Ingles Docente 8º

TEACHER'S BOOK
ENGLISH 8 Bsico
TEACHER'S BOOK
Lina Alvarado Jantus
PEFC/29-31-75
9 789563 391930
EDICIN ESPECIAL PARA EL MINISTERIO DE EDUCACIN
PROHIBIDA SU COMERCIALIZACIN


Teacher of English
Instituto Profesional Chileno-Britnico
2015 Ediciones Cal y Canto

Travelers 8 bsico Teachers Book Reedicin
N de Inscripcin: 235.002
ISBN: 978-956-339-193-0
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2014 Ediciones Cal y Canto

Travelers 8 bsico Teachers Book
ISBN: 978-956-339-140-4
Original text
Teacher of English
Original illustrations
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Basado en Travelers 8 bsico
2009 Ediciones Cal y Canto Ltda.
ISBN: 978-956-8623-54-8
All rights reserved; no part of this publication may be reproduced, stored in a retrieval system, transmitted
in any form, or by any means, electronic, mechanical, photocopying, recording, or otherwise, without the
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CONTENTS
PLAN OF THE BOOK ......................................................................... 4
UNIT 3: INSPIRING PEOPLE............................. 54
DESCRIPTION OF THE COURSE ...................................................... 6

Students Book.................................................................................. 7
Teacher's Book .................................................................................. 9
CD........................................................................................................ 9
Error Alert!..........................................................................56, 60, 62

Background Information ..........................................55, 58, 63, 66
Extra Test ......................................................................................... 69
CLASSROOM MANAGEMENT ....................................................... 10

INTEGRATING THE FOUR SKILLS IN THE
ENGLISH CLASSROOM .................................................................. 11
UNIT 4: DIFFERENT PEOPLE,
TEACHING STRATEGIES FOR ACTIVELY ENGAGING

STUDENTS IN THE CLASSROOM ................................................. 12
Error Alert!....................................................................................... 77
ORIENTATIONS TO DEVELOP CRITICAL THINKING ................... 16
Extra Test ......................................................................................... 85
DIFFERENT LIVES .......................................................... 72
Background Information ................................... 74, 75, 76, 78, 82
COMMON EUROPEAN FRAMEWORK OF

REFERENCE FOR LANGUAGES ..................................................... 17
CLASSROOM LANGUAGE.............................................................. 18
EVALUATION INSTRUMENTS (Photocopiable) ......................... 88
PHONETIC ALPHABET CHART ..................................................... 19
LANGUAGE REFERENCE (Photocopiable) ................................101

IRREGULAR VERBS (Photocopiable) ........................................109
UNIT 1: EXPLORING TRADITIONS .............. 20
Error Alert!..........................................................................26, 29, 32

Background Information ..........................................21, 25, 28, 31
Extra Test ......................................................................................... 36
UNIT 2: TAKE CARE OF YOURSELF ......... 39
Error Alert!..........................................................................42, 46, 48

Background Information ........................................................42, 45
Extra Test ......................................................................................... 52
THEMATIC INDEX .........................................................................111

BIBLIOGRAPHY, ADDITIONAL BIBLIOGRAPHY, WEB PAGES ....112
QUESTION BANK ..........................................................................113
Answers .........................................................................................117
ANSWERS ......................................................................................118
Workbook ......................................................................................118
Reading Booklet...........................................................................120
PLAN OF THE BOOK
DESCRIPTION OF THE COURSE

Travelers has been written especially for teenagers in the seventh
year of primary school and has been designed according to the
main guidelines of the Chilean Curriculum and the orientations
provided by the Ministry of Education.
Over the past few years, the Ministry has considered the growing
challenges of our emerging global society, generating a wide range
of efforts to equip students with the necessary skills, abilities and
attitudes to adapt to the requirements of the 21st century.
In this new scenario, where technological advances have
provided global access to information and communication,
education is no longer understood as the mere transmission of
knowledge from teacher to students. Rather, education in this
new paradigm is conceived as a dynamic process involving
teachers, students, and information. In this process, students
use their thinking skills and develop a wide variety of abilities
which enable them to make sense of the new information, in
order to respond to global demands.
In the case of English, the new trends in teaching can be
summarized in the following points:
Development of critical thinking and creative thinking.
It is essential that students develop the necessary thinking
skills which will enable them to analyze, interpret, and
synthesize new information in a wise and organized way. In
addition, the 21st century learner must be prepared to solve
problems in the globalized world and reflect on their own
learning process.
Explicit teaching of learning strategies. The explicit
teaching of different learning strategies is recommended as it
can facilitate the internalization, storage, retrieval, and use of
new language elements. In addition, the use of learning
strategies can help students tackle listening, speaking, reading
and writing tasks and favor vocabulary and grammar learning.
Language learning through communicative tasks
(Task-based language learning). The integration of
communicative tasks into the foreign language classroom
makes interaction become a central element of learning.
Connections. The incorporation of content-based elements
into English language teaching emphasizes the idea that
current education is mainly interdisciplinary.
Culture and cultural competence. In the 21st century,
intercultural competence has become an indispensable skill to
be used in the world of work and studies.
Writing process. The current trends give writing an

important role in the learning process and they approach the
teaching of this skill from a process rather than a product
perspective. Under this perspective, writing is defined as a
process constituting of different steps in which students
generate ideas to write a composition, organize them, give
them coherence, draft, revise and check their writing , to
finally publish a final version of their text.
Use of TICS and multimodal texts. The development of
communication and information technologies and the multiple
resources available in the Internet constitute a valuable
resource to enhance the learning process of a second language.
The use of technology helps students who have different
learning styles, making them less dependent on the teacher as
the only source of information.
Integrated skills
The integrated development of the four skills of the English
language (listening, speaking, reading and writing) constitutes
the most important aspect of the process of learning of a second
language. This vision of integration is aligned with the
communicative approach and presents language as natural and
motivating. According to this emphasis, the learning objectives of
English have been organized as follows:
Listening is the skill which allows learners to listen to the
language and make sense of its sounds, in order to identify the
message conveyed and comprehend the information that has
been expressed orally.
The objectives for listening comprehension demand the
listener to have an active role in the reconstruction of the
message by assigning it meaning at a variety of levels (text,
self, world, other texts, etc.).
Speaking is the productive skill which is used to
communicate ideas in oral form. In the development of this
skill, the learning of new communicative functions and the
purpose of the message play a central role. Oral expression
activities have a strong emphasis on the functions of
language, so these can be used actively in significant ways.
Reading. Reading comprehension is defined as the process by
which meaning is constructed from different texts (literary
and non-literary) and from readers previous knowledge. Like
speaking depends on the listening context, reading provides
students with comprehensible information and language
models which can be later used in written expression. The
INTRODUCTION
development of reading comprehension is a fundamental tool

which allows students to access to new knowledge, interesting
topics, and different aspects of English language culture.
The objectives for reading demand students to comprehend
adapted and authentic simple texts, identifying the main
topic, general ideas, and specific information. Together with
this, students are also expected to express their own
impressions and feelings related to the reading material.
Writing is a productive skill of the language which consists of
using written expression to communicate a message. In this
approach, English written production is understood as a
process that starts with guided writing, that is, writing
according to a model, to finally reach free writing.
According to the main curricular objectives and organization,
Travelers aims to:
- foster an integrated development of listening, speaking,
reading and writing skills, activating the corresponding
previous knowledge to construct and express meaning.
- train students in the use of learning strategies that will allow
them to tackle real-world communicative tasks.
- develop critical and creative thinking.
- provide content-based material which presents the language
as a means to access to information in different areas and
make interdisciplinary connections with other subjects.
- help students develop cultural competence and realize
English is an important tool for exchanging information,
knowledge and culture.
- encourage awareness of the use, functions and different
communicative purposes of language.
Alignment with international standards
Mastering a language can be interpreted in many different
ways; therefore it is difficult to give an accurate description of
what it means for a student to be in a beginner, intermediate or
advanced one.
Regarding this, the national curriculum establishes the Level A2
of the Common European Framework (CEFR) as the standard
level a student should achieve when finishing 8th grade.
According to this target level, at the end of their 8th year, students
should be able to understand key aspects of standard information
normally found at school, work, their free time, etc. In addition, they
should be able to deal with certain situations in which they are
expected to use the English language; they should be capable of

producing simple texts about familiar topics, and they should also
have the ability to describe experiences, events, hopes, expectations
and ambitions, and to justify and explain opinions and plans.
The Students Book contains four units based on the English
program for the level and the concepts and guidelines of the
Chilean curriculum.
STUDENTS BOOK
EXPLORING TRADITIONS.
2: TAKE CARE OF YOURSELF.
3: INSPIRING PEOPLE.
4: DIFFERENT PEOPLE, DIFFERENT LIVES.
Unit 1:
Unit
Unit
Unit
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 to motivate students, and a few short activities
meant to introduce the topic, activate previous knowledge,
and raise students interest.
The BEFORE YOU START section identifies and practices
vocabulary, language and skills that students will need to
master 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, Writing, Language focus,
Useful expressions, Vocabulary, Test your knowledge,
and Self-evaluation.
The tasks to develop reading, listening and writing skills help
students learn strategies to improve their understanding of
written and spoken messages, as well as to compose different
types of brief texts.
In the case of the lessons working with reading and listening skills,
the methodology adopts a three-phase approach. Each phase is
specified in the lessons as 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.
INTRODUCTION
To develop writing skills, the lesson starts with a simple

analysis of a model text. This phase, called Have a look at...,
includes activities that will help students to analyze the model
text in terms of its format and language. This simple and
important analysis will allow them to have a clear idea of
what they will have to write in the lesson task.
After students are familiar with the texts main characteristics,
they prepare their writing in a phase called Drafting. In this
section, students focus on the organization of their ideas and
manipulate the language they will use both at word and
sentence level. The next step is the phase Writing, where
students use their practice in the previous phases to elaborate
their composition.
Finally, students have the opportunity to edit their work in the
last phase, Editing, where they can also find technological
resources to publish their compositions.
Finally, the speaking skill is integrated along the lessons, in
the form of guided exercises that invite learners to discuss
topics, role-play and repeat dialogs and monologues.
Language focus. Travelers deals with grammar only after a
certain structure has appeared in a reading or listening text
and it is likely to be encountered again in other texts.
Students are asked to find or revise the example(s) of the
structure in the text and analyze how it works, going through
a guided process of discovery.
The activities are meant to promote independent learning,
and to make students figure out grammar, word formation,
and vocabulary rules by themselves.
Complementary activities that provide extra practice on
the contents of the unit.
Vocabulary Summary. This section provides a list of all the
words that appear throughout the book for students to resort
to whenever necessary. It is at the end of the book.
Project is a section that plays an important role. It can be a
useful tool for clarifying particular problems, and for creating
an instance where students can apply what they have learnt in
the unit.
It gives students a chance to revise their knowledge,
connecting the activities with the skills developed.
Evaluation is an ongoing process in Travelers, and an integral

part of learning. It takes the form of both student evaluation
and teacher evaluation. This is done informally after Lessons 2
and 4 in each unit, through theTravel Back 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.
Useful expressions is a special section that gives students
authentic and up to date expressions to use while speaking
or writing.
Glossary. This section compiles all the methodological
terminology used throughout the book.
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.
INTRODUCTION
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.
- Target strategies. The purpose of this section is to give
students clear strategies for them to deal with the new
content, texts and recordings on their own. In this way,
students will be able to become better users of the English
language.
- WB XX RB XX These symbols make reference to the page of
the Workbook and the Reading Booklet where students can
find more practice and reading related to the topic of
the lessons.
TEACHERS BOOK
This component includes:

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 keeping in mind to avoid interrupting students
while they are doing communicative activities.
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.
- Writing Process
Answers for all the tasks in the Students Book ,in the tests, in
the Workbook, and Reading Booklet.
The transcript of the recordings.
A complete bibliography for the teacher.
A list of useful web sites for the teacher and the students.
Four extra tests that have also been included in the
Student's Book.
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.
10
CLASSROOM MANAGEMENT
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 on a wall.
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.
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.
Pairwork and groupwork
Students learn best when they are actively involved in the
process. Some students tend to learn more of what is taught
and retain it longer when they are working in small groups.
Other students have better results when they are working on
their own, especially in reading and writing activities.
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.).
Informal learning groups are temporary clusterings of
students within a single class session. They 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.
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.
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.
General Strategies
Plan for each stage of group work. 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, and evaluate the products of group work.
Carefully explain to your class how the groups will operate, how
they will be graded and point out the importance of roles and
responsibilities when planning group work. Explain the
objectives of the group task and define any relevant concepts.
Give students the skills they need to succeed in groups, such as
being active and tolerant, listening, helping one another in
mastering content, giving and receiving constructive criticism,
and managing disagreements.
Consider 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)
INTEGRATING THE FOUR SKILLS IN THE

ENGLISH CLASSROOM
Commonly accepted perspectives on language teaching and
learning recognize that, in meaningful communication, people
employ incremental language skills not in isolation but in
tandem.
In real life, language skills - listening, reading, speaking and
writing - never occur in isolation. For example: in
conversations, we listen and speak; when filling in a form, we
read and write, etc. Therefore, the teachers task is to imitate
what happens in real life within the classroom.
The integrated-skill approach exposes English language
learners to authentic language and challenges them to interact
naturally in the language. Learners rapidly gain a true picture
of the richness and complexity of the English language as
employed for communication. Moreover, this approach stresses
that English is not just an object of academic interest or merely
a key to passing an examination; instead, English becomes a
real means of interaction and sharing among people. This
approach allows teachers to track students' progress in
multiple skills at the same time. Integrating the language skills
also promotes the learning of real content, not just the
dissection of language forms. Finally, the integrated-skill
approach can be highly motivating to students of all ages and
backgrounds. (Oxford, 2001)
With careful reflection and planning, any teacher can integrate
the language skills to strengthen the tapestry of language
teaching and learning and use English effectively for
communication.
The Task Based approach promotes that students participate
completing tasks that require communicative language use.
From this perspective, tasks are defined as activities that can
stand alone as fundamental units and that require
comprehending, producing, manipulating, or interacting in
authentic language while attention is principally paid to
meaning rather than form (Nunan, 1989).
In task-based instruction, basic pair-work and group-work are
often used to increase student interaction and collaboration.
For instance, students work together to write and edit a class

newspaper, develop a television commercial, enact scenes from
a play, or take part in other joint tasks.
Here are some ideas for integrating the four skills in the
English classroom:
Comparing. Finding similarities and differences on two quite
similar texts, pictures, places or events that learners have
experience of. (Example: Compare your list of possible 20th
century icons with your partners list. Did you have any
people in common? Tell each other why you chose them. How
many reasons did you both think of? Finally, combine your
two lists, but keep it to five people. Tell your picture story to
another pair and listen to theirs. Compare stories make a
list of the main similarities and differences.)
Problem-solving. These are activities based on common
problems pollution, family relationships, friendship, etc.
(Example: Think of a town center where there is too much
traffic. In pairs, think of three alternative solutions to this
problem. List the advantages and disadvantages of each
alternative. Then decide which alternative would be the
cheapest one, the most innovative one, the most
environmentally friendly one. Report your decisions to
another pair / group / the class, and discuss with them which
solution would be the best one to put forward to the local
government.)
Sharing personal experiences and story-telling. These
are activities where learners are asked to recount their
personal experiences and tell stories. They give learners a
chance to speak for longer and in a more sustained way. And
it is something people often do in real-life. In order to
encourage richer interaction, it is advisable to add a clear
goal, make instructions more precise, and give clear
completion points.
Adapted from: Oxford, Rebecca. Integrated Skills in the ESL/EFL Classroom.
(September, 2001). Retrieved 29 September 2014 from: http://photos.state.gov/
libraries/india/13974/PDFS/INTEGRATEDSKILLS-OXFORD.pdf
11
12
TEACHING STRATEGIES FOR ACTIVELY

ENGAGING STUDENTS IN THE CLASSROOM
High-achieving students know what needs to be learned and

how to learn it. Research has demonstrated that students
learn best when they self-regulate / set their own academic
goals, develop strategies to meet them and reflect on their
academic performance.
An organized and informed focus on strategy training will help
students learn and, at the same time, will provide them with
more opportunities to take responsibility for their learning.
In the field of language learning, there has been a change of
paradigm over time: from the early focus on the product of
language learning (linguistic or sociolinguistic competence) to a
greater emphasis on the processes and the characteristics of
language learning strategies. These learning strategies have
been defined as those specific actions, behaviors, steps, or
techniques that students (often intentionally) use to improve
their progress in developing language skills, and that can
facilitate the internalization, storage, retrieval, or use of the
new language. Training students to use these strategies
properly can help them become better language learners.
Along the same line, research evidence has shown that whether it
is a specific conversation, reading, writing, or other class, students
need to constantly monitor and evaluate the strategies they
develop and use; and they need to be aware of the nature, function
and importance of such strategies" (Graham, 1997, p. 169).
Before reading
One way to foster strategy use in the classroom is to consider

them in the lessons. For this purpose, Travelers has
incorporated various ways in which students can learn the
language by modeling, practicing or presenting different
strategies, in order to appeal to a variety of learning styles.
These are presented in the "target learning strategy" boxes,
which highlight specific strategies and guide students to use
them for developing different skills and tasks.
Reading Comprehension strategies
Comprehension strategies are conscious plans or procedures
that are under the control of a reader, who makes decisions
about which strategies to use and when to use them to get
meaning from text.
Strategies can help students become better readers if they
use different strategies before, during, and after reading,
use strategies whenever they read
think about how strategies can help them
Scientific research reveals important information about what
students should be taught about text comprehension and
how it should be taught.
The following strategies appear to have a firm basis for
improving text comprehension.
While reading
After reading
Preview the text by looking at
Evaluate predictions and revise them as needed.

Think about, or reflect
Connect the meaning of one sentence to the meaning of another; use background on what they read.
Mentally summarize
knowledge to try to clarify the meanings of words and phrases.
Recall prior knowledge; think
major points or
Interact
with
the
text;
ask
questions
about
its
content
and
reflecting
on
its
ideas.
about what they already know
events in the text.
Focus the attention on the reading goals.
about the topic of the text.
Go to other sources to
Set goals for their reading. Note Reread a passage before going on.
find additional
the structure, or organization of Summarize the content of a passage as they read it.
information about the
Make inferences as they read.
the text, and create a mental
topic of the reading.
overview or outline of the text Create mental images, or visualize a setting, event, or character to help
Talk with a classmate

to help decide whether it is
understand a passage in a text.
the title, headings, and images.
relevant to their goals.
Monitor comprehension as they read.

Rephrase a passage in their own words.
Predict what the text will be
about by using prior knowledge. Look up the meanings of difficult words.
about which strategies

they used and why
they used them.
Visualizing
Summarizing
Monitoring
Questioning
Predicting
Making connections
To effectively use these strategies, teachers should spend time

modeling for students how to make meaningful questions to
themselves. The following chart shows examples of questions
teachers can use to help students develop reading comprehension
strategies while they read.
Does this remind you of something?
Has this ever happened to you?
Do you know someone like him / her?
Are you like this character?
What do you already know that will help understand what
youre reading?
Does this information confirm or conflict with what youve
read in other sources?
What do you think will happen next?
Based on the material youve looked over before reading,
what can you predict
What does this title / heading / picture make you think?
Although the author hasnt told it, what do you think about
What is the author saying?
Why is that happening?
Why did this character?
Is this important?
How does this information connect with what you have
already read?
Is this making sense?
Whats going on here?
What have you learned?
Do you need to reread?
What does this word mean?
What text clues help you fill in missing information?
This story is mainly about
How is the story organized?
The authors most important ideas were
How does the text organization help you?
What are the key words?
What are the pictures/scenes in your mind?
What do you hear / taste / smell or feel?
What do the characters, the setting, and the events of the
story look like in your mind?
Can you picture this new information?
Adapted from: Capistrano Unified School District. (2003). Student Reading

Comprehension Strategies. Retrieved from: http://www.readinglady.com/mosaic/
tools/Student%20Reading%20Comprehension%20Strategies%20explanation%20
from%20Leslie.pdf
Listening and Speaking Strategies

Listening strategies are techniques or activities that
contribute directly to the comprehension. Learners can
become better listeners if they develop a set of listening
strategies and match appropriate strategies to each listening
situation.
In the Pre-listening stage, students need to understand how
to recognize the purpose of the listening message, and make
connections about the topic or tone to tune in as preparation
for processing the information. Teachers can use directions,
vocabulary competition, film watching, or description of
drawing sketches to tune their brain in the second language
listening.
In the While listening part, the teaching task will mainly
focus on note taking skills. EFL learners need to be taught and
encouraged to actively think about what theyre listening to.
In order to teach EFL learners to think when listening,
focusing on note-taking skills is a good way of helping
learners to concentrate and to look for clues in what theyre
listening to.
After listening, students need to act upon what they have
heard to expand their thinking.
Here are examples of strategies to help develop students
listening comprehension.
Before listening
Think of what they already know about the topic of
the recording.
Anticipate what will come.
Evaluate which listening strategies will serve best in the
particular situation.
Predict what the speaker(s) might say.
While listening
Figure out the purpose for listening.
Listen carefully to the speaker.
Attend to the parts of the listening input that are relevant
to the identified purpose and ignore the rest.
Listen for more information that the speaker tells about an idea.
After listening
Think about what they have listened.
Monitor their comprehension and the effectiveness of the
selected strategies.
Evaluate if they achieved the listening comprehension goals.
Evaluate if the combination of listening strategies selected
was effective.
INTRODUCTION
13
INTRODUCTION
14
On the other hand, speaking in the target language is one of the

most demanding and crucial tasks in students everyday life. The
teaching of speaking involves more than just providing them with
speaking fluency practice. Teachers need to focus on skills and
strategies that will help students negotiate meaning and
communicate effectively with other people.
These strategies help all students improve their language
development in a supportive, encouraging way.
Model language by saying aloud and writing the ideas and
concepts youre teaching.
Have students retell stories aloud.
Teach choral speaking and reading
Sing or read songs. Children can bring in a favorite song to
perform alone or as a group, but make sure you have heard the
song first and can approve it.
Have students read and perform theater scripts.
Correct content, not grammar. To model proper grammar and
syntax, restate or rephrase students questions or statements.
When asking questions, give choices for the answer.
Encourage students to describe, summarize, define, contrast, and
compare by modeling. Be sure to show and not just tell when
teaching a new concept, idea, or vocabulary.
Writing strategies
For a second language learner, writing is an extension of listening
and speaking. Therefore, students must be provided opportunities
to build, extend, and refine oral language in order to improve
written output.
A great deal of research on writing highlights the fact that this skill
is rarely done in isolation, but is virtually always done in response
to source texts (Cumming, Kantor, Powers, Santos, & Taylor, 2000;
Hale et al., 1996; Hamp-Lyons & Kroll, 1996; Horowitz, 1991; Leki &
Carson, 1997; Weigle, 2002).
That is, students are rarely asked to write essays based solely on
their background knowledge; before they write on a given topic
they are expected to read, discuss, and think critically about that
topic and the type of text they are expected to produce.
Currently there is general agreement that reading and writing are
both fundamental cognitive processes that depend upon cognitive
activities such as selecting important information, organizing and
retrieving information, summarizing or consolidating information,
and so forth. Thus, instruction in reading and writing becomes an
important aspect of enhancing students skills.
Recently, writing instruction has moved from a product orientation
to a process orientation that stresses response during writers
planning, drafting, revising, editing and publishing.
Fundamental to this process is writing for real purposes and
audiences, students sharing of ideas and written work, students
ownership of their topics, frequent writing opportunities, and
opportunities for extended writing.
It is also important for students to view their own writing
published, formally or informally. This provides them with a
purpose to planning their texts, as well as purposes for drafting
and revising (since their work will be public, they experience the
need to shape the work to best represent their own goals).
The writing process involves a series of steps to follow in producing
a finished piece of writing. Every writer follows his or her own
writing process. Here are the five steps in the Writing Process and
some useful tips and instructions to use with your students.
INTRODUCTION
15
Step
Actions
Tips and instructions
1. Prewriting Prewriting is forming ideas and planning Use brainstorming or create a graphic organizer.
how to present information. This is the

planning phase of the writing process,
when writers brainstorm, research,
gather and outline ideas, often using
diagrams for mapping out their
thoughts.
Drafting is creating the first version of a
paragraph. This step turns prewriting
ideas into sentences. Writers create their
initial composition by writing down all
the ideas in an organized way.
Observe, imagine, interview.

Gather the information.
Use three or more important ideas from the prewriting and add
specific, interesting details.
Develop complete sentences.
Add supporting details.
Dont worry about making mistakes just get your ideas down on
paper.
3. Revising
Revising is changing, taking out, or
Read carefully to make sure the wording is clear and complete.
adding words to make meaning more
Ask yourself:
clear. The goal of this phase of the
Is my message clear?
writing process is to improve the draft.
Did I include enough information?
Did I accomplish my purpose?
4. Editing
Editing is correcting spelling,
Read it aloud to yourself.
punctuation, and grammar errors. At this Ask a friend/ peer to listen to your work.
point in the writing process, writers
Use a checklist to check capitalization, punctuation and spelling.
proofread and correct errors in grammar Have another writers feedback.
and mechanics, and edit to improve style
and clarity.
5. Publishing Publishing is making a final copy. In this Submit to the teacher/peers /editors / etc.
last step of the writing process, the final Send it to interested / individual groups.
writing is shared with the audience.
Display it in your classroom.
Read it aloud.
Submit it to publication.
2. Drafting
Adapted from: The 5-Step Writing Process: From Brainstorming to Publishing. (n.d.) Retrieved from: http://www.liferichpublishing.com/AuthorResources/General/5-StepWriting-Process.aspx#sthash.1xrD4Dgq.dpuf
16
ORIENTATIONS TO DEVELOP
CRITICAL THINKING
Recent research has shown that, in general, students who develop critical thinking skills are more able to achieve better marks,
become less dependent, create knowledge, evaluate, and change the structures in society.
Teachers questions constitute a central aspect to develop students critical thinking. These are examples of questions and tasks that
consider the different levels of thinking proposed in the New Blooms Taxonomy (Anderson et al., 2001).
Skill
Key words
Remembering
Remember, repeat, identify

match, reproduce
Understanding
Describe, explain, paraphrase,

give examples, infer,
interpret, predict, summarize
Apply
Demonstrate, dramatize,
illustrate, show, use
Analyze
Compare, contrast, critique,

discriminate, show in a
diagram, select
Evaluate
Discuss, justify, evaluate,

monitor, check, confirm
Create
Design, create, elaborate,

generate, plan
Questions
What / How / Where is?
When / How did happen?
How would you explain / describe?
How would you show?
Who / what were the main?
What are the ?
What is the definition of?
How would you classify?
How would you compare / contrast?
How would you rephrase the meaning
of?
What is the main idea of?
What can you say about?
How would you summarize?
How would you use?
What examples can you give
How would you solve the?
What have you learned about?
What would result if?
What are the parts / characteristics of?
Why do you think?
What is the theme?
What conclusions can you draw?
How would you classify?
What evidence can you find?
What is the relationship between?
What is your opinion of?
What would you recommend?
How would you rate / evaluate?
How would you support the view?
How would you improve?
What would happen if?
What alternative can you propose?
How could you change the plot / plan?
What can you predict?
Examples of tasks
Answer questions
Discriminate between true and false
information
Name
Recite a poem
Classify the
Elaborate a list of the main ideas
Compare two characters of the story.
Read a paragraph.
Check and correct a text written by a
classmate.
Read and identify authors points of

view about global problems.
Determine the characters motivation in
a story.
Evaluate the arguments in favor /

against
Justify the idea that
Write an article about
Write a song
Dramatize
COMMON EUROPEAN FRAMEWORK

OF REFERENCE FOR LANGUAGES
The restructured version of the Common European Framework of reference for language learning, teaching and assessment represents
the latest stage in a process which has been actively pursued since 1971 and owes much to the collaboration of many members of the
teaching profession across Europe and beyond.
The Common European Framework of Reference for Languages (abbreviated as CEFR or CEF) is a standard, international scale of levels for
language learning.
One of the aims of the Framework is to help describe the levels of proficiency required by existing standards, tests and examinations in order to
facilitate comparisons between different systems of qualifications. For this purpose the Common Reference Levels have been developed. Ideally a
scale of reference levels in a common framework should meet the following criteria. The table below shows the three bands and six levels of the
CEF, together with the approximate hours required to achieve each level and what a person is able to do with the language at each level.
CEF band
CEF level
C2
C
Proficient
user
C1
B2
B
Independent
user
B1
A2
A
Basic
user
A1
hours
level descriptor (ability at this level)
Can understand with ease virtually everything heard or read.

Can summarize information from different spoken and written sources, reconstructing
Mastery
1000+ arguments and accounts in a coherent presentation.
orProficiency
Can express him/herself spontaneously, very fluently and precisely, differentiating finer
shades of meaning even in the most complex situations.
Can understand a wide range of demanding, longer texts, and recognize implicit meaning.
Effective
Can express him/herself fluently and spontaneously without much obvious searching for expressions.
Operational
800 Can use language flexibly and effectively for social, academic and professional purposes.
Proficiency or
Can produce clear, well-structured, detailed text on complex subjects, showing controlled use
Advanced
of organizational patterns, connectors and cohesive devices.
Can understand the main ideas of complex text on both concrete and abstract topics,
including technical discussions in his/her field of specialization.
Vantage or
Can interact with a degree of fluency and spontaneity that makes regular interaction with
Upper
600
native speakers quite possible without strain for either party.
Intermediate
Can produce clear, detailed text on a wide range of subjects and explain a viewpoint on a
topical issue giving the advantages and disadvantages of various options.
Can understand the main points of clear standard input on familiar matters regularly
encountered in work, school, leisure, etc.
Threshold or
Can deal with most situations likely to arise whilst travelling in an area where the language is spoken.
400 Can produce simple connected text on topics which are familiar or of personal interest.
Intermediate
Can describe experiences and events, dreams, hopes & ambitions and briefly give reasons and
explanations for opinions and plans.
Can understand sentences and frequently used expressions related to areas of most
immediate relevance (e.g. very basic personal and family information, shopping, local
geography, employment).
Way-stage or
200 Can communicate in simple and routine tasks requiring a simple and direct exchange of
Elementary
information on familiar and routine matters.
Can describe in simple terms aspects of his/her background, immediate environment and
matters in areas of immediate need.
Can understand and use familiar everyday expressions and very basic phrases aimed at the
satisfaction of needs of a concrete type.
Breakthrough
Can introduce him/herself and others and can ask and answer questions about personal
or Beginner
details such as where he/she lives, people he/she knows and things he/she has.
Can interact in a simple way provided the other person talks slowly and clearly and is prepared to help.
Adapted from: Verhelst, N., Van Avermaet, P., Takala, S., Figueras, N., & North, B. (2009).Common European Framework of Reference for Languages: learning, teaching, assessment.
Cambridge University Press.
17
18
CLASSROOM LANGUAGE
1
Greetings
Good morning. / Good afternoon. /
Hello. / Hi.
Good bye. / See you tomorrow. / See you
later.
Have a nice weekend. / Enjoy your
holiday.
Moods and feelings
A: How are you today?
B: Im fine. / Im great. / OK. / Very well,
thank you.
Im not very well. / I have a problem. /
Im feeling low. / Im sad.
Asking for clarification (STUDENTS)
Can you repeat that, please?
Can you say that again, please?
Sorry? I didnt understand very well.
Can you help me with this exercise,
please?
Encouragement (TEACHERS)
Well done!
Good!
Excellent!
Good work!
Congratulations!
The date
A: What day is it today?
B: Its Monday. / Its Tuesday. / Its
Wednesday. / Its Thursday. /
Its Friday. / Its Saturday. / Its
Sunday.
A: Whats the date today?
B: Its (Monday) March 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
(TEACHERS)
Add more words.
Answer the questions.
Be quiet.
Check your answers.
Check your predictions.
Close the door.
Come to the board.
Compare your answers.
Compare your answers in your group.
Complete the paragraph.
Complete the sentences.
Complete the summary.
Complete the table.
Copy the instructions.
Cross out the words you do not hear.
Discuss the ideas in your group.
Do exercise 1.
Do not write in ink.
Do not write in your book.
Fill in the blanks.
Find examples in the text.
Find out who wrote this poem.
Find the cognates in the text.
Go to the board.
Identify the best description.
Listen to the recording.
Listen.
Look.
Look at the pictures.
Look up these words in the dictionary.
Make a list.
Make a list of topics.
Make some notes.
Match the pictures.
Name three activities.
Open the window.
Open your books.
Pay attention, please.
Put the pictures in order.
Read the instructions.
Read the sentences.
Select the correct answer.
Silence, please.
Sit down.
Stand up.
Talk to your partner.
Thats all for today, thank you.
Work in groups of 4.
Work in groups of three or four.
Work with your partner.
Write the sentences.
Turn taking and permissions
(STUDENTS)
Its your turn.
Sorry, its my turn.
Excuse me, can I say something?
Excuse me; can I leave the room for a
minute?
Can I talk to you after the class?
May I go to the bathroom?
Encouragement (TEACHERS)
Do it more carefully. / Say it again. / Try
to correct that, please.
Not too bad. / Youll do better next time.
/ Keep trying!
Well done. / Congratulations. / Excellent.
/ Good work.
19
PHONETIC ALPHABET CHART
Vowels
Consonants
//
ship
swim
//
man
bag
//
four
ball
/i/
sleep
please
//
car
father
//
but
love
/e/
ten
many
//
dog
stop
//
put
book
/u/
food
two
//
birthday
word
//
mother
attack
/a/
price
high
/e/
square
fair
/a/
cow
mouth
//
choice
boy
//
cure
poor
Diphthongs
/e/
face
day
//
near
here
//
go
goat
/b/
boat
cabbage
/f/
flower
coffee
/j/
yes
yellow
/m/
mum
miss
/p/
pen
soup
/r/
red
write
/t/
teacher
chair
/v/
love
violet
/d/
daughter
cloudy
/g/
gorilla
green
/k/
cake
cap
/n/
name
can
//
pleasure
television
/s/
sun
mouse
//
shoe
flash
/w/
woman
vowel
//
the
this
/h/
house
he
/l/
look
calendar
//
sing
kangaroo
/d/
juice
June
/t/
ten
better
//
think
thumb
/z/
zoo
zebra
UNIT 1
20
UNIT
EXPLORING TRADITIONS
In this unit you will use the following skills:

Reading
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 how ideas are connected.
Listening
Listen and find specific information in personal reports
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.
identifying how actions are performed

express ideas in short dialogs and monologs about:
celebrations, traditional music, and dances,
myths and legends.
Writing
Write a brief summary 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.
PAGE 10
PAGE 7
GETTING READY
Lesson 1: A CHILEAN CELEBRATION
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. Encourage them to discuss
the reasons why they think the pictures are related to
the sentences.
2. Tell students to do this activity in pairs and then share with the class.
3. Help students complete the information about themselves
and encourage them to paste their photo and complete the
information in their notebooks. 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.
PAGE 8
BEFORE YOU START
Before starting this unit, students need to know:

verbs,
how to express routines and habits,
adjectives,
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.
1.
2.
3.
4.
Answers
Picture 1: The children are Japanese. Picture 2: The children
are Mexican. Picture 3: The girl is Sapnish. Picture 4: The
boy is Peruvian. Picture 5: The boys are Chinese. Picture 6:
The girl is Chilean.
Students own answers.
Celebration. To celebrate. Wealth. Holiday. Important.
To light.
Time
Five class hours.
Read, listen, and identify main ideas and specific

information in a brochure about a Chilean celebration.
Exchange information about Chilean celebrations.
Objectives Say dates.
Write a short paragraph about a festivity in students
area or region.
Use and, because, however.
Materials
CD, Tracks 2, 3, 4.
Complementary Activities, Students Book, Page
34, Exercise 2.
Workbook, Pages 2, 3.
Evaluation Reflections, Students Book Page 13.

BEFORE READING
1. + Introduce the topic of this lesson reading aloud what the boy
is saying on Page 10. Explain that he is one of Kellys classmates
at 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. Encourage
them to work in groups and take turns to describe them. Elicit
some descriptions, write some ideas on the board and ask them
to identify the type of celebration they think is illustrated in each
picture. Invite them to mention different religious festivities in
different parts of Chile and abroad.
Answers
b.
Background information
Fiesta Tapati on Easter Island (Rapa Nui)
On mystical Easter Island, the February Fiesta Tapat sees painted
bodies become art. A queen is chosen for the festival from
amongst the young people, who compete for their honor in
swimming and canoeing competitions using small boats and
rafts made of totora. The teams prepare traditional costumes,
songs and dances, and share the stories of myths and legends in
oral narrations. Body painting, called Takona, is the festivals
chief characteristic, where the islanders paint their bodies with
symbols of their mythic origins using natural pigments. Physical
skill is also put to the test in the Haka Pei competition, in which
the most daring young men hurl themselves at great speed
down a mountain, over banana tree trunks.
UNIT 1
21
UNIT 1
22
Grape Harvest Festival
The prestige of Chilean wine is celebrated in a special way in
the central zone. Preparations begin with the arrival of
summer, and the festivities culminate during the final weeks
of March. The Grape Harvest Festival of the city of Curic is
probably the most impressive of all. A religious ceremony
blesses the first batch of pulped grapes, followed by a parade.
Indigenous New Year
The indigenous peoples of Chile the Aymara, Quechua, Rapa
Nui and Mapuche nations follow their own ancestral calendar.
For them the New Year begins with the winter solstice on the
night of June 24th. The New Year festival of the Mapuche is the
best known. It is called We Tripantu, meaning The Suns New
Turn or The Return of the Sun. It is celebrated in the rural
regions of the south, in the city of Temuco in the main square,
and in Santiago on the hill of Santa Luca (Hueln).
Fiesta de La Tirana
La Tirana is a small town in the northern Tarapaca Region, near
the city of Iquique. Its annual festival, Fiesta de la Tirana, has
become Chiles most celebrated festival, visited by both local
pilgrims and tourists. On July 12th to 17th each year, dancers and
musicians enact the Diablada, the Dance of the Devils, a carnival
dance for exorcising demons. The festival demonstrates a
synthesis between local indigenous religions and Catholicism,
also paying homage to the Virgen del Carmen, or Our Lady of
Mount Carmel.
Winter Carnivals in the South
In July, the Fiesta de la Nieve or Snow Festival is held in Puerto
Williams, the southernmost city in the world. Locals and tourists
all take part. In the same month, in Punta Arenas, is the Winter
Carnival, the regions most important festival. Parades and
street bands circulate in the center of the city, local girls
compete to win the crown of the Carnival Queen, and fireworks
light up the night sky along the Strait of Magellan.
Fiestas Patrias - National Independence Days
Chiles independence celebrations take place on the 18th and 19th
of September. The coming spring is anticipated by open-air
ramadas, shelters with roofs made of tree branches, and fondas,
refreshment stands offering typical dishes, meat empanadas,
chicha and red wine. People dance cueca, the national dance of
Chile. They commemorate the First Assembly of the Government,
which marked the beginning of Chiles independence on
September 18th, 1810. Military triumphs are celebrated with a
parade, presided over by the President, in Santiagos Parque
OHiggins. The Chilean flag is displayed on houses and apartments
and children fly kites and play with marbles and spinning tops.
They have hopscotch competitions and greased pole climbing
contests, while rodeos are held in traditional rings.
Fiesta de La Virgen de Andacollo
The Festival of the Virgen of Andacollo is a popular religious festival
celebrating copper, Chiles greatest natural resource. Andacollo
was a settlement of Molle people, who are related to the Incas and
developed agriculture and exploited the copper resources. In their
native language of Quechua, anta means copper, and coya means
monarch, and the Virgen of Andacollo is thus known as the Queen
of Copper. The festival, held each year on 24th - 26th December, is
one of the most widely-attended religious festivals in Chile, with
dances and pledges to the Virgin. Chilean and foreign tourists are
habitual visitors and participants.
3. + Help students identify the type and origin of the text. Draw
their attention to the text on Page 11. Motivate them to focus
on the colors, the format, and the web address at the bottom,
but do not give the correct answer yet. Then have them read the
alternatives (a d) and elicit what they know about each type
of text. Ask them Are you familiar with any of these texts? Have
you ever read any of them? What type of language do you expect
to find in each of them?
A piece of news: text that contains information about recent
events that is reported in newspapers or on television or radio.
An encyclopedia entry: It is a section in an encyclopedia that
includes a summary of information from different branches of
knowledge or a particular branch of knowledge. An encyclopedia
entry is usually accessed alphabetically. They are more detailed
than those found in most dictionaries because they focus on
factual information.
A scientific article: It is a type of publication that reports original
empirical and theoretical work in the natural and social sciences.
A travel guide: A guide book or travel guide is a book for
tourists or travelers that provides details about a geographic
location, tourist destination, or itinerary.
4. ++ Write the words on the board while students look them up
in a dictionary. Ask different volunteers to write the meanings.
Allow them to write all the possible meanings and then choose
the most appropriate when they read the text.
Ask them to classify the words into the categories of verbs and
nouns and motivate them to complete the table.
Answers
Leave: to go out of or away from, as a place. / to quit.
Damage: to cause damage to or tu suffer damage. / injury or
harm impairing the function or condition of a person or thing.
Reach: to arrive at or get to in the course of movement. / the act
of reaching.
Heritage: something that comes or belongs to one by reason of
being born to certain parents, born at a certain time, or in a
certain country, especially the traditions and ways of life.
Mass: a body of matter, usually of indefinite shape. / the
ceremony of Eucharist.
nouns: damage, heritage, mass
verbs: leave, reach
Target strategy: Previewing
Draw students attention to this trategy and remind them to use

the title, headings and images to predict what the text will be
about. Tell them that by developing this strategy they will be able
to understand texts better and eventually become better readers.
PAGE 11
READING
Target strategy: Making connections
Remind students to always make connections between what they

know with what they are reading. This will allow them to get a
better understanding of a text.
5. + 2 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. ++ Ask students to think if they are familiar with other festivals
and celebrations in other places in Chile. Motivate them to say in
what ways the celebration in the text is similar or different to the
other celebrations they know. Check orally.
Answers
Answers will vary.
WB 2
Find more practice of this topic on Page 2 of the Workbook
PAGE 12
.
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 30th and also on the third Sunday in January.
d. The celebrations begin at 11 in the morning.
8. ++ Make students read the definitions and focus on the words
underlined in the text. Encourgage them to identify the words
that correspond to each definition.
Answers
a. parade. b. procession. c. adore. d. damaged.
9. ++ Go back to the words and their definitions in the previous
exercise and motivate your students to create sentences of their
own to illustrate the meaning of every word.
Vocabulary
Ask students to do this activity in pairs and in their notebooks.

Then, check their answers orally.
Answers
festivity / celebration; fire / blaze; mass / eucharist; missionary
/ evangelist; rescue / save.
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. However. 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.
We use however when we want to express a contrast, and
when we want to express an additional idea, and because
when we want to express a reason.
WB 3
Find more practice of this topic on Page 3 of the Workbook.

PAGE 13
10. + Refer students to the Language Focus to match sentences in

A and B.
UNIT 1
23
UNIT 1
24
Answers
People celebrate in August and in summer.
It is not easy to go to Caguach because it doesnt appear on maps.
A big fire destroyed the church. However, the people built a
new temple.
11. + 3
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.
12. ++ 4
Play the recording. Ask students to listen and then
repeat the dialog imitating the intonation and pronunciation in
the model.
TRANSCRIPT
A: How do people celebrate Independence Day?

B: They eat traditional food, dance the national dance and
fly kites.
A: When do people celebrate Independence Day?
B: They celebrate it on the 18 th and 19 th of September.
Extra!
Use this short conversation for shadow reading. Ask students to
listen to the recording and read the conversation aloud with it, trying
to imitate the speed and rhythm of the speakers on the recording.
This task is challenging and motivating and can be used with
any oral practice activity. It works well after some exposure to
the rules of pronunciation - connected speech, stress and
intonation.
Procedure:
1. Teacher plays the recording / reads the text aloud and
students follow, marking the text for stress.
2. Teacher plays the recording / reads the text a second time
and students mark for linking. Individual chunks that show
good examples of linking or problematic pronunciation can
then be drilled.
3. Students practice pronunciation by reading the text to each
other before the teacher plays the recording / reads the text
aloud again and they listen.
4. Then students read the text with the recording / teacher
and they have to start and finish at the same time.
13. ++ Form groups of three or four students and encourage
them to talk about an important festival or celebration they
know. Invite them to complete the file.
14. +++
Devote some time to explain that any writing task
involves a series of planned situations and activities that
gradually lead to independent writing.
Encourage students to use their notes to complete the
paragraph about one of the festivities or celebrations they
discussed.
15. ++ Motivate students to read their paragraphs aloud to
a partner.
16. ++ Draw fast learners attention to the highlighted parts
in the dialog in Exercise 12 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.
Optional activity
You may assign this activity as homework to the rest of
the students.
PAGE 14
Lesson 2:
HOLIDAYS AND CELEBRATIONS
Five class hours.

Listen, and find specific information in personal
reports about national celebrations.
Exchange information about Chilean celebrations.
Objectives Say ordinal numbers.
Write a short paragraph about Independence
Day in Chile.
Use adverbs of frequency.
CD, Tracks 5, 6, 7.
Complementary Activities, Students Book,
Materials
Page 34, Exercise 1.
Workbook Page 4.
Evaluation Reflections, Students Book, Page 16.
Time
BEFORE LISTENING
1. + Introduce the topic of the lesson before students open

their books.
Ask them what people usually celebrate (birthdays, Christmas,
national holidays, 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.
Answers
a. Carnival. b. Hanukkah. c. Halloween. d. Christmas.
e. St. Valentines Day. f. Ramadan.
The Brazilian carnival is an annual festival in Brazil held 40
days before Easter. 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.
Halloween is a holiday celebrated on the night of October 31th.
Traditional activities includeTrick-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.
Saint Valentines Day is a holiday on February 14th. It is the
traditional day on which lovers express their love for each
other; sending Valentines 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 derived
from an Arabic word for intense heat, scorched ground, and
shortness of rations. It is considered the most venerated and
blessed month of the Islamic year.
2. ++ Read the paragraphs aloud and make sure all understand
them. Help students identify the key words related to each
celebration (e.g.: Halloween- ghosts, witches, 31th October, etc.).
Answers
a. Halloween. b. Carnival. c. Hanukkah. d. Ramadan.
e. Valentines Day. f. Christmas.
PAGE 15
3. + Write the words celebration and holiday on the board and

ask students if they know other similar, related words. Write
their ideas on the board and allow the use of Spanish, if
necessary. Add their words in Spanish to the list and encourage
students to look up these words in their dictionaries. Focus on
the importance of recognizing topic related words as a way of
predicting the text content. Explain to students that
identifying these words is an effective strategy they can use to
get the general meaning of any text.
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 a school called International School, where
children from all over the world study. 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.
Target strategy: Predicting
Remind students to predict what the text will be about by looking

at the title, headings and images.
LISTENING
Target strategy: Monitoring / Taking notes
Draw students attention to this strategy and explain it to them.

Tell them that it is very important to take notes of what the
speakers say to be able to check comprehension.
5. + 5 Play the recording once for students to check their
predictions. Explain that in this first listening they should only
concentrate on the names of celebrations that they can hear.
It is not necessary for them to understand the whole text.
Answers
Halloween, Carnival, Independence Day, Christmas.
6. + 5 Play the recording again and 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.
7. ++ 5 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
Celebration
Activities
Halloween
Trick-or-treat.
Clothes Special elements

Costumes Candies
Carnival
Parades, dancing samba, X

playing with water.
Christmas
Big parties, families get

together.
Tree, food,
present.
Independence Go to the fondas, listen to Huaso

Day
national music, fly kites. clothing.
Flags, kites,
traditional food.
UNIT 1
25
UNIT 1
26
8. +++ 5 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 samba, and playing with water, not the presents.
c. Elizabeth loves Christmas food.
d. In Chile, the most important celebration is Independence Day,
not Christmas.
TRANSCRIPT
Kelly:
Mike:
Kelly:
Mike:
Tell me Mike, what is your favorite celebration?

Well, my favorite celebration is Halloween.
Why Halloween?
Because we wear costumes and go trick-or-treating;
I love playing tricks! Its wicked!
Kelly:
And you, Ana?
Ana:
I like all the celebrations in Brazil, but my favorite one
is Carnival.
Kelly:
What do you like about Carnival?
I love the parades, dancing samba, and playing with water in
Ana:
the street all night long! I never miss this celebration!
Kelly:
Do you have a favorite celebration, Elizabeth?
Elizabeth: Oh, Yes! Christmas is my favorite. It is the day when families
get together for big parties.
Kelly:
What do you like most about it?
Elizabeth: I love the food, the tree and of course, receiving presents!
Kelly:
Francisco, can you tell us about your country?
Francisco: The most important celebration in my country is
Independence Day. Its great that we have two days off, 18th
and 19th September.
Kelly:
What do you do on those days?
Francisco: People usually go to the fondas to listen to national music
and eat traditional food. Children often fly kites this time of
the year. Sometimes it rains, but we love this holiday anyway!
Vocabulary
Ask students to copy the box in their notebooks and do this activity
in pairs. Then, encourage them to share their answers with the rest
of the class.
Answers
Christmas tree: an evergreen tree or an imitation of one,
decorated as part of Christmas celebrations.
Folk music: music that is passed on from generation to generation
by oral tradition.
Answers
Party: a social gathering for conversation, refreshments, etc.
Samba: a Brazilian ballroom dance of African origin.
Water balloon: a rubber bag filled with water and used in
Carnival celebrations.
PAGE 16
LANGUAGE FOCUS
TALKING ABOUT HABITS

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:
Answers
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.
Help students think how they celebrate Independence
9. ++
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.
Error Alert!
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. (Regular position).
She is often ill in winter. (To Be).
Extra!
Rewrite the complete sentences using the adverb in parentheses
in its correct position.
a. He listens to the radio. (often)
b. They read a book. (sometimes)
c. Pete gets angry. (never)
d. Tom is very friendly. (usually)
e. I take sugar in my coffee. (sometimes)
f. Ramon and Frank are hungry. (often)
g.
h.
i.
j.
WB 4
My grandmother goes for a walk in the evening. (always)

Walter helps his father in the kitchen. (usually)
They watch TV in the afternoon. (never)
Christine smokes. (never)
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.
Useful expressions
10. + 6
Tell students that the recording introduces ordinal
numbers. Explain the use of ordinal numbers in dates in English.
Highlight the use of st in first, nd in second, and rd in third. Point out
that all other ordinal numbers end in th. Remind them that higher
numbers (e.g. 51st, 62nd, 83rd, 98th) follow the same pattern.
First, play the recording and ask students only to listen. Then,
play the recording again for them to listen and repeat each
ordinal number.
Extra!
A fun way to review ordinal numbers is go around the classroom
and have each student say an ordinal number (in order). If a
student makes a mistake, he / she has to start again from 1st.
Continue until you have reached the number that is the same as
the number of students in the class (e.g., if you have 34
students, you should end in 34th.)
Additional exercise
Have students stand and say the ordinal number that
corresponds to their birthdays.
11. +++ 7
In pairs, students read the dialog and practice
it taking turns to play both roles. Then, ask some pairs to act the
dialog out in front of the class. You may also use this recording
for shadow reading.
TRANSCRIPT
A: Whats your favorite celebration?

B: Its Independence Day. Its wicked!
A: Do you usually fly kites?
B: Sure! I love it!
A: What other things you do?
B: I often go to the fondas and I always eat Chilean food.
Extra!
As an additional activity, you can ask students for equivalent
everyday expressions that they use in Spanish and for
more examples.
Answers
wicked - really good; sure - yes.
12.
Encourage fast finishers to choose a celebration and find

out how their partners celebrate it. Encourage them to
exchange the information using the phrases in the box.
Remind students to use the expressions in the box when they

make the dialog about a celebration.
PAGE 17
TRAVEL BACK
The mini evaluation in this section provides 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. Before starting to work, remind students to
do all the activities in their notebooks.
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
1. a. 1778: celebrations began.
b. 1919: fire damaged the church.
c. 1925: people finished the new church.
2. a. Religious. b. With a mass outside the church.
3. Ana Brazil. Francisco - Chile.
4. a. Playing tricks / the parades / dancing samba / playing with
water / the food / the tree / receiving presents. b. get
together for big parties. c. two days off.
5. a. always. b. never. c. often. d. usually.
6. Student's own ideas.
PAGE 18
Lesson 3: MYTHS AND LEGENDS
Five class hours.

Read, listen, and find explicit ideas and specific
information in a legend. Express past events.
Objectives Practice the sound //.
Write a summary of a legend.
Use the Past Simple tense.
CD, Tracks 8, 9, 10.
Materials
Reading booklet, Page 3 (The power of the sun an Indian legend).
Time
UNIT 1
27
UNIT 1
28
BEFORE READING
1. + To introduce the topic of this lesson, ask students if they can

explain the difference between myth and legend. Write some
ideas on the board and elicit some similarities between these
two genres. Then have them 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.
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.
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.
Arthurs base was at a place called Camelot. His knights met at a
Round Table. With his sword called Excalibur, Arthur defeated
many enemies.
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. 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.
2. + Ask students to answer the questions in groups. 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 Vocabulary box too.
Answers
beverage a. endurance f. journey g. leaves c. reward
d. shelter e. weak b.
Ask students to continue working in groups to do this activity.
Answers
Aborigine: one of the original or earliest known inhabitants of
a country or region.
Farm: to cultivate land or soil to grow things.
Forest: a large area of land covered with trees and underbrush;
woods.
Hunter: a person who chases or searches for wild animals.
Tribe: a group of people descended from the same ancestor,
having similar customs and traditions.
Aborigine, hunter and tribe refer to people.
4. + Tell students to have a quick look at the text on Page 19 and
the words in the Vocabulary box on Page 18. This should give
them an idea of what the story is about. They then make a note
of their prediction.
Target strategy: Recalling previous knowledge
Draw students attention on this reading comprehension strategy

and carefully explain it to them. Draw a three-columned chart on
the board with the letters: K (know or think you know), W (want
to know) and L (what you learned). Make sure they understand
what they are supposed to do with it and ask them to draw the
same chart in their notebooks. Then, give them some time to
complete the chart with their previous knowledge on the topic
and the questions they want to get answered through the text.
PAGE 19
READING
Target strategy: Visualizing / Identifying specific

information
After students read and listen to the text, remind them to

complete the last column of the chart with the new information
they have learned.
5. ++ 8 Make students predict the type of text they are going to
read, based on the information from the previous section (Before
reading). Guide their answers to: a legend.
Ask students to read the text once, more slowly, but only to
check their prediction about the topic of the story and find
supporting information.
Possible answer
The text is about an old man and his daughter, and a spirit.
The cognates are: aborigines, move, territory, tribe, stay,
moment, spirit, descended, nomadic, generously, offered,
hospitality, plant, magic, prepare, tea, comfort.
Additional information
A renewed interest in literature has recently surfaced as
literature provides resources that take students beyond the
elementary level of intensive language instruction to a level
which enables them to function effectively in the second
language.
McKay (1982, p. 529), in discussing the reasons for the inclusion
of literature in EFL classes, argues that most present day literary
texts assume that literature presents language in discourse and
can provide a basis for extending language usage.
Extra!
You can choose any passage of the narration and use it for
shadow reading.
PAGE 20
6. ++ Read the labels of the diagram with the class. Then,

students read the text more carefully in order to complete
the diagram. Remind them to copy and complete the
diagram in their notebooks.
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. Encourage them to match the tiles using the
connectors and, however and because.
Answers
Tup was a spirit. However, he dressed like a nomadic hunter.
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.
Tup gave Yari a green plant because it gave her father comfort
and health.
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.
PAGE 21
LANGUAGE FOCUS
THE PAST SIMPLE TENSE

This section is designed to help students revise or discover a
particular grammar structure or an interesting item of vocabulary
from the text.
The activities are meant to promote independent learning, so
help, guide and check, but do not give the answers.
1. Invite students to analyze the sentences paying special
attention to the words in bold.
2. Help students to identify the answers to the questions.
Answers
2. a. - i. b. used and moved end in ed.
3. We use the Past Simple tense to narrate events that happened
in the past. To form the past tense of regular verbs, we add
d / ed to the base form of the verb. There is no rule to form
the past tense of irregular verbs.
WB 5
Error Alert!
The spelling of the simple past form of regular verbs ends in -ed.
Most verbs are regular, but many common verbs have irregular
past forms. For example: be= was, were; become= became;
buy= bought; shoot= shot; think= thought; keep= kept, etc.
Additional exercises
1. Classify the following verbs. Write R (regular) or I (irregular) verbs.
a. ___play
e. ___ eat
b. ___fly
f. ___ make
c. ___use
g. ___ travel
d. ___study
h. ___ see
2. Write the Past Simple form of the verbs in Exercise 1.
a.
b.
c.
d.
e.
f.
g.
h.
8. ++ First students should identify the irregular verbs in the
paragraph and find their past tense. Then, they have to apply
the rule in the Language Focus and write the Past tense of the
regular verbs in the passage.
Answers
was, were, enjoyed, thought, played, learned / learnt.
WB 6
UNIT 1
29
UNIT 1
30
PAGE 22
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.
Extra!
You can organize a competition; the winners are the students
who can say the complete tongue twister correctly.
10. +++ Encourage students to imagine what a conversation
between Yari and Tupa would have been. Then ask them to work
in pairs and write a dialog with their ideas.
11. +
10 Play the recording and invite them to listen and check.
Play the recording again and ask students to

12. +++ 10
listen and repeat. Motivate them to extend the dialog creating
new questions and write the final version in their notebooks.
Finally, ask them to practice saying the new dialog and role
play it in pairs.
TRANSCRIPT
10
Tup: Whats your name?

Yari: My name is Yari.
Tup: Why are you alone with your father?
Yari: Because he felt tired and weak and I didnt want to leave
him alone.
Extra!
You may ask fast finishers to role-play the dialog in front of
the class.
13. ++ Tell students to go back to their answers in Exercise 7.
Make them number the sentences in the order that the events
happened.
(1)
(2)
(3)
(4)
(5)
(6)
Answers
Yari was a girl that lived in Paraguay.
Yari stayed with her father because he was weak.
Tup was surprised and offered Yari a reward.
Tup gave Yari a green plant that gave her father comfort
and health.
Tup told Yari to share the plant with her tribe.
14. +++
Now students put the sentences together into a
paragraph, to write a short summary of Yaris story. Emphasize
the use of the connectors students learned in Lesson 1 to link
the different events.
Answers
Yari was a girl that lived in Paraguay and stayed with her father
because he was weak.
Tup was surprised and offered Yari a reward. Tup gave Yari a
green plant that gave her father comfort and health and told Yari
to share the plant with her tribe.
Encourage students to read read and listen
15. +++ 68
the legend The Power of the Sun, on Page 3 of the Reading
Booklet, and invite them to compare both texts saying how
they differ. Guide them to discover that in both texts there are
human (Yari, Soatsaki) and non-human characters (Tupa,
Morning Star, the Sun). Both are legends that try to explain
the existence and properties of Yerba mate, in the first case,
and the existence of the stars (Milky Way). Encourage students
to organize their findings in a Venn diagram, in which they
can show all the similarities in the common zone and the
differences in the area that corresponds to each text.
Remind them to copy and complete the Venn diagram in
their notebooks.
PAGE 23
16. + Students read the definitions, paying special attention to
key words: Legend: human protagonists and fantastic
characters. Myth: supernatural heroes, gods, superior to
human beings.
Answers
b. A legend.
17.
Fast finishers revise the definitions in Exercise 16 and answer.
Answers
a. The Greek myth of Poseidon, god of the seas.
b. The Chilean legend of El Caleuche.
PAGE 24
Lesson 4: CHILES NATIONAL DANCE
Time
Five class hours.
Objectives Listen, and find specific information in a telephone

conversation about traditions, music, and culture.
Express questions and the way in which things
are done.
Practice the initial sound /b/.
Write a short description of a dance.
Use adverbs of manner.
Materials
CD, Tracks 11, 12, 13.

Complementary activities, Students Book
Page 35, Exercise 3.
Workbook, Page 7.
PAGE 25
3. ++ Make students look up these words in the dictionary and

make a drawing that illustrates each of the words.
Vocabulary
BEFORE LISTENING
Target strategy: Evaluating
This time elicit from students what strategy they think they will
need for the different listening acitivities. Help them by writing
some strategies on the board and by explaining them if necessary:
Predicting, anticipating, evaluating, attending to parts, monitoring
their comprehension, etc.
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
A P DR
UF E ST
HO C J G
E O D MU
I DB VN
P C L OT
R T Z XM
WM H J
playing, dance and handclaps. Flamenco is often associated

with the Romani people of Spain (Gitanos) and a number of
famous flamenco artists are of this ethnicity.
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 J GHZ
U P DT LM
L S X T MW R
GUAGEO I
P Z T J HP D
L I G I ON F
R AO I NUM
E V ROBV I
L KQYOP
E S T XA
2. + Ask students to identify the name of each dance in the pictures.

Answers
a. tango / They're dancing tango. b. samba / She's dancing
samba. c. flamenco / She's dancing flamenco. d. Breakdance /
He's dancing breakdance. e. maypole / They're dancing maypole.
The tango is a partner dance that originated in the 1890s along
the Ro de la Plata, the natural border between Argentina and
Uruguay, and soon spread to the rest of the world.
Samba is a Brazilian dance and musical genre originating in
Bahia, Brazil, and with its roots in Rio de Janeiro and Africa via
the West African slave trade and African religious traditions. It is
recognized around the world as a symbol of Brazil and the
Brazilian Carnival.
Flamenco is a form of Spanish folk music and dance from the
region of Andalusia in southern Spain. It includes singing, guitar
Ask students to look up the meaning of the words in the box and
write them in their notebooks.
Answers
Circle: any ringlike object or arrangement.
Flowered dress: an outer garment for women and girls, made
up of an upper part and a skirt with a flowery design.
Riding boots: strong shoes that extend above the ankle, often
to the knee and used for riding horses.
Riding trousers: a garment shaped to cover the body from the
waist to the ankles with separate tube-shaped sections for both
legs and used for riding horses.
Apron: a garment covering part of the front of the body worn
to protect the clothing.
Spur: a U-shaped device attached to the heel of a boot, having
a pointed part that sticks out, used by a rider to urge a horse
forward.
Wear: to have on the body as clothing, covering, or ornament.
4. + Ask students to form groups of three or four. Then, tell them
to think about the national Chilean dance and discuss what
they know about it. Do not check answers at this stage.
LISTENING
5. + 11 Explain students they are going to listen to a telephone

conversation between Kelly and Ignacio. Play the recording for
students to check their answer in Exercise 4.
Answers
The Chilean cueca.
Target strategy: Focusing attention
Remind students to pay attention to the relevant information for

their purpose when they are 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.
UNIT 1
31
UNIT 1
32
PAGE 27
Answers
a. ii. b. iii. c. i. d. ii.
LANGUAGE FOCUS
PAGE 26
7. + 11 Make students listen to the conversation once more. Ask

them to circle the elements that are mentioned. Then, tell them
to use the words to complete the dialog below.
Motivate students to practice and role-play the dialog with their
partners imitating the intonation and pronunciation of the
recording.
Answers
Boots, skirt, chamanto, dress, guitar, spurs, harp, hat.
TRANSCRIPT 11
Ignacio: Al.
Kelly: Ignacio? Its me, Kelly. Im preparing a report on Chilean
traditions for my school magazine. Can you help me?
Ignacio: Hi, Kelly! Well, Ill do my best. What do you need to know?
Kelly: Is there a national Chilean dance?
Ignacio: Yes, the national Chilean dance is called the cueca. It has
been the official dance since 1979.
Kelly: Can you dance it?
Ignacio: Mmm, I cant dance it very well, really, but we usually
dance it at school when we celebrate Independence Day.
Kelly: Can you tell me more? Is it difficult?
Ignacio: At the beginning, the dancers clap their hands firmly, in
rhythm to the music. Then, the dancers move softly,
making figures of circles and semicircles, and they move
their handkerchiefs gracefully above their heads.
Ignacio: At the beginning, the dancers clap their hands firmly, in
rhythm to the music. Then, the dancers move softly,
making figures of circles and semicircles, and they move
their handkerchiefs gracefully above their heads.
Kelly: How interesting! Do the dancers wear special clothes?
Ignacio: The men wear a huaso hat, a shirt, a chamanto, riding
trousers, a short jacket, riding boots, and spurs. The
women wear a flowered dress with an apron.
Kelly: And the music?
Ignacio: The traditional cueca uses the harp and the guitar, but
there are many variations. I think the piano is also used.
Kelly: Can you send me some photos by e-mail? I want to include
them in my article. Thanks a million for all the information.
DESCRIBING ACTIONS
1. Invite students to revise the sentences paying special attention
to the words in bold.
2. Help students find the answers to the questions.
Answers
a. i. b. iii.
3. Ask students to complete the rule.
Answers
We make most of them by adding the particle- ly to the
corresponding adjective.
Error Alert!
Adverbs of manner tell us how something happens. They are
usually placed after the main verb or after the object. The
adverb should not be put between the verb and the object:
Examples:
He ate greedily the chocolate cake [incorrect]
He ate the chocolate cake greedily [correct]
However, sometimes an adverb of manner is placed before a
verb + object to add emphasis.
Examples:
He gently woke the sleeping woman.
WB 7
Help students notice that the words in this exercise

8. + 12
contain different vowels; these sounds are very important,
because they can produce differences in meaning. (Compare
with Spanish caro /coro). Play the recording two or three times;
first, students only listen and then, they listen and repeat.
You can use this recording for shadow reading.
9. ++ 13
Play the recording for students to listen, repeat and practice the
questions they can use to ask about a dance.
TRANSCRIPT 13
a. What is the name of the dance?
b. Where is it from?
c. What clothes do people wear?
d. When do people dance it?
PAGE 28
10. ++ Refer students to what they learned in the Language
Focus. Ask them to complete the sentences with an adverb from
the box, using the information in the pictures as clues.
Answers
Happily, heavily, carefully, softly, beautifully, quietly.
11. + In groups of three or four, tell students to do Ignacios request.
Remind them to copy and complete the table in their notebooks.
12. +++
Motivate students to write a short paragraph
describing the dance they chose in Exercise 11. Instruct them to
use the information from the table and some adverbs of manner.
Encourage them to use what they have been learning during the
Lesson: the adverbs in the Language Focus and the words in
Exercise 10. Explain to them the notes in the table in Exercise 11
will help them organize their writing.
PAGE 29
TRAVEL BACK
The mini-evaluation after 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
do all the activities in their notebooks. Check answers orally and
help them work out their score.
Answers
1. b.
2. a. Paraguay. b. The aborigines that lived in the Paraguayan
forest before the Spanish arrived. c. A green plant. d. a drink
(some tea).
3. a. 5. b. 3. c. 1. d. 4. e. 2.
4. was, lived, went, recorded, reached.
5. Students own ideas.
PAGE 30
Lesson 5: SUMMARIZING A LEGEND
Three classes.
Prepare, draft, edit and write a final version of a
Objectives
summary of a legend.
Time
Materials
Workbook, Page 8, Exercises 1, 2.
Evaluation Writing box, Students Book, Page 31.

HAVE A LOOK AT a summary
In this lesson, students will learn to write the summary of a legend.

Before the writing process starts, it is necessary to analyze a model
of the text they are going to write. This section of the lesson will
guide them in this important analysis with questions and activities
that will help them discover the structure and format of a summary,
as well as help them reflect on the type of language that is often
used in this type of text.
Here are some tips on how to produce a summary that you may
want to share with students before starting the assignment.
1. Read the text to be summarized and be sure you understand it.
2. Underline or highlight the major points.
3. Write a first draft of the summary without looking at the text.
4. Try to use paraphrase when writing a summary.
5. Target the first draft for approximately 1/4 the length of the
original text.
Draw students attention to the information in the Did you know
that box.
Explain to students that summarizing is defined as synthesizing
important ideas and that a summary is produced to show that they
have read and understood something.
1. + Ask students to read Texts I and II and then answer the questions.
Answers
a. I.
b. II. Because it is shorter and it only contains the main ideas.
c. The central ideas are: Daedalus and his son Icarus were
imprisioned in the labyrinth in Crete. Daedalus gave Icarus a pair
of wings made of wax to escape warning him not to fly to high.
Icarus forgot his father advice and the sun melted his wax wings
and fell down into the sea. Extra information: Daedalus made
the wings, Icarus was excited about using the wings.
d. Icarus, Daedalus.
WB 8

PAGE 31
ORGANIZING
2. ++ Explain that they have to write the summary of The Legend

of King Arthur, which is similar to the texts they read in the Unit.
Motivate them to underline the key words they would like to
include in the summary.
Possible answers
King Arthur, Merlin, magician, stone, Round Table, Camelot,
lost treasure, The Holy Grail, Excalibur.
UNIT 1
33
UNIT 1
34
3. ++ Motivate students to describe the main events in the
legend, identifying datails in the text that support their answers.
Ask them to write full sentences expressing the main events.
Encourage them to paraphrase the original text as far as they can.
Make them notice that this selection of sentences form the rough
draft of the summary.
Answers
King Arthur was raised in secret.
Merlin set a sword in a stone with his magic.
Arthur pulled the sword and became the King.
Arthur defeated the Saxons, fought in many battles, created the
Round Table, and searched for The Holy Grail.
DRAFTING
4. +++ Instruct students to use their notes in the drafting

section and to follow the model provided in the lesson to write
the summary of the legend.
EDITING
5. +++ After they finish, invite them to correct their work using the
checklist in the Writing box. You can also make students exchange
summaries with their partners and edit their partners works.
WRITING
6. ++ Motivate students to write a final version of the summary on

a piece of cardboard and decorate it with drawings or pictures.
Assign a visible place of the classroom to display students works.
If you cannot display the works, another approach is to collect in
all the cardboards. Then ask students to work in groups and give
each group a number of summaries to read and discuss.
PUBLISHING
7. +++ Create a class blog where you can submit your students'
compositions. The following websites can be useful resources
you can use in this activity.
- Blogger
www.blogger.com/
- WordPress
http://wordpress.com/
- Virtual Teen
http://www.virtualteen.org/forums/
Using technology in the classroom by means of a class blog
resource can enhance motivation and contribute to the
development of writing skills.
Extra!
You can assign some Chilean legends for students to summarize
in pairs or groups for next class.
PAGE 32
Kelly Hardrock, school reporter
Episode 1: The Competition
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.
You can play the recording to allow students to listen and read
the story at the same time.
Creative skills
The purpose of this section is to foster and enhance students
creative skills using the comic strip episode.
1. Make students work in groups of four to discuss what
possible endings they can imagine for the episode. Motivate
them to propose their ideas and vote the most popular one.
2. Encourage them to create their own comic strip with the
idea they chose.
3. Explain to students they must role-play their ending in front
of the class. Have them practice the dialogs they created
before performing.
PAGE 34
COMPLEMENTARY ACTIVITIES
This section provides extra practice on the contents of the unit and
allows the teacher to diversify the way he / she deals with them,
taking into account students different interests, rhythms, and
learning styles.
You can assign the activities as homework; or use them as timefillers or as revision before the unit test (Test your knowledge).
PAGE 36
Project
This section includes final synthesis activities meant to allow

students reflect, consolidate and integrate knowledge, and revise
their learning process.
They also provide the opportunity to present the language in a
significant context and to internalize language patterns that they
may use later on.
Read the instructions aloud and make sure that all students
understand clearly what they are expected to do.
Set a date and time for the presentations.
Assign a place in the classroom to display the albums and a time for
the presentations.
After each presentation, give students enough time to evaluate

their performance using the prompts provided.
Evaluate students performance and give them feedback. You can
use the Project Evaluation rubric on Page 99 of the Teachers Book.
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 all the students understand what
they are expected to do in each activity. Encourage them to give
honest answers in order to detect their strengths and weaknesses.
Before starting to work, remind students to do all the activities in their
notebooks.
Check students results and revise any points that the majority of
them had problems with.
Answers
READING
15
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.
PAGE 37
LISTENING
16
4. a. two or three. b. his father. c. Chopin. d. Venice. e. to be a

cientist, travel into space, perform on the moon.
5. a. Correct. b. His father is a performer and a teacher. c. Correct.
TRANSCRIPT 16
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, hes 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: Whats your favorite 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 its important to forget about mistakes
and concentrate on the good things.
Interviewer: If you could have one wish granted, what would it be?
Mark:
Id love to be a scientist and travel into space - itd 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.
Dont get upset when you make a mistake.
LANGUAGE
6. a. usually. b. always. c. never.

7. a., b. Two full sentences in which the meaning and use of two
of the words in the box are present.
SPEAKING
8.
Great!
Not too bad
Help!
Student can say three

bits of information
about the celebration
he/she chose.
Student can say one or

two bits of information
about the celebration
he/she chose.
Student cant say any

information about the
celebration he/she
chose.
SELF- EVALUATION
The purpose of this section is to allow students reflect on their

strengths and weaknesses. Make sure they all understand what they
are expected to do and give enough time to answer the questions.
Encourage students to make an honest analysis and show interests
in their results, sharing them with the class.
Motivate them to go back to the Language Focus sections of the
lessons that presented problems. Encourage them to write a list of
remedial actions to improve their performance in the future.
Finally, ask students to set three goals for the aspects they would
like to improve and make them write their goals in their notebook.
UNIT 1
35
36
EXTRA TEST
READING
17
MS
FESTIVE CUSTO
Duke of
14th February. Charles,
Valentines Day
on
ed
at
br
le
ce
is
It
e.
the
Valentin
lentine cards. He sent
Va
g
in
It is named after St.
nd
se
of
m
sto
cu
Tower of
who started the
was a prisoner in the
Orleans, was the man
he
le
hi
w
ife
w
s
hi
to
in history
earliest Valentine card
London in 1415.
n in 1621
Thanksgiving
es. The tradition bega
at
St
d
ite
Un
e
th
d
an
ated on the
custom in Canada
Thanksgiving is celebr
A,
US
It is a popular autumn
e
th
In
t.
es
rv
ha
r. A
ks for a good
nd Monday in Octobe
co
se
e
th
as a way of giving than
on
da
na
pie.
vember, and in Ca
e and sweet pumpkin
uc
sa
fourth Thursday in No
ry
er
nb
cra
ith
w
nsists of turkey
Thanksgiving meal co
w
Halloween
ns from pumpkins. No
er
nt
la
e
ak
m
to
n
ga
be
put a
In the 1840s, people
erica. Lots of people
Am
rth
No
in
n
tio
di
tra
th
a decoration.
this is a popular
ght of 31 October as
ni
e
th
on
w
do
in
w
eir
lantern in th
TRAVELERS 8 BSICO
used
th
Christmas
ury in Germany. People
nt
ce
16
e
th
in
e
tim
of adding
rated at Christmas
tin Luther had the idea
ar
Fir trees were first deco
M
.
em
th
te
ra
co
de
es
d sweets to
troduced Christmas tre
in
rt,
be
Al
paper roses, apples, an
ce
in
Pr
d,
n Victorias husban
candles. In 1840, Quee
into England.
Date
Festivity
14th February
4th Thursday in November

24th December
TEXTO DEL ESTUDIANTE pgina 124
4 points
1. Read the text and complete the table.
Halloween
2. Read the text again. Match the name of the festivity in column A with the items in column B.
B
A
Christmas
Halloween
St. Valentines Day
Thanksgiving
Candles
Fir trees
Lanterns
Greeting cards
Pumpkin pie
Turkey
6 points
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 points
UNIT 1
37
LISTENING
4.
8 points
18 Listen to the recording and answer the questions.
a.
b.
c.
d.
e.
f.
g.
h.
5.
What are fables?

They are
What is the purpose of fables?
To teach a
How are fables described?
They are described as
Why are Aesops fables short?
To keep
which illustrate a
to
.
which have a
of
.
.
3 points
18 Listen to the recording again and write this information.
a. Other word to describe fables:

b. Habitual protagonists of fables:
c. Period in which Aesop is believed to have lived:
ORAL EXPRESSION
What is the name of the celebration /dance?

Where is it from?
What clothes do people wear?
When do people celebrate / dance?
WRITTEN EXPRESSION
5 points
7. Use the information in Exercise 6 to write a short paragraph about your partners favorite celebration / dance.
is
My partners favorite
People wear
. It is from
. They
on
0-8
9 - 17
18 - 27
28 - 34
Keep trying
Review!
Well done!
Excellent!
TOTAL
SCORE
34 pts
a.
b.
c.
d.
TRAVELERS 8 BSICO
5 points
6. In pairs, ask and answer these questions about your favorite celebration / dance.
UNIT 1
38
ANSWERS TO EXTRA TEST UNIT 1
1.
Date
TRANSCRIPT
Festivity
14th February
4th Thursday in November
31st October
24th December
Fables and tales
Valentines Day
Thanksgiving Day
Halloween
Christmas
Fables are short stories which illustrate a particular moral and teach
a lesson to children. The theme and characters appeal to them and
the stories are often humorous and entertaining.
Fables can also be described as tales or yarns which have a message
in their narrative, such as a parable might have. Fables can often
pass into our culture as myths and legends.
2. St. Valentine - greeting cards

Thanksgiving - pumpkin pie, turkey
Halloween - lanterns
Christmas - candles, fir trees
The characters of fables and tales are usually animals that act and
talk just like people while retaining their animal traits.
3. a. Charles, Duke of Orleans.

b. On the second Monday of October.
c. Martin Luther.
4.
5.
Aesops famous fables and scripts provide great entertainment for

children. The fables, or stories, are all very short to keep the attention
of children and Aesops fables feature childrens favorite animals.
18
a.
b.
c.
d.
18
They are short stories which illustrate a particular moral.

To teach a lesson to children.
They are described as tales / yarns which have a message.
To keep attention of children.
It is not known exactly when the first of Aesops fables were written,
as the fables were originally handed down from one generation to
the next just like a myth or a legend. However, it is believed that
Aesop lived from about 620 to 560 B.C.
18
a. tales / yarns. b. animals that can talk. c. 620 to 560 BC.
6. Accept any coherent and logical ideas. Check that students use the language and structures that were presented in the unit.
7.
5 points
4 points
3 points
2 points
1 point
Student can exchange

the information with
his/her partner, with
a correct
pronunciation, no
hesitation, and no
grammar mistakes.

his/her partner, with a
correct pronunciation,
and a minimum
hesitation, and no
grammar mistakes.

his/her partner, with
acceptable
pronunciation, but
hesitates and makes
some grammar
mistakes.

his/her partner, but
his / her pronunciation
is not clear, he/ she
hesitates a lot, and
makes a lot of
grammar mistakes.

his/her partner, but
interaction is affected
by pronunciation
mistakes and a lot of
hesitation.
5 points
4 points
3 points
2 points
1 point
Student can complete

all the information
required in the
paragraph, without
any spelling mistakes.

all the information
required in the
paragraph, but makes
some spelling
mistakes.

some of the
information required
in the paragraph,
without spelling
mistakes.

a little of the
in the paragraph, and
makes a lot of spelling
mistakes.

only one piece of
information in the
paragraph.
0 point
Student cant
exchange information
with his/her partner,
language mistakes
interfere with
comprehension.
0 point
Student cant
complete any
information in the
paragraph.
UNIT 2
TAKE CARE
OF YOURSELF

Listening
Listen and find 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.
Reading
Read and identify main ideas, explicit and implicit
information in a questionnaire about healthy habits, and
in a literary extract by:
using key words to identify text organization,
recognizing type of text from visual clues,
relating cause and effect,
identifying logical order of ideas,
identifying the authors intention and the effects on the reader.
Speaking
Express possibilities, obligations, and future intentions by
role-playing communicative situations about:
healthy habits and self-care,
addictions and teens problems.
Writing
Write short paragraphs and a blog post related to
addictions and self-care:
using words related to feelings and moods, physical
activities, and study habits,
expressing future consequences,
reporting the results of a survey.
identifying the text structure of a blog post.
UNIT 2
40
PAGE 39
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 38 and ask
them to say who they identify with and why. Accept Spanish
if necessary.
Answers
2. Ask students to form groups of three or four and discuss about
their healthy and unhealthy habits. Remind them to copy the
chart in their notebooks and write down their ideas there.
3. Encourage students to share their answers with other groups.
PAGE 40
BEFORE YOU START
countable and uncountable nouns,

the Past Simple 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.
have to be done in pairs or groups; encourage them to reflect and
be honest to do those that require individual responses.
Remind students to copy the table in Exercise 1 in their notebooks
and then use it to carry out the survey.
Answers
1. Students own answers.
2. soft drink, pizza, hot dog, French fries, candies, hamburger.
PAGE 42
Lesson 1: HOW FIT ARE YOU?
Five class hours.

information in a questionnaire about healthy habits.
Exchange information about physical activities.
Objectives
Practice the sounds / / , / t /.
Write a short paragraph about healthy habits.
Use How often?.
Time
Materials
Materials CD, Tracks 19, 20, 21.

Reading Booklet, Pages 4, 5.
Complementary Activities, Students Book, Page
62, Exercise 1.

BEFORE READING
1. ++ 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.
Answers
2. a. c. e. f. g.
2. + Make students reflect on their own situations and decide how
fit they are by answering yes or no to the questions. Check orally.
3. ++ 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.
4. + Before focusing on the question, ask students to read the
alternatives (a c) and ask them if they are familiar with every
type of text. Ask them if they have ever read a piece of scientific
research, an interview or a questionnaire. Help them clarify the
main characteristics and features they can find in every case. Draw
their attention to the text and ask them to predict what type of text
it is from three alternatives. Motivate them to explain their
answers. Do not check answers at this point.
Invite students to study the words in the Pictionary. Make sure
they understand their meaning.
Draw students attention to this strategy and explain it to them. Tell

them that to get a better understanding of the text, they should pay
attention to its organization and predict what it will be about thanks
to the mental picture and previous knowledge.
PAGE 44

Encourage students to make connections with their own experiences
and with other similar texts they have read so far. Explain to them
that good readers connect their personal experiences with what
they are reading.
READING
5. + 19 Ask students to read the questionnaire once and check

their prediction in Exercise 4.
Answers
c.
6. ++ Read the introduction of the quiz aloud and make sure all
students understand it. Then, students read the questions again
carefully, answer them, and find out their scores.
7. +++
Research has shown that in order for vocabulary instruction to
have an effect on comprehension, students need to explore new
words in a variety of contexts. Units of study that contain fictional
and informational texts on the same topic help teachers and
enable students to explore new vocabulary in multiple contexts.
A new word first encountered in an informational text may be
encountered again in a related informational or a fictional text
on the same topic. Moreover, informational and fictional texts
on the same topic often use synonyms and enhance the depth
of students vocabulary by exposing them to the different facets
of a particular word or group of words.
Fictional and informational texts on the same topic have the
potential to motivate students to read more. In other words, a
student who is interested in facts might read an informational
text on a particular topic before reading a novel about it;
another who prefers narrative might do the reverse, moving
from a novel to an informational text on the same topic.
Adapted from: Soalt, J. (2005). Bringing together fictional and informational texts to
improve comprehension. The Reading Teacher, 58 (7), 680-683.
Invite students to read the poem A Healthy Lifestyle in the

reading booklet. Make them compare and identify differences
and similarities between it and the text on Page 43 of the
Students Book.
Guide their answers to: They are similar in that both deal with
the same topic (healthy life, physical condition); they are
different because one is an informative text (the questionnaire)
and the other is a literary text (a poem).
Extra!
Ask students to identify and underline the words that are used
in both texts.
Vocabulary
Ask students to do this activity in pairs and explain what they are
supposed to do.
Answers
Cake: a sweet food made from flour, butter, sugar, and eggs mixed
together and baked. (N)
French fries: French fried potatoes. (N)
Fit: healthy, especially because you exercise regularly. (A)
Candies: small pieces of sweet food made from sugar, chocolate, etc.
(N)
Walk: to move forward by putting one foot in front of the other and
then repeating the action. (V)
8. + Ask students to compare their scores with their partners
and draw conclusions. You may invite students to share their
results with the class.
LANGUAGE FOCUS
HOW OFTEN?
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 in bold.
2. Help students identify the answer.
Answers
iii.
3. Ask students to complete the general rule.
Answers
When we want to ask about the frequency an activity is
performed, we use the question How often?
When we want to express the frequency an activity is
performed, we use expressions of frequency, such as every
day, three times a week, never.
9. ++
Make students ask the questions in the questionnaire
on Page 43 to their partners and take notes of their answers.
10. +++
Ask students to analyze their partners answers in
Exercise 9. Then, instruct them to complete the paragraph,
expressing their opinion about their healthy habits. Encourage
them to share their paragraphs with the class.
PAGE 45
11. + 20
Play the recording. Ask students to listen, paying
special attention to the initial sounds.
Play the recording again. This time students listen and then
repeat each word.
UNIT 2
41
UNIT 2
42
The sh sound / / is unvoiced (the vocal cords do not vibrate during
its production), and is the counterpart to the voiced ch sound.
To create this sound, air is forced between a wide groove in the
center of the front of the tongue and the back of the tooth ridge.
The sides of the blade of the tongue may touch the side teeth.
The lips are kept slightly tense, and may protrude somewhat
during the production of the sound.
The ch sound / t / is the most common pronunciation for
the ch spelling.
Error Alert!
There are some words in English with a ch spelling that are
pronounced /k/, such as the following:
Character - charisma chaos chemical
chemistry chlorine Christ - Christmas
And there are some words that are pronounced / /, as:
machine, moustache.
Extra!
Read these sentences pronouncing / / and / t /.
1. Lets choose new shoes.
2. Shes eating the cheese.
3. Sherry likes cherry pie.
4. He paid cash for the catch of the day.
5. The puppy shouldnt chew the shoes.
6. The chef prepared a special dish.
7. Too much milk makes mushy mashed potatoes.
8. Please shine the furniture with polish.
Useful expressions
Draw students attention to the expressions in the box and explain

them if necessary. Encourge students to use them in oral work.
Invite students to complete the dialog with the
12. ++ 21
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.
TRANSCRIPT
21
Speaker 1: How often do you do physical exercise?

Speaker 2: Well, two or three days a week. What about you?
Speaker 1: I never do exercise, but I love watching sports on T.V.
Speaker 2: Why dont you come with me instead?
Speaker 1: OK. Lets go!
WB 10
13.
Motivate students to read and complete the piece of

news using the phrases in the box. Invite some students to
read it aloud to allow their classmates to check their answers.
PAGE 46
Lesson 2: WHOS IN CONTROL?
Five class hours.

Listen, and identify main ideas and specific
information in a radio program.
Exchange information about teenage problems.
Objectives Practice the difference between final sounds / t /
and / ti:n /.
Write a short dialog about teenage problems.
Use object and possessive pronouns.
CD, Tracks 22, 23, 24.
Materials
Workbook, Page 11.
Embedded evaluation, Students Book,
Evaluation Pages 48, 49, Exercises 9, 11.
Reflections, Students Book, Page 47.
Time
BEFORE LISTENING
Before starting the lesson, you can share this information
with your students:
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 5th, 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 14th, 1946 at Penn, having
cost almost $500,000. ENIAC was shut down on November 9 th,
1946 for a refurbishment and a memory upgrade, and was
transferred to Aberdeen Proving Ground, Maryland in 1947.
There, on July 29th of that year, it was turned on and was in
continuous operation until 11:45 p.m. on October 2nd, 1955.
Adapted from: Bellis, M. (n.d.) The History of the ENIAC ComputerJohn Mauchly and John Presper Eckert. Retrieved July 11, 2013, from:
http://inventors.about.com/od/estartinventions/a/Eniac.htm
1. + In groups, students answer the questions. Encourage them

to use English as much as possible, but accept Spanish if
necessary.
2. ++ Students work in pairs to match the definitions and the

key words and expressions.
Answers
At least = no less than. Get rid of = eliminate. Instead of = in
place of. Spend = pass time. Take the place of = to replace. Too
much = more than necessary.
3. + Ask students to answer Kellys question and decide which of
the statements are true. Do not check answers at this stage.
Answers
c.
Encourage students to make connections with their own life

experiences while they listen to a story. This will allow them to get
a better understanding of the listening material.
6. + 22 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 to
understand every single word.
TRANSCRIPT 22
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 particularly worried about
young people because the net is taking the place of
sports or games for some of them. Nowadays, teens
spend more time in cyberspace than in the real world
with friends and family! What can you say about
this, David? Do you think you are a computer addict?
David: Er.well, I think I began to be a computer addict
when I was ten. Now I am fifteen and I can't get rid
of the habit. I try, but the games are so cool!
Presenter: How many hours a week 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 meet your friends?
David: No, I don't have time.
Presenter: Do you think you are antisocial?
David: No, not at all! I have lots of friends at school.
Presenter: Do you play violent computer games?
David: Many of the games are very violent, but nobody
takes them seriously. They are just fun! That is the
main problem with the games: that they are too
much fun!
Answers
PAGE 47
4. + Motivate students discuss Kelly's questions using the words

and expressions in Exercise 2.
5. + Explain students they are going to listen to a radio program
about the ways in which teenagers use the Internet. Make
them have a look at the words in the Pictionary and ask them
to predict who is going to speak and what ideas will be
mentioned. Do not check.
Target strategy: Questioning

Tell them that by asking questions about the recording before they
listen to it, they will be able to focus more on the details. This will
eventually develop their listening skills and will help them
become better listeners.
LISTENING
Encourage students to make connections with their own life

experiences while they listen to a story. This will allow them to get
a better understanding of the listening material.
b.
Vocabulary
7. ++ 22 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.
Answers
All of them are true.
8. + 22 Ask students to listen again and recognize what the
speaker is doing in the recording.
Ask students to copy the box with the words in their notebooks
and do the Vocabulary activity individually. Then, invite volunteers
to share their examples with the rest of the class.
Answers
Spend: to pass time on some work, in some place.
Worried: having or showing worry; concerned; anxious.
Cyberspace: the worldwide system of linked computer
networks, thought of as being a limitless environment for
exchange of information and electronic communication.
Get rid of: eliminate.
UNIT 2
43
UNIT 2
44
LANGUAGE FOCUS
OBJECT AND POSSESSIVE 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. Lindas essay. d. my photos.
3. Tell them to answer the questions.
Answers
a. a, b. b. c, d.
4. Now, students are ready to complete the rule with the
information in Points 1 and 2.
Answers
A pronoun replaces a noun.
An indirect-object pronoun tells to whom or for whom
something is done.
A possessive pronoun tells who owns, or possesses, the noun
it is replacing.
9. ++ Refer students to the Language Focus to identify what the
sentences refer to.
Answers
a. her. b. it. c. hers. d. us. e. mine. f. him. g. them. h. yours.
WB 11
Find more practice of this topic on page 11 of the Workbook.

PAGE 48
10. + 23
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.
In pairs, students complete the dialog about
11. ++ 24
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.
TRANSCRIPT
23
A: What's David's problem, do you think?

B: He spends too much time on the Internet.
A: Do you think he is a computer addict?
B: I think he needs to spend more time in the real world.
12. +++
Have students write the dialog they practiced in
Exercise 11.
Extra!
You can ask students to replace some parts of the dialog by
information that is true for them and then role-play the new
dialog in front of their classmates.
Useful expressions
Remind students to use the expressions in the box while they are
creating their own dialog.
13. ++ Motivate students to identify the words that have similar
meaning (synonyms) and the words that have opposite meaning.
Encourage them to use the words to describe their best friends.
Invite some of them to write the pairs on the board with some
examples. 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
Extra!
Elicit possible pairs of synonyms / antonyms that students
may know.
Possible answers
White black; hot cold; big small; fast slow; tall short
14.
Ask fast finishers to read the sentences carefully. Then, invite

them to choose an adjective in Exercise 13 to describe each people.
Answers
a. generous. b. nice.
PAGE 49
TRAVEL BACK
The activities in this section 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. Before starting to work, remind
students to do all the activities in their notebooks.
Answers
1. Healthy
Eat fresh fruit and vegetables.
Play sports and walk.
Unhealthy
Eat sweets and chocolates.
Watch TV a lot of time till late at night.
2. a. QF. b. RF. c. NF.
3. a. Internet. b. computer games. c. violent.
4. a. ten. b. twenty-five. c. lots.
6. a. me. b. mine.
PAGE 50
Lesson 3: A SCHOOLBOYS JOURNAL
Five class hours.

Listen, read and identify main ideas and specific
information in a literary extract.
Objectives Express future actions to become a better student.
Write a short reply to a letter expressing a promise.
Use If Clauses to express future consequences.
CD, Tracks 25, 26.
Materials
Workbook, Page 12, 13.
Embedded evaluation, Students Book, Page 52,
Evaluation Exercises 8, 9.
Time
BEFORE READING
1. + Read Kellys questions aloud. Ask students to give honest answers.

2. ++ Have students write some sentences or phrases expressing
actions to become better learners. Remind them to do this
activity in their notebooks.
3. ++ Divide the class in groups of four and invite students to
share and compare their reflections within each group. Motivate
them to reach an agreement on how to become a better learner.
Take notes of the groups answers on the board and start a
general conversation on the topic.
Agree on a list of actions that may help students to improve
4. ++ Invite students to look up the meaning of the words in the
box in a dictionary.
Answers
Yet: at the present time; now.
Stubborn: unreasonably unwilling to change.
Busy: actively working on something; not at leisure.
Blind: unable to see.
Vast: very great in quantity or amount.
Courage: the quality of mind that enables a person to face
difficulty, danger etc., withour fear; bravery.
5. +++ Instruct your students to read the sentences and then
complete the blanks with the words in Exercise 4.
Answers
a. yet b. stubborn c. busy d. blind e. vast f. courage
6. +++ Explain to students that they are going to read an extract
from a famous Italian novel, Cuore, an Italian Schoolboys Journal,
which is related to the topic of the lesson.
Motivate them to say what they think the extract is about. Take
notes of students ideas on the board but do not check at this stage.
Before starting to predict, you can provide some background
information to your students.
Remind students to predict what the text will be about by making

connections with their own life experiences.
After five years of the Italian's Unification, in 1861, Edmondo de
Amicis wrote a child book untitled An Italian Schoolboy's journal
known in Italy as Libro Cuore.
This novel was written in the form of a diary from the first day's
school until the last one by Enrico Bottini a nine-year-old boy,
part of the upper class.
Despite his social status Enrico is conscious and aware about the
poverty of the working class. His antagonist is Franti, a violent
boy who can be defined as an anarchist against society and
against the new born Italian State.
In the diary, Enrico writes about the value of family and
friendship, the problems of the educational system, and the
feeling of being Italian.
The class is the metaphor of the Italian State, including not only
the social status issue but also the topic of the desired
geographical union.
PAGE 52
READING
25
Target strategy: Visualizing / Monitoring

Encourage students to build mental images and visualize what is
happening in the story as they read. Motivate them to monitor their
previous ideas.
7. + Invite students to read the extract quickly, so that they can
confirm or correct their predictions. You can use the CD to allow
students to listen to the recorded version of the text.
Answers
Its a letter from the schoolboys father.
8. ++ Ask students to read the sentences carefully. Then, make
them read the text again and decide if they are true or false.
Instruct them to support their answers correcting the false
statements.
Explain to students that they are not going to find the answers
explicitly stated in the text, but they have to infer them from the
information in it.
UNIT 2
45
UNIT 2
46
Answers
a. F (I do not see you determined to be successful at school.)
b. F (Your days will be hard if you do not go to school!; Think of
the workmen who go to school after work.)
c. F (The boys who are blind and the prisoners, who also learn to
read and write.)
Higher order thinking is thinking on a level that is higher than
memorizing facts or telling something back to someone exactly the
way it was told to you.
To infer is to draw a conclusion to conclude or surmise from
presenting evidence. An inference is the conclusion drawn from a set
of facts or circumstances. If a person infers that something has
happened, he does not see, hear, feel, smell, or taste the actual event.
Inferring is described as reading between the lines. Authors
often give clues that are not directly spelled out. When a reader
uses the clues to gain a deeper understanding of what he is
reading, he is inferring.
9. +++ Text structure refers to how the information within a
written text is organized. This strategy helps students understand
that a text might present a main idea and details; a cause and
then its effects; and/or different views of a topic. Teaching
students to recognize common text structures can help students
monitor their comprehension.
Read the questions aloud and make sure students understand
clearly what they have to answer.
Do not correct at this stage.
Vocabulary
Ask students to copy the words and their synonyms in their

notebooks.
Answers
Valley: lowland; vale; glen.
Hills: mounds, mountains; heights.
Horseback: by horse, on a horse; mounted.
Journal: diary; daybook.
10. ++ Once they have asked the questions in Exercise 9, ask
students to work in pairs comparing their ideas.
Answers
a. Its a letter. b. Dear Enrico, Your father. c. He wants to motivate
his son to be a better student. f. Enrico is not a good student and
doesnt want to go to school.
LANGUAGE FOCUS
FUTURE CONSEQUENCES
Remember that this section is designed to help students revise or
discover a particular grammar structure or an interesting item of
vocabulary in the text. The activities are meant to promote independent
learning, so help, guide and check, but do not give the answers.
1. Revise the examples from the text with your students.
2. Help them identify the correct answer.
Answers
ii.
3. Refer students to the information in Points 1 and 2 and make
them to complete the rule.
Answers
We express future consequences using the word will before
the main verb. The word will is a future auxiliary.
Error Alert!
Students may omit the auxiliary will when expressing first
conditional sentences.
WB 12

PAGE 53
11. ++ Before starting the activity, ask students to revise the

contents in the Language Focus and then complete the sentences
using the information in the box.
Answers
a. will take an umbrella. b. will pass the exam.
Invite students to go back to their list in Exercise 2 and
12. ++
imagine that they are answering the letter as if they were Enrico.
Encourage them to use their ideas and write a reply.
13. + 26 Play the recording and invite students to compare
promises. Explain to them that many answers are possible.
TRANSCRIPT
26
Speaker: Dear father,

I promise I will be a good student. I think that if
I study every day, I will be successful.
Love
Your son.
Encourage students to write their own promises to
14. +++
become better learners.
Metacognition can be defined as thinking about thinking. Good
learners use metacognitive strategies to think about and have
control over their learning process.
15. +++ Before starting this activity, draw studentsattention to the
contents in the Did you know that box.
Elicit students ideas about a metaphor and make sure they all
understand the meaning of this figure of speech.
Ask them to give some examples in Spanish or in English, if it
is possible.
Then make students follow the instructions and complete the task.
Offer help and guidance while they are working.
Answers
a. Courage, then, little soldier of the immense army.
Your books are your arms, your class is your squadron, the field
of battle is the whole earth, and the victory is human
civilization. Be not a cowardly soldier, my Enrico.
b. No. The words have to do with war not with education.
16. +++ Encourage students to try to identify the metaphor in the
extract. You can let them to work in pairs in order to exchange ideas.
Answers
All the worlds a stage,
And all the men and women merely players;
They have their exits and their entrances.
17.
Motivate fast finishers to discuss about the message

Shakespeare might have wanted to communicate.
Encourage them to keep a record of their answers in a special
section of thier notebooks.
Students read the questions and reflect on the difficulties they
had to understand and deal with a literary text.
PAGE 54
Lesson 4: HELP FOR YOU!
Five class hours.

Listen and identify main ideas and specific
information in a radio program.
Express possibility, obligation, and prohibition.
Objectives Practice the sounds //, / t/.
Complete a dialog expressing possibilities,
obligations, and prohibitions.
Use must, cant, could.
Time
Materials
CD, Tracks 27, 28, 29.

Complementary Activities, Students Book, Page 62,
Exercises 2, 3.
Workbook, Page 14.
Evaluation
Embedded evaluation, Students Book, Pages 55,

56, Exercises 8, 9, 13.
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.
2. + Draw students attention to the 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.
3. + Tell students they are going to listen to a radio program about
a problem that many teenagers face in their lives. Draw their
attention to the words in the Vocabulary box and ask them if
they can identify the problem that will be mentioned from the
alternatives. Do not check answers at this stage.
4. + Give students a few minutes to read the sentences ignoring
the gaps and get their meaning. Encourage them to have a look
at the words and match them with the corresponding sentences.
Answers
a. - v. b. - iv. c. - i. d. - iii. e. - ii.
Before listening, remind students to make connections between the
topic of the recording and their own experiences.
Think about how the recording relates to their own life and other
similar programs they have read.
LISTENING

Remind students that if they focus on the first words of each
sentence they will be able to identify them in the recording.
5. + 27 Play the recording once and ask students to check their
prediction in Exercise 3.
Answers
c. Drug addiction.
UNIT 2
47
UNIT 2
48
6. + 27 Play the recording again for students to identify the
type of text.
Motivate them to explain their answers.
Answers
b.
7. ++ 27 Read the phrases aloud with the class. Then students
listen to the recording again, this time more carefully, and
match them.
Answers
a. ii. b. iii. c. i.
Well, sort of. I don't know what to do or say when

someone offers me drugs.
Presenter: Well, it's easy. You could say no, thanks. This
technique is fundamental, but you can also change
the conversation or talk and talk and talk about
anything else!
Lily:
Sometimes I get very nervous.
Presenter: You've got a point there, but in those cases, you don't
have to talk. You can look the other way, turn
around, or start a conversation with someone else.
Any other calls?
LANGUAGE FOCUS
PAGE 55
8. +++ 27 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.
Answers
a. 3. b. 2. c. 1. d. 4.
TRANSCRIPT
Lily:
27
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 your problem?
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? You cant
try 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 must keep your principles and just say NO!
Thank you for calling, Kevin.
Kevin:
Thank you!
Presenter: Good afternoon, who's calling?
Lily:
Hello, my name's Lily.
Presenter: Have you got a problem?
POSSIBILITY - OBLIGATION - PROHIBITION

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.
2. Help them discover what the parts in bold express.
Answers
a. must. b. cant. c. can, could.
3. Guide students to complete the general rule.
Answers
a. must. b. cant. c. can, could.
4. Students complete the recommendations using the verbs
they have just learned.
9. ++ Refer students to the Language Focus to write a summary
of the radio program in which they apply what they have learned.
Answers
a. must b. cant c. can d. cant
Error Alert!
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.
WB 14
10. + 28
First, play the recording and ask students only to
listen. Draw their attention to the different pronunciation of
the letters ch / t / and sh / /, that they have practiced in

Lesson 1. Then play the recording again for students to repeat
each word and then the tongue twister.
Extra!
Use the tongue twister for shadow reading, making students
read aloud while they listen to the recording.
PAGE 56
11. +++ 29
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. Then play the recording in order
to allow students to check their answers.
TRANSCRIPT
29
Ann: What can you do if a friend offers you drugs?

Kelly: Well, you could change the conversation or look the other
way, but you cant try them. What do you think?
Ann: I think we must say no, thanks!
12. ++
Make students practice the dialog in Exercise 11,
taking turns to play both roles.
13. +++ Motivate them to continue the conversation with their
own ideas about the recording.
14. +++ Encourage students to role-play their dialogs in front of
the class.
15.
Motivate fast finishers to revise the content of the lesson

and create a slogan or advertisement against drugs that includes
three pieces of advice using the words in the Language Focus.
Encourage them to use information from the text and their own
ideas, and to share the product of their work with the class.
Extra!
You can assign this activity as homework to the rest of
the students.
PAGE 57
TRAVEL BACK
Remember that the activities in this section 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. Before starting to work, remind
students to do all the activities in their notebooks.
Answers
1. a., c., d.
2. feel anxious, make a timetable, waste time. Students must write
three full sentences using each pair of words.
3. change; have; keep; stay; turn.
4. c.
5. a. You can get a good mark. b. You must stop the car at the red light.
PAGE 58
Lesson 5: MY PERSONAL ONLINE JOURNAL
Three classes.
Prepare, draft, edit and write a final version of a
Objectives
post in a personal online journal.
Materials Workbook, Page 15, Exercices. 1, 2, 3, 4.
Time
HAVE A LOOK AT a blog post
In this lesson, students will learn to write a blog post. Before the
writing process starts, it is necessary to analyze a model of the text
they are going to write. This section of the lesson will guide them in
this important analysis, with questions and activities that will help
them discover the structure of a blog post and reflect on the type of
language that is often used in this type of text.
1. Read the explanation aloud and make sure they all understand
what a blog is. Refer students to what they have studied in
Lenguaje y Comunicacin.
ORGANIZING
Before starting the activities in this lesson, remind students that a

writing task involves a series of planned situations and activities
that gradually lead to the final text.
Explain to them that one of the opportunities that students have to
write independently is to create a personal blog through which they
can express their thoughts, ideas, worries, opinions, etc. They can
experiment with language while they improve their writing skills to
become better writers. As students write on their own they learn how
to edit their drafts in an effort to create a polished piece of writing.
2. Tell students that they are going to write a post in a class blog
that you can create for free in the following websites:
- Blogs for kids
http://www.hellokids.com/t_2856/blogs-for-kids
- Blogger
www.blogger.com/
- WordPress
http://wordpress.com/
UNIT 2
49
UNIT 2
50
- Virtual Teen
http://www.virtualteen.org/forums/
Motivate them to choose the topic they would like to write about
from the alternatives a c.
3. Once they have chosen the topic, ask them to write three actions
they can take in relation to it. Remind them to do this activity in
their notebooks.
PAGE 59
DRAFTING
4. Encourage students to design a similar blog to the one in the

book but in their notebooks. Then, ask them to follow the model
in Point 1 and write a short post using the ideas they expressed in
Point 3.
Motivate them to read this episode on their own and help only
if they ask you to. You can use the CD to allow students listen to
the recorded version of the episode.
You can ask some students to summarize the episode,
in Spanish if necessary.
Creative skills
1. Make students work in groups of four to decide how this
story could be change if some events, attitudes or roles were
different.
2. Encourage them to write a new comic strip including their
ideas and role-play their alternative comic strip in front of
the class.
EDITING
PAGE 62
5. Invite students to revise their drafts with the checklist in the

Writing Box and then write a final version of their posts.
Extra!
Students may also ask a classmate to check their posts in order to
receive feedback.
PUBLISHING
6. Encourage students to publish the final version of their posts. If

possible, ask them to post them on Internet. If not, ask them to
write the posts on a separate sheet of paper and then exchange
them with their classmates.
Extra!
Motivate students to start a class blog following the instructions
in one of the suggested links.
WB 15

PAGE 60

Episode 2: Fitness class
30

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?
learning styles.
Answers
1., 2., 3., 4. Answers will vary.
PAGE 64
PROJECT
This section includes final synthesis activities meant to allow students reflect,
consolidate and integrate knowledge, and revise their learning process.
may use later on.
Set a date and time to report the results of the survey.
After each presentation, give students enough time to evaluate their
performance using the prompts provided.
Evaluate students performance and give them feedback. You can use
the Project Evaluation rubric on Page 99 of the Teachers Book.
TEST YOUR KNOWLEDGE

Read the instructions and make sure all students understand what
Answers
1. a. iv, b. i, c. iii, d. ii.
2. a. It recommends: to drink lots of water and milk every day;
to eat three balanced, healthy meals a day.
People should avoid: artificial sweeteners and skipping meals
so as not to overeat later.
3. 32 a. ii. b. iii.
4. 32 a. Speaker 3. b. Speaker 1. c. Speaker 2. d. Speaker
1. e. Speaker 3.
TRANSCRIPT 32
Presenter: Most teens use computers now, but what for? Would
their lives be different without them? We talked to
three teenagers to find out. Danny, what do you use
your computer for?
Danny: Computers are not very important for me. I don't like
computer games or chat rooms, so I don't use the
computer for fun. I hate looking for information on the
Internet; I think it's boring and not as quick and easy as
reading books. I have a computer at home, but I only use
it for sending and receiving e-mails.
Presenter: What about you, Kim?
Kim:
Computers are very important in my life. I've got one
at home and everyone in my family uses it. I use the
computer for all kinds of things: homework, chat,
emails, games... I can't imagine my life without it!
Presenter: Tell us about your situation, Patsy.
Patsy:
I think the Internet is amazing; I use my computer
most of the time to chat with other people. I spend a
lot of time watching videos, surfing sport pages, and
listening to music. Without computers, our lives would
be really boring!
Presenter: This was the opinion of three teenagers like you. What
is your opinion? Phone us and tell us! Our number
is ... (fade)
PAGE 65
SELF-EVALUATION

strengths and weaknesses. Make sure they all understand what they
are expected to do and give enough time to answer the questions.

in their results.
Motivate them to go back to the Language Focus sections of the
lessons that presented problems. Encourage them to write a list of
remedial actions to improve their performance in the future.
Finally, ask students to set three goals for the aspects they would like
to improve and make them write their goals in their notebook.
1. b.
2. a. enamel of four 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
4. b.
5. a. 1. b. 2. c. 4. d. 3
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.
7. How much milk do you drink every day?
How much fruit do you eat every day?
How many kilometers do you walk every day?
How many hours of TV do you watch every day?
Thats not very healthy!
TRANSCRIPT
34
Jane: How many hours do you sleep every night, Tom?

Tom: I dont know, between 7 and 9 hours. Why do you ask, Jane?
Jane: Because my mother told me that teenagers who dont sleep
enough will probably get bad grades at school.
Tom: Why does she say that? How does she know?
Jane: Well, she is a teacher, and she applied a questionnaire in her
class. She says that students that get lower grades are those
who sleep less, and they find it very difficult to concentrate
during the day.
Tom: Mmm, sounds right. What else did she discover?
Jane: She also found out that those students snore every night and
have a hard time waking up in the morning. They are always
falling asleep in class!
Tom: I never thought that sleeping well was so important!
Jane: So, Tom, are you sleeping enough?
51
UNIT 2
Before starting to work, remind students to do all the activities in

their notebooks. Check students results and revise any points that
the majority of them had problems with.
EXTRA TEST
READING
33
AL EROSION
SOFT DRINKS CAUSE DENT
TRAVELERS 8 BSICO
General Dentistry stated that

A study from the Academy of
nks can cause the loss of
prolonged exposure to soft dri
n a short exposure can cause
enamel in our teeth, and eve
dental erosion.
nks
nks or they think that diet dri
dri
t
sof
of
nt
nte
co
ar
sug
the
t
cause
Many people only worry abou
horic and citric acids that can
osp
ph
o
als
in
nta
co
s
nk
dri
t
contain less sugar, but die
dental erosion.
y
any type of soft drinks is risk
ing
nk
dri
y,
em
ad
Ac
the
m
fro
dentist
e to twelve
According to Kenton Ross, a
people consume contain nin
s
nk
dri
t
sof
the
of
ny
Ma
to the health of our teeth.
el of battery acid.
an acidity that is near the lev
ve
ha
d
an
ar
sug
of
s
on
spo
tea
ry acid, which is 1.0.
acid scale, compared to batte
the
on
9
2.3
ked
ran
a
col
of
e
For example, one typ
and to drink
mption of soft drinks to meals
nsu
co
it
lim
le
op
pe
t
tha
s
nd
The study recomme
their teeth.
uces the contact of soda with
them with a straw, which red
onated and do not
t come from beer are non-carb
tha
cts
du
pro
t
tha
nd
fou
n than colas.
o
The study als
s can cause more dental erosio
ola
n-c
no
t
tha
t
bu
th,
tee
rm
contain the acids that ha
1. Have a quick look at the text. What kind of text is it? Check () an option.
An extract from a novel.
a.
b.
A scientific article.
c.
A news report.
d.
An advertisement.
1 point
2. Read the text carefully and complete the sentences.
4 points
a.
b.
c.
d.
When you drink a lot of soft drinks, you can lose the
Many people think that diet drinks contain
We should use a
Products that come from beer do not
.
.
when we drink soft drinks.
our teeth.
5 points
3. Read the text once more and find this information.

a.
b.
c.
d.
e.
Two kinds of acids:

Dr. Rosss profession:
Content of sugar in soft drinks:
Acidity in one type of cola:
Acidity in battery acid:
.
.
.
.
.
LISTENING
4.
1 point
34 Listen to the recording. What kind of text is it? Check () an option.
a.
b.
c.
d.
5.
A class
A conversation
A lecture
A radio program
4 points
34 Listen to the recording again. Number the sentences in the order you hear them.
a.
b.
c.
d.
6.
I dont know.
How does she know?
Sleeping well was important.
Those students snore.
5 points
34 Listen to the recording again. Are these statements true or false? Correct the false information.
a.
b.
c.
d.
e.
UNIT 2
53
Tom sleeps six hours every night.

Adolescents who sleep well get good marks.
Janes mother is a doctor.
Students who sleep badly cant concentrate in class.
Sleeping well is very important for teenagers.
0-7
8 - 12
13 - 16
17 - 20
Keep trying
Review!
Well done!
Excellent!
TOTAL
SCORE
20 pts
ORAL PRODUCTION
Interview your partner to find out how fit she / he is. Then change roles and answer your partners questions.
drink every day?
B:
A:
fruit
every day?
B:
A:
kilometers
walk every day?
B:
A:
hours of TV
watch every day?
B:
A:
(not) very healthy!

Great!
Not too bad
Student can ask and answer questions to Student can ask and answer a few
his / her partner to find out how fit he / questions to his / her partner to find out
she is.
how fit he / she is.
Help!
Student cant ask and answer questions
to his / her partner to find out how fit he
/ she is.
TRAVELERS 8 BSICO
milk
A:
UNIT 3
54
UNIT 3
INSPIRING PEOPLE

Listening
Listen and find specific 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 specific information,
using key words to get the general meaning.
Reading
Read and demonstrate comprehension of main and specific
information in an article from a magazine and in a biography
related to famous people by:
identifying type and purpose of the text,
using cognates to predict content,
identifying text organization,
distinguishing main and secondary ideas,
discriminating between inferences and statements.
Writing
Express biographical information and descriptions in short
monologs and dialogs about:
famous people from the past
write and complete a time line and a short biography.
narrating biographical events about famous people
from the past.
identifying the text structure of a biography.
PAGE 67
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.
Frida Kahlo was born on July 6th, 1907, in Coyoacn, Mexico. After
a traffic accident at the age of 18, she spent over a year in bed
recovering of fractures. Kahlo started to paint herself because she
felt so lonely. Herself-portraits were filled with the colors and
forms of Mexican folk art. She created over 200 paintings and
drawings related to her personal experiences and the physical and
emotional pain caused by the relationship with her husband Diego
Rivera. The only solo exhibition she had in her native country was
on 1953. Kahlo died on July 13th, 1954, at the age of 47.
Adapted from: (2013) Frida Kahlo - Biography. Retrieved August 2, 2013,
from: http://www.fridakahlo.com/
Stephen Hawking was born on January 8th, 1942, in Oxford.

After his 21st birthday Stephen was diagnosed with ALS, a motor
neuron disease. In spite of his condition, Hawking went on to
Cambridge University to do research in Cosmology and theoretical
physics. He has worked on the basic laws which govern the
universe and has written several books like The Universe in a
Nutshell, A Brief History of Time and The Grand Design. Professor
Hawking has 12 honorary degrees and is a Fellow of The Royal
Society and a Member of the US National Academy of Sciences.
Adapted from: Stephen Hawking - Biography. Retrieved August 2, 2013,
from: http://www.hawking.org.uk/
Mahatma Gandhi was born on October 2nd, 1869, in

Porbandar, India. He moved to London to study laws and
spent 20 years opposing discriminatory legislation against
Indians in South Africa. Gandhi was the pioneer in nonviolence resistance and disobedience, becoming in one of the
most important spiritual leaders of his time. He returned to
India in 1914 and became leader of the Indian national
congress and due to his civil disobedience campaign in 1919
- 1923 was jailed for conspiracy. After Indian independence in
1947, Gandhi tried to stop the Hindu Muslim conflict in
Bengal but was killed by a Hindu fanatic in New Delhi.
Adapted from: (2013) Mahatma Gandhi - Biography. Retrieved August 2, 2013,
from: http://www.biography.com/people/mahatma-gandhi-9305898
Violeta Parra was born on October 4th, 1917, in San Carlos, in

Southern Chile. She moved to Santiago in 1932 and attended
Normal School in Quinta normal. Parras artistic career started
in 1938, when she learned to perform Spanish songs and won
an honorable mention in a poetry contest. Later in 1945, she
performed several shows in the company of her children
Angel and Isabel. In 1953, Violeta Parra recorded two singles
which include Que pena siente el alma, Verso para el fin del
mundo and Casamiento de negros. Parra had her own radio
program and was the foundress of the National Museum of
Folkloric Arts in Concepcin. Violeta Parra wrote the book
Chilean Folkloric Songs and had an exhibition in the Louvre
museum. On February 5, 1967, Violeta Parra died in Santiago
at the age of 49.
Adapted from: (2008) Violeta Parra - Biography. Retrieved August 2nd 2013,
from: http://www.violetaparra.cl/
After elliciting and/or giving some information, ask students to copy

the table in Exercise 1 in their notebooks and complete it with their
ideas about each famous person.
Name Nationality
Frida
Kahlo
Mexican
Stephen English
Hawking
Mahatma Indian
Gandhi
Violeta
Parra
Chilean
Date of
Profession
Famous for
birth /death
July 6th,
famous for her self1907; July artist
portraits
13th 1954
famous for his
search of black
January 8th professor, holes in the
1942; alive physicist universe inspite of
his muscular
atrophy due to ALS.
October
famous for his
2nd 1869; pacifist;
fight for civil
civil rights pacific
Januray
rights
among
30th 1948 leader
Indians.
October 4th
for bringing
1917;
singer; famous
Chilean
folk-art
to a
February songwriter new level.
5th 1967
PAGE 68
BEFORE YOU START

Outstanding people from the past and their legacy.
Connectors and, because, but, so.
Personality traits.
establish the starting point for the activities that will follow.
UNIT 3
55
UNIT 3
56
have to be done in pairs or groups; encourage them to reflect and be
honest to do those that require individual responses.
Answers
1. Picture 1: Albert Einstein. Picture 2: The Wright Brothers.
Picture 3: Helen Keller. Picture 4: Mother Teresa.
a. Mother Teresa. b. The Wright Brothers. c. Albert Einstein.
d. Helen Keller.
2. Order: 2, 3, 8, 1, 4, 5, 9, 6, 7.
3. a. He was 15 years old. b. He escaped in 1553. c. He joined
the indians from Araucana. d. He defeated Villagra at
Marigeo. e. Because his heroism symbolizes the Chilean
peoples love of independence.
PAGE 70
Lesson 1: FOLK HEROES
Five class hours.

information in a magazine article about
legendary heroes.
Exchange information about past habits.
Objectives
Practice the sound /d/.
Write a short paragraph comparing past and
present habits.
Use used to.
CD, Tracks 35, 36, 37.
Materials Reading Booklet, Pages 6, 7.
Evaluation Exercise 8; Page 74, Exercise 13.
Time
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.
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.
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.
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.
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 invite them to
predict what the text is about.
Do not check answers at this point.
Target strategy: Analyzing text features
Remind students of the importance of predicting what a text will

be about by looking at the title, headings and images.
PAGE 72
READING
6. + 36 Tell students to read the texts on Page 71 quickly and identify

the name of the character that corresponds to each paragraph.
Answers
a. Robin Hood. b. Daniel Boone. c. El Zorro.
Error alert!
False cognate
Mayor = alcalde (NOT: mayor)
Draw students attention to more examples of false cognates.
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 71. Ask them if they recognize any of the
legendary characters in the pictures.
7. + Ask your students to choose the correct alternative and

compare it with their predictions in Exercise 5.
Answers
b.
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.).
Answers
Possible answers
ROBIN HOOD was generous, friendly and brave. He represents
justice because he helped the poor by robbing the rich.
DANIEL BOONE was brave. He represents freedom since he was a
pioneer and frontier hero.
EL ZORRO was rich, generous and kind. He represents justice since
he fought the mayors bad deeds.
Vocabulary
Ask students to write down the words and meanings in their

notebooks.
Answers
Spend: to pass time on some work, in some place.
Arrow: a long, slender pointed weapon, usually having feathers
fastened at the end as a balance, that is shot from a bow.
Band: a group of people, animals or things acting or working
together.
Bow: a strong, flexible strip of wood or other material, bent by a
string stretched between its ends and used for shooting arrows.
Cabin: a small cottage, usually simply designed and built.
Trail: a print, mark, or marks made by a person, animal, or object.
9. +++
Explain to your students that they are going to
read another story about a famous mythological character.
Invite them to read the text on Pages 6 and 7 of the Reading
Booklet and then answer the questions meant to guide their
reflection and help with comprehension.
PAGE 73
LANGUAGE FOCUS
USED TO
Remember that this section is meant to help students revise or
discover a particular grammar structure by themselves.
Answers
2. a. - ii. b. used to
3. When we want to talk about past habits or routines, we
use used to + the infinitive of verbs.
WB 16
10. ++ Refer students to the structure they have revised in the

Language Focus and tell them to use the visual clues to
complete what these people remember.
Answers
When I was young, I used to play football and tennis. I also used
to read a lot of sports magazines.
When I was five, I used to go to the park every day and used to
ride I my bike.
WB 17

PAGE 74
11. ++
Before doing the exercise, ask students to have a
look at the photo on Page 74 and make them guess what
these children are talking about. Guide their answers telling
students to use the information they collected in
previous exercises.
Then ask students to complete the dialog about past habits
and routines.
12. ++ 36 Play the recording to allow students check their
works. Draw their attention to speakers pronunciation
and intonation.
Extra!
You can use this dialog for shadow reading, making students read
aloud as they listen to the recording and repeat after each line.
TRANSCRIPT
36
Speaker 1: Are your habits different now that youre a teenager?

Speaker 2: Absolutely! To begin with, I used to like cartoons, but
I dont like them anymore.
Speaker 1: What about your activities?
Speaker 2: I used to stay at home on weekends,
but now I prefer to go out with my friends.
Speaker 1: Do you still play soccer?
Speaker 2: No, I used to play soccer, but now I play basketball.
Useful expressions
Remind students to use the expressions in the box when making

their own dialog.
13. +++ Ask students to copy the dialog in Exercise 11 in their
notebooks, filling in the blanks with information that is true for
them (past and present habits and routines).
Encourage students to practice and role-play this new dialog in
front of the class.
UNIT 3
57
UNIT 3
58
14. + 37
Explain to students that they are going to listen to
some words from the texts and play the recording. Students first
only listen and then listen and repeat paying special attention to
the pronunciation of the parts in red in each word.
15. +++
Make students use the information they collected in
Exercise 13 to complete the paragraph in their notebooks.
Extra!
Invite students to write a copy of their paragraphs on a separate
sheet of paper and exchange it with a classmate.
Invite them to keep their classmates paragraphs in their
notebooks.
PAGE 75
16. + Ask your students to write the name of the things that appear
in the pictures. Explain that all the words appeared in the text.

Evaluation Exercise 9; Page 78, Exercise 12.
BEFORE LISTENING
1. + Start the lesson eliciting students' 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.
2. ++ Ask students to write the word next to its definition
in English.
Answers
1. arrow. 2. bow. 3. cabin. 4. trail. 5. forest. 6. mask. 7. hunter.
8. Tornado.
Answers
discovery: something new, learned or found in nature.
invention: created thing, a thing that somebody created,
especially a device or process.
17. ++ Encourage students to try to solve the crossword puzzle in

pairs. Explain to them that they must read the clues and then
identify the words in the list in Exercise 16.
3. ++ Tell students to write the name that corresponds to each

invention.
Answers
Down: 1. Brave. 2. Honest. 4. Hardworking.
Across: 3. Legendary. 5. Generous. 6. Kind.
18.
Motivate fast learners to think about and choose their

favorite cartoon character and fill in the chart. Remind them to
copy and complete the chart in their notebooks.
You can assign this activity as homework for the rest.
PAGE 76
Lesson 2:
PEOPLE THAT CHANGED PEOPLE
Five class hours.

information in a radio program about famous
people from the past.
Objectives Practice saying questions in the Past tense.
Exchange information about past events.
Write questions about a persons life and work.
Use used to.
CD, Tracks 38, 39, 40.
Complementary Activities, Students Book, Page 93,
Materials
Exercises 3, 4.
Workbook, Page 18.
Time
Answers
a. T.A. Edison. b. Marie Curie. c. The Wright Brothers.
d. Albert Einstein.
Marie Curie (born Maria Skodowska; also known as Maria
Skodowska-Curie; November 7, 1867 July 4th, 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 Radium Institute (now the
Maria kodowska-Curie Institute of Oncology) in her home
town, Warsaw.
The Wright Brothers. Orville (19 August 1871 30 January

1948) and Wilbur (16th April 1867 30th 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 17th 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.
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.
th
Thomas Alva Edison (February 11th, 1847 October 18th, 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 three
year-old Jimmie MacKenzie from being struck by a runaway
train. Jimmie's father, station agent J.U. MacKenzie of Mount
Clemens, Michigan, was so grateful that he trained Edison as a
telegraph operator.
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 1st, 1869.
Albert Einstein (March 14 , 1879 April 18 , 1955) was a
German born theoretical physicist. He is best known for his
Theory of Relativity and specifically massenergy equivalence,
th
th
E = mc . 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."
2
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.
4. +++ Ask students to read the sentences and then relate them
to a character in Exercise 3. Do not check answers at this point.
5. + Tell students to read the words in the Vocabulary box, and
then predict the content of the text.

Ask students to write a couple of questions they would like the
recording to answer. In this way, students will develop their skills
of listening for details.
PAGE 77
LISTENING
Remind students to focus only on the relevant information to their

purpose while they are listening. Also, tell them to take down notes.
6. + 38 Play the recording once. Students listen and check their
predictions in Exercise 5.
Answers
a. T. A. Edison. b. Marie Curie. c. Albert Einstein. d. The Wright
Brothers.
UNIT 3
59
th
UNIT 3
60
7. ++ 38 Students listen again, circle the correct answer and
explain their answers.
Radio quiz: General knowledge contests organized by a radio
station. They used to be very popular in the past as audiences
enjoyed hearing people like themselves being put to a challenge.
In this sense, the quiz show can be considered as an ancestor to
the reality TV program.
Radio interview: An exchange between a journalist or
presenter and a source who explains, portraits, witnesses or
declares information that is relevant to the audience.
Answers
a. i. b. ii.
38 Play the recording once more. Students listen and
8. +++
underline the correct alternatives in each sentence.
Answers
a. 1867, medal, 1890, Physics. b. inventor, 1,000, phonograph, 1, 99.
Error alert!
Perspiration (NOT: transpiration)
Watch out for more incorrect language transfer from Spanish.
TRANSCRIPT
Presenter:
38
Today, in our Quiz show Who is Who, we have

people famous for their inventions, discoveries,
and contribution to society. Guess their identities
and phone 2212 35 70 with your answer. Can you
tell our audience when and where were you born?
Character 1
(Marie Curie): I was born in Warsaw, in 1867.
Character 2
(T. A. Edison): I was born in Ohio, U.S.A., in 1847.
Presenter: Where did you study?
Character 1
(Marie Curie): I graduated from the Liceum when I was 16 and
won a gold medal. I couldnt go to university in my
country because I was a woman. In 1891, I went to
Paris, where I studied mathematics, physics, and
chemistry and became the first female professor.
Character 2
(T. A. Edison): I didnt go to school. My mother taught me reading,
writing, and arithmetic at home.
Presenter: What was your contribution to society?
Character 1
(Marie Curie): I did my first scientific work in 1890. I discovered
radioactivity and radium by accident. In 1903, I
received the Nobel Prize in Physics.
Character 2
(T. A. Edison): 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!
LANGUAGE FOCUS
QUESTIONS IN THE PAST SIMPLE TENSE

Ask students to revise the examples, paying special attention to
the words in bold.
Answers
2. To ask questions in the Past Simple tense in English, we
use the auxiliary did and the base form of the verb.
9. ++ Invite students to revise what they have learned and then
write the questions a - d using the clues.
Answers
a. Did you win a gold medal? b. Did you go to the university?
c. What did you discover? d. How many things did you invent?
Vocabulary
Draw students attention to the words in the box after they listen to
the recording for the first time. You may want to resort to illustrations
or drawings in order to clarify meaning.
PAGE 78
10. ++ 39
Play the recording and ask students to check
their answers. Then play the recording again and make students
listen and repeat after each question.
TRANSCRIPT
39
Speaker: Did you win a gold medal?

Did you go to university?
What did you discover?
How many things did you invent?
11. ++ 40
Motivate students to put the conversation
between Kelly and Andy in order. Then, explain that they will
listen to the recording to check their answers.
TRANSCRIPT
Kelly:
Andy:
Kelly:
Andy:
Kelly:
Andy:
Kelly:
Andy:
40
Did you finish the homework about famous scientists?

Yes, I wrote about Albert Einstein.
What did he do?
He developed the Theory of Relativity.
Did he win any prizes?
Yes, he received the Nobel Prize in Physics in 1921.
Did he write any books?
No, but he wrote more than 300 scientific papers.
12. +++ Encourage students to practice and role-play the dialog

in Exercise 11 in pairs, taking turns to play both roles.
Invite some pairs to act the dialog out in front of their classmates.
13. +++ Make students revise the content of the Language focus.
Invite them to think about a famous scientist or inventor from
the past they would like to know more. Encourage them to write
four questions they would have liked to ask him/her in their
notebooks.
Extra!
As homework, ask students to find the answers to the questions
they wrote and take notes. Next class, tell students to share their
notes with their classmates.
14.
Motivate fast learners to look at the pictures of the

inventions and then locate them on the timeline.
Answers
From oldest to newest: wheel, abacus; fireworks, printing
press, telescope, telephone, computer, Internet.
PAGE 79
TRAVEL BACK

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. Before starting to work,
remind students to do all the activities in their notebooks.
Answers
1. a. Because he gave them what he robbed from rich people.
b. Because he opened a trail (path) in the frontier with the
Indian territory.
c. Because he had a secret identity.
2. Robin Hood
Daniel Boone
El Zorro
Archery, forest. Hunter, expedition. Horse rider, secret.
3.
4.
5.
6.
a. 2. b. 4. c. 3. d. 1
a. T.A. Edison. b. Marie Curie. c. T.A. Edison.
used to cry, used to eat, used to go, used to play.
a. Where did Marie Curie study mathematics?
b. Did Thomas Edison invent the television?
PAGE 80
Lesson 3:
FLORENCE NIGHTINGALE, A WOMAN
OUT OF HER TIME
Five class hours.

information in a text containing biographical
information.
Objectives Exchange information about biographical information.
Practice repeating a limerick.
Write notes about biographical information.
Use connectors.
CD, Tracks 41, 42, 43.
Complementary activities, Students Book, Page
Materials 93, Exercise 3
Evaluation Exercise 7; Page 82, Exercises 8, 9.
Time
BEFORE READING
1. + Ask students to look at the pictures and then answer the

questions.
Remind students of the importance of using their previous

knowledge to connect the new information they are about to learn.
Answers
Isabel Allende, Sor Teresa de los Andes, Gabriela Mistral. They are
all important Chilean women.
2. + Motivate students to find information about other inspiring
women. Encourage them to write a list of their names in their
notebooks and write some notes of the contributions that made
them relevant to history.
3. ++ Encourage students to think about the topic of the text by
using the visual clues. Also, allow students to give their own
opinions without correcting them.
4. + Tell students to read the words in the Vocabulary box and
then find them in the text. Later, ask students to write the
meaning of the words and answers a - c in their notebooks.
UNIT 3
61
UNIT 3
62
Vocabulary
Answers
Award: line 19.

Frail: line 33.
Nurse: lines 5, 8, 14, 15.
sergeant: line 38.
tombstone: line 40.
a. The most famous award is the Nobel Prize.
b. Nurses usually work in hospitals.
c. A tombstone is made of granite.
5. +++ Ask students to match the words in the list with their
synonyms in the Vocabulary box. Remind them to do this
activity in their notebooks.
Answers
a. sergeant. b. tombstone. c. award. d. frail. e. nurse.
PAGE 81
READING
6. + 40 Students read the text quickly, just to check their

predictions in Exercise 3. You can use the CD to allow students
listen to the recorded version of the text as they read.
c.
Answers
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. Ask them to copy and complete the
file in their notebooks. Then, 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 couldnt walk, but worked from home for 30 years.
Date of death: August 13th, 1910.
PAGE 82
8. ++ Invite students to read the sentences and find one word in

the text to describe the way in which the actions were performed.
Answers
a. Firmly. b. Quickly. c. Hard. d. Quietly.
Error alert!
She found her first paid job (NOT: work).
Motivate students to read the poem Florence Nightingale, on
Page 19 of the Workbook, and compare the two ways in which the
same information is narrated (as a biography and as a poem).
WB 19
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 8 of
the Introduction.
LANGUAGE FOCUS
CONNECTORS
1. Ask students to revise the examples, paying special attention
2. Help students identify the type of information required.
Answers
2. a. two. b. with: while, then, where. c. while: ii. then:
i. where: iii.
3. When we want to connect ideas of place and time, we can
use the words where, while, and then.
9. +++ Refer students back to the Language Focus and ask them
to write a paragraph describing the events in the biography that
called their attention using where, while, and then. Encourage
them to explain why they think those events in particular are
interesting to them.
10. ++ Refer students to revise the information in the Language
focus and then complete the sentences a d with an aproppriate
connector.
Answers
a. then. b. where. c. While.
PAGE 83
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 in their notebooks.
12. +++ 42
Motivate students to use the information in
Exercise 11 to exchange information in pairs. Tell them to listen
to the example and use the questions as clues.
TRANSCRIPT
BEFORE LISTENING
42
Speaker 1:: I was born in 2000; how about you?

Speaker 2: I was born in 2001.
Speaker 1: Where do you live?
Speaker 2: I live in the center of the city.
Useful expressions
Encourage students to use the expressions in the box which are

phrases people use to talk about personal information.
Students first only listen. Then, they listen and
13. + 43
repeat the limerick.
14. +++
Make students underline the most important
events in Florence Nightingales life.
15. Then tell them to compare the events they underlined with
their partners and ask them to reach an agreement. Finally,
students write the underlined sentences in the text and write a
brief summary of the biography.
Extra!
Ask students to practice summarizing short biographies of
famous people at home. They can be their favorite sports
people, tv / movie stars, musicians, etc.
16.
EInvite fast finishers to read the words in the Vocabulary

box on Page 80 again. In their notebook, encourage them to
complete a file for each word as in the example. You can assign
this activity as a homework to the rest of the class.
PAGE 84
Lesson 4: WHO I AM
Five class hours.

information in an interview.
Exchange information about personality traits.
Objectives
Practice the sounds / /, /r/, //
Write a short paragraph describing personality.
Use adjectives.
CD, Tracks 44, 45, 46.
Complementary Activities, Students Book Page 92,
Materials
Exercises 1, 2.
Workbook, Page 21.
Time
Evaluation

Exercise 9; Page 86, Exercise 12.
1. + Start a conversation among your students about the picture

on Page 84. Ask them to identify the main character in it.
Answers
Harry Potter.
2. + Ask students if they know the actors name and his age.
Daniel Radcliffe was born on July 23rd, 1989, in England.
Daniels acting debut was on 1999 in the television movie David
Copperfield playing the young version of the main character,
but the consolidation of his career was on 2001 in Harry Potter
and the Philosophers Stone. The first mature film role Radcliffe
played was in the thriller The Woman in Black (2012). He played
a widowed lawyer who gets mixed up in super natural trouble.
Adapted from: (2013) Daniel Radcliffe Biography. Retrieved August 2, 2013, from:
http://www.biography.com/people/daniel-radcliffe-16635755?page=2
Emma Watson was born on April 15th, 1990, in Paris. Five years
later she moved with her mother to Oxfordshire. Emma was 9
when she was discovered by casting agents who travelled to
many schools around England looking for talented children. At
the age of 10 Watson began filming her first role as Hermione
Granger in Harry Potter & the Philosophers Stone.
Adapted from: (2013) Emma Watson Biography. Retrieved August 5, 2013,
from: http://emma-watson.net/
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
21st 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 in the United
Kingdom, in the United States, in Australia, and in Canada.
UNIT 3
63
UNIT 3
64
There are seven books in the Harry Potter series:
Harry Potter and the Philosopher's Stone (26th June 1997)
Harry Potter and the Chamber of Secrets (2nd July 1998)
Harry Potter and the Prisoner of Azkaban (8th July 1999)
Harry Potter and the Goblet of Fire (8th July 2000)
Harry Potter and the Order of the Phoenix (21st June 2003)
Harry Potter and the Half-Blood Prince (16th July 2005)
Harry Potter and the Deathly Hallows (21st July 2007)
Encourage students to anticipate what they will listen to by

having a look at the images and title.
Answers
Name
Nickname
Born on
Starsign
Personal
characteristics
Daniel Radcliffe
Dan
23rd July, 1989
Leo
proud, responsible,
romantic, stubborn
arrogant
Pets
Two dogs - Binka
and Nugget
Favorite Pastimes Play Station
Emma Watson
Em
15th April, 1990
Aries
competitive,
impulsive, quicktempered, loyal
Two cats: Bubbles
and Domino
Playing hockey
3. ++ Encourage students to work in pairs to do this activity.

4. +++ Ask your students to guess the questions they think
Kelly asked the actors. Do not check answers at this point.
5. + Make sure students read the words in the Vocabulary box,
look up their meaning and write it down in their notebooks.
Vocabulary
Answers
Pastime: an activity or entertainment which makes time pass
pleasantly.
Star-sign: another name for sign of the zodiac.
PAGE 85
LISTENING
Target strategy: Monitoring
Remind students to evaluate their predictions and adjust them as

they listen to the recording.
6. + 44 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.
7. +
44 Help students recognize the purpose of the interview.
Answers
c.
8. ++ 44 Students listen to the interview again and check if the
interviewer asked any of the questions they ticked in Exercise 4.
Answers
a. c.
9. +++ 44 Students listen to the recording again and complete
the chart in their notebooks.
TRANSCRIPT
44
Sarah: Your name is Daniel Radcliffe, but have you got

a nickname?
Daniel: Oh! Sure! Everybody calls me Dan.
Sarah: Dan, when and where were you born?
Daniel: I was born on the 23rd of July, 1989, in London.
Sarah: So, your star sign is Leo.
Daniel: Yes. Im proud, responsible, and romantic, but I can be a
bit stubborn and arrogant, too.
Sarah: What about your everyday life? Have you got a pet?
Daniel: Two dogs - Binka and Nugget.
Sarah: What do you like doing in your free time?
Daniel: I love playing video games and football - I support
Fulham Football Club.
Sarah: And you, Emma, have you got a nickname?
Emma: Yes, my nickname is Em.
Sarah: When and where were you born?
Emma: I was born on April 15th, 1990, in Oxford.
Sarah: Are you a typical Aries?
Emma: Yes. Im very competitive, impulsive, and quick-tempered,
but Im devoted and loyal to friends and family.
Sarah: Do you like animals?
Emma: Yes! I love cats Ive got two: Bubbles and Domino.
Sarah: What are your favorite pastimes?
Emma: I love playing hockey.
Sarah: Did you know that Aries is most compatible with Leo?
Emma: No, I didnt know. I think its great!
Did you know that
their groups. Invite them to find and add more new words to the list
in Exercise 1 of the Complementary Activities, on Page 92 of the
Students Book.
LANGUAGE FOCUS
DESCRIBING PERSONALITY
2. Help students identify the type of information required.
3. Students complete the rule.
4. Motivate students to classify the words according to their meaning.
Ask them to copy and complete the table in their notebooks.
Answers
2. b.
3. Words such as proud, romantic, impulsive, etc. are used
to describe our personality.
4. Positive
Negative
Proud, responsible,
Stubborn, arrogant, competitive,
romantic, devoted, loyal impulsive, quick tempered
WB 21

PAGE 86
10. ++ Invite students to go back to Page 48 of the Students Book

and revise the words in Exercise 13. Encourage students to look
up the meaning of the words in a dictionary.
Answers
anti-social : a person who does not like being with other people.
decent: socially acceptable or good.
friendly: behaving in a pleasant, kind way towards someone
(opp.: unfriendly)
generous: willing to give money, help, kindness, etc.
hardworking: a person who always puts a lot of effort and care
into work.
honest: telling the truth or able to be trusted.
kind: generous, helpful, and thinking about other peoples feelings.
lazy: not willing to work or use any effort.
mean: not willing to give or share things, especially money.
Unkind or unpleasant.
nasty: very unpleasant, unkind, rude or offensive.
naughty: a person who behaves badly.
nice: kind, friendly, or polite.
obedient: doing what you have been told.
obstinate: unreasonably determined to act in a particular way
and not to change at all.
sociable: describes someone who likes to meet and spend time
with other people.
Extra!
Ask students to choose three words from the list and write three
sentences using them.
Play the recording. First, students only listen. Then,
11. + 45
play the recording again and ask students to listen and repeat
the words paying special attention to the different pronunciation
of the vowel sounds / /, / r /, //.
In pairs, students use the phrases in bubbles
12. +++ 46
A and B to write a dialog between Fernando and Kelly. Remind
them to do this activity in their notebooks.
Then, play the recording and let them check/compare their answers.
TRANSCRIPT 46
Kelly:
Fernando, when were you born?
Fernando: On May, 10th.
Kelly:
What is your star sign?
Fernando: Taurus. Im gentle, patient, and have a good sense
of humor.
Kelly:
My star sign is Sagittarius. I was born on November, 30th.
Fernando: What are the sign characteristics?
Kelly:
We are happy, optimistic, and independent.
Useful expressions
Remind students to use the expressions in the box when making

their own dialog.
13. +++ Invite students to replace the information in the dialog
so that they talk about themselves. Encourage students to
practice and then role-play the new dialog 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.
14. +++
Refer students to the information about star signs on
Page 69 of the Students Book, and ask them to write a short
paragraph describing their personalities. Set a word limit for this
activity and ask your students to write a maximum of 20 words. in
their notebooks.
Extra!
You can ask students to choose a classmate, write a description
of his/her personality, and then compare it with the classmates
own paragraph.
WB 21
15.
Motivate fast finishers to read their descriptions aloud and

invite the rest of the class to express their opinions.
UNIT 3
65
UNIT 3
66
PAGE 87
TRAVEL BACK
These activities 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.
Before starting to work, remind students to do all the activities in their
notebooks.
Answers
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.
3. a. Emma. b. Daniel. c. Daniel. d. Emma.
4. a. London. b. football. c. 1990. d. impulsive.
5. a. iii. b. iv. c. i. d. ii.
6. where, Then, When, When.
Biographers use primary and secondary sources:

Primary sources are things like letters, diaries, or newspaper
accounts.
Secondary sources include other biographies, reference
books, or histories that provide information about the subject
of the biography.
Invite students to read Thomas A. Edisons biography and give
some time to analyze its organization.
2. Ask students to answer questions a c.
Answers
a. Two: Present Simple and Past Simple.
b. The Past Simple.
c. Events in early life in the 2nd paragraph.
Events in adult life in the 3rd paragraph.
WB 22

PAGE 89
PAGE 88
Lesson 5: INFLUENTIAL LIVES
Three classes.
Prepare, draft, edit, and write a final version of
Objectives
a biography.
Materials Workbook, Page 22, Exercises 1, 2, 3, 4, 5.
Time
HAVE A LOOK AT... a biography
ORGANIZING
3. Read aloud some useful information about the man in

the picture.
Martin Luther King Jr. was born on January 15th, 1929 in
Atlanta, in the U.S. He was a civil-rights activist that played an
important role in ending the legal segregation of AfricanAmerican citizens. Martin Luther King Jr received the Nobel
Peace Prize in 1964, at the age of 35. On April 1968 King was
assassinated. He is one of the most lauded African-American
leaders in history and is remembered by his 1963 speech I
have a dream that my four children will one day live in a nation
where they will not be judged by the color of their skin .
In this lesson, students will learn to write a biography. Before the

writing process starts, it is necessary to analyze a model of the text they
are going to write. This section of the lesson will guide them in this
important analysis with questions and activities that will help them
discover the structure and format of a biography, as well as help them
reflect on the type of language that is often used in this type of text.
Adapted from: (2013) Martin Luther King Jr. Biography. Retrieved August 5, 2013,
from: http://www.biography.com/people/martin-luther-king-jr-9365086
1. Explain that they are going to write a short biography of a

very important person from the past. Share some
background information.
Invite students to transform the notes about Martin Luther King

into full sentences. Have them revise the timeline and find the
missing information to complete it.
Biographies analyze and interpret the events in a person's life.
They are often about historical figures, but they can also be
about people still living.
Many biographies are written in chronological order. Some
group time periods around a major theme and others focus on
specific topics or accomplishments.
DRAFTING
4. Now students organize the sentences they wrote into a full text.
Remind them to use connectors and encourage them to follow the
model in Exercise 1.
EDITING
5. Ask students to check their rough draft with the list in the
Writing box. They can also exchange works with a partner and
ask him / her to correct the text. After that, students write a final
version of Luther Kings biography.
PUBLISHING
6. Organize a class activity in which you can use the Internet to

visit this non-profit website.
KIdsWWwrite
http://www.kalwriters.com/kidswwwrite/.
Explain to students this is a website of biographies which
accepts contributions from young writers. Guide the activity in
such a way students can submit their biographies to the page.
PAGE 90
Kelly Hardrock: School reporter
Episode 3:
The most useful invention
47

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.
You can play the recording to allow students to listen and read
the story at the same time.
Creative skills
1. Make students work in groups of four to decide how this
story could be change if some events, attitudes or roles were
different.
2. Encourage them to write a new comic strip including their
ideas and role-play their alternative comic strip in front of
the class.
PAGE 92
learning styles.
Answers
1. a. - v. b. - xii. c. - x. d. - viii. e. - vii. f. - viii. g. - ii. h. - ix. i. - vi.
j. - iii. k. - ii. l. - i.
2. He likes everything to be in the right place all the time. (fussy).
He always wants to know what everybody else is doing. (nosy)
Hes bright and lively one minute, and bad-tempered the next.
(moody) But he always thinks fast to say the funniest things.
(cheeky, witty)
(Source: http://dictionary.cambridge.org/dictionary/learner-english/)
3. Name: Tim Berners-Lee

Date of birth: June 8th, 1955
Nationality: British
School: Emanuel School
University: Queen's College at Oxford University
Main events in life: In 1978 Tim wrote among other things
typesetting software for intelligent printers, and a multitasking
operating system. Between Jun-Dec 1980 he worked as
consultant software engineer at CERN, the European Particle
Physics Laboratory in Geneva, Switzerland, where he wrote his
first program for storing information including using random
associations. Named Enquire, and never published, this program
formed the conceptual basis for the future development of the
World Wide Web. In 1989, he proposed a global hypertext project,
to be known as the World Wide Web. Based on the earlier
Enquire work, it was designed to allow people to work together
by combining their knowledge in a web of hypertext documents.
Through 1991 and 1993, Tim continued working on the design of
the Web, coordinating feedback from users across the Internet.
(Source: Fascinating facts about Tim Berners-Lee inventor of the World Wide Web in
1991. Retrieved May 30, 2013, from http://www.ideafinder.com/history/
inventors/berners-lee.htm)
4. a. Picture 1: telephone. Picture 2: car. Picture 3: airbag. Picture

4: computer. Picture 5: microwave oven. Picture 6: game console.
PAGE 94
PROJECT
This section includes final synthesis activities meant to allow

students reflect, consolidate and integrate knowledge, and revise
They also provide the opportunity to present the language in a significant
context and to internalize language patterns that they may use later on.
Set a date and time for the oral presentations.
UNIT 3
67
UNIT 3
68
After each presentation, give students enough time to evaluate
their performance using the prompts provided.
Evaluate students performance and give them feedback. You can
use the Project Evaluation rubric on Page 99 of the Teachers Book.
If possible, visit the following websites with your class. They can
serve as a useful complementary resource for the project of the Unit.
http://www.womeninventors.com/
http://www.disaboom.com/blind-and-visualimpairment/
10-famousblind-people-who-changedthe-world
http://www.biographyonline.net/people/inspirational/
TEST YOUR KNOWLEDGE

their notebooks. Check students results and revise any points that
the majority of them had problems with.
Answers
1. 48 I - b. II - a. III - c.
2. a. 3 b. 6 c. 1 d. 5 e. 4 f. 2
3. Christopher Columbus.
4. 49 a. - i. b. - ii.
5. a. False. b. True. c. True.
TRANSCRIPT
49
Presenter: Good evening, ladies and gentlemen. Today we are

talking to a very importantcharacter from the past. He
is perhaps the most famous navigator and explorer
and today he will tell us about his experiences. Sir,
what can you tell us about your life?
Character: Good evening. I was born in Italy in 1451. My father
was a merchant and when I was 13 I found sea
journeys very exciting, so I began to travel to many
lands. I was absolutely sure that the earth was round
and King Ferdinand and Queen Isabella of Spain gave
me money to find a new route to China. I had three
ships: The Nia, the Pinta and the Santa Maria.
On 12th October, 1492, the Pinta first spotted what I
called San Salvador. Next, we arrived in Cuba and
finally we went to a place I called Hispaniola.

7.
Great!
Student can report
the three events in
your life to your
classmates.
Not too bad
Help!
Student can report

one or two events in
your life to your
classmates.
Student cant report

any event in your life
to your classmates.
PAGE 95
SELF-EVALUATION

strengths and weaknesses. Make sure they all understand what
they are expected to do and give enough time to answer the
questions.
in their results.
Motivate them to write a list of remedial actions to improve their
performance in the future.
EXTRA TEST
READING
50
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 them 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.
1 point
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.
6 points
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.
5 points
1. Read the text and check ()) the correct answer. What type of text is it?
a. ____ A short story.
b. ____ A short biography.
c. ____ A piece of history.
TRAVELERS 8 BSICO
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.
UNIT 3
70
LISTENING AN IMPORTANT SCIENTIST
4.
1 point
51 Listen to the recording and check () the best answer. Who is the interviewee?
a. ____ A very famous scientist.

b. ____ A university professor.
c. ____ A famous journalist.
5.
4 points
51 Listen again and underline the incorrect information in each sentence.
a. He 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.
5 points
51 Listen again and number the sentences in the order you hear them.
a. ____ Only a few people could understand them.

b. ____ He found school very boring.
c. ____ He put his ideas together.
d. ____ He often skipped classes.
e. ____ He revolutionized science.
WRITING
7. Think about important dates and facts of your own life and then write a short biography.
Mention your name, date and place of birth, age when you started school, place where you live,
and any other important facts.
TRAVELERS 8 BSICO
6 points
0-6
7 - 13
14 - 20
21 - 28
Keep trying
Review!
Well done!
Excellent!
TOTAL
SCORE
28 pts
1.
2.
4.
5.
b.
a. b. d. f. e. a.
b.
a. France. (Germany). b. piano (violin). c. 1931 (1921).
d. reality (relativity).
6. b. d. c. a. e.
TRANSCRIPT
51
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.
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.
WRITING
7. Check that students organize the information properly to writea short biography. You can assign marks according to these criteria.
6 points
5 points
4 points
3 points
Student can provide

all the information
required in the
biography, without
Student can provide

all the information
required in the
biography, but makes
some spelling
mistakes.
Student can provide

some of the
in the biography,
without spelling
mistakes.
Student can provide a

little of the
in the biography, and
makes a lot of
spelling mistakes.
2 point
Student can provide
only one piece of
information in the
biography.
1 point
Student cant provide
any information in
the biography.
UNIT 3
71
UNIT 4
72
UNIT 4
DIFFERENT PEOPLE,
DIFFERENT LIVES

Listening
Listen and identify specific information in an interview
and in a conversation related to life in other countries and
communities by:
identifying speakers,
identifying purpose of a message,
extracting specific information,
using key words to get the general meaning.
Reading
Read and identify main ideas in an interview, a poem,
and in an Internet article 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.
comparing the presentation of the same topic in two

different types of text.
Speaking
Exchange information and express opinions in short dialogs
about:
life in other countries,
personal experiences.
Writing
Write a short paragraph and an interview:
comparing life in different places,
describing a funny celebration and a festival,
using vocabulary related to the unit,
identifying the text structure of an interview.
PAGE 97
1.
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
1. a. Children from all over the world.
b. In the first two pictures, there are wo groups of children who
are playing. The other two pictures show two pair of siblings.
All the children are from different parts of the world.
c. Some of them come from an oriental country; some of
them Europe, perhaps The Netherlands; some of them
come from South America (Chile, because they are wearing
typical clothes); some of them come from India or Pakistan.
d. They are similar because they are children with more or
less the same interests such as games and music. They are
different because they wear different clothes, have
different customs, eat different kinds of food, etc.
2. Encourage students to work in pairs to do this activity. Then,
check answers orally.
Answers
The longest country: ii; Italian flag color: iii; Obamas origin: i;
Japanese national sport: i; Irish honor: ii.
PAGE 98
BEFORE YOU START

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.
Adjectives and nouns
Time expressions related to Past Simple tense
Countries and nationalities
Remind students to copy and complete the diagram in Exercise 3 in
their notebooks.
2.
3.
4.
Answers
Chile, China, France, Germany, Ireland, Spain, Japan, UK, USA.
JAPAN: in Asia / island nation surrounded by Sea of Japan
and Pacific Ocean / 127 million people / Tokyo, Osaka,
Nagoya, Sapporo cities / Japanese language / dishes: sushi,
sashimi, tempura / sports: sumo, karate, judo, ninjutsu,
kendo, jujutsu, aikido.
ITALY: in Europe / borders: Austria, France, Vatican, San
Marino, Switzerland / 61 million people / capital city: Rome
/ Italian, German, French, Slovene / dishes: pizza, spaghetti,
lasagne, risotto / sport: soccer.
SIMILARITIES: over 300,000 square kms / earthquakes /
volcanoes.
a. ii. b. i. c. iii. d. ii.
PAGE 100
Lesson 1:
EXPERIENCES IN A FOREIGN COUNTRY
Five class hours.

information in an interview and a poem.
Exchange information about life in other countries.
Objectives Write a short dialog comparing life in different
countries.
Use comparatives.
CD, Tracks 52, 53.
Complementary activities, Students Book Page
Materials
120, Exercises 1, 2.
Evaluation Exercises 10, 11, Page 14, Exercise 14.
Time
BEFORE READING
Encourage students to make connections with their knowledge on

this topic as they read the text.
1. + Encourage students to work in groups of three or four to
answer the question and do the rest of the activities on the page.
2. ++ Invite students to read the list of countries and then locate
them on the map.
Answers
See the map.
UNIT 4
73
UNIT 4
74
3. ++ Invite students to reflect on what they know about
England, France and Germany. Ask them to think about life in
these countries and complete the sentences. Then, ask them to
compare answers with their partners.
4. +++ Students think about three positive and three negative
things of living in another country and then complete the chart.
5. +++ Explain to students that they are going to read and listen
to two texts 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 Vocabulary box. Do not check the
answers at this point.
Then, instruct students to write the meaning of the words and
answers a - d in their notebooks.
Vocabulary
Answers
Cliff: a steep high rock face, especially one that runs along the
seashore and has the strata exposed.
Crash: to collide violently and noisily.
Landscape: a section or area of natural scenery that can be seen
from a single viewpoint.
Wool: the fine, soft, curly hair that forms the fleece of some
animals, especially sheep.
a. Yes, there are cliffs in the south of Chile.
b. Windows, glass, cars crash.
c. Students own answers.
d. It comes from sheep.
PAGE 101
READING
52
Target strategy: Visualizing

While they read, motivate students to make pictures in their mind
and visualize what the speaker(s) is (are) telling.
Using fiction and non-fiction texts has proven to be an authentic
way of introducing content. Fiction texts, when used together
with non-fiction texts, can help students think critically about
the content of the lesson. While non-fiction texts answer
questions in a more straightforward manner, the structure of
fiction texts may be less difficult for students to comprehend.
Twin texts help encourage the enjoyment of reading while
capitalizing on students fascination with facts.
Adapted from: Camp, D. (2000). It takes two: Teaching with twin texts of fact and fiction.
The Reading Teacher, 53(5), 400-408.
PAGE 102
6. + Students read the two texts quickly and confirm or correct

their predictions.
Answers
Ireland
7. ++ Students read again to identify the kind of texts and
explain their answers.
A piece of news: an item in a newspaper that gives information
about a relevant current fact.
A song: a short musical composition with words.
An interview: a conversation in which information is elicited,
often conducted by journalists.
A poem: literary composition written in metrical feet forming
rhythmical lines.
An advertisement: a public promotion of some product or
service sponsored on radio or television.
A short story: a prose narrative shorter than a novel.
Answers
b.
8. +++ Ask students to read the texts carefully and reflect on
questions a d. Explain to them that any interesting or coherent
answer will be correct, as they have to express their opinions.
9. +++ Instruct students to copy the table in Exercise 9 in their
notebooks and then, complete it with the information they
collected. Invite some students to write their answers on the
board and start a general conversation about the feelings and
opinions expressed in the interview and in the poem.
10. +++ Motivate students to revise the interview again and
identify the information required.
Answers
a. woolen jumpers. b. Gaelic. c. carriages. d. lakes and mountains.
11. +++ Now students revise the poem again and find the
information required to answer the questions.
a.
b.
c.
d.
Answers
A Celtic goddess who searched for love.
The country of Ireland.
Because the people of Ireland sold their land to the enemy.
Ireland feels lonely because the peoople died.
PAGE 103
LANGUAGE FOCUS
COMPARATIVES
Remind students that this section is meant to help them revise or
discover a particular grammar structure by themselves. Guide
their reflection and help, but dont provide them the answers.
Answers
2. more interesting, older than, lonelier than.
3. To form the comparatives of long adjectives, we use a
word: more.
To form the comparatives of short adjectives, we add er to
the adjectives.
To form the comparatives of adjectives like lonely, that
have two syllables and end in y, we add ier.
Find more information of this topic on Page 23 of the
Workbook.
WB 23
12. ++ Refer students to what they studied in the Language Focus

and to the information in the chart to write sentences comparing
the two countries. Remind them to do this activity in their
notebooks.
Answers
Any of these:
a. Germany is larger than Ireland.
b. Ireland is colder than Germany.
Did you know that
their groups.
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 recognized minority language in Northern Ireland.
Find more information of this topic on Page 24 of the
Workbook.
WB 24
13 ++ 53 First students listen, then they listen and repeat the

short dialog.
TRANSCRIPT 53
A: Whats better, to live in Chile or in Ireland?
B: I t hink it is better to live in Chile because Ireland is colder.
Extra!
You can use this recording for shadow reading.
14. +++
In pairs, students replace the underlined parts in the
dialog in Exercise 13. with information that is true for them.
Then they expand the dialog by creating more questions about
other countries that are interesting to them. Finally, they pratice
saying their new dialog and role-play it in front of the class.
Useful expressions
Remind students to use the expressions in the box while they create
their own dialog.
Invite students to write the new dialog in
15. +++
their notebooks.
16.
Motivate faster learners to interview a person from another

country about his / her life, take notes and share the information
with the class. Encourage them discuss the differences and
similarities of life in Chile and in other countries.
Extra!
You can assign this activity as homework for the rest, following
their classmates models.
PAGE 104
Lesson 2: DO YOU LIKE JOKES?
Five class hours.

information in a conversation.
Exchange information about traditional jokes.
Objectives
Practice the pronunciation of dates.
Answer questions about Innocents Day.
Use polite questions.
CD, Tracks 54, 55, 56.
Materials
Workbook, Page 25.
Evaluation Exercises 7, 8, 9.
Time
BEFORE LISTENING
Target strategy: Recalling previous knowledge /

Predicting
Remind students to use the visual clues of the lesson and their
previous knowledge to predict what the recording will be about.
UNIT 4
75
UNIT 4
76
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.
2. ++ Invite students to answer the questions.
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.
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 Fools 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.
Answers
PAGE 105
LISTENING
Draw students attention to the different exercises and ask them to

figure out the purpose of the listening task.
6. + 54 Play the recording. Ask students to listen and check their
predictions in Exercise 4. This first listening is only to get the
general meaning. Remind students that they do not need to
understand every single word.
7. + 54 Play the recording again. Ask students to listen and tick
the correct answer.
Answers
b.
8. ++ 54 Play the recording again. Tell students to listen and
relate the speakers to what they say.
Answers
a. D. b. D. c. A. d. D. e. D.
9. +++ 54 Play the recording again. This time, students listen
and identify the statements that contain incorrect information.
Ask them to support their answers.
Answers
a. The father knows a lot about the topic. d. People complained
about that. e. It was in the USA.
April Fool's Day.
TRANSCRIPT
4. + Ask students to read the words in the Vocabulary box and

find their meaning in Spanish in a dictionary, if necessary.
Then, tell students to do the activities of the Vocabulary box in
their notebooks.
Ann: Daddy, can you help me with my homework?

Father: Of course, what do you need?
Ann: Our teachers told us to collect information about a particular
or strange custom in our country. Do you know any?
Father: Well, I know about a very funny one!
Ann: Tell me about it!
Father: In Britain and in the United States, there is a special day in
the year when people play jokes on each other. Everybody
plays jokes on their friends on April 1st and even the
newspapers, the radio, and television participate.
Ann: What kind of jokes are you talking about?
Father: Oh, jokes just for fun. Nobody wants to hurt anybody.
The most common trick is to point down to a friends shoe
and say: Your shoelace is untied.
Ann: Well ... I dont find that very funny...
Vocabulary
Answers
Laugh: to express amusement, pleasure, happiness and
sometiems disrespect with a sound ranging from a loud burst to
a series of quiet chuckles. / to make fun of.
Left-handed: having the left hand more in control or effecitve
that the right.
Shoelace: a string or lace for fastening a shoe.
a. left-handed b. shoelace. c. laugh
5. +++ Invite students to think about the reasons why speakers
are having a conversation about jokes and share their ideas.
54
Father: And sometimes the radio or television invent crazy stories.

Ann: Oh! That sounds more interesting! Do you remember any
good ones?
Father: Sure! I still remember when the BBC in Britain said the
government was making the famous Big Ben clock
digital, and lots of people called to say they didnt agree
with the idea! Another time, there was a T.V. show about
spaghetti trees in Switzerland, but one of the funniest
jokes was in the United States.
Ann: Tell me about it!
Father: A famous restaurant put an advertisement in newspapers
and magazines for a special left-handed hamburger.
The ad said that only lefthanded people could eat that
hamburger!
Did you know that
their groups.
WB 25 Find more practice of this topic on page 25 of the Workbook.
Error alert!
Correct: hamburger
Incorrect: hamburguer
Watch out for more incorrect language transfer from Spanish.
10. ++ Ask students to reflect on any connections between jokes
and peoples 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.
LANGUAGE FOCUS
ASKING FOR HELP

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.
3. After identifying the differences, they complete the rule.
Answers
2. a. a. b. b. c. c.
3. To ask for help in English in a polite way, we use the
expression can you?
When we answer yes, we use polite phrases such as of course.
When we cant or we dont want to help, we use polite
phrases such as sorry.
PAGE 106
11. ++ 55
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.
TRANSCRIPT
55
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!
Ask students to read Anns questions and talk with their
12. +
partners. Invite some students to share their answers with the
whole class.
Useful expressions
Draw students attention on the expressions in the box and

explain them if necessary.
13. + 56
Students first only listen. Then, they listen and
repeat the list of dates.
Extra!
Make a list of important dates in history and make students
practice them.
Suggested dates:
September the 18th; May the 21st, October the 12th, July the 4th,
December the 25th, October the 31st, April the 5th (Battle of
Maip), February the 12th, July the 16th (Virgin of Carmel),
June the 24th (Mapuche New Year).
14.
Motivate fast learners to solve the crossword about this

funny celebration (April Fools Day). Explain that the clues are
the words they need to complete the sentences below.
Answers
Across: 2. April. 4. clock. 6. Switzerland. 8. France.
Down: 1. hamburgers. 3. jokes. 5. radio. 7. trees.
PAGE 107
TRAVEL BACK
This mini-test provides 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
UNIT 4
77
UNIT 4
78
what they are expected to do and then give enough time to answer
individually. Before starting to work, remind students to do all the
activities in their notebooks.
Answers
1.
2.
3.
4.
5.
d.
a. F. b. F. c. F. d. T.
a. 3. b. 1. c. 2
a. ii. ; b. iii. ; c. i.
a. Kite surfing is more dangerous than swimming.
b. The Nile river is longer than the Mapocho river.
c. Antarctica is colder than the Caribbean.
d. The Everest is higher than the Aconcagua.
e. A car is more expensive than a bicycle.
PAGE 108
Lesson 3:
FESTIVALS AROUND THE WORLD
Time
Five class hours.

information in magazine articles about festivals and
events.
Objectives Exchange information about festivals around the world.
Practice the sounds /i /, / /
Write a short paragraph comparing festivals.
Use superlatives.
CD, Tracks 57, 58, 59.
Reading Booklet, Page 8.
Materials
Complementary activities, Students Book, Page 121.
Evaluation Exercises 6, 7, Page 111, Exercises 11, 13.
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.
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.
BEFORE READING
1. + Ask students to answer the questions in groups of three or four.

Encourage students to write three or four questions that they think

will be answered in the text. This will allow them to only focus on
specific information.
2. ++ Tell students to take a look at the names and pictures and
then to identify what these events have in common.
3. +++ Ask students to write the name of the festival that
corresponds to each picture.
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 look at the title of the text and pictures
quickly and make predictions about what the text is about.
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.
Vocabulary
Ask students to write the meaning of the words and the examples in
their notebooks.
Answers
Fireworks: an explosive device for producing a display of light or
a loud noise used for signaling or as part of a celebration: an event
or occasion of celebrating.
Midday: the middle of the day; noon.
Sausage: finely chopped, seasoned meat suffed into a casing.
Squishy: pulpy; easily squashed.
Sticky: covered or daubed with an adhesive or viscous substance.
READING
57
Target strategy: Evaluating / Monitoring

As they read, motivate students to check that they find the answers to
their questions.
Encourage them to monitor their predictions and
revise them if necessary.
5. + Students read the text quickly and confirm or correct their

ideas in Exercise 4.
Answers
They are all strange and funny festivals. They are all celebrated by
doing funny things.
6. ++ Invite your students to copy the chart in their notebooks
and complete it with information from the article.
Answers
Festival
La Tomatina
Location
Buol, Spain
Date
In honor of
Last
The tomato
Wednesday
of August
Coopers Hill Gloucestershire, Last week in Cheese
Cheese Rolling England
May
The Battle of Ivrea, Italy
Early January Oranges
Oranges
The Festival of Trie sur Base, Second Sunday The Pig
the Pig
France
of August
PAGE 110
7. +++ Students read the text again and then answer the questions.
Answers
a. In Spain and France, in August.
b. Because in both of them people celebrate throwing a fruit.
c. Coopers Hill Cheese Rolling.
d. The Battle of Oranges (in the northern hemisphere, it is winter
in January).
Did you know that
their groups.
LANGUAGE FOCUS
SUPERLATIVES
2. Tell students to answer the questions.
3. Students complete the rule.
2. Comparisons.
Answers
Answers
3. When we want to state that something is at the top of the
ranking, we use superlative adjectives.
To form the superlative of short adjectives, we add est to
the adjectives and iest if the adjectives have two syllables
and end in y.
To form the superlative of long adjectives we use the +
most + adjective.
Exception: the superlative forms of good and bad are best
and worst.
8. ++ Invite students 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.
Answers
a. Helen was the most beautiful woman in ancient Greece.
b. Tokyo is the largest city in the world.
c. Chinese is the most difficult language in the world.
d. Winter is the coldest season of the year.
e. What is the most intelligent animal in the world?
WB 26

PAGE 111
9. +++ Encourage students to relate what they have learned to

the text.
Ask them to express their opinions in the sentences comparing
the different festivals. Invite some students to read share their
comments with the rest of the class.
10. +
58
Play the recording.
Students first listen and then listen and repeat the words,
paying attention to the difference in the vowel sounds.
WB 27
11. ++ 59 Explain to students that Kelly and Ann are exchanging

opinions about the festivals in the text. Make them number the
sentences in the correct order and then play the recording to
allow students check their answers.
TRANSCRIPT
59
Kelly: What is the funniest activity in these four festivals?

Ann: I think it is the competition for the best pig outfit.
Kelly: For me, the funniest event is the cheese rolling race.
Ann: Which do you think is the most interesting festival?
UNIT 4
79
UNIT 4
80
Kelly: Im not sure. All of them are very attractive.
Ann: I think La Tomatina is the dirtiest festival in the world.
Play the recording again and ask students to
12. ++ 59
listen carefully. Then motivate them to practice the dialog in
pairs taking turns to be Kelly and Ann and repeating each line to
practice correct pronunciation. Invite students to role-play the
dialog in front of their classmates.
Useful expressions
Explain to students that the expressions in the box are used to give
opinions. Encourage them to use those phrases as much as possible.
13. +++
Encourage students to express their own opinions
about the festivals. Ask them to complete the paragraph in their
notebooks, and then read it aloud.
14.
15.
Tell fast finishers to work in pairs. Ask them to go back to

their notes in Exercise 13 and use the information to create two
questions about the festivals they chose. Then they read the
questions to their partner and encourage them to guess the
name of the festival.
RB8 Invite students to read the play Terri and the Turkey on
Page 8 of the Reading Booklet. Encourage them to find information
about the traditional festivity and share it within their group.
PAGE 112
Lesson 4: TOP OF THE POPS
Five class hours.

information in an interview.
Exchange information about favorite music stars.
Objectives
Practice the sound /b/.
Write some questions to ask a music star.
Use the Past Continuous.
CD, Tracks 60, 61, 62.
Materials
Workbook, Page 28.
Evaluation Exercises 10, 12.
Time
BEFORE LISTENING
1. + Introduce the topic of this lesson by talking about music with

your students. Find out what kind of music they like. Encourage
them to give names of musicians and bands they like.
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.
Possible answers
1. a. iii. b. i. c. iv. d. ii.
Invite students to study the words in the Pictionary and make sure
they understand their meaning.
Remind students to identify more information given in the
recording and to take down notes when listening.
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.
LISTENING
Target strategy: Taking notes

Ask students to listen carefully to the speaker(s). Motivate them to
try to identify more information that the speaker(s) tells about an
idea and take some notes.
5. + 60 Play the recording once for students to check which
questions Kelly asked.
Answers
b., d.
6. + 60 If necessary play the recording again for students to
identify the interviewee.
Make them have a look at the words in the Pictionary to help
them identify the speakers occupation.
Answers
c.
PAGE 113
7. ++ 60 Draw students attention to the type of information

that is required in each case to complete the fact file: a number,
a type of music, a musical instrument, etc. Ask them to copy
the fact file in their notebooks and, only then, play the
recording once or twice for them to do the activity. Check
answers on the board.
Answers
Age: 16.
Type of music: pop rock / pop punky.
Musical instrument: guitar.
N of pets: five gerbils.
N brothers / sisters: one brother / one sister.
Favorite sport: skateboarding.
8. ++ 60 Play the recording again. Students answer Yes or No.
Check answers orally.
Answers
a. No. b. No.
9. ++ 60 This activity concentrates on LilChriss plans for
the future. Play the last part of the recording again. Check
answers orally.
Answers
He wants to be a big artist (as big as possible).
TRANSCRIPT 60
Kelly: Our guest became famous after he appeared on a program
called Rock School. Now, he is about to release his new
album, which includes the song Figure It Out. His name is
Lil Chris. Hello, Chris, how are you today?
LC: Hi, everybody. Im fine, thank you.
Kelly: How old are you, Lil Chris?
LC: Im 16.
Kelly: Did you have singing lessons when you were younger?
LC: I never sang before I went to Rock School.
Kelly: Who encouraged you to go on Rock School?
LC: Well, everyone was going there, so I wanted to do the same.
Kelly: What type of music do you play?
LC: Pop rock or pop punky, something like that. Its definitely
not hard rock.
Kelly: Do you play any musical instruments?
LC: The guitar.
Kelly: Do you have any pets?
LC: Oh, yes. Ive got five gerbils.
Kelly: What can you tell us about your family? Have you got any
brothers or sisters?
LC: A brother of six and a sister of eighteen.
Kelly: The question I cant leave out: Have you got a girlfriend?
LC: No.
Kelly: What is your favorite sport?
LC: Skateboarding.
Kelly: Just to finish now; what are your plans for the future?
LC: I want to be as big as possible, try to (fade)
LANGUAGE FOCUS
THE PAST CONTINUOUS

1. Ask students to read the sentences, paying special attention
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
1. a. Lil Chris was younger. Everyone was going to Rock School.
He had singing lessons. He was taking part in the program.
b. 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.
WB 28

PAGE 114
10. ++ Motivate students to complete the short paragraph

applying what they learned in the Language Focus.
Motivate them to remember what was happening in the
classroom when the teacher arrived the day before. Ask them
What was happening in the classroom when I arrived? What where
you doing? Write some answers on the board and underline the
tense markers. Correct mistakes, clarify questions and provide
more examples if necessary. Have students write a similar
paragraph in their notebooks describing what they can remember.
Make sure they use the paragraph in the exercise as a guide and
encourage them to use what they learned in the Language Focus.
Answers
Was dancing, were playing, was doing, were reading.
WB 28
11. + 61
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.
12. ++ 62
Play the recording and ask students to listen.
Then, 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.
UNIT 4
81
UNIT 4
82
TRANSCRIPT
PAGE 116
62
Speaker: Who is your favorite singer?

How old is he or she?
What kind of music does he or she play?
Does he or she play a musical instrument? Which one?
13. +++
Tell students to think about three questions they
would like to ask to his / her favorite music star. Ask them to
write the questions.
Extra!
Encourage students to look for information to answer the
questions they made. You can assign this activity as homework.
14.
In pairs, fast finishers complete the dialog with words from

the box. Give them a few minutes to practice the dialog and
then invite some pairs to role-play it in front of the class.
A:
B:
A:
B:
Answers
Guess what! LilChris is giving a show on Tuesday!
I know. Hes my favourite singer.
Lets go together!
Really? Great!
Useful expressions
Draw students attention to the expressions in the box and explain

to them that they are used in everyday conversations.
PAGE 115
TRAVEL BACK

students progress and information about any points that the
majority of students may have problems with. Make sure they
do all the activities in their notebooks. Check answers orally and
help them work out their score.
Answers
1. a. In Spain. b. A cheese. c. They throw oranges. d. The pig imitation.
2. a. tomatoes, oranges. b. pig.
3. a. 3. b. 1. c. 2.
4. a. True. b. False. He wanted to be like the rest c. False. Hes got
five gerbils d. False. He likes skateboarding.
Lesson 5: TO MY COUNTRY
Time
Objectives
Materials
Evaluation
Three classes.
Prepare, draft, edit, and write a final version of a poem.
Workbook, Page 29.
Writing box, Students Book, Page 117.
HAVE A LOOK AT a poem
In this lesson, students will learn to write a poem. Before the writing
process starts, it is necessary to analyze a model of the text they are
going to write. This section of the lesson will guide them in this
important analysis, with questions and activities that will help them
discover the structure of a poem and reflect on the type of language
that is often used in this type of text.
1. Ask students to analyze the poem they read in Lesson 1
carefully again. You can guide their literary analysis asking
questions such as What does this poem tell you about Ireland? What
emotions can you distinguish? What events does the poet mention?
Poem structure
The basic building-block of poetry is the poetic line. Poets decide
how long each line is going to be and where it will break off.
If the poet is writing in free verse, he / she can decide to use
short lines or long lines, or to vary the length.
Stanzas
In poems, lines are often grouped together into what are called
stanzas. Like paragraphs, stanzas are often used to organize ideas.
Rhyme schemes and sound effects
Rhyme is an important tool in the poets toolbox. Traditional
poetry forms such as sonnets often use rhyme in specific
patterns. But even when writing free verse, rhyme can be used
to help create desired effects.
Internal rhymes and end rhymes
When the last word in a line of poetry rhymes with the last word
in another line, this is called an end rhyme. Many traditional
poetry forms use end rhymes.
Example:
I would walk a thousand miles
Just to see a million smiles
When words in the middle of a line of poetry rhyme with each
other, this is called an internal rhyme.
Example:
Theres no reason to hide, lets go for a ride!
Forget all that sorrow, lets get crazy tomorrow!
The pattern of rhymes in a poem is written with the letters a, b,
c, d, etc. The first set of lines that rhyme at the end are marked
with a. The second set are marked with b. So, in a poem with the
rhyme scheme abab, the first line rhymes with the third line,
and the second line rhymes with the fourth line.
Example:
I want you to know
a
The true secret, the story b
I dont want you to go
a
before seeing its glory
b
In a poem with the rhyme scheme abcb, the second line rhymes
with the fourth line, but the first and third lines do not rhyme
with each other.
Example:
Ive given you so many I love yous
a
but you never believe they are real
b
Kiss me, hug me, I give you a flower
c
Stop thinking! Stop doubting! Lets make a deal! b
2. Invite students to answer questions a c after they have
analyzed the poem.
Answers
a. Five. b. 12. c. Beare / brave; shame / pain.
3. Help students identify the literary resource.
Answers
I am Ireland:
I am older than the old woman of Beare.
I am Ireland:
I am lonelier than the old woman of Beare.
4. Tell students to write the patterns they identified.
Did you know that
Draw students attention to the information in the box.
PAGE 117
ORGANIZING
Before starting the writing activity, explain to students that the first
step in writing any poem is coming up with something to write
about. Tell them that they must not feel that they have to choose
profound or poetic material as anything can be the subject for a
poem (great poems have been written about such domestic topics as
a gas station, pets, houses, etc.)
In the beginning, they shouldnt have to worry about style or about
writing in a beautiful or a poetic way. Explain that the key is to
concentrate hard enough on the topic, to choose the words that best
capture what they have in mind. This approach can be used with any
subject matter.
5. Explain to students that the task is to write their own version of

the poem, this time focused on their feelings about Chile. Invite
them to think and write a sentence expressing their opinion
about the country.
6. Invite students to read the words in the box and choose the ones
they think they can include in the poem.
7. Motivate students to use their dictionaries to find more words.
DRAFTING
8. Now encourage students use the words they collected to fill in

the blanks in each box expressing their feelings about Chile.
Remind them to copy and complete the boxes in their notebooks.
WRITING
9. Students organize their pieces of writing in a poem about Chile.

EDITING
10. Make students correct their works using the list in the Writing
box and then write a final version of the poem. Motivate them
to stick it on a separate piece of cardboard and also to make a
drawing to decorate it.
PUBLISHING
11. Tell students to put all the poems together and elaborate a book
of poems.
Extra!
Encourage students to invite other courses to read the book of
poems they created.
WB 29 Find more practice of this topic on page 29 of the Workbook.
PAGE 118
63 Episode 4: Innocents Day
Help students identify the connection between the characters in

the lessons and in the comic strip. 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 use the CD to allow students listen to the
recorded version of the episode.
You can ask some students to summarize the episode, in Spanish
if necessary.
Creative skills
1. Make students work in groups of four to continue the story
with their ideas.
2. Encourage them to present what they created in front of
the class.
UNIT 4
83
UNIT 4
84
PAGE 120
learning styles. You can assign the activities as homework; or use
them as time-fillers or as revision before the unit test
(Test your knowledge).
Ask students to do all the activities of this section in their notebooks.
Answers
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.
c. i. Picture c. ii. Picture b. iii. Picture a. iv. Picture d.
PAGE 122
PROJECT
This section includes final synthesis activities meant to allow students

reflect, consolidate and integrate knowledge, and revise their
learning process.
may use later on.
Set a date and time for the oral presentations.
After each presentation, give students enough time to evaluate their
performance using the prompts provided.
Evaluate students performance and give them feedback. You can use
the Project Evaluation rubric on Page 99 of the Teachers Book.
TEST YOUR KNOWLEDGE

their notebooks. Check students results and revise any points that the
majority of them had problems with.
Answers
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: avo-tivities, recipe competitions,
photography contest, pop-art shows.
Number where you can get information: 805/684-0038.
3. a. - i. b. - i.
4. a. England. b. Australian. c. hot.
TRANSCRIPT 65
Living in Australia
Robert: John, why are you living in Australia?
John: Well, my mothers parents live in Sydney; we moved
there and we live with them.
Robert: Do you like it?
John: Oh, yes! I like it very much. It is very similar to England.
Robert: What do you do in your free time?
John: Well, I spend time with my family and we also travel
around the country. I usually go to Queensland and do
bungee jumping or white water rafting. Its very nice!
Robert: What are the best things about living in Australia?
John: The best thing is that you meet friends from all over
the world.
Robert: And do you have any Australian friends?
John: Oh, yes. Australians are nice and friendly and it is
easier if you speak the same language.
Robert: What are the worst things about Australia?
John: Sometimes the weather is too hot, but there arent
really bad things.
Robert: Whats the funniest thing that has happened to you?
John: Once I found a lizard in the swimming pool, and
I thought it was a baby crocodile!
5. the most intelligent / the most generous / the best / the most
expensive / the cheapest.
6.
Great!
Not too bad
Help!
You can say three

positive things
about living in
another country.
You can say one or

two positive things
about living in
another country.
You cant say any

positive things
about living in
another country.
PAGE 123
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. Motivate them to go back to the Language
Focus sections of the lessons that presented problems and to write a list
of remedial actions to improve their performance in the future.
85
EXTRA TEST
READING NEW YORK CITY AT CHRISTMAS TIME
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.
1 point
1. Read and complete the sentence with one of the options (a c).
The text is
a. Asurvey.
b. A conversation between two friends.
c. An interview.
5 points
2. Read the text again and answer these questions.

a. Does the girl like New York? How do you know it?
.
b. Where did the girl stay?
.
c. What did she see when she went shopping?
.
d. How did she go to the Statue of Liberty?
.
e. What is the weather like in December in New York?
.
TRAVELERS 8 BSICO
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.
66
UNIT 4
86
4 points
3. Read 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.
LISTENING - DO YOU STUDY HARD?
4.
67 Listen to the recording. Number the sentences in the correct sequence of Hyojungs daily activities in Korea.
a.
b.
c.
d.
e.
f.
g.
h.
5.
4 points, each
Hyojung watches TV.

Hyojung returns home.
Hyojung finishes classes.
Hyojung revises the content of the previous class.
Hyojung revises the content of the day.
Hyojung starts classes.
Hyojung does homework.
Hyojung plays with her sister.
6 points
67 Listen to the recording again. Underline the false bits of information in each sentence.
a.
b.
c.
d.
e.
f.
In Korea, Hyojung usually wakes up at 6:00.

She stays at school until 3:30.
She never revises the content of previous class.
She hasnt got time to relax.
Hyojung and her sister cant play after doing their homework.
If you get an 80 or 90%, your classmates will congratulate you.
TRAVELERS 8 BSICO
WRITTEN EXPRESSION
6 points
6. Write a short paragraph (100 120 words) about a festival. Do not forget to include the following items:
a. name of the festival
b. place and date of celebration
c. in honor of
d. main events
ORAL EXPRESSION
6 points
7. Compare three aspects of life in Chile and in another country.

0-8
9 - 17
18 - 27
28 - 32
Keep trying
Review!
Well done!
Excellent!
TOTAL
SCORE
32 pts
UNIT 4
87
1. c.
2. a. Yes she does. She says its a beautiful city.
b. She stayed in Long Island.
c. She saw a huge tree, a big statue and an ice-skating ring.
d. She took a boat to go to the Statue of Liberty.
e. It is very cold in December in New York.
3. a. True. b. False. c. True. d. False.
4.
5.
67
a. 1. b. 6. c. 5. d. 3. e. 4. f. 2. g. 7. h. 8.
67
a. In Korea, Hyojung usually wakes up at 6:00. (6:30).

b. She stays at school until 3:30. (3:00).
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).
f. If you get an 80 or 90% your classmates will congratulate
you. (They will ask what problem you have).
TRANSCRIPT
67
Do you study hard?

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

6 points
5 points
4 points
3 points
Student can provide

all the information
required in the
paragraph, without
Student can provide

all the information
required in the
paragraph, but makes
some spelling
mistakes.
Student can provide

some of the
in the paragraph,
without spelling
mistakes.
Student can provide a

little of the
in the paragraph, and
makes a lot of spelling
mistakes.
2 points
Student can provide
only one piece of
information in the
paragraph.
7. Assign points according to these criteria:

5 points
4 points
3 points
Student can express three

Student can express one or two Student cant express any
comparisons between Chile and comparisons between Chile and comparison between Chile and
other country.
other country.
other country.
1 point
Student cant provide
any information about
a festival.
88
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.
ADVANTAGES OF USING A VARIETY
OF EVALUATION INSTRUMENTS
Teachers can increase the quality of their direct instruction
by providing focus, emphasis, and attention to particular

details as a model for students.
Students have explicit guidelines regarding
teacher expectations.
Students can use these instruments as a tool to develop
their abilities.
Teachers can reuse these instruments for various activities.
Complex products or behaviors can be examined efficiently.

They are criterion referenced, rather than norm referenced.
Evaluators ask, "Did the student meet the criteria for

Level 4? rather than How well did this student do
compared to other students?
Ratings can be done by students to assess their own work, or
they can be done by others, e.g., peers, teachers, instructors,
U.T.P. people, etc.
APPLYING EVALUATION
INSTRUMENTS
Self- assessment
Give copies to students and ask them to assess their own

progress on a task or project. Their 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 gradations. Gradations are the descriptive levels of quality
starting with the worst quality up to the best quality.
Always keep in mind that, however you use them, the idea is to
support and to evaluate student learning.
Here is a description of each of the evaluation instruments provided:
Listening Comprehension
Behavior
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 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.
of points for achieving the highest level of quality and assign a number
to the students' performance according to this scale.
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
must take into account that the maximum score corresponds to the
highest expected results conceived by this teaching proposal for
this level.
Extended-Response Reading
Use this instrument in any lesson that invites students to

demonstrate comprehension by responding to open-ended
questions. The aim of this instrument is to give information to the
teacher on students' placement in the Reading Skills English
Progress Map.
Use the checklist to assess reading tasks, to provide feedback to
students and as a basis for discussion and feedback for each
student as well.
To work out the score of each student, identify the level of student's
performance, according to the scale provided by this instrument.
Beginner's Writing / Writing Process
Use these rubrics to assess your students' writing skills.

You can use them two or three times in a year. These instruments are
very useful for teachers to grade a writing assignment. It is important
to show students the instrument to be used 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.
These instruments should also be used after each task is
complete, not only to evaluate the product, but also to engage
students in reflecting on the necessary steps they must follow to
produce a polished piece of writing.
1 - 2= Unsatisfactory - 3 - 4 = Fair - 5 = Very Good - 6 = Excellent
Project
Use this instrument every time students do a project. Each student

is evaluated along three dimensions, each having to do with the
student's contribution to the work, the final product, and any other
aspects the teacher considers important to assess, such as: how
effectively the student accomplished his or her responsibilities as a
member of the team or the quality of his or her interactions with
the other team members.
PHOTOCOPIABLE
89
PHOTOCOPIABLE
90
These dimensions are assigned a score of 1 through 7; these values

represent increasing degrees of achievement in the particular
dimension. The last column is the actual score assigned to this
particular student, based on his or her actual performance, along
the three dimensions. The overall total score is assigned by simply
adding together the scores corresponding to the three dimensions.
Oral Presentation
Use this instrument two or three times per student during the year.
The students will be evaluated in: Non-verbal skills, Vocal Skills and
Content areas.
The teacher can give each student a copy of the instrument and
then read it with them. The students will improve their
performance if they know in advance what they are expected to
produce and the areas they have to focus their attention on.
To work out the score of each student identify the maximum
number of points for achieving the highest level of quality and
assign a number to the students' performance according to this
scale.
Once you have worked out the score of each student, you can rate
each category according to the scale provided in the instrument.
Self Assessment - General English
This instrument is meant to allow students to recognize and

evaluate their general abilities in relation to English. You can apply
it three times, at the beginning of the year and at the end of each
semester, so that students can identify their level of achievement.
Make students read the descriptions of tasks that they can do and
ask them to check the appropriate areas that indicate how they
rate themselves.
After applying this document, you may inform students if their
results coincide with your ideas about their performance.
Homework
You can use this instrument any time you assign homework. When
applying it, the first step is to provide clear expectations to your
students. After reading the rubric, students are clear on what an
acceptable homework assignment looks like.
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.
0 -1= Unsatisfactory - 2 = Fair - 3 = Very Good - 4 = Excellent.
Feedback
Here are some phrases that are useful for giving feedback and
make comments to your students:
You are developing a better attitude toward your classmates.
You can be very helpful and dependable in the classroom.
You have strengthened your skills in ___.
You are learning to be a better listener.
You are learning to be careful, cooperative, and fair.
You are very enthusiastic about participating.
Your work habits are improving.
You have been consistently progressing.
You are willing to take part in all classroom activities.
Your attitude toward school is excellent.
You are maintaining grade-level achievements.
You work well in groups, planning and carrying out activities.
Your work in the areas of ____ has been extremely good.
You are capable of achieving a higher average in areas of ____.
You would improve if you developed a greater interest in ___.
PHOTOCOPIABLE
91
EVALUATING LISTENING COMPREHENSION
Lesson:
Criteria
1
Points
3
Understanding key events or facts.
Understands one
or two events or
key facts.
Understands some Understands many Understands most

of the events or
events or key facts, events in sequence
key facts.
mainly in
or understands
sequence.
most key facts.
Understanding details.
Gets few or no
important details.
Gets some
important details.
Gets many
important
details.
Gets most
important details
and key language.
Responding appropriately to features

such as: laughter, silence, etc., and /
or accentuation, intonation and,
rhythm.
Answering questions.
Nearly never.
Sometimes.
Most of the time.
Nearly always.
Doing tasks.
At the end of the session, the listener

is able to:
Answers questions Answers questions Answers questions Answers questions

with incorrect
with some
with literal
with
information.
misinterpretation. interpretation.
interpretation
showing higher
level thinking.
Provides adequate Provides insightful
Provides limited or Provides some
response to teacher response to teacher response to teacher
no response and
with two or three with one or no
requires many
with four or five
questions and
questions or
questions and
questions or
prompts.
prompts.
prompts.
prompts.
Summarize the
Reveal the
Answer factual
Answer factual
questions on
beginning, middle, sequence of events,
questions on
providing details
general
general and
and end of the
on dialog, and
specific
story.
information.
information.
motivation of
characters.
Total points
TRAVELERS 8 BSICO
Skills
Date:
PHOTOCOPIABLE MATERIAL
Name:
PHOTOCOPIABLE
92
EVALUATING READING COMPREHENSION
Name:
Lesson:
Skills
Criteria
1
Understands one
or two events or
key facts.
Understanding details.
Gets few or no
important details.
Identifying characters or topics.
Identifies one or
two characters or
topics using
pronouns (he,
she, it, they).
Answers questions Answers questions Answers questions
with
with some
with literal
misinterpretation. interpretation.
incorrect
information.
Doing tasks.
Provides limited or
no response and
requires many
questions or
prompts.
Understands some Understands many Understands most

of the events or
events or key facts, events in sequence
key facts.
mainly in
or understands most
sequence.
key facts.
Gets some
Gets many
Gets most important
important details. important
details and key
language.
details.
Identifies many
Identifies many
Identifies one or
topics or characters
two characters or topics or
by name in text
topics by generic characters by
name (boy, girl,
name in text (Ben, (Ben, Giant).
Giant).
dog).
Provides some
response to
teacher with four
or five
questions and
prompts.
Taken and adapted from: http://www.storyarts.org/classroom/usestories/listenrubric.html

TRAVELERS 8 BSICO
Points
Understanding key events or facts.
Answering questions.
Date:
Answers questions
with
interpretation
showing higher
level thinking.
Provides adequate Provides insightful
response to
response to teacher
teacher with two with one or no
or three questions questions or
and prompts.
prompts.
Total points
EXTENDED-RESPONSE READING RUBRIC SELF-ASSESSMENT
Name:
Date:
Points
Class:
PHOTOCOPIABLE
93
Criteria
1
0
I explain the main ideas and important information from the text.
I connect my own ideas or experiences to the authors ideas.
I use examples and important details to support my answer.
I balance the authors ideas with my own ideas.
I explain some of the main ideas and important information from the text.
I connect some of my own ideas and experiences to the authors ideas.
I use some examples and important details to support my answer.
I balance only some of the authors ideas with my own ideas.
I explain only a few ideas from the text.
I summarize the text without including any of my own ideas or experiences.
OR
I explain my own ideas without explaining the text.
I use general statements instead of specific details and examples.
I explain little or nothing from the text.
I use incorrect or unimportant information from the text.
I write too little to show I understand the text.
I write nothing.
I do not respond to the task.
TRAVELERS 8 BSICO
http://www.isbe.net/assessment/pdfs/reading_extended_rubric.pdf
PHOTOCOPIABLE
94
BEHAVIOR RUBRIC
Name:
Behavior skill
Lesson:
Never
0
Class:
Rarely
1
Generally
2
Always
3
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
TRAVELERS 8 BSICO
Teachers comments:
Source: http://www.sdst.org/shs/library/resrub.html
Points
BEGINNERS WRITING
Points
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.
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.
PHOTOCOPIABLE
95
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
HOMEWORK RUBRIC
Exceptional Work
Complete
Incomplete (directions not followed)
Incomplete
http://www.jamestownri.com/school/classes/4_1/homeworkrubric.htm
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.
TRAVELERS 8 BSICO
Homework Rubric
PHOTOCOPIABLE
96
PROJECT
NAMES:
Process
DATE:
Poor
Satisfactory
Excellent
1. Has clear vision of final product.
1,2,3
4,5
6,7
2. Properly organized to complete project.
1,2,3
4,5
6,7
3. Managed time wisely.
1,2,3
4,5
6,7
4. Acquired needed knowledge base.
1,2,3
4,5
6,7
5. Communicated efforts with teacher.
1,2,3
4,5
6,7
Product (Project)
Poor
Satisfactory
Excellent
1. Format.
1,2,3
4,5
6,7
2. Mechanics of speaking / writing.
1,2,3
4,5
6,7
3. Organization and structure.
1,2,3
4,5
6,7
4. Creativity.
1,2,3
4,5
6,7
5. Demonstrates knowledge.
1,2,3
4,5
6,7
1.
1,2,3
2.
1,2,3
4,5
4,5
6,7
6,7
3.
1,2,3
4,5
6,7
4.
1,2,3
4,5
6,7
Others:
Total:
TRAVELERS 8 BSICO
Teachers comments:
Source: http://www.sdst.org/shs/library/resrub.html
Points
Points
PHOTOCOPIABLE
97
ORAL PRESENTATION RUBRIC
Your Name:
Group Topic :
Group Members:
Oral Presentation Rubric
Possible Points
Provided depth in coverage of topic.
10
Presentation was well planned and coherent.
10
Personal experience integrated where relevant and

appropriate. Explanations and reasons given for
conclusions.
10
Communication aids were clear and useful.
10
Bibliographic information for others was complete.
10
Total Possible Points.
50
Self-Assessment
Teacher Assessment
TRAVELERS 8 BSICO
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
PHOTOCOPIABLE
98
STUDENT SELF ASSESSMENT OF FOREIGN LANGUAGE PERFORMANCE
Grade:
Description
Language
Name :
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.
TRAVELERS 8 BSICO
Read the descriptions of tasks that you can do.

Check the appropriate areas that indicate how you rate yourself.
Yes
(no assistance)
Yes
(with assistance)
No
WRITING PROCESS RUBRIC
Step
Gets no or limited key Gets few key words /

Planning / Brainstorming words / ideas
ideas
Drafting
Revising
Editing
Publishing
Uses no or limited key

words / ideas from
planning stage.
Shows no
organization and
structure of first draft.
Does not add, delete
or rearrange ideas
from the first draft.
Details are not
specific and clear.
Uses few key words /

ideas from planning
stage.
Shows weak
organization and
structure of first draft.
Add, deletes or
rearranges a few
ideas from the first
draft.
Few details are
specific and clear.
Corrects some errors
Does not correct
of:
errors of:
spelling, punctuation, spelling, punctuation,
capitalization, and
capitalization, and
sentence structure.
sentence structure.
Does not write the
Writes part of the
final copy in clear
final copy in clear
handwriting or types handwriting or types
correctly on a
it correctly on a
computer.
computer.
Sentence fluency is
Sentence fluency is
poor.
poor in most parts.
3
Gets numerous key
words / ideas
Uses most of key
words / ideas from
planning stage.
Most of first draft is
organized.
Adds, deletes or
rearranges adequate
ideas from the first
draft.
Most details are
specific and clear.
Corrects most of
errors of: spelling,
punctuation,
capitalization, and
sentence structure.
Writes most of the
final copy in clear
handwriting or types
it correctly on a
computer.
Sentence fluency is
strong in most parts.
Score
PHOTOCOPIABLE
99
Gets numerous and

detailed key words /
ideas
Uses all of key words
/ ideas from planning
stage.
Uses additional ideas.
First draft is highly
organized.
Adds, deletes or
rearranges numerous
adequate ideas from
the first draft.
All details are specific
and clear.
Corrects all the errors
of:
spelling, punctuation,
capitalization, and
sentence structure.
Writes the final copy
in clear handwriting
or types it correctly
on a computer.
Sentence fluency is
strong.
Total
Observations:
Adapted from: http://readingready.wikispaces.com/Writing
Needs to work on...
TRAVELERS 8 BSICO
Conclusions
PHOTOCOPIABLE
100
READING COMPREHENSION - SELF ASSESSMENT
Grade:
Name :
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,
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.
TRAVELERS 8 BSICO
11. I know the difference between fact and opinion.

12. I can see similarities and differences between the texts I read.
13. I can make connections between the text and my own life.
14. I can make connections between the text and other subjects.
15. I can pick out words from the story that help me work out
the setting.
Sometimes
Never
101
LANGUAGE REFERENCE
Possessive pronouns
Possessive adjectives
my
you
your
he
his
she
her
it
its
we
our
they
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.
Hes an architect.
Theres a hospital on that street.
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.
Im a student.
TRAVELERS 8 BSICO
ARTICLES: A, AN
PHOTOCOPIABLE
102
VERB TO BE
Present Simple form
Affirmative
Negative
Question form
I am tall.
I am not strong.
Am I strong?
You are nice.
You arent tall and slim.
Are you tall and slim?
Hes young.
He isnt old.
Is he old?
She is kind and generous.
She isnt tall.
Is she tall?
It is black.
It isnt big.
Is it a cat?
We are talented.
We arent lazy.
Are we lazy?
They are beautiful.
They arent fast.
Are they fast?
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.
OBJECT AND POSSESSIVE PRONOUNS
TRAVELERS 8 BSICO
Personal Pronouns
Object Pronouns
Possessive Pronouns
me
mine
you
you
yours
he
him
his
she
her
hers
it
it
its
we
us
ours
they
them
theirs
An object pronoun acts as the object of a sentence (it receives the action of the verb).
Example: Cousin Eldred gave me a guitar.
Take a picture of him, not us!
A possessive pronoun tells you who owns something
Example: The red basket is mine.
My books under the bed. Yours is on the coffee table.
PHOTOCOPIABLE
103
ADVERBS OF FREQUENCY
Use adverbs of frequency: always, usually, often, sometimes and never to say how often you do an activity.
0%
50%
75%
85%
100%
never
sometimes
often
usually
always
ADVERBS OF MANNER
Adverbs of manner are words that tell us more about how actions are made. They answer the question How?
Many adverbs of manner end in-ly.
Example: Susan writes quickly.
Henry plays the violin beautifully.
Some adverbs of manner like well, fast and hard do not end in ly:
Example: Pat dances very well and Martin runs very fast.
WHILE, THEN, WHERE

We use where, while, and then when we want to connect ideas of place and time.
where
ideas of time
ideas of time
ideas of place
Florence saved many lives while she was in

the hospital.
My parents got married in 1998. Then, they

had their first child in 2000.
Mr. Johnson founded St. Patrick School,

where many poor children were educated.
HOWEVER, BECAUSE, AND

We use connectors when we need to link ideas in a sentence. We use however when we want to express a contrast and because to express
a reason or cause. To express an additional idea, we use the word and.
however
because
and
contrast
reason or cause
addition
Its a difficult mission. However, our team

is motivated.
I got a good grade because I studied

very hard.
On my next vacations, my plan is visiting new

places and relaxing at home.
TRAVELERS 8 BSICO
then
while
PHOTOCOPIABLE
104
PRESENT CONTINUOUS
Affirmative
Negative
Question form
Im watching TV.
Im not watching TV.
Am I watching TV?
Youre shopping.
You arent shopping.
Are you shopping?
Hes wearing shorts.
He isnt wearing shorts.
Is he wearing shorts?
Shes sitting next to her mum.
She isnt sitting next to her mum.
Is she sitting next to her mum?
Its eating.
It isnt eating.
Is it eating?
Were making costumes.
We arent making costumes.
Are we making costumes?
Theyre making hot dogs.
They arent making hot dogs.
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.
PAST CONTINUOUS
TRAVELERS 8 BSICO
Affirmative
Negative
Question form
I was singing.
I was not singing.
Was I singing?
You were singing.
You were not singing.
Were you singing?
We were singing.
We were not singing.
Were we singing?
They were singing.
They were not singing.
Were they singing?
He was singing.
He was not singing.
Was he singing?
She was singing.
She was not singing.
Was she singing?
It was singing.
It was not 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?
PHOTOCOPIABLE
105
USED TO
We use used to for something that happened regularly in the past but no longer happens in the present.
Example: My uncle used to smoke a packet of cigarettes a day but he doesnt smoke now.
Ben used to travel a lot in his job but now he doesnt.
I used to drive to work but now I take the bus.
THE PAST SIMPLE

Use the Past Simple to express the idea that an action started and finished at a specific time in the past. Sometimes, the speaker
may not actually mention the specific time, but they do have one specific time in mind.
Examples: I saw a movie yesterday.
Last year, I traveled to Japan.
The Past Simple form of regular verbs is the ending ed, for example: walked, jumped, started while irregular verbs take different
forms in this tense. Example: saw, began, drove.
Use the auxiliary did to ask questions in the Past Simple.
Examples: Did you see a movie yesterday?
Did you travel to Japan last year?
TRAVELERS 8 BSICO
*Notice that the word order of questions is different to that of affirmative sentences and that using did we do not need to use the
verb in the past form.
PHOTOCOPIABLE
106
HOW OFTEN
Use How often to ask about how frequently something happens.
Example: How often do you eat fruit and vegetables?
You can also use the expressions below at the end of the sentence to say how often you do something.
For example: I brush my teeth three times a day.
once
twice
three times
four times
five times
a day
a week
a month
a year
every
day
week
month
year
ASKING FOR HELP

To ask for help in a polite way, we use questions with can.
TRAVELERS 8 BSICO
Example: A: Can you help me open the door?

B: Of course! / Sorry, I cant.
We use polite phrases like Of course when we agree to help and Sorry! when we cant help.
PHOTOCOPIABLE
107
FUTURE CONSEQUENCES
When we want to express future consequences, we use the conjunction if, the Present Simple, and the future with will in the same
sentence. The verb in the if clause expresses the cause of the consequence while the consequence is expressed with the future.
Cause
Future consequence
if + Present Simple
will + infinitive
If I study,
I will pass the exams
If you see John tonight,
he will tell you the truth.
The if-clause can be at the beginning or at the end of the sentence.

If I study, I will pass the exams.
I will pass the exams if I study.
POSSIBILITY, OBLIGATION, PROHIBITION

To express possibility, we use the verb could.
To express strong obligation, we use the verb must.
To express prohibition, we use the negative form of the verb can, cant.
possibility
cant
must
ideas of place
Benjamin cant go to the park this afternoon

because he has homework.
You must respect all people, we are all

human beings.
The next Olympic Games could be in Chile
TRAVELERS 8 BSICO
obligation
prohibition
PHOTOCOPIABLE
108
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 / farther
SUPERLATIVES
TRAVELERS 8 BSICO
Short Adjectives
With short adjectives, we make superlatives by adding -est to
the end of the adjective.
Example:
- Your CD player is the cheapest you can find in the market.
With some adjectives, we double the last letter:
Example: London is big, but Moscow is the biggest.
Long Adjectives
With long adjectives (usually 2 syllables or more), we add most before
the adjective.
Example:
The French restaurant is the most expensive restaurant in the
neighborhood.
Two Syllable adjectives that end in -ly.

With two syllable adjectives that end in -ly, we make the comparative by changing the y to i, and adding -er:
Example: I was angry when I heard the news, but Nick was the angriest.
Irregular superlatives
The three main irregular superlatives are:
good best bad worst far - furthest / farthest
109
IRREGULAR VERBS
Past
participle
Meaning
Infinitive
Past simple
Past
participle
Meaning
be
was/were
been
ser, estar
forgive
forgave
forgiven
perdonar
beat
beat
beaten
batir, derrotar
freeze
froze
frozen
helar(se)
become
became
become
convertirse,
llegar a ser
get
got
got
obtener
begin
began
begun
empezar
give
gave
given
dar
bend
bent
bent
doblar(se)
go
went
gone
ir
bite
bit
bitten
morder
grow
grew
grown
crecer
blow
blew
blown
soplar
hang
hung
hung
colgar
break
broke
broken
quebrar
have
had
had
haber; tener
bring
brought
brought
traer
hear
heard
heard
or
build
built
built
edificar
hide
hid
hidden
esconder
burn
burnt/burned
burnt/burned
quemar(se)
hit
hit
hit
golpear
burst
burst
burst
reventar(se)
hold
held
held
sostener
buy
bought
bought
comprar
hurt
hurt
hurt
daar
catch
caught
caught
tomar
keep
kept
kept
guardar
choose
chose
chosen
escoger
know
knew
known
saber; conocer
come
came
come
venir
lay
laid
laid
poner
cost
cost
cost
costar
lead
led
led
liderar
cut
cut
cut
cortar
learn
learnt/learned learnt/learned aprender
deal
dealt
dealt
repartir
leave
left
left
dejar
dig
dug
dug
cavar
lend
lent
lent
prestar
do
did
done
hacer
let
let
let
dejar
draw
drew
drawn
dibujar
lie
lay
lain
yacer
dreamt/
dreamed
light
lit
lit
iluminar
dream
dreamt/
dreamed
soar
lose
lost
lost
perder
drink
drank
drunk
beber
make
made
made
hacer
drive
drove
driven
conducir
mean
meant
meant
significar
eat
ate
eaten
comer
meet
met
met
encontrar(se)
fall
fell
fallen
caer
pay
paid
paid
pagar
feed
fed
fed
alimentar
put
put
put
poner
feel
felt
felt
sentir
read
read
read
leer
fight
fought
fought
combatir
ride
rode
ridden
montar
find
found
found
encontrar
ring
rang
rung
sonar
fly
flew
flown
volar
rise
rose
risen
levantarse
forbid
forbade
forbidden
prohibir
TRAVELERS 8 BSICO
Past simple
Infinitive
PHOTOCOPIABLE
110
TRAVELERS 8 BSICO
Infinitive
Past simple
Past
participle
Meaning
run
ran
run
correr
say
said
said
decir
see
saw
seen
ver
sell
sold
sold
vender
send
sent
sent
enviar
set
set
set
fijar
shake
shook
shaken
sacudir
shine
shone
shone
brillar
shoot
shot
shot
disparar
show
showed
shown
indicar
shut
shut
shut
cerrar(se)
sing
sang
sung
cantar
sink
sank
sunk
hundir(se)
sit
sat
sat
sentarse
sleep
slept
slept
dormir
speak
spoke
spoken
hablar
spell
spelled/spelt
spelled/spelt
deletrear
spend
spent
spent
gastar
stand
stood
stood
estar de pie
steal
stole
stolen
robar
stick
stuck
stuck
pegar
swim
swam
swum
nadar
take
took
taken
tomar
teach
taught
taught
ensear
tear
tore
torn
romper
tell
told
told
contar
think
thought
thought
pensar
throw
threw
thrown
lanzar
understand
understood
understood
entender
wake (up)
woke (up)
woken (up)
despertar(se)
wear
wore
worn
usar ropa
win
won
won
ganar
write
wrote
written
escribir
111
THEMATIC INDEX
TOPICS AND VOCABULARY
Chilean traditional celebrations ...............................................................................................................................................................13, 14, 15, 18

Celebrations around the world ........................................................................................................................................................................16, 17, 36
Myths and legends .................................................................................................................................................................20, 21, 22, 23, 24, 25, 32
Chilean music and dances .................................................................................................................................................................. 26, 27, 28, 29, 30
Healthy habits ............................................................................................................................................................................................ 44, 45, 46, 47
Teenagers addictions and problems ............................................................................................................................................... 48, 50, 56, 57, 58
Study habits .................................................................................................................................................................................................52, 53, 54, 55
Folk heros .....................................................................................................................................................................................................72, 73, 74, 75
People from other countries .................................................................................................................................................................................. 86, 87
Famous people from the past ..................................................................................................................................78, 79, 80, 82, 83, 84, 85, 91, 92
Life in different countries ............................................................................................................................................... 103, 104, 105, 106, 107, 108
Music .............................................................................................................................................................................................................114, 115, 116
LANGUAGE
Adverbs of frequency ...................................................................................................................................................................................................... 18

Connectors: and, because, however .............................................................................................................................................................................. 14
The Past Continuous .....................................................................................................................................................................................................115
Used to ............................................................................................................................................................................................................................... 75
Adverbs of manner .......................................................................................................................................................................................................... 29
How often?................................................................................................................................................................................................................... 46
Object and possessive pronouns ................................................................................................................................................................................... 49
Future consequences ...................................................................................................................................................................................................... 54
Possibility and obligation: Can, Could, must ............................................................................................................................................................... 57
Comparatives ..................................................................................................................................................................................................................105
Superlatives ....................................................................................................................................................................................................................112
Asking / offering / refusing to help ............................................................................................................................................................................107
Connectors: When / while / where / then .................................................................................................................................................................... 84
Describing personality .................................................................................................................................................................................................... 87
The Past Simple tense, affirmative ............................................................................................................................................................................... 23
The Past Simple tense, interrogative ........................................................................................................................................................................... 79
112
BIBLIOGRAPHY, ADDITIONAL
BIBLIOGRAPHY, WEB PAGES
Adams, M.J. et al. (2000). Phonemic Awareness in Young

Children: A Classroom Curriculum. Baltimore, Maryland:
Paul H. Brooks Publishing Co.
Additional bibliography
Burke, J. (2003). Reading Reminders - Tools, Tips, and

Techniques. (1st ed.). Portsmouth, NH: Boynton / Cook.
Bampfield, A. et al.( 1st Ed.). (1996). Welcome to English.

Cambridge, Great Britain: Cambridge University Press.
Corbeil, J.C, Archambault, A. (1992). The Macmillan Visual

Dictionary. (pp. 77 112, 150 152, 219 250, 349 - 355).
New York: Macmillan Publishing Company.
Blanchard, K. & Root, C. (1st Ed.) (1996). For your information

1. Boston: Addison Wesley Longman Publishers.
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.
Bampfield, A. et al. ( 1st Ed.). (1997). A world of English.

Cambridge, Great Britain: Cambridge University Press.
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
113
QUESTION BANK
Unit 1
a. Where is the festivity of Nazareno del Caguach celebrated?
b. When was it celebrated for the first time?
c. Who brought the image to the island?
d. According to the information in the text, is it easier to go
from Dalcahue or from Achao?
e. Why do you think the other name of the island is The
Island of Devotion?
2. Complete the sentences with the connectors however
because and.
a. Harry is intelligent. ______ hes lazy.
b. Sue likes to sing ______ dance.
c. I went to sleep ______ I was tired.
d. People wore masks ______ traditional clothes.
e. Maria left the celebration ______ she was sick.
f. They were not having fun, ______ they stayed until
the end of the festival.
3. What famous foreign festivity is nowadays very popular
in Chile?
4. What information can you infer from the parts in bold in
these sentences?
a. I love the parades, dancing samba, and playing with
water in the street all night long!
b. Children often fly kites this time of the year.
5. Use adverbs of frequency to describe your daily routine.
Example: I always do my homework at 6:00.
a. (always)
b. (often)
c. (sometimes)
d. (never)
6. According to the information on Page 23, complete the
table with four examples of each type of text.
Myth
Legend
7. Write the name of your three favorite festivities and explain

what is special about them.
a.
b.
c.
8. What are the main ideas in these paragraphs? Circle an
alternative.
a. Spots was a large grey and white cat that lived in a barn
on a farm. Spots liked living in the barn because it was
warm in the winter and cool in the summer. There were
also many mice for to chase. Best of all, Spots could
sleep in a soft place in the corner of the barn.
i. The barn was dirty.
ii. Spots was grey and white.
iii. The barn was a good place for Spots to live.
iv. Spots often slept outside when it rained.
b. James and his sister, Anna, went to the carnival on
Saturday. They rode the merry- go-round, the roller
coaster and the Ferris wheel. James ate popcorn and a hot
dog and Anna drank lemonade and ate an apple. They
were tired when they went home because they saw many
interesting shows and did a lot of exciting things.
i. James and Anna were hungry.
ii. James and Anna did many things at the carnival.
iii. The merry-go-round was broken.
iv. The carnival was on Saturday.
Unit 2
1. Read the definition and circle the correct statement. 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.
a. If you do a lot of exercise, you will keep fit.
b. If you sleep a lot and eat well, you will keep fit.
c. If you sleep a lot, eat healthily, and do some exercise,
you will be in a good physical condition.
2. Answer the following questions using time expressions.
Example: I _____________ once a day / twice a week /
three times a month.
a. How often do you eat fruits and vegetables?
b. How often do you play videogames?
c. Do you practice any sport? How often do you practice it?
d. How often do you eat junk food?
QUESTION BANK
114
3. Choose the correct alternative to answer these questions.

a. According to research, how many hours can Internet
addicts spend on the Internet?
i. 15 to 20 hours a week.
ii. 20 to 30 hours a week.
iii. 30 to 40 hours a week.
b. What age David became a computer addict?
i. When he was 10.
ii. When he was 9.
iii. When he was 8.
c. Does David meet his friends?
i. Yes, all the time.
ii. Sometimes.
iii. No, he doesnt have time.
d. What does David think about violent games?
i. Nobody take them seriously, they are just fun.
ii. Violent games make violent kids.
iii. David doesnt like violent games.
4. Decide which of these paragraphs best summarizes the
recording you listened to in Lesson 2.
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.
5. Answer these questions about the text on Page 51.
a. What will happen to Enrico if he does not go to school?
b. How can Enrico know about the children in other countries?
c. What does education mean to Enricos father?
d. Why does Enricos father say he is a little soldier?
6. What do the words underlined in each sentence mean?
Circle an alternative.
a. You are still stubborn.
i. docile
ii. obstinate
iii. young
b. At the end of a week you will feel desperate.
i. desolate ii. urged
iii. sorry
c. Imagine this vast universe of which you form a part.
i. tiny
ii. huge
iii. heavy
7. Why did Kevin and Lily call to the radio program? Do they
have the same kind of problem?
Kevin:
Lily:
8. What do the speakers in the recording mean? Circle the

correct alternative.
a. Presenter: Have you got a problem?
Lily: Well, sort of.
i. She has a lot of problems.
ii. I have a particular problem.
iii. I dont have a problem at all.
b. You've got a point there.
i. Youve got a very good excuse.
ii. Thats a very good opinion.
iii. Its a very good question.
9. Imagine you are an actor/actress, a rock star, or a
sportsperson. Complete your personal blog profile on your
webpage telling your fans about your routine, abilities, and
things you like. Use modal verbs (can, cant, must, could) and
time expressions (once a day, twice a week) as in the
example.
Example:
Hi, my name is Simon and I am preparing myself to be an
Olympic swimmer. I train 5 times a week, I cant swim as fast
as Michael Phelps but I must train harder every day if I want
to be the best. I love junk food! I could eat it every day, but I
mustnt; it would make me slow in the pool, thats why I
always eat healthy food.
Unit 3
a. When did Robin Hoods stories begin to appear?
b. What is the name of Robin Hoods wife?
c. Who was his main enemy?
d. How many times was Daniel Boone captured by
the Indians?
e. What did Daniel Boone do in 1775?
f. What is Daniel Boones image today?
g. Where was the Zorro born?
h. What did he study in Madrid?
i. What is Tornado?
QUESTION BANK
115
2. Write a question in the Past Simple tense to each answer.

a.
?
b.
Yes, I studied a lot for my exams.

?
c.
The Wright brothers created the first airplane.

?
Einstein won the Nobel Prize in physics in 1921.

a. Why couldnt Marie Curie go to the university in her
country?
b. What is wrong with that? Is it the same in Chile now?
c. What special achievement did she attain in Paris?
d. Why was T.A. Edison different from the rest of the boys?
e. Compare both characters contributions to society. Which
is more important from your point of view?
a. In what year did Florence Nightingale go to Crimea to
help British soldiers?
b. What was the special section about in her book?
c. What happened in 1860?
d. Who carried her coffin?
5. What do these sentences express? Circle the correct alternative.
a. Her family was rich and her father taught her at home.
i. Additional ideas.
ii. A contrast.
iii. A cause and a consequence.
b. She wanted to be a nurse but her parents did not want
her to become one.
ii. A contrast.
c. People wrote songs about her and Queen Victoria gave
her an award.
i. Additional ideas. ii. A contrast.
d. She confronted them firmly because she wanted to work
at Salisbury Royal Infirmary.
ii. A contrast.
6. Write the name (Daniel or Emma) next to each statement.

a. _________________: proud, responsible, and
romantic.
b. ________________: typical Aries.
c. ________________: loyal to friends and family.
d. ________________: stubborn and arrogant.
e. _________________: impulsive and quick
tempered.
f. _________________: competitive.
g. _________________: Leo.
7. Biography
a Write the names of three heroes or persons you consider
important to you.
_________ _________ _________
b. What things are important to mention when you are
writing about someone?
c. How is a biography organized? Write the three parts
it has.
i.
ii.
iii.
d. Write a short biography of one of your heroes.
Unit 4
1. What do you know about these countries? Name an actor,
singer, famous place or interesting fact.
Ireland
_______________
England
_______________
Spain
_______________
France
_______________
2. What do you think is the most difficult thing about living in

a foreign country?
3. Imagine you are starting a new life out of Chile and answer
these questions.
a. Where would you like to live?
b. How do you imagine your life would be like?
a. Why did Gabriela and her family move to Ireland?
b. What does Gabriela like and about living in Ireland?
c. What doesnt she like?
5. Do Chileans celebrate April fools Day? Explain.
QUESTION BANK
116
6. Answer these questions about the texts on Page 109.

a. Where is La Tomatina celebrated?
b. How do people celebrate?
c. How many kilos of tomatoes are used during this
celebration?
d. When is Coopers hill Cheese Rolling festival celebrated?
e. How do competitors know when the race has begun?
f. How many days do people celebrate The Battle of Oranges?
g. How do people celebrate this event?
h. Where does The Festival of the Pig take place?
i. What is the main event of the festival?
7. Read these sentences and underline the correct answer.
a. Our house is bigger / biggest than yours.
b. In Chile, July is colder / coldest than February.
c. It is the larger / largest shop in the city.
d. Mark is the better / best football player in the team.
8. Complete the paragraph with the past continuous tense of
the verbs in the box.
rain listening hold wear eat sleep bark
walk drink walk read
It was exactly ten o'clock. Outside, it was raining. We
____________ our books in the living room, and our
nine-year-old twins ____________ quietly in their
bedroom. My husband ____________ a cup of tea, and
I ____________ to the CD I bought. Our 16-year-old
daughter ____________ towards the door. She
____________ her dark blue raincoat and she
____________ an umbrella. She ____________ a
chocolate bar. Our cats ____________ beside her, and
our dog ____________ loudly. Everything was normal
in that winter evening.
117
ANSWERS
ANSWERS
UNIT 1
1. a. It takes place in Chilo.
b. The first celebration began in 1778.
c. The Franciscan missionary Hilario Martnez.
d. Possible answer: because people who attend the
festivity have a great devotion.
2. a. However b. and c. because d. and e. because f. however.
3. Possible answers: Halloween, Valentines day.
4. Possible answers:
a. That it is very hot. b. That it is windy.
5. Answers may vary.
8. a iii ; b ii
3. a. Because she was a woman.

b. Possible answers: In Chile, woman can go to the
university.
c. She was the first woman to become a professor.
d. He didnt go to school.
e. Will vary.
4. a. 1854
b. the special section was about taking care of babies.
c. In 1860 Florence opened the Nightingale Training School
for Nurses.
d. Six sergents of the British army carried her coffin.
5. a. Daniel. b. Emma. c. Emma. d. Daniel.
e. Emma. f. Emma. g. Daniel.
6. Answers will vary.
UNIT 2
1. c.
3. a. iii. b. i. c. iii. d. i.
4. a.
5. a. He will feel desperate.
b. By using his imagination.
c. It means the progress and the glory of the world.
d. Because he has to fight against ignorance.
6. a. ii. b. i. c. ii.
7. Yes, both have problems with friends who offer them drugs.
8. a. ii. b. iii.
UNIT 4
1. a. Because of her fathers job.
b. That life is more interesting, and she has lots of friends
from different countries.
c. That winter is very cold.
2. Possible answer:
Chileans celebrate a similar date: Innocents Day on
December 28.
3. a. In Buol, Spain.
b. They celebrate having parties on the streets, eating
paella, dancing and throwing tomatoes.
c. About 7 million kilos.
d. In May.
e. The race begins when the Master of ceremonies throws
a piece of cheese down a hill.
f. Five days.
g. With parades, parties, food events and music in
the streets.
h. In Trie Sur Baise, France.
i. The national pig imitation competition.
7. a. bigger. b. colder. c. largest. d. best.
8. were reading / were sleeping / was drinking / was listening
to / was walking / was wearing / was holding / was eating /
were walking / was barking.
UNIT 3
1. a. Stories about him began to appear in 14th century.
b. His wife was Maid Marian
c. His main enemy was the Sheriff of Nottingham
d. The Indian captured and release him four times.
e. In 1775 he led an expedition that opened a trail
through Kentucky.
f. Today his image is a mixture of fact and legend.
g. He was born in Madird
h. He studied art and science.
i. His black horse was called Tornado.
2. Possible answers:
a. Did you study for your exams?
b. What did the Wright Brother create?
c. What year did Einstein win the Nobel Prize?
118
ANSWERS
WORKBOOK
UNIT 1: EXPLORING TRADITIONS
Lesson 4: Chiles national dance
Lesson 1: A Chilean celebration
1. Angrily
badly
carefully
comfortably
fast
1. 1. We Tripantu 2. La Tirana 3. Andean carnaval

2. a. New sun. b. The Virgin of Carmel.
c. The mixture of Spanish and indigenous cultures.
3. Students' own ideas.
Lesson 2: Holidays and celebrations
1. Usually, generally, sometimes, always, often.

Students' own ideas.
Lesson 3: Myths and legends
1. had, stayed, had, did, went, watched, drove, visited, saw,

met, learned, were, promised.
Students' own ideas.
2. a. My friends and I studied math yesterday.
b. Peter ate a big sandwich for lunch.
c. Joanna read an interesting book last month.
d. Brenda and Tom went to the zoo last week.
e. Gustave Eiffel built the Eiffel Tower in 1889.
f. Liza wrote an e-mail in the morning.
g. My father painted this painting when he was young.
h. My mother called my sister last Monday.
5. 1. was / Spain. 2. began / 1939. 3. lived / Buenos Aires.
4. became / 43. 5. had / six 6. wrote books 7. went / 1969
well
loudly
nervously
normally
quickly
quietly
sadly
happily
hard
slowly
successfully.
2. a. well. b. normally. c. quietly. d. fast. e. successfully.

f. hard. g. angrily. h. carefully.
3. a. How does Daniel speak? He speaks loudly.
b. How do the students behave? They behave nervously.
c. How does the turtle move? It moves slowly.
d. How does my little sister laugh? She laughs happily.
e. How does Laura sing? She sings badly.
f. How do you feel? I feel well.
UNIT 2: TAKE CARE OF YOURSELF!
Lesson 1: How fit are you?
1. listen to, watch, play, write.

2. Any of these:
Read: a book, a novel, a brochure, a letter, an e-mail, a blog
Go: surfing, camping.
Listen to: a song, a lecture, a speech
Visit: grandparents, family.
Watch: a soccer game, a movie
Go to: the university, the mall, the doctor, the club, the country
Write: an e-mail, a novel, an article, a blog
Lesson 2: Whos in control?
1.
Possessive pronoun Indirect object pronoun
Susans daughter
Her daughter
Hers
Brians girlfriend
His girlfriend
His
My parents car
Their car
Theirs
My familys house Their house
Theirs
Daves dog
his
His dog
2. a. mine. b. yours. c. hers.

d. his new jacket. e. his passport. f. her voice.
3. a. This is her photo. This is hers. b. It is their dog. Its theirs.
ANSWERS
119
Lesson 3: A schoolboys journal
Lesson 2:
1. b. 2. a. iv, ; b. ii. ; c. iii. ; d. i.
People that changed people
4. a. You should make a break.b. You should make a timetable

c. You should plan your time carefully. d. You shouldnt
worry too much. e. You should ask for help.
5. My brother feels scared when he hears noises at night.
I was very happy when I heard the good news.
Tom felt sad when he heard his uncle was very sick.
Andy was confused as he didn't know what to do.
Sandra's really stressed about her exams.
She's really angry because someone stole her bag.
Lesson 4: Help for you!
1. i. Whats the matter ii. got a point iii. sort of iv. get rid of
2. a. You must do the homework everyday.
b. You can study with a classmate.
Lesson 5: My personal online journal
1. Llll
Good at
Bad at
Angelthebest13
Prettycandy1145
English grammar
Speaking English
vocabulary
pronunciation
2., 3., 4. Students' own answers.

UNIT 3: INSPIRING PEOPLE
Lesson 1: Folk heroes
1.
Invention
Age
Year
Inventor
The Popsicle Frank Epperson 11 years old 1905
Braille
Louis Braille
15 years old Not mentioned
2. a. The Epsicle.
b. He became blind when he was three because he injured
his eyes.
Lesson 3: Florence Nightingale, a
woman out of her time
2. a. Bert was a soldier. He was injured at war.

b. The hospital was nasty, smelly, and dirty. The author
describes it in the 3rd verse.
c. Because the hospital was dirty.
d. Florence gave Bert a nice clean bandage and ointment for
the pain. The information is in the 9th verse of the poem.
e. She wrote great books about nursing. She opened up a
school. (11th verse)
UNIT 4: DIFFERENT PEOPLE,
DIFFERENT LIVES
Lesson 1:
Experiences in a foreign country
2. a. F. b. T. c. T. d. T.
Lesson 2: Do you like jokes?
3. become drums; dice eyes; ; world word; field

shield; sing king; in wind; plate wait; sand stand;
ringing singing; string king;
1.
4. world, alone, eyes, king, me, sand, singing, field, word, wind,
become, plate, king.
5. a. He used to rule the world.
b. They used to feel afraid of the king.
c. He sleeps alone and he sweeps the streets.
Asking for help

Can you give me a
hand with?
Can you help me
with?
Can you?
Would you be so
kind to?
Could you?
Offering to help
Its fine.
Feel free to ask me.
Certainly!
What can I do for?
Its there anything I can
do?
What do you need?
Of course!
Sure!
OK
Do you need some?
Indeed!
Its no problem.
All right.
Refusing to help
Im afraid Im busy now.
Im really busy.
Id really like but
Im sorry I cant.
ANSWERS
120
Lesson 3:
READING BOOKLET
Festivals around the world
1. a. The highest mountain in the world.

b. the fastest animals.
c. the longest river in South America.
d. the closest planet to the Sun.
e. the biggest desert in the world.
The Power of the Sun An Indian
4. a bicicycle / own ideas / the best / in that price range / own

ideas / the cheapest / Aleoca 20-inch folding bike / $79.90 /
And how much / most expensive / own ideas / lowest / the
Stella X is the smallest / It's the lightest, too / the slowest.
Lesson 4: Top of the pops
Ulysses and the Cyclops.
4. When the picture was taken, the boy was eating a sandwich,
the girl was reading a magazine, and the man was preparing
the dinner.
1. They were giant and dangerous creatures who had an eye on

the forehead.
Lesson 5: To my country
2. me / energy ; fun / sun ; warm / dorm ; cool / pool ; happy /

sappy ; day / way
Terri and the Turkey
Legend
1. The conflict of the son of the Sun who felt in love with a girl
from the Earth and Morning Star who lived a lonely life
because of the scar on his face.
Healthy Lifestyle
Answers will vary.
2. To blind the Cyclops to protect his crew.
1. They do not want to kill the turkey.

TEACHER'S BOOK
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TEACHER'S BOOK
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TEACHER'S BOOK

Lina Alvarado Jantus

EDICIN ESPECIAL PARA EL MINISTERIO DE EDUCACIN

Lina Alvarado Jantus

2015 Ediciones Cal y Canto

Lina Alvarado Jantus

Jorge Muoz Rau

2014 Ediciones Cal y Canto

PLAN OF THE BOOK ......................................................................... 4

UNIT 3: INSPIRING PEOPLE............................. 54

DESCRIPTION OF THE COURSE ...................................................... 6

Error Alert!..........................................................................56, 60, 62

CLASSROOM MANAGEMENT ....................................................... 10

UNIT 4: DIFFERENT PEOPLE,

TEACHING STRATEGIES FOR ACTIVELY ENGAGING

ORIENTATIONS TO DEVELOP CRITICAL THINKING ................... 16

Extra Test ......................................................................................... 85

DIFFERENT LIVES .......................................................... 72

Background Information ................................... 74, 75, 76, 78, 82

COMMON EUROPEAN FRAMEWORK OF

EVALUATION INSTRUMENTS (Photocopiable) ......................... 88

PHONETIC ALPHABET CHART ..................................................... 19

LANGUAGE REFERENCE (Photocopiable) ................................101

UNIT 1: EXPLORING TRADITIONS .............. 20

Error Alert!..........................................................................26, 29, 32

Error Alert!..........................................................................42, 46, 48

THEMATIC INDEX .........................................................................111

PLAN OF THE BOOK

DESCRIPTION OF THE COURSE

Writing process. The current trends give writing an

development of reading comprehension is a fundamental tool

expected to use the English language; they should be capable of

To develop writing skills, the lesson starts with a simple

Evaluation is an ongoing process in Travelers, and an integral

Values. Value-enhancing topics such as equality, health,

This component includes:

Detailed teaching notes for every unit.

Students should assume different roles each time (coordinator,

INTEGRATING THE FOUR SKILLS IN THE

For instance, students work together to write and edit a class

TEACHING STRATEGIES FOR ACTIVELY

High-achieving students know what needs to be learned and

One way to foster strategy use in the classroom is to consider

Preview the text by looking at

Evaluate predictions and revise them as needed.

Talk with a classmate

relevant to their goals.

Monitor comprehension as they read.

about which strategies

To effectively use these strategies, teachers should spend time

Adapted from: Capistrano Unified School District. (2003). Student Reading

Listening and Speaking Strategies

On the other hand, speaking in the target language is one of the

Tips and instructions

how to present information. This is the

Observe, imagine, interview.

Remember, repeat, identify

Describe, explain, paraphrase,

Compare, contrast, critique,

Discuss, justify, evaluate,

Design, create, elaborate,

Read and identify authors points of

Evaluate the arguments in favor /

COMMON EUROPEAN FRAMEWORK