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GUA DIDCTICA DEL DOCENTE

INGLS

bsico

Lina Alvarado Jantus

EDICIN ESPECIAL PARA EL MINISTERIO DE EDUCACIN PROHIBIDA SU COMERCIALIZACIN

GUA DIDCTICA DEL DOCENTE

INGLS

bsico

Lina Alvarado Jantus Teacher of English Instituto Profesional Chileno-Britnico

Travelers 8 bsico - Gua Didctica del Docente Original text Lina Alvarado Jantus. Teacher of English Instituto Profesional Chileno-Britnico.

Reimpresin 2013 Ediciones Cal y Canto Ltda. N de Inscripcin: 171.756 ISBN: 978-956-8623-54-8 Reimpresin 2012 Ediciones Cal y Canto Ltda. N de Inscripcin: 171.756 ISBN: 978-956-8623-54-8 Reimpresin 2011 Ediciones Cal y Canto Ltda. N de Inscripcin: 171.756 ISBN: 978-956-8623-54-8 Reimpresin 2010 Ediciones Cal y Canto Ltda. N de Inscripcin: 171.756 ISBN: 978-956-8623-54-8 2009 Ediciones Cal y Canto Ltda. N de Inscripcin: 171.756 ISBN: 978-956-8623-54-8 Methodological support Ana Manonellas Balladares. Postgraduate Diploma of Education Monash University - Melbourne Australia. Original illustrations Design General Manager Senior Editor English Editor Designed by Cover designed by Layout by Proofreading Illustrations General Production Production Assistant Recording Producer Photos N de Inscripcin: ISBN: Ediciones Cal y Canto Ltda. Ediciones Cal y Canto Ltda. Jorge Muoz Rau. Alicia Manonellas Balladares. Gloria Caro Opazo. Mara Jess Moreno Guldman. Mara Jess Moreno Guldman. Mara Jess Moreno Guldman. James Doo. Edgardo Contreras. Cecilia Muoz Rau. Lorena Briceo Gonzlez. Rodrigo Gonzlez Daz. Banco de Fotos Ediciones Cal y Canto. 171.756 978-956-8623-54-8

All rights reserved; no part of this publication may be reproduced, stored in a retrieval system, transmitted in any form, or by any means, electronic, mechanical, photocopying, recording, or otherwise, without the prior written permission of the publisher. Impreso RR Donnelley Chile Se termin de imprimir 8.500 ejemplares en el mes de diciembre de 2012.

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 UNIT 2: SELF - CARE . . . . . . . . . . . . . . . . . . . . . . . . . . 68-107 Transcripts. . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . .98 Error alert!. . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 101 Background information . . . . . . . . . . . . . . . . . . . . . . . . . . . 102 Complementary activities . . . . . . . . . . . . . . . . . . . . . . . . . . 103 Extra test. . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 105 Answers . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 107 UNIT 3: DIFFERENT LIVES . . . . . . . . . . . . . . . . . . . 108-151 Transcripts. . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 138 Error alert!. . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 141 Background information . . . . . . . . . . . . . . . . . . . . . . . . . . . 142 Complementary activities . . . . . . . . . . . . . . . . . . . . . . . . . . 146 Extra test. . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 148 Answers . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 151 UNIT 4: PEOPLE AND PLACES . . . . . . . . . . . . . . . . 152-192 Transcripts. . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 182 Error alert!. . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 185 Background information . . . . . . . . . . . . . . . . . . . . . . . . . . . 186 Answers . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 189 Complementary activities . . . . . . . . . . . . . . . . . . . . . . . . . . 190 Extra test. . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 192

TRAVELERS MAGAZINE. . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 195-205 EVALUATION INSTRUMENTS (Photocopiable) . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . .206 LANGUAGE REFERENCE . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . .219 IRREGULAR VERBS. . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . .227 THEMATIC INDEX . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . .229 GLOSSARY . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . .230 BIBLIOGRAPHY. . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . .231 TEST QUESTION BANK . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . .232

PLAN OF THE BOOK


UNIT
UNIT 1

1
CULTURAL ELEMENTS
8

UNIT

UNIT 2 SELF-CARE
2

36

UNIT 1

GETTING READY .......................................................................................................... 9 PREPARATION FOR THE UNIT ............................................................................ 10 LESSON 1 - LISTENING Holidays and celebrations ....................................................................................... 12 Language focus - Frequency adverbs...................................................................... 14 Written production Letter about Independence Day .......................................... 14 Pronunciation Ordinal numbers .......................................................................... 14 Oral production Dialog about celebrations.......................................................... 14 LESSON 2 - READING A Chilean celebration ............................................................................................... 15 Language focus - Connectors ................................................................................... 17 Written production Paragraph about a celebration ............................................. 17 Pronunciation Years .............................................................................................. 18 Oral production Dialog about Independence Day ................................................ 18 MINI-TEST................................................................................................................. 19 LESSON 3 - LISTENING Top of the pops......................................................................................................... 20 Written production An interview ......................................................................... 21 Pronunciation / b / ............................................................................................... 21 Language focus - The Past Continuous .................................................................... 22 Oral production Dialog about favorite singer ....................................................... 22 LESSON 4 READING Myths and legends.................................................................................................. 23 Language focus - Used to........................................................................................ 25 Pronunciation The diagraph th ............................................................................ 25 Oral production A dialog about a legend ............................................................ 26 MINI-TEST ................................................................................................................ 27 LESSON 5 LISTENING Chiles national dance.............................................................................................. 28 Language focus - Adverbs of sequence................................................................... 30 Pronunciation Some vowels ................................................................................ 31 Oral production Dialog about a traditional dance ............................................... 31 Written production To complete a short paragraph ............................................ 31 KELLY HARDROCK, SCHOOL REPORTER. EPISODE 1 .................................................. 32 SYNTHESIS................................................................................................................ 34 TEST YOUR KNOWLEDGE........................................................................................... 34 SELF-EVALUATION .................................................................................................... 35

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 ............. ............... ............... ............... ............... 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............................................. ......... ............... ............... ............... ............... ............... ............... 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 ............... ............... ............... ............... ............... TEST YOUR KNOWLEDGE ............... 63 .......... ............... ............... ............... ............... ............... ............... SELF-EVALUATION

UNIT 3
UNIT 3

DIFFERENT LIVES

64

UNIT
UNIT 4

PEOPLE AND PLACES

92

GETTING READY ........................................................................................................ 65 PREPARATION FOR THE UNIT .................................................................................... 66 LESSON 1 LISTENING Experiences in a foreign country .............................................................................. 68 Language focus Superlatives ................................................................................ 69 Pronunciation Superlatives................................................................................... 70 Oral production Dialog expressing opinions ........................................................ 70 LESSON 2 READING International English................................................................................................ 71 Language focus Languages .................................................................................. 73 Pronunciation Languages..................................................................................... 74 Oral production Dialog about the English language ............................................ 74 MINI-TEST................................................................................................................. 75 LESSON 3 LISTENING Do you like jokes? ..................................................................................................... 76 Language focus Requests and permission ........................................................... 77 Oral production Dialog about funny jokes............................................................ 78 Pronunciation Dates ............................................................................................. 78 LESSON 4 READING Festivals around the world....................................................................................... 79 Language focus Superlatives ................................................................................ 82 Pronunciation - / i, / .............................................................................................. 82 MINI-TEST................................................................................................................. 83 LESSON 5 LISTENING Do you study hard? .................................................................................................. 84 Language focus Conditionals ............................................................................... 86 Written production To complete sentences .......................................................... 87 Pronunciation Part of a poem .............................................................................. 87 Oral production Dialogs about future situations .................................................. 87 KELLY HARDROCK, SCHOOL REPORTER. EPISODE 3................................................... 88 SYNTHESIS................................................................................................................ 90 TEST YOUR KNOWLEDGE........................................................................................... 90 SELF-EVALUATION .................................................................................................... 91
64
UNIT 3

GETTING READY ........................................................................................................ 93 PREPARATION FOR THE UNIT .................................................................................... 94 LESSON 1 - READING Folk heroes ............................................................................................................... 96 Language FOCUS - Connectors................................................................................. 99 Pronunciation Dates and times ............................................................................ 99 Oral production A ballad ...................................................................................... 99 LESSON 2 LISTENING A magic role ........................................................................................................... 100 Language focus - Imaginary situations................................................................. 101 Pronunciation Tongue twister with / w / ........................................................... 102 Oral production Dialog of invitation ................................................................... 102 MINI-TEST............................................................................................................... 103

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

ANSWERS ................................................................................................................... 120 THEMATIC INDEX......................................................................................................... 134 GLOSSARY ................................................................................................................... 135

BIBLIOGRAPHY ........................................................................................................... 136 TRAVELERS MAGAZINE ............................................................................................... 139

6
INTRODUCTION

DESCRIPTION OF THE COURSE


Travelers has been specially written for teenagers in the eighth year of primary school. The English program for the level and the concepts and guidelines of the Chilean educational reform have been considered throughout its preparation. The course aims to: develop reading and listening comprehension skills, providing students with techniques that will allow them to understand oral and written texts not only in English, but also in other subjects and in their everyday life. allow students to communicate orally and in writing at very elementary levels. improve learning skills. help students realize English is an important tool for getting and exchanging information, knowledge and culture. educate in a broader sense by providing information about Chile, South America, the English-speaking countries and the world at large, encouraging students to think, analyze and question. Travelers consists of a Students Book, a Teachers Book and a CD. It also has other advantages, such as: to present language in a significative context; to allow students to internalize language patterns that they may use later on; to help develop critical thinking; to provide visual elements to improve students reading comprehension skills. The Students book contains four units based on the English program for the level and the concepts and guidelines of the Chilean educational reform. UNIT 1: CULTURAL ELEMENTS. UNIT 2: SELF - CARE. UNIT 3: DIFFERENT LIVES. UNIT 4: PEOPLE AND PLACES. Unit Structure Each unit begins with a two-page spread showing a diagram of the objectives of the unit, attractive illustrations to set the theme and motivate students, and a few short activities meant to introduce the topic, activate previous knowledge, and raise students interest. The Preparation for the unit section identifies and practices language and skills that the students will need to have mastered in order to move on to the new contents of the unit. The tasks in each unit are indicated with the following headings: Reading, Listening, Language focus, Reflections, Synthesis, Test your knowledge, and Selfevaluation. The tasks to develop reading and listening skills help students learn strategies to improve their understanding of written and spoken messages. The methodology adopts a three-phase approach with before, while, and after reading / listening tasks. The Before reading / listening activities provide a setting, motivation and linguistic preparation, and activate previous knowledge; the While reading / listening activities focus students attention on specific tasks that guide their reading / listening, providing different points of view for the same text, and the After reading / listening activities connect the text with their own reality, give practice on a specific grammar structure, clarify points that may be useful later on, and / or enlarge vocabulary areas. Language focus. Travelers deals with grammar only after a certain structure has appeared in a reading or listening text and it is likely to be encountered again in other texts. Students are asked to find or revise the example(s) of the

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.

7
INTRODUCTION

structure in the text and analyze how it works, going through a guided process of discovery. The activities are meant to promote independent learning, and to make students figure out grammar, word formation, and vocabulary rules by themselves. Reflections is a special section that helps students think about their learning process and to raise their awareness of how they develop their own learning strategies to become more effective learners. It also enables students to become independent learners as well as independent thinkers. Teachers are strongly recommended to train and help students to reflect on their learning process and should encourage their students to keep tidy notes of the activities in class, of any extra work done, of tests, quizzes, homework, handouts, vocabulary records, etc., so that they can have easy access to all this information whenever they need to use it again, when they study at home or when they revise for tests. Synthesis is a section that plays an important role. It can be a useful tool for clarifying particular problems, and for creating a more comprehensive, overall perspective on a specific subject. It gives students a chance to revise what they have learnt and done in the unit, connecting the activities and the skills developed. Evaluation is an ongoing process in Travelers, and an integral part of learning. It takes the form of both student evaluation and teacher evaluation. This is done informally after Lessons 2 and 4 in each unit, through the Minitest section. It helps students revise their performance in the reading, listening, and language activities and also allows teachers to make further use of the reading and listening texts. More formal evaluation is done at the end of each unit through the Test your Knowledge and Self-evaluation sections. In the Test your Knowledge section students revise contents and evaluate their performance in the whole unit. The Self-evaluation section allows students to reflect on their strengths and weaknesses. It provides feedback on how much they have learnt, putting them in a position to make an assessment of their work. Learners, by getting involved in their evaluation, come face to face with their learning problems and consciously try to tackle them. Students are asked to evaluate their performance, their participation, their products, and the working arrangement.

Learning styles. Travelers considers that there are different learning styles in a classroom, so different kinds of activities have been included. - Visual learners need visuals in the classroom, for example: posters, realia, flash cards, visual organizers, etc. - Auditory learners learn better by listening, and like working in pairs and small groups. - Kinesthetic learners learn through physical activities like competitions, board games, role-plays, etc. - Tactile learners like board and card games, projects, etc. Values. Value-enhancing topics such as equality, health, respect, the environment, etc., appear explicitly throughout the course. Through guided questions and simple discussions, students are encouraged to reflect about and form opinions on broader social issues concerning their lives and the world around them. Cultural differences are also highlighted at relevant points in the course as well as particular aspects of English-speaking countries such as information related to historical and geographical facts, cultural heritage, teenage lifestyles, etc. in order to raise students awareness of the target culture, and develop a richer perspective of their own culture. There are other small, but interesting sections in the units. - Did you know that ? The aim of this section is to provide more information on the main topic of the lesson and interest students in finding more information on their own. - Throughout the book students and teachers will also find website-based resources to expand their knowledge of specific subjects. - American v/s British English. Special notes that show students the differences between American and British English in writing, pronunciation, and vocabulary. Students are frequently confused with the different spelling or pronunciation and the idea of this explanation is to show them that both ways are perfectly acceptable.

8
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.

9
INTRODUCTION

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.

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INTRODUCTION

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. Further suggestions for evaluation As evaluation is an ongoing process, apart from the formal tests provided in the Students Book, remember to evaluate students performance in every activity they carry out, making notes of their problems and achievements, keeping a record of their participation, giving them informal marks that you can put together and average at the end of a term, using the evaluation instruments provided in the Evaluation Instruments Appendix, at the end of the book. You may also agree with them to consider their self-evaluation at the end of each unit, monitoring their performance and using the marks they give themselves as part of their official marks. Additionally, here are a few suggestions that you can adapt for different contents and use at different moments of your lessons, and that you can mark according to the level of difficulty, time students spend preparing and presenting, etc. - Mini-presentations by small groups of students. Give them time to gather information, suggest they use patterns you provide or that have appeared in the lesson, help them rehearse the presentation, correcting pronunciation, and invite two or three groups to present. This activity can be used in all the units in connection with projects and activities, or with contents the students find interesting in the lessons. - Role-plays. Choose any of the 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

homework or use it as an informal test, which they can answer looking at the texts they do not need to know the information by heart, but should know how to find it! - Bulletin board displays. Ask students to collect photos, pictures, cutouts on a chosen topic, add a short text about them following a model you can provide, and assign a place in the classroom or the school for them to display their work. - Written quizzes based on the written or oral texts used in class, that may include: fill in the blanks with or without words given, put words in order to form sentences, correct the mistake (grammar or information), etc. - Contests and games. Bingo with vocabulary words or verb tenses, find as many words as you can in x minutes under different categories, find information in the dictionary, how much do you know about ...? Introducing Travelers to your students Before starting Unit 1, introduce students to the course, the components and methodology. Explain the importance of their participation, the work organization into individual, pair and group work, the role of self-evaluation, etc. Travelers magazine At the end of the book there is a magazine with attractive articles and challenging activities to be used by the students on their own, whenever they feel interested. They are meant to provide students with fun, general information, and useful training in study skills. Bibliography Both the Teachers book and the Students book offer suggestions of materials that can be used for reference. Some of these materials can be found in the Centro de Recursos de Aprendizaje (CRA) in each school.

11

LEARNING PROGRESS MAPS AS SUPPORT MATERIAL FOR TEACHING 11


What we have in common makes us human. Our differences make us individuals. In a classroom where there is very little or no differentiated teaching only the similarities among students seem to be the focus of attention. In a differentiated class the common areas are acknowledged and exploited, and the differences among students also become important elements in the teaching learning process.
Carol Ann Tomlinson 12

The Chilean Ministry of Education has presented the community with a new curricular tool, the Learning Progress Maps. It is possible that the teachers may have a lot of information about them, from different and probably more complete sources than those provided here13. This brief and concise document does not intend to be exhaustive nor replace any of those sources. It only intends to present the Maps in a very specific context, that of a particularly specific training in evaluation for learning, as it is in that area that they can be very useful in the different steps of that training. This is a brief introduction to the Maps that considers the inclusion principle that guides them, the way in which they are presented, an example, and some details to understand their pedagogical and evaluative usefulness. Rather than theoretical or conceptual details, special importance is given to the elements that facilitate their use by teachers. Introduction The Learning Progress Maps have been developed to show teachers, students, and parents the way in which learning progresses along school life, and especially the expected direction for each of the areas of the curriculum. They are neither a new curriculum nor a curricular alternative, but are based on the existing Curricular Framework. Their objective is to describe the types of learning promoted by the Fundamental Objectives and the Obligatory Minimum Contents, and to indicate the characteristics of their development from 5th Year of Primary Education to 4th year of Secondary Education. The Maps can be used in the day-to-day classroom work to establish students position, their differences, and their learning needs. Once this reflection and awareness task is done, it is possible to design a variety of teaching strategies to cater for students needs.

Learning progression and diversity Childrens learning as shown every day in the teaching process - shows progressive development as they move up from one level to the next. Older students generally know more about a subject and show more complex cognitive abilities than younger students; when comparing abilities and knowledge of a student in the 4th Year of Secondary Education with those of a student in the 1st Year of Primary Education, it can easily be noticed that the former is much more competent than the latter in all the learning areas. Between these two students, who represent the extreme levels of achievement during the school cycle, it is possible to distinguish several intermediate stages. On the other hand, children at a particular level make use of different abilities to understand the same topic, and have different ways to explain what they understand. There is progression not only from one level to the next; it is normal that in the same class, students are at different levels and show different degrees of understanding and achievement of the required abilities. However, not all students progress in the expected direction. Inadequate attention to differences can produce delay in students learning. This delay, in turn, has a cumulative effect, it tends to increase in the upper levels, and when this happens, its effects are more difficult to revert. Therefore, it is important to clearly understand the state of students learning. The Learning Progress Maps are a support instrument to diagnose achievement and differences among students to help them move on in their school work according to the expected outcomes promoted by the national curriculum; they offer common criteria and language to observe learning. Evaluation for learning in practice It is important to distinguish Evaluation for Learning as a particular model that is different from the traditional interpretations of evaluation. Here is a summary of its main characteristics. In this conception, evaluation: is considered an intrinsic part of teaching and learning.

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

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INTRODUCTION

requires that teachers share with their students the learning achievements expected from them. helps students know and identify the standards they must reach. involves students in their own evaluation. provides feedback that tells students what they have to do, step by step, to improve their performance. assumes that every student can improve his / her performance. involves both teachers and students in the analysis and reflection on the data provided by the evaluation. This model contrasts with the type of evaluation that, in practice, means adding evaluation procedures or tests at the end of the programmed units of work. These procedures or tests are separable and independent from the teaching of the unit. The feedback is to get a mark. Although, according to this model, evaluation is a teachers issue (the State, for example, does not get involved), it tends to have a summative rather than formative objective. However, the term formative can have several interpretations: very often it only means that evaluation is frequent in a period of time and has been planned together with the teaching. In this sense formative evaluation does not necessarily consider all the features identified as characteristic of Evaluation for Learning. Evaluation can be formative because it helps the teacher identify areas where more explanation or training are needed. From the point of view of students, although their final mark and the comments written on the margins of their work may signal their weak and strong points, they do not give them clues as to how to progress towards the achievement of more and better learning. The concept of learning underlying this model is another distinctive feature. Todays approach to learning suggests that, eventually, it is students themselves who are responsible for their own learning (nobody can learn for them). Consequently, Evaluation for Learning must necessarily involve students in the evaluation process so as to provide information on their performance and guide their efforts to improve. An important part of this information is the feedback the teacher gives students, but another part must be the result of the direct participation of students in this process through self evaluation.

In the context of promoting life-time learning, it is more and more important to develop in the students the capacity to know how much they have learnt and the ability to guide and manage their own learning. So, what actually happens in the classroom when evaluation is used to improve learning? To begin with the more obvious aspects, teachers are involved in the collection of information about their students learning and can motivate them to revise their work critically and constructively. The methods to obtain information about the learning are well known and they are mainly: to observe students and listen to them when they reason and describe their work. to ask students open questions, inviting them to explore their ideas and reasoning. to propose ideas that require students to use certain abilities or to apply ideas. To ask students to communicate their ideas not only in writing, but also through drawings, artifacts, actions, dramatizations, and concept maps. To discuss key words and analyze how they must be used. Of course, teachers can collect this information through the methods identified above, and then use it to improve learning. The use of this information requires that teachers and students make decisions and act: they must decide on the next steps in the learning process and help students to get started. It is of the utmost importance to remember that it is students who must do the work; consequently, by being more involved in the process, students will better understand how to extend and improve their learning. A plan that involves students in the judgment of their own work instead of being passive to face their teachers judgment has higher probabilities of raising learning and achievement standards. This is a different conception of feedback. The food the teacher offers is a portrait of the objective to reach, of the standard or goal towards which students must aim at, and which, in this way, constitutes a point of comparison for their work. The role of the teacher and what constitutes the core of teaching is to provide students with the skills and strategies required to take the steps they need to improve their own learning.

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INTRODUCTION

Key principles of evaluation for learning Evaluation is a process that allows the collection of evidence on the learning achieved by students at a given moment. The object of the evaluation is the work produced by the student, never the student. The key dimensions of learning from the point of view of the learning area and the learning level of students constitute the criteria used for the evaluation of learning. The criteria must be shared with students so that they know and understand them, and can then direct their work accordingly. Self-evaluation and peer-evaluation must be done using preestablished criteria. If this does not happen, their validity will
What Learning Progress Maps are 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 express knowledge and abilities, that is to say, the competences that students typically reach at certain moments of their school life. They indicate what we value as learning goals and the sequence in which they are achieved; they provide a framework to monitor progress and communicate results. They are presented as concrete descriptions of learning and offer examples of possible achievements in each level.

be questionable, because different individuals naturally evaluate according to their own personal criteria. It must be remembered that evaluation necessarily involves value judgments. This happens when a teacher assigns a numerical qualification to a students test, and also when concepts are used, for example poor or excellent to indicate a students level of achievement at a certain moment. The teacher must take responsibility for the evaluation instruments he / she develops and uses with students; this means that he / she must make sure that they really let him / her collect information about the learning outcomes defined in the pre-established evaluation criteria.

What Learning Progress Maps are not 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. They are not checklists for test correction.

They provide a guiding framework for teaching: they let users They are not an instrument to classify students and they do not support elaborate evaluation tasks that will indicate the level of each student, a specific teaching model to achieve learning. and organize teaching strategies accordingly.

How many Maps have been prepared? Each area of the curriculum has sub-divisions that represent topics or abilities that must be developed during school life. A Map has been designed for each of them. English Our countrys active participation in different areas of the international sphere, together with the changes produced by globalization, make the learning of English essential to successfully face the demands of society in the XXI century.

Learning English is a challenging and attractive activity at any age, but particularly for young people who see it as a tool to access information and technology and as a means of communication with other realities and cultures. Learning English, or any other foreign language, contributes to the understanding of the mother tongue and, at the same time, it widens the opportunities to access information in other areas of study. Presentation of the maps The Maps are organized in seven levels that cover students learning life from 1st Year of Primary Education to 4th Year of

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INTRODUCTION

Secondary Education. Each level describes the expected learning outcome for two school years. For example, Level 1 corresponds approximately to 1st and 2nd Year of Primary Education, Level 2 to the next two years, and so on. The last level (7) describes a student whose outcome when finishing school is outstanding. All this information can be found on the web site of the Unidad de Currculum y Evaluacin, www.curriculum-mineduc.cl. Relevant aspects of the reading maps In concordance with the curricular emphasis aimed at the development of the abilities and the use of language with the purpose of acquiring information and gaining access to other cultures and technological advances, grammar is not the focus of attention of the Reading Map. Its role as facilitator of understanding and communication is acknowledged, but the role of grammar will become more evident in the Writing Map. The Reading Map emphasizes the importance of working with authentic texts as early as possible; their degree of complexity increases as students move from one level to the next. By the end of their secondary school education, students should be able to read authentic texts of intermediate complexity, which implies beginning their learning using simple authentic texts. The Reading Map does not reject the use of the mother tongue as a resource to monitor learning when the situation requires that students show evidence of comprehension and interpretation rather than oral production. It is a well-known fact that students of a foreign language can understand much more than they can express orally or in writing. For this reason, the answers to the tasks presented as examples in the Map are in Spanish. This does not mean that students are not allowed to express comprehension in English or that there is an intention to work these abilities separately. In the following pages, you will find the Reading Progress Map. It begins with a synthetic presentation of all levels. Then each level is presented in detail, beginning with its description, some examples of performance that illustrate how that level of learning can be recognized, and one or two examples of work done by students of subsidized schools, with the teachers comments that justify what criteria is used to decide that the student is within the level. In an appendix, you can find the complete version of the tasks from which students work was collected. In the case of English, there is a description of an initial level, before level 3, that describes a starting situation of knowledge of this language which can be a

useful point of reference to describe the learning of children who do not reach Level 3 by the end of the 6th Year of Primary Education. No examples of students work at this level are included. Reading progress map The aim of the English curriculum is to get students to use and apply the language in different tasks that imply they can understand oral and written texts, and solve simple communicative situations orally or in writing. From this point of view, four English Learning Maps have been designed, around the following linguistic abilities: Reading Listening Writing Oral Expression The Maps of English have been designed using the international standards of the Common European Framework (CEF) for teaching, learning and evaluating languages and those of the Association of Language Testers of Europe (ALTE). CEF Level A2 and ALTE 1 (Waystage User) are associated with Level 4 which describes the expected learning achieved by the majority of the students by the end of the 8th Year of Primary Education; Levels B1 and ALTE 2 (Threshold user) are associated with Level 6, which describes the expected learning achieved by the majority of students by the end of the 4th Year of Secondary Education. To describe progress in reading comprehension, the Reading Map is organized around two dimensions: a. Text-types. In this dimension, the progression is given by the complexity of the topics students read about and the complexity of the language used in the texts. There is progression from concrete to abstract topics, and from language expressed in simple sentences to language expressed in compound sentences of intermediate complexity. b. Reading abilities. This dimension includes students capacity to extract specific information, to infer information, and to show global comprehension of what they have read. The Map describes how these reading abilities become more complex from one level to the next, also in relationship with the increasing complexity of the texts read. In the light of these dimensions, the Map describes a students reading comprehension progress, from the ability to identify some highlighted information, to make simple inferences, and to state the main topic of a very short, simple text (in Level 3), to end up being able to reach a higher level of inference and a deeper understanding of linguistically and conceptually more complex texts. (Level 6).

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INTRODUCTION

English progress map


Identifies explicit and implicit messages and incorporates knowledge of the topic and of the English language to build up the Level 7 Outstanding main meaning. Understands texts that include a variety of simple and medium complexity structural patterns and are related to personal interest topics. Level 6 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. Identifies explicit key information, discriminating it from other similar information. Infers suggested messages or ideas and identifies main ideas, stating supporting data. Understands texts that include simple structural patterns and medium complexity structural patterns and are related to well-known or personal interest topics. Identifies explicit key information, discriminating it from secondary information. Makes simple inferences relating ideas or information, and identifies with some detail the main idea(s) explicitly stated, relating information found in different sections of the text. Understands brief texts that include simple structural patterns and are related to well-known concrete topics. Identifies explicit information that is highlighted. Infers information and identifies one main idea using information explicitly stated in the text. Understands very short texts that include plenty of visual support, use simple short sentences, and are related to concrete topics of the students immediate environment.

Level 5

Level 4

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.

How can one recognize the level of learning? Examples of performance. When a student has reached this level, he / she can do the following activities: states the characteristics of a person, place or object; follows instructions to play a game that involves a sequence of different actions; infers the relationship among characters or moods, when they are not evident; identifies in the text the sentence that best represents the main idea(s); identifies words that give cohesion to the text. For example: the most frequent connectors and, or, but, because;

recognizes the communicative function of compound verb forms present in the texts. For example, perfect tenses, modals; relates a word from the text with a synonym, antonym or definition; identifies the roots of words and their affixes in the texts read.

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INTRODUCTION

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.

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INTRODUCTION

Apply different criteria to form pairs and groups: sometimes put together students of similar levels and assign different tasks according to their levels; at other times, form mixedability pairs or groups, so that stronger students may help weaker ones; take an active part in the formation of groups, but occasionally, let students choose who they want to work with. Take these opportunities to emphasize the importance of cooperation and respect for everyones ideas, abilities, and contributions. Give short, clear instructions, and always check that students have understood what they have to do by asking them to repeat your instructions in Spanish if necessary. You may ask the best students to write short reminders of the steps of the activity on the board. Provide a clear model of what pairs or groups have to do with one or two students in front of the class before they begin working on their own. Assign a clear time limit for each activity and keep to it! Do not ask Are you ready? as most probably the answer will be a loud NOOO!, even if they are ready. After you have given and checked instructions for the activities, start walking around the classroom, going from group to group as quickly as possible. Repeat the instructions if you see that most of the students have not understood or are not doing what they are supposed to be doing. Agree with the class on a code you will use to indicate that they have to stop doing the activity, stop talking and get ready to check results. For example, you may stand in a particular place in the classroom; or you may raise your hand and as students see you they have to do the same; or you may count from five to one, etc. In general, avoid shouting, as loud noises tend to generate louder responses.

Occasionally, ask either troublesome or faster learners to act as your assistants, writing things on the board, walking around the classroom checking that all groups are doing the activity, taking notes of the work in progress, keeping the time, distributing and collecting worksheets, etc. It is better if these assistants are not always the same students. At the end of each activity check answers, correct general mistakes you may have detected while walking around the class and do something that clearly indicates that the activity has finished: some final examples, choral repetition of key words, phrases and sentences, congratulations and praise for the good work done, etc. If your students are used to getting marks for their work, agree on a system of marking pair and group work as well: give and accumulate points for participation, good behavior and results. (Examples of observation sheets and class evaluation are provided). Dealing with troublesome students may be difficult. This may be made easier if you ask all students to write a suggestion for punishment of these students on a piece of paper. Check that the suggestions are acceptable, put them in a box and ask troublemakers to get a piece of paper from the box and do whatever is indicated there whenever they misbehave. Group learning: pairwork and groupwork This type of work encourages students to share their skills and knowledge, and learn from each other. It also increases students involvement and active participation, as well as developing positive attitudes. It is important to share with the students the importance of these activities which will give them an opportunity to learn the social and communicative skills required to work with other people: acceptance of other ideas, responsibility, commitment, cooperation, respect for turn taking, etc. The teacher should take an active role in group formation, so that the students do not always work with the same people, to take full advantage of the variety of learning styles and abilities. Students should assume different roles each time (coordinator, secretary, researcher, presenter, artist, writer, etc.).

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INTRODUCTION

Students learn best when they are actively involved in the process. Researchers report that students working in small groups tend to learn more of what is taught and retain it longer than when the same content is presented in other formats. Students who work in collaborative groups also appear more satisfied with their classes. Informal learning groups are temporary clusterings of students within a single class session. Informal learning groups can be initiated, for example, by asking students to turn to a neighbor and spend two minutes discussing a question you have asked. You can also form groups of three to five to solve a problem or answer a question. You can organize informal groups at any time in a class of any size to check on students' understanding of the material, to give students an opportunity to apply what they are learning, or to provide a change of pace. Formal learning groups are teams established to complete a specific task, such as write a report, carry out a project, or prepare a presentation. These groups may complete their work in a single class session or over several weeks. Typically, students work together until the task is finished, and their final product is formally evaluated. Study teams are long-term groups (usually existing over the course of a semester) with stable membership whose primary responsibility is to provide members with support, encouragement, and assistance in completing course requirements and assignments. Study teams also inform their members about lectures and assignments when someone has missed a session. The larger the class and the more complex the subject matter, the more valuable study teams can be. General Strategies Plan for each stage of group work. When you are preparing for the course, decide which topics, language contents, or projects might lend themselves to formal group work. Think about how you will organize students into groups, help groups negotiate among themselves, provide feedback to the groups, and evaluate the products of group work. Carefully explain to your class how the groups will operate and how students will be graded. Explain the objectives of the group task and define any relevant concepts. In addition to a well defined task, every group needs a way of getting started, a way

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

19

SOME BASIC TEACHING REMINDERS


Start every lesson in a way that focuses everyone's attention to create expectation and prepare students for what is to come. You can write the topic of the lesson on the board and ask some questions about it, show a poster or picture related to the lesson, ask who can remember what they did the previous class, etc. Do not allow students to open their books until everyone is paying attention. End an activity before students get bored with it, but do not hurry them or end the activity too soon if they are obviously enjoying it. Ask students their opinion. Dont assume that if one student says they understand, everyone else does. Ask (elicit) rather than tell. Someone in the class can probably give the information. Dont ask students to explain difficult things, such as definitions of words, in English. Dont interrupt students during pair or group speaking activities to correct their English; note the main, common mistakes, put them on the board and correct them with the class at the end. Dont insist on 100% accuracy all the time. Mistakes are a normal part of the learning process, and a valuable source of information. Give praise and encouragement, especially to weaker students. Write positive comments on their work; let them know what they are doing well and what they need to improve. Remember that you are the main motivator in the classroom! - Present key vocabulary and structures, and write them on the board. - Invite students to predict the content and to formulate hypotheses of what will appear in the text. - Do these activities quickly and take advantage of the interest created to continue with the listening activities. Listening - Play the recording once or twice for students to check their predictions and hypotheses. Accept other information they may have gathered, but do not go into details at this stage. - Remind students of cognate words, which help comprehension and consequent task realization. - Read and clarify instructions with the class, and do the different listening activities one by one, concentrating on the task assigned and checking answers after each successive listening. - Every time students listen, they should have a clear purpose and task, provided in the instructions, which will help them focus their attention and identify the information required. - Help students recognize different supporting elements in the listening texts: intonation, voice pitch, pauses, emphasis, background noise, etc. After listening - Help students summarize the text using the models provided. - Encourage reinforcement of vocabulary and grammar that appeared in the text, always using the context, and providing further examples or similar contexts. - Discuss the topic of the lesson, help students reflect on the contents and highlight the values presented, making them notice the connections with their own reality. - Make students evaluate their own performance in the lesson. a. Did their predictions help them understand the text? b. How did they do in the different listening activities? c. What new words, expressions, or structures did they learn in this lesson? Can they use them in other situations? Developing reading skills Follow the organization of activities into before, while and after reading. Before reading - Introduce the topic of the text and get students involved Elicit what they know about it and help them relate it to their own experiences. Make use of pictures.

Some methodological suggestions for skill development


Developing listening skills Follow the organization of activities into before, while and after listening. Before listening - Introduce the topic of the text and get students involved. Elicit what they know about it and help them relate it to their own experiences. Make use of pictures.

INTRODUCTION

20
INTRODUCTION

- Present key vocabulary and structures, and write them on the board. - Invite students to predict the content and to formulate hypotheses of what will appear in the text. - Always ask students to give a quick look at the text to find the cognates and the words they already know. This will help them formulate more informed hypotheses and also feel less insecure when facing a new text. - Draw students attention to the structure of the text: layout, punctuation, titles, subtitles, etc., to identify the type of text. This will also provide clues that will help them understand the text. - Do these activities quickly and take advantage of the interest created to continue with the reading activities. Reading - Ask students to read the text quickly to check their predictions and hypotheses. Accept other information they may have gathered, but do not go into details at this stage. - Remind students of cognates, which they can identify easily, and which help comprehension and consequent task realization. Present false cognates if there are any in the text. - Read and clarify instructions with the class, and do the different reading activities one by one, concentrating on the task assigned and checking answers after each successive reading. Every time students read the text, they should have a clear purpose and task, provided in the instructions, which will help them focus their attention and identify the information required. - Help students recognize different supporting elements in the texts: text organization, reference markers, letter types, graphic support, punctuation marks, illustrations, etc. - Remind students of some general characteristics of text organization: main ideas are usually at the beginning of each paragraph, connectors give important clues and indicates addition, but, however indicate contradiction, because indicates a reason, or indicates alternatives, etc. After reading - Help students summarize the text using the models provided. - Encourage reinforcement of vocabulary and grammar that appeared in the text, always using the context and providing further examples or similar contexts. - Discuss the topic of the lesson, help students reflect on the Contents, and highlight the values presented, making them notice the connections with their own reality.

- Make use of the FL (Fast learners) activities or the cartoon strip episode in the Students book and of the complementary activities in the Teachers book to provide further practice in a freer context, either for the whole class or for faster, keener students. Invite them to make comments on the contents and share them with the rest of the class. - Encourage students to make use of the Reflections section to evaluate their own performance in the lesson. Developing oral expression At the beginning of the course, prepare posters with the class, showing the expressions they must use as part of the classroom interaction (See Classroom language on page 22.) You may use different colors to identify their function. Teach them to address you as Mr. / Miss / Mrs. plus your surname. Encourage students to use English to do the different speaking activities that show comprehension. Choose relevant parts of the listening texts, especially dialogs, for students to listen, repeat, and try to memorize and present in front of the class. Create a positive atmosphere in the classroom to facilitate students participation in oral exchanges. Make use of the pronunciation activities to help students practice pronunciation, accentuation and intonation. Please note that the icon uses the symbol / / - the most frequent vowel sound in English - to indicate the type of exercise, but it does not represent the sound to be practiced. Developing written expression Always provide a model for students to follow. Go from simple, very guided activities to more complex ones: just words that students use to fill in blanks, or exercises in which they put words in order to form sentences, short answers to simple questions, using a pattern given and substituting some elements, etc. Make students aware of punctuation marks and connectors. Check written work while walking around the classroom, or collect notebooks, or provide the correct versions on the board or on a transparency.

21

THE INTERNET IN THE LANGUAGE CLASSROOM


In this age of information revolution and the widespread use of the Internet in almost all spheres of life, using computer technology in the teaching process is more and more accepted and widespread. The Internet can serve as a teaching medium and as a rich resource of materials (texts, pictures, sounds, music, films, etc.) You can use these as a basis for your lessons instead of texts from the coursebook only. In this way, Internet-assisted lessons supplement teaching, adding an additional dimension to the classroom. Students can use web resources to gather information on various topics or prepare to present a project. The Internet gives great possibilities for students individual work, allowing them to work at their own pace, with materials they choose themselves, giving them variety and choice, and offering an attractive and interactive learning environment. This is largely achieved by the use of e-mail, chat, or discussion groups. Due to these widely accessible and inexpensive tools, students can communicate with people from different parts of the world. How useful is the Internet in the classroom? Students do online reading, listening, writing, or speaking and thus improve their skills. Students encounter grammatical structures in real contexts. The potential of communication tools may be exploited through e-mail, chat, discussion groups, or videoconferencing. Activities demanding collaboration can be developed. Internet-assisted instruction fosters learner independence. Individual students find partners and exchange e-mails. Collaborative work between schools can be developed. How does the Internet help the teacher? Teachers can gather information about different topics: facts, figures, and formulas; book reviews; historical archives; authors; collaborative projects; lesson plans. Communication tools can serve the goals of the teacher reinforcing structures and lexis, enlarging their knowledge of the world and practicing the conventions of writing. Teachers can easily find opportunities for professional development through up-to-date resources and seminars. Information collection and analysis The use of the Internet allows students to practice and develop web searching techniques, as well as analyze and critically evaluate online sources. Make sure students not only look for required information, but also understand the materials and use their own words to paraphrase the web sites. In this way, students use all their learning skills and favorite techniques to collect, organize, and present information found on the web. Web searches help students develop analysis and synthesis skills, and stimulate them to think critically. Students should be taught to evaluate sources and discriminate between good and bad ones, and they should be given constant guidance so that they are not overwhelmed by a multitude of resources. Some tips to develop Internet-safe lessons Never ask students to use search engines on their own. Ask students to find very specific information, not just surf. Always tell students to write down the URLs of the sites they use in a bibliographical format. Dont send the entire class to the same site at the same time. When possible, try to preview sites before students visit them. URLs of web sites change all the time, so try the links yourself first.

INTRODUCTION

22
INTRODUCTION

CLASSROOM LANGUAGE
Greetings Good morning. / Good afternoon. / Hello. / Hi. Good bye. / See you tomorrow. / See you later. Have a nice weekend. / Enjoy your holiday.

59

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.

Some commands and instructions (Teacher) Add more words. Answer the questions. Be quiet. Check your answers Check your predictions. Close the door. Come to the board. Compare your answers. Compare your answers in your group. Complete the paragraph. Complete the sentences. Complete the summary. Complete the table. Copy the instructions. Cross out the words you do not hear. Discuss the ideas in your group. Do Exercise 1. Do not write in ink. Do not write in your book. Fill in the blanks. Find examples in the text. Find out who wrote this poem. Find the cognates in the text. Go to the board. Identify the best description. Listen to the recording. Listen. Look. Look at the pictures. Look up these words in the dictionary. Make a list. Make a list of topics. Make some notes. Match the pictures. Name three activities. Open the window. Open your books. Pay attention, please. Put the pictures in order. Read the instructions. Read the sentences. Select the correct answer. Silence, please.

23
INTRODUCTION

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!

24
INTRODUCTION

116

USING THE TB
This Teacher's book (TB) is a step by step guide that will help you do the exercises in the Student's Book. The whole minimized version of the Students' Book double pages will allow you to immediately find the instructions and orientations you need to carry out the activities proposed. Together with the minimized version of the Student's book, you will find: step by step methodological instructions and orientations to work with all the activities contained in the Students' book. These will be very helpful, as they will suggest ways to solve possible problems and also ideas to improve students' learning process.

UNIT 3

DO YOU LIKE JOKES?


BEFORE LISTENING

Lesson 3

Before listening
See Background information. 1. + Tell the students to look at the pictures and choose the funniest joke. Then , ask them to compare with their partners. You can make a survey with students' preferences and present the results in a graph on the board. Brainstorm some other ideas for a joke. (L.A: to relate topic with students' own reality). Answers: Will vary. 2. ++ Invite students to answer the questions. (L.A: to relate topic with students' own reality). Answers: Will vary. 3. ++ Motivate your students to unscramble the words to find the name of one of the most popular custom in Europe and America when people play jokes on each other. At this stage, you may need to give them some additional information. See background information at the end of the Unit. (L.A: to use previous knowledge to infer meaning). Answers: April Fool's Day. 4. +++ Invite students to make a list of words or expressions they would expect to hear in a text about jokes. Brainstorm their ideas and write a list on the board. (L.A: to use previous knowledge to make predictions). Answers: Will vary. 5. + Before listening, ask the students to take a look at the words in the Pictionary and find the meanings in Spanish in a dictionary, if necessary. (L.A: to infer meaning from visuals).
PICTIONARY
shoe lace

1. Look at the pictures. Choose the funniest joke and compare with your partner.

Look your shoelace is untied.

2. What kinds of jokes do you like most? Tick your choice. a. ___Innocent jokes b. ___Dirty jokes c. ___Joke about cultural customs d. ___Jokes that don't harm anybody 3. Unscramble the words below to find the name of one of the most popular 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 ___ ___ ___ 4. Which words or expressions would you expect to hear in a text about jokes? Make a list with your partner. 5. Before listening, take a look at the words in the pictionary. If it is necessary, find their meanings in Spanish.

laug

left-h

ande

70

UNIT 3

Pictionary Shoelace: cordn de zapato. Laugh: risa. Left-handed: zurdo.

understand every single word. (L.A: to validate predictions). 7. + Play the recording again. Ask the students to listen and circle the correct answer. (L.A: to recognize correct information). Answers: b. 8. ++ Play the recording once more. Tell the students to listen and relate the speakers and their speeches. (L.A: to identify speakers). Answers: a. D. b. D. c. A. d. D. e. D.

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

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

The active vocabulary that students may need to understand the texts and carry out the different tasks in each lesson.

The transcription of the listening texts, the pronunciation exercises and the oral practice activities are at the end of the unit. 35 The track number corresponding to the activity is indicated in the icon.

The learning abilities to develop in each activity.

25
INTRODUCTION

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

Section that contains explanations and orientations to help students deal with structures that have appeared in each lesson.

The answers for each activity.

FL : Fast Learners.

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.

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

Section that provides interesting information on the topic of the lesson.


FL : Fast Learners. Activity for keener or

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

Special notes that will show students differences between American and British English.

faster students.

26
UNIT 1

SUGGESTED YEAR PLANNING


unit 1 cultural elements
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.

Minimum Obligatory Contents


topic: Cultural diversity morphosyntactic elements listening comprehension Affirmative, negative, and interrogative sentences The Simple Past Sequence markers Adverbs of frequency The Past Continuous Used to Connectors morphosyntactic elements Affirmative, negative, and interrogative sentences The Simple Past Sequence markers Adverbs of frequency The Past Continuous Used to Connectors reading comprehension strategies To use previous experience and knowledge of the topic. To identify key words to get the general idea. To use context, mimicry, and familiar words to predict possible meaning of new words. To relate new and old information. To distinguish phonemes that can interfere with communication. To relate oral and written version of words, phrases, and sentences. To integrate written production by writing words to consolidate key lexical items. To integrate oral and written expression through the use 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. Pronunciation 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.

communicative functions To talk about a topic. To talk about national celebrations. To express a sequence of events. To express a past habit.

morphosyntactic elements

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

oral expression

morphosyntactic elements Affirmative, negative, and interrogative sentences The Simple Past Sequence markers Adverbs of frequency The Past continuous Used to Connectors Written expression

To imitate models to write own sentences. To use connectors to link sentences coherently. To write answers to questions. To replace information in model texts with personal information.

27
UNIT 1

Learning Abilities Expected Outcome To listen and identify general and specific information, implicit and explicit. To read and identify general and specific information. To say short simple messages about the topics of the lessons. To write short simple messages about the topics of the lessons. To understand high frequency words and the thematic vocabulary of the lessons in oral and written texts. To develop awareness of cultural diversity and respect for the English language.

Attitudes

Resources 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

Evaluation 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)

Indicators 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.

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.

28
UNIT 1

UNIT

UNIT 1

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: - using previous knowledge to predict content, - recognizing participants in a communicative situation, - discriminating between main and secondary ideas. read and find explicit ideas and specific information in a

brochure and a legend about traditions by: - identifying type and purpose of a text, - inferring meaning of words from the context, - recognizing textual elements, - identifying the sequence of events. express ideas in short dialogs and monologs about: - celebrations, traditional music and dances, - myths and legends.

write and complete short paragraphs and dialogs: - about celebrations and traditions, - summarizing a literary text, - using language and vocabulary related to celebrations, traditional music, and literature.

29

CULTURAL ELEMENTS
In this unit you will
listen and nd specic information in personal reports, an interview, and a telephone conversation about traditional celebrations, music, and literature by: using previous knowledge to predict content, recognizing participants in a communicative situation, discriminating between main and secondary ideas. read and nd explicit ideas and specic information in a brochure and a legend about traditions by: identifying type and purpose of a text, inferring meaning of words from the context, recognizing textual elements, identifying the sequence of events. express ideas in short dialogs and monologs about: celebrations, traditional music, and dances, myths and legends. write and complete short paragraphs and dialogs: about celebrations and traditions, summarizing a literary text, using language and vocabulary related to celebrations, traditional music, and literature.

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. 2. Complete with your information.

Hello, Im ___________________.
Paste your photo here

Im from __________________, in _____________________.

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.

2. Help students complete the information about themselves and encourage them to paste their photo in the space provided. You can also ask your students if they know how people introduce themselves in other languages, if they know any cultural differences between countries, people, etc.

UNIT 1

30
UNIT 1
PREPARATION FOR THE UNIT

1. Unscramble the words to form ten verbs. od _________ tsrat _________ wsim _________ og _________ hwas _________ korw _________ awcth _________ lcaen _________ 2. Use the verbs in Exercise 1 to fill in the gaps in the following sentences. Identify some of the situations in the pictures. a. Malcolm _________ at the caf every Saturday. b. Florence _________ her hair every evening. c. I _________ under water in the sea. d. My parents _________ TV every evening. e. What do you _________ in the afternoon? f. Matt _________ his bedroom every weekend. g. Sheila _________ school at 8 am. h. Francis _________ to the cinema on Fridays. 3. Write the sentences in Exercise 2 in the Past tense. Use the time expressions in the box.
yesterday in 2010 last Saturday last night last year last weekend

in the morning

two years ago

a. _____________________________________________________________ b. _____________________________________________________________ c. _____________________________________________________________ d. _____________________________________________________________ e. _____________________________________________________________ f. _____________________________________________________________ g. _____________________________________________________________ h. _____________________________________________________________

10

UNIT 1

PreParation for the unit


Before starting this unit, students need to know verbs, to express routines and habits, the Past tense and time expressions, prepositions of time, nationalities. This section contains activities meant to identify and activate their previous knowledge of the topic and related vocabulary, and to establish the starting point for the activities that will follow.

Give students time to form groups and discuss the exercises that have to be done in pairs or groups; encourage them to reflect and be honest to do those that require individual responses. answers: 1. do, start, swim, go, wash, work, watch, clean. 2. a. works. b. washes. c. swim. d. watch. e. do. f. cleans. g. starts. h. went.

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)?

a. ____ Theyre Japanese.

b. ____ Theyre Mexican.

c. ____ Shes French.

d. ____ Hes Peruvian.

e. ____ Theyre American.

f. ____ Shes English.

CULTURAL ELEMENTS WELCOME, FRIENDS

11

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?

4. a. at. b. 1 in. c. in. d. on. 5. a. T. b. T. c. F. d. T. e. F. f. F.

UNIT 1

32
UNIT 1
HOLIDAYS AND CELEBRATIONS Lesson
BEFORE LISTENING
1

Before listeninG
Draw students attention to the Pictionary and let them know that this is a kind of glossary that will appear in all the lessons, showing the meaning of key words that appear in the texts. They can use it at any time during the lessons. Invite students to study the words in the Pictionary and make sure they understand their meaning. Pictionary Christmas tree: rbol de navidad folk music: msica folclrica party: fiesta samba: samba water balloon: bombita de agua 1. + Introduce the topic of the lesson before students open their books. Ask them what people usually celebrate (birthdays, Christmas, national days, etc.), and what they usually do on these occasions (eat special food, send cards, dance, etc.). Then, ask students to look at the pictures and try to identify the name of the celebrations in them. (L.A: to predict content from pictures). answers: a. Carnival. b. Hanukkah. c. Halloween. d. Christmas. e. St. Valentines Day. f. Ramadan. See BACKGROUND INFORMATION at the end of the unit. 2. + Read the words in the box aloud with the class. Give students a few minutes to match them with the pictures. answers: a. costumes. b. trick or treat.
c. traditional food. d. military parade. e. presents.

1. Look at the pictures and find the names of the special occasions. Which of them do you celebrate?

b c a

2. Match the pictures below (a e) with the words in the box.


costumes military parade presents traditional food trick or treat

PICTIONARY
Chris tma s tre e

folk

mus

ic

part

sam

ba

wate

r ba

lloon

12

UNIT 1

3. + In pairs, students make lists of possible cognates related to the topic. (L.A: to predict content from context / topic). Possible answers: celebration, festival, tradition, activity, carnival, etc.

4. + Introduce Kelly Hardrock to your students; tell them that she is an American girl who works as a reporter for her school magazine. She is a student at an international school with children from all over the world. Kelly is interviewing some of her school mates about their favorite celebrations; read the instruction aloud and ask students to guess what celebrations they are going to mention; make notes of their predictions on the board.

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.

Listen to the recording. Did you guess any of the celebrations? Listen to the recording again and match the pictures of the children with the celebration they are talking about.

Ana, Brazil

Francisco, Chile

Elizabeth, UK

Mike, USA

Independence Day Halloween Christmas Carnival

7.

Listen again and fill in the corresponding slots in the chart. (some slots will be empty).

7. ++ 1 Invite students to copy the table into their notebooks and to complete it as they listen to the recording again. Let them know that some slots will be empty. answers: halloween - Trick-or-treating - costumes - x. carnival - Parades, dancing samba, playing with water - x - x. christmas - Big parties, families get together - x - Tree, food, presents. independence day - Go to the fondas, listen to national music, fly kites - x Traditional food, two days off. 8. +++ 1 Ask students to read and try to identify the incorrect information. Play the recording once more for students to check their answers. answers: a. He loves playing tricks, not playing with water. b. Anas favorite activities during carnival are the parades, dancing mba, and playing with water, not the presents. c. Elizabeth loves Christmas food. d. In Chile, the most important celebration is Independence Day, not Christmas.

Celebration
Halloween

Activities

Clothes

Special elements

Big parties

Tree and

_________

_________ food

8.

Listen and underline the incorrect information in the sentences. a. Mikes favorite celebration is Halloween because he loves playing with water. b. Ana loves the parades during Carnival. c. Elizabeth doesnt like Christmas food. d. In Chile, the most important celebration is Christmas.
CULTURAL ELEMENTS WELCOME, FRIENDS

13

See Transcript at the end of the unit. 5. + 11 Play the recording once for students to check their predictions. Explain that in this first listening they should only concentrate on the names of celebrations that they can hear. It is not necessary for them to understand the whole text. (L.A: to validate predictions). answers: Halloween, Carnival, Independence Day, Christmas.

listeninG

1 Play the recording again and 6. + 1 ask students to match the children and the celebration they are talking about. Guide students attention to key words like: costumes, trick, tree, special food, military parades, etc. answers: Mike Halloween. Ana Carnival. Elizabeth Christmas. Francisco Independence Day.

UNIT 1

34
UNIT 1
AFTER LISTENING

LANGUAGE FOCUS

Frequency adverbs

lanGuaGe focus frequency adverbs 1. Students revise the sentences from the text. Draw their attention to the words in bold. Guide them to discover what they express. If necessary, explain the meaning of frequency, which is associated to routine, habit, an activity that is performed regularly. 2. Help students complete the general rule: We use words like always, never, usually, sometimes, etc. to express how often we do certain things. 3. Elicit other frequency adverbs and tell students to complete the scale. answers: 70 - 40% often; 30 - 10% sometimes. 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. 10. + 2 First, play the recording and ask students only to listen. Then, play the recording again for them to listen and repeat each ordinal number. 11.+++ 3 In pairs, students read the dialog and match the meaning of the parts underlined with the words in the box. Then, ask some pairs to act it out in front of the class. Additionally, you can ask students for the equivalent everyday expressions that they use in Spanish and for more examples.

after listeninG ______________________

1. Read these sentences from the text. a. We always enjoy our Carnival games. b. I never miss this celebration. c. Children often fly kites this time of the year. d. Sometimes it rains. 2. Complete the general rule. We use words like _____________, _____________ to express how often we do certain things. 3. Complete the scale with a frequency adverb: always 100% usually 90 70% _________ 70 40 % _________ 30 10% never 0%

9. How do you celebrate Independence Day? What special activities do you do? Complete the following letter to a friend. In Chile, Independence Day is celebrated on the ______________. We have

Did you know that

______________ days off school. People usually go to ______________ to ______________ and to eat ______________ and fly ______________. There are also ______________. 10.
st nd rd

one of the most traditional celebrations in Chile is Cuasimodo? On the Sunday after Easter, priests take the holy sacraments to the people who cant go to church.

Listen and repeat these ordinal numbers.

1 , 2 , 3 , 4th, 5th, 11th, 12th, 13th, 14th, 19th, 20th, 21st, 22nd , 23rd

11.

______________________
REFLECTIONS
What are the most serious problems I had when writing in English? When did I need the teachers assistance?

Read the following dialog and match the underlined parts with the corresponding expression in the box. Listen, check and repeat. Then, role - play the dialog with your partner.
yes really good

A: Whats your favorite celebration? B: Its Independence Day. Its wicked! A: Do you usually fly kites? B: Sure! I love it!
12. FL Choose a celebration and find this information. a. How your classmates celebrate it. b. How often they do certain activities to enjoy the celebration.

14

UNIT 1

answers: wicked - really good; sure yes. 12. FL Encourage fast learners to find out how much they know about celebrations around the world. If you have enough time, you can ask your students to add more questions to the quiz. (L.A: to relate topic to previous knowledge).

did you know that Students read this section on their own, but help if they ask you. Invite them to share their knowledge of this and other traditional celebrations. reflections Students read the questions and identify: the most important problems they had when writing; how much they needed your assistance when doing the exercises

35
A CHILEAN CELEBRATION
BEFORE READING
Lesson 2

1. Read what Fernando says and answer his question.

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?

write all the possible meanings and then choose the most appropriate when they read the text. (L.A: to understand key words). answers: a. partir / abandonar. b. daar / dao. c. alcanzar, alcance. d. herencia / patrimonio; e. misa / masa Draw students attention to the Pictionary and remind them that this is a kind of glossary that will appear in all the lessons, showing the meaning of key words that appear in the texts. They can use it at any time during the lesson. Invite students to study the words in the Pictionary and make sure they understand their meaning. Pictionary festivity: festividad, fiesta fire: fuego, incendio missionary: misionero/a mass: misa rescue: rescatar

2. Look at the pictures and identify the type of celebration. a. Sports b. Religious c. Historic 3. Look at the text on page 16 and decide where it comes from. a. c.
A PIECE OF NEWS

PICTIONARY
festiv ity

b. d.

An encyclopedia entry

fire

A scientific article

A travel guide

mas

4. In pairs, find the meaning of these words in the dictionary. a. leave (verb) b. damage c. reach d. heritage e. mass

miss

iona

ry

resc

ue

CULTURAL ELEMENTS WELCOME, FRIENDS

15

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

mention different religious festivities in different parts of Chile and abroad. (L.A: to relate pictures and topic). answers: b. 3. + Help students identify the type and origin of the text. Draw their attention to the colors, the format, the web address at the bottom, but do not give the correct answer yet. 4. ++ Write the words on the board while students look them up in a dictionary. Ask different volunteers to write the meanings. Allow them to

UNIT 1

36
UNIT 1
READING

A CHILEAN CELEBRATION

One of the most important religious festivities in the south of Chile is the festivity of Nazareno del Caguach. It takes place in that it doesnt appear Chilo, (1) on maps. People can reach it after two hours of navigation from Achao, or they can take a boat that leaves at around six in the morning from Dalcahue . The first traditional celebration began in1778, when a Franciscan missionary, Hilario from Spain Martnez, brought (2) and five communities of the island began to adore it with special devotion.

In 1919, a big fire damaged almost all the church, but the community managed to rescue the original image. In 1925, the five communities of the island finished the construction of (3) which is today part of the World Heritage. Since then, people celebrate this important festivity every August 30 and also on the third Sunday of January, in the summer version of the festivity. The celebrations begin at 11 in the morning with a mass outside the church, accompanied . After lunch, there is a by (4) procession. Local people take the statues and religious figures from the church and parade them around the town.

Adapted from: Churches of Chilo. n.d. Retrieved June 4th, 2012, from: http://www.interpatagonia.com/iglesiaschiloe/ caguach_i.html

5. Read the text and check your prediction in Exercise 3. 6. Read the text again and answer these questions. a. How can people get to the island? b. When did the celebrations begin? c. What happened in 1919? d. How do people celebrate?

16

UNIT 1

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).

answers: a. By boat, from Achao or from Dalcahue. b. In 1778. c. A big fire damaged almost all the church. d. With a mass and a procession.

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. 8. Put these sentences (a d) in the blanks in the text (1 4). a. the image of Jesus of Nazareth b. on an island so small c. traditional music and singing d. the present temple 9. Read the text again. Which of the words underlined corresponds to each of the following definitions? a. b. c. d. : worship, love deeply and respect highly. : harmed, injured. : a group of people following each other in an orderly way, taking part in a religious ceremony. : display, exhibit.

after readinG
American English: Encyclopedia British English: Encyclopaedia

______________________
lanGuaGe focus connectors Remember that these activities are meant to promote independent learning, so help, guide, and check, but do not give the answers. 1. Invite students to revise the sentences from the text, paying special attention to the highlighted words. 2. Help students discover the answers. answers: a. or. b. and. c. because. 3. Guide students to complete the general rule. When we want to express additional ideas, or to combine sentences, we use a set of words called sentence connectors.

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? 3. Complete this general rule. When we want to express ______________ ideas, or to combine ______________, we use a set of words called sentence ______________. __________________________________. __________________________________. __________________________________.

______________________

CULTURAL ELEMENTS WELCOME, FRIENDS

17

7. +++ You can ask the whole class to find supporting information for the sentences, or you can divide the class into four groups and give each group a sentence, which they then share with the class. answers: a. You can reach it after two hours of navigation from Achao or take a boat from Dalcahue. b. In 1919, a big fire damaged almost all the church. c. Every August 30 and also on the third Sunday in January. d. The celebrations begin at 11 in the morning.

8. ++ Give students time to read the text again and identify where the sentences should go. (L.A: to organize information in a text). answers: a. - 2. b. - 1. c. - 4. d. - 3. 9. ++ Read the definitions with the class. Then ask them to read the text again and find the corresponding words. answers: a. adore. b. damaged. c. procession. d. parade.

UNIT 1

38
UNIT 1
10. Match sentences in A and B using and, because, or. A
People can celebrate in August. It is not easy to go to Caguach.

10. + Refer the students to the Language Focus to match sentences in A and B. Answers: People can celebrate in August and / or in summer. It is not easy to go to Caguach because it doesnt appear on maps. There is a mass outside the church and there is a procession. 11. ++ Form groups of three or four students and encourage them to talk about an important festival or celebration they know. Show them how to follow the pattern to exchange information. (L.A: to imitate a model). Answers: Will vary according to students choices. 12. ++ Invite students to complete the paragraph about one of the festivities or celebrations they discussed in Exercise 11. 13. ++ Ask some students to read their paragraphs aloud. 14. + 4 The first time you play the recording, students only listen. Then, play the recording again for students to repeat after each question and answer, paying special attention to normal rhythm and accentuation. 15. + 5 Tell students to read the dialogue in silence first. Then, play the recording for them to listen and repeat.
18
UNIT 1

There is a mass outside the church. There is a procession. People can celebrate in summer. It doesnt appear on maps.

11. In your group, talk about an important festival or celebration you know.

A: Do you know the name of an important celebration? B: Yes, the ___________. A: Where is it celebrated? B: In ___________, every ___________. A: What do people do? B: They ___________.
REFLECTIONS Did the exercises help me to understand the text?
How did I show support to my classmates?
YES NO

12. With the information you collected in Exercise 11, complete the following paragraph about a festivity or celebration in your area. This festival is celebrated in ___________ (place) every ___________ (date). It is celebrated in honor of ___________. Celebrations include ___________ and ___________. People usually ___________ (any useful information). 13. Read the paragraph to a classmate. 14. Listen and repeat. a. The celebrations began in 1778. b. In 1919, a big fire damaged the church. a. In 1925, the communities finished the church. 15. Listen and repeat this dialog.

A: How do people celebrate Independence Day? B: They eat traditional food, dance the national dance, and fly kites. A: When do people celebrate Independence Day? B: They celebrate it on the 18th and 19th of September.
16. FL Replace the underlined words with your own ideas. Practice and then role-play the dialog with your partner.

16. ++ FL Draw students attention to the highlighted parts in the dialog and motivate them to change them with information about a festivity in their area. They work in pairs to practice the dialog and then role-play it in front of the class. (L.A: to dramatize a dialog).

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.

39
MINI - TEST
LISTENING

1.

Listen to the text in Lesson 1 again and circle where Ana and Francisco come from.
Argentina Brazil Chile Peru the USA Venezuela

2 pts

2.

Listen again and fill in the blanks. a. I love ______________ ! b. Families get together for big ______________ . c. People have ______________ days off.

3 pts

READING

3. Read the text in Lesson 2 and write the event that corresponds to each year. a. 1778: _____________________ b. 1919: _____________________ c. 1925: _____________________ 4. Read the text again and answer the following questions. a. What kind of festivity does the text describe? b. How does the celebration begin?
LANGUAGE

3 pts

_______________________ _______________________

2 pts

5. Complete the following sentences with an adverb of frequency. a. People _______________________ eat special food to celebrate Christmas. (100%) b. We _______________________ miss a party. (0%) c. Students _______________________ dance the cueca at schools in September. (50 %) d. Children _______________________ fly kites in September in Chile. (90%) 6. Connect these pairs of sentences using and, or, because. a. For Halloween, children wear costumes. For Halloween, children play tricks. b. We cant get to Caguach early in the morning. The trip takes two hours. c. People can celebrate in winter. People can celebrate in summer. d. People can celebrate twice. There is a summer and a winter version of the festival.
4 pts

4 pts

0-5 6 - 10 Keep trying Review!

11 - 15 Well done!

16 - 18 Excellent!

total score
18 pts

CULTURAL ELEMENTS WELCOME, FRIENDS

19

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.

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
UNIT 1
TOP OF THE POPS
BEFORE LISTENING
Lesson 3

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. 2. + Ask a student to copy the chart on the board. Elicit some examples to put under each category and then give pairs a few minutes to add words. Check answers on the board. Possible answers: instruments: Guitar, Piano, Drums, Trumpet, Bass. People: Singer, Piano player/Pianist, Drummer, Soloist, Lead singer. types: Rock, Techno, Reggae, Reggaeton, Salsa. other: Band, Group, Star, Fan, Groupie. 3. ++ Students work in small groups matching the words and their definitions. Draw their attention to the Pictionary, too. (L.A: to understand key words). answers: a. job or profession. b. to make a record available for people to buy. c. to be noticed and admired. d. to give an incentive to do something. Invite students to study the words in the Pictionary and make sure they understand their meaning.

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.

1. How many types of music do you know? Make a list with your partner. 2. Think about all the familiar words related to music that you know and write them under these headings.

Instruments
Guitar

People
Singer

Types
Rock

Other
Band

3. Match these words (a d) with the definitions (i iv). a. career i. to make a record available for people to buy. b. release ii. to give an incentive to do something. c. impress iii. job or profession. d. encourage iv. to be noticed and admired. 4. Read what Kelly says and follow her instruction. a. b. c. d. e. f. g. Whats your name? How old are you? Where did you study? Have you got a girl/boyfriend? Where do you live? Have you got any brothers or sisters? What are your favorite activities?

PICTIONARY
audie nce

LISTENING

5.
il

Listen and check the questions Kelly asked. Listen to the interview and choose the correct alternative to complete the sentence. The reporter is interviewing _______________________________ a. a movie star. b. a sports star. c. a music star.

gerb

6.

gues

20

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).

See Transcript at the end of the unit. 5. + 6 Play the recording once for students to check which questions Kelly asked. (L.A: to validate predictions). answers: b., d., f. 6. + 6 If necessary play the recording again for students to identify the interviewee. (L.A: to identify a character). answers: c.

listeninG

41
7. Listen to the interview again and complete the fact file.
Name: LilChris Age: Type of music: Musical instrument: N of pets: N of brothers/sisters Favorite sport:

after listeninG
10. ++ In pairs, students exchange information about their music preferences and find out if they have the same tastes in music. Remember not to interrupt them while they are doing a speaking activity; it is better to make notes of the most common mistakes and to correct them at the end of the activity. (L.A: to complete and dramatize a dialog following a model). 11. ++ Ask students to get together in small groups with classmates who like the same music star. Give them time to copy the questions and write the answers from what they know. You can assign this activity as homework or as a project, in which case students can collect information and pictures and present a role-play of the interview, including bits of the music their star sings or plays. (L.A: to connect the text and their own realities). 12. + 7 Read the instructions with the class. Draw their attention to the production of the sound / b /, with lips tightly together, and then separating them suddenly. First, play the recording and ask students only to listen. Then, play the recording again for students to repeat each sentence.

8.

Yes or No? a. He plays hard rock. ___________ b. He has got a girlfriend. ___________

9.

Complete the following sentence with LilChriss plans for the future. He wants to be _____________________________________________________.

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:

Who is your favorite singer?


___________________________________________.

What kind of music does he / she play?


___________________________________________.

Does he / she play a musical instrument? No / Yes. He / She plays _____________.

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. Listen and practice. Pay special attention to the pronunciation of the letter b.

Bill wants a gerbil. Bill wants to be big. Bill wants to play in a band and record many albums.
CULTURAL ELEMENTS WELCOME, FRIENDS

21

7. ++ 6 Draw students attention to the type of information that is required in each case to complete the factfile: a number, a type of music, a musical instrument, etc. Play the recording onc or twice. Check answers on the board. (L.A: to find and classify specific information). answers: 16. Pop rock. The guitar. Five. Two. Skateboarding.

8. ++ 6 Play the recording again. Students answer Yes or No. Check answers orally. answers: a. No. b. No. 9. ++ 6 This activity concentrates on LilChriss plans for the future. Play the last part of the recording again. Check answers orally. answers: a. a big artist / as big as possible.

UNIT 1

42
UNIT 1
LANGUAGE FOCUS The Past Continuous 1. Read these sentences. Pay special attention to the words in bold. a. When Lil Chris was younger, everyone was going to Rock School. b. He had singing lessons while he was taking part in the program. 2. Answer these questions. a. Which two events can you identify in the sentences? b. Did they happen at the same time? 3. Choose the correct alternative and complete this general rule: To express two / three different actions that happened at the same / different time in the present / past, we use the _______________ tense and the______________________________tense. We form the Past Continuous tense with the Present / Past tense of the verb have / be + verb + -ing / -ed. 13. Fill in the blanks in this paragraph with the Past Continuous of the verbs in brackets. When the teacher arrived, the new student (dance) ________________ alone, Jill and Matthew (play) ________________ Hangman, Bill (do) ________________ his homework, and Sue and Tom (read) ________________ a magazine.

______________________

Language Focus The Past Continuous 1. Ask students to read the sentences, paying special attention to the words in bold. 2. Students answer the questions after revising the examples. 3. Students choose the correct alternative and fill in the blanks to complete the rule. Answers: 2. a. Lil Chris was younger. Everyone was going to Rock School. He had singing lessons. He was taking part in the program. a. Yes. 3. To express two different actions that happened at the same time in the past, we use the Simple Past tense and the Past Continuous tense. We form the Past Continuous tense with the Past tense of the verb be + verb + - ing.

American English: Practice (verb, noun) British English: Practise (verb) Practice (noun)
REFLECTIONS
How did I use my previous knowledge to get the main idea of the text? How many words did I learn?

14.

Complete the dialog with words from the box.

a. Listen and check. b. Listen and repeat. c. Role-play it with your partner.
Great Really Guess Lets

A: ____________ what! LilChris is giving a show on Tuesday! B: I know. Hes my favourite singer. A: ____________ go together! B: ____________? ____________!
You will find more interviews, film reviews, games, quizzes and interesting information at: http://news.bbc.co.uk/cbbcnews/default.stm

_____________________
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. 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.
22
UNIT 1

Students read the questions and analyze: how they used their previous knowledge to get the main idea of the text; how many words they learned.

14. ++ 8 In pairs, students complete the dialog with words from the box. Play the recording several times, first for them to check that they have the right answers, and then to listen and repeat. Give them a few minutes to practice the dialog and then invite some pairs to role-play it in front of the class. Answers: Guess. Lets. Really. Great.

43
MYTHS AND LEGENDS
BEFORE READING
Lesson 4

1. Since the very beginning of history, human beings have tried to explain certain things or events. Do you know examples of this? Can you identify these pictures?

Can you mention some well-known Chilean myths or legends?

2. Answer Kellys question. 3. Match the words in the box with their Spanish equivalents (a g).
PICTIONARY
beverage endurance reward journey leaves (noun)

shelter

weak

abor

igine

a. bebida b. dbil c. hojas de rbol o de planta d. recompensa e. refugio f. resistencia g. viaje

_________________ _________________ _________________ _________________ _________________ _________________ _________________

farm

(v.)

fore

st

hunt

er

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

23

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.

2. + Ask students to read Kellys question. Check their answers orally. Make notes on the board. 3. ++ Students work in small groups to match the words and their Spanish equivalents. Check answers orally. Invite them to read the words in the Pictionary too. answers: beverage a. endurance f. journey g. leaves c. reward d. shelter e. weak b.

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
UNIT 1
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.

YERBA MATE AND THE GUARANI PEOPLE

he Guaran were the aborigines that used to live in the Paraguayan forest before the Spanish people arrived. They were nomads and they used to move around the territory looking for new lands to farm. One day, when a tribe was about to move to a new location, one of the oldest men decided to stay because he felt tired and weak for the journey. His daughter Yari stayed with him because she didnt want to leave him alone. Soon, they had very little food left. At that moment, the spirit Tup descended to earth. He was dressed like a nomadic hunter, and asked Yari for food and shelter for the night. Very generously, Yari offered him hospitality and the last of their food. Her charity surprised the spirit and he offered her a reward. Yari asked

for something to make her father stronger and healthier. Tup grew a green plant with white flowers with his magic powers. He taught Yari and her father to prepare tea using the plants leaves. When Yaris father drank the tea, he felt much better. Tup told them to share the plant with the rest of the tribe. Now, this beverage brings comfort, health, and endurance to the Guaran.

Adapted from: Legends of Yerba Mate. n.d. Retrieved June 4th, 2012, from http://guayaki.com/mate/1894/Legends-of-Yerba-Mate.html

5. Read the text and check your prediction in Exercise 4. Support your ideas. 6. Complete this diagram with the different elements of this text.

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.

Did you know that

Tup came to ear

th

Tup gave Yari a green plant

and asked Yari for food Tup told Yari


that lived in Paraguay Yari was a girl

Chilean mythology is characterized by a multitude of beliefs of the indigenous people and others of European origin?

and offered Yari a reward

because he was weak

that gave her father comfort and health Yari stayed with her father

Tup was surprised

to share the plant with her tribe

24

UNIT 1

Tup gave Yari a green plant that gave her father comfort and health. Tup told Yari to share the plant with her tribe. did you know that Students read this section on their own, but help if they ask you. Invite them to share what they know about Chilean mythology.

45
AFTER READING

LANGUAGE FOCUS 1. Read these sentences from the text. a. The Guaran people used to live in the Paraguayan forest. b. They used to move around the territory. c. Tup asked Yari for food and shelter for the night. d. Tup grew a green plant with white flowers. 2. Which of the sentences in Point 1 refer to a. a particular situation in the past? b. a past habit or routine? 3. Complete this general rule.

Used to

When we want to talk about past ________________ , we use ________ + the infinitive of verbs. 8. Use the clues to complete this dialog between two friends.

A: Are your habits different now that youre a teenager? B: Absolutely! To begin with, I ____________ (like / cartoons), but I ____________ (not like) them anymore. A: What about your activities? B: I ____________ (stay / home) on weekends, but now I ____________ (prefer / going out) with my friends. A: Do you still play football? B: No, I ____________ (play / football), but now I ____________ (play / basketball). How about you? A: When I was a child, I ____________ (listen to / Miley Cirus). Now, I ____________ (prefer / Justin Bieber). B: I ____________ (prefer / Justin Bieber).
9. First only listen. Then listen and repeat the list of words and the tongue twister. Pay special attention to the pronunciation of the letters th.
Earth father health them with then

Elizabeths birthday is on the third Thursday of this month.

CULTURAL ELEMENTS WELCOME, FRIENDS

25

after readinG ______________________

lanGuaGe focus Used to This section is designed to help students revise or discover a particular grammar structure or an interesting item of vocabulary from the text. The activities are meant to promote independent learning, so help, guide and check, but do not give the answers. 1. Invite the students to analyze the sentences. 2. Help students to identify the two parts of the sentences and what they refer to.

answer: a. c. and d. b. a. and b. 3. Guide students to complete the rule. answer: When we want to talk about past habits or routines, we use used to + the infinitive of verbs.

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.

______________________

8. ++ Motivate students to use the clues in parenthesis and complete the conversation about past habits. Invite fast learners to dramatize the dialog in front of their classmates, after they finish their work. (L.A: to consolidate a language point).

UNIT 1

46
UNIT 1
10. Myths and legends are two ways of explaining things. Read the definitions and identify what the pictures represent. a. Which one is a legend and which one is a myth? b. What is the text about yerba mate, a legend or a myth? a. b.

10. + Students read the definitions, paying special attention to key words: Legend: human protagonists and fantastic characters. Myth: supernatural heroes, gods, superior to human beings. (L.A: to consolidate lexical items). Answer: a. Picture a. The Greek myth of Poseidon, god of the seas. Picture b. The Chilean legend of El Caleuche. b. A legend. See Background information at the end of the unit. 11. ++ 10 In pairs, students complete he dialog between Tup and Yari. First, they listen and check, then they listen and repeat, and finally, they roleplay the dialog in front of their classmates. Answer: Tup: Whats your name? Yari: My name is Yari. Tup: Why are you alone with your father? Yari: Because he didnt feel well to go to the other town. 12. +++ FL Motivate fast learners to continue the dialog in Exercise 11 with ideas from the text and then encourage them to share it with their classmates. Reflections students read the questions and analyze: f they had difficulties to do the activities; if they needed the teachers assistance during the lesson. Project At this point, as a way to consolidate students learning in this unit, you could assign a project to be done outside classtime.

I. Legend: an old story from the past that is presented as part of history. One of the elements is a magic event that is probably not true. Their human protagonists generally interact with fabulous or fantastic characters.
REFLECTIONS
Did I have problems to understand the exercises? Did I need the teachers assistance?
YES NO

II. Myth: a traditional story about supernatural heroes that explains the origin of events or things in symbolic language. The protagonists are usually gods, superior to human beings.

11.

In pairs, complete the dialog between Yari and Tupa. a. Listen and check. b. Listen and repeat. c. Role-play the dialog with your partner.

Tupa: Yari: Tupa: Yari:

Whats ________________________________________ name? My ___________________________________________________. Why are you alone with your _______________________? Because he didnt ___________________________________.

12. FL Continue the dialog with ideas from the text. Then, act it out in front of your classmates.

26

UNIT 1

a. Form groups of four students. b. Ask the groups to choose one of the two projects, or assign the topics at random. c. Prepare one copy of the set of instructions for each group. d. Read the instructions carefully and make sure all your students understand what they are expected to do. e. Negotiate the date of the presentation with them and devote a class to it. f. Use the Project evaluation sheet to mark their work.

Project I: Interviewing a famous star Imagine you are going to interview your favorite movie or music star. Elaborate a set of questions you would like to ask him / her. Try to find the true answer for each question. Recreate the interview in front of the class. Project II: A Chilean legend Choose a Chilean legend. Analyze its structure and elements. Look for pictures, photos and other supporting information. Make a poster and present the legend to the class.

47
MINI - TEST
LISTENING

1.

Listen to the text in Lesson 3 again and number these sentences in the order you hear them. a. _____ I want to be as big as possible. b. _____ A new star of pop music is visiting our country. c. _____ I didnt sing before I went to Rock School.

3 pts

2.

Listen again. Are these statements true (T) or false (F)? a. _____ He didnt have singing lessons when he was a boy. b. _____ His parents encouraged him to sing. c. _____ He doesnt like animals. d. _____ He doesnt like sports.

2 pts.,

1 2

each

READING

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. b. An extract from a book. 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

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. Complete this paragraph with used to and the verbs in brackets. When I was I child, I _________________ (cry) a lot and I ______________ (eat) a lot. I ______________ (go) everywhere with my parents. I ______________ (play) with my friends in the park. We ______________ (play) soccer. I also ______________ (think) that life was very difficult.

4 pts

6 pts

0-5 6 - 10 Keep trying Review!

11 - 15 Well done!

16 - 20 Excellent!

total score
20 pts

CULTURAL ELEMENTS WELCOME, FRIENDS

27

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.

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
UNIT 1
CHILES NATIONAL DANCE
BEFORE LISTENING
Lesson 5

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 dres s

flow

ered

ridin

g bo

ots

ridin

g tro

user

28

UNIT 1

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

2. + Ask students to identify the name of each dance in the pictures. answers: a. tango. b. samba. c. flamenco. d. breakdance. e. maypole. 3. ++ Read the words in the box with the class, then give students time to match them with their Spanish equivalents. Check answers orally. Tell students to read the words in the Pictionary too. answers: apron b. spurs a. wear c.

Invite students to study the words in the Pictionary and make sure they understand their meaning. Pictionary circle: crculo flowered dress: vestido floreado riding boots: botas de montar riding trousers: pantalones de montar

49
3. Match the words in the box with their Spanish equivalents.
apron spurs wear

a. espuelas - _________________ b. delantal - _________________ c. llevar puesto, usar ropa - _________________

4. Read what Kelly says and answer her question.


LISTENING

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.

5.

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

6.

b. People usually dance it for __________________ celebrations. i. Christmas ii. Easter iii. Independence Day c. Movements consist of circles and __________________. i. semicircles ii. triangles iii. rectangles

CULTURAL ELEMENTS WELCOME, FRIENDS

29

4. + Read the instruction and refer students to the protagonist of the book, Kelly and her Chilean friend, Ignacio. Ask them to guess which dance Kelly is going to write about and to make a few notes of what they know about it. Do not check answers at this stage.

See Transcript at the end of the unit. See error alert! at the end of the unit. 5. + 11 Play the recording for students to check their answer in Exercise 4. answers: The Chilean cueca.

listeninG

6. ++ 11 Read the statements with the class and draw students attention to the type of information that is required to choose each alternative, for example: years, names of celebrations, description, etc. Then play the recording again. (L.A: to find specific information). answers: a. ii. b. iii. c. i.

UNIT 1

50
UNIT 1
7. Number the elements as they are mentioned in the recording. c

7. + 11 Help students name the items illustrated: a. boots. b. shirt. c. chamanto. d. dress. e. harp. f. spurs. g. hat, h. guitar. Ask students to listen to the recording again and number the items in the order they are mentioned. answers: a. 6. b. 2. c. 3. d. 8. e. 10. f. 7. g. 1. h. 11.

American English: Pants British English: Trousers

f d e g

lanGuaGe focus adverbs of sequence 1. Invite students to revise the sentences and identify the order in which the events happened in the conversation. answers: a. 1. b. 4. c. 2. d. 3. 2. Motivate students to replace the number with a word from the box, to express the correct sequence of the information. answers: 1. First. 2. Then. 3. After that. 4. Finally. 3. Ask students to complete the rule, writing the adverbs of sequence. answers: When we talk about actions or events that happen one after the other, we can indicate the order with a particular type of adverbs or adverb phrases, such as first, then, after that, and finally.

after listeninG ______________________

AFTER LISTENING

LANGUAGE FOCUS

Adverbs of sequence

1. Number these events in the order they happened. a. _____ Kelly called Ignacio. b. _____ Ignacio talked about the clothes and instruments. c. _____ Ignacio mentioned the Chilean national dance. d. _____ Ignacio talked about the movements. 2. Replace the numbers in the sentences with an adverb from the box.
After that Finally First Then

3. Complete this rule. When we talk about actions or events that happen one after the other, we can indicate the order with a particular type of adverbs or adverb phrases, such as ___________ , ___________ , ___________ , and ______________ .

30

UNIT 1

______________________
8. ++ Motivate students to think about what Ignacio told Kelly about the cueca. Invite them to complete the paragraph with an adverb of sequence. (L.A: to practice a language point).

meaning. (Compare with Spanish caro / coro). Play the recording two or three times; first, students only listen and then, they listen and repeat. 10. + In groups of three or four, students answer Ignacios questions. Check answers orally with the whole class. Accept the use of Spanish if necessary.

11. + Ask students to make a list of traditional Chilean dances and the region they are from. You can draw the chart below on the board. (L.A: to connect the text and their own reality). name of dance: region of origin of the dance: clothes: description:

9. + 12 Help students notice that the words in this exercise contain different vowels; these sounds are very important, because they can produce differences in

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 symbol

a. Is it important to know about the traditional music and dances of your country? b. What other traditional Chilean dances do you know?

The batter with the butter is the batter that is better!

10. Answer Ignacios questions in your group. 11. Make a list of traditional Chilean dances and the region they are from. 12. a. b. c. d. 13. Listen and repeat these questions. What is the name of the dance? Where is it from? What clothes do people wear? When do people dance it?

Talk to your partner to compare the lists you made in Exercise 11 and exchange information. Use the questions in Exercise 12 as clues.

14. FL With the information you collected, write a short paragraph about a dance you choose. This dance is called ____________ and it is from ____________. People dance it ____________. They wear/dont wear ____________. The musical instruments that are used are _______________________________________.

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

12. ++ 13 Play the recording for students to listen, repeat and practice the questions they can use to ask about a dance. (L.A: to imitate a model). 13. +++ Students compare and exchange information about Chilean traditional dances with their partners, using the questions they practiced. Encourage some pairs to share the information they collected with their classmates. (L.A: to imitate a model to exchange cultural information).

14. ++ FL Students write a short paragraph about a dance they know well, using the information in Exercises 11 and 12. You can assign this activity for homework. The following class, invite some students to read their work aloud. 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: the difficulties they had to understand the text; the key words they used to get the general idea of the text.

UNIT 1

52
UNIT 1

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

Kelly hardrock, school reporter


Help students identify the connection between the characters that have appeared in the lessons and those in the cartoon. Motivate them to read the story on their own and help only if they ask you to. You can ask some students to summarize the story, in Spanish if necessary.

53
UNIT 1

Notes
___________________________ ___________________________ ___________________________ ___________________________ ___________________________ ___________________________ ___________________________ ___________________________ ___________________________ ___________________________ ___________________________ ___________________________ ___________________________
CULTURAL ELEMENTS WELCOME, FRIENDS

33

___________________________ ___________________________ ___________________________ ___________________________ ___________________________ ___________________________ ___________________________ ___________________________ ___________________________ ___________________________ ___________________________

54
UNIT 1

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.

TEST YOUR KNOWLEDGE


READING: NATIONAL HOLIDAYS

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 concerts and fireworks. Americans also have another national holiday, Thanksgiving Day, the fourth Thursday in November. On this day, people usually eat some of the foods that they served at the first feast: turkey, potatoes, pumpkin, etc. In France, the national holiday is on July 14th. There are big parades with soldiers, and airplanes fly in the sky. People dance in the streets and many events like concerts or operas are free on that day. Mexican people celebrate their independence on September 16th. School children march in parades and there are bands and mariachi music everywhere. People eat traditional food called chiles en nogada on this day.

1. Underline the correct alternative to finish the sentence. The text is ___________________ a. a letter to a friend. c. an advertisement . b.a piece of news. d.a description.

1 pt

Check the Learning Objectives for this unit on page 9. Use these symbols to reflect your performance.

Reading

Listening

Speaking

Writing

2. Read the text and find information to support or contradict these statements. a. National holidays are on the same day in all countries. b. In the United States, there are many parades and fireworks on the fourth Thursday in November. c. Americans usually eat traditional food on Thanksgiving Day. d. French people dont have to pay for events on the 14th of July. e. American, French and Mexican people celebrate their national holiday with parades. 3. Read the text again and match the words in bold with one of these pictures (a d).

5 pts

4 pts

a
__________

b
__________

c
__________

d
__________

34

UNIT 1

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.

synthesis

Explain to students that the purpose of this section is to help them revise contents and evaluate their performance in the whole unit. Read the instructions and make sure they all understand what they are expected to do in each activity. Encourage them to give honest answers to detect their strengths and weaknesses. Check students results and revise any points that the majority of them had problems with.

test your KnoWledGe

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.

55
LISTENING A DRUMMING STAR

4.

Drumming wonder Mark Lung, 12, is starting a Chilean tour with the Philharmonic Orchestra this week. Listen to the interview and identify the following information. a. N of hours that he plays every day: ___________ b. Person he admires: ___________ c. Favorite composer: ___________ d. Favorite place: ___________ e. Dream for the future: ___________

5 pts

SELF-EVALUATION
Answer the following questions and check your progress in this unit. Tick the box that is true for you.

reading
Can I understand instructions? Do I understand the general meaning of texts? Can I use my previous knowledge to predict the content of a text? Can I identify specific information in a text?

5.

Read these sentences and listen to the recording. Underline the incorrect information in some of them. a. Its the first time Mark visits the country. b. His father is a composer and a pianist. c. He would like to play the drums on the moon.

3 pts

LANGUAGE

6. Complete the following sentences with the correct frequency adverb. a. In Chile, children ___________ dance cueca at school in September. (90 %) b. In Brazil, people ___________ celebrate Carnival with water. (100 %) c. In the USA, children ___________ miss Halloween celebrations. (0%) 7. Connect the beginning of sentences (a. and b.) with their endings (c. and d.). a. People celebrate with parades b. You can participate in this celebration in winter c. or in the second version in summer. d. and traditional music.
ORAL EXPRESSION

listening
3 pts

Do I understand the teacher? Do I understand oral texts? Do I recognize different people speaking? Can I recognize the sequence of events in a text.

language
2 pts

Can I give examples? Can I use everyday English?

speaking / writing
Can I talk and write about celebrations and traditions? Can I role-play a situation with my partner?

8. Choose a topic and tell your partner three bits of information about it. a. Independence Day in Chile b. Favorite kind of music / singer c. Traditional dances in Chile

3 pts

project/group work
Did I like to work in a group? Was the topic interesting?

Great! 0-6 7 - 13 Keep trying Review!

Not too bad 14 - 21 Well done!

Help! 22 - 26 Excellent!
total score
26 pts

Did I work more than my partners?

CULTURAL ELEMENTS WELCOME, FRIENDS

35

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.

oral eXPression 8. Students do this activity in pairs and evaluate their partners performance using one of the three markers. Encourage honest marking.

The purpose of this section is to allow students to reflect on their strengths and weaknesses. Encourage them to give honest answers and show interest in their results. Offer help, advice, and remedial work when necessary.

self - eValuation

UNIT 1

56
UNIT 1

TRANSCRIPTS
listeninG - HOLIDAYS AND CELEBRATIONS
1

Pronunciation

readinG - A CHILEAN CELEBRATION

Kelly: Mike: Kelly: Mike: Kelly: Ana: Kelly: Ana: Kelly: Elizabeth: Kelly: Elizabeth: Kelly: Francisco: Kelly: Francisco:

So, tell me Mike, what is your favorite celebration? Well, my favorite celebration is Halloween. Why Halloween? Cause we wear costumes and go trick-or-treating; I love playing tricks! It's wicked! And you, Ana? I like all the celebrations in Brazil, but my favorite one is Carnival. What do you like about Carnival? I love the parades, dancing samba and playing with water in the street all night long! I never miss this celebration! Do you have a favorite celebration, Elizabeth? Oh, yes! Christmas is my favorite. It is the day when families get together for big parties. And what do you like most about it? I love the food, the tree, and of course, receiving presents! Francisco, can you tell us about your country? The most important celebration in my country is Independence Day. It's great that we have two days off, 18 and 19th September. And what do you do in those days? People usually go to the fondas to listen to national music and eat traditional food. Children often fly kites this time of the year. Sometimes it rains, but we love this holiday anyway!
2

The celebrations began in 1778. In 1919, a big fire damaged the church. In 1925, the communities finished the church.

oral Practice A: B: A: B:

readinG - A CHILEAN CELEBRATION

How do people celebrate Independence Day? They eat traditional food, dance the national dance, and fly kites. When do people celebrate Independence Day? They celebrate it on the 18th and 19th of September.

listeninG - TOP OF THE POPS


Kelly:

LC: Kelly: LC: Kelly: LC: Kelly: LC: Kelly: LC: Kelly: LC: Kelly: LC: Kelly: LC: Kelly: LC: Kelly:

Pronunciation 1st 2nd 11th 12th th 21st 20

holidays and celeBrations


3rd 13th 22nd 4th 14th 23rd 5th 19th

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!

holidays and celeBrations

Our guest became famous after he appeared on a program called Rock School. Now, he is about to release his new album which includes the song Figure It Out. His name is Lil' Chris. Hello, Chris, how are you today? Hi, everybody. I'm fine, thank you. How old are you, Lil' Chris? I'm 16. Did you have singing lessons when you were younger? I never sang before I went to Rock School. Who encouraged you to go on Rock School? Well everyone was going there, so I wanted to do the same. And what type of music do you play? Pop rock or pop punky, something like that. It's definitely not hard rock. Do you play any musical instruments? The guitar. Do you have any pets? Oh, yes. I've got five gerbils. What can you tell us about your family? Have you got any brothers or sisters? A brother of six and a sister of eighteen. The question I can't leave out: Have you got a girlfriend? No. What is your favorite sport?

57
UNIT 1

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)
7

oral Practice Tup: Yari: Tup: Yari:

readinG - MYTHS AND LEGENDS

10

Pronunciation

listeninG - TOP OF THE POPS

What's your name? My name is Yari. Why are you alone with your father? Because he didn't feel well to go to the other town.
11

Bill wants a gerbil. Bill wants to be big. Bill wants to play in a band and record many albums.

listeninG - CHILE'S NATIONAL DANCE


Ignacio: Kelly: Ignacio: Kelly: Ignacio: Kelly: Ignacio: Kelly: Ignacio: Kelly: Ignacio: Kelly: Ignacio: Kelly:

oral Practice A: B: A: B:

listeninG - TOP OF THE POPS

Guess what? Lil'Chris is giving a show on Tuesday! I know. He's my favourite singer. Let's go together! Really? Great!

Pronunciation Earth

readinG - MYTHS AND LEGENDS


father health them with then

Elizabeth's birthday is on the third Thursday of this month.

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.

58
UNIT 1

Pronunciation back beginningw

listeninG - CHILE'S NATIONAL DANCE


bird symbol

12

eXtra test - listeninG - aVril laViGne


15

The batter with the butter is the batter that is better! The batter with the butter is the batter that is better! The batter with the butter is the batter that is better!

oral Practice a. b. c. d.

listeninG - CHILE'S NATIONAL DANCE


What is the name of the dance? Where is it from? What clothes do people wear? When do people dance it?

13

test your KnoWledGe - listeninG a drumminG star 14


Interviewer: Is this your first time in Chile, Mark? Mark: Yes. Interviewer: How often do you practice? Mark: I play for about two or three hours a day. Interviewer: Is there a special musician that you admire? Mark: My dad, he's a great performer and he also teaches. Interviewer: Do you have a favorite composer? Mark: I also study the piano so I really like Chopin. Interviewer: What's your favourite place in the world? Mark: Venice - I had lots of fun moving all my instruments around by boat along the canals there! Interviewer: Do you ever make mistakes? Mark: Yes, I do, but it's important to forget about mistakes and concentrate on the good things. Interviewer: If you could have one wish granted, what would it be? Mark: I'd love to be a scientist and travel into space - it'd be good to perform on the moon. Interviewer: What advice would you give to young people beginning to play? Mark: When you practice, try to be patient and concentrate. Don't get upset when you make a mistake.

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.

59

ERROR ALERT!
exercise 9

lesson 1 - holidays and celeBrations.

exercise 5

lesson 5 - chiles national dance

Adverbs of frequency can occupy different positions in the sentence. With most verbs, the normal position is between the subject and the verb, but with the verb to be, the adverb comes after the verb. examples: Pedro occasionally visits us on Sundays. (Normal position). She is often ill in winter. (To be).

Remind your students that they should not try to understand every single word in the listening text; guide them to get some ideas about what they are going to listen to before listening; then focus on the general ideas or get specific information by doing the different activities.

exercise 11

lesson 2 - a chilean celeBration

Help students notice how to say dates. Its on November the fifth. / Its on the fifth of November.

exercise 13

lesson 3 - toP of the PoPs

Remind students of other collocations with the verb form lets indicating a suggestion: Lets have a cup of coffee. Lets invite Susan. Lets buy an ice-cream. Lets visit Arnie, etc.

exercise 8

lesson 4 - myths and leGends

Remind students that we use the verb used to to talk about: an activity that we did or didnt do regularly in the past, a past habit; a situation that was true (or not) in the past. examples:
the past Natalia used to work in a shop. Oscar used to watch a lot of TV. Paul and Rita used to be married. There used to be a movie theater here. I didn't use to go swimming very often. Did you use to enjoy video games? 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.

UNIT 1

60
UNIT 1

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. LESSON 4: MYTHS AND LEGENDS El Trauco is a troll who lives in the woods of Chilo. It has a powerful magnetism that attracts young and middle-aged women. Men of Chilo fear El Trauco, as his gaze can be deadly. The Caleuche is a large ghost ship sailing the seas around Chilo at night. It appears as a beautiful and bright white sailing ship, with the sounds of a party on board, which quickly disappears after people see it. It is crewed by the drowned or by fishermen and sailors who were kidnapped to serve and work as human slaves by three mythological figures: the sirena chilota, the Pincoya and the Pincoy. atlantis was an ideal civilization located in an island beyond the Strait of Gibraltar, in the Atlantic Ocean. The Atlanteans lived in a golden age of harmony and abundance, until the gods started to intermarry with humans and the Atlanteans became greedy. Angered by all this, Zeus sent a series of earthquakes that made Atlantis sink into the sea. arthur became the King of the Britons when he was able to pull out a sword in a stone that Merlin had set using his magic powers. As a king, Arthur gathered knights around him, fought against the Saxons, and searched for a lost treasure, which they believed would cure all ills - the Holy Grail. Arthur's base was at a place called Camelot. His knights met at a Round Table. With his sword called Excalibur, Arthur defeated many enemies. Queen Guinevere was Arthur's beautiful wife. romulus and remus were the twin sons of Mars, the god of war and of a Latin princess. Mars was afraid the twins could take his throne, so he abandoned them on the banks of the Tiber River and left them to die. A female wolf found the twins and fed them her own milk until some shepherds rescued them. As adults, the boys built a city in the place where they had been born. Each brother ruled a part of the city. After a terrible fight, Romulus killed Remus. This left Romulus's hilltop called Palatine the center of the new city. The city was named Rome after Romulus. Poseidon is one of the twelve Olympian deities of the pantheon in Greek mythology whose main domain is the ocean. He is known as God of the Seatamer of horses and as Earth-Shaker due to his role in causing earthquakes.

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
Cinema Bill Sue Jane Tim 50% 0% 30% 10% Seaside 70% 30% 0% 30% Disco 0% 10% 70% 10% His / Her homework 30% 100% 90% 80%

Does
The cleaning 30% 100% 15% 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

Lesson 2: a ChiLean CeLeBRaTion

2. Read the following text and complete the summary below. Shichi-go-san festival is held every year on November 15th. Girls at the ages of 3 and 7, and boys at the ages of of 3 and 5 are blessed at the temple. On this day, children put on their formal clothes,the traditional kimono. They show appreciation for good growth and wish for better future growth. The children receive a candy bag which contains three long stick candies called Chitoseame, and as a souvenir of their record of growth, their parents take pictures and put them in an album.

This festival is called ________________. It is celebrated in ________________ every ________________. On this day, the children wear ________________ and receive ________________ with ________________, called ________________. Parents take ________________ and put them in an ________________.

PhotocoPiaBle material

62
photocopiable material

Lesson 3: Top of the Pops

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 trumpet

piano violin

saxophone

synthesiser

c a b

g i

63
photocopiable material

Lesson 4: Myths and Legends

4. Work in groups of four. a. Look at the pictures. b. Take turns to say what is different. Example: In the past, they didnt use to/ They used to Nowadays, we

64
photocopiable material

Lesson 5: Chiles National Dance

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

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
14th February 4th Thursday in November

Festivity

Halloween 24th December

2. Read the text again. Match the name of the festivity in column A with the items in column B. a
Christmas Haloween St. Valentines Day Thanksgiving

B
Candles Fir trees Lanterns Greeting cards Pumpkin pie Turkey

6 pts

3. Answer these questions a. Who started the St. Valentines tradition? b. When do people celebrate Thanksgiving in Canada? c. Who put candles on a Christmas tree for the first time?

3 pts

PhotocoPiaBle material

66
UNIT 1

listening
AVRIL LAVIGNE
4. What is the program about? Tick ( ) the correct alternative. a. _____ A famous movie star. c. _____ A famous singer. b. _____ A famous sportsperson. d. _____ A famous artist.
3 pts 1 pt

5. Listen to the recording again. Are these statements true (T) or false (F)? Correct the false information. a. _____ Avril Lavigne is American. b. _____ She began to sing when she was a teenager. c. _____ She plays the piano. 6. Listen once more and underline the correct alternative. a. She had her first hit in 2002 / 2001. b. She was born in a big / small city. c. She has two / three brothers and sisters. d. Complicated is her first / latest hit. ORAL EXPRESSION Work with your partner to produce a conversation following these instructions. A: Ask about Bs favourite music star. B: Answer. A: Ask about the kind of music the star sings / plays. B: Answer. A: Ask if the star plays a musical instrument. B: Answer.

4 pts

HELP!
Less than 50%

NOT TOO BAD


50 - 70%

GREAT
80 - 100%

0 - 8

9 - 13

14 - 17 Well done!

18 - 21 Excellent!

Keep trying Review!

total score
21 pts

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
14th February 4th Thursday in November 31st October 24th December

Festivity
Valentines Day Thanksgiving Day Haloween 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.

a: Who is your favourite music star? B: _____________ (Bs favourite) a: What kind of music does ____________ sing / play? B: _____________. a: Does __________ play a musical instrument? B: Yes, he / she plays the _________. / No, he / she doesnt.

oral Production

UNIT 1

UNIT 2 2 UNIT

68

SUGGESTED YEAR PLANNING 8


Unit 2 self - Care
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.

Minimum Obligatory Contents


topic: Self-care, looking after oneself morphosyntactic elements listening comprehension Affirmative, negative, and interrogative sentences Modal verbs How much? / How many? If clauses The Future tense Indirect object pronouns strategies To use previous experience and knowledge of the topic. To identify key words to get the general idea. To use the context, mimicry, and familiar words to infer the possible meaning of new words. To relate new and old information. To discriminate sounds that can interfere with comprehension. To relate oral and written versions of words, phrases and sentences. To integrate written expression by writing words in order to consolidate key thematic vocabulary. To integrate oral and written expression through the use of short phrases and sentences to show listening comprehension. 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. Pronunciation strategies

morphosyntactic elements reading comprehension Affirmative, negative, and interrogative sentences Modal verbs How much? / How many? If clauses The Future tense Indirect objet pronouns

Communicative functions To express possibility, obligation, and no obligation. To express quantity. To talk about the future. To express cause and result.

morphosyntactic elements 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 Write related ideas using sentence connectors. Complete dialogs and sentences. Write instructions.

oral expression Written expression

morphosyntactic elements Affirmative, negative, and interrogative sentences. Modal verbs The Future tense How much? / How many? If clauses Indirect objet pronouns

69
UNIT 2

Learning Abilities To listen and identify general topic and specific information, explicit and implicit in oral texts. To read and identify general topic and specific information, explicit and implicit in written texts. To produce short simple spoken messages in connection with the different lessons. To write short simple sentences, communicatively appropriate in connection with the different lessons. To understand high frequency words and the thematic vocabulary of the lessons in oral and written texts. To develop an openminded attitude towards cultural diversity and English language learning.

Expected Outcome 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.

Attitudes To appreciate the importance of a healthy diet and good habits to preserve our health. To accept and respect life and human dignity.

Resources Articles from magazines and web pages. Dialogs. Questionnaires. A radio program. Tongue twisters. Web pages.

Evaluation 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)

Indicators 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.

70
UNIT 2

UNIT 2

36

UNIT 2

in this Unit yoU Will...


listen and identify specific information in a radio program and in a dialog related to healthy habits and self-care by: - using previous knowledge to predict content, - identifying intonation patterns, - relating ideas with sentence connectors, - discriminating between main and secondary ideas. read and identify main ideas and explicit information in a questionnaire, an article

from a magazine, and a web page about healthy habits and self-care by: - using key words to identify text organization, - recognizing type of text from visual clues, - relating cause and effect, - identifying logical order of ideas. express possibilities, obligations, and suggestions role-playing communicative situations about: - healthy habits and self-care, - addictions and teens problems.

write short paragraphs related to addictions and self-care: - using words related to feelings and moods, physical activities, study habits, - expressing advice and suggestions, - reporting the results of a survey.

71

SELF - CARE
In this unit you will
listen and nd specic information in a radio program and in a dialog related to healthy habits and self-care by: using previous knowledge to predict content, identifying intonation patterns, relating ideas with sentence connectors, discriminating between main and secondary ideas. express possibilities, obligations, and suggestions by role-playing communicative situations about: healthy habits and self-care, addictions and teens problems. write short paragraphs related to addictions and self-care: using words related to feelings and moods, physical activities, and study habits, expressing advice and suggestions, reporting the results of a survey.

read and identify main ideas and explicit information in a questionnaire, in an article from a magazine, and in a web page about healthy habits and self-care by: using key words to identify text organization, recognizing type of text from visual clues, relating cause and eect, identifying logical order of ideas.

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.

3. In groups of four or five, students ask and answer the question and decide if they are active.

UNIT 2

72
UNIT 2
PREPARATION FOR THE UNIT

1. Write C for countable and U for uncountable next to each word.

___ time ___ milk ___ meat ___ friends

___ books ___ pencils ___ butter ___ flour

___ sugar ___ chairs ___ bread ___ apples

___ oil ___ houses

___ cars ___ cheese

___ salt ___ rice

___ tea

___ tomatoes

___ honey

___ carrots

___ water

___ birds

2. Choose the correct alternative. a. They only brought a few / a little meat for the barbecue. b. There are only a little / a few oranges left. c. I felt better after I drank a little / a few hot milk. d. Mum needs a little / a few more strawberries for the jam. e. Id like a few / a little more cookies, please. 3. Use the verbs in the box to complete these sentences with the Future tense.
have go (not) play start travel (not) work

38

UNIT 2

PreParation for the Unit


before starting this unit, students need to know: countable and uncountable nouns, the Simple Past tense, vocabulary related to healthy life and physical activities, some adverbs of frequency.

This section contains activities meant to identify and activate their previous knowledge of the topic and related vocabulary, and to establish the starting point for the activities that will follow. Give students time to form groups and discuss the exercises that have to be done in pairs or groups; encourage them to reflect and be honest to do those that require individual responses.

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!).

5. Answer these questions about your habits. Use the adverbs in the box.
everyday sometimes never

a. How often do you eat junk food? b. How often do you eat healthy food? c. How often do you do physical exercise? d. How often do you sleep eight hours a day?

_____________ _____________ _____________ _____________

e. How often do you study for hours the day before a test? _________

SELF - CARE WELCOME TO MY COUNTRY

39

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

UNIT 2

74
UNIT 2
HOW FIT ARE YOU?
BEFORE READING
Lesson 1

1. Which of these pictures show people in good physical condition?

2. Read Kelly s list and tick ( ) the main suggestions to be fit.

PICTIONARY
cake

a. ____ Do sports regularly. b. ____ Drink alcohol. c. ____ Drink lots of milk. d. ____ Eat fast food. e. ____ Eat three balanced healthy meals a day (milk, vegetables, fruits, meat). f. ____ Follow a routine of regular exercise (twenty minutes a day, forty-five minutes three times a week, etc.). g. ____ Sleep at least 8 hours a day. h. ____ Smoke. i. ____ Spend hours in front of the TV or the computer. j. ____ Use drugs.

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.

hips

fit

swe

ets

walk

40

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.

2. ++ Tell students to read Kellys list and choose the main conditions to be fit. They have to discriminate between correct and incorrect information. Then they can check their answers in pairs. (L.A: to relate the topic and their previous knowledge). answers: 2. a. c. e. f. g.

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.

Answer these questions about a typical week and find out how fit you are. 1. How often do you eat fresh fruit and vegetables? b. Twice. c. Once. a. Every day. 2. How often do you eat sweets, chocolate, cake or chips? b. Twice. c. Once. a. Every day. 3. How often do you play sports or go swimming? b. Twice. c. a. Three times or more. 4. How many kilometers do you walk a week? a. More than 15. b. 10 to 15. c.

d. d.

Never. Never.

Once. 5 to 10. 10 to 15. 5 to 7.

d. d. d. d.

Never. Less than 5. More than 15. Less than 5.

5. How many hours of TV do you watch a day? b. 5 to 10. c. a. Less than 5. 6. How many hours of sleep do you have? b. 7 to 8. a. More than 8. c.

Now find out your fitness score!

SELF - CARE WELCOME TO MY COUNTRY

41

3. + Make students reflect on their situations and decide how fit they are by answering yes or no to the questions. Check orally. (L.A: to relate the topic and their own reality). 4. ++ Ask students to have a quick look at the text they are going to read, find words they know or look or sound similar in Spanish, and try to put them into categories. (L.A: to organize information).

5. + Students have a quick look at the text and predict what type of text it is from three alternatives. Do not check answers at this point. (L.A: to predict type of text from visual clues). Invite students to study the words in the Pictionary. Make sure they understand their meaning.

Pictionary cake: torta, queque chips: papas fritas fit: en forma, sano/a sweet: caramelo walk: caminar

UNIT 2
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!

76
UNIT 2
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
6. + Ask students to read the questionnaire once and check their prediction in Exercise 5. (L.A: to validate predictions). answers: c. 7. ++ Read the introduction of the quiz aloud and make sure all the students understand it. Then, students read the questions again carefully, answer them, and find out their scores. (L.A: to find specific information).

8. With your partner, discuss your scores and reflect on your physical condition. What aspects do you need to improve? 9. In your group, talk about the questionnaire. In what areas did you get a good score? What aspects need more attention? Follow the pattern.

A: What are you doing well? B: I __________ and I also __________. A: What are your main problems? B: Oh, I think I need to __________ and __________. How about you?
LANGUAGE FOCUS How much? / How many?

1. Read these sentences from the text and other examples. a. How many kilometers did you walk last week? b. How many hours of TV do you watch a day? c. How much water do you drink a day? 2. Revise the sentences again and identify the things that you can count, and the things that you cant count. 3. Complete this general rule. We use __________ to ask about things that we can count (countable) and __________ to ask about things that we cant count (uncountable). 10. Complete the following questions with How much or How many.

after readinG
8. + Ask students to compare their scores with their partners and draw conclusions. Who is in better physical condition? You may ask the scores to the whole class and make notes on the board; do this only if you are sure there are no students who might feel embarrassed. (L.A: to use previous knowledge to draw conclusions). 9. ++ Form groups of four or five students. Invite them to revise the scores they got and talk about the areas they should pay more attention to in order to improve their physical condition. Explain how to follow the pattern to exchange opinions and make suggestions. Dont interrupt students while they are doing speaking activities to correct their English. It is better to take notes of the most common and important mistakes and correct them at the end of the activity. (L.A: to reflect on the topic and express opinions and suggestions following a model).
American English: Kilometers British English: Kilometres

a. ________________ milk do you drink a day? b. ________________ hours a day do you play computer games? c. ________________ times a week do you play sports? d. ________________ kilometers do you walk a day? 11. Ask your partner the questions in Exercise 10 and decide if he / she is in good physical condition. Then, complete the following paragraph. I think ______________ is in good / bad physical condition because he / she ______________, ______________ and ______________. To improve his / her condition he / she should ______________ and ______________.

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UNIT 2

______________________

lanGUaGe foCUs How much? / How many? This section is designed to help students revise or discover a particular grammar structure or an interesting item of vocabulary from the text. The activities are meant to promote independent learning, so help, guide and check, but do not give the answers. 1. Ask students to read the sentences from the text and other examples. Guide their attention to the question words.

______________________

2. Help students relate each question to the kind of noun - countable or uncountable. 3. Ask students to complete the general rule. answer: We use how many to ask about things that we can count (countable) and how much to ask about things that we cant count (uncountable).

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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. Complete the following dialog with the expressions in

the box.

a. Listen and check. b. Listen and repeat. c. Role-play the dialog with your partner.
What about you? but I love a week come with me lets

A: How many times __________ do you do physical exercise? B: Well, two or three days a week. ________________________? A: I never do exercise, __________ watching sports on T.V. B: Why dont you __________ instead? A: OK. __________ go!
14. FL The pictures illustrate eight words that were mentioned in the lesson. Can you find them in the Word Search puzzle? S D N R X F A E I S A G F I I 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

13. ++ 17 Invite students to complete the dialog with the expressions in the box. Play the recording once for them to check. Then, tell them to listen and repeat. Finally, choose some pairs to act it out in front of their classmates. (L.A: to imitate a model). Answers: a week. What about you? but I love. come with me. Lets. 14. + FL Motivate fast learners to relate the pictures to words that appeared in the text and to try and find them in the Word Search puzzle. Answers:

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?

SELF - CARE WELCOME TO MY COUNTRY

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10. ++ Tell students to identify which of the nouns in the sentences are countable (hours, kilometers) and which are uncountable (milk, time) Then refer them to the Language Focus to complete the questions. (L.A: to consolidate a grammar point). Answers: a. How much. b. How many. c. How many. d. How many. See Error alert! at the end of the unit. 11. ++ In pairs, students ask and answer the questions they completed in

Exercise 10 and then they complete the paragraph. (L.A: to connect the text and their own reality). 12. + 16 Play the recording once for students only to listen. Draw their attention to the falling intonation of the questions and tell them to represent that with a falling arrow before the last word of each question. Play the recording again for them to listen and repeat. (L.A: to identify an intonation pattern; to imitate a model).

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

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UNIT 2

You can share this information with your students: See BACKGROUND INFORMATION at the end of the unit.

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.

Lesson 2

1. Answer these questions in your group. a. What do you think of computer games? b. Do you play any of them? c. How many hours a week do you play them? 2. With your partner, match the words and expressions in box A with their Spanish equivalent in box B.
A at least get rid of instead of too much spend

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). 2. ++ Students work in pairs to find the Spanish equivalent of the key words and expressions. Remind them to have a look at the words in the Pictionary too. (L.A: to understand key words). answers: at least = por lo menos. get rid of = librarse de. instead of = en lugar de. spend = pasar (tiempo). take the place of = reemplazar. too much = demasiado. Invite the students to study the words in the Pictionary. Make sure they understand their meaning. PiCtionary computer game: juego de computador exercise: hacer ejercicios teen: adolescent time: tiempo, hora fun: entretencin, entretenido/a 3. + Ask students to answer Kellys question and decide which of the statements are true. Do not check answers at this stage. (L.A: to predict content). 4. + Tell students they are going to listen to a radio program. Ask them to try and guess who is going to speak. Do not check answers at this point. (L.A: to predict content).
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take the place of B demasiado pasar (tiempo)

en vez de librarse de por lo menos reemplazar

3. Answer Kellys question. 4. You are going to listen to a radio program. Guess who is going to speak. a. A worried mother b. A teenager c. A doctor 5. With your partner, make a list of cognates that you think you will hear.
LISTENING

6.
PICTIONARY
com pute r ga me

Listen to the recording and check your guess in Exercise 4. Listen to the recording again. a. Check if you hear the ideas in Exercise 3. b. Which of them are true, according to the radio program?

7.

exer

cisin

8.

fun

Listen to the recording again and number the statements in the order you hear them. a. ____ The games are too much fun. b. ____ I have been a computer addict since I was ten. c. ____ I cant get rid of my habit. d. ____ Internet can be an addiction.

teen

time

UNIT 2

5. + Tell students to think of the questions they have answered and the key words they have learned to predict the cognates they think will appear in the text. (L.A: to predict content).

to understand every single word. (L.A: to validate predictions). answers: b. 7. ++ 18 Ask students to listen to the recording again. First, they check if they hear the ideas in Exercise 3. Then, play the recording again for them to identify which of the statements are true. (L.A: to validate predictions; to find specific information). answers: All of them are true.

See Transcript at the end of the unit. 6. + 18 Play the recording once and ask students to check their guesses in Exercise 4. Remind them that this first listening is only to check their predictions; it is not necessary for them

listeninG

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9. a. c. In the recording, the speaker is: narrating a story. b. describing a situation. d. giving instructions. giving advice.

AFTER LISTENING

______________________
lanGUaGe foCUs Indirect Object Pronouns 1. Invite students to read the sentences from the text and other examples, paying special attention to the words in bold. 2. Motivate students to choose a phrase from the box to replace the words in bold in Point 1. answers: a. the teenagers. b. video games. c. David. d. my friends and I. 3. Tell them to choose an alternative to complete the sentences in Point 2. answers: a. ii.; b. i. 4. Now, students are ready to complete the rule with the information in Points 1 and 2. An indirect object pronoun replaces the noun that is the recipient of the verb's action in a sentence.

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

Indirect object pronouns

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

3. Choose an alternative to complete these sentences. a. The words in bold in Point 1 are _____________________ . i. nouns. ii. pronouns. iii. verbs. iv. adjectives. b. The words in the box in Point 2 are __________________ . i. nouns. ii. pronouns. iii. verbs. iv. adjectives. 4. Complete this rule. An indirect-object ____________ replaces the ____________ that is the recipient of the verbs action in a sentence. 11. Replace the underlined parts with the correct indirect pronoun. a. My mother is buying flowers for my grandma. b. Tom cant understand the homework. c. Kathy cant come to the cinema with you and me. d. This letter is for Sam. e. The teacher is talking to the students.

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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11. ++ Refer students to the Language Focus to identify what the sentences refer to. (L.A.: to consolidate a grammar point. answers: a. her. b. it. c. them. d. him. e. them. . 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: how much they used their previous knowledge to understand the text. which words were familiar to them.

8. +++ 18 Students listen to the recording again and number the statements in the order they hear them. (L.A: to organize information). answers: a. 4. b. 2. c. 3. d. 1. 9. + Ask students to listen again and recognize what the speaker is doing in the recording. (L.A: to identify the communicative purpose of the text). answers: c.

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

80
UNIT 2
12. First only listen. Then listen and repeat. a. These sentences: They study thirty to forty hours. I am fifteen. I play twenty-five hours a week. b. These numbers.
13 30 14 40 15 50 16 60 17 70 18 80 19 90

13.

Complete the dialog with the expressions in the box.

a. Listen and check. b. Listen and repeat. c. Role-play the dialog with your partner.
addict real world spend too much whats

A: _________ Davids problem, do you think? B: He spends _________ time on the Internet. A: Do you think he is a computer _________? B: I think he needs to _________ more time in the ___________________.
14. Which of the words in the box have similar meanings and which ones have opposite meanings? Use a dictionary if necessary.
anti-social decent friendly generous hardworking honest kind obedient lazy mean nasty social naughty stubborn nice unkind

obstinate

sociable

15. FL Which of the words in Exercise 14 would you use to describe these people? a. Molly likes to share everything she has with other people. She is ________________ . b. Ned never gets angry. Hes always calm and relaxed. He is ________________ . c. Paula doesnt like to go out. She spends a lot of time on the computer. She is ________________ . d. Oscar never admits he is wrong. He is ________________ . e. Rita doesnt like to work at all. She is ________________ .

46

UNIT 2

12. + 19 First, play the recording and ask students only to listen. Then play the recording again for students to repeat each sentence and the pairs of numbers. (L.A: to imitate a model). 13. ++ 20 In pairs, students complete the dialog about Davids problem using the words and expressions in the box. Play the recording once for them to check. Then, play the recording with pauses for them to listen and repeat. Finally, give them a few minutes to

practice the dialog and invite some pairs to role-play it in front of the class. (L.A: to consolidate language and imitate a model). Answers: Whats. too much. addict. spend. real world. 14. ++ Motivate students to identify the words that have similar meaning (synonyms) and the words that have opposite meaning. Invite some of them to write the pairs on the board. Ask the rest to guess or identify what they express.

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.

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MINI - TEST
READING

1. Read the text in Lesson 1 again and complete the following chart.

4 pts

Good for ones health

Not good for ones health

2. Are these people really fit (RF), quite fit (QF), or not fit (NF)? 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. ____
LISTENING

3 pts

3 pts

3.

Listen to the recording in Lesson 2 again and complete the sentences with the words in the box.
computer games Internet violent

a. The use of the ____________ can be an addiction. b. Playing ____________ stops me from exercising and playing basketball. c. Many of the games are very ____________. 4. Listen again and circle the correct alternative. a. I began to be an addict when I was ten / twelve. b. I play for twenty-five / thirty-five hours a week. c. I have no / lots of friends.
LANGUAGE
2 pts 3 pts

5. How much or how many? Complete the questions. a. _________ hours do you watch TV a day? b. _________ money do you spend a month? 6. Complete these sentences with the correct indirect pronoun. a. I cant do the exercise. Can you explain it to ____________ , please? b. Where are Tom and Peter? I cant see ________ .
2 pts

0-3 4-8 Keep trying Review!

9 - 13 Well done!

14 - 17 Excellent!

total score
17 pts

WELCOME TO MY COUNTRY

47

mini - test
The mini-tests in Lessons 1 and 2 provide material to check and revise students progress and information to the teacher about any points that the majority of the students may have problems with. Make sure they understand what they are expected to do and then give them time to answer individually.

answers: readinG 1. Good for ones health Eat fresh fruit and vegetables Play sports and walk not good for ones health Eat sweets and chocolates Watch TV a lot of time till late at night 2. a. 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
UNIT 2
LEARNING TO LEARN
BEFORE READING
Lesson 3

before readinG
Introduce the topic asking your students to read the name of the lesson and eliciting ideas about the content of the text. Invite them to look at the words in the Pictionary and connect them with the topic of the lesson. Start a conversation about their study habits and then invite them to look at the picture story and identify: the location (a boys bedroom, a girls bedroom); the characters (a boy and a girl / two students / two friends); the situation (the children are talking on the phone, they are classmates, they have a test in three days time, the boy wants to go cycling, the girl is studying); the special ending of the story (two possibilities for students to choose). 1. + Students choose one of the endings and compare with their partners. Are they similar? (L.A: to relate the topic and their own reality). 2. + Students give their opinions and give reasons for their choice. Encourage them to use English as much as possible, but allow the use of Spanish if necessary. (L.A: to relate the topic and their own reality). 3. ++ Students work in pairs to find the meaning of the words in a dictionary. Remind them that the dictionary may give them several options, from which they will have to choose according to the context, once they read. Check answers orally. (L.A: to understand key words).

1. Read the dialog and choose your favorite ending, a or b. Which of the children is doing the correct thing?
Hi, Mary. What are you doing?

Hi. Im studying for the test.

The test is in three days time!

I know. I always study a little every day.

PICTIONARY
awa ke

Im going to study the night before. Come on! Lets go cycling!

brain

step

Why dont you come and study with me?

Yes! Lets go.

tired

wee

ks p

lan

48

UNIT 2

answers: a. lograr. b. descanso, recreo. c. fecha tope. d. auto-estima. e. paso. f. desperdiciar. Invite students to study the words in the Pictionary. Make sure they understand their meaning. PiCtionary awake: despierto/a tired: cansado/a brain: cerebro week's plan: plan semanal step: paso

4. + Remind students to find clues that can help them decide the type of text this is: lay-out, colors, illustrations, etc. Do not check answers at this point. (L.A: to predict type of text). 5. + Tell students to have a quick look at the text and identify cognates and words they already know. With this quick look, they can predict one bit of information they will find in the text. Do not check answers at this point. (L.A: to predict content from cognates and familiar words).

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 American English: organization British English: organisation, organization

4. Have a quick look at the text below. What kind of text is it? a. A newspaper article. c. A doctors prescription. b. Tips in a teenagers magazine. d. An advertisement.

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

Plan your time carefu lly. Good time organi zation helps you lea and well. rn fast Plan your school wo rk step by step, wit h deadlines that are to achieve. This wil possible l give you more sel f-esteem. Make a study timeta ble three weeks bef ore your exams, and free time to relax and leave have fun. Have a short break every 45 minutes wh ile you study. Stand walk around, youll up and feel more awake! Prepare a weeks pla n with all your activit ies (school, meals, fun, etc,). You will study, see where you are wasting time that you to study or read. can use Revise little and oft en (every day, every two days, every thr ee days).

Yes!

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,

No!

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 - CARE WELCOME TO MY COUNTRY

49

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.

(L.A: to find and match specific information). answers: Study for hours the night before your exams. 8. ++ Students read the text again to form logical relations between the sentences in columns a and b, according to the text. (L.A: to find and match specific information). answers: a. iv.; b. ii.; c. iii.; d. i.

UNIT 2

84
UNIT 2
AFTER READING

LANGUAGE FOCUS

The Future tense

after readinG ______________________


lanGUaGe foCUs the future tense This section is designed to help students revise or discover a particular grammar structure or an interesting item of vocabulary in the text. The activities are meant to promote independent learning, so help, guide and check, but do not give the answers. 1. Revise the examples from the text with your students. 2. c. 3. To refer to future events, we use will / wont + the infinitive of the verb.

1. Read these sentences from the text. a. You will see where you are wasting time. b. You will feel tired and your brain wont work well. 2. What do the sentences refer to? a. Past events. b. Habits. c. Future events. 3. Complete this statement. To refer to_____________ events, we use _______ / _______ + the infinitive of the verb without to.

9. In pairs, imitate the recommendations in the text to add two more. a. _____________________________________ b. _____________________________________ 10. How do these people feel? Find the correct word for each picture and then complete the Crossword puzzle.

angry bored confused excited happy sad scared

d b c g a

______________________

9. ++ In pairs, students add one affirmative and one negative recommendation to the list of studying tips. Motivate students to share their own experiences when they study. Explain that their tips may be very useful to other students. (L.A: to consolidate vocabulary and grammar, relating the content of the text to their own reality). answers: Will vary. Check the use of the Future tense, both affirmative and negative form. See error alert! at the end of the unit. 10. Read aloud the sentences in the text that include examples of vocabulary related to feelings or moods: Youll feel more awake; you will feel tired; you will feel more stressed. Ask students to identify how the people in the pictures feel, using the words in the box. This will help them solve the crossword puzzle. (L.A: to consolidate thematic vocabulary).

50

UNIT 2

answers: a. confused. b. bored. c. scared. d. sad. e. happy. f. excited. g. angry. 11. +++ Form groups of four students and ask them to ask and answer questions about feelings in different situations. Give an example of how to use the pattern and demonstrate with a student. (L.A: to consolidate thematic vocabulary and imitate a model). answers: example: a: When do you feel scared?

b: I feel scared when I hear strange noises in the night. a: How do you feel when you have a test the following day? b: I feel anxious. 12. + 21 First, play the recording and ask students only to listen. Then play the recording again for students to repeat the instructions. You can ask some students to mime the instructions in front of the class for them to guess. (L.A: to imitate a model).

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11. In your group, ask and answer questions about feelings in different situations. Use this pattern and the situations below (a f).

A: When do you feel _____________? B:I feel _____________ when _____________ / when I _____________ . A: How do you feel when you _____________? B:I feel _____________.
a. You have a test tomorrow. b. Its the first day of your vacation. c. You dont understand your teacher. 12. d. You have a lot of homework. e. You get a good mark in a test. f. A friend doesnt want to help you with your homework.
REFLECTIONS
What difficulties did I have when talking about my feelings? How well did I work in my group?

Listen and repeat. Pay attention to accentuation and intonation. Dont worry too much. Make a timetable. Prepare a weeks plan. Have regular breaks. Dont study for hours.

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.

A: Whats the matter? You dont look very happy. B: I have a very difficult test tomorrow. A: Why dont you ask for help? B: I did, but nobody can help me today!
14. FL Read this joke. Do you understand it? Describe another funny situation making a drawing or writing a paragraph.
Whats the problem? Do you feel tired, stressed, exhausted? Mm, its clear; you have Oh! Yes! Thats exactly homeworkitis. Is it serious? how I feel. Does it have a cure?

Sure! You must do your homework, now! I think Im going to get a second opinion!

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51

13. ++ 22 First, students read the dialog and infer the meaning of the underlined expressions. Ask them to find equivalent expressions in Spanish. Check answers orally. Then, ask them to listen and repeat; give them a few minutes to practice and invite some pairs to roleplay the dialog in front of the class. (L.A: to infer meanings; to imitate a model). Answers: Whats the matter? = Qu (te) pasa? Ask for help = pedir ayuda

14. ++ FL Motivate fast learners to read the joke. Make sure they understand it; ask them to write or draw a short one themselves, illustrating a funny situation. (L.A: to connect the text and their own reality). Reflections The purpose of this activity is to help students reflect on their learning process and to raise their awareness of how they develop their own learning strategies to become more effective learners. They 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 reflect on: the difficulties they had when talking about their feelings; how well they worked in their groups.

UNIT 2

86
UNIT 2
HELP FOR YOU!
BEFORE LISTENING
Lesson 4

before listeninG
1. ++ Read the statements aloud and make sure students understand them. Form groups of four or five students and ask them to discuss the statements and decide whether they are true or false. Check answers orally. Answers may vary depending on students opinions. You can also elicit more teen problems and make notes on the board. (L.A: to relate the topic and their previous experiences). 2. + Draw students attention to Kellys question and ask them to choose an alternative. Invite some groups to share their answers and ask them to give reasons for their choices. There are no right or wrong answers. (L.A: to relate the topic and their previous experiences). 3. + Tell students they are going to listen to a radio program and ask them to try and guess the problem that will be mentioned. Do not check answers at this stage. (L.A: to predict content). 4. + Give students a few minutes to match the key words and their Spanish equivalent. Tell them to look at the Pictionary too. (L.A: to understand key words). answers: a. - v. b. - iv. c. - i. d. - iii. e. - ii. PiCtionary drug: droga nervous: nervioso/a offer: ofrecer turn around: darse vuelta

What should you do if you have a problem? Choose an alternative.

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. b. Call a TV or radio program. d. Nothing at all.

3. Youre going to listen to a radio program. Guess the problem that will be discussed. a. Alcoholism b. Anorexia c. Drug addiction d. Depression

4. Match each word in A (a e) with its Spanish equivalent in B (i v) A a. stay away b. avoid c. get rid of d. sort of e. risk
LISTENING

i. ii. iii. iv. v.

B deshacerse riesgo casi evitar mantenerse alejado

5. 6.
PICTIONARY
drug

Listen to the recording and check your guess in Exercise 3. Listen to the recording again and circle the type of text. a. An advertisement b. An advice program c. A news report

7.

Listen to the recording again and match the phrases. a. Say b. Choose c. Change i. the subject. ii. no, thanks. iii. your friends.

nerv

ous

8.
r offe

Listen to the recording once more and number the sentences in the order you hear them.
a.
Someone offers me drugs.

b.

You can keep your principles.

tur

oun n ar

c.

I dont like drugs.

d.

Stay away from drugs.

52

UNIT 2

See Transcript at the end of the unit. 5. + 23 Play the recording once and ask students to check their prediction in Exercise 3. answers: c. Drug addiction. 6. + 23 Play the recording again for students to identify the type of text. (L.A: to identify type of text). answers: b.

listeninG

7. ++ 23 Read the phrases aloud with the class. Then students listen to the recording again, this time more carefully, and match them. (L.A: to find and match specific information). answers: a. ii. b. iii. c. i. 8. +++ 23 Students listen to the recording once more and number the sentences in the order they hear them. Warn them that what they hear may be slightly different from the written sentences.

87
AFTER LISTENING

LANGUAGE FOCUS

Possibility Obligation - No obligation

1. Read the sentences. What do the parts in bold express?


Possibility Obligation No obligation

a. You must avoid risk situations. b. You do not have to talk. c. You can change the subject. 2. Complete this general rule. a. Use ____ to give someone strong advice or to express a strong obligation. b. Use ____ to say that something is not necessary. c. Use ____ to indicate a possibility.

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 What can you do if a friend offers you drugs? you think?

I think

______.

SELF - CARE WELCOME TO MY COUNTRY

53

(L.A: to relate written and spoken language; to organize information). answers: c.; b.; d.; a.

after listeninG ______________________


lanGUaGe foCUs Possibility obligation - no obligation Dont forget that this section is designed to help students revise or discover a particular grammar structure or an interesting item of vocabulary in the text, and that the activities are meant to promote

independent learning, so help, guide and check, but do not give the answers. 1. Revise the sentences from the text with the class. Help them discover what the underlined parts express. answers: a. obligation. b. No obligation. c. possiblity. 2. Guide students to complete the general rule. answers: a. must. b. do not have to. c. can.

9. ++ Refer students to the Language Focus to complete the sentences. (L.A: to consolidate a grammar point). answers: a. must. b. dont have. c. can. See error alert! at the end of the unit. 10. +++ Tell students to look at the pictures and identify the people, the place, and the situation. Then, in pairs, students complete the dialog between Kelly and her friend with their own ideas. Choose some pairs to share their work with their classmates. (L.A: to connect content and their own reality).

______________________

UNIT 2

88
UNIT 2
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 If Stu chews shoes, should Stu choose the shoes he chews?

11. ++ Form groups and ask students if they know any other useful tips to say no to drugs. Invite the groups to write a short piece of advice and to share the information with their classmates. They can write this on the board or read it aloud. Help with vocabulary and check their sentences before they share them with the class. (L.A: to use information to write a guided paragraph). Reflections The purpose of this activity is to help students reflect on their learning process and to raise their awareness of how they develop their own learning strategies to become more effective learners. They should work on their own, but you may help and guide them when necessary. Encourage them to keep a record of their answers in a special section of their notebooks. Students read the questions and identify: the most serious problems they had when writing in English; how many of the new words they used when doing the exercises. 12. + 24 First, play the recording and ask students only to listen. Draw their attention to the different pronunciation of the letters ch / t / and sh / /. Then play the recording again for students to repeat each word and then the tongue twister. (L.A: to identify two English phonemes; to imitate a model).

How many of the new words can I use?

13.

Complete the dialogs with phrases from the box.

a. Listen and check. b. Listen and repeat. c. Choose one dialog and act it out in front of the class.
get rid of sort of Whats the matter with got a point

i. A: Hey! You look sad! ____________ you? B: My girl / boyfriend doesnt want to see me any more!

ii. A: My mother says the music is too loud and I think shes ____________; my ears hurt! B: Yes, mine too!

iii. A: Have you finished your homework? B: Well, ____________. I couldnt do all the exercises.

iv. A: We must ____________ these clothes. We never wear them! B: OK, but please let me keep this sweater.

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

13. ++ 25 Ask students to look at the pictures and read the dialogs. Then, they complete them with the phrases in the box. Remind students that the expressions may be used in colloquial, informal situations, and that they are very useful in everyday life. (L.A: to consolidate key expressions; to imitate a model). Answers: i. Whats the matter with. ii. got a point. iii. sort of. iv. get rid of.

14. +++ FL Motivate fast learners to create a slogan or advertisement against drugs. Encourage them to use information from the text and their own ideas, and to share the product of their work with the class. (L.A: to reflect on the content of the text and relate it to their own experiences).

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. 2. Match the verbs in box A with a noun in box B. A
feel make waste

3 pts

3 pts
time a timetable

anxious

LISTENING

3.

Listen to the recording in Lesson 4 again and circle the words you hear.
begin change decrease turn have increase keep speak stay want watch work

1 pts

4.

Listen again. How many people called the program? a. Two girls. b. Three boys. c. A girl and a boy.

5 pts

LANGUAGE

5. Rewrite these sentences using must, have to or can. a. It is possible for you to get a good mark. 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 _______________. 6. Complete the sentences using the adjectives in the box. Example: I feel impatient when I have to wait for a long time.
angry anxious bored happy sad

3 pts

5 pts

a. I ______________ when I have a test. b. I ______________ when I get a good mark. c. I ______________ when I dont like a game. d. I ______________ when I get a bad mark. e. I ______________ when a friend doesnt help me.

0-5 6 - 10 Keep trying Review!

11 - 15 Well done!

16 - 20 Excellent!

total score
20 pts

WELCOME TO MY COUNTRY

55

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.

2. feel anxiety; make a timetable; waste time. listeninG 23 3. change, have, stay, keep, want. 4. c. lanGUaGe 5. a. You can get a good mark. b. You must stop the car at the red light. c. You must stay in bed. 6. Students write sentences like the example using the adjectives in the box. answers: a. feel anxious. b. feel happy. c. feel bored. d. feel sad. e. feel angry.

UNIT 2

90
UNIT 2

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.

BULLYING YOU ARE NOT ALONE


Which of these situations seem familiar to you? a. My classmates call me names. b. Nasty students damage my things. c. Old students intimidate young students. d. Someone is making abusive phone calls. e. Someone is sending offensive phone texts. f. Someone is posting insulting messages on the Internet. BEFORE READING

Lesson 5

1. Answer Kellys question. 2. Look at the pictures. Can you identify any of the situations in Kellys list?

before readinG
1. ++ Students read Kellys question in small groups and try to understand the descriptions of the situations. (L.A: to connect the topic with their previous experiences). 2. + Students recognize and match the situations in exercise 1 and the pictures. (L.A: to connect written information and pictures that represent it). answers: a. Picture a. b. Picture a. c. Picture d. d. Picture b. e. Picture b. f. Picture b. 3. ++ You can ask the whole class to look up all the words in a dictionary, or you can divide the class into six groups and assign one word to each group. Remind them that they will only be able to get the exact meaning of the word when they see it in context, in the text they are going to read. (L.A: to understand key words). answers: a. elegir. b. aparato. c. desagradable. d. seguro/a. e. culpar. f. secuencia filmada. 4. + Students predict what the text is about. Do not check answers at this point. (L.A: to predict content). Invite students to study the words in the Pictionary. Make sure they understand their meaning.

3. Before reading the text, find the meaning of these words in the dictionary. a. pick on d. safe b. device e. blame (v) c. nasty f. footage

4. What are you going to read about?


PICTIONARY
fight hone

a. Insulting phone calls. b. Bullying facts. c. Bullying in the future.


READING

cell

5. Read the text and check if your were right in Exercise 4. 6. Read the text again and identify which paragraph (I IV) refers to these points (a d). a. Ways to solve the problem. b. People who suffer bullying. c. A special type of bullying. d. A definition of bullying. Paragraph ______ Paragraph ______ Paragraph ______ Paragraph ______

skin

upse

56

UNIT 2

PiCtionary cell phone: telfono celular fight: pelea skin: piel upset: molesto/a

6. ++ Students read the text again, more carefully and find which paragraph refers to the topics mentioned. (L.A: to find general information in paragraphs). answers: a. III. b. II. c. IV. d. I.

See error alert! at the end of the unit. 5. + Students read the text and check their prediction. Check answers orally. (L.A: to validate predictions). answers: b.

readinG

91
UNIT 2
I. Bullying often starts when people pick on something It about you that is different. can be how big you are, the color of your skin, or how you are doing at school. II. Bullying can happen to almost anyone. They are all ordinary and nice students who meet a very nasty person. III. If this happens to you, tell someone you trust: a friend, a teacher, and/or your parents. During breaks and lunchtime, try to stay in safe areas of the school with many other people. If someone hurts you, tell a teacher immediately and make sure you tell your parents. or Dont show you are angry . upset, and dont fight back If you do this, think that they can blame you. IV. A special type of bullying is cyber bullying, which uses electronic devices such as . cell phones and computers Happy slapping is a new form of bullying where a bullies film the attacks on cell phone camera and then they share the videos with their friends. These attacks are illegal, so you must report them to a teacher, a parent, or even the police as soon as possible. They can use any footage on cell phones as evidence of the attacks.

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

8. What kind of bullying is happy slapping? 9. What is the purpose of this web page? a. To tell stories. b. To inform children what to do. c. To exchange ideas about bullying.

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57

7. +++ Ask students to read the text again, find what they should and shouldnt do if they are bullied and write the suggestions in the corresponding column of the chart. (L.A: to find and classify specific information). Answers: Should: tell someone you trust. stay in safe areas. tell a teacher or your parents. Shouldnt: show you are angry. fight back.

8. ++ Students identify the definition of happy slapping in the text. (L.A: to find specific information). Answers: It is a form of bullying in which the person that is attacked is filmed on a cell phone camera. 9. ++ Students recognize the purpose of the webpage. (L.A: to identify communicative purpose of text). Answers: b.

92
UNIT 2
AFTER READING

10.

First only listen. Then listen and repeat the words and the tongue twister.
back be bully bullying mobile

A big black bug bit a big black bear

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. Join a sentence in box A with a sentence in box B. Form conversations beginning with What can I do if....? A a. You see someone bullying a friend. b. Someone sends you abusive text messages. B i. You must tell your parents or even the police! ii. You must tell your teacher or somebody you trust. a. Listen and check. b. Listen and repeat. c. Role-play the dialogs with your partner. 12. Read the statement below and translate it into Spanish. Do you agree? Everyone has the right to be respected and the responsibility to respect others You can find more useful information about this topic on the Internet at: http://www.bullying.org/ http://www.stopbullyingnow.hrsa.gov/

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). lanGUaGe foCUs If Clauses This section is designed to help students revise or discover a particular grammar structure or an interesting item of vocabulary in the text. The activities are meant to promote independent learning,

58

UNIT 2

______________________

so help, guide and check, but do not give the answers. 1. Tell students to revise the sentences from the text, drawing their attention to the word in bold. 2. Help them notice that each sentence is constituted by two parts: two subjects, two verbs. 3. Students should discover that the word if introduces a condition. (si esto ocurre). 4. Ask some students to complete the rule on the board. answers: When we want to indicate a condition and give an instruction in a

______________________
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).

sentence, we use the word if at the beginning of the sentence and the Imperative to give the instruction.

93
13. How much did you learn about bullying? Try this quiz!

YOU ARE WALKING TO SCHOOL AND SOME BULLIES ASK FOR YOUR MONEY. DO YOU GIVE THEM THE MONEY? YOU ARE ON THE SCHOOL PLAYGROUND AND SOMEONE HITS YOU. DO YOU HIT HIM / HER BACK?

A BULLY FINDS YOU ALONE AND STARTS BEATING YOU. DO YOU SHOUT FOR ATTENTION AND RUN AWAY? ONE OF YOUR BEST FRIENDS STARTS TO BULLY YOU. DO YOU TELL YOUR PARENTS? A BULLY THREATENED YOUR LITTLE BROTHER. DO YOU CONFRONT THE BULLY? FINAL MESSAGE: BULLYING IS SOMETHING WE ALL NEED TO THINK ABOUT. WORKING TOGETHER, WE CAN MAKE THE LIVES OF YOUNG PEOPLE BETTER.

YOU SEE SOMEONE BEING BULLIED. DO YOU ASK FOR HELP?

REFLECTIONS
How did the exercises help me understand the text?

14. FL Add two more questions to the quiz describing any other bullying situations.

On what ocasions did l show respect for my classmatesopinions?

SELF - CARE WELCOME TO MY COUNTRY

59

12. Tell students to read the statement and translate it into Spanish. Ask them if they agree. Answers: May vary, but it is highly desirable that all students agree with the statement. Todos tenemos derecho a ser respetados y la responsabilidad de respetar a los dems. 13. ++ Encourage your students to find out how much they learned about bullying by answering the quiz and getting the final message. (L.A: to consolidate thematic

vocabulary; to relate content and own reality). 14. ++ FL Motivate fast learners to add two more questions to the quiz and ask them to their classmates. (L.A: to expand content and vocabulary). Reflections The purpose of this activity is to help students reflect on their learning process 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; the occasions in which they showed respect for their classmates opinions.

UNIT 2

94
UNIT 2

notes
___________________________ ___________________________ ___________________________ ___________________________ ___________________________ ___________________________ ___________________________ ___________________________ ___________________________ ___________________________ ___________________________ ___________________________ ___________________________ ___________________________ ___________________________ ___________________________ ___________________________ ___________________________ ___________________________ ___________________________ ___________________________ ___________________________ ___________________________ ___________________________

k, oc r r e d ar port H lly l re Ke hoo sc

EPISO DE 2: FITNESS CLASS

Kelly hardrock, school reporter


Help students identify the connection between the characters that have appeared in the lessons and those in the cartoon. Help them revise what happened in the previous episode of the cartoon. You can ask these questions: Who is the girl in the cartoon? What is her connection with Chile? What happened in the previous episode? Where was she?

95
UNIT 2

Notes
___________________________ ___________________________ ___________________________ ___________________________ ___________________________ ___________________________ ___________________________ ___________________________ ___________________________ ___________________________ ___________________________ ___________________________ ___________________________ ___________________________ ___________________________

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.

___________________________ ___________________________ ___________________________ ___________________________ ___________________________ ___________________________ ___________________________ ___________________________ ___________________________

96
UNIT 2

SYNTHESIS
1. Prepare a survey. a. Work in groups of three students and write five questions you can ask to find out if a person is a computer addict. b. Write a questionnaire like the one on page 41. c. Apply your questionnaire to as many of your classmates as you can. d. Write a short paragraph to summarize the results. e. Present all the information in a poster and display it in the classroom. 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 37. Use these symbols to reflect your performance.

TEST YOUR KNOWLEDGE


READING: HEALTH ADVICE FOR TEENS

1. Read the text and relate sentences in box A (a d) with sentences in box B (i iv).
Reading Listening

4 pts

Speaking

Writing

a. b. c. d.

You drink lots of milk. You eat diet food. You skip meals. You take vitamins.

i. You cant eat twice of everything. ii. You cant replace food. iii. You will eat a lot at the next meal. iv. Your bones will be strong.
4 pts

2. Read the text again and underline the incorrect information. a. You can eat all the diet food you want. b. It is better to eat a snack instead of vegetables. c. You must replace sugar by sweeteners. d. You must eat three balanced, healthy meals a day.

62

UNIT 2

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.

synthesis

Explain to students that the purpose of this section is to help them revise contents and evaluate their performance in the whole unit. Read the instructions and make sure they all understand what they are expected to do in each activity. Encourage them to give honest answers in order to detect their strengths and weaknesses. Check students results and revise any points that the majority of them had problems with.

test yoUr KnoWledGe

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.

97
LISTENING COMPUTERS IN MY LIFE

3.

Listen to the recording and tick () the best alternative. a. The speakers are i. ___ asking for advice. ii. ___giving their opinion. iii. ___ telling a story. b. The speakers are i. ___ parents. ii. ___ teachers. iii. ___ teenagers.

2 pts

SELF-EVALUATION
Check your progress in this unit marking the box that is true for you.

4.

Listen to the recording once more and write who says the following statements, Speaker 1, 2 or 3. a. ___ The Internet is amazing. b. ___ I dont use the computer for fun. c. ___ I use the computer for all kinds of things. d. ___ I only use it for sending and receiving e-mails. e. ___ I spend a lot of time watching videos.

5 pts

I can organize a text in logical order. I understand the general idea(s) of texts. I can relate cause and effect.

reading

LANGUAGE

5. Complete the following questions with How much or How many. a. ____________________ water do you drink a day? b. _________________ hours do you spend on the Internet? c. ________________ times do you revise before a test? 6. Match the two parts of the sentences below. i. but they are very violent. ii. because I find them boring. iii. and artificial sweeteners. 7. Match the sentences in A with the sentences in B using if. A: a. Someone starts calling you names. b. A bully demands your money. c. Someone sends you an insulting text message. B: i.Dont fight with him / her. ii. Tell your parents or even the police. iii. Tell an adult you trust.
ORAL EXPRESSION

3 pts

I can follow instructions. I use my previous knowledge to understand texts. I infer information from intonation patterns. I can relate ideas.

listening

3 pts

a. I dont like computers b. Avoid fast food c. I like computer games,

I can give examples. I can apply new vocabulary. I can use everyday English.

language

3 pts

I can organize ideas to write short paragraphs. I can reproduce short dialogs.

speaking / writing

8. Give your classmate two affirmative and two negative instructions to help him / her learn better.

4 pts

Did I like to work in a group? Did I enjoy the topic? Did I help my partners?

project/group work

Great! 0-6 7- 14 Keep trying Review!

Not too bad 15 - 21 Well done!

Help! 22 - 28 Excellent!
total score
28 pts

WELCOME TO MY COUNTRY

63

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.

The purpose of this section is to allow students to reflect on their strengths and weaknesses. Make sure they all understand what they are expected to do and give them enough time to answer the questions. Encourage students to give honest answers and show interest in their results.

self - eValUation

UNIT 2

98
UNIT 2

TRANSCRIPTS
readinG - HOW FIT ARE YOU?
16

David:

Pronunciation

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?

Many of the games are very violent, but nobody takes them seriously. They are just fun! That is the main problem with the games that they are too much fun!
19

Pronunciation
17

listeninG - WHO'S IN CONTROL?

oral Practice A: B: A: B: A:

readinG - HOW FIT ARE YOU?

How many times a week do you do physical exercise? Well, two or three days a week. What about you? I never do exercise, but I love watching sports on T.V. Why don't you come with me instead? OK. Let's go!

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 16 - 60 17 - 70 18 - 80

listeninG - WHO'S IN CONTROL?

18

oral practice A: B: A: B:

listeninG - WHO'S IN CONTROL?

20

Presenter: The use of the Internet can be an addiction, like alcoholism or drug use. Researchers say that Internet addicts spend at least thirty to forty hours online every week. They are worried particularly about young people because the net is taking the place of sports or games for some of them. Nowadays, teens spend more time in cyberspace than in real world with friends and family! What can you say about this, David? Do you think you are a computer addict? David: Er.well I think I began to be a computer addict when I was ten. Now Im fifteen, and I can't get rid of my habit. I try, but the games are so cool! Presenter: How many hours do you play? David: These days I play for about twenty-five hours a week. I play computer games instead of exercising and playing basketball. Presenter: Do you spend time with friends? David: No, I don't have time. Presenter: Do you think you are antisocial? David: No! Not at all. I have lots of friends at school. Presenter: Do you play violent computer games?

What's David's problem, do you think? He spends too much time on the Internet. Do you think he is a computer addict? I think he needs to spend more time in the real world.

Pronunciation

readinG - LEARNING TO LEARN

21

Don't worry too much. Make a timetable. Prepare a week's plan. Have regular breaks. Don't study for hours.

99
UNIT 2

oral Practice A: B: A: B:

readinG - LEARNING TO LEARN

22

What's the matter? You don't look very happy. I have a very difficult test tomorrow. Why don't you ask for help? I did, but nobody can help me today!

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?

Pronunciation

listeninG - HELP FOR YOU!

24

listeninG - HELP FOR YOU!

23

Presenter: This is WPST 97.5, HELP FOR YOU! You've got questions? We've got answers! Hello! What's your name? Kevin: Hi, I'm Kevin. Presenter: How are you, Kevin? What's the matter with you? Kevin: WellI really don't like drugs, but two of my friends do, and they want me to try them. Presenter: How old are you? Kevin: I'm fourteen. Presenter: OK, Kevin. Do you want to stay healthy? Then stay away from drugs. Kevin: How can I do that? Presenter: You must avoid situations of risk or you can get rid of those friends. Kevin: What? Presenter: It is simple, Kevin! One of the most important things you can choose is your friends. You should keep your principles and just say NO! Thank you for calling, Kevin. Kevin: Thank you! Presenter: Good afternoon, who's calling? Girl: Hello, my name's Lily. Presenter: Have you got a problem? Lily: Well, sort of. I don't know what to do or say when someone offers me drugs. Presenter: Well, it's easy. Say no, thanks. This technique is fundamental, but you can also change the conversation or talk and talk and talk about anything else! Lily: Sometimes I get very nervous.

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?

oral Practice

listeninG - HELP FOR YOU!

25

A: Hey! You look sad! What's the matter with you? B: My boyfriend doesn't want to see me any more! A: My mother says the music is too loud and I think she's got a point! My ears hurt! B: Yes, mine too! A: Have you finished your homework? B: Well, sort of. I couldn't do all the exercises. A: We must get rid of these clothes. We never wear them! B: O.K. But please let me see them before giving them away.

UNIT 2 2 UNIT

100

readinG - BULLYING YOU ARE NOT ALONE


26 Pronunciation

Patsy:

back be bully bullying A big black bug bit a big black bear.

mobile

readinG - BULLYING YOU ARE NOT ALONE


27 oral Practice

I think the Internet is amazing; I use my computer most of the time to chat with other people. I spend a lot of time watching videos, surfing sport pages, and listening to music. Without computers our lives would be really boring! Presenter: This was the opinion of three teenagers like you. What is your opinion? Phone us and tell us! Our number is (fade)

A: What can I do if I see someone bullying my best friend? B: I'm not sure, but I think you must tell your teacher or somebody you trust. A: And if someone sends me offensive text messages? B: You must tell your parents or even the police!

eXtra test - listeninG - BAD SLEEP CAN AFFECT STUDENTS' GRADES 29


Jane: Tom: Jane: Tom: Jane: How many hours do you sleep every night, Tom? I don't know, between 7 and 9 hours. Why do you ask, Jane? Because my mother told me that teenagers who don't sleep enough will probably get bad grades at school. Why does she say that? How does she know? Well, she is a teacher, and she applied a questionnaire in her class. She says that students that get lower grades are those who sleep less, and they find it very difficult to concentrate during the day. Mm, sounds right. What else did she discover? She also found out that those students snore every night and have a hard time waking up in the morning. They are always falling asleep in class! I never thought that sleeping well was so important. So, Tom, are you sleeping enough?

test yoUr KnoWledGe listeninG - COMPUTERS IN MY LIFE


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:

101

ERROR ALERT!
exercise 10

lesson 1 - HOW FIT ARE YOU?

exercise 9

listeninG - HELP FOR YOU!

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.

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 9

readinG - LEARNING TO LEARN

exercise 7

readinG - BULLYING YOU ARE NOT ALONE

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.

Students may tend to put to after should. Explain that modal verbs such as can, must, should, would, etc. are followed by an infinitive without to. Correct I can make a cake. incorrect I can to make a cake.

UNIT 2

UNIT 2 2 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.

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?

the day by drinking a glass of water or For lunch, you should eat some grilled green vegetables. If you are still hungry, eat two or three

need to go on a diet. Start orange juice, (2)

____________ coffee or tea, and no sug ar!

fish with (4) ____________ fruits or nuts. And to drink, drink

just water! It has no calories, so you can

(6) ____________. For dinner, have som e soup and bread. You can also have a cup of coffee.

LessOn 2: WHOs in COntROL?

2. How do you spend your free time? How often do you? a. Prepare a quiz about free-time activities and apply it to some friends. Use these prompts as clues. At home: work / study at the weekend; go away; stay late in bed; watch TV / movies; play video games; chat with friends, etc. Sports: play a sport; go to the gym; watch sports on TV Culture: go to a concert / visit a museum / read, etc. Friends: visit friends; meet other people; visit relatives; go out with your parents, etc. b. Present the information in graphs, charts, diagrams or any other visual organizer. Draw separate organizers for each category above. c. Report your results in class.

PhotoCoPiable material

104
photocopiable material

Lesson 3: Learning to Learn

3. Match the halves in A and B to form instructions. A


Listen Read Dont cheat Dont waste Make Open Close

B
in the test. your time. the door, please. to the teacher. your books. a timetable for the week or month. the exercises carefully.

Lesson 4: Help for You!

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.

Lesson 5: Bullying - You are not Alone

5. Look at the picture of Jims room and write a list of suggestions for him. Example: Jim should make his bed. He should.

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. Many of the soft drinks people consume contain nine to twelve teaspoons of sugar and have an acidity that is near the level of battery acid. For example, one type of cola ranked 2.39 on the acid scale, compared to battery acid, which is 1.0. The study recommends that people limit consumption of soft drinks to meals and to drink them with a straw, which reduces the contact of soda with their teeth. The study also found that products that come from beer are non-carbonated and do not contain the acids that harm teeth, but that non-colas can cause more dental erosion than colas.
1 pt

1. Have a quick look at the text. What kind of text is it? Tick () an option.. a. _______ An extract from a novel b. _______ A scientific article c. _______ A news report d. _______ An advertisement

2. Read the text carefully and complete the sentences. a. When you drink a lot of soft drinks, you can lose the _______________________. b. Many people think that diet drinks contain _________________________________. c. We should use a _________________________________ when we drink soft drinks. d. Products that come from beer do not _____________________________ our teeth. 3. Read the text once more and find this information. a. Two kinds of acids: b. Dr. Rosss profession: d. Acidity in one type of cola: e. Acidity in battery acid: ___________________________________________________________. ___________________________________________________________. ___________________________________________________________. ___________________________________________________________.

4 pts

5 pts

c. Content of sugar in soft drinks: ___________________________________________________________.

PhotoCoPiable material

106
PhotoCoPiable material

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 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. 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. 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!
Less than 50%
1 pt

4 pts

5 pts

NOT TOO BAD


50 - 70%

GREAT
80 - 100%

0 - 7

8 - 12

13 - 16 Well done!

17 - 20 Excellent!

Keep trying Review!

total score
20 pts

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
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.

readinG

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.

listeninG

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!

UNIT 2

108
UNIT 3

SUGGESTED YEAR PLANNING 8


Unit 3 different liVes
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.

Minimum Obligatory Contents


topic: Life in other countries and communities Different languages and customs School life in other countries Morphosyntactic elements listening comprehension Can / Could Superlatives Conditionals strategies To use previous experience and knowledge of the topic. To identify key words to get the general idea. To use context, mimicry and familiar words to predict possible meaning of new words. To relate new and old information. To distinguish phonemes that can interfere with communication. To relate oral and written version of words, phrases, and sentences. To integrate written production by writing words to consolidate key lexical items. To integrate oral and written expression through the use of short phrases and sentences to show comprehension. 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. Morphosyntactic pronunciation elements Can / Could Superlatives Conditionals English phonemes / , i /. Superlatives Languages Dates strategies To use everyday fixed phrases and sentences in personally relevant contexts. To use high frequency words and the thematic vocabulary of the level in personally relevant contexts. To use expressions associated with the communicative functions of the level in personally relevant contexts. To integrate listening as basic input for interaction. To integrate reading as a source of information to produce oral texts. To discriminate, imitate, and repeat phonemes. To relate written and spoken version of sounds to identify and incorporate pronunciation patterns.

Morphosyntactic elements reading comprehension oral expression Can / Could Superlatives Conditionals

communicative functions To talk about life in other countries. To talk about national celebrations. To use American and British English. To make requests. To express cause and results.

Written expression

Morphosyntactic elements Can / Could Superlatives Conditionals

strategies To imitate models to write own sentences. To use connectors to link sentences coherently. To write answers to questions. To replace information in model texts with personal information.

109
UNIT 3

Learning Abilities To identify speakers. To identify purpose of a message. To extract specific information. To use key words to get the general meaning. To use key words to identify general meaning. To identify reference markers. To use cognates to predict content. To distinguish main and secondary ideas. To complete a paragraph. To write sentences. To complete a fact file. To exchange information. To express opinions.

Expected Outcome 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.

Attitudes 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 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)

Indicators 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.

110
UNIT 3

UNIT 3

64

UNIT 3

in tHis Unit yoU Will...


listen and identify specific information in an interview, a dialogue, and 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.

read and identify main ideas in an Internet article and an extract from a book about life in other countries and communities by: - using key words to identify general meaning, - identifying reference markers, - using cognates to predict content, - distinguishing main and secondary ideas.

exchange information and express opinions in short dialogs about: - life in other countries, - personal experiences, - English as an international language. write a short paragraph and complete a fact file: - comparing life in different places, - describing a funny celebration and a festival, - using vocabulary related to the unit.

111

DIFFERENT LIVES
In this unit you will
listen and identify specic 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 specic information, using key words to get the general meaning. exchange information and express opinions in short dialogs about: life in other countries, personal experiences, English as an international language. write a short paragraph and complete a fact le: comparing life in dierent places, describing a funny celebration and a festival, using vocabulary related to the unit.

read and identify main ideas in an Internet article and in an extract from a book about life in other countries and communities by: using key words to identify general meaning, identifying reference markers, using cognates to predict content, distinguishing main and secondary ideas.

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? 2. Make a list of countries that you think are very similar to Chile, and another one of countries that are very different. Share your ideas with other groups.

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.

b. Some of them are playing, some of them are at school; some of them seem to be celebrating; some of them are playing with snow. c. Some of them come from an oriental country; some of them come from a very cold place (a country near the pole, in Europe or North America); some of them come from South America (Chile, because they are wearing Chilean school uniforms); some of them come from India or Pakistan. d. They are very different, except from the Chilean children

2. Ask your students to make a list of countries that they think are very similar to Chile, and one of countries that are very different. Then, invite them to compare their lists and share their reflections with the other groups.

UNIT 3

112
UNIT 3
PREPARATION FOR THE UNIT

1. Use the clues to make comparisons. a. Fruit and vegetables / healthy / chips
________________________________________________

b. The countryside / quiet / a big city


________________________________________________

c. Parachuting / dangerous / running


________________________________________________

d. Jamaica / hot / UK
________________________________________________

e. Math / difficult / history


________________________________________________

f. Riding a bicycle / easy / driving a car


________________________________________________

2. Choose from the box to form an adverb that describes the actions in the pictures.
careful loud patient quick slow sweet

a. Pete waited ________ for the fish to bite.

b. Anna poured the hot tea _____________ .

c. Paulo drives ________ . He doesnt want to have an accident.

d. My sister shouts ______________ when shes angry.

66

UNIT 3

preparation for tHe Unit


Before starting this unit, students need to know: to use comparatives, to express how actions are performed, vocabulary related to countries, nationalities and languages, vocabulary related to places in the city. This section contains activities meant to identify and activate their previous knowledge of the topic and related vocabulary, and to establish the starting point for the activities that will follow.

113
3. Match the countries and the nationalities. Chile China France Germany

Ireland

Japan

Spain

UK

USA

American British Chilean Chinese French German Irish Japanese Spanish

4. Look at the pictures and write the words.


church museum square park train station school

a. ____________________

b. ____________________

c. ____________________

d. ____________________

e. ____________________

f. ____________________

DIFFERENT LIVES WELCOME, FRIENDS

67

Give students time to form groups and discuss the exercises that have to be done in pairs or groups; encourage them to reflect and be honest to do those that require individual responses. Answers: 1. a. Fruit and vegetables are healthier than chips. b. The countryside is quieter than a big city. c. Parachuting is more dangerous than running. d. Jamaica is hotter than the UK.

e. Math is more difficult than history. f. Riding a bicycle is easier than driving a car. 2. a. patiently. b. carefully. c. slowly. f. loudly. 3. Chile Chilean. China Chinese. Ireland Irish. Japan Japanese. Spain Spanish. UK British. USA American. 4. a. park. b. church. c. school. d. square. e. train station. f. museum.

UNIT 3

114
UNIT 3
EXPERIENCES IN A FOREIGN COUNTRY
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? BEFORE LISTENING
Lesson 1

1. Answer Kellys questions in your group. 2. Draw a line from the names to the countries in the map.
IrelandUnited KingdomSpainItalyFranceGermany

Before listeninG
1 + In groups, students read and answer Kelly's questions. (L.A: to relate topic of the lesson with students' own reality). 2. ++ Invite students to read the list of countries and then locate them on the map. (L.A: to relate previous knowledge to the topic). answers: See the map. 3. ++ Invite students to reflect on their own reality. Ask them to think about life in Chile and complete the sentences. Then, ask them to compare answers with their partners. (L.A: to relate topic with students' own reality). 4. +++ Students think about three positive and three negative things of living in another country and then complete the chart. (L.A: to relate topic with students' own reality). 5. +++ Explain to students that they are going to listen to a text about life in one of the countries mentioned in Exercise 2. Ask them to guess the name of the country after looking at the words in the Pictionary.

3. Think about life in Chile and complete the sentences. Then, compare answers with your partner.
PICTIONARY
cliff

a. Something nice in Chile is ___________________________________. b. Something sad in Chile is ___________________________________. c. Something interesting in Chile is _______________________ _____. 4. With your partner, think about three positive and three negative things about living in another country and complete the chart.

cras

jump

er

The best

The worst

land

scap

woo

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?

68

UNIT 3

(L.A: to use previous knowledge and visual clues to predict content). Do not check answers at this point. pictionary Cliff: acantilado Crash: golpear, chocar Jumper: sweater

See Transcript at the end of the unit. 6. + 30 Play the recording. Students listen and confirm or correct their guess in Exercise 5. (L.A: to validate predictions). answers: The girl is talking about Ireland.

listeninG

115
LISTENING

6. 7.

Listen to the text and confirm or correct your guess in Exercise 5. What country is the girl talking about? What kind of text is it? Tick () the correct alternative. a. A piece of news. ____b. An interview. ____ c. An advertisement. ____

8. 9.

Listen to the text again. Check if the ideas you mentioned in Exercise 4 were mentioned. Listen to the text and number these aspects in the order they are mentioned. a.____ Where to go. c.____ Things she doesnt like. b.____ Gabrielles daily activities. d.____ Her opinion.

10.

Listen to the paragraph about the Aran Islands and tick the correct information. a. Clothes that people wear. i. __ Woollen jumpers. ii. __ Jeans and jackets. iii. __ Light clothes. b. Language they speak. i. __ English. ii. __ Irish. c. Means of transport they use. i. __ Cars. ii. __ Carriages. d. Things you can see at Connemara. i. __ Mountains. ii. __ Beaches. iii. __ Gaelic. iii. __ Bicycles. iii. __ Forests.

AFTER LISTENING

LANGUAGE FOCUS

Superlatives American English: jumper (dress) British English: jumper (sweater)

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? 3. Read and complete the rule. When we want to state that something is at the highest or the lowest degree, we use ______________ adjectives. To form the superlative of short adjectives, we add ______________ to the adjectives. Exception: the superlative forms of good and bad are ______________ and ______________ .

DIFFERENT LIVES WELCOME, FRIENDS

69

30 Students listen to the 7. ++ 30 recording again to identify the kind of text. (L.A: to identify type of text). answers: b. An interview.

30 9. +++ 30 Invite students to listen again and number the aspects in the order they are mentioned. (L.A: to recognize specific information). answers: b.; c.; a.; d.

lanGUaGe focUs - superlatives Remind students that this section is meant to help them 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. Help students identify the type of information required. answers: A comparison. 3. With information from Points 1. and 2. students complete the rule. answers: When we want to state that something is at the highest or the lowest degree, we use superlative adjectives. To form the superlative of short adjectives, we add est to the adjectives. exception: the superlative forms of good and bad are best and worst.

after listeninG ______________________

______________________
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.

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).

10. +++ 30 If necessary, play the recording again. Then ask students to listen and tick the correct information. (L.A: to identify correct information). answers: a. - i. b. - iii. c. - ii. d. - i.

UNIT 3

116
UNIT 3
11. Use the information in the chart to answer the questions.
Country Size (km2) Temp. Celsius

Which country is a. the largest? _________________ b. the smallest? _________________ c. the hottest? _________________ d. the coldest? _________________

Did you know that Let students read this section on their own and share comments in their groups. For more information on this section see page 7 of the Introduction. 11. ++ Students use the information from the chart to answer the questions. (L.A: to extract information from a chart). Answers: a. France. b. Ireland. c. Germany. d. Ireland.
The purpose of this activity is to help students reflect on their language process and to raise their awareness of how they develop their strategies to become more effective learners. They should work on their own, but you may help and guide them when necessary. Encourage students to keep a record of their answers in a special section of their notebooks. The students read the questions and identify: the difficulties they had in answering questions from a chart; how much they needed the teacher's assistance.

Italy France Ireland

301,270 543,965 70,273

16 15 9 17

Did you know that

the Irish language is a Celtic language and part of the Indo-European languages that derive from Latin? English is a Germanic language, part of the Saxon languages. It doesnt come from Latin.

Germany 357,121

12.

First only listen. Then, listen and repeat each phrase. The best thing My saddest feeling The nicest place to visit The easiest exercise to do The worst thing

13.

the box.

In pairs, complete the dialog with the phrases in

In my opinion living abroad really cool

Reflections

A: What is the best thing about _________________? B: That Christmas is in winter and making a snowman is
_________________!

A: Whats the best place to go? B: _________________ , the nicest place to visit is the mountains.
14. Replace the phrases in the dialog with your own ideas. Then practice and role-play it in front of your classmates. 15. FL How much do you know about the world? Complete and ask the following questions to your partner. Add more examples. Then change roles. a. What is the _________________ river in Chile? (long)
REFLECTIONS
What difficulties did I have to answer questions from a chart? How much did I need the teachers assistance?

b. What is the _________________ mountain in South America? (high) c. What is the _________________ city in Argentina? (large) d. What is the _________________ place in the world? (cold) e. What is the _________________ place in Chile? (dry)

12. + 31 Students first only listen. Then, they listen and repeat after each phrase. (L.A: to imitate a model of pronunciation). 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.
32 In pairs, students complete the

70

UNIT 3

14. +++ Motivate students to replace the phrases with their own ideas and then role-play the dialog in front of their classmates. (L.A: to consolidate vocabulary by completing and dramatizing a dialog). 15. FL Motivate fast learners to play a quiz game. Ask them to complete and ask the questions to a partner and add more examples. Then, they change roles. (L.A: to consolidate language and vocabulary through a game).

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.

117
INTERNATIONAL ENGLISH
BEFORE READING
Lesson 2

1. Read the dialog between Kelly and Fernando.


Whats your parents native language, Fernando? Native language? Yes, their first language, their home language. Spanish, of course. My parents and I are native Spanish speakers.

2. + Students answer the questions. (L.A: to relate the topic with students' own reality). 3. + Ask students to work with their partners and find the cognates that appear in the article. (L.A: to identify cognates). answers: language, native, second, official, international, communication, popular, incorporated, modern, example, pajamas, important, importance, cinema, music, television. 4. ++ Invite students to look at the words in the Pictionary and make sure they understand their meaning. (L.A: to infer meaning from visuals). pictionary bungalow: casa de un piso, no pareada cartoons: dibujos animados pajamas: pijama sitcom: serie de TV en episodios, acerca de situaciones de la vida diaria
71

2. Answer these questions. a. What language(s) did you learn at home as your first or native language?
Mapudungun Aimara Quechua Greek Italian Spanish English French Rapa Nui

b. Is Spanish your first or second language? c. Can you notice any differences between the way you and your parents speak Spanish? d. Apart from English, are you learning any other foreign languages?
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. 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. b. ___ English has more native speakers than Chinese and Spanish. c. ___ All English words come from the same origin. d. ___ Everybody speaks English in the same way.

PICTIONARY
bung alow

cart

oon

paja

mas

sitco

DIFFERENT LIVES WELCOME, FRIENDS

Before beginning the class, and while your students still have their books closed, start a conversation about the importance of English all over the world, and also about the different status it has in different countries. You may need additional information on this topic. See BACKGROUND INFORMATION at the end of the unit.

Before readinG
1. + Ask your students to read the 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).

5. +++ Before reading, ask your students to tick the statements that they think are true. Do not check answers at this stage. (L.A: to use previous knowledge to predict content).

UNIT 3

118
UNIT 3
READING

IS ENGLISH AN INTERNATIONAL LANGUAGE?


Nowadays, more than 300,000,000 people speak English. People speak English as their first or native language, in countries such as the United Kingdom, the United States, Australia or New Zealand. In other countries like Pakistan, India, Guyana or South Africa, English is not the mother tongue, but people speak it as a second language. In Canada, they have two official languages, English and French.

by Kelly Hardrock

Since the beginning of the XX century, English has become the main language of international communication. Although Mandarin Chinese and Spanish both have more native speakers, English is certainly the worlds most popular language in the world. English is today an open language. It has incorporated words from Latin, Greek, and many modern languages. For example, many words derive from Hindi, such as pajamas and bungalow. In Latin American and European countries, English is a very important foreign language and people usually learn it at school. The importance of English has grown since the World Wars of the last century. The cinema, music, and television have helped take American culture into many countries that listen to American music and watch American films, sit-coms, and cartoons.

There are, of course, various small differences between the English that people use in different parts of the world. There are also numerous different accents, none of which is better than the others. The most common differences in English are between American and British English, but in Australia, Scotland, and Ireland there are also differences in vocabulary. For a long time, people around the world have considered English as the worlds most important language. Has this process finished? Only time will answer this question.
Adapted from: Barber, C., Beal, J. & Shaw, P. (2009) (2nd Ed.)The English Language: A Historical Introduction. Cambridge: Cambridge University Press.

6. Read the text and check or correct your predictions in Exercise 5. 7. Are these statements true (T) or false (F)? Correct the false statements. a. ____ In India, people speak English as their first language. b. ____ Chinese is the most widely spoken language in the world. c. ____ People do not learn English at school in Latin America. d. ____ English is very popular all over the world thanks to the cinema. e. ____ In Canada, people speak English and Spanish.

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.

(L.A: to discriminate between correct and incorrect information). answers: a. False. English is not the mother tongue, but people speak it as a second language. b. True. c. False. In Latin America, English is an important language and it is taught at schools. d. True. e. False. They speak English and French. 8. +++ Ask students to read the text again and then choose the correct answer for each question. (L.A: to identify correct information). answers: a. - i. b. - ii. c.- iii.

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. iii. Hindi.
REFLECTIONS
Did I use my previous knowledge to understand the text? Did I connect the topic to my own reality ?

AFTER READING

9. In your group, answer Kellys questions. Then share your conclusions with your classmates. LANGUAGE FOCUS 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 - ____________ Greece - ____________ Italy ____________ Germany - ____________ Japan USA ____________ ____________

lanGUaGe focUs languages Remember that this section is meant to help students revise or discover a particular grammar structure by themselves. answers: 2. They refer to languages. 3.
Country
China Greece Russia France Italy Spain Germany Japan USA

______________________

Language
Chinese Greek Russian French Italian Spanish German Japanese English

Russia - ____________ Spain - ____________ 3. Complete this general rule.

We can form the name of languages by adding _________ , __________ , or____________ to the name of the country. There are a few exceptions to this rule, as in the case of ____________ - ____________ ; ____________ ____________ ; or ____________ - ____________ . 10. Make a list of more countries and their languages. Compare lists in your group.
DIFFERENT LIVES WELCOME, FRIENDS

4. We can form the name of languages by adding -ish, -ese, or -an to the name of the country. There are a few exceptions to this rule, as in the case of Greece - Greek; or france - french.

______________________
10. ++ Motivate students to look for information and more examples to add to the table in the Language Focus. (L.A: to use study skills). possible answers: See examples in the BACKGROUND INFORMATION section at the end of the unit.

73

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.

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
UNIT 3
11. Match the English words below (i - viii) with their countries of origin (a - e).

Did you know that

11. ++ Invite students to work in pairs and identify the origin of the words in the list. Encourage them to use the dictionary to answer. (L.A.: to develop study skills) Answers: France: ballet, giraffe. Germany: delicatessen. Greece: rhino. Italy: parachute, piano. Spain: banana, chocolate. 12. + 33 Play the recording. Ask students to first only listen. Then, ask them to listen and repeat the list of languages. (L.A: to imitate a pronunciation model). 13. +++ 34 Invite students to work with their partners and put the dialog in order. Then, motivate them to practice and role-play it in front of the class. (L.A: to organize information to complete a dialog; to consolidate vocabulary and a language structure). Answers: A: How many people speak English around the world? B: I'd sayabout 300 million people. A: In what countries is it the official language? B: In Britain, the USA, Australia, New Zealand A: Who use it as a second language? B: People in India, Pakistan and South Africa. Did you know that Let students read this section on their own and share comments in their groups. For more information on this section, see page 7 of the Introduction.

there are many English words pronounced differently from the way they are spelt? There are about 400 words in English whose spelling is wholly irregular. Unfortunately, many of them are among the most frequently used. Despite many attempts to reform the English spelling system, no changes have been made since the 16th century - mainly because nobody can agree on the best alternative!

a. France i. ballet ii. banana

b. Germany

c. Greece v.

d. Italy rhino

e. Spain

vi. parachute vii. giraffe viii. piano

iii. chocolate iv. delicatesen 12.

First only listen. Then listen and repeat the names of languages.
Chinese English Japanese French Russian German Spanish Italian

13.

With your partner, put the following dialog in order. Then, practice and role-play it in front of your classmates. ___ Id sayabout 300 million people. ___ In what countries is it the official language? ___ Who use it as a second language? ___ In Britain, the USA, Australia, New Zealand ___ People in India, Pakistan and South Africa. ___ How many people speak English around the world?

B: A: A: B: B: A:

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

a. Can you call me a cab? Its too late to walk. ________________ b. Look! That is a beautiful yard. ________________ c. Can you tell me where the elevator is, please? ________________ d. Im hungry! Ive got some cookies in my bag. ________________ e. This truck has traveled all over the USA carrying food. ________________ f. My little brother loves eating candies. ________________

74

UNIT 3

14. FL Refer fast learners to the last paragraph of the text and motivate them to replace the words in bold in the sentences (American English) by their equivalent words in British English. Explain that the pictures may help them. (L.A: to infer meaning from visuals). Answers: a. taxi. b. garden. c. lift. d. biscuits. e. lorry. f. sweets. See Error alert! at the end of the unit.

121
MINI - TEST
LISTENING

1.

Listen to the text in Lesson 1 again and circle the correct answer to this question. Why is Gabriella living in Ireland? a. Her parents like the country. c. She is studying there. b.Her father is studying there. d.Her father is working there.

2 pts

2.

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.

4 pts

READING

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.

5 pts

3 pts

Countries
The USA, Britain, Australia

Category
Second language Foreign language

LANGUAGE

5. Fill in the blanks with the superlative form of the adjectives in the box.
big high cold long small

5 pts

a. The Vatican is the b. The Nile is the c. Antarctica is the d. Sahara is the e. Everest is the

country in the world. river in the world. place in the world. desert in the world. mountain in the world.

0-3 4-8 Keep trying Review!

9 - 12 Well done!

13 - 19 Excellent!

total score
19 pts

DIFFERENT LIVES WELCOME, FRIENDS

75

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 the students may have problems with. Make sure they understand what they are expected to do and then give enough time to answer individually. answers: listeninG 30 1. d. 2. a. False. b. False. c. True. d. False.

Mini - test

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
The USA, Britain, Australia Pakistan, India, Guyana, South Africa

Native language / mother tongue Second language

Category

European and Latin American countries Foreign language

lanGUaGe 5. a. smallest. b. longest. c. coldest. d. biggest. e. highest.

UNIT 3

122
UNIT 3
DO YOU LIKE JOKES?
BEFORE LISTENING
Lesson 3

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). 2. ++ Invite students to answer the questions. (L.A: to relate topic with students' own reality). 3. ++ Motivate your students to unscramble the words to find the name of one of the most popular customs in Europe and America, when people play jokes on each other. At this stage, you may need to give them some additional information. See BACKGROUND INFORMATION at the end of the unit. (L.A: to use previous knowledge to infer meaning). answers: April Fool's Day. 4. +++ Invite students to make a list of words or expressions they would expect to hear in a text about jokes. Brainstorm their ideas and write a list on the board. (L.A: to use previous knowledge to make predictions).
PICTIONARY
laug h

1. Look at the pictures. Choose the funniest joke and compare with your partner.

Look! Your shoelace is untied.

2. What kind of jokes do you like the most? Tick your choice. a. ___ Innocent jokes. b. ___ Dirty jokes. c. ___ Jokes about cultural customs.d. ___ Jokes that dont harm anybody. 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
lefth d ande

FLOOS

YDA

shoe

lace

4. What words or expressions would you expect to hear in a text about school jokes? Make a list with your partner. 5. Have a look at the words in the Pictionary. If necessary, find their meanings in Spanish.

76

UNIT 3

5. + Ask students to read the words in the Pictionary and find their meaning in Spanish in a dictionary, if necessary. (L.A: to infer meaning from visuals). pictionary laugh: reir left-handed: zurdo shoelace: cordn de zapato

See Transcript at the end of the unit. 6. + 35 Play the recording. Ask students to listen and check their predictions in Exercises 3 and 4. This first listening is only to get the general meaning. Remind students that they do not need to understand every single word. (L.A: to validate predictions).

listeninG

123
LISTENING

6. 7.

Listen to the recording and check your predictions in Exercises 3 and 4. Listen to the recording again and tick () the correct option. The father is a. ____ giving information. c. ____ advertising a product. b. ____ telling a story. d. ____ reporting news.

Did you know that

8.

Who said what? Write A (Ann) or D (Daddy). a. ____ What do you need? b. ____ Everybody plays jokes on their friends. c. ____ It doesnt seem very funny. d. ____ There was a TV show about spaghetti trees. e. ____ Only left-handed people could eat hamburgers.

in Scotland, April Fools Day is actually celebrated for two days? The second day is devoted to jokes that involve the posterior region of the body. It is called Taily Day.

american v/s British english Draw students' attention to the 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. See error alert! at the end of the unit.

9.

Which of these statements contains incorrect information? Underline it and support your answers. a. The father cant help Ann. b. On April Fools Day, everybody plays jokes. c. The radio and TV also participate. d. People wanted to make the Big Ben digital. e. One of the most famous jokes was in France. American English: hamburger British English: beefburger

after listeninG
10. + Ask students to reflect on any connections between jokes and people's lives. Elicit their ideas. Encourage the use of English as much as possible, but allow the use of Spanish if necessary. Remember that the objective of the activity is to relate information, not to use the language. (L.A: to use previous knowledge to reflect on a topic). lanGUaGe focUs Request and permission
77

AFTER LISTENING

10. Can you notice any connections between jokes and peoples lives? LANGUAGE FOCUS Requests and permission

1. Read these sentences from the text and other examples. a. Can you help me with my homework? b. Can you tell me about it? c. Could you give some examples? d. Can I ask you a few questions? 2. What do the questions in Point 1 have in common? 3. Complete the rule. To make ____________ in English in a polite way, or to ask for ____________ to do something, we use ______________ or _____________ = Is it OK to do something?
DIFFERENT LIVES WELCOME, FRIENDS

______________________

7. + 35 Play the recording again. Ask students to listen and tick the correct answer. (L.A: to recognize correct information). answers: b. 8. ++ 35 Play the recording again. Tell students to listen and relate the speakers to what they say. (L.A: to identify speakers). answers: a. D. b. D. c. A. d. D. e. D. 9. +++ 35 Play the recording again. This time, students listen and identify

the statements that contain incorrect information. Ask them to support their answers. (L.A: to recognize incorrect information). answers: a. The father knows a lot about the topic. d. People complained about that. e. It was in the USA. did you know that Let students read this section on their own and share comments in their groups. For more information on this section, see page 7 of the Introduction.

Remind students that this section is meant to help them revise or discover a particular grammar structure by themselves. 1. Ask students to revise the examples. 2. Help students identify the type of information required, and then answer the questions. answers: They are all questions. They use can / could. They express a request or permission. 3. After identifying the differences, they complete the rule. answers: To make requests in English in a polite way, or to ask for permission to do something, we use can or could = Is it OK to do something?

______________________

UNIT 3

124
UNIT 3
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 ________________.

A: That seems more interesting!

12. Read Anns questions and tell your partner. 13. Listen and repeat these dates.
April the 1st March the 3rd August the 5th July the 23rd September the 22nd May the 15th

14. FL Can you solve the Crossword puzzle about this funny celebration? The clues are the words you need to complete the sentences below.

11. ++ 36 Students listen to the dialog and practice it with a partner. Then, invite some pairs to role-play it in front of their classmates. It is important to share with students the importance of these activities which will give them an opportunity to learn and practice social and communicative skills. Take an active role in pair formation so that students do not always work with the same people. (L.A: to participate in a dialog to practice an intonation model). 12. + Ask students to read Ann's questions and talk with their partners. Invite some students to share their answers with the whole class. (L.A: to connect the topic to students' own reality). 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:

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?

4 5 7 6 8

78

UNIT 3

the main problems they had to speak in English; in what way they showed support to their partners. 13. + 37 Students first only listen. Then, they listen and repeat the list of dates. (L.A: to consolidate a pronunciation model).

14. FL Motivate fast learners to solve the crossword about this funny celebration (April Fool's Day). Explain that the clues are the words they need to complete the sentences below. (L.A: to consolidate vocabulary). Answers: Across: 2. April. 4. clock. 6. Switzerland. 8. France. Down: 1.hamburgers. 3. jokes. 5. radio. 7. trees.

125
FESTIVALS AROUND THE WORLD
Lesson 4

The Tomatina Festival

Coopers Hill Cheese Rolling

a. What kind of festivals do you know? b. Have you been to any strange or funny festivals?

The Battle of Oranges B E F OR E R E A DI NG

The Festival of the Pig

3. +++ Ask students to write the name of the festival that corresponds to each picture. (L.A: to relate pictures and information). answers: a. The Tomatina Festival. b. Coopers Hill Cheese Rolling. c. The Battle of Oranges. d. The Festival of the Pig. 4. + Invite students to read the texts quickly and make a list of cognates they find in them to predict what the events are about. (L.A: to use cognates to predict content). answers: August, converge, celebrate, traditional, paella, music, dance, kilos, tomatoes, fruit, hours, magically, normal, festival, May, ceremonies, violently, competitors, carnival, famous, events, second, center, area, strange, competition, important, national, imitation. La Tomatina Festival is about throwing tomatoes at other people. Cooper Hill Cheese Rolling is about running after a piece of cheese. The Battle of Oranges is about throwing oranges at other people. The Festival of the Pig is about imitating the sounds of pigs. pictionary fireworks: fuegos artificiales midday: medioda sausage: salchicha squishy: blando sticky: pegajoso

1. Kelly is writing an article on different festivals around the world. Answer her questions. 2. Have a look at the names and the pictures above. What do these events have in common? 3. Write the name of the festival that corresponds to each picture.

PICTIONARY

a
_________________________________

b
_________________________________

firew

orks

midd

ay

12:00
PM

saus

age

c
_________________________________

d
_________________________________
squis hy

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?

stick

DIFFERENT LIVES WELCOME, FRIENDS

79

See BACKGROUND INFORMATION at the end of the unit. Before beginning the class, talk with your students about different festivals around the world. Ask them to mention some they know, and also some they have heard about. Then, ask them to remember if they know of any strange festivals in Chile or abroad.

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
UNIT 3
R E AD IN G

FESTIVALS AND EVENTS


I La Tomatina - The Worlds Biggest Food Fight Each year, on the last Wednesday of August, about 10,000 people converge to the Spanish town of Buol. Fireworks light the sky and people celebrate with parties on the streets with wine and traditional paella. Music plays and people dance, but they are there for one thing only - to throw about 7 million kilos of sticky, squishy tomatoes. At midday, a lot of trucks carry the red fruit into the main Town Square. A few hours later, the town square magically returns to normal.

II Coopers Hill Cheese Rolling People celebrate this festival on the last weekend in May in Gloucestershire, England. The race begins when the master of ceremonies violently throws a piece of s petitors then throw themselve cheese down a hill. All the com er keeps the cheese. winn The se. chee the after down the hill competition, but there are a few Children cant take part in the 12 and one for girls. They are uphill races, one for boys under ! well as ing rtain ente slower, but

III The Battle of Oranges Ivreas carnival, in Italy, is one of the most famous in the world because of the Battle of Oranges. People throw oranges at each other and oranges fly everywhere. It takes place in early January and lasts for 5 days, from Thursday to Tuesday, with several parades and events, a lot of parties, food events, and music in the streets every day.

IV The Festival of the Pig On the second Sunday of August, in the small village of Trie Sur Base, center of the largest pig area in France, people celebrate a very strange festival. There are piglet races, a pork sausage-eating contest, and a competition for the best pig outfit. Theres music and dancing, but the most important event of the day is the national pig imitation competition.

Adapted from: Dodson, P. (2002) Our Featured Bizarre festivals. Retrieved June 5th, 2012, from: http://www.2camels. com/festivals/bizarre-festivals.php

80

UNIT 3

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.

6. ++ Students read the text carefully and find the words (a - d) in it. Then, they choose the best meaning. (L.A: to infer meaning from context). answers: a. - ii. b.- iii. c.- iii. d. - iii.

7. ++ Invite your students to complete the chart with information from the article. (L.A: to extract information from a text). answers:

Festival
La Tomatina

Location
Buol, Spain

Date
Last Wednesday of August Last weekend in May Early January Second Sunday of August

To honor...
The tomato Cheese Oranges The pig

Cooper's Hill Cheese Rolling Gloucestershire, England The Battle of Oranges The Festival of the Pig Ivrea, Italy Trie sur Baise, France

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 7. Read the article again and complete this chart.
REFLECTIONS
What were the main problems I had to understand the text? How much did the exercises help me understand?

Did you know that

the ending -shire means county? For example, Hampshire, Yorkshire (the county of Hamp, the county of York).

Festival

Location

Date

In honor of...

8. Read the article once more and answer these questions. a. In what countries do people celebrate in the same month?
__________________________________________________________

b. Why are La Tomatina and The Battle of Oranges similar?


__________________________________________________________

c. Which festival has a special event for children?


__________________________________________________________

American English: truck British English: lorry

d. Which festival is celebrated in winter?


__________________________________________________________

DIFFERENT LIVES WELCOME, FRIENDS

81

8. +++ Students read the text again and then answer the questions. (L.A: to identify specific information in a text). Answers: a. In Spain and France. b. Because in both of them people celebrate throwing a fruit. c. Cooper's Hill Cheese Rolling. d. The Battle of Oranges (in Europe, in the north hemisphere, it is winter in January).
The purpose of this activity is to help students reflect on their language process

Reflections

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: the main problems they had to understand the text; how much the exercises helped them understand the text.

Did you know that Let students read this section on their own and share comments in their groups. For more information on this section, see page 7 of the Introduction. American v/s British English Draw students' attention to the two different words used in each variety of English. Remind them that both the British and the American versions are correct, but that they should choose one variety and stick to it.

UNIT 3

128
UNIT 3
AF T E R R E AD IN G

LANGUAGE FOCUS

Superlative of long adjectives

after readinG ______________________


lanGUaGe focUs superlatives of long adjectives Remember that this section is meant to help students revise or discover a particular grammar structure by themselves. 1. Ask students to revise the examples, paying special attention to the words in bold. 2. Tell students to answer the questions. answers: b. 3. Students complete the rule. answers: To form the superlative of long adjectives, we use the + most + adjective.

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... 2. What kind of adjectives are they? Choose an alternative. a. short b. long 3. Complete the rule.
______________ + adjective.

To form the superlative of long adjectives we use ________ +

9.

Listen and repeat the words. Pay attention to the different vowel sounds.
cheek cheese chin sheet pick teeth pig tee sheep ship peel chip tick 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.

A: Whats the ___________________ thing about this _____________? B: For me, the ________________ about this festival is ______________!
11. First listen to the dialog. Then practice it with your partner and role-play it in front of your classmates.

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
UNIT 3

a. Helen was the _______________ woman in ancient Greece. b. Tokyo is _______________ city in the world. c. Chinese is the _______________ language in the world. d. Winter is _______________ season of the year. e. What is the _______________ animal in the world?

10. +++ Motivate students to think about which festival from the article they liked more. Then, asked them to complete the dialogue and make their partners guess which festival they are talking about. (L.A.: to consolidate vocabulary; to participate in a guided dialogue) 11. ++ 39 Ask students to listen to the recording. Encourage them to practice and then role play the dialog in front of the class. Remember not to interrupt students while they are doing a speaking activity to correct them. It is better to make notes of the

most important mistakes and then correct them at the end of the class. (L.A: to imitate a spoken model). answers: Will vary. 12. +++ FL Invite fast learners to read the sentences carefully and then fill in the blanks with the correct form of a superlative adjective in the box. Ask some of them to write the sentences on the board to provide additional examples to the rest of the students. (L.A.: to use and apply a new language structure)

answers: a. most beautiful. b. the largest. c. most difficult. d. the coldest. e. most intelligent.

129
MINI - TEST
LISTENING

1. Listen to the recording in Lesson 3 again and number the sentences in the order you hear them. a. ____ The most common trick is to point down b. ____ I know about a very funny one. c. ____ People play jokes on their friends. 2. Listen to the recording again and match the countries (a c) with the jokes (i iii). a. Britain b. Switzerland c. The USA
READING

3 pts

3 pts

i. ii. iii.

Left-handed hamburger Digital clock Spaghetti trees

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? __________ _____________________ __________ _____________________ ________________________________

5 pts

3 pts

4. Read the text once more and find the following information. a. Two fruits: ________________, ________________
LANGUAGE
3 pts

b. An animal: ________________

5. Complete the sentences with the superlative form of the adjectives in brackets. a. The rolling cheese race is _______________________ event of the festival. c. La Tomatina is _______________________ food fight in the world. (strange) (good)

b. The pig imitation is ______________________ competition for the Pig Brotherhood. (funny)

0-5

6-9

10 - 14 Well done!

15 - 17 Excellent!

Keep trying Review!

total score
17 pts

DIFFERENT LIVES WELCOME, FRIENDS

83

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 the students may have problems with. Make sure they understand what they are expected to do and then give them enough time to answer individually.

Mini - test

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
UNIT 3
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
atten d

f. ____ Hyojung starts classes. g. ____ Hyojung does homework. h. ____ Hyojung plays with her sister. 5. Have a look at the words in the Pictionary. If necessary, find their Spanish equivalent in a dictionary.

relax

wak

e up

84

UNIT 3

Before listeninG

See BACKGROUND INFORMATION at the end of the unit.

3. ++ Ask students to compare their answers with their partners. Make them find differences and similarities. (L.A: to relate topic and own reality). 4. +++ Explain to your students that Hyojung Song is a new student at The International School. Make them guess the correct sequence of her daily activities in Korea. Do not check answers at this stage.

(L.A: to use previous knowledge to make predictions). See error alert! at the end of the unit. 5. + Before listening, tell the students to read the words in the Pictionary and find their Spanish meaning in a dictionary, if it is necessary. (L.A: to develop study skills). pictionary attend: asistir relax: relajarse wake up: despertar

1. + Tell your students to look at the pictures and say what they can see in them. (L.A: to infer information from visuals). answers: They are students in different parts of a school. 2. + Tell students to answer the Questions. (L.A: to relate topic and own reality).

131
L IS T ENI NG

6. 7.

Listen to the recording. Confirm or correct your predictions in Exercise 4. 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

Hyojung

Kelly

8.

Listen to the recording again. Underline the false bits of information in each sentence. a. In Korea, Hyojung usually wakes up at 6:00. b. She stays at school until 3:30. c. She never revises the content of previous class. d. She hasnt got time to relax. e. Hyojung and her sister cant play after doing their homework.

Did you know that

9.

Listen again and fill in the blanks. a. _________________ of all, I revise what we learned. b. We finish the _________________ with another revision. c. When do you have time to _________________, listen to
_________________ , or relax?

a typical day of a high school Korean student begins at 8:00 am and finishes at midnight?

d. I need to pass a _________________________________test. e. Any mistakes can affect your possibilities _____________________.
DIFFERENT LIVES WELCOME, FRIENDS

85

c. She never revises the content of the previous class. (everyday). d. She hasnt got time to relax. (She has time to relax). e. Hyojung and her sister cant play after doing their homework. (Their parents allow them to play). 9. +++ 40 Play the recording once more for students to complete the sentences. (L.A: to identify and extract specific information). answers: a. First. b. activities, c. play, music. d. very difficult; at university. did you know that Let students read this section on their own and share comments in their groups. For more information on this section, see page 7 of the Introduction.

See Transcript at the end of the unit. 6. ++ 40 40Ask students to listen to the recording and confirm or correct their predictions in Exercise 4. (L.A: to identify the correct sequence of events). answers: a. 1. b. 6. c. 5. d. 3. e. 4. f. 2. g. 7. h. 8. 7. ++ recording again and relate each speaker with what they say.
40 40 Students listen to the

listeninG

(L.A: to relate speakers and speech). answers: a. Hyojung. b. Fernando. c. Kelly. 40 e. Hyojung d. Fernando. 8. +++ 40 Motivate students to listen to the recording again to identify the false bits of information in each sentence. (L.A: to identify incorrect information). answers: a. In Korea, Hyojung usually wakes up at 6:00. (6:30). b. She stays at school until 3:30. (3:00).

UNIT 3

132
UNIT 3
Are there any differences between Chilean and Korean students? AF T E R L IS T E N IN G

10. Read Kellys question. Then answer it with your partner. LANGUAGE FOCUS Conditionals

1. Read these sentences from the text and other examples. a. If we return to Korea, Ill attend high school. b. If you get an 80 or 90%, near the maximum, your classmates will ask what problem you had. c. If you have any problems with your homework, Ill help you. d. If you dont study hard, you will fail the exam. 2. Answer these questions. a. How many parts can you identify in each sentence? b. Which of them is a condition? c. Which of them is a consequence? d. Which word is used to link both parts? 3. Complete the rule.

To connect a _______________ and a _______________ we use the word


________________.

We use different verb forms in each part of these sentences. After if we use the ________________ tense for the clause that states the condition and the ________________ tense for the clause that states the consequence.

11. Match the two halves to make conditional sentences. A a. b. c. d. e. If you study hard, If you dont understand maths, If my brother passes the exam, My father will give me a reward Hyojung will attend university

B i. he will be very happy. ii. you will get good results. iii. if I do well in my exams. iv. if she passes a difficult test. v. I will help you with your homework.

86

UNIT 3

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.

1. Ask students to revise the examples, paying special attention to the words in bold. 2. Help students identify the type of information required, and then answer the questions. answers: a. Two. b. The first part. c. The second part. d. If. 3. The students complete the rule. To connect a condition and a consequence we use the word if. We use different verb forms in each part of these sentences. After if we use the present tense for the clause that states the condition and

the future tense for the clause that states the consequence.

______________________
11. + Refer students to the Language Focus to relate the two halves to make conditional sentences. (L.A: to use and apply a new language structure). answers: a. - ii. b. - v. c. - i. d. - iii. e. - iv. See error alert! at the end of the unit.

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 ______________________________________. 13. First only listen. Then listen and repeat this part of Pablo Nerudas poem If you forget me.

If little by little you stop loving me, . I will stop loving you little by little

American English: Elementary school British English: Primary school

14.

With your partner, make questions and answers about future situations. Follow the pattern. A: What will happen if your father gets a job abroad? you dont pass the exams? a new classmate from Korea arrives at your school? you get a new bicycle? B: If _____________________, I _____________________. How about you? A: I ___________________________________________________________________.

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. What language are they speaking? Why? Do you think English is important for you? Share your reflections with your classmates.

http://www.world-english.org/how_to_learn_english.htm
DIFFERENT LIVES WELCOME, FRIENDS

87

12. ++ Tell students to complete the sentences with their own ideas. (L.A: to consolidate a new language structure). American v/s British English Draw students' attention to the two different words used in each variety of English. Remind them that both the British and the American versions are correct, but that they should choose one variety and stick to it.

13. + 40 Students first only listen. Then, they listen and repeat this part of Pablo Neruda's poem, If you forget me. (L.A: to practice and imitate an intonation model). 14. +++ 40 Students work in pairs making questions and answers about future situations. They may follow the pattern and imitate the recorded dialog. (L.A: to consolidate a language structure).

15. FL Encourage fast learners to reflect on the girls conversation girls and then answer the questions. (L.A: to connect topic and own reality).

UNIT 3

134
UNIT 3

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.

135
UNIT 3

Notes
___________________________ ___________________________ ___________________________ ___________________________ ___________________________ ___________________________ ___________________________ ___________________________ ___________________________ ___________________________ ___________________________ ___________________________ ___________________________ ___________________________ ___________________________ ___________________________ ___________________________ ___________________________ ___________________________ ___________________________ ___________________________ ___________________________ ___________________________ ___________________________

136
UNIT 3

SYNTHESIS
1. Work in pairs. a. Invent or find information about a funny festival in your area or in Chile. b. Complete the fact file about the event.

TEST YOUR KNOWLEDGE


READING

THE AVOCADO FESTIVAL

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.

The California Avocado Festival began in 1986. Did you know that when the Aztec ruler Moctezuma presented d avocados a gift to Spanish explorer Cortez in 1519, he include of Carpenteria, nts inhabita The jewels? and silver, gold, with along year with an California, in the USA, commemorate this fact every if you mention event completely centered on the avocado. In fact, event, the any other fruit or vegetable at this annual October of Guacamole. Bowl Largest Worlds the into you throw will people largest third the is County Barbara Santa Why avocados? Well, r? Because avocado producer in North America. Why in Octobe of the statistics show that October is one of the sunniest months rainfall. of amount least the with year, festivals in The Avocado Festival has become one of the largest music, and great California with three days of fabulous food, terrific safe family fun. lots of chips and The Avocado Festival is free for all to enter. Besides ities. avo-tiv friendly some in part take dip, visitors can ole and various Of course theres a competition for the best guacam event is the other recipes (ice cream and brownies), but the biggest contest and pop Best Dressed Avocado. Theres also a photography art show, where anything avocado goes. Holy guacamole! ofest.com For more info call 805/684-0038 or visit http://www.av www.avofest.com
n.d.. Retrieved June Adapted from: California Avocado Festival History. 3rd, 2012, from: http://avofest.com/history

Reading

Listening

1. Have a quick look at the text. What kind of text is it? a. A piece of news. b. A letter. c. An advertisement. d. An extract from a brochure.

1 pt

Speaking

Writing

90

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.

test yoUr KnoWledGe


Explain to students that the purpose of this section is to help them revise contents and evaluate their performance in the whole unit. Read the instructions and make sure they all understand what they are expected to do in each activity. Encourage them to give honest answers in order to detect their strengths and weaknesses. Check students' results and revise any points that the majority of them had problems with.

137
2. Read the text carefully and find the following information.
________________________ Name of the festival: _______
Date and place of celebration:

5 pts

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.
4 pts

LISTENING - Living in Australia

3.

Listen and tick () the correct option. . a.The recording is b.John is i. a dialog. i. giving information. ii. a personal report. ii. asking for a favor. iii. a piece of news. iii. telling a story. Listen to the recording again and choose the correct alternative. a. Australia is very similar to England / Ireland. b. Australian / English people are very nice. c. Sometimes the weather is too cold / hot.

I use cognates to get the general meaning.

listening
3 pts

4.

I understand texts. I understand my classmates. I can identify speakers. I use my previous knowledge to understand a text.

LANGUAGE

5. Fill in the blanks in Richards story with the superlative form of the adjectives in brackets. Richard is ____________ (intelligent) boy in the world. Hes also ____________ (generous) boy in town. His canary is ____________ (good) singing bird. One day, his mother took Richard to the shops and said to him Choose the present you prefer. Even ____________ (expensive) one, if you want. Richard chose __________ (cheap) stereo in the store to listen to music when his canary is silent.
ORAL EXPRESSION

language
5 pts

I can use superlatives I can say / write conditional sentences. I can use the Present Perfect tense. I can recognize American and British English.

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.

6. Say three positive things about living in another country.

6 pts

project/group work
Did I like to work in a group? Did I like the topics? Was it difficult to find information?

Great! 0-6 7- 13 Keep trying Review!

Not too bad 14 - 21 Well done!

Help! 22 - 25 Excellent!
total score
25 pts

Was it difficult to present the work?

DIFFERENT LIVES WELCOME, FRIENDS

91

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.

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
UNIT 3

TRANSCRIPTS
listeninG EXPERIENCES IN A FOREIGN COUNTRY
30

Presenter: Every month, Kelly Hardrock, our school reporter, interviews someone who is living in another country about their experiences and impressions. This month, she is interviewing Gabriela, who is talking about her life in Ireland. Kelly: Gabriela, why do you live in Ireland? Gabriela: Because my father works for the Production Department of SOFT-EX, an international computer company. Kelly: And what do you do there? Gabriela: I study and I help my mother at home. I go to school and my brother goes to a college in Dublin. Kelly: What are the best things about being in Ireland? Gabriela: The best thing is that I meet lots of nice friends from different countries, such as Italy, Germany, France, and Ireland, of course! Kelly: And what are the worst things about being in Ireland? Gabriela: Well, nothing really bad. My saddest feeling is when I have to say good-bye to my friends because theyre returning to their countries. Kelly: Whats the best place to visit in Ireland? Gabriela: Ireland is full of beautiful places. In my opinion, the nicest place to visit is the Aran Islands. People are really nice there. They make jumpers with sheep wool and they speak Gaelic. They use horses and carriages to get around. Its something really special to be there in front of the cliffs, and hear how the ocean crashes against the rocks. I really love this place, and also the Connemara area. Its lovely and full of lakes and mountains. Kelly: Thank you very much, Gabriela; that was really interesting.

pronunciation

listeninG EXPERIENCES IN A FOREIGN COUNTRY

31

a. The best thing b. My saddest feeling c. The nicest place to visit d. The easiest exercise to do e. The worst thing

oral practice

listeninG EXPERIENCES IN A FOREIGN COUNTRY

32

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!

pronunciation

readinG INTERNATIONAL ENGLISH

33

Chinese English French German Italian Japanese Russian Spanish

oral practice A: B: A: B: A: B:

readinG INTERNATIONAL ENGLISH

34

How many people speak English around the world? Id sayabout 300 million people. In what countries is it the official language? In Britain, USA, Australia, New Zealand Who use it as a second language? People in India, Pakistan, and South Africa.

listeninG DO YOU LIKE JOKES?


Ann: Father: Ann:

35

Daddy, can you help me with my homework? Of course, what do you need? Our teachers told us to collect information about a particular or strange custom in our country. Do you know any?

139
UNIT 3

Father: Ann: Father:

Well, I know about a very funny one! Tell me about it! In Britain and in the United States, there is a special day in the year when people play jokes on each other. Everybody plays jokes on their friends on April 1st and even the newspapers, the radio, and television participate. Ann: What kind of jokes are you talking about? Father: Oh, jokes just for fun. Nobody wants to hurt anybody. The most common trick is to point down to a friends shoe and say: Your shoelace is untied. Ann: Well ... I dont find that very funny... Father: And sometimes the radio or television invent crazy stories. Ann: Oh! That sounds more interesting! Do you remember any good ones? Father: Sure! I still remember when the BBC in Britain said the government was making the famous Big Ben clock digital, and lots of people called to say they didnt agree with the idea! Another time, there was a T.V. show about spaghetti trees in Switzerland, but one of the funniest jokes was in the United States. Ann: Tell me about it! Father: A famous restaurant put an advertisement in newspapers and magazines for a special lefthanded hamburger. The ad said that only lefthanded people could eat that hamburger!

August the 5th September the 22nd May the 15th July the 23rd

pronunciation

readinG FESTIVALS AROUND THE WORLD

38

cheek cheese sheet teeth tee sheep peel chip chin pick pig tick - tip - ship

oral practice

readinG FESTIVALS AROUND THE WORLD

39

A: Whats the funniest thing about this festival? B: For me, the funniest thing about this festival is that you imitate a pig!

listeninG DO YOU STUDY HARD?


Kelly: Hyojung: Fernando: Hyojung: Fernando: Hyojung: Fernando: Hyojung:

40

oral practice

listeninG DO YOU LIKE JOKES?

36

A: Do you know any funny jokes to play on our friends? B: We can tell a friend there is a test today when he or she arrives at school. A: It doesnt seem very funny. B: Or we can tell our friends we ordered pizza and it is about to arrive at school. A: That seems more interesting!

pronunciation April the 1st March the 3rd

listeninG DO YOU LIKE JOKES?

37

Kelly: Fernando:

Tell me, Hyojung, at what time do you wake up when you are in Korea? I usually wake up at 6:30 to watch TV before going to school, because classes start at 8:30. First of all I revise what we learned the previous class. What time do you finish school? We stay at school until 3:00. We finish the activities with another revision of the contents of the day. When do you have time to play, listen to music, or relax? Well, fortunately, my sister and I can play after doing the homework. What will you do next year? If we return to Korea, I'll attend high school, but first I need to pass a very difficult test. The test is very competitive and any mistakes you make can affect your possibilities at university, so you have to work very hard. Can you imagine? If you get an 80 or 90%, near the maximum, your classmates will ask what problem you had Is it the same in Chile? Are you kidding? To begin with(fade)

140
UNIT 3

pronunciation

listeninG DO YOU STUDY HARD?

41

eXtra test - listeninG test NEW YORK CITY AT CHRISTMAS TIME

44

If little by little you stop loving me, I will stop loving you little by little.

oral practice

listeninG DO YOU STUDY HARD?

42

A: What will happen if your father gets a job abroad? B: Mm, if my father gets a job abroad, I will live in another country. How about you? A: I will learn another language!

test yoUr KnoWleGde - listeninG LIVING IN AUSTRALIA 43


Robert: John, why are you living in Australia? John: Well, my mothers parents live in Sydney; we moved there and we live with them. Robert: Do you like it? John: Oh, yes! I like it very much. It is very similar to England. Robert: What do you do in your free time? John: Well, I spend time with my family and we also travel around the country. I usually go to Queensland and do bungee jumping or white-water rafting. Its very nice! Robert: What are the best things about living in Australia? John: The best thing is that you meet friends from all over the world. Robert: And do you have any Australian friends? John: Oh, yes. Australians are nice and friendly and it is easier if you speak the same language. Robert: What are the worst things about living in Australia? John: Sometimes the weather is too hot, but there arent really bad things. Robert: Whats the funniest thing that has happened to you? John: Once I found a lizard in the swimming pool, and I thought it was a baby crocodile!

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.

141

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

readinG - INTERNATIONAL ENGLISH

Draw students attention to the two different pronunciation/ spelling/words of the same word used in each variety of English. Remind them that both the British and the American versions are correct, but that they should choose one variety and stick to it.

exercise 9

listeninG - DO YOU LIKE JOKES?

correct: hamburger incorrect: hamburguer Watch out for more incorrect language transfer from Spanish.

exercise 4

readinG - FESTIVALS AROUND THE WORLD

FALSE COGNATE Contest = concurso (NOT contestar) Draw students attention to more examples of false cognates.

exercise 4

listeninG - DO YOU STUDY HARD?

FALSE COGNATE Attend = asistir (NOT atender) Draw students attention to more examples of false cognates.

UNIT 3

142
UNIT 3

BACKGROUND INFORMATION
1

listeninG - EXPERIENCES IN A FOREIGN COUNTRY

Irish (Gaeilge) is a Goidelic language of the Indo-European language family, originated in Ireland and historically spoken by the Irish. Irish is now spoken natively by only a small minority of the Irish population, but still has a visible symbolic and important role in the life of the Irish state. It enjoys constitutional status as the national and first official language of the Republic of Ireland and it is an official language of the European Union. Irish is also an officially recognised minority language in Northern Ireland. 2

readinG - INTERNATIONAL ENGLISH

native language: primary or first language spoken by an individual. second language: the second language a student has learned or is in the process of learning after a first language has already been learned. foreign language: a language not spoken by the people of a foreign place. For example, English is a foreign language in Japan. It is also a language not spoken in the country of the person referred to; that is, an English speaker living in Japan can say that Japanese is a foreign language to him or her. languages spoken in each country of the World afghanistan: Dari Persian, Pashtu (both official), Turkic algeria: Arabic (official), French, Berber dialects andorra Cataln (official), French, Castilian, Portuguese argentina: Spanish (official), English, Italian, German, French armenia: Armenian 98%, Yezidi, Russian australia: English 79%, native and other languages austria: German (official nationwide); azerbaijan: Azerbaijani Turkic 89%, Russian 3%, Armenian 2%, other 6% (1995 est.) Bahamas:English (official), Creole (among Haitian immigrants) Bahrain: Arabic, English, Farsi, Urdu Bangladesh: Bangla (official), English Barbados: English Belarus: Russian Belgium: Dutch (Flemish), French, German Belize: English (official), Spanish, Mayan Bhutan: Dzongkha (official), Tibetan dialects, Nepalese

Bolivia: Spanish, Quechua, Aymara (all official) Bosnia and Herzegovina: Bosnian, Croatian, Serbian Botswana: English 2% , Setswana, Kalanga, Sekgalagadi 3%, Brazil: Portuguese (official), Spanish, English, French Brunei: Malay (official), English, Chinese Bulgaria: Bulgarian, Turkish, Roma Burkina faso: French (official); native African (Sudanic) Burundi: Kirundi and French (official), Swahili cambodia: Khmer(official), French, English cameroon: French, English (both official); African languages canada: English , French (both official) cape Verde: Portuguese, Creole central african republic: French (official), Sangho (lingua franca, national), tribal languages chad: French, Arabic (both official); Sara; chile: Spanish, Mapudungun, Aymara china: Standard Chinese (Mandarin/Putonghua), Yue (Cantonese), Wu (Shanghaiese), Minbei (Fuzhou), Minnan (Hokkien-Taiwanese), Xiang, Gan, Hakka dialects, minority languages colombia: Spanish comoros: Arabic and French (both official), Shikomoro congo, democratic republic: French (official), Lingala, Kingwana, Kikongo, Tshiluba congo, republic of: French (official), Lingala, Monokutuba, Kikongo, many local languages and dialects costa rica: Spanish (official), English cte d'ivoire French (official) and African languages (Dioula esp.) croatia: Croatian 96%, cuba: Spanish cyprus: Greek, Turkish (both official); English czech republic: Czech denmark: Danish, Faroese djibouti: French and Arabic (both official), Somali, Afar dominica: English (official) and French patois dominican republic: Spanish east timor: Tetum, Portuguese (official); Bahasa Indonesia, English; other indigenous languages, including Tetum, Galole, Mambae, and Kemak ecuador: Spanish (official), Quechua, other Amerindian languages egypt: Arabic (official), el salvador: Spanish, Nahua equatorial Guinea: Spanish, French (both official); pidgin

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English, Fang, Bubi, Ibo Eritrea: Afar, Arabic, Tigre and Kunama, Tigrinya Estonia: Estonian (official), Russian Ethiopia: Amharic, Tigrigna, Orominga, Guaragigna, Somali, Arabic, English Fiji: English (official), Fijian, Hindustani Finland: Finnish, Swedish (both official); Sami- (Lapp) France: French Gabon: French (official), Fang, Myene, Nzebi, Bapounou/ Eschira, Bandjabi Gambia: English (official), Mandinka, Wolof, Fula, other indigenous Georgia: Georgian (official), Russian, Armenian , Azerbaijani Germany: German Ghana: English (official), African languages Greece: Greek Grenada: English (official), French patois Guatemala: Spanish, Amerindian languages Guinea: French (official), native tongues (Malink, Susu, Fulani) Guinea-Bissau: Portuguese (official), Creole, African languages Guyana: English (official), Amerindian dialects, Creole, Hindi, Urdu Haiti:Creole and French (both official) Honduras: Spanish (official), Amerindian dialects Hungary: Magyar Iceland: Icelandic, English, Nordic languages India: Hindi , English, Bengali, Gujarati, Kashmiri, Malayalam, Marathi, Oriya, Punjabi, Tamil, Telugu, Urdu, Kannada, Assamese, Sanskrit, Sindhi (all official); Hindi/Urdu; 1,600+ dialects Indonesia: Bahasa Indonesia (official), English, Dutch, Javanese Iran: Persian and Persian dialects, Turkic and Turkic dialects Iraq: Arabic (official), Kurdish (official in Kurdish regions) Ireland: English, Irish (Gaelic) (both official) Israel: Hebrew (official), Arabic, English Italy: Italian (official) Jamaica: English, Jamaican Creole Japan: Japanese Jordan: Arabic (official), English Kazakhstan: Kazak, Russian Kenya: English (official), Swahili (national) Kiribati: English (official), I-Kiribati (Gilbertese) Korea, North: Korean Korea, South: Korean Kosovo: Albanian (official), Serbian (official), Bosnian, Turkish, Roma Kuwait: Arabic (official), English Kyrgyzstan: Kyrgyz, Russian (both official) Laos: Lao (official), French, English, various ethnic languages Latvia: Latvian (official), Russian, Lithuanian Lebanon: Arabic (official), French, English, Armenian Lesotho: English, Sesotho (both official); Zulu, Xhosa Liberia: English (official), some 20 ethnic-group languages Libya: Arabic, Italian Liechtenstein: German (official), Alemannic dialect Lithuania: Lithuanian (official), Russian, Polish Luxembourg: Luxermbourgish (national) French, German (both administrative) Macedonia: Macedonian, Albanian (both official); Turkish, Roma, Serbian Madagascar: Malagasy and French (both official) Malawi: Chichewa (official), Chinyanja, Chiyao, Chitumbuka, Chisena Malaysia: Bahasa Melayu (Malay, official), English, Chinese dialects Maldives: Maldivian Dhivehi (official); English spoken by most government officials Mali: French (official), Bambara 80%, numerous African languages Malta Maltese and English (both official) Mauritania: Hassaniya Arabic (official), Pulaar, Soninke, French, Wolof Mauritius English (official), Creole , Bojpoori, French Mexico Spanish, various Mayan, Nahuatl, indigenous languages Micronesia English (official, common), Chukese, Pohnpeian, Yapase, Moldova: Moldovan Monaco: French (official), English, Italian, Mongasque Mongolia: Mongolian; Turkic and Russian Montenegro: Serbian/Montenegrin Morocco: Arabic (official), Berber dialects Mozambique: Portuguese (official), Emakhuwa, Xichangana Myanmar: Burmese, minority languages Namibia: English 7% (official), Afrikaans Nauru: Nauruan (official), English Nepal: Nepali (official), Maithali, Bhojpuri Netherlands: Dutch, Frisian (both official) New Zealand: English, Maori (both official) Nicaragua: Spanish (official); indigenous languages Niger: French (official), Hausa, Djerma Nigeria: English (official), Hausa, Yoruba, Ibo, Norway: Norwegian, Oman: Arabic (official), English, Baluchi, Urdu, Indian dialects
UNIT 3

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UNIT 3

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

Venezuela: Spanish (official), numerous indigenous dialects Vietnam: Vietnamese (official yemen: Arabic Zambia: English (official); about 70 other indigenous languages Zimbabwe: English (official), Shona, Ndebele (Sindebele), numerous dialects
Adapted from: Languages Spoken in Each Country of the World (n.d.) Retrieved July 26, 2012 from Infoplease.com http://www.infoplease.com/ipa/A0855611. html/#ixzz21jsUAPOA

listeninG - DO YOU LIKE JOKES?

April Fools' Day or All Fools' Day, although not a holiday, is a notable day celebrated in many countries on April 1st. The day is marked by the commission of hoaxes and other practical jokes of varying sophistication on friends, enemies, and neighbors, or sending them on fools' errands, the aim of which is to embarrass the gullible. Traditionally, in some countries, the jokes only last until noon. If you play a trick on someone after this time, you are the April Fool. Elsewhere, for example, in France, the jokes may last all day. The history of April Fool's Day is not totally clear. Some believe it evolved in several cultures at the same time, from celebrations involving the first day of spring. The closest point in time that can be identified as the beginning of this tradition is 1582, in France. The tradition eventually spread to England and Scotland in the eighteenth century. It was later introduced to the English and French American colonies.

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readinG - FESTIVALS AROUND THE WORLD

listeninG - DO YOU STUDY HARD?

Gloucestershire is a county in South West England. The county comprises part of the Cotswold Hills, part of the flat fertile valley of the River Severn, and the entire Forest of Dean. The county town is the city of Gloucester, and other principal towns include Cheltenham, Stroud, Cirencester, and Tewkesbury. When considered as a ceremonial county, Gloucestershire borders the preserved county of Gwent in Wales, and in England the ceremonial counties of Herefordshire, Worcestershire, Warwickshire, Oxfordshire, Wiltshire, Somerset, and Bristol. As an administrative county, it excludes the area covered by the South Gloucestershire unitary authority. According to a 2002 campaign by the charity Plantlife, the county flower of Gloucestershire is the Wild Daffodil. http://en.wikipedia.org/wiki/Gloucestershire

South Korea has one of the most successful educational models in the world, based on the high quality of the teachers and on an intensive system of revision and memorization. This is the result of almost fifty years of state planning. Private institutes are found all over Korea. Some institutes are well-known with many branches, while others are small and short-lived. The majority of classes are conducted early in the morning and in the evening. Most classes have between 10 to 25 students. Some pupils are university students, but the majority are school students. These institutes tend to have the highest standards of achievement in Korea, and most instructors have years of teaching experience. The pay, status, and benefits offered by these institutes are among the best in Korea. Many full-time English teachers teach part-time as well, either at another institute or with privately arranged classes. Many English teachers take on private students.

UNIT 3

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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:

Aran Islands
Language: Clothes: Means of transport: Geographical features:

My town
Language: Clothes: Means of transport: Geographical features:

Lesson 2: inTeRnATionAL enGLisH

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

a. When I traveled to Miami I lost all my baggage at the airport. b. My mother hates going to the bank. There are always very long lines. c. Have you got any scotch tape? d. We are late because we ran out of gas. e. My closet is a mess. f. These pants are very old.

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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 c d

b. Australian English i. barbie ii. drapes iii. lollies iv. mozzie v. roo

Lesson 3: Do You Like Jokes?

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!

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EXTRA TEST
READING - HISTORY OF THE ENGLISH LANGUAGE

HISTORY OF THE ENGLISH LANGUAGE


n family of languages. The English language belongs to the Germanic branch of the Indo-Europea Germany (Saxons and Around the fifth century AD, Germanic-speaking peoples from northwest Angles) and Jutland (Jutes) invaded Eastern England.

These people spoke Germanic dialects that formed Old English. The Norman conquest of England in 1066 greatly influenced the evolution of the language. For about 300 years after this, the Normans used Anglo-Norman as the language of the court, law, and administration. The Normans heavily influenced what we call Middle English. Later, during the English Renaissance, many words came directly from French, Latin and Greek. Early Modern English began around the Elizabethan period. Many French words are similar to English (though pronunciations are often quite different) because

English absorbed a large vocabulary from Norman and French, after the Norman Conquest. As a result, a large portion of English vocabulary derived from French, with some spelling differences (word endings, use of old French spellings, etc.), as well as occasional differences in meaning. The pronunciation of French words in English has become completely different and follows a typically Germanic pattern of stress. Native speakers of Latin languages, for example, that do not understand any Germanic languages, often still cannot distinguish between spoken English and Dutch.

http://en.wikipedia.org/wiki/English_language

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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. 3. Read the text again and answer the questions. a. What did Germanic people invade? b. Where did they come from? c. What languages did they speak? d. Where did the Normans use Anglo-Norman? LISTENING - NEW YORK CITY AT CHRISTMAS TIME 4. Listen and complete the sentence with one of the options (a c). The recording is __________________________________ a. a survey. b. a conversation between two friends. c. an interview. 5. Listen again and circle the correct alternative. a. New York is a beautiful / grateful city. b. The girl stayed in Long / Large Island. c. There was an enormous / famous statue. d. We took a boat / bus to go to the Statue of Liberty. e. It is very cold / hot in December. 6. Listen again. Are these statements true (T) or false (F)? a. ________ The girl stayed with family. b. ________ She doesnt like skating. c. ________ You can visit many places in New York. d. ________ The best thing about Christmas time in New York is the weather.

5 pts

4 pts

1 pt

5 pts

4 pts

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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
6 pts

ORAL EXPRESSION 8. Express three reasons why English is important to you.

6 pts

0 - 8

9 - 18

19 - 26 Well done!

27 - 32 Excellent!

Keep trying Review!

total score
32 pts

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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
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.

readinG

4. c. 5. a. beautiful. b. Long. c. enormous. d. boat. e. cold. 6. a. True. b. False. c. True. d. False.

listeninG

7. Check that students organize the information properly and that they include all the information required.

WritinG

8. Make sure students express their ideas correctly.

oral eXpression

UNIT 3

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UNIT 4

SUGGESTED YEAR PLANNING 8


unit 4 PeoPLe and PLaces
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

Minimum Obligatory Contents


topic: People who made an important contribution to society Places Inventions and discoveries morphosyntactic elements Listening comprehension Prepositions of time and place Conditionals Adverbs of manner Connectors strategies To use previous experience and knowledge of the topic. To identify key words to get the general idea. To use context, mimicry, and familiar words to predict possible meaning of new words. To relate new and old information. To distinguish phonemes that can interfere with communication. To relate oral and written version of words, phrases and sentences. To integrate written production by writing words to consolidate key lexical items. To integrate oral and written expression through the use of short phrases and sentences to show comprehension. 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. strategies To use everyday fixed phrases and sentences in personally relevant contexts. To use high frequency words and the thematic vocabulary of the level in personally relevant contexts. To use expressions associated with the communicative functions of the level in personally relevant contexts. To integrate listening as basic input for interaction. To integrate reading as a source of information to produce oral texts. To discriminate, imitate, and repeat phonemes. To relate written and spoken version of sounds to identify and incorporate intonation patterns.

morphosyntactic elements reading comprehension Prepositions of time and place Conditionals Adverbs of manner Connectors

communicative functions To talk about people who made an important contribution to society. To talk about discoveries. To talk about places around the world.

morphosyntactic Pronunciation elements Prepositions of time and place Conditionals Adverbs of manner Connectors English phonemes /w/, / t /. Short sentences. A limerick.

oral expression

Written expression

morphosyntactic elements Prepositions of time and place Conditionals Adverbs of manner Connectors

strategies To imitate models to write own sentences. To use connectors to link sentences coherently. To write answers to questions. To replace information in model texts with personal information.

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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

Expected Outcome

Attitudes

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

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.

biography. To give biographical information.

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UNIT 4

UNIT 4

92

UNIT 4

in this unit you WiLL...


listen and identify specific information in an interview and a TV show related to famous people and past events by: - identifying speakers, - identifying purpose of a message, - extracting specific information. - using key words to get the general meaning of a text. read and demonstrate comprehension of main and specific information in an article from a magazine, in a biography,

and in an Internet article related to famous people and places by: - identifying type and purpose of a text, - using cognates to predict content, - identifying text organization, - distinguishing main and secondary ideas, - discriminating between inferences and statements. express biographical information and descriptions in short monologs and dialogs about: - famous people from the past, - famous places in the world.

write and complete a time line and a short biography: narrating biographical events about famous people from the past.

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PEOPLE AND PLACES


In this unit you will
listen and nd specic information in an interview and in a TV show related to famous people and past events by: identifying speakers, identifying purpose of a message, extracting specic information, using key words to get the general meaning. distinguishing main and secondary ideas, discriminating between inferences and statements. express biographical information and descriptions in short monologs and dialogs about: famous people from the past, famous places in the world. write and complete a time line and a short biography: narrating biographical events about famous people from the past.

read and demonstrate comprehension of main and specic information in an article from a magazine, in a biography, and in an Internet article related to famous people and places by: identifying type and purpose of the text, using cognates to predict content, identifying text organization,

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

Answers: Albert Einstein, Isabel Allende, Teresa of Calcutta, Benjamin Franklin. 2. You can organize a competition among your students. Divide the class in groups of four or five and allow one minute to complete the chart with the names of as many famous people as they know corresponding to each area. Then compare their results. The winner is the group with the most correct names in each slot.

UNIT 4

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UNIT 4
PREPARATION FOR THE UNIT

1. Match the sentences (a d) and the pictures. a. She won the Nobel Peace Prize in 1979.
Helen Keller

b. They built the first successful airplane in 1903.


Albert Einstein

c. He developed the theory of General Relativity.


Mother Teresa

d. She was the first deaf blind person to earn a Bachelor of Arts degree.

The Wright brothers

2. Use the verbs in Exercise 1 to fill in the gaps in the following sentences.
after at before in on

My friend Janet was born _________ December 22nd _____ 3 oclock


_________ the morning. She lives in Rochester, in the United States.

She goes to the International High School. _________ that, she attended the Lincoln Elementary School. She usually arrives _________ 8 oclock _____ the morning, from Monday to Friday. _____ weekends, she likes visiting her grandparents in the country. She usually arrives
_________ 9 _____ the evening and leaves _________ Sunday morning. _________ Saturday, she often goes shopping with her grandma. _________ that , they sometimes go to a restaurant. _________

summer, they often go to the beach.

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UNIT 4

PreParation For the unit


Before starting this unit, students need to know: to identify important people from the past; prepositions of time; to use the connectors and, because, but, and so; vocabulary related to geographical places. This section contains activities meant to identify and activate their previous knowledge of the topic and related vocabulary, and to establish the starting

point for the activities that will follow. Give students time to form groups and discuss the exercises that have to be done in pairs or groups; encourage them to reflect and be honest to do those that require individual responses. answers: 1. a. Mother Teresa. b. The Wright brothers. c. Albert Einstein. d. Helen Keller. 2. on, at, in, Before, at, in, on, at, in, on, on, after, In.

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3. Link these pairs of sentences into one using a connector from the box.
and because but so

a. I couldnt sleep. I drank a glass of hot milk. _____________________________________________________________. b. Melissa went to the party. Melissa wanted to see Peter. _____________________________________________________________. c. My sister likes swimming. My sister doesnt like dancing. _____________________________________________________________. d. We want to go to the cinema. We dont like that movie. _____________________________________________________________. 4. Look at the pictures. Find the words in the Word Search puzzle and write them on the lines.

a. _____________
W V B J S Z C S P J V A T V J I L V N D I A I N S

b. _____________
D Q G D P G A Y G G X S P J T X E R E K R E Z Z T P E K B A I R O T J D E

Q T R E S X

c. _____________

S N A Z B F T K D Z E

T N Q U C F C O O C C

R N B Y O L F E B S R

S M V

d. _____________

N N I A

K A S

F W D U H V L Q V S P R

R O F

R O Q W A K P M R U C C I Y E T B N W A H U R G L Y F P V F B G V A Z D

L W F

e. _____________

Y H M E M A Q Q F O V Q R H K A U Y L G L S Z U Y

f. _____________

A M N Y A D T U N

E O F M H B E S T Y

C N O U P D S

Y W W W

g. _____________

N P

Y U X

i. _____________

h. _____________
PEOPLE AND PLACES WELCOME TO MY COUNTRY

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3. a. I couldnt sleep, so I drank a glass of hot milk. b. Melissa went to the party because she wanted to see Peter. c. My sister likes swimming, but she doesnt like dancing. d. We want to go to the cinema but we dont like that movie.

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

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FOLK HEROES
Lesson 1

BeFore readinG
1. + You can start the class while students still have their books closed, asking them to define the cognate legendary in groups. Elicit the different ideas and write them on the board. Then, come to an agreement about the definition. (L.A: to use cognates to understand the text). answers: legendary = legendario (que tiene relacin con una leyenda; que tiene mucha fama o prestigio). 2. ++ Tell your students to open their books and look at the pictures on page 96. Ask them if they recognize any of the legendary characters in the pictures. (L.A: to relate previous knowledge and visuals). answers: All of them are legendary. All of them are believed to have existed in reality. They were so famous that their stories became a legend. a. Robin Hood. b. El Zorro. c. Daniel Boone. d. Pocahontas. e. Robinson Crusoe. f. Joan of Arc. 3. ++ Ask your students to identify where the legendary characters come from by matching the information provided. (L.A: to use previous knowledge to relate information). answers: El Zorro - California, USA. Daniel Boone - Kentucky, USA. Robin Hood Nottingham, England. Pocahontas Virginia, USA. Robinson Crusoe York, England. Joan of Arc Orleans, France.
Why are these characters famous? What do they represent?

BE F O R E R E AD IN G

1. In your group, can you define the cognate legendary?


PICTIONARY
arro w

2. Look at the pictures. Do you recognize any of the legendary characters in them? 3. Where do they come from? Match and compare with your partner.
Daniel Boone Robin Hood El Zorro Joan of Arc Pocahontas

band

Robinson Crusoe

bow
California, USA Kentucky, USA Nottingham, England York, England Orleans, France Virginia, USA

cabin

4. Answer Fernandos questions. 5. Have a quick look at the text on page 97 and underline all the cognates. Can you predict what the text is about? Make notes.

trail

96

UNIT 4

4. +++ Tell students to read and answer Fernando's questions. Elicit their answers and choose the best one to write it on the board. Accept the use of Spanish, but help students put their ideas in English. (L.A: to relate information). Possible answers: They are legendary. They fought for justice. They have appeared in books and films, etc.

5. + Ask students to give a quick look at the text and identify all the cognates. Then, invite them to predict what the text is about. Do not check answers at this point. (L.A: to use cognates to predict topic).

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

7. What are the texts about? a. Three imaginary characters. b. Three real characters.
PEOPLE AND PLACES WELCOME TO MY COUNTRY

97

Pictionary arrow: flecha band: banda (de ladrones) bow: arco cabin: cabaa trail: sendero / senda

(L.A: to use scanning to identify general information). answers: a. Robin Hood. b. Daniel Boone. c. El Zorro. See error alert! at the end of the unit. 7. + Ask your students to choose the correct alternative and compare it with their predictions in Exercise 5. (L.A: to identify general topic). answers: b.

readinG
6. + Tell students to read the texts quickly and identify the name of the character that corresponds to each paragraph.

UNIT 4

160
UNIT 4
8. Who is who? Copy the statements into the corresponding part of the chart. a. He was good with his bow and arrow. b. He liked to hunt. c. He didnt know how to read or write. d. He was a good rider. e. He robbed the rich to give to the poor. f. He wore a mask. g. He built his house. h. He had a friend who spied for him. i. He was a prisoner of the Indians.
Robin Hood
REFLECTIONS
Did I use my previous knowledge to understand the text? Did I learn new vocabulary connected to the topic?
YES NO

8. ++ Read the statements with the class. You can ask the whole class to place all the statements under the corresponding character, or you can divide the class into three groups and ask each group to find either: a. the statements related to one character, or b. the character corresponding to three of the statements (Group 1 : a., b., c. Group 2: d., e., f. Group 3: g., h., i.). (L.A: to identify specific information to complete a graphic organizer). answers: Robin Hood: a., e. Daniel Boone: b., c., g., i. El Zorro: d., f., h. 9. +++ Explain to your students that there are things we can find in the texts and there are other things we can infer from them. Then, ask them to read the text again if necessary, and decide if the facts are statements (S) or inferences (I) (L.A: to distinguish between facts and inferences). answers: Statements: b. f. Inferences: a. c. d. e. reFLections The purpose of this activity is to help students reflect on their language process and to raise their awareness of how they develop their strategies to become more effective learners. They should work on their own, but you may help and guide them when necessary. Encourage students to keep a record of their answers in a special section of their notebooks.

9. Are these statements facts (F) or inferences (I)? a. ____ Robin Hood was married. b. ____ The facts about Robin Hoods life are not certain. c. ____ Daniel Boone was not an educated person.
AF T E R R E AD IN G

Daniel Boone

El Zorro

d. ____ Daniel Boone knew the Indians well. e. ____ El Zorro rebelled against the authorities. f. ____ El Zorros horse was called Tornado.

10. Write the words corresponding to these pictures. a. A ___ ___ ___ ___ b. B ___ ___ c. C ___ ___ ___ ___ d. I ___ ___ ___ ___ ___ e. F ___ ___ ___ ___ ___ f. M ___ ___ ___
d

98

UNIT 4

Students read the questions and identify: if they used their previous knowledge to understand the text; if they learned new vocabulary connected to the topic.

aFter readinG
10. + Ask your students to write the name of the things that appear in the pictures. Explain that 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.

161
LANGUAGE FOCUS 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. 2. Answer these questions. a. How many parts can you identify in the sentences in Point 1? b. How are they connected? c. What do the words in bold in Point 1 mean? i. soon after that 3. Complete this rule. When we want to connect two ideas related to time, we can use the adverbs ___________ and ___________ . ii. at the time that

(L.A: to identify the order of a verse/ to imitate a model of intonation). Answers: a. 1. b. 4. c. 3. d. 2. e. 5. Did you know that Let students read this section on their own and share comments in their groups. For more information on this section, see page 7 of the Introduction. American v/s British English Draw students' attention to the two different spellings of the same word used in each variety of English. Remind them that both the British and the American versions are correct, but that they should choose one variety and stick to it. 13. FL Motivate fast learners to think about and choose their favorite cartoon character and fill in the chart. (L.A: to consolidate vocabulary).

11.

First listen. Then listen and repeat. a. The show starts at 8:30. b. I was born on June 24th, 1998. c. They were born in 1962.

Did you know that

d medieval minstrels and balla singers that traveled all over England spread many Robin Hood stories? These

12.

In pairs, number these lines in order to form a verse of a well known ballad. Can you guess who the ballad is about? Then listen and repeat. a. _____ A bonny fine maid of a noble degree, b. _____ For she was a gallant dame. c. _____ Maid Marian called by name, d. _____ Did live in the north, of excellent worth, e. _____ With a hey down down a down down.

documents, together with other early ballads, provide t most of what we know abou Of Robin Hood and his doings. the real Robin Hood, we know nothing.

13. FL Choose your favorite cartoon character and fill in the chart.

American English: traveled British English: travelled

Name

Country

Clothing

Famous for

PEOPLE AND PLACES WELCOME TO MY COUNTRY

99

Language Focus - Connector 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. a. Two. b. With when and then. c. then i. when ii. 3. When we want to connect two ideas related to time, we can use the adverbs then and when.

______________________

11. + 45 Play the recording and ask students to listen. Then they listen and repeat. (L.A: to imitate a model of pronunciation). 12. ++ 46 In pairs, students put the lines in order to form a verse of a ballad about Robin Hood's life. Play the recording and ask students to listen. Then they listen and repeat. Don't tell them the name of the character. Make them guess from the content of the ballad.

______________________

UNIT 4

162
UNIT 4
A MAGIC ROLE
BE F O R E L IS T E N IN G
Lesson 2

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. 2. + Ask students if they know the actors name and his age. (L.A: to use previous knowledge to make predictions). See BACKGROUND INFORMATION at the end of the unit. 3. ++ Students read what Kelly says and make their predictions. Do not check answers at this stage. (L.A: to use previous knowledge to predict content). 4. +++ Ask your students to guess the questions they think Kelly asked the actors. Do not check answers at this point. (L.A: to use previous knowledge to predict content). 5. + Make sure students read the words in the Pictionary and revise their meaning. (L.A: to relate words and pictures). Pictionary magic: magia pastime: pasatiempo starsign: signo zodiacal

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
mag ic

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? c. _____ Where were you born? d. _____ What is your favorite food? e. _____ How many brothers and sisters have you got? 5. Read the words in the Pictionary and check their meaning.

past

ime

n tarsig

100

UNIT 4

See Transcript at the end of the unit. 6. + 47 Students listen to the interview and check their predictions in Exercise 3. Remind them of the importance of paying special attention to all the familiar words they can identify. (L.A: to validate predictions). answers: a. d. 7. + 47 Help students recognize the purpose of the interview. (L.A. to recognize purpose of a text). answers: c.

ListeninG

8. ++ 47 Students listen to the interview again and check if Kelly asked any of the questions they ticked in Exercise 4. (L.A: to validate predictions). answers: a. c. 9. +++ 47 Students listen to the recording again and complete the chart. (L.A: to complete a graphic organizer)

163
L I S T E NI NG

6.

Listen to the interview and check your predictions in Exercise 3. Pay special attention to all the familiar words you hear. What is the purpose of the interview? Tick () an alternative. a. _____ To talk about Harry Potters books. b. _____ To talk about Harry Potters movies. c. _____ To talk about the actors everyday lives.

7.

8. 9.

Listen again. Did Sarah ask any of the questions you ticked in Exercise 4? Listen to the interview again and complete the chart.

10. +++ Students listen to the recording once more and identify the corresponding actor. (L.A: to identify specific information). answers: a. Emma Watson. b. Daniel Radcliffe. american v/s British english Draw students' attention to the two different words used in each variety of English. Remind them that both the British and the American versions are correct, but that they should choose one variety and stick to it. did you know that Let students read this section on their own and share comments in their groups. For more information on this section, see page 7 of the Introduction.

Name Nickname Born on Starsign Brothers / sisters Pets Favorite pastimes


10. Listen once more and write the names. a. ____________________________ would like to act with Brad Pitt. b. ____________________________ would like to be invisible.
A F T ER LI S T E NI NG

American English: movie star British English: film star

Did you know that

LANGUAGE FOCUS

Imaginary situations

1. Read these sentences from the interview and other examples. a. What would you do with magic powers? b. I would act with Brad Pitt in Harry Potter! c. I would be invisible. 2. What do these sentences refer to? a. A real situation. b. An imaginary situation. 3. What verb form do you notice in the examples? 4. Complete the rule. To talk about __________ situations, we use __________ + the verb.

Harry Potters author, J.K. Rowling, created so many new words that there is a glossary of terms that appear in the Harry Potter stories?

aFter ListeninG ______________________


LanGuaGe Focus - imaginary situations Remember that this section is meant to help students revise or discover a particular grammar structure by themselves. 1. Ask students to revise the examples, paying special attention to the word in bold. 2. Help students identify the type of information required. answers: b. 3. Students identify the verb used in the examples. answers: Would. 4. Students complete the rule. answers: To talk about imaginary situations, we use would + the verb.

PEOPLE AND PLACES WELCOME TO MY COUNTRY

101

answers: name nickname Born on starsign Brothers / sisters Pets Favorite Pastimes
Daniel Radcliffe Dan 23rd July, 1989 Leo Only child Play Station and football Emma Watson Em 15th April, 1990 Aries A brother Playing hockey

Two dogs - Binka and Nugget Two cats: Bubbles and Domino

_____________________

UNIT 4

164
UNIT 4
11. What would you do with magic powers? Complete the sentences. a. I would like to _________________________________________________. b. I would ________________________________________________________.

11. ++ Refer students to the Language Focus and ask them to complete the sentences. (L.A. to consolidate language structures). 12. + 48 First, students only listen. Then, they listen and repeat the tongue twister. (L.A. to imitate an intonation pattern). 13. +++ 49 In pairs, students use the sentences in bubbles A and B to write a dialog between Fernando and Kelly. Then, they role-play it in front of their classmates. Remember to take an active role in pair formation, so that students do not always work with the same partner, to take full advantage of the variety of learning styles and abilities. You can also ask your students to vote for the best performance. (L.A. to consolidate vocabulary and language structures). Answers: Kelly: Would you like to go to the cinema? Fernando: It would be great! Kelly: Would you like to see the new movie at the Royal? Fernando: No, I can't stand romantic comedies. I prefer action movies. 14. +++ Ask students to form groups of four and follow the instructions to prepare a role-play, interviewing their favorite star. You can also assign this exercise as homework for the next class or as a project, with formal evaluation. (L.A: to consolidate language and vocabulary).

c. I ________________________________________________________________. 12. First only listen to the tongue twister. Then listen and repeat
How much wood would a woodchuck chuck if a woodchuck could chuck wood?

13.

In pairs, use the sentences in bubbles A and B to write a dialog between Fernando and Kelly and then role-play it in front of your classmates. A
Would you like to go to the cinema? Would you like to see the new movie at the Royal?
11. What would you do with magic powers? Complete the sentences. a. I would like to _________________________________________________. b. I would ________________________________________________________. c. I ________________________________________________________________. 12. First only listen to the tongue twister. Then listen and repeat
How much wood would a woodchuck chuck if a woodchuck could chuck wood?

B
It would be great! No, I cant stand romantic comedies. I prefer action movies.

13.

In pairs, use the sentences in bubbles A and B to write a dialog between Fernando and Kelly and then role-play it in front of your classmates. A
Would you like to go to the cinema? Would you like to see the new movie at the Royal?

B
It would be great! No, I cant stand romantic comedies. I prefer action movies.

Kelly: Kelly:

_____________________________________________________________. _____________________________________________________________.

Fernando: _____________________________________________________________. 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. Imagine you interview your favorite actor or pop-music star. b. Elaborate a set of questions you would like to ask him / her. c. Try to find the true answers for each question. d. Recreate the interview in front of your class. 15. FL Match these items with the actors. Write DR or EW. a. _____ Two dogs. b. _____ Aries. c. _____ Two cats. d. _____ Hockey stick. e. _____ Football ball. f. _____ Leo. g. _____ Play Station. h. _____ Brad Pitt.

102

UNIT 4

Kelly: Kelly:

_____________________________________________________________. _____________________________________________________________.

Fernando: _____________________________________________________________. 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.

Imagine you interview your favorite actor or pop-music star. Elaborate a set of questions you would like to ask him / her. Try to find the true answers for each question. Recreate the interview in front of your class.

15. FL Match these items with the actors. Write DR or EW. a. b. c. d. e. f. g. h. _____ Two dogs. _____ Aries. _____ Two cats. _____ Hockey stick. _____ Football ball. _____ Leo. _____ Play Station. _____ Brad Pitt.

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.

15. FL Encourage fast learners to relate each actor with the items in the list. (L.A: to relate information). Answers: Daniel Radcliffe: a. e. f. g. Emma Watson: b. c. d. h.

165
MINI - TEST
READING

1. Read the text in Lesson 1 again and answer the following questions. a. Why was Robin Hood so popular among poor people? b. Why is Daniel Boone called a frontier hero? c. Why did El Zorro wear a mask? 2. Write the words in the box in the correct column.
secret hunter archery expedition forest horse rider

3 pts

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. c._______________ 23rd July, 1989. b._______________ Im an only child. d._______________ Ive got two cats.

4 pts

4. Listen to the recording again and circle the correct alternative. a. Daniel Radcliff was born in London / Bolton. b. He loves Play Station and football / basketball. c. Emma Watson was born in 1999 / 1990. d. Her brother is younger / older than her.
LANGUAGE

4 pts

5. Complete the dialog about an imaginary situation.

4 pts

A: What famous actor ____________ you like to ____________? (meet) B: I ____________ like to ______________ _______________ _______.
6. Complete these sentences. Use when or then. 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.
4 pts

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

103

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.

answers: readinG 1. a. Because he gave them what he robbed from rich people. b. Because he opened a trail (path) in the frontier with the Indian territory. c. Because he had a secret identity. 2. Robin Hood Archery, forest Daniel Boone

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. El Zorro Horse rider, secret

Hunter, expedition

UNIT 4

166
UNIT 4
FLORENCE NIGHTINGALE, A WOMAN OUT OF HER TIME
BE F O R E R E AD IN G
Lesson 3

1. Answer these questions. a. Do you know the women in the pictures? b. What do they have in common? 2. Make a list of other important women you know. 3. Read the text on page 105 quickly and underline the cognates you find. What is the story about?
PICTIONARY
awa rd

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

5. Find the meaning of the words in the Pictionary in this list. a. A prize. b. A box that contains a dead body. c. A person who takes care of sick people, usually in hospital. d. Woman. e. Soldier. f. A stone over a grave that shows the name, age, etc. of the person buried there.

lady

nurs

serg

eant

tomb

ston

http://www.distinguishedwomen.com/

104

UNIT 4

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).

3. ++ Make students read the text quickly and underline the cognates they find. Tell them to read them aloud and then try to make predictions about the topic of the text. Do not check their predictions at this point. (L.A: to use cognates to predict content). Cognates in the text: May, Florence, Italy, family, hospitals, expert, hygiene, October, soldiers, heroine, notes, special, section, millions, copies, invented, modern, continued, August, memorial, line.

4. + Tell students to read the words in the Pictionary and then find them in the text. (L.A: to identify specific information).

167
R E A D I NG

MA A WO

N OUT OF HER TIM E


care of babies. The book sold millions of copies all over the world. In 1860, she opened the Nightingale Training School for nurses at St Thomas Hospital in London, where Florence almost invented modern nursing as we know it today. In 1861, Florence became ill. She could not walk anymore and for the next 30 years she continued working hard from her home at 35 South Street, in London. By 1896, she was so frail that she couldnt leave her bedroom. On August 13, 1910, she fell asleep and died quietly. She was buried in the family grave at East Wellow. Six sergeants of the British Army carried her coffin. Her only memorial is a line on the family tombstone F. N. Born 1820. Died 1910. She lived for ninety years and three months.

Florence Nightingale was born on May 12 , 1820 in Florence, Italy. Her family was rich and her father taught her at home. In 1844, she had the idea to work in hospitals. She wanted to be a nurse, but her parents did not want her to become one. She confronted them firmly and she worked as a nurse at Salisbury Royal Infirmary. She became an expert on hygiene quickly. In 1853, she found her first paid job. She worked until October, 1854 and then went to help nurse the British soldiers of the war in Crimea. The soldiers thought that Florence Nightingale was a great lady, so when she returned to Britain, she was a heroine. People wrote songs about her and Queen Victoria and Prince Albert gave her an award. In 1859, Florence wrote a small book called Notes on Nursing, with a special section about taking
th

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

6. Read the text and check your prediction in Exercise 3. 7. Read the text again and complete the following fact file:

Name:
____________________________________

Date of birth:
___________________________

Place of birth: _________________________________________________ Studies: _______________________________________________________ Profession: ___________________________________________________ Place of work: ________________________________________________ Book published: ______________________________________________ Other interesting information: _______________________________ Date of death: ________________________________________________
PEOPLE AND PLACES WELCOME TO MY COUNTRY

105

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.

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.

Place of birth: Florence, Italy. studies: at home. Profession: nurse. Place of work: Salisbury Royal Infirmary; the war in Crimea. Book published: Notes on Nursing. other interesting information: Queen Victoria and Prince Albert gave her an award; she opened the Nightingale Training School for nurses in London; she invented modern nursing; she got ill and couldn't walk, but worked from home for 30 years. date of death: August 13, 1910.

UNIT 4

168
UNIT 4
8. Answer these questions with one word. a. How did Florence confront her parents? _______________ b. How did Florence become an expert on hygiene? _______________ c. How did she work after she became ill? _______________ d. How did she die? _______________ 9. Are these statements inferences (I) or facts (F)?

8. ++ Invite students to read the sentences and find one word in the text to describe the way in which the actions were performed. (L.A.: to identify specific information) answers: a. Firmly. b. Quickly. c. Hard. d. Quietly. 9. +++ Ask students to read again if necessary and then distinguish Inferences from Statements. (L.A: to distinguish inferences and statements). answers: a. I. b. S. c. I. d. l. See error alert! at the end of the unit. did you know that Let students read this section on their own and share comments in their groups. For more information on this section, see page 7 of the Introduction.

Did you know that

a. _____ Florence didnt go to school. b. _____ Her parents didnt want her to be a nurse. c. _____ Her book was very popular all over the world. d. _____ She met Queen Victoria and Prince Albert.
AF T E R R E AD IN G

Florence Nightingale was the founder of the modern nursing profession? She was also a pioneer statistician; she invented the pie chart.

LANGUAGE FOCUS

Prepositions of place

1. Revise these sentences from the text and other examples. a. Florence was born on May 12th, 1820 in Florence, Italy. b. She opened the Nightingale Training School for nurses at St Thomas Hospital. c. She continued working from her home at 35 South Street, in London. d. A war started in Crimea, on the coast of the Black Sea. 2. What do the words in bold mean? What is their equivalent in Spanish? 3. Complete the rule with in - at - on. We use _____ with full addresses, special places, institutions, or events. We use _____ with countries, cities, rooms, or buildings. We use _____ with floors of buildings, coasts, or surfaces. 10. Look at the pictures. In your notebook, write sentences that describe them using the correct preposition of place.

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. Help students identify the type of information required. answers: en. 3. They complete the rule with in - at - on. We use at with full addresses, special places, institutions, or events. We use in with countries, cities, rooms, or buildings. We use on with floors of buildings, coasts, or surfaces.

106

UNIT 4

10.++ Refer students to the Language Focus. Then, ask them to look at the pictures and write sentences in their notebooks that illustrate them, using the correct preposition of place. (L.A: to use a new language structure). answers: a. Kelly is at school; b. Ema is in Santiago; c. Fernando lives at 465, King St.

______________________

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. With the information in Exercise 11, talk to your partner about your life. Use these questions as clues. Listen to the example.

A: I was born in ____________________________, how about you? B: I ____________________________. A: I started school in ____________________________. B: Where do you live? A: I live ____________________________.
13. First only listen. Then listen and repeat.
There was a young lady in Ickenham Who went on a bus to Twickenham.

REFLECTIONS
Did I have difficulties to give biographical information? Did I use my previous knowledge to do the tasks?

YES NO

14. FL Underline the most important sentences in the text on page 105 and write a brief summary of Florence Nightingales biography.

Florence Nightingale was born in 1820. Her father...

PEOPLE AND PLACES WELCOME TO MY COUNTRY

107

Students read the questions and identify: if they had difficulties to give biographical information; if they used previous knowledge to do the tasks. 13. + 51 Students first only listen. Then, they listen and repeat the tongue twister. (L.A: to imitate a pronunciation model). 14. FL Encourage fast learners to underline the most important sentences in the text and write a brief summary of the biography. Ask some students to share their work with the whole class to provide a model for their classmates. (L.A: to organize information to elaborate a biography).

11. + Invite students to write notes about their own life. Tell them to think about important dates and facts and then complete the fact file. (L.A: to relate topic to students' own lives). 12. +++ 50 Motivate students to use the information in Exercise 11 to exchange information in pairs. Tell them to use the questions as clues.Ask them to listen to the example. (L.A: to consolidate vocabulary and language).

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
UNIT 4
PEOPLE THAT CHANGED PEOPLE
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.
Lesson 4

BeFore ListeninG 1. + Start the lesson eliciting students'

1. Answer Fernandos question. 2. Can you write the word next to its definition? a. ________________________ : something new, learned or found in nature. b. _____________________ ___ : created thing, a thing that somebody created, especially a device or process. 3. Write the name of the inventor or discoverer under the corresponding picture (a d).
The Wright brothers Marie Curie T.A. Edison Albert Einstein

ideas about the difference between an invention and a discovery. Invite them to discuss ideas with their partners and come to an agreement. Encourage students to use English as much as possible, but allow Spanish if necessary as this is a stage in which you are not checking speaking skills. Do not check answers at this stage. (L.A: to relate previous knowledge to the topic). See BACKGROUND INFORMATION at the end of the unit.

a
PICTIONARY
fligh t

______________________________________ ______________________________________

2. ++ Ask students to write the word next to its definition in English. (L.A: to use previous knowledge to infer meaning). answers: discovery: something new, learned or found in nature. invention: created thing, a thing that somebody created, especially a device or process. 3. ++ Tell students to write the name that corresponds to each picture. (L.A: to use visual clues to relate information). answers: a. T.A. Edison. b. Marie Curie. c. The Wright brothers. d. Albert Einstein.

kite bulb

light

______________________________________ ______________________________________ 4. Read the following sentences and write a name from Exercise 3. a. His inventions and discoveries helped other people b. She won a Nobel Prize. c. He made important contributions to science. d. They could imitate birds. ____________ ____________ ____________ ____________

pictu pho

ion mot amera re c aph nogr

vacc

ine

5. Have a look at the pictures and the words in the Pictionary. Can you predict the content of the text?

108

UNIT 4

4. +++ Ask students to read the sentences and then relate them to a character in Exercise 3. Do not check answers at this point. (L.A.: to use previous knowledge to predict content) 5. + Tell students to have a look at the pictures, read the words in the Pictionary, and then predict the content of the text. (L.A: to use visuals to predict content).

Pictionary kite: volantn flight: vuelo light bulb: ampolleta motion picture camera: cmara de cine phonograph: fongrafo vaccine: vacuna

171
L I S T E NI NG

6.

Listen to the recording. Check your answers in Exercise 4 and your predictions in Exercise 5. Listen to the recording again and choose the best answer. a. What kind of text is it? i. A radio quiz. ii. A radio interview.

7.

aFter ListeninG ______________________


LanGuaGe Focus Adverbs of manner 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. Students identify the information required. answers: a. 3. Adverbs of manner tell us how something happens. We make most of them by adding the particle -ly to the corresponding adjective.

b. What are the people doing? i. They are talking about themselves.ii. They are representing a role. 8. Listen to the recording again and underline the correct alternative. a. I was born in 1867 / 1967. I graduated when I was 16 and won a medal / prize. I did my first scientific work in 1819 / 1890. I received the Nobel Prize in Physics / Chemistry. b. I define myself as an inventor / vendor. I invented more than 100 / 1,000 different things, like the telegraph / phonograph. I always said: Genius is 1 / 100 % inspiration and 19 / 99 % perspiration.
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 3. Complete the rule. Adverbs of manner tell us___________________ . We make most of them by adding the particle _______ to the corresponding adjective.
REFLECTIONS
How much did the exercises help me understand the text? How much did I use my previous knowledge to understand the text?
YES NO

______________________

PEOPLE AND PLACES WELCOME TO MY COUNTRY

109

See Transcript at the end of the unit. 6. + 52 Play the recording once. Students listen and check their predictions in Exercise 4. (L.A: to validate predictions). answers: a. T. A. Edison. b. Marie Curie. c. Albert Einstein. d. The Wright Brothers.

ListeninG

7. ++ 52 Students listen again and circle the correct answer. (L.A: to identify general information). answers: a. i. b. ii. 8. +++ 52 Play the recording once more. Students listen and underline the correct alternative. (L.A: to identify specific information). answers: a. 1867, medal, 1890, Physics. b. inventor, 1,000, phonograph, 1, 99. See error alert! at the end of the unit.

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
UNIT 4
9. sentences. First only listen. Then listen and repeat the following a. Hes a clown doctor. b. Shes a tennis player. c. Edison was a famous inventor. d. He is the most important scientist in the world. 10. Complete the conversation with the phrases in the box and then check with the recording. Practice in your group and then role-play it in front of your classmates.
Wow! Lets start! about the most points Pay attention quiz for you

I have a

_________________. ______________ ! What quiz, Kelly?


For each correct answer, one point. The player who scores _____________ is the winner, OK.?

______________ kids!

But whats the quiz _____________ ?

Inventions.

___________ !

11. FL Look at the pictures of inventions. Locate them on the timeline.

fire _________________________

_________________________

_________________________

_________________________

_________________________

_________________________

_________________________

_________________________
1920

500000 - 400000 BC 3500 BC

3000 BC

1000 1450

1600 - 1700 1850 - 1880

abacus

computer

fireworks

Internet

printing press telephone

telescope

wheel

110

UNIT 4

53 the recording. The 9. + 53 Play students first only listen. Then they listen and repeat the sentences. (L.A: to imitate a model of pronunciation).

(L.A.: to dramatize a communicative situation) Answers: quiz for you. Wow. Pay attention. the most points. about. Lets start! 11. FL Motivate fast learners to look at the pictures of the inventions and then locate them on the timeline. (L.A: to relate previous knowledge to the topic). Answers: fire, wheel, abacus; fireworks, printing press, telescope, phone, computer, Internet.

10. +++ 54 Ask 54 students to complete the conversation with the phrases in the box. Then, play the recording for them to check their answers. You may also encourage some groups to dramatize the conversation in front of their partners.

_________________________
1969

173
MINI - TEST
READING

1. Read the text in Lesson 3 again and answer the following questions. a.Where was Florence Nightingale born? b.When did she start working? c.What famous persons did she meet? d.What did she write? 2. Find the words in column A in the text and match them with their meaning in column B. A Nurse Award
LISTENING

4 pts

2 pts

B A prize A person who takes care of sick people

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. 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

4 pts

3 pts

5. Complete the sentences with the correct preposition. a.He flew from Japan. Hes probably ______ Sydney now. b.Were you ______ Toms party last night? c.He lives ______ Australia. d.We live ______ this address.
4 pts

0-4 5-9 Keep trying Review!

10 - 13 Well done!

14 - 17 Excellent!

total score
17 pts

PEOPLE AND PLACES WELCOME TO MY COUNTRY

111

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.

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
UNIT 4
A SPECIAL PLACE FOR CHILDREN
BE F O R E R E AD IN G
Lesson 5

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
b g uildin

2. Have a quick look at the text on page 113 and underline all the cognates. Can you say what it is about? 3. Choose five words to support your prediction and then compare them with your partner. ______________________________ ______________________________ ______________________________ ______________________________ ______________________________ 4. Make sure you understand the words in the Pictionary.

doll

squa

re

stab

le

stea

mer

112

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.

2. ++ Ask students to read the text quickly and underline all the cognates. Tell them to read the cognates aloud and, with this information, try to predict what the text is about. Do not check answers at this point. (L.A: to use cognates to predict content). answers: miniature, minutes, extends, hectares, students, visit, authorities, government, basic, functioning, important, institutions, republic, different, palaces, public, restaurants, station, real, areas,

175
R E A DI NG

ENS CHILDR

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

There is a place in Argentina where kids can play at being adults and enjoy the main places of a real city. I: ____________________________________ This miniature world is only ten minutes from the city of La Plata, in Buenos Aires, and extends over 53 hectares. When students visit it, they can choose the authorities of the Children government and see the basic functioning of the most important institutions of the country. The Childrens Republic has thirty five different buildings. There are castles, palaces, public buildings, a chapel, restaurants, a railway station, and other places like in a real city. The republic has three different areas. II: ____________________________________ The central Civic Center has streets, monuments, and buildings. Around the main square, there is a bank, the Cathedral, the City Hall, restaurants, a Post Office, and the Palace of Culture. There is also an International Museum of Toys with two thousand five hundred dolls from fifty countries around the world. It is the kids favorite place. The House of Parliament and the Palace of Justice are opposite the Central Square. The city also has a radio studio, Republic Radio. It is the first radio in the country where children can participate.

PEOPLE AND PLACES WELCOME TO MY COUNTRY

113

central, monuments, bank, cathedral, office, culture, international, favorite, parliament, justice, opposite, radio, studio, participate, varied, artificial, educational, manufacture, visitors, tour, train, aquarium, amphitheater, imitates, theater, present, music, aquatic, animal shows. 3. +++ Ask students to choose five words to support their predictions in Exercise 2 and then compare with their partners.

(L.A: to use cognates to support predictions). Tell students to read the words in the Pictionary and check that they have interpreted the pictures correctly. Pictionary building: edificio doll: mueca square: plaza stable: establo steamer: barco a vapor

UNIT 4

176
UNIT 4
5. Have a quick look at the text and check your predictions in Exercises 2 and 3. Can you say what kind of text it is? a. An interview. b. An article. c. A short story.

5. + Ask students to have a quick look at the text and decide the kind of text it is. (L.A: to identify kind of text). Answers: b. 6. ++ Students read the text again and then choose the correct title for each paragraph. (L.A: to identify general information). Answers: A: Location. B: Urban Area. C: Rural Area. D: Recreational Area. 7. ++ Students recognize which number corresponds to each item. (L.A: to relate information). Answers: 2,500 - dolls. 53 - hectares. 3 - areas. 35 - buildings. 8. +++ Ask students to answer the questions with or. (L.A: to identify correct information). Answers: a. Yes. b. Yes. c. Yes. d. Yes. 9. +++ Explain to students that these are pictures of places they can find in the City of Children. Tell them to read the text carefully and then write the name of the places. (L.A: to extract specific information to complete a map). Answers: a. Castle. b. Railway Station. c. Lake. d. Farm. e. Stadium. F. Amphitheater. American v/s British English Draw students' attention to the two different spelling of the same word used in each variety of English. Remind them that both the British and the American versions are correct, but that they should choose one variety and stick to it.

American English: Theater British English: Theatre

6. Write the correct title for each paragraph.


Rural area Location Recreational area Urban area

7. Read the text again and match the numbers and nouns.
2,500 hectares 53 dolls 3 buildings 35 areas

8. Answer the following questions with Yes or No. a. Is the Childrens Republic near the city of La Plata? b. Can children choose the authorities? c. Is the Museum of Toys a popular place? d. Can children learn how to make cheese? ____________ ____________ ____________ ____________

9. Look at the pictures. Find the name of these places in the text.

a C_______________________________

b R_________________ S____________

c
REFLECTIONS
What were the main difficulties I had to match visuals and words? How much did I use my previous knowledge to do the tasks?

d F_______________________________

L_______________________________

e S_______________________________

f A_______________________________

114

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.

Students read the questions and identify: the main difficulties they had when completing a map; how much they used their previous knowledge to do the tasks.

177
A F T ER R E A DI NG

LANGUAGE FOCUS

Prepositions of place

1. Read these sentences from the text. a. This miniature world is only ten minutes from the city of La Plata. b. Around the main square of the Civic Center, there is a bank. c. Inside the Palace of Culture, there is an International Museum of Toys. d. The House of Parliament is opposite the Central Square. 2. What do the words in bold express? a. time b. location 3. Complete the rule. _________, ____________, _______, _______ are prepositions of place.
around from inside opposite

10.

In pairs, exchange information about a place you would like to visit in the Childrens Republic. Use the pattern below and then change roles.

A: Which place would you like to visit in the Childrens Republic? B: Id like to visit ___________________________________. A: Why? B: Because ___________________________________. How about you?
11. First only listen. Then listen and repeat the tongue twister.
You know New York. You need New York. You know you need unique New York.

12. 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

115

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.

3. Students complete the rule. Around, from, inside and opposite are prepositions of place.

______________________
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).

11. + 56 Students first only listen. Then, they listen and repeat the tongue twister. (L.A: to imitate a model of pronunctiation). 12. FL Explain to your students that they have to suppose that there is a city or country for children and teens. Ask them to work in pairs and write a list of the buildings, organizations, and places they would include in it. (L.A: to relate topic with own reality).

UNIT 4

178
UNIT 4

notes
___________________________ ___________________________ ___________________________ ___________________________ ___________________________ ___________________________ ___________________________ ___________________________ ___________________________ ___________________________ ___________________________ ___________________________ ___________________________ ___________________________ ___________________________ ___________________________ ___________________________ ___________________________ ___________________________ ___________________________ ___________________________ ___________________________ ___________________________ ___________________________

k, oc er r d t ar por H l ly l re Ke hoo sc

EPISO DE 4: THE MOST USEFUL INVENTION

Kelly hardrock, school reporter


Help students identify the connection between the characters that have appeared in the lessons and those in the cartoon. Help them revise what happened in the previous episode of the comic strip. Motivate them to read this episode on their own and help only if they ask you to. You can ask some students to summarize the episode, in Spanish if necessary.

179
UNIT 4

Notes
___________________________ ___________________________ ___________________________ ___________________________ ___________________________ ___________________________ ___________________________ ___________________________ ___________________________ ___________________________ ___________________________ ___________________________ ___________________________ ___________________________ ___________________________ ___________________________ ___________________________ ___________________________ ___________________________ ___________________________ ___________________________ ___________________________ ___________________________ ___________________________

180
UNIT 4

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.

TEST YOUR KNOWLEDGE


READING THE FIRST INVENTION

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&gtrack=pthc

Check the Learning Objectives for this unit on page 93. Use these symbols to reflect your performance.

Reading

Listening

Speaking

Writing

1. Read the text and choose a title for each paragraph. a. What were the greatest inventions? b. What was the first invention? c. Who are the inventors?

2 pts

118

UNIT 4

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.

test your KnoWLedGe


Explain to students that the purpose of this section is to help them revise contents and evaluate their performance in the whole unit. Read the instructions and make sure they all understand what they are expected to do in each activity. Encourage them to give honest answers in order to detect their strengths and weaknesses. Check students' results and revise any points that the majority of them had problems with.

answers:

1. I - b. II - a. III - c. 2. a. 4. b. 6. c. 2. d. 5. e. 1. f. 3.

readinG

57

181
2. Number these inventions in chronological order.
3 pts

SELF-EVALUATION
Answer the following questions and check your progress in this unit. Put a tick in the box that is true for you.

reading
Do I understand the general meaning of texts? Can I infer the meaning of a new word from the context? Can I distinguish a fact from an inference?

LISTENING - A famous explorer

3.

Listen to the story and tick () who is speaking:


Pedro de Valdivia Christopher Columbus

1 pt

4.

Circle the correct alternative. a. He began to travel when he was ________________. i.13. ii.16. iii.18. b. He was sure the Earth was __________________. i.sound. ii.round. iii.found.

4 pts

listening
Do I understand texts? Do I understand my classmates? Can I identify speakers? Can I use my previous knowledge to understand a text?

5.

Are these statements true (T) or false (F)? a. _____ He was born in America. b. _____ He discovered a new continent. c. _____ He made four trips.

3 pts

language
Can I use would? Can I use new vocabulary? Can I use prepositions of time and place? Can I play games?

LANGUAGE

6. Cross out (X) the incorrect phrases: a. in February b.on 5:00 oclock c.at California d.on May 2 e.on Friday f.on October
ORAL EXPRESSION

3 pts

speaking / writing
Can I talk and write about a famous person from the past? Can I give biographical information? Can I talk about an imaginary situation?
3 pts

7. What would you do with magic powers? Say three sentences.

Great! 0-5 Keep trying 6- 11 Review!

Not too bad 12 - 16 Well done!

Help! 17 - 19 Excellent!
total score
19 pts

project / group work


Did I find useful information? Did I work well in my group? Did I enjoy doing the tasks?

PEOPLE AND PLACES WELCOME TO MY COUNTRY

119

3. Christopher Columbus 4. a. - i. b. - ii. 5. a. False. b. True. c. True. 6. b. c. f.

ListeninG

57

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.

LanGuaGe oraL eXPression

Check that students say clear and correct sentences. Pay special attention to the use of would to express imaginary situations.

UNIT 4

182
UNIT 4

TRANSCRIPTS

Pronunciation The show starts at 8:30. I was born on June 24th, 1998. They were born in 1962.

readinG - FOLK HEROES

45

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

readinG - FOLK HEROES

46

Sarah: E.W.: Sarah: E.W.: Sarah: E.W.: Sarah: E.W.:

What can you tell us about your family? I live with my mother and with my younger brother Alex. Do you like animals? Yes! I love cats Ive got two: Bubbles and Domino What are your favorite pastimes? I love playing hockey. What would you do with magic powers? I would... I would act with Brad Pitt in Harry Potter! It would be great!
48

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

ListeninG - A MAGIC ROLE

ListeninG - A MAGIC ROLE


Sarah: D.R.: Sarah: D.R.: Sarah: D.R.: Sarah: D.R.: Sarah: D.R.: Sarah: D.R.:

Your name is Daniel Radcliffe, but have you got a nickname? Oh! Sure! Everybody calls me Dan. O.K. Dan. When were you born? I was born on the 23rd of July, 1989. So, your star sign is Leo. Where were you born? In London. Have you got any brothers or sisters? No, Im an only child. What about your everyday life? Have you got a pet? Two dogs - Binka and Nugget. What do you like doing in your free time? I love PlayStation and football - I support Fulham Football Club. Sarah: What would you do with magic powers? D.R.: I would like to be invisible! Sarah: And you, Emma, have you got a nickname? E.W.: Yes, my nickname is Em. Sarah: When and where were you born? E.W.: I was born on April the 15th, 1990, in Oxford. My star sign is Aries.

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.

ListeninG - A MAGIC ROLE

49

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.

READING - FLORENCE NIGHTINGALE, A WOMAN OUT OF HER TIME 50

183
UNIT 4

Pronunciation There was a young lady in Ickenham Who went on a bus to Twickenham.

READING - FLORENCE NIGHTINGALE, A WOMAN OUT OF HER TIME 51

ListeninG - PEOPLE THAT CHANGED PEOPLE


53

ListeninG - PEOPLE THAT CHANGED PEOPLE


Presenter:

52

Pronunciation Hes a clown doctor. Shes a tennis player. Edison was a famous inventor. He is the most important scientist in the world.

Welcome to our Quiz show Who is Who. Today we have three people famous for their inventions, discoveries and contribution to society. Guess their identities and phone 212 35 70 with your answer. Heres character 1.

ListeninG - PEOPLE THAT CHANGED PEOPLE


54

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 .

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:

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?

readinG - A SPECIAL PLACE FOR CHILDREN

55

readinG - A SPECIAL PLACE FOR CHILDREN


56

Pronunciation You know New York. You need New York. You know you need unique New York.

184
UNIT 4

test your KnoWLedGe


ListeninG - Who am i? Presenter:
57

Character:

Good evening, ladies and gentlemen. Today we are talking to a very important character from the past. He is perhaps the most famous navigator and explorer and today he will tell us about his experiences. Sir, what can you tell us about your life? Good evening. I was born in Italy in 1451. My father was a merchant and when I was 13 I found sea journeys very exciting, so I began to travel to many lands. I was absolutely sure that the earth was round and King Ferdinand and Queen Isabella of Spain gave me money to find a new route to China. I had three ships: The Nia, the Pinta and the Santa Maria. On 12th October, 1492, the Pinta first spotted what I called San Salvador. Next, we arrived in Cuba and finally we went to a place I called Hispaniola. I made four trips in all, but I never knew I had f

Presenter: What can you tell us about him, Professor Wilson? Professor: He was born in Ulm, Germany, in 1879. A curious fact is that he found school very boring, so he often skipped classes to play his violin! Presenter: Did he want to become a musician? Professor: To be honest, I dont know. Probably he didnt. His main concern was to learn about the rules that govern the world. In 1921, he won the most famous prize in science, the Nobel Prize. Presenter: Why was he so important? Professor: He put his ideas together in the theory of relativity. His theories made him famous, but only a few people could understand them. Presenter: Have other people used his work? Professor: After he died, other scientists proved that he was right and they are still working on his theories. He revolutionized science and helped new scientists come into the atomic age! Presenter: Thanks, Professor Wilson.

ListeninG test: an imPortant scientist

58

Greetings: See page 22 of this book.

cLassroom LanGuaGe

59

Presenter: Good evening, ladies and gentlemen. This is our section People who Changed our Lives, with Professor Edward Wilson. Good evening, Professor Wilson. Professor: Good evening, everybody. Today, Im going to talk about a very important scientist, perhaps the most important one of the last century. Presenter: Are you talking about Albert Einstein? Professor: Exactly.

185

ERROR ALERT!
Lesson 1 - FOLK HEROES
FALSE COGNATE Mayor = alcalde (NOT: mayor) Draw students attention to more examples of false cognates.

Lesson 3 - A WOMAN OUT OF HER TIME


She found her first paid job (NOT: work)

exercise 8

Lesson 4 - PEOPLE THAT CHANGED PEOPLE

Perspiration (NOT: transpiration) Watch out for more incorrect language transfer from Spanish.

readinG - A SPECIAL PLACE FOR CHILDREN


Kids favorite place (NOT: kidss) Draw students attention to the correct spelling of plural genitives.

UNIT 4

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UNIT 4

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, children's magazine Mampato, television shows, documentaries. 1975 - 1984 in Venezuela: Newspaper El Nacional. author: Published articles in newspapers and magazines in America and Europe; lecture tours in America and Europe; speech tours in universities and colleges; literature workshops in the USA. Taught Literature at the University of Virginia, Charlottesville; at Montclair College, New Jersey; at the University of California, Berkeley Short stories for children and humor books, Chile 1972-73 Short story for children, Venezuela 1983, La Gorda de Porcelana. theater plays in chile: El Embajador, 1971; La Balada del Medio Pelo, 1973; Los Siete Espejos, 1974. Books: The House of the Spirits, (novel) Spain, 1982; Of Love and Shadows, (novel) Spain, 1984; Eva Luna, (novel) Spain, 1985; Stories of Eva Luna, (short stories) Spain, 1989; The Infinite Plan, (novel) Spain, 1991; Paula, (novel) Spain, 1994; Aphrodite (recipes, stories and other aphrodisiacs) Spain, 1997; Daughter of Fortune, (novel) Spain, 1999; Portrait in Sepia,(novel) Spain, 2000; The City of the Beasts (young adult novel) Spain, 2002; My Invented Country, (novel) Spain, 2003; Kingdom of the Golden Dragon, (young adult novel) Spain, 2003; Forest of the Pygmies, (young adult novel) 2005; Zorro, (novel) Spain, 2005; Ins of My Soul, (novel) Spain, 2006; The Sum of Our Days, (novel) Spain, 2007; The Island Beneath the Sea (novel), 2010; Maya's Notebook (novel), 2011. Latest awards: Chilean National Prize for Literature (Chile, 2010). Hans Christian Andersen Literature Award (Denmark, 2011). mother teresa of calcutta (1910-1997) She was born on 26th August 1910 in Skopje, a city situated at the crossroads of Balkan history. At the age of eighteen, she left her home in September 1928 to join the Institute of the Blessed Virgin Mary, known as the Sisters of Loreto, in Ireland. There she received the name Sister Mary Teresa after St. Thrse of Lisieux. In December, she departed for India, arriving in Calcutta on 6th January 1929. On 10th September 1946, Mother Teresa established a religious community, Missionaries of Charity, dedicated to the service of the poorest of the poor. On 7th October 1950 the new congregation of the Missionaries of Charity was officially established in the Archdiocese of Calcutta. In order to respond better to both the physical and spiritual needs of the poor, Mother Teresa founded the Missionaries of

187
UNIT 4

Charity Brothers in 1963, in 1976 the contemplative branch of the Sisters, in 1979 the Contemplative Brothers, and in 1984 the Missionaries of Charity Fathers. On 5th September 1997 Mother Teresa's earthly life came to an end. She was given the honour of a state funeral by the Government of India and her body was buried in the Mother House of the Missionaries of Charity. Her tomb quickly became a place of pilgrimage and prayer for people of all faiths, rich and poor alike. On 20th December 2002 Pope John Paul II approved the decrees of her heroic virtues and miracles. Benjamin Franklin Benjamin Franklin is known by many as a founding father of America, a philosopher, a scientist, and a writer. Throughout his glorious lifetime, Franklin made many contributions to humanity, but his most famous is still that of lightening and its connection to electricity. In 1774, after completing many other projects like the Franklin stove, Poor Richards Almanac, and many other inventions, Franklin began to experiment with electricity. In 1752, during a dangerous electrical storm, Franklin flew a kite with a metal key at the bottom of the string. A bolt of lightening hit the kite, and a spark of electricity flew from the key. Franklins theory was proven. robin hood There are several versions of the Robin Hood story. The Hollywood one is that of an incredibly handsome man - Errol Flynn - clothed in garments of Lincoln green, fighting and outwitting the evil Sheriff of Nottingham. However, the first known literary reference to Robin Hood and his men was in 1377, and the Sloane manuscripts in the British Museum have an account of Robin's life which states that he was born around 1160 in Lockersley in Yorkshire. No such place exists in either Yorkshire or Nottinghamshire but there is a Loxley in Staffordshire. Another chronicler has it that he was a Wakefield man and took part in Thomas of Lancaster's rebellion in 1322. One certain fact is that he was a North Country man, with his traditional haunts as an outlaw in Sherwood Forest and a coastal refuge at Robin Hood's Bay in Yorkshire. Pocahontas Pocahontas (later known as Rebecca Rolfe, c. 1595 March 1617) was a Virginian Indian. She was the daughter of Powhatan, the paramount chief of a tribal nation in the Tidewater region of

Virginia. In a well-known historical anecdote, she is said to have saved the life of an Indian captive, Englishman John Smith, in 1607 by placing her head upon his own when her father raised his war club to execute him. Her story has been romanticized over the years, and she is the subject of art, literature, and film daniel Boone Daniel Boone (November 2, 1734 September 26, 1820) was an American pioneer, explorer, and frontiersman whose frontier exploits made him one of the first folk heroes of the United States. Boone is most famous for his exploration and settlement of what is now Kentucky, which was then part of Virginia Despite some resistance from American Indian tribes, in 1775 Boone blazed his Wilderness Road through the Cumberland Gap in the Appalachian Mountains from North Carolina and Tennessee into Kentucky.

ListeninG - A MAGIC ROLE


Harry Potter is a series of seven fantasy novels written by British author J. K. Rowling. The books chronicle the adventures of the eponymous adolescent wizard Harry Potter, together with Ron Weasley and Hermione Granger, his best friends. The central story arc concerns Harry's struggle against the evil wizard Lord Voldemort, who killed Harry's parents in his quest to conquer the wizarding world, after which he seeks to subjugate the Muggle (non-magical) world to his rule. Since the release of the first novel Harry Potter and the Philosopher's Stone in 1997 (Harry Potter and the Sorcerer's Stone in the United States), the books have gained immense popularity, critical acclaim, and commercial success worldwide. The series has spawned films, video games, and Potter-theme merchandise. As of April 2008, the seven-book series has sold more than 375 million copies and has been translated into more than 64 languages. The seventh and last book in the series, Harry Potter and the Deathly Hallows, was released on 21 July 2007. Publishers announced a record-breaking 12 million copies for the first print run in the U.S. alone. The success of the novels has made Rowling the highest-earning novelist in history. English language versions of the books are published by Bloomsbury in the United Kingdom, Scholastic Press in the United States, Allen & Unwin in Australia, and Raincoast Books in Canada.

188
UNIT 4

There are seven books in the Harry Potter series: Harry Potter and the Philosopher's Stone (26 June 1997) Harry Potter and the Chamber of Secrets (2 July 1998) Harry Potter and the Prisoner of Azkaban (8 July 1999) Harry Potter and the Goblet of Fire (8 July 2000) Harry Potter and the Order of the Phoenix (21 June 2003) Harry Potter and the Half-Blood Prince (16 July 2005) Harry Potter and the Deathly Hallows (21 July 2007)

They gained the mechanical skills essential for their success by working for years in their shop with printing presses, bicycles, motors, and other machinery. Their work with bicycles in particular influenced their belief that an unstable vehicle like a flying machine could be controlled and balanced with practice. thomas alva edison (February 11, 1847 October 18, 1931) was an American inventor and businessman who developed many devices that greatly influenced life around the world, including the phonograph and a long lasting light bulb. Dubbed The Wizard of Menlo Park by a newspaper reporter, he was one of the first inventors to apply the principles of mass production to the process of invention, and therefore is often credited with the creation of the first industrial research laboratory. Edison is considered one of the most prolific inventors in history, holding 1,093 U.S. patents in his name, as well as many patents in the United Kingdom, France, and Germany. Edison became a telegraph operator after he saved threeyear-old Jimmie MacKenzie from being struck by a runaway train. Jimmie's father, station agent J.U. MacKenzie of Mount Clemens, Michigan, was so grateful that he trained Edison as a telegraph operator. In 1866, at the age of 19, Thomas Edison moved to Louisville, Kentucky, where as an employee of Western Union he worked the Associated Press bureau news wire. Edison requested the night shift at work which allowed him plenty of time to spend at his two favorite pastimes - reading and experimenting. Some of Edison's earliest inventions were related to telegraphy, including a stock ticker. His first patent was for the electric vote recorder, (U. S. Patent 90,646), which was granted on June 1, 1869.

ListeninG - PEOPLE THAT CHANGED PEOPLE


marie curie (born Maria Sk odowska; also known as Maria Sk odowska-Curie; November 7, 1867 July 4, 1934) was a physicist and chemist of Polish upbringing and, subsequently, French citizenship. She was a pioneer in the field of radioactivity, the first twice-honored Nobel laureate (to this day, the only one to win the award in two different sciences) and the first female professor at the University of Paris. She was born in Warsaw, Poland, Russian Empire, and lived there until she was 24. In 1891, she followed her elder sister to study in Paris, where she obtained her higher degrees and conducted her scientific work. She founded the Curie Institutes in Paris and Warsaw. She was the wife of fellow-Nobel-laureate Pierre Curie and the mother of a third Nobel laureate, Irne Joliot-Curie. While an actively loyal French citizen, she never lost her sense of Polish identity. Madame Curie named the first new chemical element that she discovered (1898) Polonium after her native country, and in 1932 she founded a Radium Institute (now the Maria Sk odowska-Curie Institute of Oncology) in her home town, Warsaw. the Wright brothers, orville (19 August 1871 30 January 1948) and Wilbur (16 April 1867 30 May 1912), were two Americans who are generally credited with inventing and building the world's first successful airplane and making the first controlled, powered, and sustained heavier-than-air human flight on 17 December 1903. In the two years afterward, the brothers developed their flying machine into the first practical fixed-wing aircraft. Although not the first to build and fly experimental aircraft, the Wright brothers were the first to invent aircraft controls that made fixed wing flight possible. The brothers' fundamental breakthrough was their invention of three axis-control, which enabled the pilot to steer the aircraft effectively and to maintain its equilibrium. This method became standard on fixed wing aircraft of all kinds.

readinG - A SPECIAL PLACE FOR CHILDREN


The Republic of Children was built 53 years ago in the town of Manuel Gonnet, near La Plata in the province of Buenos Aires. After two years, it was finally opened on 26th November 1951. It is considered the most important childrens enterprise in Latin America and the first thematic park in America. It was founded with a double purpose: entertainment and learning. Story goes that when Walt Disney visited the place, he was inspired to build Disneyland in California.

189

ANSWERS
comPLementary actiVities
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 T Q T Q E Z e X T r T A J S L T C S O V J I Z e V K G C E a G J a r a c B t D J E F Q C y W C M R R M u Y G A T R W o s H D U U J P A P M A G r M V t L J I W m H E J N c a O P M a L R O o I R M i H B B P E V t H V c A S m K L C D r Z A P i A R K G J Y N L C M i S S H o W R E N O M P R D R a B B X n P X H C Z t e L e P h o n e C M P J L P I T K K N X N J M S M D Q M E Z H X G O X V T U F V A T L Z D V P Y E Y S G

eXtra test
1. b. 2. a. b. d. f. e. a.

readinG

4. b. 5. a.France. (Germany). b. piano (violin). c. 1931 (1921). d. reality (relativity). 6. b. d. c. a. e.

ListeninG

7. Check that students organize the information properly to elaborate a biography.

WritinG

8. Make sure the students express their ideas clearly. Check fluency and pronunciation.

oraL eXPression

UNIT 4

190
PhotocoPiaBLe materiaL

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.

Lesson 2: a MagiC roLe

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

At my ideal weekend I _________________________________________________________________________________.

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.

191
photocopiable material

Lesson 4: People that Changed People

4. Find the inventions in the pictures in the Word Search puzzle.

G U P T Q T Q E Z E X T R T A

M J S L T C S O V J I Z E V K

M G C E A G J A R A C B T D J

M E F Q C Y W C M R R M U Y G

T A T R W O S H D U U J P A P

N M A G R M V T L J I W M H E

Q J N C A O P M A L R O O I R

O M I H B B P E V T H V C A S

Y M K L C D R Z A P I A R K G

M J Y N L C M I S S H O W R E

K N O M P R D R A B B X N P X

S H C Z T E L E P H O N E C M

I P J L P I T K K N X N J M S

B M D Q M E Z H X G O X V T U

S F V A T L Z D V P Y E Y S G

Lesson 5: A Special Place for Children

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 ____________________.

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PhotocoPiaBLe materiaL

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? a. ____ A short story. b. ____ A short biography. c. ____ A piece of history. 2. Read the text again. Number the events in chronological order. a. ____ Pocahontas arrived in England. b. ____ Pocahontas made English friends. c. ____ The English colonists arrived in Virginia. d. ____ Pocahontas gave food to English colonists. e. ____ Pocahontas got married. f. ____ John Smith returned to England. 3. Read the text again. Are these sentences facts (F) or inferences (I)? a. ____ Pocahontas became very famous in England. b. ____ Pocahontas was very important to English colonists. c. ____ John Smith returned to England because he was injured. d. ____ Pocahontas believed John Smith was dead. e. ____ Pocahontas and John Smith did not have a romantic relationship.

1 pt

6 pts

5 pts

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PhotocoPiaBLe materiaL

LISTENING AN IMPORTANT SCIENTIST 4. Listen to the recording and tick () the best answer. Who is the interviewee? a. ____ A very famous scientist. b. ____ A university professor. c. ____ A famous journalist. 5. Listen again and underline the incorrect information in each sentence. a. Albert Einstein was born in France. b. When he was a child, he often played the piano. c. He won the Nobel Prize in 1931. d. His most famous theory is called the theory of reality. 6. Listen again and number the sentences in the order you hear them. a. ____ Only a few people could understand them. b. ____ He found school very boring. c. ____ He put his ideas together. d. ____ He often skipped classes. e. ____ He revolutionized science.
5 pts 4 pts 1 pt

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.
6 pts

0 - 9

10 - 19 20 - 27 Well done!

28 - 34 Excellent!

Keep trying Review!

total score
34 pts

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UNIT 4

Notes
________________________________________________________________________________________ ________________________________________________________________________________________ ________________________________________________________________________________________ ________________________________________________________________________________________ ________________________________________________________________________________________ ________________________________________________________________________________________ ________________________________________________________________________________________ ________________________________________________________________________________________ ________________________________________________________________________________________ ________________________________________________________________________________________ ________________________________________________________________________________________ ________________________________________________________________________________________ ________________________________________________________________________________________ ________________________________________________________________________________________ ________________________________________________________________________________________ ________________________________________________________________________________________ ________________________________________________________________________________________ ________________________________________________________________________________________ ________________________________________________________________________________________ ________________________________________________________________________________________ ________________________________________________________________________________________ ________________________________________________________________________________________ ________________________________________________________________________________________

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

THIS MAGAZINE IS YOURS TO KEEP.

___________________________ ___________________________ ___________________________ ___________________________ ___________________________ ___________________________ ___________________________ ___________________________ ___________________________ ___________________________ ___________________________

ANEXOS LIBRO 8 (112-128):ANEXOS LIBRO 8 08-08-11 10:35 Pgina 114

196

LOOk it up! 21
Word search Alphabetical order

Notes
___________________________ ___________________________ ___________________________ ___________________________ ___________________________ ___________________________ ___________________________ ___________________________ ___________________________ ___________________________ ___________________________ ___________________________ ___________________________ ___________________________ ___________________________ ___________________________ ___________________________ ___________________________ ___________________________ ___________________________ ___________________________ ___________________________ ___________________________ ___________________________
one hundred and eighty-four

research tips
Some words have two definitions, check both definitions in context.

114

184

The activities in the Travelers Magazine are meant to be done by the students on their own and mainly for fun. Encourage them to read the articles and do the activities which will provide useful training in study skills. Do not take an active part but guide and help whenever required. Check the contents of each article to decide the best time for students to approach them.

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date

197
185

A Read the text on the opposite page and put the words in bold in alphabetical order.
_______________________________________ _______________________________________ _______________________________________ _______________________________________ _______________________________________ _______________________________________ _______________________________________ _______________________________________

Notes
___________________________ ___________________________ ___________________________ ___________________________

research tips
In dictionaries and most reference books, words are ordered in alphabetical order. For words that start with the same letter, go to the second or third letter.

Which word comes first? Put the words in the box in alphabetical order. Check them in your dictionary.
mountain people B _______________ _______________ P _______________ _______________ famous river beaches music forests painted F _______________ _______________ reggae blue

M _______________ _______________

___________________________ ___________________________ ___________________________

R _______________ _______________

___________________________ ___________________________ ___________________________ ___________________________


one hundred and eighty-five

lOOk it up!
Look up cricket in the dictionary extract. Which meaning corresponds to the text?

suggested

web links
www.factmonster.com www.infoplease.com

___________________________ ___________________________ ___________________________ ___________________________ ___________________________ ___________________________ ___________________________ ___________________________ ___________________________ ___________________________ ___________________________ ___________________________ ___________________________

Macmillan Essential Dictionary For Learners of American English. Macmillan Education, 2003, p.162

115

185

Answers: A. coffee; cover; cricket; guess; houses; Jamaica; places; waterfalls. B. beaches, blue; famous, forests; mountain, music; painted, people; reggae, river.

ANEXOS LIBRO 8 (112-128):ANEXOS LIBRO 8 08-08-11 10:35 Pgina 116

198

LOOk it up! 3 2
Word search Phrasal verbs

Notes

A Read the text and underline a firefighters obligations.


___________________________ ___________________________ ___________________________ ___________________________ ___________________________ ___________________________ ___________________________ ___________________________ ___________________________ ___________________________ ___________________________
one hundred and seventy-two

A day in the life of a

his week were looking at what it takes to be a firefighter and were talking to Charlie, who has been a firefighter for nearly six years. Im lucky because I really love my job. I enjoy working in a team and I get along with my co-workers. I also like the contact I have with the public; its great to know that what I do makes a difference. I have to work on the weekend a lot, because this is when the majority of incidents happen. Occasionally the work can be frustrating because we get hoax phone calls from people who say they have a problem, but when we arrive, theres nothing there. We cant ignore any emergency call and we have to go to investigate, but we discover that they have just made up a story for fun.

firefighter

At n other times the can be very dangerous. Sometimes people doing it for as job long as I can. . 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.

___________________________ ___________________________ ___________________________ ___________________________ ___________________________ ___________________________ ___________________________ ___________________________ ___________________________ ___________________________ ___________________________ ___________________________ ___________________________

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.

116

172

Answers: A. To work on the weekend; can't ignore an emergency call; to investigate; keep themselves in good shape.

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date

199

B Find the correct phrasal verb in the text for these synonyms.
escape have a good relationship invent continue

Notes
___________________________

C Re-write the sentences using the correct phrasal verb from exercise B.
1 I cant continue with this homework. Its too difficult! 2 Laura invented an excuse, because she didnt want to go to the party. 3 I have a very good relationship with my brother, but I dont have a good relationship with my sister. 4 The police officer locked the robber in the room, so he couldnt escape.

___________________________ ___________________________ ___________________________ ___________________________ ___________________________ ___________________________

lOOk it up!
Phrasal verbs can really help you improve your vocabulary and understanding of English. In groups, look up the verb get in a dictionary. You will see that there are many different phrasal verbs that use this verb. Start to compile your own mini-dictionary of phrasal verbs. You can illustrate the verbs, write the translation and write example sentences to help you remember the meaning. Continue to add to your phrasal verb dictionary every time you see a new one. Swap your dictionary with your friends to see if they have found different ones.

___________________________ ___________________________ ___________________________ ___________________________


one hundred and seventy-three

suggested

web links
www.usingenglish.com www.foreignword.com

___________________________ ___________________________ ___________________________ ___________________________ ___________________________ ___________________________ ___________________________ ___________________________ ___________________________ ___________________________ ___________________________ ___________________________ ___________________________

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173

B. escape= get away have a good relationship = get along with. invent = make up continue = carry on. C. 1. I can't carry on with this homework. It's too difficult! 2. Laura made up an excuse, because she didn't want to go to the party. 3. I get along very well with my brother, but I don't get along with my sister. 4. The police officer locked the robber in the room, so he couldn't get away.

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200

LOOk it up! 2 3
Word search Looking up pronunciation

Notes
___________________________ ___________________________ ___________________________ ___________________________ ___________________________ ___________________________ ___________________________ ___________________________ ___________________________ ___________________________ ___________________________
one hundred and seventy

Read the text. Do you think the story is funny? Why? Why not? Look up unfamiliar words in a dictionary.

a walk! Count Cadaver walked in the direction of the town. Two thin men were sitting on the cemetery wall, but Count Cadaver didnt stop and talk to them. Some rats were eating the trash around a trash can, but Count Cadaver didnt notice them. The night was cold and the Count wanted a glass of blood. He hurried through the town to the Cavern Lounge. A tall woman was standing near the door. She smiled at Count Cadaver, but he didnt speak to her. He pushed open the door and went to his favorite place. Some old men were playing dominoes. A young man and his girlfriend were kissing in the corner. Three of the Counts friends were playing cards. Count Cadaver didnt say Hello to anyone. He just went over to the counter. A glass of Blood Light, please, he said. And you can forget the peanuts. Im on a diet.

t was about two oclock in the morning when Count I Cadaver opened his castle door. It was raining and very dark - the perfect night for

Look up the words in the dictionary and write them using the Phonetic Alphabet.
castle cadaver cemetery place Ksl Notice this symbol. This signals that the stress falls on the first syllable, so we say castle.

research tips
To help check how to say words, it is useful to learn the pronunciation key in your dictionary. It might seem a little complicated at first, but it will be worth the effort.

___________________________ ___________________________ ___________________________ ___________________________ ___________________________ ___________________________ ___________________________ ___________________________ ___________________________ ___________________________ ___________________________ ___________________________ ___________________________

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Answers: B.

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C Read them aloud. D Whats the difference in the pronunciation of the letter c?
count cadaver cemetery place

Notes
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research tips
The pronunciation of English words can be complex because they often sound very different to how they are written. Check the pronunciation with a dictionary or an Internet link.

E word.

Write the words in the correct box according to the pronunciation of the letter c in each

castle /k/

city

face /s/

cold

place

can

one hundred and seventy-one

Scan the text for words you dont know how to pronounce. Go to your dictionary or an Internet homepage on English pronunciation and look them up. Practice saying the words.

suggested

lOOk it up!

___________________________
web links
www.soundsofenglish.org www.audioenglish.net

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D. count, cadaver (/k/); cemetery, place (/s/). E. /k/ castle can cold /s/ city face place

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LOOk it up! 5 4
Word search Checking for pronunciation.

Notes

A Compare with a partner.


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one hundred and seventy-six

Read the text. Close your book and write everything you remember about the topic.

Bicycle
Written by Rebecca Bond

The Invention of the

A long time ago nobody had a bicycle. Nobody rode a bicycle to school or to work, or to the park just for fun. Nobody even thought about bicycles. There were no bicycles! Then one day someone had an idea and the bicycle was born! Leonardo da Vinci, a very famous artist, inventor and scientist, thought a bicycle seemed like a good invention. He made the first drawing of a bicycle. That was about 500 years ago. Unfortunately, he died before his idea became a real machine, but it was still a good idea, and other people decided to work on it. About 300 years ago (200 years after Leonardo did his drawing), somebody finally made the first bicycle. It wasnt like the bicycles we have today. It had wooden wheels and it didnt have any pedals. Instead of pedaling, the rider sat on the seat and rolled along by pushing his feet on the ground. It wasnt perfect, but it was a good start.

Little by little, more inventors made the bicycle better. They added pedals. They made wheels out of metal and rubber. They discovered better ways to steer and to brake. About 100 years ago, they started making bicycles that looked very much like the bicycles we ride today. They were very good bicycles. Suddenly, everyone wanted a bicycle! Bicycles were a quick and easy way to get around and, most of all, they were fun. All the bicycle-building stores were very busy. They had a lot of business! Today people all around the world ride bicycles. They ride them on dirt roads in small towns and on crowded streets in big cities. In some cities there are so many bicycle riders that it seems like everyone is riding a bicycle! Well done, Leonardo!

research tips
Remember that some unfamiliar words may be verbs in different tenses and they may be irregular.

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B Look up the base form of these verbs in a dictionary.


seemed _______________________________ made _________________________________ died __________________________________ became _______________________________ thought _______________________________ decided _______________________________ rolled _________________________________ added _________________________________ discovered _____________________________ rode __________________________________

Notes
___________________________ ___________________________ ___________________________ ___________________________ ___________________________ ___________________________ ___________________________ ___________________________
Leonardo da Vinci also invented the helicopter...

Look up the pronunciation of these words on an Internet pronunciation site or a Dictionary CD-ROM. Try to pronounce each word. Then read it out loud from the text.
seemed died decided asked discovered

research tips
You can check the pronunciation of regular and irregular verbs in the dictionary or on a dictionary CD-ROM.

lOOk it up!
Look up more information about Leonardos inventions. Prepare a presentation about any of his inventions that interest you. Check the spelling and pronunciation of past tense verbs in your dictionary before the presentation.

___________________________ ___________________________
one hundred and seventy-seven

Leonardo da Vinci also invented the helicopter...

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suggested

web links
http://www.englishclub.com/pronunciation/index.htm http://www.surfnetkids.com/davinci.htm

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Answers: B. seem; make; die; become; think; decide; roll; add; discover; ride. C. / simd, daId, dI`saIdId, st, /

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LOOk it up! 4 5
Word search Inferring meaning

Notes

A Scan the text and answer the questions below.


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one hundred and seventy-four ne hundred and seventy-four

Sharon Hiphops Katrina Association

Her Plans for Next Year


Reporter: Tell us Sharon, what will the association do next year? Sharon: Thank you for asking. We have many plans for the children and their families. First, well organize a school club. This club will provide help for school children and help for schools. Second, well have a concert in August to raise money for the association. This money will help to build more houses or buy the necessary furniture for the houses. Finally, well organize a marathon, so we can raise money for medical assitance. We really have great plans. I love this charity work. You can make other people happy. I invite all the readers to help and make donations. You can make the children and their families very happy!"

urricane Katrina was one of the costliest and deadliest hurricanes in the history of the United States. It was the sixth-strongest Atlantic hurricane ever recorded. Katrina formed in late August during the 2005 Atlantic hurricane season and caused devastation along much of the northcentral Gulf Coast of the United States, New Orleans, Louisiana, and in coastal Mississippi. Singer and movie star Sharon Hiphop founded an association to help the families who lived through this disaster. She explained to us the association's plans.

Katrina: Kids & Family Association Information: 001-800-kidshelp kidsandfamily@sharonhelpkatrina.org Bank of USA Account number: 00345-927921

1 What happened in August 2005? 2 What does Sharon Hiphop do? 3 What are the associations plans for next year?

j j

1 What type of text is it? 1 What type of text is it? 2 Looking at the images and title, what is it about? 2 Looking at the images and title, what is it about? 3 What is the objective of this text? 3 What is the objective of this text? 4 Who is the intended audience? 4 Who is the intended audience?

research researchtips tips


You can infer what aa text isis going You can infer what text goingto tobe beabout aboutby byobserving observing images and key words inin the title. images and key words the title.You Youcan canalso alsoinfer inferthe the meaning of unfamiliar words by using meaning of unfamiliar words by usingyour yourprevious previousknowledge knowledge ofof the topic. the topic.

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Answers: A. 1. An interview. 2. A natural disaster. 3. To explain the association's plans. 4. People who can make donations.

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Look up the words in your dictionary, an encyclopedia or the Internet. Then circle
T T T T F F F F

B T (True) or F (False).

1 Tropical storm and hurricane are synonyms. 2 The word late in the text refers to not being punctual. 3 Mississippi refers to a river in the US. 4 Coast is always written with a capital letter.

Notes
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C Hurricane Katrina. Write the information below.

Use your dictionary, an encyclopedia or the Internet to find more information about

one hundred and seventy-five

suggested

lOOk it up! Work ink groups. Do some research about natural lOO it up! disasters in Chile. Look for information in

web links
www.wikipedia.com www.nature.com

___________________________ ___________________________ ___________________________ ___________________________ ___________________________ ___________________________ ___________________________ ___________________________ ___________________________ ___________________________ ___________________________ ___________________________ ___________________________ ___________________________

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.

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B. 1. T; 2. F; 3. T; 4. F.

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eValUatioN iNStrUMeNtS
These evaluation instruments are assessment tools you can use to measure students' work. They are scoring guides that seek to evaluate a student's performance based on the sum of a full range of criteria rather than a single numerical score. The evaluation instruments provided here include: Rubrics Questionnaires Observation sheets The instruments included in this section differ from traditional methods of assessment in that they examine students in the actual process of learning, clearly showing them how their work is being evaluated. They communicate detailed explanations of what constitutes excellence throughout a task and provide a clear teaching directive. The instruments' strength is their specificity, which means that individual students can fall between levels, attaining some but not all standards in a higher level. And while scores can be translated into final grades, it is important that we remind students that not every score counts. These instruments are meant, above all, to inform and improve teachers' instruction while giving students the feedback they need to learn and grow. These instruments can also be used in peer assessment and then used to provide feedback. Prior to assessment, the evaluation instruments can be used to communicate expectations to students. During the assessment phase, they are used to easily score a subjective matter. After an instrument is scored, it should be given back to students to communicate to them their grade and their strengths and weaknesses. Students can use them to see the correlation between effort and achievement. Sharing the instruments with students is vital as the feedback empowers students to critically evaluate their own work.
Students can use these instruments as a tool to develop

their abilities. Teachers can reuse these instruments for various activities. Complex products or behaviors can be examined efficiently. They are criterion referenced, rather than norm referenced. Evaluators ask, "Did the student meet the criteria for Level 4? rather than How well did this student do compared to other students? Ratings can be done by students to assess their own work, or they can be done by others, e.g., peers, teachers, instructors, U.T.P. people, etc.

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

Applying Evaluation Instruments

Teachers can increase the quality of their direct instruction

Advantages of using a variety of evaluation instruments

by providing focus, emphasis, and attention to particular details as a model for students. Students have explicit guidelines regarding teacher expectations.

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gradations. Gradations are the descriptive levels of quality starting with the worst quality up to the best quality. Always keep in mind that, however you use them, the idea is to support and to evaluate student learning. Here is a description of each of the evaluation instruments provided:

Extended-Response Reading

Listening Comprehension

Use this instrument two or three times in a semester to assess where the students rank within the four categories and to determine where the strengths and the weaknesses of the class lie. After applying the instrument, ask the students to get into groups of four and analyze their results. As a class, discuss important points that may help improve listening skills in the future. To work out the score of each student identify the maximum number of points for achieving the highest level of quality and assign a number to the students' performance according to this scale. Once you have worked out the score of each student, you can apply this chart to express his/her results: 1= Unsatisfactory - 2 = Fair - 3 = Very Good - 4 = Excellent

Use this instrument in any lesson that invites students to demonstrate comprehension by responding to open-ended questions. The aim of this instrument is to give information to the teacher on students' placement in the Reading Skills English Progress Map. Use the checklist to assess reading tasks, to provide feedback to students and as a basis for discussion and feedback for each student as well. To work out the score of each student, identify the level of student's performance, according to the scale provided by this instrument.

Behavior

Reading Comprehension

The goal of this reading assessment instrument is to determine if the students have improved their reading comprehension skills. Use this instrument once a month. Once you have applied this instrument, make the students identify their strengths and weaknesses and brainstorm ideas that could help them improve their performance in the future. This instrument also gives the teacher the opportunity to focus diagnostic attention on students whose performance has been identified as below standard. You can reach this conclusion after calculating students' scores and grades and correlating them with the levels stated in the Progress Map (See page 15 of the Introduction). You must take into account that the maximum score corresponds to the highest expected results conceived by this teaching proposal for this level. To work out the score of each student identify the maximum number of points for achieving the highest level of quality and assign a number to the students' performance according to this scale. Once you have worked out the score of each student, you can apply this chart to express his/her results: 1= Unsatisfactory - 2 = Fair - 3 = Very Good - 4 = Excellent

Use this instrument when you detect some problems related to students' behavior. This rubric is meant to offer information on students' attitude and behavior in relation to their classmates and can be a useful source of information for course council. It can be applied by teachers or used for peer assessment. After applying this instrument, make students identify the areas in which they got higher scores, and also the areas that they should pay more attention to in the future. To work out the score of each student identify the maximum number of points for achieving the highest level of quality and assign a number to the students' performance according to this scale. Once you have worked out the score of each student, you can apply this chart to express his/her results: 0= Unsatisfactory - 1 = Fair - 2 = Very Good - 3 = Excellent

Beginner's Writing

Use this rubric as a way to assess your students' writing skills. You can use it two or three times in a year. This instrument is a simplified way for teachers to grade a writing assignment. It is important to show students the instrument beforehand so that they get better quality work; they know what they are supposed to produce and it saves problems afterwards as they can see where they can have points taken off. This instrument should also be used after the task is complete, not only to evaluate the product, but also to engage students in reflection on the work they have produced. To work out the score of each student identify the maximum number of points for achieving the highest level of quality and assign a number to the students' performance according to this scale.

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Once you have worked out the score of each student, you can apply this chart to express his/her results: 1 - 2= Unsatisfactory - 3 - 4 = Fair - 5 = Very Good - 6 = Excellent

After applying this document, you may inform students if their results coincide with your ideas about their performance.

Project

Homework

Use this instrument every time students do a project. Each student is evaluated along three dimensions, each having to do with the student's contribution to the work, the final product, and any other aspects the teacher considers important to assess, such as: how effectively the student accomplished his or her responsibilities as a member of the team or the quality of his or her interactions with the other team members. These dimensions are assigned a score of 1 through 7; these values represent increasing degrees of achievement in the particular dimension. The last column is the actual score assigned to this particular student, based on his or her actual performance, along the three dimensions. The overall total score is assigned by simply adding together the scores corresponding to the three dimensions.

Oral Presentation

Use this instrument two or three times per student during the year. The students will be evaluated in: Non-verbal skills, Vocal Skills and Content areas. The teacher can give each student a copy of the instrument and then read it with them. The students will improve their performance if they know in advance what they are expected to produce and the areas they have to focus their attention on. To work out the score of each student identify the maximum number of points for achieving the highest level of quality and assign a number to the students' performance according to this scale. Once you have worked out the score of each student, you can rate each category according to the scale provided in the instrument.

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

Self Assessment - General English

This instrument is meant to allow students to recognize and evaluate their general abilities in relation to English. You can apply it three times, at the beginning of the year and at the end of each semester, so that students can identify their level of achievement. Make students read the descriptions of tasks that they can do and ask them to check the appropriate areas that indicate how they rate themselves.

Here are some phrases that are useful for giving feedback and make comments to your students: You are developing a better attitude toward your classmates. You can be very helpful and dependable in the classroom. You have strengthened your skills in ___. You are learning to be a better listener. You are learning to be careful, cooperative, and fair. You are very enthusiastic about participating. Your work habits are improving. You have been consistently progressing. You are willing to take part in all classroom activities. Your attitude toward school is excellent. You are maintaining grade-level achievements. You work well in groups, planning and carrying out activities. Your work in the areas of ____ has been extremely good. You are capable of achieving a higher average in areas of ____. You would improve if you developed a greater interest in ___.

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EVALUATING LISTENING COMPREHENSION Name: ___________________________________ Lesson: ________________________ Date: _______ Skills 1 Understanding key events or facts. Understands one or two events or key facts. Gets few or no important details. Nearly never. 2 Understands some of the events or key facts. Gets some important details. Sometimes. Criteria 3 Understands many events or key facts, mainly in sequence. Gets many important details. Most of the time. Answers questions with literal interpretation. Provides adequate response to teacher with two or three questions and prompts. Summarize the beginning, middle, and end of the story. 4 Understands most events in sequence or understands most key facts. Gets most important details and key language. Nearly always. Points

Understanding details.

Responding appropriately to features such as: laughter, silence, etc., and / or accentuation, intonation and, rhythm. Answering questions.

Answers questions with incorrect information. Provides limited or no response and requires many questions or prompts.

Answers questions with some misinterpretation. Provides some response to teacher with four or five questions and prompts. Answer factual questions on general and specific information.

Answers questions with interpretation showing higher level thinking. Provides insightful response to teacher with one or no questions or prompts. Reveal the sequence of events, providing details on dialog, and motivation of characters. Total points

Doing tasks.

At the end of the session, the listener is able to:

Answer factual questions on general information.

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EVALUATING READING COMPREHENSION Name: ___________________________________ Lesson: ________________________ Date: _______ Skills 1 Understanding key events or facts. Understands one or two events or key facts. Gets few or no important details. Identifies one or two characters or topics using pronouns (he, she, it, they). Answers questions with incorrect information. Provides limited or no response and requires many questions or prompts. 2 Understands some of the events or key facts. Gets some important details. Identifies one or two characters or topics by generic name (boy, girl, dog). Answers questions with some misinterpretation. Provides some response to teacher with four or five questions and prompts. Criteria 3 Understands many events or key facts, mainly in sequence. Gets many important details. 4 Understands most events in sequence or understands most key facts. Points

Understanding details.

Identifying characters or topics.

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). Answers questions with literal interpretation. Provides adequate response to teacher with two or three questions and prompts. Answers questions with interpretation showing higher level thinking. Provides insightful response to teacher with one or no questions or prompts. Total points

Answering questions.

Doing tasks.

Taken and adapted from: http://www.storyarts.org/classroom/usestories/listenrubric.html

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EXTENDED-RESPONSE READING RUBRIC SELF-ASSESSMENT

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 explain only a few ideas from the text. I summarize the text without including any of my own ideas or experiences. OR I explain my own ideas without explaining the text. I use general statements instead of specific details and examples. I explain little or nothing from the text. I use incorrect or unimportant information from the text. I write too little to show I understand the text. I write nothing. I do not respond to the task.

1 0

http://www.isbe.net/assessment/pdfs/reading_extended_rubric.pdf

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BEHAVIOR RUBRIC Name: Behavior skill On time and prepared 1. Arrives on time. 2. Brings necessary materials. 3. Completes homework. Respects teacher 1. Follows directions. 2. Listens to teacher. Attitudes 1. Demonstrates positive character traits (kind, trustworthy, honest). 2. Demonstrates productive character traits (patient, thorough, hardworking). 3. Demonstrates concern for others. Total: Teachers comments: Date: Never 0 Rarely 1 Class: Generally 2 Always 3 Points

Source: http://www.sdst.org/shs/library/resrub.html

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BEGINNERS WRITING Points 1 2 Criteria Writing has some words. No punctuation. Scribbly letters. A picture. 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): Process 1. Has clear vision of final product. 2. Properly organized to complete project. 3. Managed time wisely. 4. Acquired needed knowledge base. 5. Communicated efforts with teacher. Product (Project) 1. Format. 2. Mechanics of speaking / writing. 3. Organization and structure. 4. Creativity. 5. Demonstrates knowledge. Other: 1. ________________________________ 2. ________________________________ 3. ________________________________ 4. ________________________________ 1,2,3 1,2,3 1,2,3 1,2,3 4,5 4,5 4,5 4,5 6,7 6,7 6,7 6,7 Total: Teachers comments: Poor 1,2,3 1,2,3 1,2,3 1,2,3 1,2,3 Poor 1,2,3 1,2,3 1,2,3 1,2,3 1,2,3 Satisfactory 4,5 4,5 4,5 4,5 4,5 Satisfactory 4,5 4,5 4,5 4,5 4,5 DATE: Excellent 6,7 6,7 6,7 6,7 6,7 Excellent 6,7 6,7 6,7 6,7 6,7 Points Points

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ORAL PRESENTATION RUBRIC

Your Name: ___________________________________ Group Topic : _______________________________ Group Members: _____________________________________________________________________


Oral Presentation Rubric Provided depth in coverage of topic. Presentation was well planned and coherent. Personal experience integrated where relevant and appropriate. Explanations and reasons given for conclusions. Communication aids were clear and useful. Bibliographic information for others was complete. Total Possible Points. Possible Points 10 10 10 10 10 50 Self-Assessment Teacher Assessment

Rate each category according to the following scale: 9-10 = excellent 7-8 = very good 5-6 = good 3-4 = satisfactory 1-2 = poor 0 = unsatisfactory

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STUDENT SELF ASSESSMENT OF FOREIGN LANGUAGE PERFORMANCE

Grade: _______________________ Name : _________________________________________________ Read the descriptions of tasks that you can do. Check the appropriate areas that indicate how you rate yourself.
Description Yes Yes No

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.

(no assistance)

(with assistance)

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HOMEWORK RUBRIC

Homework Rubric 4 Exceptional Work Interesting, neat, and easy to read. With date and name. On time. Neat and easy to read. Must have date and name. Must be on time. Difficult to read. Has name, missing the date. May be on time. Unorganized and/or difficult to read. Missing name and date. Late.

Complete

Incomplete (directions not followed)

Incomplete

http://www.jamestownri.com/school/classes/4_1/homeworkrubric.htm

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READING COMPREHENSION - SELF ASSESSMENT

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,

Sometimes

Never

beginning, middle, end).


8. I can pick out clues from the reading to help me make an

interpretation.
9. I give my opinion-make a judgment-about the text. 10. I support my opinion with details from the text. 11. I know the difference between fact and opinion. 12. I can see similarities and differences between the texts I read. 13. I can make connections between the text and my own life. 14. I can make connections between the text and other subjects. 15. I can pick out words from the story that help me work out

the setting.

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laNGUaGe reFereNce
Personal pronouns I you he she it we they Possessive adjectives my your his her its our their

Use personal pronouns instead of a noun. Julie has a red sweater. She has a red sweater. Use possessive adjectives before a noun to show possession. John has a new car. His car is new. Possessive s Add possessive s to a noun to show possession. My mothers shoes are brown.

ImPERATIvE Use the imperative to give instructions or orders. To form the imperative use the verb in its base form. Listen. Be quiet, please. Come to the board. Open your book on page 10. ARTICLES: A, An
Im a student. Theres a hospital on that street. Hes an architect. Shes wearing a blue skirt.

Use articles a and an with singular nouns. Use a when the noun starts with a consonant sound. My father is a farmer. Use an when the noun starts with a vowel sound. Shes an engineer.

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vERB TO BE
Affirmative I am tall. You are nice. Hes young. She is kind and generous. It is black. We are talented. They are beautiful. I am not strong. You arent tall and slim. He isnt old. She isnt tall. It isnt big. We arent lazy. They arent fast. Negative Am I strong? Are you tall and slim? Is he old? Is she tall? Is it a cat? Are we lazy? Are they fast? Question form

Use the verb to be to describe physical appearance and personality. Is he old? Yes, he is. / No, he isnt. She is kind and generous. You are tall and thin.

PLuRAL nOunS
Singular + s plumber-plumbers notebook-notebooks shirt-shirts Singular + ies secretary-secretaries story-stories party-parties Singular + es dress-dresses watch-watches brush-brushes Irregular Plural child-children man-men foot-feet

Add an s to a singular noun to make a plural noun. For example: pen-pens; book-books. Add an es to nouns ending in ch, sh, s, ss, x, z, o. For example: watch-watches. Change final y to i and add es: For example: city-cities. Irregular nouns change in the plural; woman-women.

THERE IS / THERE ARE Affirmative There is a small church. There are three stores. Negative There isnt a disco. There arent any clubs. Question form Is there a mall? Are there any restaurants in the area?

Use There is / There are to talk about the existence of things. Use There is for a singular object and There are for plural objects. Use There isnt a / There arent any to express the idea that something does not exist. Use Is there a? / Are there any? to ask about the existence of singular and plural objects.

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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
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a. on

b. in

c. under

OTHER PREPOSITIOnS OF PLACE

a. on the left CAn

b. between

c. on the right

d. next to

e. across from / opposite

Affirmative I can dance very well. You can skate quite well. He can swim. She can play the guitar. It can help the police. We can run fast. They can jump very high.

Negative I cant play the guitar. You cant speak Japanese. He cant play soccer. She cant sing well. It cant see at night. We cant cook well. They cant fly.

Question form Can you play the guitar? Can you speak Japanese? Can he play soccer? Can she sing well? Can it see at night? Can we cook? Can they fly?

Use can to talk about ability or inability. Tony can swim, but he cant dance. Can they swim? Yes, they can. / No, they cant.

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PRESEnT PROGRESSIvE (OR PRESEnT COnTInuOuS)


Affirmative Im watching TV. Youre shopping. Hes wearing shorts. Shes sitting next to her mum. Its eating. Were making costumes. Theyre making hot dogs. Negative Im not watching TV. You arent shopping. He isnt wearing shorts. She isnt sitting next to her mum. It isnt eating. We arent making costumes. They arent making hot dogs. Question form Am I watching TV? Are you shopping? Is he wearing shorts? Is she sitting next to her mum? Is it eating? Are we making costumes? Are they making hot dogs?

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 I take a shower at 6:00. You get up at 7:00. He walks home in the afternoon. She finishes work at 5:30. It likes eating fruit. We go to the museum on Saturdays. They live at Cocoa Beach. Negative I dont take a shower at 6:00. You dont get up at 7:00. He doesnt walk home in the afternoon. She doesnt finish work at 5:30. It doesnt like eating fruit. We dont go to the museum on Saturdays. They dont live at Cocoa Beach. Question form Do I take a shower at 6:00? Do you get up at 7:00? Does he walk home in the afternoon? Does she finish work at 5:30? Does it like eating fruit? Do we go to the museum on Saturdays? Do they live at Cocoa Beach?

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% never 50% sometimes 75% often 85% usually 100% always
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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 day week month year

every

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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PAST PROGRESSIvE (OR PAST COnTInuOuS)


Affirmative I was singing. You were singing. We were singing. They were singing. He was singing. She was singing. It was singing. Negative I was not singing. You were not singing. We were not singing. They were not singing. He was not singing. She was not singing. It was not singing. Question form Was I singing? Were you singing? Were we singing? Were they singing? Was he singing? Was she 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?

COmPARATIvES (short adjectives and long adjectives) You can use comparatives to talk about the differences between two things or places or people. They are made from adjectives in two ways:
Short Adjectives With short adjectives, we make comparatives by adding -er to the end of the adjective. Example: - Your CD player is cheaper than mine. With some adjectives, we double the last letter: Example: London is big, but Moscow is bigger. 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.

Two syllable adjectives that end in -y. With two syllable adjectives that end in -y, we make the comparative by changing the y to i, and adding -er: Example: I was angry when I heard the news, but Nick was angrier. Irregular comparatives The three main irregular comparatives are: good - better bad - worse far - further

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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.

THE uSE OF THE vERB CAN Can is a kind of auxiliary verb called a modal verb. Modal verbs express a particular character or mood of a verb. Use can to talk about ability:
Affirmative I can play the piano. She can drive a car. Negative I cannot (can't) play the piano. She cannot (can't) drive a car. Question form Can you play the piano? Can she drive a car?

Use can to talk about permission:


Affirmative You can meet her tomorrow. (You have permission to meet her). Negative She can't come to our house. (She doesn't have permission to visit us). Question form Can we go to the movies? (Please give us permission to watch a movie).

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MUST Use must to say that something is essential or necessary. Subject + must + main verb
Subject I You We must must must Auxiliary must go visit stop Main verb home. us. 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.

THE FuTuRE TEnSE (WILL)


Affirmative Negative Interrogative

I will help you carry the bags.

They will not buy that house.

Will she sing at the party?

Use will to express a voluntary action. Examples: I will translate the e-mail, so Mr. Smith can read it. Will you help me move this heavy table? I will not do your homework for you. I won't do all the housework myself!

Use will to express a promise. Examples: I will call you when I arrive. I promise I will not tell him about the surprise party. Don't worry, I'll be careful. I won't tell anyone your secret.

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irreGUlar VerbS
Past participle Past participle Past simple Past simple Infinitive Meaning Infinitive

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 learn leave lend let lie light lose make mean meet pay put read ride ring rise

forgave froze got gave went grew hung had heard hid hit held hurt kept knew laid led learnt/learned 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

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

Meaning

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Past participle Past simple Infinitive Meaning 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

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

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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

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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.

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biblioGraPhY
Adams, M.J. et al. (2000). Phonemic Awareness in Young Children: A Classroom Curriculum. Baltimore, Maryland: Paul H. Brooks Publishing Co. Burke, J. (2003). Reading Reminders - Tools, Tips, and Techniques. (1st ed.). Portsmouth, NH: Boynton / Cook. Corbeil, J.C, Archambault, A. (1992). The Macmillan Visual Dictionary. (pp. 77 112, 150 152, 219 250, 349 - 355). New York: Macmillan Publishing Company. Fox, Gwyneth associated editor et al. (1st ed.). (2007). Diccionario Macmillan Castillo Espaol Ingls, Ingls - espaol. Mexico DF: Editorial Macmillan de Mxico S.A. de C.V. Hamel, B. (1st Ed.). (1998). Dictionary of English-Spanish cognate words. Bilingual Book Press. USA. Loyd, S. (2000). The Phonics Handout. Essex: Jolly Learning, Ltd. Loyd, S., & Werman, S. (2003). Jolly Dictionary. Essex: Jolly Learning, Ltd. Mascull, B. (1st Ed.). (1997). Collins cobuild key words in science and technology. Portsmouth: Heinemann Publishers. Moon, J. (1st ed.). (2000). Children Learning English. Oxford: Macmillan Education. Murphy, R.M. (2nd ed.). (1997). Essential Grammar in Use. Cambridge: Cambridge University Press. Peregoy, S.F. et al. (3rd ed.). (2005). Reading, Writing and Learning in ESL. White Plains, NY: Addison Wesley Publishing Company. Rauff, R. (1st edition). (1994). Wonderful World of English. Chicago, IL: World Book, Inc. Rinvolucri, M. et al. (1st ed.). (1995). More Grammar Games. Cambridge: Cambridge University Press.

Additional bibliography

Bampfield, A. et al. ( 1st Ed.). (1997). A world of English. Cambridge, Great Britain: Cambridge University Press. Bampfield, A. et al.( 1st Ed.). (1996). Welcome to English. Cambridge, Great Britain: Cambridge University Press. Blanchard, K. & Root, C. (1st Ed.) (1996). For your information 1. Boston: Addison Wesley Longman Publishers. 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

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Reading comprehension
What type of text is this? What is the purpose of this text? What is the text about? What is the origin of the text? Who is / are the main character(s) in the story? Where are the participants / tutors from? What is (person / place) like? Who is sending the message? What is the subject of the message? Who is the message addressed to? What can you infer from the name of the lesson? What can you infer from the pictures? What do these numbers in the text refer to? What do these words (pronouns) refer to? Can you identify these elements in the text? (closing, information, introduction, opening) Can you match the text and the pictures? Which of these sentences are true / false? Where in the text can you find information about _______? Which is the best title for the story? Write an invitation to a party / a lecture / a conference / an exhibition. Write a reply accepting / refusing an invitation. Write a short biography of a person you admire. Write a composition about ________________. Write a tourist brochure promoting your area. Write a short conversation about ____________.

Speaking

Listening comprehension

What type of text is this? What is this conversation / presentation / announcement about? How many people can you hear? Can you identify the mood of the different speakers? Who said the following sentences? Which of these two words did you hear? Which of these sentences werent mentioned? In what order are these _____ mentioned? Which of these sentences did you hear? Can you match the text and the pictures? Are these sentences true or false? Where in the text can you hear information about ____?

Interview your partner to find out about his / her interests / preferences / habits / activities last summer. Talk to your partner about an interesting TV programme. Talk to your partner about interesting / unforgettable experiences you have had. Talk to your partner about a book youve read / a film youve seen. Talk to your partner about your favourite food / drink / place in Chile / football team / football player / book / film / film star. Talk to your partner about your plans for this weekend / next summer / the future. Look at this picture with your partner and ask and answer questions about what you see. Describe your best friend / a person in your family / a classmate. Talk to your partner about how you are feeling now. Talk to your partner about the things you are doing now. Talk to your partner about your favourite celebration. Talk to your partner about the things you can / cant do.

Grammar and vocabulary

Writing

Write a personal profile. Write an e-mail to your family / best friend. Write a description of your best friend / a person in your family. Write a description of your favourite toy / pet / person. Write a summary of a story youve read / a film youve seen. Write an announcement promoting extra-curricular activities. Write a questionnaire / a survey to find out about ______. Write a reply to the e-mail.

Complete these sentences with the (verb tense) of the verbs in brackets. Fill in the blanks in this text with the (verb tense) of the verbs in brackets. Fill in the blanks in this text with the (verb tense) of the verbs in the box. Fill in the blanks in this text with the words in the box. Find the opposite / synonyms of these words in this text. Classify these words under the corresponding category. Match these words and their definitions. Change these sentences / this paragraph into (verb tense). Circle the verbs in the (verb tense) in this paragraph. Circle the words in this paragraph that refer to physical descriptions / moods. Answer these questions or respond to these statements using (verb tense or verb). Complete the diagram with words related to___________.

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