: a. ii. b.: by using -er and students reflect on their language process 12. + Refer students to the Language
than and toraise their awareness of how they Focus to write comparisons choosing
3. Help the students to complete the develop their strategies to become more an adjective from the box.
general rule. effective learners. They should work on (L.A: to apply a new language structure).
their own but you may help and guide
119
UNIT 3
12.Write comparisons using the adjectives in the box.
big calm easy funny nice slow small
13. Interview your partner about sports. Ask the questions below and make
notes of his/her answers in your notebook. Then listen and practice
a. What's your favorite sport?
b. What's your favorite team?
c. Who's your favorite sportsperson? Why?
d. Which sports do you practice? How often?
16. FL Vocabulary Game. Fill in the blanks to complete the names of the
sports. Pay attention to the clues.
a b c
c __ c l __ __ g s __ __ __ b __ a __ __ __ n g g __ __ f
d e f
__ u __ __ i n g c __ __ m b __ n g __ __ r __ b __ __ s
THE WORLD OF SPORTS 73
Possible answers: (L.A: to exchange information about each word, paying special attention to
a. Baseball teams are smaller than hockey sports). the pronunciation of the final sound.
teams. b. Hockey is calmer than ice (L.A: to discriminate sounds).
hockey. c. A hockey ball is slower than an 14. +++ Encourage some students to
ice hockey puck. d. Will vary. tell the class about their partners. 16. FL Vocabulary Game. Invite fast
Motivate them to use the pattern learners to fill in the blanks to
13. +++ 32 Tell the students to work provided. complete the names of the sports.
(L.A: to give information about Draw their attention to the clues.
in pairs. Encourage them to interview
sports). (L.A: to use vocabulary related to the
their partners about sports, asking the
topic).
questions and making notes of the
Answers: a. cycling.
answers in their notebooks. Invite 15. + 33 First play the recording and
b. snowboarding. c. golf. d. running.
some pairs to role-play the interview ask the students only to listen. Then e. climbing. f. aerobics.
in front of their classmates to provide play the recording again to allow
a model. students to repeat after listening to
120
UNIT 3
BEFORE LISTENING
What are 1. Kelly is preparing an article on x-sports. Answer her questions.
BEFORE LISTENING x-sports? Have you ever
practiced an x-sport? 2. In pairs, decide which of the feelings in the box can be related to
What x-sports can x-sports.
d
of the lesson). c
students' opinions. e
scap
land
pictures. 74 UNIT 3
(L.A: to relate texts and pictures).
Answers: a. to feel the wind around.
b. to float towards the ground. c. to see
the landscape from above. d. to go up 5. + Before playing the recording, ask the LISTENING
and down. e. to smell the flowers. f. to students to read the words in the
perform amazing balancing acts and Pictionary. Make sure all of them
understand their meaning. If necessary, 6. + 34 Play the recording. Tell the
jumps.
allow the use of dictionaries. students to confirm or correct their
predictions in exercise 4. Remind them
4. ++ Tell the students they are going to pay special attention to all familiar
PICTIONARY
to listen to three children from the words they can identify, in order to get
diving: clavados en el agua
International School talking with Kelly the general meaning of the text.
cord: cuerda
about the first time they practiced an (L.A: to validate predictions).
float: flotar
x-sport. Invite them to guess their Answers: Speaker A and Speaker B
breeze: brisa
feelings about this experience. liked the experience; Speaker C didn't
landscape: campiña, paisaje
(L.A: to use previous knowledge to like the experience.
roller coaster: montaña rusa de un parque
predict content).
de diversiones
121
UNIT 3
4. Three children from the International School are talking to Kelly
about the first time they practiced an x-sport. Do you think they
liked the experience?
LISTENING
6. Listen to the recording and check if your prediction in exercise 4 was
correct. Pay special attention to all familiar words you can identify.
7. Listen to the recording again and relate each picture to the speaker.
a b
cycling parachuting
Speaker __________________ Speaker __________________
REFLECTIONS
c
What were the main problems
white water rafting I had to identify speakers?
Speaker __________________ How much did I relate the
topic to my own reality?
8. Who said what? Match the speakers with the sentences.
Andy Dan Ann
7. ++ 30 Play the recording again. REFLECTIONS a. The main problems they had to
The purpose of this activity is to help identify speakers
Ask the students to relate each picture
students reflect on their language b. How much they could relate the topic
to the speaker.
process and to raise their awareness of to their own reality.
(L.A: to relate words and pictures).
how they develop their strategies to
Answers: a. Speaker B. b. Speaker A.
become more effective learners. They
c. Speaker C.
should work on their own but you may
help and guide them when necessary.
8. +++ Play the recording once more. Encourage students to keep a record of
Ask the students to listen and relate their answers in a special section of their
the speakers with the sentences. notebooks.
(L.A: to relate speakers with speech) The students read the questions and
Answers: Andy: a. Dan: b., c., f; Ann: identify:
d., e.
122
UNIT 3
AFTER LISTENING
1. Read the sentences from the text and other examples, paying special
AFTER LISTENING attention to the words in bold.
a. This was more amazing.
b. It is more relaxing than when you are inside a car.
__________________________
2. Answer these questions.
LANGUAGE FOCUS – Comparatives a. What do the words amazing, relaxing, exciting refer to?
i. a thing ii. a quality iii. an action
(long adjectives) b. How many syllables do these words have?
i. One ii. Two iii. More than two
This section is designed to help students c. Are these words short or long?
discover a particular language or grammar
3. Complete this general rule.
structure by themselves, so help and guide
In English, there are short and _____ adjectives. To form the
them but do not give the answers. You are going
to interview someone who comparative of _____ adjectives, we use _____ + adjective (+ _____)
1. The students read the sentence from practices an x-sport. Prepare
the questions in your group;
the text and other examples, paying ask about the name of the 9. In pairs, put the dialogue in order. Then, practice and role-play it
sport, the kind of equipment in front of your classmates.
special attention to the words in bold required, the place where
he/she practices it, his / her B: Sure!
that express the comparative form for favorite aspects, etc. A: I sure did. Our country has fantastic places to do that.
long adjectives. A: I went to the south. It was amazing!
B: Groovy! Did you do water rafting?
2. After revising the examples, the A: Hi, guys! Do you want to see my photos?
students answer the questions.
Answers: a. ii. b. iii. c. long. 10. First only listen. Then listen and repeat the tongue twister. Note
the difference in the vowel sound.
3. Now, the students complete the rule. The batter with the butter is the batter that is better!
Answers: In English, there are short
and long adjectives. To form the 11.Read what Dan says. Then do the interview and write notes in your
notebook. Next class, report the results to the class.
comparative of long adjectives, we use
more + adjective (+ than).
__________________________ 12. FL In your notebook, make a list of other extreme sports and the
equipment needed, as in the example:
See Error Alert!, at the end of the Unit. Snowboarding - board, helmet, goggles
http://www.britishcouncil.org/kids-topics-sports.htm
9. ++ 35 Invite the students to work
UNIT 3
76
in pairs and put the dialogue in order.
Then, encourage them to practice and
role-play it in front of their classmates.
to repeat the tongue twister, paying interview and write notes in their
(L.A: to talk about personal
special attention to the different notebooks. Next class, motivate each
experiences).
vowel sounds and to the weak vowel group to report the results to the class.
Answers:
in -er. (L.A: to consolidate vocabulary and
A: Hi, guys! Do you want to see my
(L.A: to discriminate sounds). grammar, relating content and own
photos?
reality).
B: Sure!
A: I went to the south. It was amazing! 11. ++ Explain to your students that Answers: Will vary.
B: Groovy! Did you do water rafting? they are going to prepare an interview
to someone who practices an x-sport. 12. FL Encourage fast learners to write a
A: I sure did. Our country has fantastic
Give them instructions to prepare the list of more extreme sports and the
places to do that.
questions in their groups; draw their equipment needed, as in the example:
attention to all the aspects Dan wants Snowboarding - board, helmet,
10. ++ 36 First play the recording and them to include in the interview. You goggles.
ask the students only to listen. Then can assign this exercise as homework (L.A: to consolidate new vocabulary).
play the recording again for students or miniproject. Ask them to apply the Answers: Will vary.
123
UNIT 3
MINI - TEST
READING
1. Read the text in lesson 3 again and choose the best alternative. 2 pts
2. Read the text again and find information to correct these statements. 3 pts
LISTENING
3. Listen to the recording in lesson 4 again and find the correct order of the events. 6 pts
a. Andy
i. He pulled the cord ii. He closed his eyes iii. He jumped
b. Dan
i. He gets on his bike ii. He smells the flowers iii. He feels the breeze
c. Ann
i. She felt excited ii. She felt terror iii. She went up and down
4. Listen again and identify the comparisons the children make for each activity. 3 pts
a. Parachuting i. being on a roller coaster
b. Cycling ii. driving a car
c. Rafting iii. diving
LANGUAGE
5. Write comparisons using the two adjectives in brackets. 3 pts
Example: A lion is bigger than a mouse, but the mouse is more intelligent.
a. a bicycle and a car (small - fast)
b. parachuting and cycling ( dangerous - relaxing)
c. Icehockey and grass hockey (exciting - safe)
3 pts
6. Make comparisons using the adjectives in the box.
BEFORE READING
bled
disa amputee beneath by chance disability
UNIT 3
READING
EST THING ON NO LEGS
THE FAST
Name: Oscar Pistorius
Sport: Athletics
From: Pretoria, South Africa
Date of Birth: 22 November 1986
6. Read the text and check if you were right about the discipline.
7. Read the text again and decide if these statements are true or false.
a. Oscar Pistorius was born in Europe.
American English:
b. He can run faster than most non disabled people.
Fiber
c. He can’t imagine how life with real legs is.
d. He has liked athletics since he was a boy. British English:
e. It took him a long time to become an athlete. Fibre
8. Read the text carefully again and find what the words in bold refer to.
himself
he
that
they
9. Find the words in column A in the text and match them with their
meaning in column B.
A B
impaired an arm or a leg
them to match these words with their the prefix para refers to
the competition for AFTER READING
meanings in column B. disabled people in
parallel to the Olympic 10.In your group, reflect on the text you read. What conclusion(s) can
(L.A: to infer meaning from the Games? you reach?
context).
11.Complete the summary of the text about Oscar Pistorius.
Answers: impaired: having a mental
or physical problem; limb: an arm or a OSC AR
PIS TORIUS
leg; merely: only, simply; missing:
that is not present; shattered: crushed. Oscar Pistorius is known as .
He was born in
AFTER READING
in . At the age of he had his
10. +++ In groups, the students reflect on amputated. In he
REFLECTIONS
the text they read and then share the Did I express my ideas in a went to for rehabilitation and
respectful way?
conclusions they reach with the rest of the Did I show respect and support became an .
group. At this stage, it would be a good for everyone's opinions?
UNIT 3
LANGUAGE FOCUS The Present Simple - Negative form
t an n e
t hi
Ma a c
EPISODE 3:
, WHERE ARE THE PLAYERS?
lly M
Ke Time
Notes e
th
___________________________
___________________________
___________________________
___________________________
___________________________
___________________________
___________________________
___________________________
___________________________
___________________________
___________________________
___________________________
___________________________
___________________________
___________________________
___________________________
Kelly, Matt and the Time
___________________________ Machine
___________________________
Help students identify the connection
___________________________ between the topic of the unit and the
episode. Read the title of the episode and
___________________________ the introductory paragraph with them to
make sure they understand the setting of
___________________________
the children's adventures. Motivate
___________________________ students to read the story on their own
and help them only if they ask you to.
___________________________ Encourage fast learners to summarize the
story, and allow Spanish if necessary.
___________________________
129
UNIT 3
Notes
___________________________
___________________________
___________________________
___________________________
___________________________
___________________________
___________________________
___________________________
___________________________
___________________________
___________________________
___________________________
___________________________
___________________________
___________________________
___________________________
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___________________________
___________________________
___________________________
___________________________
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___________________________
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130
UNIT 3
SPEAKING
·To ask and answer questions.
·To play games. 1. Read the text and identify: 5 pts
·To talk about personal a. He came close to winning Wimbledon in 2000,
experiences. but didn't reach the final.
b. The origin of the score system in tennis.
c. A great male tennis player.
LANGUAGE d. The woman that won more titles at Wimbledon.
·Words that have similar meaning. e. The kind of court where this tournament is played.
·Comparative adjectives.
·Words related to sports, 2. Read the text again. Match the phrases in columns A and B. 4 pts
paralympic sports and outdoor
activities. A B
a. When tennis started. 1. £750,000
b. An important year for the 2. 1,000 years ago
ATTITUDES
·Appreciation of the role of Wimbledon tournament. 3. £750,000
sports and physical activities for c. Money that the women's 4. 1968
our health. champion gets.
·Acceptance and respect for d. Money that the men's
disabled people.
champion gets.
84 UNIT 3
UNIT 3
LISTENING: THE MOST POPULAR SPORT SELF-EVALUATION
3. Listen to the recording and fill in the blanks in
6 pts
the following sentences.
Check your progress in this unit
a. __________ is the most __________ in the world. marking the box that is true for you.
b. Each __________ tries to control the __________.
c. The __________ is to ________________________. reading
I can relate the topic with my
previous knowledge.
4. Circle the parts of the body that are used when 5 pts
I understand the general meaning of
playing this sport. the texts.
I can predict the content of a text
arms fingers ear elbow eyes feet from cognates.
chest hand head knee legs nose thigh I can identify specific information in
a text.
LANGUAGE
ORAL EXPRESSION
5 pts
project / group work
7. Give a short description of your favorite sport.
Did I like to work in a group?
Was the topic interesting?
Great! Not too bad Help!
Did I support my partners?
total
0 - 14 15 - 21 22 - 27 28- 32
score
Keep trying Review! Well done! Excellent! 32 pts
TRANSCRIPTS
30 Oral practice
LISTENING - THE FIRST MARATHON
Girl: What's your favorite sport?
Teacher: So, boys and girls, who wants to run the city
Boy: Football.
marathon?
Girl: And your favorite team?
Girl: I do!
Boy: It's Colo-Colo
Boy: I do, too!
Girl: Who's your favorite sportsperson?
Teacher: And you, Matt?
30 Boy: I like Matias Fernandez
Matt: Sure! I am training really hard. Who was the first
Girl: Why?
marathon runner?
Boy: Because he plays very well and he is also very nice.
Teacher: He was a Greek man called Pheiddipides. He was a
Girl: Which sports do you practice?
messenger.
Boy: I play volleyball at school.
Matt: Really?
Girl: How often do you play?
Teacher: In 490 BC, Persia was a huge empire, and it wanted
Boy: Twice a week.
to capture Athens, in Greece.
Matt: What happened?
READING - STICKS AND BALLS 33
Teacher: When the Persian army arrived at the Plain of
Marathon, the Greek soldiers were waiting at the top Pronunciation
of a hill. The Greeks sent a messenger, Pheidippides, Listen and repeat. Notice the ending in the following words.
from Marathon to Sparta to get help. He ran for two better - quieter - calmer - shorter - taller - nicer - slower - faster
days over the mountains, but the Spartans did not
want to fight, so he returned to Marathon. 34
LISTENING - AN EXTREME EXPERIENCE
Matt: What happened to the Greeks?
Kelly: So, Andy, have you ever practiced an extreme sport?
Teacher: They attacked the Persian army.
Andy: Oh, yes!
Matt: And what happened?
Kelly: Please, tell us about it.
Teacher: Pheidippides had another job. Now he ran 40
Andy: Well, this was more amazing and scary than the
kilometres to Athens to tell them that the Persians
school diving team!
were coming. When he arrived, very tired, he told
Kelly: Why was it so scary?
the news and then he died.
133
UNIT 3
Andy: To begin with, there was no pool at the bottom. I A: What nationality is he?
just closed my eyes and jumped. When I opened B: He is Chilean.
them again, I saw the ground getting closer and A: In what discipline does he stand out?
closer. I could hear and feel the wind around me. B: He plays tennis, and he is the best paralympic tennis
Then, I pulled the cord and, suddenly, I was calm player in Latin America.
again... and I was floating towards the ground.
Kelly: And you, Dan? Have you had any extreme sports 38
READING - THE PARALYMPIC WORLD
experiences?
Pronunciation
Dan: Never, but every time I get on my bike, it's a new
Listen and repeat. Pay special attention to the pronunciation of
experience. I love to feel the cool breeze on my face, I
the negative auxiliary.
can see the beautiful landscape, smell the flowers,
and be in contact with nature. It is nicer and more
He doesn't consider himself as impaired.
relaxing than when you are inside a car!
He doesn't have any legs.
Kelly: Of course it is! What do you think Ann? Do you like
He doesn't imagine life with legs.
extreme sports?
Ann: I hate them!
TEST YOUR KNOWLEDGE 39
Kelly: Oh! Tell us about your experience
Ann: You know I can't swim, so at first I was really scared,
and then I began to go up and down. A roller coaster LISTENING - THE MOST POPULAR SPORT
at an amusement park is more exciting!
Kelly: Dan, what is your favourite sport?
Dan: I like all sports, but I really love swimming.
LISTENING - AN EXTREME EXPERIENCE 35 Kelly: Don't you like football? I think it is the most popular
Oral practice sport in the world.
A: Hi, guys! Do you want to see my photos? Dan: Sure! I like football very much too.
B: Sure! Kelly: What can you tell me about it?
A: I went to the south. It was amazing! Dan: Well, I know that the game is played mainly with
C: Groovy! Did you do water rafting? your feet, but you can also use other parts of your
A: I sure did. Our country has fantastic places to do that. body, like your thighs, your chest or your head.
Kelly: Can you use your hands?
Dan: No. Goalkeepers are the only players that can use
LISTENING - AN EXTREME EXPERIENCE 36
their hands.
Pronunciation Kelly: What is the aim of the game?
First only listen. Then listen and repeat the tongue twister. Note Dan: Each team tries to control the ball. The aim is to score a
the difference in the vowel sound. goal, and the team that scores more goals wins the match.
The batter with the butter is the batter that is better.
LISTENING TEST - FAMOUS ATHLETES 40
READING - THE PARALYMPIC WORLD 37 Boy: What are you doing, Nicky?
Oral practice Girl: I'm reading about one of the most important
A: Do you know any famous paralympic athletes? Olympic athletes.
B: Sure. Robinson Mendez, for example. Boy: Who are you talking about?
A: What kind of disability does he have? Girl: Carl Lewis.
B: He can't walk. He uses a wheelchair. Boy: Why is he so famous?
Girl: He was one of the fastest runners in history and was
134
UNIT 3
ERROR ALERT!
Language Focus
Good and bad are exceptions to the rule. Better is the
comparative of good (NOT: gooder) and worse is the
comparative of bad.(NOT: bader)
Hot – Hotter; sad – sadder; big – bigger;; fat – fatter
(NOT: hoter; sader; biger; fater)
Rainy – rainier; happy – happier; funny – funnier; cloudy
– cloudier; dirty – dirtier
(NOT: rainyer; happyer; funnyer; cloudyier; dirtyer)
Watch out for more examples of spelling rules.
UNIT 3
BACKGROUND INFORMATION
The Role of Pheidippides sport" and has had a role in forming the national identity. It is
The Athenians, vastly outnumbered, desperately needed the also a major sport in England, New Zealand, South Africa and
help of Sparta's military base to help fend off the attack. Time Zimbabwe. Many countries also have well-established amateur
was short, so the Athenian generals send Pheidippides (or club competitions, including the Netherlands, Kenya, Nepal and
Philippides), a professional runner, to Sparta to ask for help. Argentina.
Sparta agreed to help but said they would not take the field
until the moon was full, due to religious laws. This would leave
5 LISTENING - AN EXTREME EXPERIENCE
the Athenians alone to fight the Persian Army. Pheidippides ran
back to Athens (another 140 miles!) with the disappointing news.
Immediately, the small Athenian Army (including Pheidippedes) Exercise 1
marched to the plains of Marathon to prepare for battle. Extreme Sports are non-traditional sports and activities that
require participants to combine athletic skill with pronounced
The Battle of Marathon risk. It is difficult to determine exactly when the term extreme
The Athenian Army was outnumbered 4 to 1 but they launched sports came to refer to certain modern sports, but many believe
a surprise offensive thrust which at the time appeared suicidal. it can be traced to the early 1970s, when rock climbing and
But by day's end, 6400 Persian bodies lay dead on the field marathon running-then considered extreme-gained popularity.
while only 192 Athenians had been killed. The surviving Several reasons have been cited for the growth of extreme
Persians fled to sea and headed south to Athens where they sports since that time. Extreme sports may have gained
hoped to attack the city before the Greek Army could re- popularity in the late 20th century as a reaction to the
assemble there. increased safety of modern life. Lacking a feeling of danger in
Pheidippides was again called upon to run to Athens (26 miles their everyday activities, people may have felt compelled to
away) to carry the news of the victory and the warning about seek out danger or risk. Another reason for increased
the approaching Persian ships. Despite his fatigue after his participation in extreme sports is enhanced sports technology.
recent run to Sparta and back and having fought all morning in For example, the invention of sticky rubber-soled climbing
heavy armor, Pheidippides rose to the challenge. Pushing shoes and artificial climbing walls broadened the appeal of rock
himself past normal limits of human endurance, he reached climbing. And advances in ski design allowed more skiers to
Athens in perhaps 3 hours, delivered his message and then died attempt extreme feats previously thought impossible.
shortly thereafter from exhaustion.
Sparta and the other Greek polies eventually came to the aid of Definition of Extreme Sports
Athens and in the end they were able to turn back the Persian The definition of extreme sports is not very clear. Generally
attempt to conquer Greece. speaking, extreme sports are activities that are associated with
an adrenaline rush that is felt by the participant. These
activities are often dangerous and any mistake could result in
4 READING - STICKS AND BALLS injury or even death. Extreme sports are usually done by
individuals rather than teams. During the 1970's and 1980's,
Exercise 3 the term "extreme sports" was almost exclusively used for
Cricket has been an established team sport for hundreds of sports that had high risks involved and often resulted in death.
years and is thought to be the second most popular sport in the The history of extreme sports is a very interesting topic and
world, after football (soccer). More than 100 countries are shows how it developed into the huge craze that it is. Today,
affiliated to the International Cricket Council, cricket's however, extreme sports also include activities that give a
international governing body. The sport's modern form feeling of an adrenaline rush not necessarily putting the
originated in England, and is most popular in the present and participant's life in danger.
former members of the Commonwealth. In many countries
including Bangladesh, India, Pakistan, Sri Lanka and the Examples of Extreme Sports
English-speaking countries of the Caribbean, cricket is the most Extreme sports cover a vast assortment of activities. A few of
popular sport. In Australia, while other sports are more popular the more common types include; mountain biking, climbing
in particular areas, cricket has been described as the "national and drag racing. Other kinds of extreme sports have developed
137
UNIT 3
from a familiar activity. For example, skiing is a common sport.
More aggressive versions of skiing, such as barefoot skiing and
extreme skiing, have developed over the years.
http://www.catalogs.com/info/outdoor/what-are-extreme-sports.html
Exercise 1
The International Paralympic Committee (IPC) is the
international governing body of sports for athletes with a
disability. It supervises and coordinates the Paralympic Summer
and Winter Games and other multi-disability competitions, of
which the most important are World and Regional
Championships. The IPC also supports the recruitment and
development of athletes at a local, national and international
level across all performance levels.
What are the Paralympic Games?
The Paralympic Games take place once every four years, and are
held immediately after the Olympic Games in the same
locations, using the same facilities. The Paralympic Winter
Games are held two years after each summer Paralympic Games
- again in the same venue and using the same facilities as the
equivalent Olympic Games.
138
PHOTOCOPIABLE
MATERIAL
COMPLEMENTARY ACTIVITIES
a. In this competition athletes had to take part in five events. It is called the _____________________ .
b. Before the competition athletes had to swear an oath in front of a statue of the god ____________ .
c. The _____________________ was the place where the horse and chariot races took place.
d. On the fourth day a very violent competition called _____________________ wrestling happened.
e. The special race where athletes ran and wore armour was called the _________________________
_______________________________________________________________________________________
PHOTOCOPIABLE
MATERIAL
LESSON 3: STICKS AND BALLS
3. Guess the sport! Use the pictures as clues.
a. For this sport you need a cap, some goggles and a swimsuit.
b. To play this game you need a ball, a racquet and special shoes.
d. For this game you need a helmet, a special stick and some skates.
e. All you need for this activity is a pair of trainers and a tracksuit.
f. To do this you need a helmet and some pads for your knees and
elbows.
1 2 3 4
7 8
10 11
12
13
14
Across
1. A team sport with five players per team. (10)
5. An event where athletes try to jump the highest. (8)
7. A racquet sport. (6)
9. First place in the Olympics. (4)
10. Third place in the Olympics. (6)
12. Swimming pool event. (6)
13. A very long running race. (8)
14. A race where runners jump an obstacle. (7)
Down
1. An event where athletes fight with gloves. (6)
2. Second place in the Olympics. (6)
3. An event where athletes swim, run, and cycle. (9)
4. City of 2004 Summer Olympics. (6)
6. A team sport with eleven players per team. (6)
8. City of 2000 Summer Olympics. (6)
11. Fastest time ever. (6)
141
PHOTOCOPIABLE
MATERIAL
EXTRA TEST
On 6 April 1896 one of the world's most famous The 1896 Games included what is possibly the most
sporting events returned to Athens, Greece: the famous event in the modern Olympics: the marathon.
Olympic Games. In much more recent times, the Olympics returned to
A Frenchman, Pierre de Coubertin, was responsible for Athens in August 2004. There were record numbers of
organizing the return of the Olympics in the 1890s. The participating countries (201) and events (301).
1896 Games in Athens involved 280 participants from Just as in 1896, American athletes performed very
thirteen different countries. There were 43 different strongly: the US won more medals than any other
events including athletics, swimming, gymnastics, country. China came second in the medals table, and
cycling, wrestling, fencing, shooting and tennis. Russia third. Two countries with relatively small
However, the 1896 Games were very different from the populations also showed their sporting ability:
Olympics of today: there were no female competitors, Australia (20 million) came fourth in the medals table,
winners received silver instead of gold medals, and the and Cuba (11 million) finished in the eleventh position.
participants included a few tourists who were in
Source: www.insideout.net.
Athens at the time and were allowed to compete.
a. When did the famous sport event begin again in modern times?
__________________________________________________________________________________.
b. Who was the organizer of the modern version of the Olympic Games?
__________________________________________________________________________________.
c. How many competitors took part in the first version of the Modern Olympic Games?
__________________________________________________________________________________.
d. Mention four disciplines included in the first Modern Olympic Games.
__________________________________________________________________________________.
e. In what year did the Games return to their place of origin?
__________________________________________________________________________________.
142
PHOTOCOPIABLE
MATERIAL
LISTENING 36
a. An interview.
b. A conversation.
c. A piece of news.
4. Listen to the recording. Write CL for Carl Lewis or KH for Kelly Holmes. 4 pts
ORAL PRODUCTION
6. Think of a sport that is particular to Chile, and not played in many other places 8 pts
and talk about it. Use these questions as clues.
a. What is it called?
b. What are the rules?
c. What sort of equipment do you need?
d. Why is it popular in Chile?
0 - 5 6 - 11 12 - 19 20 - 26 total
score
Keep trying Review! Well done! Excellent!
26 pts
143
UNIT 3
Answers
UNIT 4
Learning Abilities Expected Outcome Attitudes Resources Evaluation Time
• To predict content from • Acquisition of • To reinforce • Internet articles Reflections • 20 class hours for
visual clues. vocabulary related to the positive attitudes and web pages • Metacognition the main body of
• To recognize purpose of a environment and towards the • A radio Minitests text
text. environmental problems environment. Advertisement • Listening • 3 class hours for
• To discriminate between • The use of the • To identify, reflect • A survey. • Reading evaluation
facts and opinions. Imperative form and and offer solutions • Radio news. • Language • 3 class hours for
• To infer meaning of Future Tense to environmental Synthesis consolidation and
words from the context. • Express suggestions and problems. Test your complementary
future probabilities Knowledge activities
• To identify purpose and
• Effective and efficient • Listening • 1 class hour for
type of text.
use of writing skills as a • Reading cartoon strip
• To relate content and
means of • Language section.
personal knowledge.
communication. • Oral expression
• To predict content from Self-evaluation
pictures. Reading and
• To distinguish facts and Listening tests
ideas. Observation sheets
• To write a short Rubrics
interview.
• To complete a paragraph.
• To use new vocabulary.
• To express opinions.
• To report news and
problems.
• To give instructions.
• To apply a survey.
146
UNIT 4
UNIT 4
UNIT 4
HOME SWEET HOME
IN THIS UNIT YOU WILL USE
THE FOLLOWING TEXT-TYPES:
Reading
• Article
• Web site
Listening
• Interview
• Radio advertisement
• News report
UNIT 4
HOME
SWEET HOME
IN THIS UNIT YOU WILL USE YOU WILL DEVELOP WRITING
THE FOLLOWING TEXT-TYPES: ·To write a short interview.
THESE ABILITIES: ·To complete a paragraph.
READING LISTENING ·To use new vocabulary.
·An article. LISTENING
·An interview.
·A web site. ·To predict content from visual clues.
·A radio
·To recognize the purpose of a text.
advertisement.
·To discriminate between facts and
·A news report.
opinions.
SPEAKING
·To express opinions.
·To report news and prob
·To give instructions. lems.
READING ·To do a survey.
YOU WILL LEARN THE ·To infer meaning of words from the
FOLLOWING LANGUAGE: context.
·To identify purpose and type of text.
·The Present Continuous. ·To relate content and personal
·The Future tense. knowledge. IAL
·Can to ask questions. Y SPEC VALUES:
·To predict content from pictures. ILL PA E
·Words related to the environment ·To distinguish facts and ideas. YOU W N TO THES
TIO
and environmental problems.
·Obligations.
ATTEN of po
tsitive
rcemen e
·Reinfo es towards th
attitud ment. on and
environ ation, reflecti
c
·Identifi le solutions tolems.
possib mental prob
environ
GETTING READY
3. With your partner, make a list of the main problems that affect our world and specially our country.
87
BEFORE LISTENING
What is Earth
Day? Choose an answer:
BEFORE LISTENING a. a day when we celebrate
1. Are the following sentences true or false?
our planet's birthday. a. Human beings are making rainforests disappear.
b. a day when we solve the b. Lots of animal and plant species are dying.
c. The world's climate is changing.
1. ++ Tell the students to work in
planet's problems.
c. a day when we reflect
about our planet's
groups and reflect about statements a. problems.
2. The pictures illustrate important environmental problems. Can you
find their names in the box?
- c. Then, invite some groups to share
air pollution acid rain
their comments with their classmates. ocean pollution ozone layer depletion
reality). 5. Study the pictures and the words in the Pictionary. Can you predict
Answers: Will vary according to rain
fore
st what the text is about?
UNIT 4
LISTENING
AFTER LISTENING
1. Read the sentences from the text. Are they similar or not? Why?
…a lot of people are feeling the environment is in real trouble.
…human beings are causing much of that trouble.
8. ++ The students listen to the text 9. +++ Play the recording once more. 1. Invite students to revise the sentences
again and match the phrases in column The students listen and choose the from the text.
A with the phrases in column B. correct alternative to fill in the blanks. 2. They identify what they refer to.
(L.A: to relate information). (L.A: to identify specific information). Answers: b.
Answers: Answers: a. iii. b. i. c. iii. 3. Encourage students to complete the rule.
Oil tankers are pouring oil into the oceans; We use the Present tense of to be +
Eating fish is dangerous to human health; verb + ing to talk about things that
AFTER LISTENING are occurring during a period of time in
Smog is hanging over the most important __________________________
cities; Everybody can participate the present.
LANGUAGE FOCUS – The Present __________________________
Continuous
Did you know that…
Remember that these activities are
Let students read this section on their own
designed to help students revise or
and share comments in their groups. For
discover by themselves a particular
more information on this section see page
grammar structure or an interesting item
7 of the Introduction.
of vocabulary from the text.
150
UNIT 4
10. With your partner, follow the pattern below and ask and answer
questions about the text. Then, listen and practice with your own
ideas.
a. A: Where is ___________ ___________ (hang) ?
students to add their own ideas. 11. Match the words in column A with words in column B, to form collocations.