Lina Alvarado Jantus

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GUA DIDCTICA DEL DOCENTE
PEFC/29-31-75
9 789563 391367
ISBN: 978-956-339-136-7
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EDICIN ESPECIAL PARA EL MINISTERIO DE EDUCACIN
PROHIBIDA SU COMERCIALIZACIN
EDICIN ESPECIAL PARA EL MINISTERIO DE EDUCACIN
PROHIBIDA SU COMERCIALIZACIN
bsico
GUA DIDCTICA DEL DOCENTE
Lina Alvarado Jantus
Teacher of English
Instituto Profesional Chileno-Britnico
2014 Ediciones Cal y Canto
Travelers 7 bsico Teachers Book
N de Inscripcin: 235.003
ISBN: 978-956-339-136-7
Original text Lina Alvarado Jantus
Teacher of English
Instituto Profesional Chileno-Britnico
Basado en Travelers 7 Bsico
2009 Ediciones Cal y Canto Ltda.
N de Inscripcin: 171.757
ISBN: 978-956-8623-52-4
Original illustrations Ediciones Cal y Canto Ltda.
Design Ediciones Cal y Canto Ltda.
General Manager Jorge Muoz Rau
English Editor Marin Gonzlez Del Fierro
Designed by Mara Jess Moreno Guldman
Cover designed by Mara Jess Moreno Guldman
Layout by Marcela Silva Pedreros
Proofreading Nicholas Gunn John
General Production Cecilia Muoz Rau
Production Assistant Lorena Briceo Gonzlez
Recording Producer Rodrigo Gonzlez Daz
Recording Engineer Ignacio Arriagada
Photos 123RF Stock Photos
All rights reserved; no part of this publication may be reproduced, stored in a retrieval
system, transmitted in any form, or by any means, electronic, mechanical, photocopying,
recording, or otherwise, without the prior written permission of the publisher.
Impreso en RR Donnelley.
Se termin de imprimir 8.000 ejemplares en el mes de enero de 2014.
3
Plan of the book 4
Description of the course 6
Students Book 6
Unit Structure 6
Methodology 8
Classroom management 11
Some basic teaching reminders 14
Some methodological suggestions for skill development 14
The Internet in the language classroom 16
Using literature in the language classroom 17
Classroom language 18
CONTENTS
CONTENTS
UNIT 1: WELCOME, FRIENDS 20
Error Alert! 23, 25, 28
Background Information 22, 27
Extra Test 33
UNIT 2:
WELCOME TO MY COUNTRY 36
Error Alert! 39, 40, 43, 44, 45
Background Information 37
Extra Test 49
UNIT 3: THE WORLD OF SPORTS 52
Error Alert! 56, 59
Background Information 53, 54, 55, 56, 61
Extra Test 66
UNIT 4: HOME SWEET HOME 70
Error Alert! 71, 74, 75, 76
Background Information 70, 73, 76
Extra Test 82
Answers
Workbook 86
Reading Booklet 87
Evaluation Instruments (Photocopiable) 88
Language Reference (Photocopiable) 101
Irregular Verbs (Photocopiable) 109
Thematic index 112
Bibliography 113
Question bank 114
Answers 119
4
UNIT 1 1 UNIT UNIT 2 2 UNIT
WELCOME
TO MY COUNTRY 36
WELCOME
FRIENDS 6

GETTING READY. . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 7

PREPARATION FOR THE UNIT . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 8

LESSON 1 READING
My best friend . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 10
Pronunciation Numbers . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 12
Language focus Expressing likes and dislikes . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 12
Written production Paragraph about favorite activities . . . . . . . . . . . . . . . . . . . . 13
Oral production Dialog about favorite activities . . . . . . . . . . . . . . . . . . . . . . . . . . . 13

LESSON 2 LISTENING
A trip to the capital . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 14
Language focus The Present Continuous . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 17
Pronunciation /s/ . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 17
Written production A short telephone conversation. . . . . . . . . . . . . . . . . . . . . . . . 18
Oral production A short telephone conversation. . . . . . . . . . . . . . . . . . . . . . . . . . . 18
TRAVEL BACK . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 19

LESSON 3 READING
Living Abroad . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 20
Language focus Can / Cant . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 22
Oral production A short survey. . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 23
Pronunciation /k/, / / . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 23
Written production An e-mail about a city / town . . . . . . . . . . . . . . . . . . . . . . . . . 23

LESSON 4 LISTENING
What do you do on the weekend? . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 24
Language focus Prepositions of time . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 25
Pronunciation The days of the week . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 26
Oral production A dialog about weekend activities . . . . . . . . . . . . . . . . . . . . . . . . 26
Written production A short paragraph about weekend activities . . . . . . . . . . . . 26
TRAVEL BACK . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 27

LESSON 5 WRITING
To my cyberpal . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 28
An e-mail . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 28

KELLY HARDROCK, SCHOOL REPORTER. EPISODE 1 . . . . . . . . . . . . . . . . . . . . . . . . . . . . 30

COMPLEMENTARY ACTIVITIES . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 32
PROJECT
. . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 34

TEST YOUR KNOWLEDGE . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 34
SELF-EVALUATION. . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 35
GETTING READY. . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 37
PREPARATION FOR THE UNIT . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 38
LESSON 1 READING
La Tirana festival . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 40
Language focus Question words. . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 42
Pronunciation /w/ . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . .42
Oral production To ask and answer questions . . . . . . . . . . . . . . . . . . . . . . . . . . . . .43
Written production A traditional celebration . . . . . . . . . . . . . . . . . . . . . . . . . . . . .43
LESSON 2 LISTENING
In the north . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . .44
Language focus Prepositions of place . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . .45
Pronunciation / /, / /, / /, / / . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . .46
Written production Sentences about location of places. . . . . . . . . . . . . . . . . . . .46
Oral production Questions and answers about locations of places . . . . . . . . . .46
TRAVEL BACK . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . .47
LESSON 3 READING
The people of the land . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . .48
Language focus Past Simple for past states . . . . . . . . . . . . . . . . . . . . . . . . . . . . . .50
Oral production Dialog about ethnic groups . . . . . . . . . . . . . . . . . . . . . . . . . . . . . .51
Written production Paragraph about ethnic groups . . . . . . . . . . . . . . . . . . . . . . .51
LESSON 4 LISTENING
Visiting the south . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . .52
Language focus Prepositions of time . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . .53
Oral production A report on daily routine . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . .54
Written production A paragraph about daily routine . . . . . . . . . . . . . . . . . . . . 54
TRAVEL BACK . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . .55
LESSON 5 WRITING
Come to visit my country . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . .56
A brochure . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . .56
KELLY HARDROCK, SCHOOL REPORTER. EPISODE 2 . . . . . . . . . . . . . . . . . . . . . . . . . . .58
COMPLEMENTARY ACTIVITIES . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . .60
PROJECT . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . .62
TEST YOUR KNOWLEDGE . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . .62
SELF-EVALUATION . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . .63
PLAN OF THE BOOK
PLAN OF THE BOOK
5
UNIT 4 4 UNIT
UNIT 3 3 UNIT
WELCOME
TO MY COUNTRY 36
THE WORLD
OF SPORTS 64
HOME
SWEET HOME 92

GETTING READY . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 65

PREPARATION FOR THE UNIT . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 66

LESSON 1 READING
A special game . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 68
Language focus Could / Couldnt . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 71
Oral production A dialog about past abilities . . . . . . . . . . . . . . . . . . . . . . . . . . . 71
Written production A short paragraph about past abilities . . . . . . . . . . . . . . . . 71

LESSON 2 LISTENING
The first marathon . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 72
Language focus Connector . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 73
Oral production A short dialog about the first marathon . . . . . . . . . . . . . . . . . 74
Written production A short paragraph about the first marathon . . . . . . . . . . . 74
TRAVEL BACK . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 75

LESSON 3 READING
Sticks and balls . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 76
Language focus Permanent situations . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 78
Oral production Questions and answers about sports . . . . . . . . . . . . . . . . . . . . 79
Written production A short description of a sport . . . . . . . . . . . . . . . . . . . . . . . 79
Pronunciation Initial sounds /b/, /v/. . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 79

LESSON 4 LISTENING
An extreme experience . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 80
Language focus Prepositions of movement . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 81
Oral production A short dialog . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 82
Pronunciation / /, / /, / / . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 82
Written production A short report. . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 82
TRAVEL BACK . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 83

LESSON 5 WRITING
A popular sport . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 84
An informative text . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 84

KELLY HARDROCK, SCHOOL REPORTER. EPISODE 3 . . . . . . . . . . . . . . . . . . . . . . . . . 86

COMPLEMENTARY ACTIVITIES . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 88

PROJECT . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 90

TEST YOUR KNOWLEDGE . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 90

SELF-EVALUATION . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 91
GETTING READY . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 93
PREPARATION FOR THE UNIT . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 94
LESSON 1 READING
An inconvenient truth . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 96
Language focus The Future . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 98
Oral production To describe future events . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 98
Pronunciation /s/ . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 99
Written production A short report on the results of a survey . . . . . . . . . . . . . . 99
LESSON 2 LISTENING
What are we doing to our planet? . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 100
Language focus The Present Continuous . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 101
Oral production Dialogs about environment . . . . . . . . . . . . . . . . . . . . . . . . . . . 102
Pronunciation Intonation . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 102
Written production A dialog about environment . . . . . . . . . . . . . . . . . . . . . . . 102
TRAVEL BACK . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 103
LESSON 3 READING
We can save the planet . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 104
Language focus Obligations and suggestions . . . . . . . . . . . . . . . . . . . . . . . . . . 106
Oral production A dialog making invitations . . . . . . . . . . . . . . . . . . . . . . . . . . . 107
Written production An invitation . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 107
LESSON 4 LISTENING
Can we stop it? . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 108
Oral production An interview about pollution . . . . . . . . . . . . . . . . . . . . . . . . . 109
Language focus Inviting and asking for help . . . . . . . . . . . . . . . . . . . . . . . . . . . 110
Pronunciation /s/, / / . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 110
Written production A list of suggestions . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 110
TRAVEL BACK . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 111
LESSON 5 WRITING
Ask the scientist. . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 112
An interview. . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 112
KELLY HARDROCK, SCHOOL REPORTER. EPISODE 4 . . . . . . . . . . . . . . . . . . . . . . . . 114
COMPLEMENTARY ACTIVITIES . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 116
PROJECT . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 118
TEST YOUR KNOWLEDGE . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 118
SELF-EVALUATION . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 119

ANSWERS . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 120

THEMATIC INDEX . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 132

GLOSSARY . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 133

BIBLIOGRAPHY . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 134
6
DESCRIPTION OF THE COURSE
DESCRIPTION OF THE COURSE
Travelers has been especially written for teenagers in the
seventh year of primary school. The English program for the
level and the concepts and guidelines of the Chilean curriculum
have been considered throughout its preparation.
The course aims to:
foster an integrated development of the four skills, providing
students with techniques and strategies that will allow them
to understand oral and written texts not only in English, but
also in other subjects and in their everyday life.
improve learning and thinking skills.
help students realize English is an important tool for getting
and exchanging information, knowledge and culture.
educate in a broader sense by providing information about Chile,
South America, the English-speaking countries and the world at
large, encouraging students to think, analyze and question.
encourage language awareness and develop critical thinking
through literary texts.
Travelers consists of a Students Book, a Workbook, a Reading
Booklet, a Teachers Book and a CD.
STUDENTS BOOK
The course is topic-based and contains a conducting line:
Conductive thread
The text has a conductive thread represented by children of the
same age and level of the intended readers. They are present in
different situations according to the topics of the unit. These
children include English native speakers related with Chile, and
also Chilean children. They interact throughout the book among
themselves and also with other people. Special emphasis has
been put on presenting girls and boys participating in similar
ways and occasions.
At the end of each unit there is an illustrated cartoon strip
whose main characters are the same as the ones who appear in
the lessons included in each unit.
This resource has been included mainly because children of all
ages enjoy this type of material and also because the visual
aspects are effective to support the comprehension process.
It also has other advantages, such as:
To present language in a meaningful context.
To allow students to internalize language patterns that they
may use later on.
To help develop critical thinking.
To provide visual elements to improve students reading
comprehension skills.
The Students Book contains four units based on the English
program for the level and the concepts and guidelines of the
Chilean curriculum.
Unit 1: WELCOME, FRIENDS.
Unit 2: WELCOME TO MY COUNTRY.
Unit 3: THE WORLD OF SPORTS.
Unit 4: HOME SWEET HOME.
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 Preparation for the unit section identifies and practices
language and skills that the students will need to have
mastered in order to move on to the new contents of the unit.
The tasks in each unit are indicated with the following
headings: Reading, Listening, Writing, Language focus,
Reflections, Synthesis, 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.
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
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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.
Reflections is a special section that helps students think
about their learning process and to raise their awareness of
how they develop their own learning strategies to become
more effective learners. It also enables students to become
independent learners as well as independent thinkers.
Teachers are strongly recommended to train and help students
to reflect on their learning process and should encourage their
students to keep tidy notes of the activities in class, of any
extra work done, of tests, quizzes, homework, handouts,
vocabulary records, etc., so that they can have easy access to
all this information whenever they need to use it again, when
they study at home or when they revise for tests.
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.
Learning styles. Travelers considers that there are different
learning styles in a classroom, so different kinds of activities
have been included.
- Visual learners need visuals in the classroom, for example:
posters, realia, flash cards, visual organizers, etc.
- Auditory learners learn better by listening, and like working
in pairs and small groups.
- Kinesthetic learners learn through physical activities like
competitions, board games, role-plays, etc.
- Tactile learners like board and card games, projects, etc.
Values. Value-enhancing topics such as equality, health,
respect, the environment, etc., appear explicitly throughout the
course. Through guided questions and simple discussions,
students are encouraged to reflect about and form opinions on
broader social issues concerning their lives and the world around
them. Cultural differences are also highlighted at relevant points
in the course as well as particular aspects of English-speaking
countries such as information related to historical and
geographical facts, cultural heritage, teenage lifestyles, etc. in
order to raise students awareness of the target culture, and
develop a richer perspective of their own culture.
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There are other small but interesting sections in the units.
- Did you know that ? The aim of this section is to provide
more information on the main topic of the lesson and interest
students in finding more information on their own.
- Throughout the book students and teachers will also find
website-based resources to expand their knowledge of
specific subjects.
- American v/s British English. Special notes that show
students the differences between American and British
English in writing, pronunciation, and vocabulary. Students
are frequently confused with the different spelling or
pronunciation and the idea of this explanation is to show
them that both ways are perfectly acceptable.
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.
Idiomatic expressions. When idiomatic expressions appear in
the texts or in the activities, they are explained, defined, and
an example is given. Idioms or idiomatic expressions are those
that cannot be immediately understood by analyzing the
literal meaning of their components; literal translation will
sound odd. This section will help teachers to include them
naturally in different exercises.
Observation and evaluation sheets for the teacher and the
students (photocopiable, in Appendix at the end of the book):
- Listening comprehension.
- Reading comprehension.
- Extended response reading rubric.
- Behavior rubric.
- Beginners writing.
- Project evaluation.
Answers for all the tasks in the Students Book ,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.
The level of difficulty of the activities included in the book.
This is shown with the following icons:
Low = + Medium = ++ High= +++
CD
The CD contains all the material for the listening tasks, including
Pronunciation, Listening, and Listening test material. It also
includes useful expressions for the classroom. The transcripts of
the recordings are at the end of each unit.
METHODOLOGY
Task-based learning
Travelers helps students develop language and learning skills to
carry out sequences of tasks.
These are some advantages of task-based learning.
Increased motivation - learners become personally involved.
All four skills, reading, writing, listening, and speaking, are
integrated.
Autonomous learning is promoted as learners become more
responsible for their own learning.
There are learning outcomes: learners have an end product.
Authentic tasks and therefore, more authentic language input.
Interpersonal relations are developed through working as a group.
A break from routine and the chance to do something different.
Collaborative Work
In project-based learning, students work in teams to explore real
world problems and create presentations to share what they
have learned. This approach has many benefits for students,
including:
deeper knowledge of subject matter;
increased self-direction and motivation;
improved research and problem-solving skills.
Additionally, it gives the teacher the grounds for evaluating what
students have learnt and how they apply that knowledge to real
life situations.
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The book has projects for students to carry out. Each relates to
the unit and asks students to try and answer a question or solve
a problem - one that has relevance for them and that they might
have to face one day in real life.
Let students choose their own group there is nothing worse
than being stuck with someone you do not get along with. Give
them enough time to prepare the project. Praise and reward
good presentation and extra effort made.
Learner training
This concept has to do with developing students awareness of
how they learn and how they develop their learning strategies so
that they become more effective and independent learners.
Teachers should encourage students to analyze their learning
process, making them think about their learning, what problems
they have and how they could improve their performance, so that
they can take the appropriate steps to optimize their learning.
Special attention should be paid to the training of students in pair
and group work, emphasizing the importance of everyones
contribution and the respect for the ideas of classmates.
Mixed ability
Travelers caters for mixed-ability classes in a variety of ways. The
teacher needs to develop techniques which allow students of all
levels to benefit from the lesson. Individual feedback is
advisable in any class, but in a mixed-ability class, this attention
to detail can increase student satisfaction. The teacher should
always try to make some mental, if not written, notes about
each student in such classes. As the course progresses and
opportunities arise, the teacher should congratulate individual
students on their improvements and make tactful suggestions
on areas to work on. A few sentences during general monitoring
are better than nothing. These details show that the teacher is
aware of individual needs of students.
Additionally, each lesson in Travelers offers at least one activity
that can be done by fast learners, while the rest of the class is
finishing a task.
Games
Games are important when learning a foreign language
because they are motivating and help students to sustain the
effort of learning. However, games are the means and not the
end they are a way of making learning more entertaining and
should not be treated as time fillers. Each game in this book is
there for a purpose and needs teacher supervision and
sometimes prior preparation.
Cognates
Cognates are words in different languages related to the same
root, eg, education (English), educacin (Spanish).
The different lessons in Travelers provide students with a
question to help them notice and recognize cognates. The
teacher should encourage students to find the cognates
whenever they face a new text.
False Cognates
Students might get confused because there are several words in
Spanish that are similar in English, but have a different meaning.
Here are a few examples of false cognates.
Actually = realmente, not actualmente (at present, currently).
Embarrassed = avergonzado/a, not embarazada (pregnant).
Realize = darse cuenta, not realizar (carry out, fulfill).
Approve = aprobar (agree with something), not aprobar un
examen (pass an exam).
Lecture = conferencia (a talk about a topic), not lectura
(reading).
Try = tratar de hacer algo, not tratarse de (be about) or tratar
con (deal with).
Politics = la poltica, not los polticos (politicians)
Library = biblioteca, not librera (bookstore)
Familiar = estar familiarizado con, not familiar (relative)
Parents = padres (father and mother), not parientes (relatives).
Evaluation and assessment
In Travelers, evaluation is ongoing and an integral part of the
learning process. It takes the form of both student evaluation
and teacher evaluation.
Student evaluation
As well as making students feel more responsible for their own
learning, the process of evaluating themselves and evaluating
classmates actually helps them to learn and remember. Students
are asked to evaluate the following aspects: their performance,
their participation, their products, the working arrangement. This
is done informally through the Reflections and Travel Back
sections, and more formally at the end of each unit through the
Test your Knowledge and Self-evaluation sections. The teacher
must help by organizing correction of the activities, but students
themselves must check their own performance and assign marks.
At the end of this activity, students are asked to add up their
marks and use a Progress chart to find out their level of
achievement. Many students may be new to the process of self-
evaluation and at the start teachers will need to give guidance.
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Informal evaluation should also take place on a regular basis at
the end of lessons through short discussions about the lesson,
carefully guided by the teacher.
Teacher evaluation
Teacher evaluation combines formative and summative
instruments. The following suggestions could be considered to
reach a final mark for each student.
A mark should be given to each of the three components below.
The final mark should be the average of these three marks.
1. Classwork. Taking into account general attitude,
participation, cooperation with classmates and work done.
2. Projects. A project evaluation sheet (photocopiable) is
provided in the Evaluation Instruments Appendix.
3. Tests. There are two mini-tests, one final test, and one extra
test per unit. These tests assess listening and reading
comprehension, as well as specific language items studied
and practiced in the units.
Further suggestions for evaluation
As evaluation is an ongoing process, apart from the formal tests
provided in the Students Book, remember to evaluate students
performance in every activity they carry out, making notes of
their problems and achievements, keeping a record of their
participation, giving them informal marks that you can put
together and average at the end of a term, using the evaluation
instruments provided in the Evaluation Instruments Appendix,
at the end of book. You may also agree with them to consider
their self-evaluation at the end of each unit, monitoring their
performance and using the marks they give themselves as part
of their official marks.
Additionally, here are a few suggestions that you can adapt for
different contents and use at different moments of your lessons,
and that you can mark according to the level of difficulty, time
students spend preparing and presenting, etc.
- Mini-presentations by small groups of students. Give them
time to gather information, suggest they use patterns you
provide or that have appeared in the lesson, help them
rehearse the presentation, correcting pronunciation, and invite
two or three groups to present. This activity can be used in all
the units in connection with projects and activities, or with
contents the students find interesting in the lessons.
- Role-plays. Choose any of the dialogs, give groups time to
practice and invite two or three groups to present.
- Questionnaires. Prepare a short questionnaire at the end of a
unit on the content of the different texts. Assign it for
homework or use it as an informal test, which they can answer
looking at the texts they do not need to know the
information by heart, but should know how to find it!
- Bulletin board displays. Ask students to collect photos,
pictures, cut outs on a chosen topic, add a short text about
them following a model you can provide, and assign a place in
the classroom or the school for them to display their work.
- Written quizzes based on the written or oral texts used in
class, that may include: fill in the blanks with or without
words given, put words in order to form sentences, correct the
mistake (grammar or information), etc.
- Contests and games. Bingo with vocabulary words or verb
tenses, find as many words as you can in x minutes under
different categories, find information in the dictionary, how
much do you know about ...?
Introducing Travelers to your Students
Before starting Unit 1, introduce students to the course, the
components and methodology. Explain the importance of their
participation, the work organization into individual, pair and
group work, the role of self-evaluation, etc.
Bibliography
Both the Teachers book and the Students book offer
suggestions of materials that can be used for reference. Some
of these materials can be found in the Centro de Recursos de
Aprendizaje (CRA) in each school.
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Classroom management has to do with methods used by the
teacher in order to establish harmonious class organization and
discipline. The following components play an important role in
the achievement of these goals.
The teacher
A classroom where learning takes place is a pleasant
environment; the teacher is enthusiastic and active and
encourages student participation.
In most cases the teacher is the only direct contact the students
have with English. It is therefore important that she / he tries to
communicate with the students in English as much and as often
as possible. Some students may not be used to this, and
teachers should explain, in Spanish, that they may find it
difficult to understand at first, but it will gradually get easier.
Teachers can also use gestures or mime to help understanding.
Instructions for activities should be given as clearly and as
simply as possible, through demonstration and examples. If it is
clear that many students have not understood, the teacher can
ask a stronger student to translate for the class.
The students
The main objective of the English classes is the development of
reading, listening, speaking, and writing skills, so the teacher
may insist and encourage students to use English in class as
much as possible to show understanding of the reading and
listening texts. The teacher must provide patterns and clear
examples for them to do so, following these patterns and
examples. The teacher must also emphasize the importance of
everyones participation in and contribution to the activities,
giving clear explanations of their purpose and the role of the
individuals, the pairs, or the groups carrying them out.
Teenage students are going through a difficult process of
development in their lives, so the teacher might face discipline
problems, disruptive behavior, or unwillingness on the students
part to do the different tasks they are assigned. The topics in
Travelers have been carefully selected to attract and keep
students attention.
The responsibility for building a positive learning atmosphere lies
not only in the good relationship the teacher and her / his
students develop, but also in the one the students have among
themselves.
Travelers helps the teacher in this task through a number of
carefully designed exercises, very clear tasks, and opportunities
for the students to check and evaluate their own work.
Discipline
One of the reasons for bad discipline is usually students inability to
cope with the tasks. The noisiest students will demonstrate their
frustration by means of loud outbursts and disruptive behavior,
while the rest of the class may remain passive. To avoid discipline
problems, these preventative strategies are suggested:
- careful planning, so that students realize there is a feeling of
purpose which keeps their attention on the task in hand;
- clear instructions, given very simply and assertively so that
students know exactly what to do.
Working with big classes
These ideas may help you deal with a big class and allow you to
put into practice the suggestions for activities in the lessons.
At the beginning of the year, discuss and establish, together
with the class, a few class rules. Ask different groups to write
them on pieces of poster board and display them permanently
on a wall. They may be written in Spanish and little by little
turned into English, or they may be written in English and
accompanied by pictures illustrating them.
Involve the whole class when giving instructions,
explanations, or when checking answers, but try to use pair
and group work as often as possible.
Train your students to work in pairs or groups from the very
beginning, little by little, first only in pairs, doing simple tasks
such as making lists of words, looking up words in a
dictionary, preparing a couple of questions, etc., then move on
to more complex tasks, and finally start asking them to work
in groups.
An important part of the training period should be to ask
them to move quickly and with as little noise as possible. Do
not ask the whole class to form groups or pairs at the same
time, but do it by rows and praise the row that does it best.
Try and use a variety of working arrangements: pairs with the
student next to them, with the student behind, with the
student in the row opposite, etc., or form pairs with simple
action games, such as forming two big circles, asking them to
move in different directions and stop when you say so: their
partner is the person they are standing opposite to at that
moment, etc.
At the beginning, ask students to form pairs or groups with
the people near them, but eventually ask them to move
around more. When they have been trained in pair and group
work, you may ask the whole class to leave their seats and
CLASSROOM MANAGEMENT CLASSROOM MANAGEMENT
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move around the classroom to work with different partners,
gathering information or opinions, carrying out a survey, etc.
Apply different criteria to form pairs and groups: sometimes
put together students of similar levels and assign different
tasks according to their levels; at other times, form mixed-
ability pairs or groups, so that stronger students may help
weaker ones; take an active part in the formation of groups, but
occasionally, let students choose who they want to work with.
Take these opportunities to emphasize the importance of
cooperation and respect for everyones ideas, abilities, and
contributions.
Give short, clear instructions, and always check that students
have understood what they have to do by asking them to
repeat your instructions in Spanish if necessary. You may ask
the best students to write short reminders of the steps of the
activity on the board.
Provide a clear model of what pairs or groups have to do with
one or two students in front of the class before they begin
working on their own.
Assign a clear time limit for each activity and keep to it! Do
not ask Are you ready? as most probably the answer will be a
loud NOOO!, even if they are ready.
After you have given and checked instructions for the
activities, start walking around the classroom, going from
group to group as quickly as possible. Repeat the instructions
if you see that most of the students have not understood or
are not doing what they are supposed to be doing.
Agree with the class on a code you will use to indicate that
they have to stop doing the activity, stop talking and get ready
to check results. For example, you may stand in a particular
place in the classroom; or you may raise your hand and as
students see you they have to do the same; or you may count
from five to one, etc. In general, avoid shouting, as loud noises
tend to generate louder responses.
Occasionally, ask either troublesome or faster learners to act as
your assistants, writing things on the board, walking around
the classroom checking that all groups are doing the activity,
taking notes of the work in progress, keeping the time,
distributing and collecting worksheets, etc. It is better if these
assistants are not always the same students.
At the end of each activity check answers, correct general
mistakes you may have detected while walking around the
class and do something that clearly indicates that the activity
has finished: some final examples, choral repetition of key
words, phrases and sentences, congratulations and praise for
the good work done, etc.
If your students are used to getting marks for their work, agree on
a system of marking pair and group work as well: give and
accumulate points for participation, good behavior and results.
(Examples of observation sheets and class evaluation are
provided).
Dealing with troublesome students may be difficult. This may
be made easier if you ask all students to write a suggestion for
punishment of these students on a piece of paper. Check that
the suggestions are acceptable, put them in a box and ask
troublemakers to get a piece of paper from the box and do
whatever is indicated there whenever they misbehave.
Pairwork and groupwork
This type of work encourages students to share their skills and
knowledge, and learn from each other. It also increases
students involvement and active participation, as well as
developing positive attitudes. It is important to share with the
students the importance of these activities which will give
them an opportunity to learn the social and communicative
skills required to work with other people: acceptance of other
ideas, responsibility, commitment, cooperation, respect for
turn - taking, etc. The teacher should take an active role in
group formation, so that the students do not always work with
the same people, to take full advantage of the variety of
learning styles and abilities. Students should assume different
roles each time (coordinator, secretary, researcher, presenter,
artist, writer, etc.).
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Students learn best when they are actively involved in the
process. Researchers report that students working in small
groups tend to learn more of what is taught and retain it longer
than when the same content is presented in other formats.
Students who work in collaborative groups also appear more
satisfied with their classes.
Informal learning groups are temporary clusterings of
students within a single class session. Informal learning
groups can be initiated, for example, by asking students to
turn to a neighbor and spend two minutes discussing a
question you have asked. You can also form groups of three to
five to solve a problem or answer a question. You can organize
informal groups at any time in a class of any size to check on
students' understanding of the material, to give students an
opportunity to apply what they are learning, or to provide a
change of pace.
Formal learning groups are teams established to complete
a specific task, such as write a report, carry out a project, or
prepare a presentation. These groups may complete their work
in a single class session or over several weeks. Typically,
students work together until the task is finished, and their
final product is formally evaluated.
Study teams are long-term groups (usually existing over the
course of a semester) with stable membership whose primary
responsibility is to provide members with support,
encouragement, and assistance in completing course
requirements and assignments.
Study teams also inform their members about lectures and
assignments when someone has missed a session. The larger
the class and the more complex the subject matter, the more
valuable study teams can be.
General Strategies
Plan for each stage of group work. When you are preparing for
the course, decide which topics, language contents, or projects
might lend themselves to formal group work. Think about how
you will organize students into groups, help groups negotiate
among themselves, provide feedback to the groups, and
evaluate the products of group work.
Carefully explain to your class how the groups will operate and
how students will be graded. Explain the objectives of the group
task and define any relevant concepts. In addition to a well
defined task, every group needs a way of getting started, a way
of knowing when its task is done, and some guidance about the
participation of members.
Give students the skills they need to succeed in groups. Many
students have never worked in collaborative learning groups
and may need practice in such skills as active and tolerant
listening, helping one another in mastering content, giving and
receiving constructive criticism, and managing disagreements.
Discuss these skills with students and model and reinforce them
during class.
Consider written contracts. Some teachers give students written
contracts that list members' obligations to their group and
deadlines for tasks.
(Adapted from: Gross Davis, B. (1993). Collaborative Learning: Group
Work and Study Teams. Retrieved July 18, 2012 from http://teaching.
berkeley.edu/bgd/collaborative.html
14
Start every lesson in a way that focuses everyone's attention
to create expectation and prepare students for what is to
come. You can write the topic of the lesson on the board and
ask some questions about it, show a poster or picture related
to the lesson, ask who can remember what they did the
previous class, etc.
Do not allow students to open their books until everyone is
paying attention.
End an activity before students get bored with it, but do not
hurry them or end the activity too soon if they are obviously
enjoying it.
Ask students their opinion.
Do not assume that if one student says they understand,
everyone else does.
Ask (elicit) rather than tell. Someone in the class can probably
give the information.
Do not ask students to explain difficult things, such as
definitions of words, in English.
Do not interrupt students during pair or group speaking
activities to correct their English; note the main, common
mistakes, put them on the board and correct them with the
class at the end.
Dont insist on 100% accuracy all the time. Mistakes are a
normal part of the learning process, and a valuable source
of information.
Give praise and encouragement, especially to weaker students.
Write positive comments on their work; let them know what
they are doing well and what they need to improve.
Remember that you are the main motivator in the classroom!
SOME METHODOLOGICAL SUGGESTIONS
FOR SKILL DEVELOPMENT
Developing listening skills
Follow the organization of activities into before, while and
after listening.
Before listening
- Introduce the topic of the text and get students involved.
Elicit what they know about it and help them relate it to
their own experiences. Make use of pictures.
- Present key vocabulary and structures, and write them on
the board.
- Invite students to predict the content and to formulate
hypotheses of what will appear in the text.
- Do these activities quickly and take advantage of the interest
created to continue with the listening activities.
Listening
- Play the recording once or twice for students to check their
predictions and hypotheses. Accept other information they
may have gathered, but do not go into details at this stage.
- Remind students of cognate words, which help
comprehension and consequent task realization.
- Read and clarify instructions with the class, and do the
different listening activities one by one, concentrating on the
task assigned and checking answers after each successive
listening.
- Every time students listen, they should have a clear purpose
and task, provided in the instructions, which will help
them focus their attention and identify the information
required.
- Help students recognize different supporting elements in the
listening texts: intonation, voice pitch, pauses, emphasis,
background noise, etc.
After listening
- Help students summarize the text using the models provided.
- Encourage reinforcement of vocabulary and grammar that
appeared in the text, always using the context, and providing
further examples or similar contexts.
- Discuss the topic of the lesson, help students reflect on the
contents and highlight the values presented, making them
notice the connections with their own reality.
- Make students evaluate their own performance in the lesson.
a. Did their predictions help them understand the text?
b. How did they do in the different listening activities?
c. What new words, expressions, or structures did they learn
in this lesson? Can they use them in other situations?
Developing reading skills
Follow the organization of activities into before, while and
after reading.
Before reading
- Introduce the topic of the text and get students involved
Elicit what they know about it and help them relate it to
their own experiences. Make use of pictures.
- Present key vocabulary and structures, and write them on
the board.
- Invite students to predict the content and to formulate
hypotheses of what will appear in the text.
SOME BASIC TEACHING REMINDERS SOME BASIC TEACHING REMINDERS
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- Always ask students to give a quick look at the text to find
the cognates and the words they already know. This will help
them formulate more informed hypotheses and also feel less
insecure when facing a new text.
- Draw students attention to the structure of the text: layout,
punctuation, titles, subtitles, etc., to identify the type of text.
This will also provide clues that will help them understand
the text.
- Do these activities quickly and take advantage of the interest
created to continue with the reading activities.
Reading
- Ask students to read the text quickly to check their
predictions and hypotheses. Accept other information they
may have gathered, but do not go into details at this stage.
- Remind students of cognates, which they can identify
easily, and which help comprehension and consequent task
realization. Present false cognates if there are any in the text.
- Read and clarify instructions with the class, and do the
different reading activities one by one, concentrating on the
task assigned and checking answers after each successive
reading. Every time students read the text, they should have
a clear purpose and task, provided in the instructions, which
will help them focus their attention and identify the
information required.
- Help students recognize different supporting elements in
the texts: text organization, reference markers, letter types,
graphic support, punctuation marks, illustrations, etc.
- Remind students of some general characteristics of text
organization: main ideas are usually at the beginning of each
paragraph, connectors give important clues and indicates
addition, but, however indicate contradiction, because
indicates a reason, or indicates alternatives, etc.
After reading
- Help students summarize the text using the models provided.
- Encourage reinforcement of vocabulary and grammar that
appeared in the text, always using the context and providing
further examples or similar contexts.
- Discuss the topic of the lesson, help students reflect on the
Contents, and highlight the values presented, making them
notice the connections with their own reality.
- Make use of the FL (Fast learners) activities or the cartoon
strip episode in the Students book and of the
complementary activities in the Teachers book to provide
further practice in a freer context, either for the whole class
or for faster, keener students. Invite them to make comments
on the contents and share them with the rest of the class.
- Encourage students to make use of the Reflections section to
evaluate their own performance in the lesson.
Developing oral expression
At the beginning of the course, prepare posters with the class,
showing the expressions they must use as part of the
classroom interaction (See Classroom language on Page 18.)
You may use different colors to identify their function.
Teach them to address you as Mr. / Miss / Mrs. plus your surname.
Encourage students to use English to do the different speaking
activities that show comprehension.
Choose relevant parts of the listening texts, especially dialogs,
for students to listen, repeat, and try to memorize and present
in front of the class.
Create a positive atmosphere in the classroom to facilitate
students participation in oral exchanges.
Make use of the pronunciation activities

to help students
practice pronunciation, accentuation and intonation.Please
note that the icon uses the symbol / / - the most frequent
vowel sound in English - to indicate the type of exercise, but it
does not represent the sound to be practiced.
Developing written expression
Always provide a model for students to follow. Go from simple,
very guided activities to more complex ones: just words that
students use to fill in blanks, or exercises in which they put
words in order to form sentences, short answers to simple
questions, using a pattern given and substituting some
elements, etc.
Make students aware of punctuation marks and connectors.
Check written work while walking around the classroom, or
collect notebooks, or provide the correct versions on the board
or on a transparency.
16
In this age of information revolution and the widespread use of
the Internet in almost all spheres of life, using computer
technology in the teaching process is more and more accepted
and widespread.
The Internet can serve as a teaching medium and as a rich
resource of materials (texts, pictures, sounds, music, films, etc.)
You can use these as a basis for your lessons instead of texts
from the coursebook only. In this way, Internet-assisted lessons
supplement teaching, adding an additional dimension to
the classroom.
Students can use web resources to gather information on
various topics or prepare to present a project. The Internet gives
great possibilities for students individual work, allowing them
to work at their own pace, with materials they choose
themselves, giving them variety and choice, and offering an
attractive and interactive learning environment. This is largely
achieved by the use of e-mail, chat, or discussion groups. Due
to these widely accessible and inexpensive tools, students can
communicate with people from different parts of the world.
How useful is the Internet in the classroom?
Students do online reading, listening, writing, or speaking and
thus improve their skills.
Students encounter grammatical structures in real contexts.
The potential of communication tools may be exploited
through e-mail, chat, discussion groups, or video-conferencing.
Activities demanding collaboration can be developed.
Internet-assisted instruction fosters learner independence.
Individual students find partners and exchange e-mails.
Collaborative work between schools can be developed.
How does the Internet help the teacher?
Teachers can gather information about different topics: facts,
figures, and formulas; book reviews; historical archives;
authors; collaborative projects; lesson plans.
Communication tools can serve the goals of the teacher
reinforcing structures and lexis, enlarging their knowledge of
the world and practicing the conventions of writing.
Teachers can easily find opportunities for professional
development through up-to-date resources and seminars.
Information collection and analysis
The use of the Internet allows students to practice and develop
web searching techniques, as well as analyze and critically
evaluate online sources. Make sure students not only look for
required information, but also understand the materials and use
their own words to paraphrase the web sites. In this way,
students use all their learning skills and favorite techniques to
collect, organize, and present information found on the web.
Web searches help students develop analysis and synthesis
skills, and stimulate them to think critically.
Students should be taught to evaluate sources and discriminate
between good and bad ones, and they should be given constant
guidance so that they are not overwhelmed by a multitude
of resources.
Some tips to develop Internet-safe lessons
Never ask students to use search engines on their own.
Ask students to find very specific information, not just surf.
Always tell students to write down the URLs of the sites they
use in a bibliographical format.
Do not send the entire class to the same site at the same time.
When possible, try to preview sites before students visit them.
URLs of web sites change all the time, so try the links
yourself first.
THE INTERNET IN THE
LANGUAGE CLASSROOM
THE INTERNET IN THE
LANGUAGE CLASSROOM
17
Literature has proved to be a resource that takes students
beyond the elementary level of intensive language instruction
to a level which enables them to function effectively in the
second language. Numerous scholars believe that the literary
heritage should not be avoided with students who are
intellectually and emotionally ready to examine literary works.
Moreover, research has shown that the use of authentic literary
texts gives learners experience in real reading in the foreign
language and can be confidence - building and motivating.
The value of literature in language learning is that it helps to
develop the learners interpretive skills and it can provide a basis
for extending language usage. (Byrne, 1997).
Another benefit of using literature in the EFL classroom is that it
may enhance students own creativity and invites them to see
the world from other perspective.
When students are faced to reading literature, an extensive list
of a variety of reading sub-skills are applied:
deducing meaning and use of unfamiliar words;
understanding explicitly stated information;
understanding information which is not explicitly stated;
understanding conceptual meaning;
understanding relations between the parts of a text through
lexical cohesion devices;
understanding cohesion between the parts of a text through
grammatical cohesion devices;
interpreting text by going outside it.
Since literature is language, the exploitation of literary texts in
the classroom is a valid and relevant resource for of approaching
language learning.
The methodological implications of the use of literature are the
following:
EFL classroom strategies such as cloze, rewriting, prediction
activities, role-playing are adapted and adopted to teach
literary texts in the language lesson;
text manipulation (e.g., rearrangement and dramatization);
two-way channel of teacher-student communication and pair/
group work in order to achieve more self-sufficiency.
When dealing with literary texts, teachers should keep in mind
that activities involve a constant reference back to and
interaction with the text and that ensue interaction between
and among students.
Three-stage-framework proposed as a working model for
the presentation of literary texts in the language classroom
Framing (thematic preparation): turning students attention to
the content or theme of the text. It can also focus on
distinguishing prose from poetry.
Focusing (engaging): the designed activities which lead them
to understand the text and to interpret it for the purposes
in hand.
Diverging (moving on): leading students into parallel activities
of various kinds, e.g., role-play, transfer to other text-types,
creative writing, etc.
Adapted from: Mirzaei, A., & Domakani, M. R. (2010). The Theory and
Practice of Bringing Literature into the EFL Classroom.
USING LITERATURE IN
THE LANGUAGE CLASSROOM
USING LITERATURE IN
THE LANGUAGE CLASSROOM
18
Greetings
Good morning. / Good afternoon. / Hello. / Hi.
Good bye. / See you tomorrow. / See you later.
Have a nice weekend. / Enjoy your holiday.
Moods and feelings
A: How are you today?
B: Im fine. / Im great. / OK. / Very well, thank you.
Im not very well. / I have a problem. / Im feeling low. / Im sad.
Asking for clarification (STUDENTS)
Can you repeat that, please?
Can you say that again, please?
Sorry? I didnt understand very well.
Can you help me with this exercise, please?
Encouragement (TEACHERS)
Well done!
Good!
Excellent!
Good work!
Congratulations!
The date
A: What day is it today?
B: Its Monday. / Its Tuesday. / Its Wednesday. / Its Thursday. /
Its Friday. / Its Saturday. / Its Sunday.
A: Whats the date today?
B: Its (Monday) March 9
th
.
The weather
A: Whats the weather like today?
B: Its sunny. / Its cloudy. / Its hot. / Its cold. / Its nice and warm. /
Its nice and cool. / Its raining. / Its snowing.
The time
A: Whats the time? / What time is it?
B: Its one oclock. / Its two oclock. / Its three oclock. /
Its ten oclock. / Its twelve oclock.
A: Whats the time? /What time is it?
B: Its quarter past nine. / Its half past ten. / Its five past eleven. / Its
ten past twelve. / Its twenty past one. / Its twenty five past two.
A: Whats the time? / What time is it?
B: Its a quarter to eight. / Its twenty five to nine. / Its twenty to ten. /
Its ten to three. / Its five to four.
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.
CLASSROOM LANGUAGE CLASSROOM LANGUAGE
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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.
WELCOME, FRIENDS
WELCOME, FRIENDS
UNIT 1
1 UNIT
In this unit you will
Listen and find specific information in a phone call
and in a conversation about free time activities by:
identifying the sequence of events,
recognizing vocabulary related to free time
activities,
relating written and spoken versions,
identifying expressions of time.
Read and identify main ideas and specific
information in a literary extract and in an e-mail
about friends and favorite activities, by:
recognizing main ideas from cognates,
discriminating between correct and incorrect
information,
recognizing type and purpose of a text,
relating topic and personal knowledge.
Express own ideas in short dialogs and
monologues about:
favorite free time and weekend activities,
personal experiences,
abilities.
Complete short paragraphs and write an e-mail
describing favorite activities using the expressions
like, love, enjoy + ing,
expressing abilities,
using language and vocabulary related to free
time activities,
using the appropriate format.
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PAGE 7
GETTING READY
Introduce the unit inviting students to say what they can see in
the pictures.
Ask them if the children in the pictures are happy, if they are having
a good time and why. Introduce the topic of friends and friendship
reading the short poem aloud.
Ask students if they agree with what the poem says about friendship.
Encourage them to give their own opinions and to justify their
impressions giving reasons.
Elicit names of activities children do with friends. Ask students to
think which of them they enjoy doing with their friends and make
them compare ideas with their partners.
PAGE 8
PREPARATION FOR THE UNIT
What students need to know before this unit:
The verb To Be, Present tense.
The days of the week.
Activities.
Vocabulary related to places in the city.
This section contains activities meant to identify and activate their
previous knowledge of the topic and related vocabulary, and to
establish the starting point for the activities that will follow.
Give students time to form groups and discuss the exercises that
have to be done in pairs or groups; encourage them to reflect and be
honest to do those that require individual responses.
Answers
1. a. They are new. b. She is a nurse. c. They are in my bag.
d. It is big. e. He is 12 years old. f. They are at home.
2. Monday, Thursday, Sunday.
3. Picture 1: dancing. Picture 2: playing the piano.
Picture 3: riding a bike. Picture 4: swimming.
4.
B Q S T O T M V S C D C Q O G
H M Z C L N O S U K O X S P Q
A L S S H Y K O Y X Q N Z W B
U V M T F O H H E S I Y E G R
R P Q C Y Q O X K A Q B R Q E
X E I L U O K L T H J E K C S
D T V K Q K V N Q P G A L O S
Y O C I R J U Y D S E C L D S
Z A L A R O R E M W S H Y N Z
A W P A M T E Q R V U E S L S
E A Y D N J F I M G O E X N Y
T I G U C N T Y N C H O F U I
D V O H D X E H F U N P I O E
Z C H C R U H C O X Y L E K Z
C E U U Y U Q N G P C K X J E
PAGE 10
Lesson 1: MY BEST FRIEND
Time Five class hours.
Objectives
Read, listen, and identify main ideas and specific
information in a literary extract about friends and
favorite activities.
Exchange information about favorite activities.
Say the numbers.
Write a short paragraph about best friendsfavorite
activities, likes, and dislikes.
Use like, love, hate + ing.
Materials
CD, Tracks 2, 3, 4.
Reading booklet, Page 3.
Complementary Activities, Students Book, Page
32, Exercise 1.
Workbook, Pages 4, 5.
Evaluation Reflections, Students Book, Page 12.
BEFORE READING
Make students look at the title of the lesson and ask them what
makes a best friend special and different from other friends. Listen
to different opinions and write some ideas on the board. Generate
class discussion on this question first and then motivate them to
work in groups to do the activities in this section.
1. + Make students discuss these questions. Encourage them to
ask further details about their best friends and to give extra
information if possible.
2. ++ Explain to students that they are going to read three
popular quotes about friendship. Tell them these quotes
represent general views about friendship in the English speaking
world. Encourage them to express if they agree with them and to
give reasons that support their answers. Ask them if they have
ever heard similar ideas in Spanish in popular quotes or sayings
they are familiar with.
3. +++ Focus students attention on the illustration of Kelly
Hardrock and introduce her to them. Tell them Kelly is an
American twelve-year old girl from Texas who has Chilean
friends and is the reporter of her school Magazine. Make
students read the paragraph about Herman Hesse and reflect
on the way in which an event like World War I may have
influenced the writers novel. You can guide this reflection by
asking them what kind of stories they think they would write
if they lived the experience of a war.
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4. +++ Ask them to look at the Pictionary and the picture on
Page 11. Motivate them to think about the reasons why the
author of this text would want to say something about his best
friend. Tell them the words in the Pictionary can give them a clue.
What kind of information would the writer give? Why? Encourage
them to share their ideas with the rest of the class.
Pictionary
gentleman: seor, caballero.
mature: maduro(a).
assignment: tareas, deberes.
scientist: cientfico.
doorway: entrada, acceso.
READING
5. +
2
Students read the text quickly and check their predictions.
Remind them that this first reading is only to check their
predictions. After they have read and check, ask students if they
know the novel and if they have read it in Spanish. Share more
information about the text and the author with them.
Background information
Demian: The Story of Emil Sinclairs Youth (1919) is a semi-
autobiographical novel by German writer Hermann Hesse.
Demian was published in the aftermath of World War I and grew
out of Hesses experience of psychoanalysis with Carl Jung and J.
B. Lang.
The novel is set in Germany in the decade preceding World War I,
roughly 1904 to 1914. It is narrated by Emil Sinclair and describes
Sinclairs personal inward journey to an understanding of his deep
inner self.
Source: Cengage, G. (2013) Novels for Students. Retrieved June
5, 2013, from http://www.enotes.com/demian
Hermann Hesse (1877-1962), was a German poet and novelist,
who depicted in his works the duality of spirit and nature, body
versus mind and the individual's spiritual search outside the
restrictions of society. In 1922 appeared Siddhartha, a novel of
asceticism set in the time of Buddha. Its English translation in the
1950s became a spiritual guide to the generation of American Beat
poets. Hesse was awarded the Nobel Prize for Literature in 1946.
6. +++ Draw students attention to the characteristics of the text.
Guide their reflection asking them some questions, such as What
is the writer doing in the text?, What is the setting of the story?,
Who is telling the story? Who is Demian? How do we know that?
Ask students what chapter of the novel they think the extract has
been taken from and why.

Listen to their reasons and guide the answers. Explain that the
author is introducing Demian and describing him for the first
time, so it seems to be the beginning of the story.
Answers
c. Because the narrator is describing the protagonist of the story,
Demian.
7. +++ Read the instruction aloud and make sure students
understand they have to identify a synonym for each word.
Before starting the activity, emphasize that the words are all
cognates and elicit their ideas about the meaning. Do the first as
an example. Check orally.
Answers
I. Unpredictable: unexpected. Exceptional: remarkable.
Assertive: mature.
II. Ironic: sarcastic.
III. Honored: flattered. Curious: surprised.
PAGE 12
8. ++ Read the sentences aloud and explain that each sentence
contains a piece of false information. Students have to identify it
and find the correct information in the text. Check orally.
Answers
a. Demian looked like a simple boy.
b. The classroom was small.
c. Demian looked like a boy who doesnt like doing assignments.
d. Demian was a farm boy.
9. +++ Motivate students to identify the attitudes that the
narrator expresses in the extract and discuss their ideas with a
partner. Ask them what kind of description they have read and
what feelings they can recognize in it.
Invite students to work in pairs and reflect about the questions.
Encourage them to share their answers with their classmates.
a. The author pictures the Hares friends as selfish. None of them
wanted to help the Hare.
b. Demian is pictured in a different way. He is worried about his
new friend and he knows exactly where he lives.
PAGE 12
AFTER READING
Reflections
The purpose of this activity is to help students reflect on their
learning process and to raise their awareness of how they develop
their own learning strategies to become more effective learners.
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They should work on their own but you may help and guide them
when necessary. Encourage them to keep a record of their answers
in a special section of their notebooks.
Students read the questions and identify:
a. the main problems they had to understand literary texts
in English.
b. actions they can take to improve in future reading comprehension
activities.
LANGUAGE FOCUS Expressing likes and dislikes
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 provide the answers.
Answers
2. Children dont like seeing this kind of expression in a face.
3. Children.
4. We express our favorite activities using like /enjoy + a
verb ending in ing. We express our dislikes using dont /
doesnt + like + a verb ending in ing.
If the subject is he, she or it, the verbs add a letter s in the
affirmative form.
10. +++ Tell students to imagine that they are Sinclaire's friend,
Demian. Encourage them to think how Demian would describe
Sinclaire and motivate them to write a description. Tell them to
think what activities the character may enjoy doing. Make sure
students apply what they learned in the Language Focus in their
description.
11. +
3
First play the recording and ask students only to
listen. Then play the recording again for students to repeat each
pair of numbers. Make sure they distinguish the difference in
pronunciation and accentuation encouraging them to clap as
they recognize the stressed syllables. Ask them what syllables
they clapped in each case.
'thir`teen - `thirty; 'four`teen - `forty; 'fif`teen - `fifty;
'six`teen-`sixty; 'seven`teen - `seventy; 'eigh`teen - `eighty;
'nine`teen -`ninety.
Error Alert!
Students may find it difficult to distinguish between 13
th
/ 30
th
, 14
th

/40
th
, 15
th
/ 50
th
, etc. Draw students attention to the fact that the
stress is on the last syllable in numbers ending in teen, and on
the first syllable in numbers ending in ty. Have students repeat
several pairs of numbers until they can produce the correct stress.
Draw students attention to the pronunciation of the letter s,
pronounced /s/ and the letters th, pronounced / /. Explain that
if we use one instead of the other in English we can change the
meaning of a word.
Example: miss /mis/ = echar de menos, and myth /mi / = mito.
Help students with the pronunciation of thirteen / r`tin/;
compare the pronunciation of / / with Spanish words such as
zapato, zapallo, zueco, as pronounced by a Spanish person.
PAGE 13
12. +
4
First, students only listen. Then, they listen and
repeat the conversation.
TRANSCRIPT 4
Kelly: Whats your best friends name?
Dan: Mark Peterson.
Kelly: How old is he?
Dan: Hes twelve.
Kelly: What are his favorite activities?
Dan: He likes playing football and tennis.
Kelly: And what do you like doing?
Dan: I like swimming.
Additional activity
Use this short conversation for shadow reading. Ask students to
listen to the recording and read the conversation aloud with
them, 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.
13. ++ Invite students to read the information about Hayley and
Carlos in the cards.
14. +++ Encourage students to complete the paragraph using
the information in Exercise 15. Refer them to the Language Focus
to make sure they use the correct structures when expressing likes
/ dislikes. Invite some students to read their paragraphs aloud.
Make general corrections to provide a model for the rest.
15. Ask fast finishers to complete the card with information
about their best friends. Encourage them to talk about him / her
with their partners.
Assign this activity as homework to the rest of the students.
16. +++
66
Ask students to read and listen to the fable The
Hare with Many Friends in the Reading Booklet. Have them
identify the differences between the two texts (Demian is an
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autobiographical story, based on real facts; The Hare with Many
Friends is a fable). Share with them some characteristics of fables.
Useful information
Fable (n.): a short, traditional story, usually involving animals,
which is intended to show people how to behave.
Source: http://dictionary.cambridge.org/dictionary/learner-
english/fable?q=fable
PAGE 14
Lesson 2: A TRIP TO THE CAPITAL
Time Five class hours.
Objectives
Listen and identify main ideas and specific
information in a telephone conversation about
friends and activities in the city.
Practice pronunciation of /s/.
Express events that are happening at the moment
of speaking.
Write a short telephone conversation.
Use the Present Continuous tense.
Materials
CD, Tracks 5, 6, 7.
Complementary Activities, Students Book,
Page 32, Exercise 2.
Workbook, Pages 6.
Evaluation Reflections, Students Book, Page 16.
BEFORE LISTENING
1. + Read the instruction aloud and make sure students identify
Kelly, the girl who appeared in the first lesson. Elicit predictions
about the country where the children come from.
2. ++ Ask students if they can guess the meaning of the word
cyber-pal only by reading the instruction in Exercise 1. Help
them clarify what the word means and ask them if they have a
cyber-pal. Ask them if they think they would like to have a friend
from a country in particular and why.
American v/s British English
Draw students' attention to the two different words used in each
variety of English. Remind them that both the British and the
American versions are correct, but that they should choose one
variety and stick to it.
3. ++ Ask students to form groups to match the verbs and the
pictures. They can use the dictionary to check the meanings in
Spanish. Choose one student per group to share the answers
with the class.
Answers
1: meet. 2: land. 3: ring. 4: take.
4. ++ Invite students to read the words in the Pictionary. Explain
them they are words that will appear in the text they are going
to listen to. Ask them to classify the words in the chart according
to their meanings.
Answers

Time Actions Location
Early Arrive Around
Today leave
Pictionary
around: alrededor.
arrive: llegar.
early: temprano.
leave: partir.
today: hoy.
PAGE 15
LISTENING
5. + 5 Tell students they are going to listen to a telephone
conversation between Kelly and Ignacio and to check their
predictions in Exercise 2. It is important to emphasize that this
first listening is only to get the general meaning of the text and
to check their predictions, therefore it is not necessary to
understand every single word.
Answers
Texas, the USA.
6. ++ 5 Read the questions aloud and help students discover
the kind of information they are going to look for.
Students listen to the recording again and concentrate on the
specific information required. Check orally.
Answers
a. iii. A boy and a girl.
b. ii. Santiago.
7. ++ 5 Students listen to the conversation once more and
select the correct alternative to complete each statement.
Guide them to concentrate on the kind of information that
is required.
Example: a. numbers / the time; b. different buildings; c. days of
the week; d. means of transport.
Check orally.
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Answers
a. iii. (One week); b. ii. (a hotel); c. iii. (Friday); d. ii. (plane).
PAGE 16
8. ++ 5 Make students match the beginning and the ending
of the sentences before listening to the recording. Then play it
again and ask them to check their answers.
Answers
a. iv. (Im ringing from Santiago.); b. vi. (Well stay here for a
week.); c. vii (You can go all around the city.); d. v. (We havent
got much time.); e. ii. (We have to be at the airport.); f. i. (Well
stay with my father.); g. iii. (Hes got a big house there.)
9. +++ 5 Explain to students the previous activities helped
them decode the content of the conversation. Tell them they
must listen to the recording for the last time and do something
different now. Draw their attention to questions a d. Explain
to them that they are not going to find literal information in the
recording to answer these questions, as it was the case in the
previous activities. Tell them they must pay attention to clues in
the recording, for example, speakers intonation, intention and
attitudes. Be clear about how important it is to make inferences
from what they can understand to answer this kind of questions.
Also, explain students it is necessary to identify exactly what
elements, words, or expressions in the recording helped them
decide their answers.
TRANSCRIPT 5
Ignacio: Al.
Kelly: Can I talk to Ignacio, please?
Ignacio: Eh, Ignacio speaking.
Kelly: Hi, Ignacio, its Kelly here. Your cyber-pal.
Ignacio: Kelly? From Texas?
Kelly: Yes, but Im ringing from Santiago. We arrived from Texas
today. The plane landed at 5:15 in the morning.
Ignacio: Wow! How early! How are you?
Kelly: Were fine, in the city and well stay here for two weeks.
Ignacio: Oh, where? In a hotel?
Kelly: Yes. Ignacio, tell me, what is Santiago like? What can we
do here?
Ignacio: Lots of things! For example, you can go all around the
city in a tourist bus. That is really cool. You can go to the
mountains and look at the city from above. You can also
visit the National Museum of Art, the Moneda Palace and a
lot of shopping centers; besides you can
Kelly: Stop! Stop! We havent got much time. On Friday, we are
leaving for Antofagasta. We have to be at the airport at
half past six in the morning! Well stay with my father. Hes
got a big house there.
Ignacio: Why dont you come over this afternoon and meet my friends?
Kelly: That sounds great! I can interview them for my school
magazine.
Ignacio: Ill ask my mother to pick you up
Reflections
The purpose of this activity is to help students reflect on their
learning process and to raise their awareness of how they
develop their own learning strategies to become more effective
learners. They should work on their own but you may help and
guide them when necessary. Encourage them to keep a record
of their answers in a special section of their notebooks.
Students read the questions and identify:
a. The occasions in which they needed the teachers assistance
to understand the text.
b. The new words they learned during the lesson.
AFTER LISTENING
LANGUAGE FOCUS The Present Continuous
Remember that these activities are meant to promote independent
learning, so help, guide and check, but do not give the answers.
1. Students revise the examples.
2. Guide them to discover what the sentences express.
Answers
b. (Actions that are happening at the moment).
Error Alert!
Students may omit the verb to be when using the
Present Continuous.
PAGE 17
10. +
6
Play the recording. Students first listen and then
listen and repeat the tong twister, paying attention to the
pronunciation of sounds, rhythm and intonation.
11. ++ In this activity, students have to describe the pictures that
show different actions taking place. To do this, they must start
describing the pictures orally and conclude the activity writing
a paragraph that describes all the pictures. Revise the structure
in the Language Focus again and ask students to work with a
partner and look at the pictures. Ask them What can you see in
these pictures? What are they doing? and elicit some answers.
Have them focus on the example and tell them this is a model
they can use to make their descriptions.
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Then motivate them to write a paragraph describing the
pictures on the space provided.
Answers
Answers will vary.
Extra!
Collect some pictures of people doing different activities from
magazines or from the other units of the Students Book. Show
them to students and ask them to say what the people are doing.
Alternative: Mime game
Give some students the pictures you collected and encourage
them to mime the actions. The other students have to guess
what the mime is and say the complete sentence, e.g.: You are
riding a bike; You are swimming; You are eating a sandwich, etc.
You can do this activity as a class or in groups.
American v/s British English
Draw students' attention to the different spelling of the same
word used in each variety of English. Remind them that both
the British and the American versions are correct, but that they
should choose one variety and stick to it.
PAGE 18
12. ++ 7 Invite students to read the dialog and identify the
situation (a telephone conversation). Explain to them that the
conversation between Kelly and Ignacio is a good example of a
typical telephone conversation. Tell students they are going to
listen to another example of a telephone conversation. Explain
students that sometimes the person we call is not at home and
we need to leave him / her a message. Then play the recording
and encourage them to focus their attention on the expressions
used by the speakers.
TRANSCRIPT 7
A: Hello.
B: Hi, this is Betty. Can I speak to George?
A: Sorry, he isnt at home. Can I take a message?
B: Can you tell him that Betty called?
A: OK. No problem.
13. +++ 7 Students practice, and role-play the telephone
conversation in pairs, imitating the model in the recording.
14. +++ Students work in pairs.
a. Ask students to read the dialog again complete the chart with
the different expressions in each stage of the conversation.
Answers
Expressions to use in a phone conversation
Begin the
conversation
Identify
yourself
Ask to talk
to
somebody
Offer to take
a
message
End the
conversation
Hello, Hi. this is Can I speak
to...
Can I take a
message?
Ok, no
problem
b. Encourage students to write a short telephone conversation
using their own ideas and following the model in Exercise 12.
c. Invite students to role-play the conversations in front of
their classmates.
15. Motivate fast finishers to look around and see what is
happening in the classroom. Ask them to focus their attention
on some classmates and the teacher and write a paragrpah
saying what they are doing.
Answers
Answers will vary.
PAGE 19
TRAVEL BACK
The travel back section provides material to check and revise
students progress and, at the same time, information for the
teacher about any points that the majority of the students may have
problems with. Make sure they understand what they are expected
to do, play the recording again for the listening part, and give them
time to answer individually.
Answers
1. c.
2. a. My salvation came in an unexpected way.
b. One day, another class entered into our large classroom.
c. Theres something odd above the doorway I like very much.
3. a. They dont have much time. b. They are leaving for the
north. c. She says its great.
4. a. Ignacio. b. Kelly. c. Ignacio.

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PAGE 20
Lesson 3: LIVING ABROAD
Time Five class hours.
Objectives
Read, listen and identify main ideas and specific
information in an e-mail about living in another
country.
Practice pronunciation of /k/, //.
Express abilities.
Complete an e-mail expressing abilities.
Use modal verb can.
Materials
CD, Tracks 8, 9.
Complementary Activities, Students Book,
Page 32, Exercise 3.
Workbook, Pages 7, 8.
Evaluation Reflections, Students Book, Page 16.
BEFORE READING
1. + Encourage students to answer the questions in pairs. Students
may use Spanish if necessary, but encourage them to use the
vocabulary from previous lessons.
Background information
The United States
The United States is a federal union of fifty states and one
district (District of Columbia). The original thirteen states were
the successors of the thirteen colonies that rebelled against
British rule. Most of the rest correspond to territory obtained
through war or purchased by the US government. The exceptions
are Vermont, Texas, and Hawaii, which were independent
republics before joining the union.
Answers
a. A girl.
b. Shes living in the USA.
2. + Read the instruction aloud and check that students
understand the task.
Remind them that they must take just a very quick look at the
text, only to find the cognates.
Answers
Famous, marine, theme, park, shows, zoo, fantastic, area,
different, guitar, tennis, experiments, photos.
3. + Ask students if they think Ema likes the new city where she is
living now. Elicit possible reasons why Ema may or may not like
the city.
4. + Make students imagine the city where Ema is living now. You
can guide them by asking questions like What city is it? Is it in the
seaside or in the countryside? Is it hot or cold?
Pictionary
drink: beber.
eat: comer.
miss: extraar, echar de menos.
PAGE 21
READING
5. ++ 8 Invite students to read the text and find supporting
information in it that indicates if Ema likes the city or not.
Check orally.
Answers
Yes, she likes the city.
Supporting information: This is a beautiful city and the people are
very nice. We live in a beautiful area.
PAGE 22
6. ++ Read the incomplete sentences and the alternatives with the
class. Students read the mail again to choose the correct
alternative.
Answers
a. iii. b. iii. c. i. d. iii. e. ii.
Did you know that
Let students read this section on their own and share comments
in their groups. For more information on the Did you know
that section see Page 8 of the Introduction.
7. +++ Copy the diagram on the board. Encourage students to
read the e-mail once more to find and write the corresponding
information.
Answers
Ann can play the guitar and sing. Dan can swim and play tennis.
Andy can do all sort of experiments.
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AFTER READING
LANGUAGE FOCUS Can / cant
Remember that this section is designed to help students revise
or discover by themselves a particular grammar structure or an
interesting item of vocabulary from the text.
1. Invite students to locate the sentences in the text, paying
special attention to the words in bold.
2. Help students complete the rule.
Answers
We use can when we want to express that we have the ability to
do something. We use cant when we want to express that we
dont have the ability to do something.
Additional activity
Elicit the structure for the interrogative form and write it on the
board. Have students practice it asking questions about abilities to
their partners.
Example: Can you speak Chinese? Can you hop on one foot? Can you
run fast? etc.
Error Alert!
Students may tend to put to after can; explain that modal verbs
such as can, must, could should, would, are followed by the infinitive
without to.
Example
I can play tennis. (Correct)
I can to play tennis. (Incorrect)
PAGE 23
8. + 9 First students only listen. Then they listen and
repeat the tongue twister imitating the model of pronunciation.
9. ++ Tell students to complete the e-mail applying the
structure in the Language Focus. Check orally.
10. +++ Invite fast finishers to work in groups of four and
ask them to carry out a survey of the things their friends can / can't
do. Elicit the questions they have to ask and write them on the
board: Can you dance / play the piano / sing / cook / speak English /
swim? Encourage them to apply the survey to other friends or
relatives as homework and to take notes in their notebooks. Make
some students prepare a presentation of the results.
Extra!
Ask each student to write three things they can do on a slip of
paper. Make sure they do not write their names on the papers.
Divide the class into groups of six or seven students. Ask them to
collect the papers and mix them up. Each student in the group
must take a slip of paper, read the sentences in it, and guess
who the writer is. If he / she doesnt guess, the next student will
take the chance to do it.
Reflections
The purpose of this activity is to help students reflect on their
learning process and to raise their awareness of how they
develop their own learning strategies to become more effective
learners. They should work on their own but you may help and
guide them when necessary.
Encourage them to keep a record of their answers in a special
section of their notebooks.
Students read the questions and identify the way they related
the content of the lesson to their own reality.
PAGE 24
Lesson 4:
WHAT DO YOU DO ON THE WEEKEND?
Time Five class hours.
Objectives
Listen and identify main ideas and specific information
in a conversation about weekend activities.
Practice pronunciation of the days of the week.
Talk about weekend activities.
Complete a weekend diary.
Use prepositions of time.
Materials
CD, Tracks 10, 11, 12.
Workbook, Page 9.
Evaluation Reflections, Students Book, Page 26.
BEFORE LISTENING
1. + Motivate students to look at the pictures and to match them
with the names of the activities.
Answers
1: prepare a barbecue. 2: stay at home. 3: meet friends.
4: rent DVDs. 5: do sports. 6: do homework.
2. ++ Ask students about their free time activities. Encourage
them to use the new vocabulary from Exercise 1, if necessary.
3. +++ Students copy the diary in their notebooks and make
notes about their ideal weekend. Encourage them to be as
imaginative as possible. Motivate them to share their work with
their classmates in their groups.
Error alert!
The days of the week in English are always written with capital
letters, but not in Spanish.
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4. + Tell students that they are going to listen to a conversation in which
Ema (The Chilean girl living in Texas) and her friends are talking about
their plans for the weekend. Invite your students to revise their notes
and guess what Ema and her friends are going to do.
Pictionary
barbecue: asado a la parrilla.
Sunday: Domingo.
weather: tiempo, clima.
weekend: fin de semana.
PAGE 25
LISTENING
5. + 10 Ask students to listen to the recording and check their
predictions.
Help them concentrate on the names of the activities that they
can identify.
Additionally, you can make students compare the children's
plans with their own notes for their ideal weekend in Exercise 3.
Which is more exciting? Would they like to be in their place?
Answers
Ema: stay at home, go to the club. Dan: go to parties, rent DVDs.
Ann: visit grandparents.
6. ++ 10 Students listen to the recording again to number the
sentences in the order they hear them.
Answers
a. 5; b. 3; c. 1; d. 4; e. 2; f. 6
7. +++ 10 Invite students to match the activities in column A
with the corresponding time in column B. Ask them to identify
the logical time to perform each of the activities and then
answer. Then, play the recording once more and ask students to
check their answers.
TRANSCRIPT
10
Ema: What do you do on the weekend, Dan?
Dan: Err, nothing special. My parents and I go shopping on
Saturday morning. In the afternoon, I like to do or watch
sports on TV. What about you, Ann?
Ann: I usually visit my grandparents. They always prepare a
barbecue on Sundays.
Ema: Do you often go to parties?
Dan: Sure! On Saturdays, I have dinner at 9:00 and then I go out.
If the weather is cold, I stay at home and rent some DVDs.
And you, Ema?
Ema: Oh! I usually stay at home. On Saturday morning, I help my
mother. In the afternoon, my sister and I go to the club and
meet some friends there.
Ann: What time do you study?
Ema: On Sunday. I wake up at ten and go out for a walk or for a
ride. We usually have lunch at two oclock and then I study
or do homework.
Dan: Hey! How about visiting Andy this afternoon?
Ann: Thats a great idea!
Dan: OK. See you there at 4:30.
Ann: See you!
Ema: Bye!
Answers
a. iii.; b. v.; c. iv; d. i.; e. vi.; f. ii.
AFTER LISTENING
LANGUAGE FOCUS Prepositions of time
Remember that these activities are meant to promote students
independent learning, so help, guide and check, but dont take an
active part.
1. Students revise the examples from the text. Ask them to pay
special attention to the words in bold. (idea of time).
2. Make students identify the meaning of the words in bold.
at: a. in: en. on: en (indicating time).
3. Ask students to analyze the examples in Point 1 and then
complete the rule.
Answers
We use at for a precise time.
We use in for months, years, centuries and long periods.
We use on for days and dates.
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Additional information
One way to help students remember how to use these prepositions
of time is to give them a sentence that contains all three, e.g.:
On Sundays, I get up at 10:00 in the morning.
You may ask them to write a version of the sentence that is true for
them and then read it aloud to their classmates.
PAGE 26
8. +++ Make students have a look at the visual clues and then
ask them to complete the sentences using a preposition from
the Language focus.
Answers
a. in the afternoon. b. in summer. c. at two. d. on Sundays.
9. + 11 First play the recording and ask students only to
listen. Then play the recording again for them to repeat each day
of the week.
Extra!
Make cards with anagrams to review the days of the week
(mixed-up letters, e.g. duysan for Sunday). Prepare this
beforehand making sure you include all the letters.
Show one card to a student and ask him / her to unscramble the
letters and say the correct word.
10. ++ 12 First, students read the diaries and work in pairs to
complete the dialog about Joanna and Stevie's weekend activities.
Then, play the recording and ask students to check their answers.
Answers
A: What do Joanna and Stevie do on the weekend?
B: Joanna goes shopping and Stevie goes cycling.
A: What do they do in the morning?
B: On Saturdays, they go shopping. On Sundays, they play tennis.
TRANSCRIPT
12
A: What do Joanna and Stevie do on the weekend?
B: Joanna goes shopping and babysits. Stevie goes cycling.
A: What do they do in the morning?
B: On Saturdays, they go shopping. On Sundays, they play tennis.
11. +++ Encourage students to practice repeating the dialog
in pairs. Invite some pairs to role-play it in front of the class.
12. +++ Have students compare the diaries with their own
routines. Encourage them to find similarities and differences. Ask
them what they do on the weekends and motivate them to write
their own diary in their notebooks. Make some students come to
the board and share their diaries with the rest of the class.
13. +++ Ask students to work with a partner. Encourage them to
make questions to each other about their diaries and find out
how similar or different their weekend routines are.
14. Fast finishers may report to the rest of the class what they
have learned about their partner's diaries. Motivate them to
describe their partners' routine using prepositions of time.
Reflections
The purpose of this activity is to help students reflect on their
learning process and to raise their awareness of how they
develop their own learning strategies to become more effective
learners. They should work on their own but you may help and
guide them when necessary.
Encourage them to keep a record of their answers in a special
section of their notebooks.
Students read the questions and identify:
a. How much the activities helped them to understand the text.
b. The main difficulties they had when they asked and answered
questions in English.
PAGE 27
TRAVEL BACK
The Travel Back section provides material to check and revise students'
progress and, at the same time, information to the teacher about any
points that the majority of the students may have problems with. Make
sure they understand what they are expected to do, play the recording
again for the listening part, and give them time to answer individually.
Answers
1. b.
2. a. San Antonio: beautiful. b. Seaworld: famous.
3. b.
4. a. grandparents. b. sports. c. home.
5. a. Linda can ride a horse. She cant speak German.b. Phil can
use a computer. He cant ride a horse. c. Linda and Phil can
use a computer but they cant speak German.
PAGE 28
Lesson 5: TO MY CYBER-PAL
Time One class hour.
Objectives
Plan, draft, edit, and write a final version of an
e-mail to a cyber-pal giving personal information
and talking about favorite activities.
Materials
Complementary activities, Students Book,
Page 33, Exercise 4. Workbook, Page 10.
Evaluation Writing box, Students Book Page 29.
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HAVE A LOOK AT... an email
In this lesson, students will learn to write an e-mail to a friend.
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 an informal
e-mail, as well as help them reflect on the type of language that is
often used in this type of text.
1. Tell students that they are going to write an e-mail to a friend.
Explain to them that any writing activity entails a process and it
needs preparation. Before the first activity, draw students
attention to the Organize your time box. Explain that the writing
task has to be completed in 45 minutes and that they have to
plan their work according to that.
Start drawing students attention to the structure of the e-mail.
Ask them to analyze it and identify the different components of
the message.
2. Have students classify the expressions in the box according to
their function.
Point out that there are expressions, such as Hi, Love, Best, that
are friendly and informal and can be used when writing an
e-mail to a close friend.
PAGE 29

DRAFTING
3. Now students must choose their favorite activities and abilities
from the phrases in the box.
4. Encourage students to answer the questions in full sentences.
Refer them to the Language focus on Pages 14 and 24 of the
Students Book.
WRITING
5. Ask students to complete the task following the model provided.
Motivate them to use the expressions, vocabulary, and structures
they learned in the Unit.
Circulate and monitor while they are writing, offering and
giving help as needed.
EDITING
6. When students finish writing, tell them to revise and edit their
work using the list in the Writing box on Page 31.
7. Motivate students to write a final corrected version of the e-mail
and send it to their partners. If it is not possible, ask them to
write the final version of the message on a sheet of paper and
give it to their friends.
You may give the writing assignment as homework and check it in
the next class, or have students check their classmates messages.
PAGE 30
Kelly, Matt, and the Time Machine
12 Episode 1:
Matt and Kelly arrive in Chile
Help students clarify the connection between the characters that
have appeared in the lessons and those in the cartoon strip. Read
the title and the introductory paragraph with them to make sure
they understand the setting of the childrens adventures.
Make students listen to the recording while they read or
motivate them to read the story on their own.
Help only if they ask you to.
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 they
think happened to Kelly and Matt after they opened the
box. Motivate them to share their ideas and vote the most
popular in the group.
2. Encourage them to create their own comic strip with the
idea they chose.
3. Explain to students they must role-play their comic in front
of the class. Have them practice the dialogs they created
before performing.
PAGE 32
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 time-
fillers or as revision before the unit test (Test your knowledge).
PAGE 34
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 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 the 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.
are friendly and informal and can be used when writing an are friendly and informal and can be used when writing an are friendly and informal and can be used when writing an
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Evaluate students performance and give them feedback. You can
use the Project Evaluation rubric on Page 97 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.
Check students results and revise any points that the majority of them
had problems with.
Answers
1. 14 Name Age City Likes Hates Other information
Laura 13 La
Serena
Music, playing the
piano, going to the
cinema, dogs.
Loves making
friends from all
over the world.
Ariel 12 Curic Music, playing the
guitar, pets.
Dogs Can write in English.
Sandra 16 Punta
Arenas
Playing tennis,
music, singing, dogs.
Cats Can play the drums.
2. 14 a. They both like dogs. b. They like music.
c. The mails are in English.
3. 14 Sandra; they have similar likes, the same pets, etc.
4. 15 d.
5. 15 a. ii., b. iii., iv., c. i.
TRANSCRIPT
15
On vacation
Marie: What do you do for your summer vacation, Peter?
Peter: I usually go to the seaside with my friend Mark.
Marie: Sounds great! And you, Paul?
Paul: Well, I go to the country, to my uncles farm and I always do
lots of things!
Marie: Like what?
Paul : In the morning, I help my uncle take care of the animals. In
the afternoon, my cousin and I sometimes ride a horse all
around the place or we go fishing.
Marie: And you, Peter; what do you usually do?
Peter: Well, I usually do different things, like swimming, making sand
castles, running on the beach What about you, Marie?
Marie: On Mondays and Thursdays, I help my mother at the shop,
but on weekends all the family goes camping. We always
have a really good time!
Possible answers
7.
4 points 3 points 2 points 1 point
Student can
complete the
four sentences
expressing
his/her name,
age, likes, and
dislikes.
Student can
complete three
sentences
expressing his/
her name, age,
and what his/
her likes.
Student can
complete two
sentences
expressing
his/her name
and age.
Student can
only complete
the sentence
expressing
his/her name.
8.
Great! Not too bad Help!
Student can tell his/
her personal
information to his/
her partner.
Student can tell
some of his/her
personal
information to his/
her partner.
Student cant tell
his/her personal
information to his/
her partner.
PAGE 35
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.
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.
EXTRA TEST
EXTRA TEST

Hi! My name is Roberto. Im thirteen. I love music and
I like playing the guitar and singing with my best
friend Sonia. I dont like watching TV and I hate
talking to people on the phone. My free time
activities are very simple; I go swimming every
week-end. On Saturday night I usually go to a party
at a friends house; I dont like going to discos. I
love listening to music at night; in fact, I go to sleep
with my radio on! I am not a brilliant student, but I
like English and math; I hate memorizing things.
1. Read the text and answer. What is Roberto doing?
1 point
a. Telling a story.
b. Reporting a piece of news.
c. Giving personal information.
d. Inviting a friend to a party.
2. Read the text again and complete these sentences. 5 points
a. Roberto likes .
b. He doesnt like .
c. On weekends he likes .
d. At night, he loves .
e. At school, he likes , but he hates .
3. Read the text once more. Answer these questions. 3 points
a. How old is Roberto? .
b. Is he a very good student? .
c. Who is Sonia? .
READING 16
P
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P
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B
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friend
hard
life
sad
stop
SOME FRIENDS ARE FOREVER
Sometimes in
,
you find a special
;
someone who changes your life,
Someone who makes you laugh
until you cant
;
someone who makes you believe
that there is good in this world.
Your friend gets you through
confused times, and
times,
and
times.
This is forever friendship.
MY BEST FRIEND
You are my best friend,
My very best
,
You make me
,
everyday.
You share your great
,
you share your best
,
so please dont take my best
friend
.
away friend happy
snacks toys
LISTENING 17
4. Listen to the poems and fill in the blanks with the words in each box.
10 points
WRITTEN EXPRESSION
5. Work in pairs. Complete this dialog with your ideas.
5 points
A: What do you like to do on weekend?
B: I and What about you?
A: I and .
B: Thats great. Whats your favorite at school?
A: I love . And you?
B: My favorite .
ORAL EXPRESSION
6. Role-play the dialog in Exercise 5 with your partner.
5 points
TOTAL
SCORE
29 pts
Keep trying Review! Well done!
24 - 29
Excellent!
16 - 23 8 - 15 0 - 7
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1. c. He is giving personal information.
2. a. Roberto likes music, playing the guitar, singing with his friend.
b. He doesnt like watching TV, talking to people on the phone and
going to discos.
c. On weekends he likes swimming and going to parties at a
friends house.
d. At night he loves listening to music.
e. He likes English and math, but he hates memorizing things.
3. a. He is 13.
b. Not brilliant, but OK.
c. Sonia is his best friend.
5. Some friends are forever: life, friend, stop, hard, sad
My best friend: friend, happy, snacks, toys, away
TRANSCRIPT
17
Some Friends are Forever
Sometimes in life,
you find a special friend;
someone who changes your life,
Someone who makes you laugh
until you cant stop;
someone who makes you believe
that there is good in this world.
Your friend gets you through
hard times, and sad times,
and confused times.
This is forever friendship.
My Best Friend
You are my best friend,
My very best friend,
You make me happy,
Every day.
You share your great snacks,
You share your best toys,
So please dont take
My best friend away.
ANSWERS TO EXTRA TEST UNIT 1
6. Accept any coherent and logical ideas. Check that students use the language and structures that were presented in the unit.

5 points 4 points 3 points 2 points 1 point 0 point
Student can complete
all the information
required in the dialog,
without any spelling
mistakes.
Student can complete
all the information
required in the dialog,
but makes some
spelling mistakes.
Student can complete
some of the
information required
in the dialog, without
spelling mistakes.
Student can complete
a little of the
information required
in the dialog, and
makes a lot of spelling
mistakes.
Student can complete
only one piece of
information in
the dialog.
Student cant
complete any
information in
the dialog.
8.
5 points 4 points 3 points 2 points 1 point 0 point
Student can exchange
the information with
his/her partner, with
a correct
pronunciation, no
hesitation, and no
grammar mistakes.
Student can exchange
the information with
his/her partner, with
a correct
pronunciation, and a
minimum hesitation,
and no grammar
mistakes.
Student can exchange
the information with
his/her partner, with
acceptable
pronunciation, but
hesitates and makes
some grammar
mistakes.
Student can exchange
the information with
his/her partner, but
his / her
pronunciation is not
clear, he/ she
hesitates a lot, and
makes a lot of
grammar mistakes.
Student can exchange
the information with
his/her partner, but
interaction is affected
by pronunciation
mistakes and a lot of
hesitation.
Student cant
exchange information
with his/her partner,
language mistakes
interfere with
comprehension.
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WELCOME TO
MY COUNTRY
WELCOME TO
MY COUNTRY
UNIT 2
2 UNIT
In this unit you will
listen and identify specic information in a radio
interview and in a tour guide explanations by:
discriminating between correct and incorrect
information,
using oral clues to predict content,
discriminating sounds,
identifying the correct sequence of events.
read and identify main ideas and explicit
information in a brochure and in a web page about
Chilean people, places, and traditions by:
identifying type and purpose of a text,
using the context to infer the meaning of
new words,
using visual clues to interpret information,
organizing information in a chart.
express ideas in dialogs about:
personal experiences,
Chilean people and places.
write short paragraphs and a brochure related to
Chilean people, places, and traditions:
using language and vocabulary of the unit,
talking about past states,
using prepositions of place,
recognizing the textual organization of a brochure.
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PAGE 37
GETTING READY
Introduce the topic of the unit showing the pictures on Page 36 and
talking about different places in Chile.
1. Encourage students to discover how much they know about their
country answering the quiz. Check orally.
Answers
a. iii. b. iii. c. ii. d. iii.
2. Ask students to look for information to complete the fact file
about Chile.
Make sure they understand the type of information they have to
include. Then they compare answers in their groups.
Answers
Country: Chile
Area: 756,096 km
2
Population: 16.572.475 (est. July 2012)
Capital City: Santiago
Language: Spanish
Currency: Peso ($)
Additional Information:
The area mentioned above corresponds to continental Chile and
the oceanic island. The rest of the area corresponds to the
Chilean Antarctic territory.
When we consider this last item, the area is 2.006.096 km
2
,
which is the one we can find in some web pages and texts.
Extra!
Ask students the capitals of American countries. Elicit any
interesting information they can give about Chile.
PAGE 38
PREPARATION FOR THE UNIT
What students need to know before this unit:
The verb To Be, Present Simple and Past Simple.
Plurals.
Prepositions of place.
Words to describe professions and jobs.
This section contains activities meant to identify and activate their
previous knowledge of the topic and related vocabulary, and to
establish the starting point for the activities that will follow.
Give students time to form groups and discuss the exercises that
have to be done in pairs or groups; encourage them to reflect
and be honest to do those that require individual responses.
Answers
1. Was, was, were, were, was, was, was, were.
2. a. was. b. was. c. are. d. is. e. were. f. are.
3. a. friends. b. boys. c. trees. d. sisters. e. festivals. f. rivers.
g. boats. h. pictures.
4. a. at 8953 Main Street. b. in the box. c. on the table. d. in the
kitchen.
5. a. football player. b. teacher. c. musician. d. driver. e. policeman.
f. doctor.
PAGE 40
Lesson 1: LA TIRANA FESTIVAL
Time Five class hours.
Objectives
Read, listen, and identify main ideas and specific
information in a brochure about a traditional
Chilean celebration.
Exchange information about traditional celebrations.
Practice the initial sound /w /.
Write a short paragraph about a traditional
celebration in Chile.
Use question words.
Materials
CD, Tracks 18, 19, 20.
Complementary Activities, Students Book,
Page 60, Exercise 1.
Workbook, Pages 9, 10.
Evaluation Reflections, Students Book, Page 43.
BEFORE READING
1. + Introduce the topic of the lesson asking students to answer
the questions. Tell them to look at the pictures and recognize
what kind of celebration they show.
Answers
a. People around the world celebrate
Christmas, Easter, Mothers Day, etc.
b. Christmas, Independence Day, Easter.
c. Will vary.
Background information
American most important festivities and celebrations
Independence Day
Independence Day is July 4
th
. This holiday honors the nations
birthday - the adoption of the Declaration of Independence on
July 4
th
, 1776. It is a day of picnics and patriotic parades, a night
of concerts, and fireworks.
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Labor Day
Labor Day is the first Monday in September. This holiday honors
the nations working people, typically with parades. For most
Americans it marks the end of the summer vacation season and
the start of the school year.
Thanksgiving Day
Thanksgiving Day is celebrated on the fourth Thursday in
November. In the fall of 1621, the Pilgrims held a three-day
feast to celebrate a bountiful harvest. Many regard this event as
the nations first Thanksgiving. The Thanksgiving Feast became
a national tradition and almost always includes some of the
foods served at the first feast: roast turkey, cranberry sauce,
potatoes, and pumpkin pie.
Columbus Day
Columbus Day is celebrated on the second Monday in October. The
day commemorates October 12
th
, 1492, when the Italian navigator
Christopher Columbus landed in the New World. The holiday was
first proclaimed in 1937 by President Franklin D. Roosevelt.
Memorial Day
Memorial Day is a United States federal holiday that is observed
on the last Monday of May (observed in 2012 on May 28
th
). It was
formerly known as Decoration Day. This holiday commemorates
American men and women who have died in military service to
their country. It began first to honor Union Soldiers who died
during the American Civil War. After World War I, it was expanded
to include those who died in any war or military action.
2. ++ Make students look at the pictures on Page 41. Ask them
what they know about the celebration in the text and brainstorm
their ideas on the board.
3. +++ Draw students' attention to Kelly's illustration. Ask them
why they think Kelly decided to write a brochure about La
Tirana. Make sure students know the meaning of brochure.
Brochure: a small magazine containing details and pictures of
goods, services you can buy, or descriptions of places you can visit.
American V/S British English
Draw students attention to the two different pronunciations of
the same word used in each variety of English. Remind them
that both the British and the American versions are correct, but
that they should choose one variety and stick to it.
Before starting to read, study the words in the Pictionary and
read the list of words.
Pictionary
conqueror: conquistador.
costume: disfraz.
devil: diablo.
mask: mscara.
patron saint: santo patrono.
Extra!
Invite students to predict which of the words they think will
appear in the Text.
READING
4. + 18 Ask students to read the text quickly and check their
answers in Exercises 2 and 3.
Remind them that this first reading is only to check their
predictions and to get the general idea of the text.
PAGE 42
5. ++ Students read the text again and identify if the statements
a e are true or false.
Extra!
Invite students who complete the exercise faster to correct the
false ones, according to the information in the text.
Answers
a. F (It takes place in the town of La Tirana). b. F (It lasts for a
week.) c. F (It is a combination of dance and singing). d. T. e. T.
6. ++ Make students reflect about the reading by asking them if
they think there is a relation between the use costumes and
masks of animal creatures and devils and the celebration.
Encourage them to say what these concepts represent in the
context of the celebration and make sure they share their ideas
with the class.
AFTER READING
LANGUAGE FOCUS Question Words
Do not forget that this section is designed to help students revise
or discover a particular grammar structure by themselves.
1. Ask students to revise the questions, paying special attention
to the words in bold.
2. Make students identify the type of information each question
word requires, and then complete the rule.
Answers
We use definite types of words called question words to ask
questions about place - (where), time - (when), things -
(what).
7. +
19
First play the recording and ask students only to listen.
Then play the recording again for them to repeat each word,
paying special attention to the pronunciation of the initial
sound. Explain to them that this sound is similar to the initial
sound in the Spanish words hueso, huaso, huincha.
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Error Alert!
Help your students with the pronunciation of the sound / w /; they
must try to avoid producing a Spanish / g / sound; a comparison
with Spanish huaso, hueso, huelga,huerto, etc. may help.
8. ++ Students use the question words in the Language Focus to
complete the questions in a logical way.
Answers
a. What, do. b. where, go. c. when, study. d. what, do. e. where, go.
9. +
20
Students listen and check the questions they completed
in Exercise 8, and then listen and repeat.
You can use this recording for shadow reading. Ask students to
listen to the recording and read the questions aloud with it, trying
to imitate the speed and rhythm of the speakers on the recording.
TRANSCRIPT 20
A: What do you do for your birthday?
B: Where do you go on holiday?
C: When do you study for the tests?
D: What do you do on Sundays?
E: Where do you go in summer?
PAGE 43
10. ++ Tell students that now that they have comprehended the
text they must think of two questions they can make about the
reading and write them on the space provided.
11. ++ Students complete each blank with a question word. Then
they work in pairs and take turns to ask and answer the questions.
Answers
a. What. b. When. c. Where. d. What.

12. +++ Explain to students that they must use their notes in
the previous exercise to complete a paragraph about a traditional
Chilean celebration. Help them identify the correct place of each
piece of information within the paragraph.
13. + Motivate students to exchange paragraphs with their
partners in order to evaluate and correct each others work.
Additional information
Self and peer assessment - advantages and disadvantages
Group work can be more successful when students are involved in
the assessment process. This may include establishing their own
assessment criteria. Students may have little exposure to different
forms of assessment and so may lack the necessary skills and
judgment to effectively manage self and peer assessments.
The main aims of self and peer assessment are to:
increase student responsibility and autonomy,
strive for a more advanced and deeper understanding of the
subject matter, skills and processes,
lift the role and status of the student from passive learner to
active leaner and assessor (this also encourages a deeper
approach to learning),
involve students in critical reflection,
develop in students a better understanding of their own
subjectivity and judgment.
14. +++ Encourage students to complete the diagram with words
from the brochure. Invite them to copy the diagram on the board,
then check and ask the rest of the class to copy the map.
Answers
Place
La Tirana,
72 km from Iquique
12
th
to 18
th
July
Date
tourist pilgrims
People
dancing
singing
eating
Activities
La Tirana Festival
15. Motivate fast learners to find information about another
popular celebration in Chile and prepare a presentation. Tell them
they can use the text as a model to organize their presentation.
Additional information
Enhancing students vocabulary is important to develop their
reading comprehension. A word map is a visual organizer that
promotes vocabulary development. Using a graphic organizer,
students think about terms or concepts in several ways. Most
word map organizers engage students in developing a
definition, synonyms, antonyms, and a picture for a given
vocabularyword or concept.
Extra!
Motivate students to create word maps on the board with different
headings. Encourage them to illustrate different types of
connections between the words and to include graphic support.
Give students who need extra help the chance to work with
a partner.
Allow students to use pictures to illustrate when appropriate.
Adjust the number of words students need to map.
You can find more useful information, examples, and templates
for elaborating word maps at http://www.readingrockets.org/
strategies/word_maps/
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Reflections
The purpose of this activity is to help students reflect on their
learning process and to raise their awareness of how they
develop their own learning strategies to become more effective
learners. They should work on their own but you may help and
guide them when necessary. Encourage them to keep a record of
their answers in a special section of their notebooks.
Students read the questions and identify:
a. the new words they learnt.
b. the instances in which they showed initiative.
PAGE 44
Lesson 2: IN THE NORTH
Time Five class hours.
Objectives
Listen, and identify main ideas and specific
information in a radio interview.
Give information about location of places.
Practice the sounds /e /, / /, /e /, /e /.
Write a description of the location of places in a map.
Use prepositions of place.
Materials
CD, Tracks 21, 22, 23.
Workbook, Pages 9, 11.
Evaluation
Embedded evaluation, you can use any exercise of
Listening or After listening section.
BEFORE LISTENING
1. + Ask students to look at the pictures and answer Kellys
questions. Check orally.
Answers
1. Morro de Arica. 2. Via del Mar. 3. Volcn Osorno. 4. Torres del
Paine. 5. San Pedro de Atacama. 6. Palacio de la Moneda
in Santiago.
2. ++ Students look at the Pictionary to clarify the words and their
meanings. Ask them in which places they think they can find each
of the objects in the photos. Write their ideas on the board.
Pictionary
clay: arcilla.
fortress: fuerte, fortaleza.
handcraft: artesana.
parking lot: estacionamiento.
town hall: edificio de la municipalidad / alcalda.
3. + Explain to students that they are going to listen to a radio
interview about a very famous place in Chile. Make them guess
what place it is by reading the title of the lesson and using the
visual clues in Exercise 1. Take notes of students ideas on the
board but do not correct or confirm the predictions at this point.
PAGE 45
LISTENING
4. + 21 Students listen to the recording once and check their
predictions in Exercise 3.
Answers
The place is San Pedro de Atacama.
5. ++
21
Play the recording again. Ask students to identify the
speakers in each case.
Answers
a. S. b. J. c. M. d. S. e. M.
6. ++ 21 Before playing the recording, make students identify all
the places of the city in the map. Then ask them to listen again and
number the places in the order the speakers mentioned them.
Answers
1: Town Hall. 2: church. 3: square. 4: post office. 5: museum.
6: handcrafts fair. 7: parking lot. 8: stadium.
Extra!
You can provide some numbers as clues, so that students can
identify the rest easily.
AFTER LISTENING
LANGUAGE FOCUS Prepositions of place
1. Tell students to read the examples from the text. Guide their
attention towards the words in bold.
2. Make students complete the rule. Help them to discover it by
themselves, but do not take an active role.
Answers
Prepositions of place are short words that we use to indicate
the location of things.
Error Alert!
There are some prepositions of place (at, in, on) that can also
express ideas of time.
Additional exercise
Identify what idea the preposition denotes in each case. Write
P (place) or T (time).
____ I live at 267, Sunset Ave.
____ We are going to visit our grandma on Tuesday.
____ The festival of La Tirana takes place in July.
____ There are beautiful places to visit in San Pedro
de Atacama.
____ The ceremonies go on 24 hours a day.
____ The procession is at 11 in the morning.
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PAGE 46
7. +++ Help students identify the correct locations in the map. Ask
them to first read the sentences carefully and try to identify one of
the places clearly. From then on, they should follow the references.

MAIN STREET
Square
School
C
E
N
T
R
A
L

A
V
E
N
U
E
Library
Church
Town Hall
Hospital
Post Office
Police Station
Extra!
Encourage students to tell their classmates the location of some
places in their town / city.
Example: The school is next to the Post Office / Town Hall /
Church, etc.
8. + 22 Students first listen and then listen and repeat each
pair of words, imitating the pronunciation.
Additional information
Explain that some words are pronounced differently in American
and in British English.

Words American English British English
Fair, pair /fer/, /per/ /f e /, /p e /
Lot, not /lt/, /nt/ /lt/, nt/
9. ++ 23 Form pairs and ask students to listen and practice
the dialog.
Use the recording for shadow reading, making students listen
and then listen and repeat at the same time.
Select some pairs to role-play the dialog in front of their
classmates. Do not forget to give praise and encouragement,
especially to weaker students. Let them know what they are
doing well, as well as what they need to improve.
TRANSCRIPT 23
Speaker 1: Excuse me, where is the Town Hall?
Speaker 2: Its in Main Street, opposite the Post Office.
Speaker 1: And the police station?
Speaker 2: Its behind the Post Office.
Speaker 1: Where can I find a hospital?
Speaker 2: The hospital is in Central Avenue, opposite the library.
10. +++ Invite students to have a look at the map in Exercise
6 once again. Explain to them they must choose a location in the
map so they can ask and answer questions about it. Ask them to
create a dialog using the dialog in Exercise 9 as a model.
Motivate them to write their dialog in their notebooks, practice
it and then role-play it.
11. Invite gifted students to expand their practice by asking
them to create a map of their neighborhoods. Encourage them
to locate their house or apartment in the map, and other places
too. Motivate them to work in pairs, share their maps and make
questions about the places in them.
PAGE 47
TRAVEL BACK
The activities in this section provide material to check and revise
students progress and, at the same time, information to the teacher
about any points that the majority of the students may have
problems with. Make sure they understand what they are expected
to do and then give them time to answer individually.
Answers
1. 72 kilometers ; 24 hours; 200,000 people
2. a. La Tirana is near Iquique.
b. People dance and sing 24 hours a day.
c. The most important event of the festival is a procession.
3. a. F. b. NM. c. T. d. T. e. NM. f. T.
5.
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PAGE 48
Lesson 3: THE PEOPLE OF THE LAND
Time Five class hours.
Objectives
Read, listen, and identify main ideas and specific
information in a brochure of a Chilean museum.
Give information about past states.
Identify vocabulary related to occupations of
original Chilean peoples.
Write a short paragraph about one ethnic group
in Chile.
Use the past tense of the verb To Be.
Materials
CD, Tracks 24, 25.
Reading Booklet, Page 4.
Complementary Activities, Students Book Page 61,
Exercise 2.
Workbook, Pages 12, 13.
Evaluation
Embedded evaluation, you can use any exercise of
Reading or After Reading section.
Reflections, Students Book Page 50.
BEFORE READING
1. + Introduce the topic of the lesson telling that, after visiting
their father, Kelly and Matt continue their trip and are now
visiting the south. Invite students to name places the children
are visiting. Tell them that the boy is particularly interested in
our country and has some questions for them. Make them read
Matts questions and ask them if they can recognize where the
people in the pictures come from. Elicit the meaning of the word
Mapuche.
Make notes on the board but do not check at this point.
2. +++ Refer students to Chilean history and tell them to read
the names of Chilean aborigines. Ask them to write the names
in the correct column, according to the place they lived. Invite
some students to come to the board to check the exercise.
Answers
North of Chile: Aymaras, Changos, Diaguitas.
Center of Chile: Mapuches, Picunches.
South of Chile: Onas, Chonos.
3. ++ Read the words in the bubbles with the class. Ask students to
look them up in a dictionary and find their equivalent in Spanish.
Check orally.
Make reference to what students may have learnt in social studies.
Answers
sailors = navegantes. hunters = cazadores. nomads= nmades.
warriors= guerreros. fishermen= pescadores. shepherds=
pastores. farmers= granjeros.
Pictionary
farmers: granjeros.
fishermen: pescadores.
hunters: cazadores.
nomads: nomades.
sailors: marineros/navegantes.
4. ++ Students associate the indigenous groups in Exercise 2 with
the characteristics in Exercise 3. Again, make reference to what
students may have learnt in social studies. Do not check at
this point.
5. + Encourage students to make predictions about what
information they think they will find in the brochure.
PAGE 50
READING
6. + 24 Ask students to read the text quickly to check their
predictions in the previous exercises. You can use the CD and let
students listen to the recorded version of the text as they read.
Answers
Indigenous people. Mapuche means The People of the Land.
Cognates: museum, indigenous, group, represent, total, regions,
nomad, different, natural, canoes, channels, marine, mollusks,
used, harpoons, animals, guanaco, spiritual, celebrated,
ceremonies, rituals, masks, painted, artists, possible, area, extinct.
Sailors: changos, chonos.
Hunters: mapuches, onas.
Nomads: onas, changos, chonos.
Warriors: mapuches.
Fishermen: changos, chonos.
Farmers: mapuches, aymaras, diaguitas.
7. + Students read the text again and choose the correct
alternative to complete each sentence.
Answers
a. iii. South. b. ii. eight.
8. +++ Ask students what common characteristics exist between
the indigenous groups in the text. Elicit all of them are nomad
and most of them are extinct. Make students reflect on the
reasons that could explain these facts and then encourage them
to complete the sentences with their own ideas.
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Did you know that
Let students read this section on their own and share comments
in their groups. For more information on the Did you know
that section see Page 8 of the Introduction.
Reflections
Students should work on their own but you may help and guide
them when necessary. Encourage them to keep a record of their
answers in a special section of their notebooks.
Students read the questions and identify:
a. the difficulties they had to understand the text.
b. how much they needed the teachers assistance.
Additional information
Thinking about the way they understand things and monitoring
their progress can help students become better learners and
thinkers. For example, a student who knows he is not good at
remembering assignments realizes he should use a plan book. A
student who knows he is not a fast reader realizes that he must
give himself extra time to complete the assignment. Both of
these students know their weak spots and are doing something
to get around them.
AFTER READING
LANGUAGE FOCUS Past Simple for past states
Remember that this section is designed to promote independent
learning, so help, guide and check, but do not give the answers.
1. Invite students to revise the examples from the text.
2. Help them identify the correct alternative.
3. Make them complete the rule.
Answers
2. b.
3. We use the Past Simple of the verb to be to express states
that existed during a period of time in the past.
The verb to be has two forms in the past tense: was
(singular) and were (plural).
Error Alert!
Many students may have a difficulty in using the correct form of
To Be and may tend to omit its presence in the sentences.
Example: I so happy, (incorrect). I was so happy, (correct).
PAGE 51
9. ++ Ask students to look at the table and complete it with
information that is true for them. Make them rememeber if this
information was similar or different yesterday. Motivate them to
work in pairs and take turns to compare their present and their
past with respect to the information in the table. Make sure they
read the example and draw their attention to the use of the verb
To Be.
10. +++ Encourage students to find information in the text to
complete the conversation in pairs. Explain to them that several
answers may be correct.
11. ++
25
Play the recording and ask students to compare
their answers. Allow them to listen to the dialog for the last time.
Tell them they have been learning many things about the
indigenous people during the Lesson and ask them what they
know about the Spanish conquerors. Motivate them to use the
dialog as a model and create a new one in which they ask
questions about the Spanish conquerors. Encourage them to
answer the questions with what they have learned in history. Make
them role-play their dialogs.
TRANSCRIPT 25
A: Who were the original people in the south?
B: The onas, the ymanas and the alacalufes.
A: What do you know about them?
B: They were nomads, hunters, and sailors.
A: What were their main traditions?
B: They had an important spiritual life.
A: Were they artists?
B: Yes, they were.
Extra!
Motivate fast finishers to interview the text and expand their
conversations adding two or three questions and answers. You
can assign this activity as homework for the rest.
Additional information
Teaching students to ask their own questions improves their
active processing of text and their comprehension. By generating
questions, students become aware of whether they can answer
the questions and if they understand what they are reading.
12. ++ You can treat these activities as a mini-project and assign
an extra mark. Explain to students that they must find
information about one ethnic group in Chile and then complete
the fact file.
13. +++ Encourage fast learners to use the information
they collected and write a paragraph about the ethnic group
they chose. Motivate them to read the paragraph aloud in order
to provide a model for their classmates.
14. +++ 67 Students need to practice concept connection.
When they are exposed to new information, they should look
through their memory for things that seem related to the new
information.
Higher order thinking takes thinking to higher levels than
restating the facts. It requires that we do something with the
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facts. We must understand them, make inferences from them,
connect them to other facts and concepts, categorize them,
manipulate them, put them together in new or novel ways, and
apply them as we seek new solutions to new problems.
At this point, invite students to read the American legend
The Little People in the Reading Booklet.
Remind them that there are some questions at the end of the
Reading Booklet that may guide their reading and reflection.
After reading the text, make students identify and compare the
characteristics of the indigenous groups.
Reading Booklet answers
1. The Makiaweesug.
2. One night, a Makiaweesug asked a Mohegan man for help
because his wife was very sick.
3. In the first paragraph, the legend explains who the protagonists
are. In the second paragraph, the legend narrates the event
which originated that the Mohegan could meet the Makiaweesug.
Then, the legend narrates what happened next. Finally, the
legend tells the conclusion of the story and narrates the
Makiaweesugs present situation.
PAGE 52
Lesson 4: VISITING THE SOUTH

Time Five class hours.
Objectives
Listen, and identify main ideas and specific
information in a tourist guide speech.
Give information about daily activities.
Practice the initial sounds /v/, /b/.
Identify vocabulary related to interesting places
and activities.
Write a short paragraph about a daily routine.
Use prepositions of time.
Materials
CD, Tracks 26, 27, 28.
Reading Booklet, Page 14.
Complementary Activities, Students Book Page
61, Exercise 3.
Workbook, Pages 12, 13.
Evaluation
Embedded evaluation, you can use any activity in
the Listening or After Listening section.
Reflections, Students Book Page 54.
BEFORE LISTENING
1. + Elicit names of beautiful cities in the south of Chile. Invite
students to guess which city the children are visiting. Tell them to
use the title of the lesson and the pictures on Page 53 as clues. Do
not check at this point. Have students look at the Pictionary and
ask them in what city they can find a bridge and sea lions. Write
some ideas on the board and ask them if they know what city
Kelly, Matt, and their father visited once again.
2. ++ Students work in pairs to check the meaning of the phrases
that look very similar in Spanish.
Answers
a. mercado. b. variedad local. c. jardn botnico. d. santuario
natural. e. especies nativas. f. plato tpico.
Pictionary
bridge: puente.
on your left: a su izquierda.
on your right: a su derecha.
seafood: mariscos.
sea lion: len marino.
3. + 26 Play the recording twice. First students listen, and
then they listen and repeat paying special attention to imitate
the pronunciation of the initial sounds /b/ and /v/.
Error Alert!
Explain to students that words have to be pronounced properly,
as each initial sound entails a different meaning.
/b/ has the same mouth position as /p/, but using your voice. Try
saying /p/ and then holding your neck to make sure that your
voice is being used when you say /b/. There should be a sudden
release of air as you say the sound, meaning that it is impossible
to extend it.
/v/ has the same mouth shape as /f/, but using your voice. Put
your top teeth on your bottom lip. It is possible to extend this
sound for as long as you like.
Examples: Vow bow; vat bat; vet bet; vowel bowel
Additional exercise
Practice saying both words in the list and making sure the
pronunciation of each is different.
bat vat ; berry very; best vest; bowl vole; ban van;
bow vow; bowels vowels; bet - vet .
LISTENING
4. + 27 Tell students they are going to listen to the recording
once, just to identify the name of the city. Remind them that
this first listening is only to check their predictions in Exercise 1.
Answers
The city is Valdivia.
5. ++ 27 Read the statements and the alternatives with the
class. Play the recording again for students to choose the
alternative that best completes each statement. Then they check
in pairs.
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Answers
a. i. b. iii. c. ii.
PAGE 53
6. +++ 27 Ask students to read the names of the places in the
pictures. Then they listen again and number the places in the
order they are mentioned.
Answers
a. (1) b. (4) c. (3) d. (2)
7. ++ 27 Ask students to identify the items in the boxes that
the speaker mentions. To make the task easier, you can tell them
to tick the items they do hear first, and then listen again to
check the ones that are not mentioned. After checking the
exercise, start a conversation about the adventure sports that
they can practice in their area.
Answers
a. boat, bus, kayak.
b. canopying, hiking, kayaking, rafting, trekking.
AFTER LISTENING
LANGUAGE FOCUS Prepositions of time
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 revise the examples from the text, paying
special attention to the words in bold.
2. Help them complete the rule, but do not take an active part.
Answers
When we want to indicate relationships of time, we use
prepositions of time.
We use during to indicate something that occurs through a
period of time.
We use before to indicate something that occurs earlier than a
certain time or event.
We use after to indicate something that occurs later than a
certain time or event.
Error Alert!
It is easy to confuse prepositions with adverbs because words
that are prepositions can also act as adverbs. An easy way to
distinguish prepositions from adverbs is to examine if there is an
object. The word is a preposition if it has an object.
Example: The boy sat on the fence. (The fence is the object of the
preposition on)
A single word acting as an adverb answers the questions
Where?, When?, How?
Example: If you want to see the eclipse, you will need to go
outside. (It answers the question Where will you need to go?)
PAGE 54
8. ++ Refer students to what they studied in the Language Focus
to create an example sentence with each expression in the box
and in the Language Focus. Make sure they look at the example
in order to have a model.
Walk around the classroom while they are working, offering
help and feedback.
Invite some students to read their sentences aloud to check
the answers.
9. +
28
Use this recording for shadow reading. First ask
students to listen, then play the recording again and ask them
to read at the same time.
10. +++ Make students read what Anna says about her
routine and then ask them what they do every day after school.
Encourage them to work in pairs and take turns to describe their
routines and say how similar or different their are with respect
to Anna's.
Extra!
Motivate students to practice and say the monologue aloud in
front of their classmates.
11. Invite fast finishers to write a paragraph describing their
routines during the week and on the weekend.
Reflections
Metacognition can be defined as thinking about thinking.
Students use metacognitive strategies to think about and have
control over their learning process.
Keep in mind that the purpose of this activity is to help students
reflect on their learning process and to raise their awareness of
how they develop their own learning strategies to become more
effective learners. They should work on their own but you may
help and guide them when necessary. Encourage them to keep
a record of their answers in a special section of their notebooks.
Students read the questions and reflect about:
a. the aspects of the lesson they found more useful or interesting.
b. the actions they can take to improve their performance in
the future.
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PAGE 55
TRAVEL BACK
Remember that the activities in this section provide material to check
and revise students progress and, at the same time, information for
the teacher about any points that the majority of the students may
have problems with. Make sure students understand what they are
expected to do and then give them time to answer individually.
Answers
1. c.
2. a. 70,000. b. same. c. fishermen. d. north.
3. a., h., j.
4. a. fluvial market, fish, fruit. b. market, typical. c. city, sports.
PAGE 56
Lesson 5: COME TO VISIT MY COUNTRY
Time One class hours
Objectives
Plan, draft, edit, and write a final version of a
brochure promoting a traditional celebration in Chile.
Materials Workbook, Page 15.
Evaluation Writing box, Students Book Page 57.
HAVE A LOOK AT... a brochure
In this lesson, students will learn to write a brochure. 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 brochure and reflect on the type of language
that is often used in this type of text..
1. Ask students to analyze the model carefully and make sure they
understand the task they are expected to complete.
2. After they have analyzed the text, tell them to answer the
questions about its purpose and intended audience.
Answers
a. ii. b. i.
PAGE 57
Explain to students that writing creatively involves a series of planned
situations and activities that gradually lead to independent writing. To
achieve this, it is important to model good writing, write with them
collaboratively, guide their efforts and allow them to work on their own.
DRAFTING
3. Have students brainstorm possible ideas for their papers and
make them share their ideas aloud so that you can comment on
them and clarify any doubts.
4. Give them some brief suggestions on how to improve their basic
ideas and the organization of those ideas.
WRITING
5. Once students have a first draft, divide the class into groups of
three or four, and have each group read and comment on each
others drafts.
EDITING
6. Make students revise their drafts using the checklist based on
the specific goals of the assignment on Page 57.
You may ask them to correct their classmates works. Such peer
review not only gives students a number of varied responses to
their writing; it also gives them the opportunity to critically
analyze the writing of others.
At every stage, have students reflect aloud about who they are
writing to, and the conventions of the genre they are writing.
Such meta-cognitive thinking may be the primary skill necessary
for the student to transfer what they learn about writing to their
own lives.
7. Motivate students to write and decorate a final version of the
brochure. You can assign this final stage as homework, with an
extra mark. Display students works in a visible place of
the classroom.
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PAGE 58
Kelly, Matt, and the Time Machine
29 Episode 2: Lost!
Help students remember what they know about the characters
and the situation in the previous episode: Kelly and Matt
Hardrock came to Chile to visit their father and meet their
Chilean cyber-friend Ignacio.
They found a strange box, pushed the handle and something
strange happened.
Encourage students to read this episode on their own and invite
them to summarize it, in Spanish, if necessary.
You can use the CD to allow students to listen to the recorded
version of this episode.
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 imagine Kelly and
Matt talked to the Mapuches during the episode.
2. Encourage them to create a dialog of the conversation they
imagined they had. Motivate them to role-play the dialog in
front of the class.
PAGE 60
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 time-
fillers or as revision before the unit test (Test your knowledge).
Answers
1.
Student A:
2. Where do the Yi people have a holiday?
3. What is the name of the holiday?
6. When is this holiday?
7. Who guided the Yi people?
10. When do they hold the torches?
Student B:
1. Who has a holiday in China?
4. When do they have a holiday?
5. Why do they have this holiday?
8. What did they kill?
9. What do they hold.
3. a. rappelling. b. parachuting. c. snowboarding. d. surfing.
e. motocross. f. windsurfing. g. parapenting. h. luge.
PAGE 62
PROJECT
The activities in this section are meant to consolidate and apply the
contents of the unit. Ask students to read the instructions carefully
and make sure all understand what they are expected to do.
Set a date for the presentations.
Use the Project rubric on Page 97 to evaluate students work.
PROJECT SELFEVALUATION
Make students reflect on their own performance and motivate them
to give honest answers in order to identify their main strengths and
weaknesses.
Once they have asked, encourage them to think of possible actions
to help improve their performance in the future.
TEST YOUR KNOWLEDGE
Explain to students that the purpose of this section is to help them
revise contents and evaluate their performance in the whole unit.
Read the instructions and make sure they all understand what they
are expected to do in each activity.
Encourage them to give honest answers in order to detect their
strengths and weaknesses. Check students results and revise any
points that the majority of them had problems with.
Answers
1. a. . b. . c. . d. . e. .
2. Places you can visit: main square, famous museums, ship
replica, hills, the harbor.
Things you can buy: antiques, typical products, souvenirs.
Activities you can do: use the funiculars, go to the harbor,
see sea birds, take a ride on carriages, rent bicycles.
Birds you can see: pelicans, seagulls, pigeons.
3. Yes
4. a. Chile. b. Peine. c. tourist bus. d. flamingo.
5. a. pool. d. birds species.
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TRANSCRIPT 25
Alan: Paul, where are you calling from?
Paul: I am in the Atacama Desert, in the north of Chile.
Alan: How did you get there?
Paul: I came on a bus tour.
Alan: Are you enjoying it?
Paul: Yes! Do you know that for miles there are no people and
that it never ever rains in some areas?
Alan: Are there any special places in the desert?
Paul: There is an astonishing oasis town near here. Its
called Peine.
Alan: What can you see there?
Paul: Well, let me see first, the amazing ruins of a city from
the time of the Spanish conquerors, where you can see the
oldest church in Chile!
Alan: Really!
Paul: Also, there is a natural pool in the rocks. That is the place
where all the locals meet.
And of course, Los Flamencos National Reserve. There, there
are hundreds of flamingos and other local bird species.
Alan: Wow!
6. a. were sailors. b. were
7.
Great! Not too bad Help!
Student answers the
three questions to his /
her partner.
Student answers one
or two questions to
his / her partner.
Student cant
answer the
questions to his her
partner.
PAGE 63
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.
EXTRA TEST
EXTRA TEST
READING 32



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North
The northern third of Chile is the mineral-rich dry Atacama Desert.
There are also volcanoes, hot springs, immense salt flats, and
spectacular rock formations such as the Valle de la Luna.
Central Andes
The heart of Chile, the Central Valley, as opposed to the extreme
north and south, is a land of major industrial cities, such as
Santiago and Valparaiso, and vast fruit and vegetable farms.
The Central Valley is also rich in minerals.
South
About 1,000 kilometers from the capital is the Chilean Lake
District, an area of deep blue lakes, clear mountain streams, pine
forests, and snow-topped mountains.
The southern third of Chile is a sparsely populated archipelago of
thickly forested islands, treacherous glacier covered mountains,
and deep coastal fjords.
Antarctica
In the very south of the country, completely different from the dry
desert, lies cool Antarctica - the coldest and windiest continent,
situated over the South Pole. More than 99 percent of Antarctica is
covered with ice and contains about 70 percent of the worlds
fresh water.
Created by: Publishing team.
1. Read the text quickly and answer. What is the purpose of the text?
2 points
a. ____ To give information about Chile.
b. ____ To invite foreigners to come to Chile.
c. ____ To show some pictures of each region.
CHILE - A CRAZY GEOGRAPHY
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2. Complete these sentences according to the information in the text.
4 points
a. The vast percentage of the mineral wealth in Chile is found .
b. The less populated area in Chile is .
c. The Antarctica and the desert are .
d. The Central region concentrates .
3. Which of these pieces of ideas is not mentioned in the text?
2 points
a. ____ Chile is a land of contrast.
b. ____ It is dry everywhere in the north.
c. ____ The most arid desert in the world is in Chile.
d. ____ The Spanish looked for gold and fertile land.
LISTENING MAIN DESTINATIONS IN THE NORTH
4.
33
Listen to the recording. Number the destinations in the order they are mentioned.
5 points
a. ___ Atacama Salt Lakes.
b. ___ Iquique.
c. ___ La Tirana.
d. ___ The Moon Valley.
e. ___ Geysers of El Tatio.
5.
33
Listen and complete these sentences.
3 points
a. Iquique is a place to and spend some time on the .
b. Some of the natural include sand dunes.
c. This is certainly one of the most parts of the .
WRITTEN EXPRESSION
6. Write three sentences telling what you can see / do around your town.
6 points, 2 points each
a.
b.
c.
ORAL EXPRESSION
7. Imagine you are visiting a museum of history and think about three questions about indigenous peoples
6 points
you would like to ask to the guide. Then, ask them to your partner and answer his / her questions.

TOTAL
SCORE
28 pts
Keep trying Review! Well done!
24 - 28
Excellent!
16 - 23 8 - 15 0 - 7
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ANSWERS TO EXTRA TEST UNIT 2
1. a.
2. a. in the north. b. very different regions / very distant.
c. the main cities.
3. d.
4. 33 a. (4). b. (1). c. (5). d. (2). e. (3).
5.
33
a. great / relax / beach. b. amazing / formations. c. district /
beautiful / country
TRANSCRIPT 33
Speaker: For travelers that would like to visit the northern part of
Chile, these are five destinations that shouldnt be missed.
Iquique
Iquique sits right on the Pacific coast. It is the perfect city to start
your travel adventures in northern Chile. Iquique is a great place
to relax and spend some time on the beach.
The Moon Valley
The Moon Valley receives its name because of its resemblance to
the surface of the moon. Some of the amazing natural formations
include sand dunes, which were created by strong winds over
thousands of years.
Geysers of El Tatio
There are only two places in the world where one can see the
phenomenon of natural geysers that spout from the earths
surface: northern Chile and Yellowstone. To experience this event,
it is necessary to get up and head towards the geothermal field
at around four am.
Atacama Salt Lakes & High Desert Lagoons
This district is certainly one of the most beautiful parts of the
country, with its snowcapped mountains in the background and
flamingos that feed and rest in the lagoons.
La Tirana
The festival in La Tirana takes place in the northern part of Chile
on July 16
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every year. It is full of Andean music, traditional
dance, and elaborated costumes.

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UNIT 3
3 UNIT
In this unit you will
listen and identify explicit and main information in a
conversation and in personal reports about sports by:
recognizing vocabulary related to sports,
matching oral texts and visual clues,
discriminating sounds,
identifying speakers.
read and identify main ideas in a literary extract and in an
encyclopedia article about sports and sports events by:
predicting content from pictures,
predicting content from previous knowledge,
discriminating between correct and incorrect
information,
inferring topic from cognates,
extracting specic information.
express own ideas in monologues and dialogs about:
games and sports,
personal experiences,
paralyimpic sports and outdoor activities.
write a short paragraph and a brief informative text :
using new vocabulary related to sports and sports
events,
narrating experiences,
comparing two sports,
identifying the text structure of an informative text.
THE WORLD OF SPORTS THE WORLD OF SPORTS
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PAGE 65
GETTING READY
1. Introduce the unit drawing students attention to the pictures.
Ask them to identify them.
Answers
motocross, surfing, athletics, swimming.
2. Two of the sports in the pictures are Olympic sports and two of
them are not. Ask students to write their names under the
corresponding column in the chart.
Answers
Olympic: athletics, swimming.
Not Olympic: motocross, surfing.
3. Ask students to add the names of some more sports to each
column.
Answers
may vary.
Background Information
OLYMPIC SPORTS
The Olympic sports comprise all the sports contested in the Summer
and Winter Olympic Games. The current Olympic program consists of
35 sports with 53 disciplines and more than 400 events. The
Summer Olympics include 28 sports with 38 disciplines, and the
Winter Olympics include 7 sports with 15 disciplines.
The International Olympic Committee (IOC) establishes a hierarchy
of sports, disciplines and events. A sport or discipline is included in
the Olympic program if the IOC determines that it is widely practiced
around the world, that is, the number of countries that compete in
a given sport is the indicator of the sport's prevalence. The IOC's
requirements reflect participation in the Olympic Games as well. To
be able to be competed at the Olympics, for instance, an event must
be practiced in at least 50 and 35 countries, on three continents, by
men and women, respectively.
Summer sports: aquatics, archery, athletics, badminton, baseball,
basketball, boxing , canoeing / kayaking , cycling, equestrian,
fencing, football, gymnastics, handball, hockey, judo, modern
pentathlon, rowing, sailing, shooting, softball, table tennis,
taekwondo, tennis, triathlon, volleyball, weightlifting, wrestling.
Winter sports: biathlon, bobsleigh, curling, ice hockey, luge,
skating, skiing.
RECOGNIZED SPORTS:
Climbing, bridge, golf, roller skating, surfing and others have been
demonstrated at the Winter Olympic Games for several years, have
never been included on the official Olympic program, but are
recognized by the International Olympic Committee (IOC).
The International Sports Federations (IFs) that administer these
sports must ensure that their statutes, practice and activities
conform to the Olympic Charter.
PAGE 66
PREPARATION FOR THE UNIT
What students need to know before beginning this unit:
To identify abilities (can / cant).
The past tense of the verb To Be.
Words related to sports and physical activities.
Short and long adjectives.
This section contains activities meant to identify and activate their
previous knowledge of the topic and related vocabulary, and to
establish the starting point for the activities that will follow.
Give students time to form groups and discuss the exercises that
have to be done in pairs or groups; encourage them to reflect and be
honest to do those that require individual responses.
Answers
1. a. cant. b. cant. c. cant. d. can. e. can. f. can.
2.
Today Yesterday
My friends are at school. My friends were at school.
Luke is happy. Luke was happy.
My father is at the office. My father was at the office.
Cynthia is in bed. Cynthia was in bed.
My grandparents are in London. My grandparents were in London.


3. a. tennis. b. volleyball. c. golf. d. rugby. e. soccer. f. ping pong.
4. Will vary. Make sure students follow the instructions and pay
special attention to the location of the elements according to
the prepositions of place indicated in the text.
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PAGE 68
LESSON 1: A SPECIAL GAME
Time Five class hours.
Objectives
Read, listen, and identify main ideas and specific
information in
literary extract about a traditional British sport.
Exchange information about past abilities.
Write a short paragraph expressing past abilities.
Use could / couldnt.
Materials
CD, Tracks 34, 35.
Workbook, Pages 16, 17.
Evaluation
Embedded evaluation, any of the activities in the
Reading section; Exercise 13, Students Book.
Reflections, Students Book, Page 71.
BEFORE READING
1. + Start a conversation about sports and novels. Ask your students
to read what Dan says in groups and then invite them to share
their comments with their classmates. Allow Spanish if necessary.
Elicit some ideas and guide students to discover the right answer (
Alice in Wonderland) . Then ask them What's Alice in Wonderland
about? What do you know about it? Motivate students to read the
alternatives and identify the plot of the novel.
Answers
b. The name of the novel is Alice in Wonderland.
Background information
Alice's Adventures in Wonderland (commonly shortened to Alice in
Wonderland) is an 1865 novel written by English author Charles
Lutwidge Dodgson under the pseudonym Lewis Carroll. It tells of a
girl named Alice who falls down a rabbit hole into a fantasy world
populated by peculiar, anthropomorphic creatures. It is considered
to be one of the best examples of the literary nonsense genre and its
narrative course and structure, characters, and imagery have been
enormously influential in both popular culture and literature,
especially in the fantasy genre.
Lewis Carroll: born on January 27
th
, 1832 in Daresbury, Cheshire,
England, Charles Dodgson wrote and created games as a child. At
age 20 he received a studentship at Christ Church and was appointed
a lecturer in mathematics. Dodgson was shy but enjoyed creating
stories for children. His books were published under the pen name
Lewis Carroll.
The book Alice's Adventures in Wonderland was released in 1865. It
gained steady popularity, and as a result, Carroll wrote the sequel,
Through the Looking-Glass and What Alice Found There (1871). By the
time of his death, Alice had become the most popular children's book
in England, and by 1932 it was one of the most popular in the world.
Besides writing, Carroll created a number of fine photographs. Shortly
before his 66
th
birthday, Lewis Carroll caught a severe case of influenza,
which led to pneumonia. He died on January 14
th
, 1898.
Adapted from: Lewis Carroll. Biography. (2013). Retrieved July 22,
2013, from: http://www.biography.com/people/
lewis-carroll-9239598
2. ++ Ask students to have a look at the pictures and identify the
name of each movie.
Answers
1: The Wizard of Oz. 2: The Chronicles of Narnia. 3: Alice in
Wonderland.
Background information
Oz the Great and Powerful is a 2013 American fantasy adventure
movie.
The movie is based on L. Frank Baum's Oz novels, and also pays
homage to the 1939 MGM film, The Wizard of Oz. Set 20 years before
the events of the books, Oz the Great and Powerful focuses on Oscar
Diggs, who arrives in the Land of Oz and encounters three witches:
Theodora, Evanora and Glinda. Oscar is then enlisted to restore order in
Oz, while struggling to resolve conflicts with the witches and himself.
The Chronicles of Narnia is a series of fantasy movies based on The
Chronicles of Narnia, a series of novels written by C. S. Lewis. From
the seven novels, there have been three film adaptations so far
The Lion, the Witch and the Wardrobe (2005), Prince Caspian (2008)
and The Voyage of the Dawn Treader (2010).
The series revolves around the adventures of children in the fictional
world of Narnia, guided by Aslan, a talking lion and the true king
of Narnia.
Alice in Wonderland is a 2010 American computer-animated and
live action fantasy movie directed by Tim Burton.
The movie is inspired by English author Lewis Carroll's 1865 fantasy
novel Alice's Adventures in Wonderland and its 1871 sequel Through
the Looking-Glass. Alice is now nineteen years old, 13 years after her
previous visit, and she is told that she is the only one who can slay
the Jabberwocky, a dragon-like creature controlled by the Red
Queen who terrorizes Underland's inhabitants.
3. +++ Draw students attention to the pictures that illustrate the
text on Page 69. Ask them if they know the game. Make students
guess the rules of the game, and some ideas related to it (elements,
equipment, the name of the court, purpose of the game, etc.)
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Background information
History of Croquet
Croquet has been traced back to the 1300's. Originating in France,
the game was called paille-maille which means ball-mallet.
Croquet became popular throughout the British Empire. It has
survived as a sport and is even gaining in popularity today as a rather
high class sport on the level of badminton. There are associations
throughout the English-speaking world where competition is fierce
and standards high.
Adapted from: The rules of croquet (n.d.). Retrieved July 22, 2013,
from: http://www.toycrossing.com/croquet/
4. ++ Tell students to have a look at the pictures on Page 69 again
and then choose the sentence that best represents their predictions
about the content of the text. Do not check their ideas at this stage.
Before reading the text, invite students to have a look at the
words in the Pictionary. Make sure all understand the meaning
of the words.
Pictionary
arches: arcos
crocket ground: campo de crocket
doubled up: doblado
flamingo: flamenco
hedgehog: erizo
ridges and furrows: montculos y surcos
PAGE 70
READING
5. + 34 Tell students to read the text or play the recording to allow
them listen to the recorded version of the story while they read.
Ask them to confirm or correct their predictions in Exercise 4.
Answers
a.
6. ++ Students read the headings and decide which of them
matches each paragraph in the text. Make sure they know there
is one distractor.
Answers
I. d II. b III. c
7. +++ Draw students attention to the words in red in the text.
Motivate them to identify the meaning of them, according to
the context in which they have been used in the text.
Answers
a. iii. b. v. c. vi. d. ii. e. i. f. iv.
8. ++ Ask students to work in groups of four and have them
discuss the questions. Motivate them to share their impressions
about the characters, the setting and events in the story.
Encourage them to share their ideas with the rest of the class.
9. +++ Ask students to answer the question underlying the
sentences in the text that help them support their opinions.
10. +++ Now ask students to reflect on the Queens character. Elicit
their ideas taking some notes on the board. Then invite students
to identify words in the text that may be used to describe the
Queen and compare with them your notes on the board.
Motivate students to write a sentence describing the Queen and
invite some of them to read their descriptions aloud.
Answers
The words that may help are: furious passion, shouting.
Did you know that
Read the information in the box aloud. Elicit any other interesting
information that students may know about croquet.
PAGE 71
AFTER READING
LANGUAGE FOCUS Could / couldnt
Remember that this section is designed to help students revise or
discover a particular language item. The activities are meant to
promote independent learning, so help, guide and check them,
but do not provide the answers.
Answers
2. a. ii. b. to the past.
3. Could and couldnt are the Past tense forms of can and cant.
We use could and couldnt to talk about what was or wasnt
possible in the past, or to refer to past ability or inability.
11. ++ Refer students to what they have studied in the Language
Focus. Ask them Who was allowed to do more things in the croquet
game? Alice or the Queen? What could Alice do and what couldn't
she do? What about the Queen? Motivate them to answer these
questions writing a list of the actions these characters could and
couldn't do. Then ask them Was this a hard game for Alice? Why?
elicit some answers and have students write a brief paragraph
saying how difficult the game was, using could, couldn't and their
lists to explain their points of view.
Answers
a. Alice couldnt understand why the game was so curious.
Alice couldnt manage her her flamingo.
Alice could have a dispute with the Queen.
The Queen could cut peoples heads.
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12. ++
35
Students first only listen, then they listen and repeat
the dialog.
13. +++ Students work in pairs and replace the underlined
parts in the dialog with their own ideas. Encourage them to act
their dialogs in front of their classmates.
Reflections
The purpose of this activity is to help students reflect on their
learning process and to raise their awareness of how they develop
their own learning strategies to become more effective learners.
The students read the questions and identify:
a. the main problems they had in completing a description
about past and present abilities.
b. how much they needed the teachers assistance to do the task.
14. Invite fast learns to deduce the rules of the game croquet in
Wonderland and motivate them to write a brief descriptive
paragraph about it.
PAGE 72
Lesson 2: THE FIRST MARATHON
Time Five class hours.
Objectives
Listen, and identify main ideas and specific
information in a conversation about the origin of
an important sports event.
Exchange information about past events.
Write a short summary of a story.
Use connectors so, so that, because, and but to
link ideas.
Materials
CD, Tracks 36, 37.
Workbook, Page 18.
Evaluation
Embedded evaluation, any of the activities in the
Listening section; Exercise 12, Students Book.
Reflections, Students Book, Page 73.
BEFORE LISTENING
1. + Ask students to form groups and discuss the questions. Then,
invite one student to share their comments with the other groups.
The answers will vary according to students experiences.
2. + Ask students to look at the map and to locate the places in the
box. Invite them to reflect on the possibility of running between
Marathon and Athens, and between Marathon and Sparta.
Before doing the task, you may need to share some additional
information and geography facts with your students.

Background information
The Persian/Greek War
Over the years the Persian Empire expanded to the
Mediterranean Sea.
In the process some Greek settlements were conquered. By the
year 490 BC, the Persian Army was ready to expand their territory
and move into Europe. They landed a large force just outside of
Athens, on the plains of Marathon, and prepared for attack.
The role of Pheidippides
The Athenians, vastly outnumbered, desperately needed the
help of Sparta's military base to help fend off the attack. Time
was short, so the Athenian generals send Pheidippides
(or Philippides), a professional runner, to Sparta to ask for help.
Sparta agreed to help but said they would not take the field until
the moon was full, due to religious laws. This would leave the
Athenians alone to fight the Persian Army. Pheidippides ran back
to Athens (another 140 miles!) with the disappointing news.
Immediately, the small Athenian Army (including Pheidippides)
marched to the plains of Marathon to prepare for battle.
The Battle of Marathon
The Athenian Army was outnumbered four to one but they
launched a surprise offensive thrust which at the time appeared
suicidal.
But by day's end, 6400 Persian bodies lay dead on the field while
only 192 Athenians had been killed. The surviving Persians fled
to sea and headed south to Athens where they hoped to attack
the city before the Greek Army could re-assemble there.
Pheidippides was again called upon to run to Athens (26 miles
away) to carry the news of the victory and the warning about
the approaching Persian ships. Despite his fatigue after his
recent run to Sparta and back and having fought all morning in
heavy armor, Pheidippides rose to the challenge. Pushing
himself past normal limits of human endurance, he reached
Athens in perhaps three hours, delivered his message and then
died shortly thereafter from exhaustion.
Sparta and the other Greek polies eventually came to the aid of
Athens and in the end they were able to turn back the Persian
attempt to conquer Greece.
Error alert!
Greece /country Greek /nationality (NOT: Grecian)
Watch out for more incorrect applications of suffixes.

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Additional exercise
Complete the table. Write the corresponding nationality.

Country Nationality
France
The USA
The Netherlands
Peru
The UK
Denmark
3. +++ Now, students read what Kelly says and answer her
questions. Draw students attention to the phrase very hard
race and ask them to give examples of this kind of competition.
4. ++ Ask students if they know what a marathon is. Make them
explain their partner in their groups what they know about a
marathon.
5. + Ask students if they have ever participated in a marathon.
Encourage them to say what popular marathons they know.
Pictionary
army: ejrcito
hill: colina
plain: planicie
war: guerra
PAGE 73
LISTENING
6. + 36 Ask students to listen to the recording and check their
predictions in Exercise 3. Motivate them to identify who are the
people in the conversation.
Remind students that this first listening is only for them to
confirm or correct their predictions. They do not need to
understand every single word.
Answers
b.
7. ++ 36 Play the recording again. Ask students to listen
carefully and choose the best alternative to fill in the blanks.
Answers
a. - ii. b. i. c. i. d. iii.
8. +++ 36 Now that students have comprehended the
recording, make them reflect about their own reactions to the
story. Ask them if they think they could act like Pheidippides in
a similar situation and why.
TRANSCRIPT
36

Teacher: Boys and girls, who wants to run in the city marathon?
Girl: I do!
Boy: I do, too!
Teacher: And you, Matt?
Matt: Sure! I am training really hard. Who was the first
marathon runner?
Teacher: He was a Greek man called Pheiddipides. He was a
messenger.
Matt: Tell us the story!
Teacher: Ok, lets travel in history. In 490 BC, Persia is a huge
empire. It wants to capture Athens, in Greece, so there is
a big war between them. When the Persian army arrives
at the Plain of Marathon, the Greek soldiers are waiting
at the top of a hill. The Greeks send a messenger,
Pheidippides, from Marathon to Sparta so that he can
get help. He runs for two days over the mountains. The
Spartans dont want to fight because there isnt a full
moon and they cant see the enemy, so he returns to
Marathon.
Matt: What do the Greeks do?
Teacher: They attack the Persian army. They win the battle, but
the Persians try to get to Athens to capture the women
and children, so Pheidippides has now another job. He
must run 40 kilometers to Athens to tell them that the
Persians are coming. When he arrives, very tired, he tells
the news and then he dies.
Matt: Poor him!
Teacher: In 1896, the first marathon race winner of the modern
Olympic Games was a Greek runner. His name was
Spiridon Louis and, like Pheidippides a long time before,
he was also a postman!
Reflections
The purpose of this activity is to help students reflect on their
language process and to raise their awareness of how they
develop their strategies to become more effective learners. They
should work on their own but you may help and guide them
when necessary.
Encourage students to keep a record of their answers in a special
section of their notebooks.
The students read the questions and identify:
a. The difficulties they had when listening to the recording.
b. The number of correct answers they could identify.
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AFTER LISTENING
LANGUAGE FOCUS Connectors
Remember that this section is designed to help students revise or
discover a particular language item. The activities are meant to
promote independent learning, so help, guide and check them,
but do not provide the answers.
1. The students read the sentences from the recording. Draw
their attention to the words in bold.
Answers
2. i. because. ii. but. iii. so. iv. so that.
3. We use because to introduce a reason; but to introduce a
contrast, so to introduce a conclusion, and so that when
to introduce a purpose.
PAGE 74
9. ++ Ask students to identify the main events in the story
and write a list in their notebooks. Then make them go back to
the Language Focus and revise the connectors. Explain to them
they must transform their notes into a paragraph, write a
summary of the story and connect their ideas with these linkers.
Monitor and clarify questions when necessary.
10. +++ 37 Invite students to work in pairs and to complete
the dialog about the topic of the lesson. Then play the recording
and ask them to check and practice it following the model of
intonation and pronunciation.
Encourage some pairs to role-play the dialog in front of
their classmates.
Answers
Marathon runner, Pheidippides, from Greece, Marathon, was a
postman, marathon runner, Spiridon Louis, Greek, postman,
Pheidippides.
TRANSCRIPT
37

Speaker 1: Who was the first marathon runner?
Speaker 2: A man called Pheidippides.
Speaker 1: Where was he from?
Speaker 2: From Greece, from a city called Marathon.
Speaker 1: What was his job?
Speaker 2: He was a postman.
Speaker 1: And who was the first marathon runner of modern
times?
Speaker 2: His name was Spiridon Louis. He was also Greek and a
postman, like Pheiddipides
11. Motivate students to find out how much they learned about the
first marathon. Allow them to work in pairs to solve the
crossword.
Answers
Down: 1: Olympia. 2: Athens. 3: Spartans.
Across: 4: postman. 5: Persia. 6: Marathon.
12. Encourage fast learners to read the question and in pairs
discuss their own ideas using connectors.
PAGE 75
TRAVEL BACK
The activities in this section provide material to check and revise
students' progress and, at the same time, information to the teacher
about any point 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.
Answers
1. a. Because its a strange game. b. She thinks its dangerous.
c. Because she can have a dispute with the Queen and lose her head.
2. a. manage. b. at once. c. dispute.
3. a. empire. b. top. c. postman.
4. c.
PAGE 76
Lesson 3: STICKS AND BALLS
Time Five class hours.
Objectives
Listen, read, and identify main ideas and specific
information in an encyclopedia article about sports
and sports events.
Exchange information about sports and sports events.
Practice the initial sound /b/.
Write a short description of a sport.
Use the verb To Be to talk about permanent
situations.
Materials
CD, Tracks 38, 39, 40.
Complementary activities, Students Book, Page
88, Exercises 1, 2.
Reading booklet, Page 6.
Workbook, Pages 19, 20.
Evaluation
Embedded evaluation, any of the activities in the
Reading section; Exercise 14 Students Book.
Reflections, Students Book, Page 79
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BEFORE READING
1. + Start the lesson talking about famous sports people in Chile.
Brainstorm names of sportspeople and the sports in which they
stand out in.
Answers
They are all famous sports people. They are all Chilean.
Error alert!
Sports: deportes
Sportspeople: deportistas (NOT: sportive/sportist people)
Watch out for more incorrect language transfers from Spanish.
2. + Ask students to identify the people in the pictures and to
relate them to the name of the sport.
Answers
Picture 1 (Brbara Riveros): running. Picture 2 (Toms Gonzlez):
gymnastics. Picture 3 (Alexis Snchez): soccer. Picture 4 (Kristel
Kobrich): swimming. Picture 5 (Francisco Chaleco Lpez):
motocross. Picture 6 (Natalia Duc): athletics.
3. +++ Invite your students to look at the pictures and identify
which of the sports require special equipment.
Brainstorm names of equipment related to the sports and write
the words on the board.
Possible answers
Tennis: b - i (other: net, trainers). Soccer: a - c (other: gloves for
goalkeepers). Golf: d - j (other: tee, golf shoes). Hockey: g (other:
leg pads, ball (puck for ice hockey). Baseball: h - f - e (other: ball,
special clothes, leg pads).
4. ++ Have students look at the words in the box one more time
and elicit what they know about these sports. Ask them which
sport they like the most and if they have ever played any of
them. Motivate them to discuss this in pairs.
5. ++ Draw students' attention to the words in the Pictionary and
the list of cognates. Ask them to guess what sport the words are
connected with.
Do not check at this stage.
Answers:
Base - baseball. Goalkeeper - soccer. Net - tennis. Pitcher - baseball.
Puck - ice-hockey. Stick - hockey / ice-hockey.
PAGE 77
READING
6. + Ask students to skim the text and check if they find the sports
they predicted in Exercise 5.
Answers
baseball; hockey; tennis; ice hockey.
7. + Students now read the text more carefully. Then they read
the sports in the box and choose the name that corresponds to
each description.
Answers
a. Baseball. b. Hockey. c. Tennis. d. Ice hockey.
8. ++ Ask the students to read the text again and then complete
the chart with the name of the sport that is related to each piece
of equipment.
Answers
Equipment Sport
Bat Baseball, cricket
Gloves Baseball,
Helmet Ice hockey, baseball, cricket
Leg pad Ice hockey, cricket
Racquet Tennis
Stick Hockey, ice hockey
American v/s British English
Draw students' attention to the two different words used in
each variety of English. Remind them that both the British and
the American versions are correct, but that they should choose
one variety and stick to it.
PAGE 78
9. +++ 68 Invite students to read the extract of the play
Time Travelers in the Reading Booklet, and then answer the
questions.
Answers
a. They are both related with sports.
b. The children think its a barbaric game, that the ball is not
treated well.
c. It is a description from a futuristic point of view. The children
from the future are describing basketball.
d. Probably because people wont play basketball in the future.
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Did you know that
Let students read this section on their own and share comments
in their groups.
AFTER READING
LANGUAGE FOCUS Permanent situations
Keep in mind that this section is designed to help students discover
a particular grammar or language structure by themselves. Help
and guide them but do not provide the answers.
Answers
2. a. iii. b. i.
3. We use the Present Simple to express situations or events
that are permanent, or for those statements that express
facts that are always true (as in the case of general facts of
nature). In this tense, the 3
rd
person singular (he, she, it, or
a name) adds an s at the end of the verb.
10. ++ Refer students to the Language Focus and ask them to
complete the sentences with the Present Tense of the verbs in
brackets.
Answers
a. is, are. b. use. c. have. d. is. e. are. f. represent.
PAGE 79
11. +
39
First play the recording and ask students only to
listen. Then play the recording again to allow students to repeat
after listening to each word, paying special attention to the
pronunciation of the final sound.
12. ++ 40 Motivate students to answer the questions. Play
the recording and ask students to listen and repeat.
Extra!
You can use the recording for shadow reading.
TRANSCRIPT
40

Girl: What's your favorite sport?
Boy: Soccer.
Girl: And your favorite team?
Boy: It's Colo-Colo
Girl: Who's your favorite sportsperson?
Boy: I like Alexis Snchez.
Girl: Why?
Boy: Because he plays very well and he is also very nice.
Girl: Which sports do you practice?
Boy: I play volleyball at school.
Girl: How often do you play?
Boy: Twice a week.
13. +++ Tell students to work in pairs. Encourage them to
interview their partners about sports, asking the questions and
making notes of the answers in their notebooks. Invite some
pairs to role-play the interview in front of their classmates to
provide a model.
14. ++ Ask students to work in pairs and look at the list of
sports in the box.
Then, make them choose one and write a short description as in
the example given.
Draw students attention to the points listed and tell them they
must include them in their description. You can help them
organize their writing focusing on each sport in the box and
asking questions such as How many teams are needed to play this
sport? How many players play in each team? What kind of
equipment is needed? What is the aim of the game?
Reflections
The purpose of this activity is to help students reflect on their
language process and to raise their awareness of how they
develop their strategies to become more effective learners. They
should work on their own but you may help and guide them
when necessary.
Encourage students to keep a record of their answers in a special
section of their notebooks.
The students read the questions and identify:
a. If they had problems to write a description.
b. If they used their previous knowledge to do the task.
15. VOCABULARY GAME
Invite fast learners to fill in the blanks to complete the names of
the sports. Draw their attention to the clues in the pictures.
Answers
a. running. b. climbing. c. aerobics.
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PAGE 80
Lesson 4: AN EXTREME EXPERIENCE
Time Five class hours.
Objectives
Listen and identify main ideas and specific information
in personal reports about extreme sports.
Exchange information about extreme experiences.
Practice vowel sounds / /, / /, /e /
Write a short paragraph describing an extreme sport.
Use prepositions of movement.
Materials
CD, Tracks 41, 42, 43.
Workbook, Page 21.
Evaluation
Embedded evaluation, any of the activities in the
Listening section; Exercises 11, 12, Students Book,
Page 82.
Reflections, Students Book, Page 81.
BEFORE LISTENING
1. + Before beginning, draw students' attention to the name of
the lesson.
Start a conversation about extreme experiences and elicit names
of extreme activities or sports. You may give them some additional
information. Then, ask them to answer Kelly's questions.
Background information
Extreme Sports are non-traditional sports and activities that
require participants to combine athletic skill with pronounced
risk. It is difficult to determine exactly when the term extreme
sports came to refer to certain modern sports, but many believe
it can be traced to the early 1970s, when rock climbing and
marathon running-then considered extreme-gained popularity.
Several reasons have been cited for the growth of extreme
sports since that time. Extreme sports may have gained
popularity in the late 20
th
century as a reaction to the increased
safety of modern life. Lacking a feeling of danger in their
everyday activities, people may have felt compelled to seek out
danger or risk. Another reason for increased participation in
extreme sports is enhanced sports technology. For example, the
invention of sticky rubber-soled climbing shoes and artificial
climbing walls broadened the appeal of rock climbing. And
advances in ski design allowed more skiers to attempt extreme
feats previously thought impossible.
Examples of extreme sports
Extreme sports cover a vast assortment of activities. A few of the
more common types include: mountain biking, climbing, and
drag racing. Other kinds of extreme sports have developed from
a familiar activity. For example, skiing is a common sport.
2. ++ Motivate students to work in pairs and decide which of the
words in the box can be related to x-sports.
Possible answers
amazing - amusing - dangerous - exciting - scary - stressful
3. +++ Invite students to read the sentences and relate them to
the pictures.
Answers
a. To feel the wind around Sky diving
b. To see the landscape from above Mountaineering
c. To go down a river Rafting
d. To smell the flowers Cycling
4. ++ Tell students they are going to listen to three children from
the International School talking with Kelly about the first time
they practiced an x-sport. Invite them to guess their feelings
about this experience.
5. + Before playing the recording, ask students to read the words
in the Pictionary. Explain to students these words will appear in
the recording. Have them look at the pictures and ask them if
these words give them any clue to predict what sports Kelly's
friends practice.
Pictionary
breeze: brisa
dive: zambullirse
cord: cuerda
float: flotar
landscape: campia, paisaje
roller coaster: montaa rusa de un parque de diversiones
PAGE 81
LISTENING
6. + 41 Play the recording. Tell students to confirm or correct
their predictions in Exercises 4 y 5. Remind them to pay special
attention to all familiar words they can identify, in order to get
the general meaning of the text.
Answers
Speaker A and Speaker B liked the experience.
Speaker C didn't like the experience.
7. ++ 41 Play the recording again. Ask students to relate each
picture to the speaker.
Answers
Picture 1: B (Dan). Picture 2: A (Andy). Picture 3: C (Ann).
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8. +++ 41 Play the recording once more. Ask students to listen
and relate the speakers with the sentences.
Answers
a. Andy. b. Dan. c. Dan. d. Ann. e. Ann. f. Dan.
TRANSCRIPT
41

Kelly: Andy, do you practice an extreme sport?
Andy: Oh, yes!
Kelly: Please, tell us about it.
Andy: Well, it is amazing, but scary!
Kelly: Why is it so scary?
Andy: To begin with, there is no pool at the bottom. I just close my
eyes and jump down. When I open them again, I see the
ground getting closer and closer. I can hear and feel the
wind around me. When I pull the cord, I am calm again,
floating towards the ground.
Kelly: And you, Dan?
Dan: I dont practice any X-sports, but every time I get on my bike
and ride across the country, it's a new experience. I love to
feel the cool breeze on my face, I can see the beautiful
landscape, smell the flowers, and be in contact with
nature. It is nice and relaxing!
Kelly: Of course it is! What do you think Ann? Do you like extreme
sports?
Ann: Oh, I hate them! But my brother goes rafting in summer
and I go with him.
Kelly: Oh! Tell us about your experience.
Ann: You know I can't swim, so Im always scared when we go
rafting! Up and down, up and down! I prefer a roller coaster
at an amusement park!
Reflections
The purpose of this activity is to help students reflect on their
language process and to raise their awareness of how they
develop their strategies to become more effective learners. They
should work on their own but you may help and guide them
when necessary.
Encourage students to keep a record of their answers in a special
section of their notebooks.
The students read the questions and identify:
a. The main problems they had to identify speakers
b. How much they could relate the topic to their own reality.
AFTER LISTENING
LANGUAGE FOCUS Prepositions of movement
This section is designed to help students discover a particular
language or grammar structure by themselves, so help and guide
them but do not give the answers.
Answers
2. c.
3. Words such as across, from, towards, and down are
prepositions of movement. They indicate in what direction
the action is performed.
PAGE 82
9. ++ Refer students to what they studied in the Language Focus.
Tell them they are going to practice the use of prepositions and
encourage them to fill in the blanks in the paragraph with an
adequate preposition of movement in a. Then ask them to read
the paragraph they completed and use it as a model to write a
similar paragraph in which they describe the way from school to
their house.
Answers
a. from, to, down, along, across, up.
Remember students they can find additional practice of this topic
on Page 2, Exercise 2, of the Workbook.
10. ++ 42 First play the recording and ask students only to
listen. Then play the recording again for students to repeat the
tongue twister, paying special attention to the different vowel
sounds and to the weak vowel in -er.
11. ++ 43 Invite students to work in pairs and put the
dialog in order.
Then, encourage them to practice and role-play it in front of
their classmates.
TRANSCRIPT
42

Speaker 1: Hi, guys! Do you want to see my photos?
Speaker 2: Sure! Wheres this one?
Speaker 1: In Punta de Lobos, near Pichilemu.
Speaker 3: Groovy! Do you usually go windsurfing?
Speaker 1: I sure do. Our country has fantastic places to do that.
Speaker 2: What do you like most?
Speaker 1: I love going up and down the water and riding the
waves to the shore.
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12. ++ Explain to your students that they are going to prepare
an interview to someone who practices an x-sport.
Give them instructions to prepare the questions in their groups;
draw their attention to all the aspects Dan wants them to
include in the interview. You can assign this exercise as
homework or miniproject.
13. +++ Ask them to interview a classmate and write notes in
their notebooks. Next class, motivate each group to report the
results to the class.
14. Encourage fast learners to write a list of more extreme
sports and the equipment needed, as in the example:
Snowboarding - board, helmet, goggles.
PAGE 83
TRAVEL BACK
The mini-tests provide material to check and revise students' progress
and, at the same time, information for the teacher about any points
that the majority of the students may have problems with. Make sure
they understand what they are expected to do, play the recording
again for the listening part and give them time to answer individually.
Answers
1. c.
2. a. The batter can only run when the ball lands in fair territory.
b. The court may be grass, clay, hard, or carpet.
c. Goalkeepers need extra protection because the puck travels
at high speed.
3. Andy: b, c, a. Dan: a, b, c.
4. Have, use, compete, is, wear.
5. a. along. b. across. c. from, to.
PAGE 84
Lesson 5: A POPULAR SPORT
Time One class hour.
Objectives
Plan, draft, edit, and write a final version of an
informative text describing a sport.
Materials Workbook, Page 22.
Evaluation Writing box, Students Book Page 85.
HAVE A LOOK AT an informative text
In this lesson, students will learn to write an informative text. 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 an informative text and
reflect on the type of language that is often used in this type of text.
1. Motivate them to answer the questions individually and then
share comments in general. Draw students attention to the text
structure, visual aids, and general organization.
Answers
b. The first paragraph contains general information about the
sport: cricket.
The second and third paragraphs tell about the objective and
purpose of the game.
The last sentence tells who the winner of the game is.
c. The pictures are very helpful as they show different aspects of
the game.
d. The words in bold are related to specific vocabulary.
e. The text is written in Present Tense, as it expresses permanent
situations.
Assign the activities in the following sections as homework.
PAGE 85
DRAFTING
2. Explain to students that they are going to write a text like the
one in the model. Motivate them to choose a popular sport in
Chile or in any other country, and collect information about it
completing the diagram.
3. With the information they collected, invite students to complete
the answer questions a f in full sentences.
WRITING
4. Make students use the information they collected to write a first
draft of an encyclopedia article like the one they read. Remind
them to use the text in Exercise 1 and the Writing box as a guide.
EDITING
5. Ask students to bring their first drafts and exchange them with
their partners. Invite them to check their classmates works,
using the list in the Writing box.
6. Once students articles have been corrected, encourage
them to write a final version and stick them on a colored
piece of cardboard, adding pictures or illustrations to decorate
their works.
7. Display the articles on a visible place of the classroom and invite
students to make oral mini-presentations.
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PAGE 86
Kelly, matt, and the time machine
Episode 3: Where are the players? 44
Help students identify the connection between the topic of the
unit and the episode. Read the title of the episode and the
introductory paragraph with them to make sure they understand
the setting of the children's adventures. Motivate students to read
the story on their own and help them only if they ask you to.
You can use the CD to let students listen to the recorded version of
the story as they read.
Encourage fast learners to summarize the story, and allow
Spanish if necessary.
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 where they
think Kelly and Matt will go.
2. Encourage them to create the new episode of the comic strip.
Motivate them to write a draft in their notebooks first to later
display the final version in a piece of carboard, in a visible part
if the classroom.
PAGE 88
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 time-
fillers or as revision before the unit test (Test your knowledge).
Answers
1. a. swimming. b. tennis. c. surfing. d. ice-hockey. e. running.
f. American football.
2. climbing: rope/ poles/ harness.
skiing: ski boots / helmet / skiis.
surfing: board / wetsuit / sunscreen.
table - tennis: net / paddles / ball.
3. Across: 1. basketball; 5. highjump; 7. tennis; 9. gold;
10. bronze; 12. diving; 13. marathon; 14. hurdles.
Down: 1. boxing; 2. silver; 3. triathlon; 4. Athens; 6. hockey;
8. Sydney; 11. record.
PAGE 90
PROJECT
The activities in this section are meant to consolidate and apply the
contents of the unit. Ask the students to read the instructions carefully
and make sure all understand what they are expected to do.
Encourage students to create a poster to advertise the Paralympic
Games in Chile.
a. Tell them to think about everything they know of the Paralympic
Games and Paralympic athletes in Chile.
b. Make them search the Internet or look for information in
newspapers and magazines.
c. Ask them to emphasize the message they want to transmit.
d. In groups, the students gather the information and create a
poster to promote the event.
e. Display the posters in a visible area of the classroom or the school.
Set a date for the presentations.
Use the Project rubric on Page 97 to evaluate students work.
PROJECT SELFEVALUATION
Make the students reflect on their own performance and motivate
them to give honest answers in order to identify their main
strengths and weaknesses.
Once they have asked, encourage them to think on possible actions
to help improve their performance in the future.
TEST YOUR KNOWLEDGE
Explain to your 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. Check students' results and revise any
points that the majority of them had problems with.
Answers
1. a. Wimbledon. b. The quarters of a clock face. c. Pete Sampras
/ Roger Federer. d. Martina Navratilova. e. Grass.
2. a. - ii. b. - iii. c. - i.
3. a. Football, popular sport. b. player, ball. c. aim, score a goal.
4. chest; feet; head; legs, thighs.
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TRANSCRIPT 46
Kelly: Dan, what is your favourite sport?
Dan: I like all sports, but I really love swimming.
Kelly: Don't you like soccer? I think it is the most popular sport in
the world.
Dan: Sure! I like soccer very much, too.
Kelly: What can you tell me about it?
Dan: Well, I know that the game is played mainly with your feet,
but you can also use other parts of your body, like your
thighs, your chest, or your head.
Kelly: Can you use your hands?
Dan: No. Goalkeepers are the only players that can use their
hands.
Kelly: What is the aim of the game?
Dan: Each team tries to control the ball. The aim is to score a goal,
and the team that scores more goals wins the match.
5. a. I cant sleep so Im going to drink a glass of hot milk.
b. My sister likes going to the disco but she doesnt like dancing.
c. I am taking a part-time job do that I can earn money for
vacations.
d. In summer, I like to go sailing because the weather is nice.
6.
4 points 3 points 2 points 1 point
You can write
four words
related to the
sports.
You dont
make any
spelling
mistakes.
You can write
four words
related to the
sports.
You make
some spelling
mistakes.
You can write
two or three
words related
to the sports.
You make
some spelling
mistakes.
You can write
only one word
related to the
sports.
PAGE 91
SELF-EVALUATION
The purpose of this section is to allow students to reflect on their
strengths and weaknesses. Make sure all the students understand
what they are expected to do and give enough time to answer the
questions. Encourage students to give honest answers and show
interest in their results.
Motivate them to go back to the Language Focus sections of the
lesson that presented problems and to write a list of remedial
actions to improve their performance in the future.
EXTRA TEST
EXTRA TEST
READING 47
ANCIENT GREEK GAMES
The most famous athletic competition in Ancient Greece was the Olympic Games.
Olympia was an ancient city in Greece where the Olympic Games started. At the
beginning, the Games were part of a religious festival in honor of Zeus, King of the
Gods, held every four years.
The first Olympic Games were in about 776 BC.
In those days, the only event was a short sprint, from one end of the stadium to
the other. The running track was very wide. Twenty people could run together.
Later, there were four days of many different competitions. The events were the
same kind as in the Olympics today: running, jumping, throwing the javelin, throwing the discus,
horse racing, and the marathon.
The competitions were only for men. Young men from rich families competed for prizes and for the
favor of the Gods. Women couldnt compete. They had their own festival at Olympia, the Heraia,
in honor of Hera, wife of Zeus. Women could compete in running races, but only unmarried girls
could take part.
The spectators were from all over Greece. Only men, boys, and unmarried girls could attend the
Olympic Games.
The prizes were crowns of sacred olive branches.
1. Read the text and identify which paragraph is about
4 points
a. Paragraph ____ Place of origin
b. Paragraph ____ Participants
c. Paragraph ____ Types of sports
d. Paragraph ____ Prizes
2. Read the text again and underline the correct answer.
4 points
a. Where did the Ancient Olympic Games take place?
i. In Olympia.
ii. In different cities in Greece.
iii. In different countries.
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b. What was the only sport event in the first Olympics in 776 BC?
i. A boxing match.
ii. A horse race.
iii. A short race.
c. How often did the Ancient Olympics take place?
i. Every year.
ii. Every two years.
iii. Every four years.
d. What did the winners of sports events get?
i. A gold medal.
ii. An olive crown.
iii. Gold coins.
LISTENING
3. 48 Listen and answer. What kind of text is it?
2 points
a. An interview.
b. A conversation.
c. A piece of news.
4. 48 Listen to the recording. Write CS for Chris Sutton or KH for Kelly Holmes.
4 points
a. ____ : very good at long jump.
b. ____ : blue belt in judo.
c. ____ : plays volleyball.
d. ____ : got nine gold medals.
5. 48 Listen again. Decide if the sentences are true (T) or false (F).
4 points
a. ____ Carl Lewis is the fastest runner in history.
b. ____ Carl Lewis has got nine medals in total.
c. ____ Kelly Holmes is American.
d. ____ Kelly Holmes didn't get a silver medal.
TOTAL
SCORE
18 pts
Keep trying Review! Well done!
15 - 18
Excellent!
10 - 14 6 - 9 0 - 5
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ANSWERS TO EXTRA TEST UNIT 3
READING
1. a. II. b. V. c. IV. d. VIII.
2. a. i b. iii. c. iii. d. ii
3. 48 b.
4. 48 a. CS. b. KH. c. KH. d. CS.
5.
48
a. False. b. False. c. False. d. True.
TRANSCRIPT 48
Charles: What are you doing, Nicky?
Nicky: I'm reading about an important athlete.
Charles: Who are you talking about?
Nicky: Chris Sutton.
Charles: Why is he so famous?
Nicky: He is a very fast runner and is also very good at the long
jump; he plays American football too!
Charles: Did he get any medals?
Nicky: Lots of medals! He got nine gold medals and one silver
medal, ten in total.
Charles: Have you heard about Kelly Holmes?
Nicky: Who is she?
Charles: Well, she is a very important athlete too.
Nicky: Where is she from?
Charles: The United Kingdom. She is very good at running and has
a blue belt in judo. She also plays volleyball!
Nicky: Did she get any medals?
Charles: She got three Olympic medals! Two gold medals and one
bronze medal.
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In this unit you will
listen and identify specic information in an interview
and in a radio advertisement, and in a news report
related to environmental problems by:
predicting content from visual clues,
recognizing the purpose of a text,
distinguishing facts and opinions.
read and demonstrate comprehension of general and
specic information in an article and in a website about
the environment and taking care of our planet by:
inferring meaning of words from the context,
identifying type and purpose of a text,
relating content and personal knowledge,
predicting content from pictures,
distinguishing problems and solutions.
express ideas and personal opinions in monologues
and dialogs about:
problems that aect the environment,
suggestions to solve environmental problems,
future actions to take care of our planet.
write a short paragraph and an interview:
using vocabulary related to environmental
problems,
making suggestions to solve environmental
problems,
expressing personal opinions about the topic of
the unit,
identifying the text structure of an interview.
HOME SWEET HOME HOME SWEET HOME
UNIT 4 UNIT 4
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PAGE 93
GETTING READY
Introduce the topic of the unit drawing students attention to the
pictures. Start a conversation about environmental problems.
Brainstorm students ideas about this topic so that you know how
much they know about it.
1. Help students find the differences among the pictures. Allow
the use of Spanish.
2. Ask them to identify the places that are shown in the pictures.
3. Ask students to work in pairs and make a list of problems that
they think are affecting the country. Invite them to share their
reflections with their classmates.
PAGE 94
PREPARATION FOR THE UNIT
What students need to know before beginning this unit:
to express future events.
to identify events that are happening at the moment of speaking.
words related to nature and environment.
This section contains activities meant to identify and activate their
previous knowledge of the topic and related vocabulary, and to
establish the starting point for the activities that will follow.
Give students time to form groups and discuss the exercises that
have to be done in pairs or groups; encourage them to reflect and be
honest to do those that require individual responses.
Answers
1. Will be, wont be, will be, will be, will be, will be.
2. a. raining. b. crying.
3. Earth (8); drought (5); dry (1); sea (6); rainforest (7); recycle
(2); sun (3); water (4).
4. a. seas. b. droughts. c. rainforests. d. Earth. e. water.
f. recycle.
PAGE 96
Lesson 1: AN INCONVENIENT TRUTH
Time Five class hours.
Objectives
Read, listen, and identify main ideas and specific
information in a web page containing information
about global warming.
Exchange information about future events.
Complete a short paragraph expressing opinions
about global warming.
Practice the sound /s/.
Use will to express future consequences.
Materials
CD, Tracks 49, 50, 51.
Reading Booklet, Page 8.
Complementary activities, Students Book, Page
116, Exercises 1, 2
Workbook, Pages 23, 24.
Evaluation
Embedded evaluation, any of the activities in the
Reading section; Exercises 8, 10, Students Book,
Pages 98, 99.
Reflections, Students Book, Page 99.
BEFORE READING
1. + Before starting the lesson, devote some minutes to talk
about global warming. Elicit students ideas about this concept
and ask them if they have heard about Al Gore and his
Inconvenient Truth. You may need some additional information.
Background information
An Inconvenient Truth is an American Academy Award-winning
documentary film about Global Warming, presented by former
United States Vice President Al Gore and directed by Davis
Guggenheim. The film premiered at the 2006 Sundance Film
Festival and opened in New York and Los Angeles on May 24th,
2006. An Inconvenient Truth focuses on Al Gore and his travels in
support of his efforts to educate the public about the severity of
the climate crisis.
2. ++ Ask students to read the title of the text and to identify the
purpose of the website. Then have them focus on the words in
the Pictionary and read the first four lines of the text. Ask them
How do these words and these lines help you clarify the text
purpose? Have your ideas changed after considering these clues?
Answers
a.
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Pictionary
burn: quemar
coal: carbn
half: mitad
melt: derretir
heat: calor
PAGE 97
READING
3. + 49 Students skim the text quickly to find all the cognates.
Answers
gases; factors; cause; global; gasoline; carbon; dioxide; energy;
traps; space; air; responsible; scientists; level; evaporation;
hurricanes; result.
Error alert!
Responsible (NOT: responsable).
Watch out for more cases of negative language transfer from
Spanish to English.
4. + Ask students to read the information from the website to
confirm or correct their predictions in Exercise 2.
5. ++ Invite students to read the text again and choose a title for
each paragraph.
Answers
Paragraph I - c. Paragraph II - b. Paragraph III - a.
PAGE 98
6. +++ Encourage students to discuss the questions in pairs.
Make them report their ideas asking them to move around the
classroom changing partners and discussing their own thoughts
and those of their original partners.
7. +++
69
Results of research have shown that students
level of comprehension can be improved by teaching units of
study that contain fictional and informational texts on the same
topic. Lessons that contain fictional and informational texts on
the same topic address both of these instructional concerns:
It activates background knowledge for students with prior
knowledge of the topic and builds it for students without prior
knowledge.
Adapted from: Soalt, J. (2005). Bringing together fictional and
informational texts to improve comprehension.
The Reading Teacher, 58(7), 680-683.

Explain to students that they will read another type of text
dealing with the same topic. Ask students to read the poem
Global Warming is about the Green Hair in the Reading Booklet.
Explain to them that the questions 1 3, on Page 11, will guide
their reading and reflection.
Once they have read the poem, ask them to answer the
questions a c and then share their ideas in groups of six.
Answers
a. Your hair is being exposed more and more to the sun who is
pulling all your hair out.
b. Paragrap III. The poem expresses a similar idea, using
metaphors / poetic language.
c. The poet wants the reader to reflect about the problem and to
get worried.
AFTER READING
LANGUAGE FOCUS The future
Remember that these activities are meant to promote students
independent learning, so help, guide and check but do not take
an active part.
Answers
2. c.
3. To talk about things we think will happen in the future, we
use will + verb.
8. + 50 Refer students to the Language Focus and ask them
to think and answer the questions about the environment. Then
play the recording and let students check their answers while
they listen.
Answers
a. Sea level will rise. b. It will rain more. c. They will go up
between two and six degrees.
TRANSCRIPT 50
Speaker 1: What will happen with sea level in the future?
Speaker 2: Sea level will rise.
Speaker 1: What about rainfall?
Speaker 2: It will rain more.
Speaker 1: What will happen with the temperatures?
Speaker 2: They will go up between two to six degrees.

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Extra!
You can also use the recording for shadow reading. Play the CD
and ask students to read aloud while they read.
Ask students to practice asking and answering the questions
with their partners.
PAGE 99
9. +++ In groups, students read the list of possible future effects
of Global Warming. Emphasize these are effects that could take
place during this century. Motivate them to rank the effects in
terms of how dangerous they percieve them and make sure they
explain their thoughts and share their ideas with the class. Ask
them to summarize their discussion choosing three top
dangerous effects.
10. +++ With the information they collected in Exercise 9,
students complete the paragraph expressing their opinions
about global warming.
11. ++ Invite students to read their paragraphs aloud. Remember
that it is important not to interrupt students while they are
reading or doing a speaking activity. To correct pronunciation
mistakes, a better alternative is to take notes of the most
important errors you detect and then correct them in general.
Did you know that
Let students read this section on their own and share comments
in their groups.
Reflections
The purpose of this activity is to help students reflect on their
language process and to raise their awareness of how they
develop their strategies to become more effective learners. They
should work on their own but you may help and guide them
when necessary.
Encourage students to keep a record of their answers in a special
section of their notebooks.
Students read the questions and identify:
a. The problems they had when asking questions in English
b. How well they worked in their groups
12. +
51
Play the recording. Students first only listen. Then,
they listen and repeat the tongue twister.
13. +++ Invite students to reflect on the topic of the text and
invent three more predictions for the future.
14. Encourage fast learners to discuss in pairs what actions can
be taken at school level to protect the environment. Motivate
them to make a list of recommendations and share it with
the class.
PAGE 100
Lesson 2:
WHAT ARE WE DOING TO OUR PLANET?
Time Five class hours.
Objectives
Listen, and identify main ideas and specific
information in a recording about Earth Day.
Exchange information about events that are
happening at the moment of speaking.
Answer questions and report results of a survey.
Practice repeating questions and answers.
Use the Present Continuous.
Materials
CD, Tracks 52, 53, 54.
Complementary activities, Students Book,
Page 117, Exercise 3.
Workbook, Page 25.
Evaluation
Embedded evaluation, any of the activities in the
Listening section; Exercise 10, Students Book,
Page 102.
Reflections, Students Book, Page 71.
BEFORE LISTENING
1. ++ Invite students to work in groups and reflect about
statements a - c. Then, invite some groups to share their
comments with their classmates.
2. + Tell students to look at the pictures that illustrate important
environmental problems and ask them to relate them to their
names in the box.
Check answers and clarify the meaning of ozon layer depletion.
Ozone layer depletion: The wearing reduction of the amount
of ozone in the stratosphere. Industries that manufacture things
like insulating foams, solvents, soaps, cooling things like Air
Conditioners, Refrigerators and Take-Away containers use
something called chlorofluorocarbons. These substances are
heavier than air, but over time, (2-5years) they are carried high
into the stratosphere by wind action and cause ozone layer
depletion.
Answers
a. air pollution. b. acid rain. c. ocean pollution. d. ozone
layer depletion.
3. ++ Ask students to answer the question and explain their
answers. Have them think about the areas where they live and
reflect how these problems are affecting them.
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Answers
Will vary according to students own experiences.
4. +++ To continue with the topic of the class, ask students to
read what the school reporter, Kelly Hardrock, says. Elicit their
ideas about Earth Day and write them on the board.
You may need some additional information on this topic.
Background information
Earth Day, originally celebrated at Spring Equinox around March
20
th
, is an annual day on which events are held worldwide to
increase awareness and appreciation of the Earths natural
environment.
Answer
c.

5. +++ Before playing the recording, tell students to look at the
pictures and the words in the Pictionary. Make sure they
understand the meaning of the words and invite them to make
predictions about the topic of the text.
Pictionary
hang: colgar
harm: daar
oil tanker: barco petrolero
pour: derramar
rainforest: selva tropical
PAGE 101
LISTENING
6. + 52 Play the recording. Tell students to listen and check their
predictions about Earth Day.
Answer
c.
7. ++ 52 Ask students to identify the kind of text they listened to
and explain what clues helped them indentify them. Check
answers and describe the characteristics of each text type to clarify
at the end.
A conversation: a talk, especially an informal one, between
two or more people, in which news and ideas are exchanged.
An interview: a conversation, such as one conducted by a
reporter, in which facts or statements are elicited from another.
An advertisement: a notice, such as a poster or a paid
announcement in the print, broadcast, or electronic media,
designed to attract public attention or patronage.
Answer
c.
8. ++ 52 Students listen to the text again and match the
phrases in column A with the phrases in column B.
Answer
Oil tankers are pouring oil into the oceans.
Eating fish is dangerous to human health.
Smog is hanging over the most important cities.
Everybody can participate.
Did you know that
Let students read this section on their own and share comments
in their groups. Motivate students to find and share more
interesting facts about the topic of the lesson.
9. +++ 52 Play the recording once more. Ask students to listen
and choose the correct alternative to fill in the blanks.
Answer
a. i. b. iii. c. ii.
AFTER LISTENING
LANGUAGE FOCUS The Present Continuous
Remember that these activities are designed to help students
revise or discover by themselves a particular grammar structure
or an interesting item of vocabulary from the text.
Answer
2. b.
3. When we describe an action that is happening at the
moment of speaking, we use the Present Continuous.
We also use this tense to talk about trends or tendencies
(things that are changing in a specific direction).
PAGE 102
10. ++ 53 Ask students to work in pairs.
Refer them to the Language Focus and to the text to complete
the questions and answers about environmental problems.
Encourage students to add their own ideas.
Play the recording and ask students to check their answers and
pay attention to the intonation and pronunciation.
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TRANSCRIPT 53
A: Where is smog hanging?
B: Over important cities all over the world
A: What is polluting the air?
B: Heavy gray smog.
A: What are oil tankers doing?
B: They are pouring oil into the oceans.
American v/s British English
Draw students attention to the different words used in each
variety of English.
Remind them that both the British and the American versions
are correct, but they should choose one variety and stick to it.
11. + Tell students to read the words in Columns A and B and then
make pairs to form collocations related to problems that affect
our environment.
Answer
global warming; acid rain; ozone layer; oil spill; greenhouse
effect; ecological disaster; catalytic converter.

Error alert!
Collocations: when dealing with new words, check whether
they have a common collocation that is always repeated. Encourage
students to find other collocations related to environment.
12. +
54
First students listen. Then they listen and repeat
the sentences paying special attention to the pronunciation of
the contraction.
13. ++ Motivate students to work in groups and discuss what
environmental problems they think are affecting their school
community. Encourage them to formulate seven yes / no
questions related to these problems and their solutions. Explain
to them their questions are part of a survey they will apply.
Emphasize that they must interview their classmates and take
notes of all their answers.
14. +++ With the information they collected, students
answer the questions a b. Then, invite them to report their
results in front of their classmates.
Reflections
The purpose of this activity is to help students reflect on their
learning process and to raise their awareness of how they develop
their own learning strategies to become more effective learners.
Invite them to reflect and identify:
a. the problems they had to exchange information with
their classmates.
b. how much they connected the topic of the lesson to their
everyday life.
15. Invite students to work in pairs. Tell them to think about and
write a list of actions they can take to make the school a better
and cleaner place. Invite them to read their lists aloud.
16. Invite fast learners to imagine there is a school 'Green
Committee' and they are the coordinator members. Tell them
they must create a school activity or project that motivates
other students to look after the environment. Encourage them
to explain their ideas and share them with the class.
PAGE 103
TRAVEL BACK
This mini-tests provides material to check and revise students
progress and, at the same time, information to the teacher 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 enough time to answer individually.
Answer
1. a. When the temperature is higher.
b. It comes from burning coal, wood or gasoline in cars.
c. They think temperatures will go up between two and
six degrees.
2. a. - iv. b. - iii. c. - i. d. - ii.
3. a. True. b. True. c. False. d. False. e. True.
4. a. oil. b. oceans. c. fish. d. rainforests. e. glass and paper.
PAGE 104
Lesson 3: WE CAN SAVE THE PLANET!
Time Five class hours.
Objectives
Read, listen, and identify main ideas and specific
information in a web page about recycling.
Exchange ideas to protect environment.
Write some ideas to help protect the environment.
Practice the sounds /s/, / /
Use modal verbs must and should.
Materials
CD, Tracks 55, 56, 57.
Reading booklet, Page 9.
Complementary activities, Students Book,
Page 117, Exercise 4.
Workbook, Pages 26, 27.
Evaluation
Embedded evaluation, Exercises 11, 13 Students
Book, Page 107.
Reflections, Students Book, Page 107.
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BEFORE READING
1. + Ask students to look at the pictures and answer Andys
questions.
Allow the use of Spanish at this stage.
Brainstorm students ideas about the meaning of healthy.
Answer
Picture 1. Because it is clean and unpolluted.
2. ++ Invite students to look at the pictures and then talk with
their partners about the things they can do to keep a healthy
environment. Ask them to write a list of things that can help:
a. in their community
b. at home
c. at school
d. themselves
Brainstorm their ideas and write a list of actions on the board.
You can also organize the information in a chart or in a diagram.
3. + Explain students they will read a text that talks about the
environment. Have them focus their attention on the following
elements in the text: the title, the first two lines and the
subheading. Then ask them if these elements help them
identify what type of message the author wants to communicate
in the text. Make sure they explain their answers.
4. + Make students stop and think about the word green that is
used in the text. Ask them What does the author means by
'green'? Motivate them to discuss this in pairs and to mention
what previous knowledge they have on the topic.
Pictionary
chemicals: qumicos
flower pot: macetero
papier mache: papel mach
photo frame: marco de foto
purse: monedero
PAGE 105
READING
5. + 56 Ask students to read the text quickly to see if the things
they wrote in their lists in Exercise 3 are included in the text.
Error alert!
Idiomatic expression.
To do our share = to do what is expected of us to help; to do our part.
6. ++ Tell students to read the text again, underline the main
ideas and complete the diagram.
Answer
Green is the term maby people use to talk
about taking care of the planet.
How can we help?
Reuse Recycle Reduce
7. +++ Ask students to work in pairs and discuss how green they
think they are. Motivate them to explain their answers and find
ways to put the recommendations in the article into practice in
their everyday life.
PAGE 106
8. +++ Encourage students to read the poem Global
Warming in the Reading Booklet and then answer the questions
1 3 that will guide their reflection.
Once they have read, ask them to answer questions a c to
compare both types of texts dealing with the same topic.
Explain to them that there wont be correct or wrong answers,
as they are meant to allow students express their personal
reactions and emotions.
American v/s British English
Draw students attention to the two different spellings of the
same word used in each variety of English. Remind them that
both the British and the American versions are correct, but that
they should choose one variety and stick to it.
AFTER READING
LANGUAGE FOCUS Obligations and suggestions
Remind students that this section is meant to help students revise
or discover a particular grammar structure by themselves.
Answers
2. a.: a., b. b.: d., d.
3. We use must, mustn't, should and shouldn't when we talk
about obligations and when we give suggestions.
9. + 56 Play the recording. Students first only listen. Then,
they listen and repeat the tongue twister, paying special
attention to the initial sounds.
10. +++ In pairs, students ask and answer questions about the
actions to take related to the three principles stated in the text:
Reduce; Reuse; Recycle.
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Extra!
Encourage some pairs to role-play their dialogs in front of their
classmates.
Did you know that
Let students read this section on their own and share comments
in their groups.
PAGE 107
11. ++ 57 In pairs, students complete the dialog with their own
ideas. Then, play the recording and invite them to revise their
answers.
TRANSCRIPT 57
Speaker 1: What can we do to help our planet?
Speaker 2: Well, we can recycle things and reduce energy.
Speaker 1: How can we help here at school?
Speaker 2: We should reduce our garbage.
Speaker 1: We should also recycle used paper!
Reflections
The purpose of this activity is to help students reflect on their
language process and to raise their awareness of how they
develop their strategies to become more effective learners. They
should work on their own but you may help and guide them
when necessary. Encourage students to keep a record of their
answers in a special section of their notebooks.
Students read the questions and identify:
a. How much they needed the teachers assistance to talk about
the environment.
b. How much they supported their partners.
12. +++ Motivate students to practice the dialog and to
dramatize it in front of their partners.
13. +++ Make students practice their dialogs and present them to
their classmates. Do not forget to give praise and encouragement,
especially to weaker students. Make positive comments on their
work and let them know what they are doing well, as well as
what they need to improve.
14. Motivate fast learners to reflect on what they have learned
about the environment during the Lesson. Ask them to look at the
table and focus on the categories in it. Encourage them to reflect
on how their knowledge of the topic has varied throughout the
lesson and have them complete the table with their own ideas.
Then ask them to use their notes in the table to write a paragraph
about their learning.
PAGE 108
Lesson 4: CAN WE STOP IT?
Time Five class hours.
Objectives
Listen and identify main ideas and specific
information in an interview.
Exchange information about pollution.
Write some questions about environment.
Practice sounds /s/, / /, /t /
Use modal verbs to ask for help and invite.
Materials
CD, Tracks 58, 59, 60.
Workbook, Page 28.
Evaluation
Embedded evaluation, any of the activities in the
Listening section; Reflections, Students Book,
Page 109.
BEFORE LISTENING
While students are still with their books closed, start the class with
a general conversation about pollution. Write the word on the board
and elicit students ideas about this concept. Ask students if they
know the word that is used in Spanish. Accept the use of Spanish if
necessary, as this is the stage when you need to collect students
general information on the topic, not their ability to express
themselves in English.
1. ++ With the information you collected, help students define
pollution in their own words.
Answer
Pollution: the act of polluting (destroying, contaminating,
something, especially the natural environment)
Error alert!
Incorrect language transfer.
Pollution (NOT: contamination)
2. + Ask students to look at the pictures and identify the kinds of
pollution they can see. At this stage, accept Spanish if necessary.
Background information
Environmental problems
Acid Rain: It is caused by airborne acidic pollutants and has
highly destructive results. Acid rain, one of the most important
environmental problems of all, cannot be seen. The invisible
gases that cause acid rain usually come from automobiles or
coal-burning power plants.
Air Pollution: Air pollution includes all contaminants found in
the atmosphere. Air pollution can be found both outdoors and
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indoors. Pollutants can be trapped inside buildings, causing
indoor pollution that lasts for a long time.
Global Warming: Global warming is called the greenhouse
effect because the gases that are gathering above the earth
make the planet comparable to a greenhouse. By trapping heat
near the surface of the earth, the greenhouse effect is warming
the planet and threatening the environment.
Ozone Depletion: The ozone layer protects the Earth from the
ultraviolet rays sent down by the sun. If the ozone layer is depleted
by human action, the effects on the planet could be catastrophic.
Smog: In many areas around the world, smog has reached
extraordinary levels. The word smog is a combination of the
words smoke and fog.
Water Pollution: Every year, 14 billion pounds of sewage,
sludge, and rubbish are dumped into the worlds oceans. 19 trillion
gallons of waste also enter the water annually. The problem of
ocean pollution affects every nation around the world.
Rainforest Destruction: The atmosphere and oceans are not
the only parts of the environment being damaged. Rainforests are
being quickly destroyed as well, and their survival is questionable.
Answer
1. smog. 2. acid rain (lluvia cida). 3. noise pollution
(contaminacin acstica). 4. oil spill (derrame de petrleo).
3. + Invite students to write the names of the problems in English
below each picture.
Answer
1. smog. 2. air pollution (acid rain). 3. noise pollution. 4. oil spill.
4. +++ Ask students to read and do what Kelly says: tick the
ideas they think are true. Do not check answers at this stage.
5. + Before listening, explain students they will listen to Kelly
interviewing a neighbor and that the questions in this interview
are about pollution. Have them look at the words in the Pictionary
and predict if the man expresses a pesimistic or optimistic attitude
towards pollution. Motivate them to take notes of all those parts
in the recording that will help them identify the speaker's attitude.
Pictionary
lungs: pulmones
poison: veneno
PAGE 109
LISTENING
6. +
58
Students listen to the recording and confirm or correct
their ideas in Exercise 5. Ask them what clues in the recording
helped them confirm their predictions.
7 + 58 Explain students they are going to listen to the interview
and identify specific information they must transcribe literally.
Have them read the questions (a - d) and ask What kind of
information do you think is missing in a? Elicit the answer a body
part and continue doing the same with the rest of the questions
in the exercise. Explain this is a useful strategy that they can use
whenever they need to extract specific, literal information from a
a text.
Answer
a. lungs. b. climate. c. animals. d. water.
8 ++ 58 Ask students to listen to the recording again, this time
focusing on the suggestions that the man gives and motivate
them to circle the right option.
Answer
b and c.
TRANSCRIPT 58
Kelly: Can you help me, Sir? Were doing a survey on
environmental problems.
Man: Sure! What do you need?
Kelly: Can I ask you a few questions?
Man: OK.
Kelly: Do you think pollution is an important problem in
our city?
Man: Absolutely! Pollution is changing our life!
Kelly: Can you give us some examples?
Man: Well, nowadays, pollution is everywhere. It gets into the
air and irritates peoples lungs. Its also changing the
climate, damaging our animals, and poisoning the
water we drink!
Kelly: Can you make any suggestions to solve this problem?
Man: In the first place, we shouldnt use vehicles that burn
gasoline. Engineers should build cleaner cars or use
wind or solar power.
Kelly: Would you like to .?
Man: Oh! Sorry! I have to leave now
Kelly: Thank you very much! Excuse me, can you help me?
Woman: Oh! Im sorry, I dont have time now.
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Did you know that
Let students read this section on their own and share comments
in their groups.
9. +++
58
Play the recording for the last time and invite
students to take notes of their own answers to the questions.
Kelly asks in the interview. Then have them share their ideas
with their groups and explain their points of view.
AFTER LISTENING
10. +++
59
In their groups, students use the pattern to talk
about the different types of pollution that were mentioned in
the recording.
Then, play the recording and make students listen, compare
ideas, and complete.
TRANSCRIPT
59
A: How many types of pollution can you remember?
B: There are many types of pollution: smog, acid rain, ocean
pollution,
A: How does pollution affect our environment?
B: It changes the climate, damages animals, and irritates peoples
lungs.
A: What type of pollution most affects our city?
B: I think smog is our worst problem.
Reflections
The purpose of this activity is to help students reflect on their
language process and to raise their awareness of how they
develop their strategies to become more effective learners. They
should work on their own but you may help and guide them
when necessary. Encourage students to keep a record of their
answers in a special section of their notebooks.
Students read the questions and identify:
a. If they used cognates to understand the text
b. If they connected the topic of the lesson with their
own reality.
PAGE 110
11. + 60 Students first listen. Then they listen and repeat the
tongue twister.
LANGUAGE FOCUS Inviting and asking for help
Remember that this section is meant to help students revise or
discover a particular grammar structure by themselves.
Answers
1. a. a. ; b. d. ; c. b, c. ; d. e.
3. We use polite phrases such as Can you ?, Would you like
to? when we want to ask for help or make an invitation.
We use Sure! or OK when we want to accept invitations, and
Sorry! when we want to reject them.
12. +++ Make students go back to the conversation in the
Language Focus. Ask them to role-play these conversations and
encourage them to create two more dialogs of their own in
which they use the courtesy expressions they have just learned.
American v/s British English
Draw students attention to the two different spellings of the
same word used in each variety of English. Remind them that
both the British and the American versions are correct, but that
they should choose one variety and stick to it.
13. ++ Have students work in groups of three. Explain to them
each memeber of the group must describe a picture and
indicate the type of pollution they think is illustrated in each
case, explaining their answers. Tell them they also have to
discuss possible solutions to stop the different types of pollution
in the pictures.
Answer
1. noise pollution. 2. water pollution. 3. air pollution.
Extra!
Motivate students to find and bring pictures illustrating
environmental problems. Invite them to show the pictures and
ask their classmates to guess / identify the problems in them.
14. Invite fast learners to choose one type of pollution and
find further information about it. Motivate them to take notes
in their notebooks and share this information with their class.
You can recommend visiting the following website to learn
more about pollution.
Green Living
http://greenliving.lovetoknow.com/Types_of_Pollution
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PAGE 111
TRAVEL BACK
Remember that this mini-test provides material to check and revise
students progress and, at the same time, information for the
teacher 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.
Answer
1. a. True. b. False. c. False. d. True.
2. a. use. b. reduce. c. reduce. d. recycle. e. use. f. reuse.
g. donate. h. create.
3. c.
4. a. problem. b. climate. c. engineers. d. suggestions.
PAGE 112
Lesson 5: ASK THE SCIENTIST
Time One class hour.
Objectives Draft, edit, and write a final version of an interview.
Materials Workbook, Page 29.
Evaluation Writing Box, Students Book Page 113.
HAVE A LOOK AT... an interview
In this lesson, students will learn to write an interview. 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 an interview and reflect on the type
of language that is often used in this type of text.
1. Explain to students that they are going to write a short interview
about a scientific topic of their interest. As a first stage, invite
students to analyze the organization of the text and identify the
different elements in it.
Answer
Interviewer: Q ; Interviewee: D.L; Date: March 14
th
,2014;
Title: Protecting the environment; Introduction: The first
paragraph is the introduction.
PAGE 113
DRAFTING
2. Invite students to imagine they will interview a famous scientist
who will give them tips to save water. Encourage them to create
a title and a name for the scientist. Make sure they look at the
Orgainze your Time box.
3. Ask students to unscramble the sentences that will answer the
questions in the interview.
Answer
a. People should have showers rather than baths.
b. The showers must not last more than three minutes.
c. When taking a shower, dont use the water while you have the
shampoo on your hair.
d. You can clean your teeth by putting water into a glass.
e. You should help your family save water by using a watering
can to water plants.
f. You can also help your school save water.
4. Now students identify the correct question for each answer in
Exercise 3.
Answer
i. e ii. c iii. a iv. d v. f vi. b
WRITING
5. Tell students to revise the model in Exercise 1 and then write the
questions and answers together to form an interview. Remind
them to add all the necessary information (title, name of
interviewer / interviewee, introduction, date).
Ask students to imagine what other piece of information the
interviewer may like to obtain from the interview. Motivate
them to create two more questions that reflect the extra
information they think the interviewer may want to elicit from
the scientist.
EDITING
6. Make students revise and correct their work using the list in the
Writing Box and then write a final version of the interview.
7. Finally, as homework, ask students to practice the interview
with their partners taking turns to be the interviewee and the
interviewer. Next class, invite them to role-play it in front of
their classmates.
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PAGE 114
Kelly, Matt, and the time machine
Episode 4: Merry Christmas 61
Elicit information about what students remember of previous
episodes. Help them remember that Kelly and Matt were in the
Roman Coliseum, trying to escape from the gladiators and lions.
Motivate students to read this last episode and know how the
children finally returned home. You can use the CD to allow
students listen to the recorded version of the episode.
At the end of the class, get their feedback and comments on the
story and invite them to summarize it. Allow the use of Spanish,
if necessary.
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 imagine how this
final episode could have been different.
2. Encourage them to create a new final episode. Motivate
them to write a draft in their notebooks, and then write a
final version. Collect all the episodes in the class and make a
portfolio. Share the portfolio with your students so they can
appreciate their classmates' work.
PAGE 116
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 time-
fillers or as revision before the unit test (Test your knowledge).
Answer
2. a. will fly. b. will wear. c. will clean. d. will communicate.
e. will go.
3. a. exhaust fumes, acid rain. b. ozone layer. c. greenhouse
effect, global warming. d. oil spill, ecological disaster.
4. a. environment. b. atmosphere. c. deforestation.
d. environmentally friendly. e. greenhouse gas. f. global
warming. g. natural resources. h. recycle.
PAGE 118
PROJECT
The activities in this section are meant to consolidate and apply the
contents of the unit. Ask students to read the instructions carefully
and make sure all understand what they are expected to do.
Set a date for the presentations.
Use the Project rubric on Page 97 to evaluate students work.
PROJECT SELF-EVALUATION
Make students reflect on their own performance and motivate them
to give honest answers in order to identify their main strengths and
weaknesses.
Once they have asked, encourage them to think on possible actions
to help improve their performance in the future.
TEST YOUR KNOWLEDGE
Explain to students that the purpose of this section is to help them
revise contents and evaluate their performance in the whole unit.
Read the instructions and make sure they all understand what they
are expected to do in each activity.
Encourage them to give honest answers in order to detect their
strengths and weaknesses. Check students results and revise any
points that the majority of them had problems with.
Answer
1. I. - c. II. - a. III. - b. IV. - d.
2. a. True. b. False. c. False.
3. a. It is 4,600 million years old. b. Because many factories
are damaging the water. c. They destroy the ozone layer.
4. a. iii. b. i. c. i.
5. a. True. b. False. c. True.
TRANSCRIPT 63
Reporter: Yes, amazing news from Hawaii aquarium. A mother
dolphin chats with her baby over the telephone!
Presenter: Oh! What do you mean?
Reporter: This special event takes place in the aquarium where
the mother and her two-year-old calf swim in
separate tanks.
Presenter: Oh! And do you know what they are talking about?
Reporter: Scientists are completely sure that dolphins are talking
and now they are trying to find out what they are
saying. They are studying wild and captive dolphins by
listening to and learning their code.
Presenter: Oh! Well, it seems scientists have a very difficult task.
Reporter: Oh, yes; deciphering dolphin speak is tricky because
their language depends on what theyre doing:
playing, fighting, or going after tasty fish.
Presenter: Oh! If you like mysteries and detective work, then this
is the job for you. And who knows-maybe someday
youll get a phone call from a dolphin!
6. a. ozone. b. rain. c. pollution. d. warming.
7.
3 points 2 points 1 point 0 points
Student writes
three predictions
in relation to the
environment,
uses the
appropriate
language and
vocabulary, and
does not make
spelling
mistakes.
Student writes
one or two
predictions in
relation to the
environment,
uses the
appropriate
language and
vocabulary, but
makes some
spelling mistakes.
Student writes
only one
prediction in
relation to the
environment,
uses some
vocabulary, but
makes a lot of
spelling
mistakes.
Student cant
write predictions
in relation to the
environment.
8.
Great! Not too bad Help!
Student can mention
three things we can do
to help our planet.
Student can mention
one or two things we can
do to help our planet.
Student cant mention
any thing we can do to
help our planet.
PAGE 119
SELF-EVALUATION
The purpose of this section is to allow students to reflect on their
strengths and weaknesses. Encourage them to give honest answers
and show an 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.
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EXTRA TEST
EXTRA TEST
P
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7
READING 64
1. Read the text and circle the correct alternative.
1 points
The text is:
a. an encyclopedia article.
b. a news report.
c. a piece of advice.
THE PLANET IS HEATING UP AND FAST
Glaciers are melting, sea levels are rising, forests are drying up, and wildlife
is fighting to stay alive. It is clear that humans are causing most of the
damage by releasing gases that are part of our modern lives. Called
Greenhouse Gases, their levels are higher now than in the last
650,000 years.
We call the result Global Warming, and it is causing a set of changes
to the Earths climate, that varies from place to place. Its changing the
rhythms of life for all living things.
The Greenhouse Effect is the warming that happens when certain gases in the Earths atmosphere
trap heat.
First, sunlight shines onto the Earths surface, where it is absorbed and then radiates back into
the atmosphere as heat. The more greenhouse gases are in the atmosphere, the more heat gets
trapped.
There are several greenhouse gases responsible for warming, and humans emit them in a
variety of ways. Most come from the combustion of fossil fuels in cars, factories and electricity
production. The gas responsible for the most warming is carbon dioxide, also called CO
2
.
Scientists often use the term climate change instead of Global Warming. This is because as the
Earths average temperature climbs, winds and ocean currents move around the globe in ways
that can cool some areas, warm others, and change the amount of rain and snow falling. As a
result, the climate changes differently in different areas.
The rapid rise in greenhouse gases is a problem because it is changing the climate faster than
some living things may be able to adapt to.
Now, with concentrations of greenhouse gases rising, the Earths remaining ice sheets (such as
Greenland and Antarctica) are starting to melt too and the extra water will potentially raise sea
levels significantly.
82
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2. Read the text again and decide if these statements are true (T) or false (F).
4 points
a. Greenhouse gases are part of daily life.
b. Global warming affects all living organisms.
c. If the atmosphere traps more greenhouse gases, the temperature decreases.
d. Climate change is a synonym for global warming.
3. Answer these questions.
3 points
a. What is the greenhouse effect?

b. Where do greenhouse gases come from?

c. Where can we still find areas with ice on Earth?

LISTENING
4. 65 Listen to the recording and circle the correct alternative.
What is the speaker doing? 2 points
a. Interviewing an expert.
b. Reporting a piece of news.
c. Reciting a poem.
5. 65 Listen again. Number the phrases in the order you hear them.
5 points
a. Eggs to lay.
b. Its not as harmless.
c. The noise we make.
d. Cant be heard.
e. Songs of birds.
6. 65 Listen to the recording again. Complete as you listen.
4 points
a. The call of every little .
b. Its for some potential mate.
c. The Emu pondered what to .
d. should live underground.
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TRANSCRIPT 65
Below The Surface, by Celia Berrell
Noise pollution: cars, machines.
Its not as harmless
as it seems.
The call of every little bird
wont travel far
or cant be heard.
Its song for some potential mate
is stifled by
the noise we make.
And so it either moves away
or has no fertile
eggs to lay.
The Emu pondered what to do
so songs of birds
could still get through.
Deciding that to drown our sound
humans should
live underground.
WRITTEN AND ORAL PRODUCTION
7. Here is a list of facts that damage the environment. Read and write some ideas to help solve these problems. 4 points
a. Exhaust fumes damage the Earths ozone layer.
IDEA: We can .
b. People throw away millions of tons of bottles, cans and plastic containers.
IDEA: We can .
c. We use over 400 liters of water at home every day.
IDEA: We can .
d. People cut down two hectares of forests every minute to produce paper.
IDEA: We can .
8. Choose three ideas in Exercise 7 and share them with your partner. 3 points
TOTAL
SCORE
26 pts
Keep trying Review! Well done!
22 - 26
Excellent!
16 - 21 7 - 15 0 - 6
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ANSWERS TO EXTRA TEST UNIT 4
1. a.
2. a. True. b. True. c. False. d. True.
3. a. The greenhouse effect is the warming that happens when
certain gases in the Earths atmosphere trap heat. b. They come
from the combustion of fossil fuels in cars, factories and
electricity production. c. We can find ice in Greenland and
Antarctica.
4. c.
5. a. (4) b. (1) c.(3) d.(2) e. (5)
6. a. bird b. song c. do e. humans
7. 8. Check fluency, pronunciation and correct ideas expressed with
correct sentences. Assign points according to these criteria.
7.
Great! Not too bad Help!
Student can mention three things that damage
the environment, with good pronunciation, in
a fluent way.
Student can mention one or two things that
damage the environment, and makes some
pronunciation mistakes
Student cant mention any fact that damages
the environment.
8.
4 points 3 points 1 point 0 point
Student writes a list of four facts
that damage the environment,
uses the appropriate language
and vocabulary, and does not
make spelling mistakes.
Student writes a list of two or
three facts that damage the
environment, uses the appropriate
language and vocabulary, but
makes some spelling mistakes.
Student writes only one fact that
damages the environment, uses
some vocabulary, but makes a lot
of spelling mistakes.
Student cant write any fact that
damages the environment.

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ANSWERS
ANSWERS
WORKBOOK
UNIT 1: WELCOME, FRIENDS
Lesson 1: My best friend
1. a. Shes 12. b. She lives in San Diego. c. reading and listening
to music.
2. a. February 20
th
. b. math. c. reading and listening to music.
d. computer, homework e. meet Tina and make lots of new
friends.
3. 13: thirteen; 30: thirty; 14: fourteen; 40: forty; 15: fifteen;
50: fifty; 16: sixteen; 60: sixty; 17: seventeen; 70: seventy;
18: eighteen; 80: eighty; 19: nineteen; 90: ninety.
4. a. doing experiments; b. doing homework; c. practicing
sports; reading stories.
Lesson 2: A trip to the capital
1. a. 2 ; b. 3 ; c. 1 ; d. 6; e. 5; f. 4
Lesson 3: Living abroad
1. a. dancing, play the guitar, sing b. English, French, Spanish
c. soccer, swimming, skating, baseball
Benja Ann
Languages English French, Spanish
Music Dancing Dancing, playing the guitar, singing
Sports soccer Swimming, skating
3. a. Benja can skate very well. (He can dance very well.)
b. Anns sister can play basketball. (Anns brother can
play baseball.)
c. Ann can play the piano. (Ann can play the guitar.)
d. Benja cant dance. (Benja can dance.)
5. a. Where can I have a soft drink? (1)
b. Where can I watch a movie? (2)
c. Where can I buy a newspaper? (4)
d. Where can I send a postcard? (5)
e. Where can I take a train? (6)
Lesson 4: What do you do on the weekend?
E Y S M H K G Y Y C X I M W O
Y S T U E S D A Y O I J U B S
O A K U X G D D M V K V L M T
A J D K F R M S F O X L G R J
H N Y S U N A R R U N B Y R I
B J N T E T G U I P S D T Q I
K H A M Z N W H D X A E A S V
N S U N I D D T A P A A U Y F
M S H R G W X E Y C R N X B B
V L M Q R O S Q W U D D L H O
W H C N C Q B T F A A Z Z A M
C J R F C C O P Y C U P K E J
U F W F Y D F H S T S A X H Y
W X F B M L Q R B T R Z Z Q I
H M D B N V H L D Q Z G J L K
UNIT 2: WELCOME TO MY COUNTRY
Lesson 1: La Tirana Festival
2. a. i.; b. ii.
3. a. T. ; b. T.; c. F.
4. portion, Mediterranean, fertile, populous, political.
Lesson 2: In the North
1. behind; in front of; next to
2.
F
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Main Street
325(traceys house)
Newcombe st
Restaurant
Bus stop
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Lesson 3: The people of the land
1. a. were at school.
b. was at home.
c. was with Lana.
d. were in bed.
5. was, were, was, were, were, were, was, was, was, was, was.
Lesson 4: Visiting the south
2. a. before. b. During. c. After.
UNIT 3: THE WORLD OF SPORTS
Lesson 1: A special game
1.
Olympic sports Non-Olympic sports
athletics, badminton, basketball,
canoeing, cycling, football,
gymnastics hockey, judo, karate,
skating, swimming, tennis,
volleyball, weightlifting.
climbing, jogging,
paragliding, squash, surfing,
windsurfing, wrestling.
2. Team sports: badminton, basketball football, hockey,
squash, tennis, volleyball.
Indoor sports: badminton, basketball, football, hockey,
squash, tennis, volleyball.
Sports played: with a ball, basketball, football, tennis,
volleyball.
Outdoor sports: basketball, football, tennis, volleyball.
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3. They are all for both men and women.
4. a. cant dance / could dance.
b. could run. c. can speak. d. can play.
e. could swim. f. could play.
Lesson 2: The first marathon
1. a. Because she was a women. b. Stamati Revithi.
c. Greece. d. Because the officials couldnt remember her name
and they called her Melpomene (the Greek muse of Tragedy).
2. Ill turn up the radio because I want to listen to the news.
My parents stopped the car so that we could look at the
view.
Lindsay invited me to the party but I couldnt go.
I dont have a raincoat but I have an umbrella.
My best friend lied to me, so I dont trust him anymore.
George got lost because the directions were not clear.
Lesson 3: Sticks and balls
1. 1: gym. 2: swimming pool.
3: soccer pitch. 4: basketball court.
5: tennis court.
Athletics Basketball Gymnastics Tennis Soccer Swimming
Javelin,
discus,
shot,
hurdles.
Ball. Balls, ribbons,
balance beam,
uneven bars,
vault, pommel
horse, rings.
Racquet,
balls.
Ball,
leg pads.
Goggles.
Lesson 4: An extreme experience
1. Paul likes soccer. Sue likes swimming. Tim likes
skateboarding. Lee likes basketball. Liz likes dancing. Jane
likes aerobic.
2. a. across, from, to. b. down. c. towards. d. along. e. up.
Lesson 5: A popular sport
2. a. a typical rural game.
b. since colonial times.
c. to throw the disk so that it lands on the target box.
d. outside of Chilean cities.
e. individual, it can be played in teams.
UNIT 4: HOME SWEET HOME
Lesson 1: An inconvenient truth
1. a. ii. ; b. iii. ; c. iv. ; d. i.
2. a. How will they destroy the asteroid? The spacecraft will
smash it into it. b. Who will answer the questions?
Jenny and Tania will. c. Will you come to my party?
Of course I will.
3. Will replace, will use, wont be, will be, will detect, will use,
will be.
Lesson 2:
What are we doing to our planet?
1. 1: Oil tankers are polluting the oceans.
2: People are destroying forests.
3: Smog is polluting the cities.
4: Industries are causing acid rain.
5: Heavy gray smog is hanging over the cities.
6: Fish are dying.
2. Lets take care of our resources
Lesson 3: We can save the planet!
1. a. . b. . c. . d. . e. . f. .
2. Possible answers: 1. I will save the planet recycling.
2. We can save the planet planting more trees.
Lesson 4: Can we stop it?
3. a. recycle waste.
b. throw away / rubbish bank.
c. nuclear waste.
d. environmentally friendly.
Lesson 5: Ask the scientist
1. a. i. ; b. ii. ; c. iii. ; d. i ; e. ii. ; f. ii.
READING BOOKLET
The Hare with Many Friends
1. A dog was chasing the Hare and his friends didnt help him.
2. Answers will vary.
3. Answers will vary.
The Little People
1. The Little People were mysterious creatures called
Makiaweesug who could only be seen by those Mohegans
who were especially perceptive could see them sometimes in
the woods.
2. The wife of Little Man got very sick and asked the Mohegan
Woman to help him.
3. Answers will vary.
Time Travelers
1. The children are feeling scared and confused. Students will
give the reasons they think explain the reaction of the
children.
2. This text is a play while the others are a fable and a legend.
3. Answers will vary.
Global Warming is about Green Hair
Answers will vary.
Global Warming
Answers will vary.
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EVALUATION INSTRUMENTS EVALUATION INSTRUMENTS
These evaluation instruments are assessment tools you can use
to measure students' work. They are scoring guides that seek to
evaluate students' 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 assessment
don't match yours.
Again, giving time for revision after peer assessment is crucial.
Teacher assessment
When you assess student work, use the same instrument that was
used for self- and peer-assessment. When you hand the marked
instrument back with the students' work, they will know what
they did well and what they need to work on in the future.
Using the evaluation instruments provided in this section is
relatively easy.
Identify the maximum number of points for achieving the highest
level of quality and assign a number to the students' performance.
Typically, the gradations increase/decrease in one 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
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them in gradations. Gradations are the descriptive levels of
quality starting with the worst quality up to the best quality.
Always keep in mind that, however you use them, the idea is to
support and to evaluate student learning.
Here is a description of each of the evaluation instruments provided:
Listening Comprehension
Use this instrument two or three times in a semester to assess where
the students rank within the four categories and to determine where
the strengths and the weaknesses of the class lie. After applying the
instrument, ask the students to get into groups of four and analyze
their results. As a class, discuss important points that may help
improve listening skills in the future.
To work out the score of each student identify the maximum number
of points for achieving the highest level of quality and assign a
number to the students' performance according to this scale.
Once you have worked out the score of each student, you can apply
this chart to express his/her results:
1= Unsatisfactory - 2 = Fair - 3 = Very Good - 4 = Excellent
Reading Comprehension
The goal of this reading assessment instrument is to determine if
the students have improved their reading comprehension skills.
Use this instrument once a month. Once you have applied this
instrument, make the students identify their strengths and
weaknesses and brainstorm ideas that could help them improve
their performance in the future. This instrument also gives the
teacher the opportunity to focus diagnostic attention on students
whose performance has been identified as below standard.
You must take into account that the maximum score corresponds
to the highest expected results conceived by this teaching
proposal for this level.
To work out the score of each student identify the maximum number
of points for achieving the highest level of quality and assign a
number to the students' performance according to this scale.
Once you have worked out the score of each student, you can
apply this chart to express his/her results:
1= Unsatisfactory - 2 = Fair - 3 = Very Good - 4 = Excellent
Extended-Response Reading
Use this instrument in any lesson that invites students to
demonstrate comprehension by responding to open-ended
questions. Use the checklist to assess reading tasks, to provide
feedback to students and as a basis for discussion and feedback
for each student as well.
To work out the score of each student, identify the level of student's
performance, according to the scale provided by this instrument.
Behavior
Use this instrument when you detect some problems related to
students' behavior. This rubric is meant to offer information on
students' attitude and behavior in relation to their classmates
and can be a useful source of information for class council. It can
be applied by teachers or used for peer assessment.
After applying this instrument, make students identify the areas
in which they got higher scores, and also the areas that they
should pay more attention to in the future.
To work out the score of each student identify the maximum
number of points for achieving the highest level of quality and
assign a number to the students' performance according to
this scale.
Once you have worked out the score of each student, you can
apply this chart to express his/her results:
0= Unsatisfactory - 1 = Fair - 2 = Very Good - 3 = Excellent
Beginner's Writing
Use this rubric as a way to assess your students' writing skills.
You can use it two or three times in a year. This instrument is a
simplified way for teachers to grade a writing assignment. It is
important to show students the instrument beforehand so that
they get better quality work; they know what they are supposed
to produce and it saves problems afterwards as they can see
where they can have points taken off.
This instrument should also be used after the task is complete,
not only to evaluate the product, but also to engage students in
reflection on the work they have produced.
To work out the score of each student identify the maximum number
of points for achieving the highest level of quality and assign a
number to the students' performance according to this scale.
Once you have worked out the score of each student, you can
apply this chart to express his/her results:
1 - 2= Unsatisfactory - 3 - 4 = Fair - 5 = Very Good - 6 = Excellent
Project
Use this instrument every time students do a project. Each
student is evaluated along three dimensions, each having to do
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with student's contribution to the work, the final product, and
any other aspects the teacher considers important to assess,
such as: how effectively the student accomplished his or her
responsibilities as a member of the team or the quality of his or
her interactions with the other team members.
These dimensions are assigned a score of 1 through 7; these
values represent increasing degrees of achievement in the
particular dimension. The last column is the actual score
assigned to this particular student, based on his or her actual
performance, along the three dimensions. The overall total
score is assigned by simply adding together the scores
corresponding to the three dimensions.
Oral Presentation
Use this instrument two or three times per student during the
year. 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 anytime you assign homework.
When applying it, the first step is to provide clear expectations to
your students. After reading the rubric, students are clear on
what an acceptable homework assignment looks like and what
an unacceptable homework assignment looks like.
The system can improve students' homework skills because
the teacher gives each student attention about their homework;
students can see the opportunities to improve their work;
the teacher has the data required to give a pure homework
grade for homework completion.
At the same time you can also include a reward component. For
example, students who average a grade of three or four for the
month, can earn an extra mark in the next period.
To work out the score of each student identify the maximum
number of points for achieving the highest level of quality and
assign a number to the students' performance according to
this scale.
Once you have worked out the score of each student, you can
apply this chart to express his/her results:
0 -1= Unsatisfactory - 2 = Fair - 3 = Very Good - 4 = Excellent.
Feedback
Here are some phrases that are useful for giving feedback and
making 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 the areas of ____.
You would improve if you developed a greater interest in ___.
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EVALUATING LISTENING COMPREHENSION
EVALUATING LISTENING COMPREHENSION
Name: Lesson: Date:
Skills Criteria Points
1 2 3 4
Understanding key events or facts. Understands 1 or 2
events or key facts.
Understands some
of the events or
key facts.
Understands many
events or key facts,
mainly in
sequence.
Understands most
events in sequence
or understands
most key facts.
Understanding details. Gets few or no
important details.
Gets some
important details.
Gets many
important
details.
Gets most
important details
and key language.
Responding appropriately to features
such as: laughter, silence, etc., and /
or accentuation, intonation, and
rhythm.
Almost never. Sometimes. Most of the time. Nearly always.
Answering questions. Answers questions
with
incorrect
information.
Answers questions
with some
misinterpretation.
Answers questions
with literal
interpretation.
Answers questions
with
interpretation
showing higher
level thinking.
Doing tasks. Provides limited or
no response and
requires many
questions or
prompts.
Provides some
response to
teacher with four
or five questions
and prompts.
Provides adequate
response to
teacher with two
or three questions
and prompts.
Provides insightful
response to
teacher with one
or no questions or
prompts.
At the end of the session, the
listener is able to:
Answer factual
questions on
general
information.
Answer factual
questions on
general and
specific
information.
Summarize the
beginning, middle,
and end of the
story.
Reveal the
sequence of
events, providing
details on dialog,
and motivation of
characters.
Total points
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Name: Lesson: Date:
Skills Criteria Points
1 2 3 4
Understands key events or facts. Understanding
one or two events
or key facts.
Understanding
some of the events
or
key facts.
Understands many
events or key facts,
mainly in
sequence.
Understands most
events in sequence
or understands
most key facts.
Understands details. Gets few or no
important details.
Gets some
important details.
Gets many
important
details.
Gets most
important details
and key language.
Identifies characters or topics. Identifies one or
two characters or
topics using
pronouns (he,
she, it, they).
Identifies one or
two characters or
topics by generic
name (boy, girl,
dog).
Identifies many
topics or
characters by
name in text (Ben,
Giant).
Identifies all
characters or
topics by specific
name (Old Ben
Bailey).
Answering questions. Answers questions
with
incorrect
information.
Answers questions
with some
misinterpretation.
Answers questions
with literal
interpretation.
Answers questions
with
interpretation
showing higher
level thinking.
Doing tasks. Provides limited or
no response and
requires many
questions or
prompts.
Provides some
response to
teacher with four
or five questions
and prompts.
Provides adequate
response to
teacher with two
or three questions
and prompts.
Provides insightful
response to
teacher with one
or no questions or
prompts.
Total points
Taken and adapted from: http://www.storyarts.org/classroom/usestories/listenrubric.html
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EXTENDED-RESPONSE READING
RUBRIC SELF-ASSESSMENT
http://www.isbe.net/assessment/pdfs/reading_extended_rubric.pdf
EXTENDED-RESPONSE READING
RUBRIC SELF-ASSESSMENT
Name: Date: Class:
4
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.
3
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.
2
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.
1
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.
0
I write nothing.
I do not respond to the task.
93
94
BEHAVIOR RUBRIC
BEHAVIOR RUBRIC
Name: Lesson:
Class:
Behavior skill
Never
0
Rarely
1
Generally
2
Always
3
Points
On time and prepared
1. Arrives on time.
2. Brings necessary materials.
3. Completes homework.
Respects teacher
1. Follows directions.
2. Listens to teacher.
Attitudes
1. Demonstrates positive character
traits (kind, trustworthy, honest).
2. Demonstrates productive
character traits (patient,
thorough, hardworking).
3. Demonstrates concern for others.
Total
Teachers comments:
http://www.isbe.net/assessment/pdfs/reading_extended_rubric.pdf
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BEGINNERS WRITING
BEGINNERS WRITING
http://www.isbe.net/assessment/pdfs/reading_extended_rubric.pdf
Points Criteria
1 Writing has some words. No punctuation. Scribbly letters. A picture.
2
Writing has short simple sentence(s) on the topic. Some punctuation (full stops and question marks).
Letter size and shape need fixing. Picture matches topic.
3
Writing has some simple sentences on the topic. Some attempt to put ideas in order.
Some correct, some best guess spelling.
Capitals, periods, and question marks used correctly most of the time.
Correct printing. Some spacing between words.
4
Writing has most sentences on the topic. Ideas in order. Sentences with some details and describing words.
Correct spelling of most high frequency words. Most punctuation correct.
Letters and spacing between words are correct.
5
Writing has all sentences on the topic. Ideas in order. There is a beginning, a middle, and an end.
Many details and interesting words. Correct spelling for all high frequency words.
Correct punctuation; printing and spacing with few errors.
6
Writing has sentences giving more information about the topic. Beginning, middle, and end with a lot of
information and details. Sentences use interesting and expressive language.
Sentences are put together in a paragraph. Correct high frequency words and some harder words.
Correct punctuation. Neat, well spaced, easy to read.
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NAMES:
DATE:
:
Process Poor Satisfactory Excellent Points
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 Points
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
Others:
1. 1,2,3 4,5 6,7
2.
1,2,3
4,5 6,7
3.
1,2,3
4,5 6,7
4. 1,2,3 4,5 6,7
Total:
96
PROJECT
PROJECT
Source: http://www.sdst.org/shs/library/resrub.html
Teachers comments:
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Your Name: Group Topic :
Group Members:
Oral Presentation Rubric Possible Points Self-Assessment Teacher Assessment
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
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
ORAL PRESENTATION RUBRIC
ORAL PRESENTATION RUBRIC
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Grade: Name :
Description
Language I can do the following:
Yes
(no assistance)
Yes
(with assistance)
No
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.
Read the descriptions of tasks that you can do.
Check the appropriate areas that indicate how you rate yourself.
STUDENT SELF ASSESSMENT OF
FOREIGN LANGUAGE PERFORMANCE
STUDENT SELF ASSESSMENT OF
FOREIGN LANGUAGE PERFORMANCE
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Homework Rubric
4
Exceptional Work
Interesting, neat, and easy to read.
With date and name.
On time.
3
Complete
Neat and easy to read.
Must have date and name.
Must be on time.
2
Incomplete (directions not followed)
Difficult to read.
Has name, missing the date.
May be on time.
Incomplete
Unorganized and/or difficult to read.
Missing name and date.
Late.
HOMEWORK RUBRIC
HOMEWORK RUBRIC
http://www.jamestownri.com/school/classes/4_1/homeworkrubric.htm
99
100
Grade: Name :
Always Sometimes Never
1. I make predictions before I read.
2. I understand the message-the text makes sense to me.
3. I know when I am having trouble understanding the text.
4. I know the main idea of the text.
5. I understand the words in the text.
6. I understand the punctuation.
7. I know how to find different parts of the text (chapters, pages,
beginning, middle, end).
8. I can pick out clues from the reading to help me make an
interpretation.
9. I give my opinion-make a judgment-about the text.
10. I support my opinion with details from the text.
11. I know the difference between fact and opinion.
12. I can see similarities and differences between the texts I read.
13. I can make connections between the text and my own life.
14. I can make connections between the text and other subjects.
15. I can pick out words from the story that help me work out
the setting.
READING COMPREHENSION -
SELF ASSESSMENT
READING COMPREHENSION -
SELF ASSESSMENT
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Personal pronouns Possessive adjectives
I 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.
IMPERATIVE
Use the imperative to give instructions or orders.
To form the imperative use the verb in its base form.
Listen.
Be quiet, please.
Come to the board.
Open your book on page 10.
LANGUAGE REFERENCE LANGUAGE REFERENCE
101
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?
Past Simple form
Affirmative Negative Question form
I was tall I wasnt strong. Was I strong?
You were nice. You werent tall and slim. Were you tall and slim?
He was young. He werent old. Was he old?
She was kind and generous. She wasnt tall. Was she tall?
It was black. It wasnt big. Was it a cat?
We were talented. We werent lazy. Were we lazy?
They were beautiful. They werent fast. Were they fast?
Use the verb To Be to describe physical appearance and personality in the present and in the past.
Examples: Is / Was he old? Yes, he is / was. / No, he isnt / wasnt. She is / was kind and generous. You are / were tall and thin.
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LIKES AND DISLIKES
Expressing likes
subject like / enjoy verb + ing
I like / enjoy dancing cueca
You like / enjoy eating chocolate
Emma likes/ enjoys going shopping
Marek likes /enjoys doing homework
My cat likes/enjoys playing with a ball
We like / enjoy watching TV
They like/ enjoy listening to music
Expressing dislikes
subject
dont like / enjoy
doesnt like / enjoy
verb + ing
I dont like / enjoy dancing cueca
You dont like / enjoy eating chocolate
Emma doesnt like / enjoy going shopping
Marek doesnt like / enjoy doing homework
My cat doesnt like / enjoy playing with a ball
We dont like / enjoy watching TV
They dont like / enjoy listening to music
We express our favorite activities using like /enjoy + a verb ending in - ing. We express our dislikes using dont / doesnt + like + a verb
ending in - ing. If the subject is he, she or it, the verbs add a letter s in affirmative sentences.
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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 Continuous to talk about what is happening at the moment of speaking.
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.
PREPOSITIONS OF TIME

at Use the preposition at for a precise time We are meeting at 10.
in Use the preposition at for a precise time My birthday is in March. She was born in 2001.
on Use the preposition in for months years, centuries and long periods.
The party is on Saturday. My birthday is on
December 7
th
.
during Use the preposition on for weekdays and specific dates. Its cold at night but warm during the day.
before
Use the preposition during to indicate something that occurs through a
period of time.
We will meet before the concert.
after
We use after to indicate something that occurs later than
a certain time or event.
Take this medicine after lunch.
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PREPOSITIONS OF PLACE
Prepositions of place are short words that we use to indicate the location of things. The pictures illustrate the meaning of these prepositions:
PREPOSITIONS OF MOVEMENT
Prepositions of movement indicate the direction in which actions are performed.
The following two prepositions can be illustrated visually:
up down

Example: The floor moved up and down during the earthquake.
Prepositions Examples
from The point in space at which a journey, motion, or action starts.
I walked from my house to school this morning.
to
The place, person or thing that someone or something moves
toward.
across movement over a place or region. I like running across the street alone.
along
Moving in a constant direction on any more or less horizontal
surface.
Michael Jackson danced along the corridor.
towards In the direction of something.
Billy rode his bicycle towards the park but
stopped at Joey's house.
in front of behind near next to
opposite
106
CAN
Use can to talk about ability or inability.
Tony can swim, but he cant dance.
Can they swim? Yes, they can. / No, they cant.
Affirmative Negative Question form
I can dance very well. I cant play the guitar. Can you play the guitar?
You can skate quite well. You cant speak Japanese. Can you speak Japanese?
He can swim. He cant play soccer. Can he play soccer?
She can play the guitar. She cant sing well. Can she sing well?
It can help the police. It cant see at night. Can it see at night?
We can run fast. We cant cook well. Can we cook?
They can jump very high. They cant fly. Can they fly?
Use could to talk about past ability or inability.
When I was little I could run very fast.
Could you jump high? Yes, I could. / No, I couldnt.
Affirmative Negative Question form
I could dance very well. I couldnt play the guitar. Could you play the guitar?
You could skate quite well. You couldnt speak Japanese. Could you speak Japanese?
He could swim. He couldnt play soccer. Could he play soccer?
She could play the guitar. She couldnt sing well. Could she sing well?
It could help the police. It couldnt see at night. Could it see at night?
We could run fast. We couldnt cook well. Could we cook well?
They could jump very high. They couldnt fly. Could they fly?
COULD
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QUESTION WORDS
We use definite types of words called question words to ask questions about place, time and things.
Place Time Things
where when what
Where is Italy? When is your birthday? What do you want to study in the future?
Use the Present Simple to talk about routines, likes and dislikes and facts.
For he, she and it add s or es to the verb.
Examples: He walks to school. She finishes school at 3:00 p.m.
Affirmative Negative Question form
I take a shower at 6:00. I dont take a shower at 6:00. Do I take a shower at 6:00?
You get up at 7:00. You dont get up at 7:00. Do you get up at 7:00?
He walks home in the afternoon. He doesnt walk home in the afternoon. Does he walk home in the afternoon?
She finishes work at 5:30. She doesnt finish work at 5:30. Does she finish work at 5:30?
It likes eating fruit. It doesnt like eating fruit. Does it like eating fruit?
We go to the museum on Saturdays. We dont go to the museum on Saturdays. Do we go to the museum on Saturdays?
They live at Cocoa Beach. They dont live at Cocoa Beach. Do they live at Cocoa Beach?
PRESENT SIMPLE
CONNECTORS
We use connectors to link different ideas in a sentence or text. The connections between these ideas are related to
different concepts like contrast (two opposite ideas), reason (cause), conclusion (summarizing ideas) and purpose
(objective, goal).
Contrast Reason Conclusion Purpose
but because so so that
I really enjoyed the Carnival
in Rio, but I think our La
Tirana Festival is much more
special.
I study hard because I like to
be a good student.
We are no great friends of
his, so we were not invited to
his birthday.
We will cut the cake, so that
everyone can get a piece.
108
PRESENT CONTINUOUS FOR TRENDS AND TENDENCIES
Most often, we use the Present Continuous tense to talk about actions happening at the moment of speaking but this tense
is also used for expressing tendencies or trends.
Examples:
Our country is getting richer.
The Internet is becoming less of something new.
The Universe is expanding.
THE FUTURE WILL
Use will + verb to express actions that happen in the future..
Examples:
I will translate the e-mail, so Mr. Smith can read it.
Will you help me move this heavy table?
I will not do your homework for you.
I won't do all the housework myself!
affirmative negative interrogative
I will help you carry the bags. They will not buy that house. Will she sing at the party?
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INVITING AND ASKING FOR HELP
When we want to ask for help or make an invitation, we use some polite phrases introduced by can and would.
To make invitations, we use would.
Example: A: Would you like to go to the movies next weekend?
B: Sure
A: Would you like to visit our grandparents tomorrow?
B: Sorry! I must study for my exams.
We use Sure! or OK when we want to accept invitations, and Sorry! when we want to reject them.
To ask for help, we use can.
Example: Can you help me, Sir?
Can you help me with Exercise 3, please?
OBLIGATIONS AND SUGGESTIONS
When we want to express obligations, we use must + verb in infinitive without to.
Subject Must Main verb
I must go home.
You must visit us.
We must stop now.
Must CANNOT be followed by to. So, we say: I must go now.
Affirmative Negative Question form
She should work. You shouldnt go to school today. Youre very sick. Should I help the teacher?
When we want to give suggestions, we use should + verb in infinitive without to.
IRREGULAR VERBS
IRREGULAR VERBS
Infinitive Past simple Past participle Meaning
be was/were been ser, estar
beat beat beaten batir, derrotar
become became become
convertirse,
llegar a ser
begin began begun empezar
bend bent bent doblar(se)
bite bit bitten morder
blow blew blown soplar
break broke broken quebrar
bring brought brought traer
build built built edificar
burn burnt/burned burnt/burned quemar(se)
burst burst burst reventar(se)
buy bought bought comprar
catch caught caught tomar
choose chose chosen escoger
come came come venir
cost cost cost costar
cut cut cut cortar
deal dealt dealt repartir
dig dug dug cavar
do did done hacer
draw drew drawn dibujar
dream
dreamt/
dreamed
dreamt/
dreamed
soar
drink drank drunk beber
drive drove driven conducir
eat ate eaten comer
fall fell fallen caer
feed fed fed
alimentar, dar
de comer
feel felt felt sentir
fight fought fought combatir
find found found encontrar
fly flew flown volar
forbid forbade forbidden prohibir, vedar
forgive forgave forgiven perdonar
freeze froze frozen helar(se)
Infinitive Past simple Past participle Meaning
get got got obtener
give gave given dar
go went gone ir
grow grew grown cultivar; crecer
hang hung hung colgar
have had had haber; tener
hear heard heard or
hide hid hidden esconder
hit hit hit golpear
hold held held sostener
hurt hurt hurt daar
keep kept kept guardar
know knew known saber; conocer
lay laid laid poner
lead led led conducir, liderar
learn learnt/learned learnt/learned aprender
leave left left dejar
lend lent lent prestar
let let let dejar
lie lay lain yacer
light lit lit iluminar
lose lost lost perder
make made made hacer
mean meant meant
querer decir,
significar
meet met met encontrar(se)
pay paid paid pagar
put put put poner
read read read leer
ride rode ridden montar
ring rang rung sonar
rise rose risen levantarse
run ran run correr
say said said decir
see saw seen ver
sell sold sold vender
send sent sent enviar
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Infinitive Past simple Past participle Meaning
set set set fijar
shake shook shaken sacudir
shine shone shone brillar, relucir
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
llevar, usar ropa,
accesorios
win won won ganar
write wrote written escribir
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TOPICS AND VOCABULARY
Friends ............................................................................................................................................................................................. 12, 13, 15, 16, 28, 30
Expressing likes and dislikes .........................................................................................................................................................................13,14,15,31
Free time activities ........................................................................................................................................................................................... 26, 27, 28
Chilean places ..................................................................................................................................................... 32, 33, 42, 43, 46, 47, 54, 55, 64, 84
Chilean traditions .............................................................................................................................................................................................................43
Chilean people ............................................................................................................................................................................................. 50, 51, 52, 53
Sports events ..................................................................................................................................................................................................... 71, 75, 76
Different sports .................................................................................................................................................................. 73, 78, 79, 80, 81, 82, 83, 84
Environmental problems ............................................................................................................................................................................... 99,100, 101
Types of pollution ...............................................................................................................................................................102, 103, 104, 110,111,112
Ways to protect the environment ...........................................................................................................................................106, 107, 108, 109, 115
LANGUAGE
Likes and dislikes: Like, enjoy, dont / doesnt like + -ing .........................................................................................................................................14
Past Simple, to be, affirmative ......................................................................................................................................................................................52
Present Simple, permanent situations .........................................................................................................................................................................80
Can / Cant .........................................................................................................................................................................................................................24
Could / Couldnt .................................................................................................................................................................................................................73
Inviting / asking for help ............................................................................................................................................................................................. 112
Question words: When, Where, What .........................................................................................................................................................44
Prepositions of movement .............................................................................................................................................................................................83
Prepositions of time: in, on, at .......................................................................................................................................................................................27
Prepositions of time: during, after, before ...................................................................................................................................................................55
Prepositions of place: opposite, behind, next to, in front of ......................................................................................................................................47
Connectors: and, but, so that .........................................................................................................................................................................................75
Present Continuous, affirmative ...................................................................................................................................................................................19
Present Continuous, trends ......................................................................................................................................................................................... 103
Future, affirmative ........................................................................................................................................................................................................ 100
Obligations and suggestions: Should / Shouldnt ; Must / Mustnt ....................................................................................................................... 108
THEMATIC INDEX THEMATIC INDEX
112
Adams, M.J. et al. (2000). Phonemic Awareness in Young Children:
A Classroom Curriculum. Baltimore, Maryland: Paul H. Brooks
Publishing Co.
Burke, J. (2003). Reading Reminders - Tools, Tips, and Techniques.
(1
st
ed.). Portsmouth, NH: Boynton / Cook.
Corbeil, J.C, Archambault, A. (1992). The Macmillan Visual
Dictionary. (pp. 77 112, 150 152, 219 250, 349 - 355). New
York: Macmillan Publishing Company.
Fox, Gwyneth associated editor et al. (1
st
ed.). (2007). Diccionario
Macmillan Castillo Espaol Ingls, Ingls - espaol. Mexico
DF: Editorial Macmillan de Mxico S.A. de C.V.
Hamel, B. (1
st
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.( 1
st
Ed.). (1997). Collins cobuild key words in science and
technology. Portsmouth: Heinemann Publishers.
Moon, J. (1
st
ed.). (2000). Children Learning English. Oxford:
Macmillan Education.
Murphy, R.M. (2
nd
ed.). (1997). Essential Grammar in Use.
Cambridge: Cambridge University Press.
Peregoy, S.F. et al. (3
rd
ed.). (2005). Reading, Writing and Learning
in ESL. White Plains, NY: Addison Wesley Publishing Company.
Rauff, R. (1
st
edition). (1994). Wonderful World of English.
Chicago, IL: World Book, Inc.
Rinvolucri, M. et al. (1
st
ed.). (1995). More Grammar Games.
Cambridge: Cambridge University Press.
Additional bibliography
Bampfield, A. et al.( 1
st
Ed.). (1997). A world of English.
Cambridge: Cambridge University Press.
Bampfield, A. et al.( 1
st
Ed.). (1996). Welcome to English.
Cambridge: Cambridge University Press.
Blanchard, K. & Root, C. (1
st
Ed.) (1996). For your information 1.
Boston: Addison Wesley Longman Publishers.
Deriu, B. (1
st
Ed.) (1997). The big mistake and other stories.
Madrid: Ediciones Vicens Vives.
Escott, J. (2002). Lucky break. Harlow, Essex: Pearson Education
Limited.
Escott, J. (2008). Hannah and the hurricane. Harlow, Essex:
Pearson Education Limited.
Kerr, L. (1
st
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
http://www.onestopenglish.com
http://www.holidays.net
http://www.members.tripod.com/~towerofenglish
http://www.eslcafe.com
http://www.longman-elt.com
http://www.enciclopedia-sm.com/youandinternet.asp
http://www.cln.org/int_projects.html
BIBLIOGRAPHY, ADDITIONAL
BIBLIOGRAPHY, WEB PAGES
BIBLIOGRAPHY, ADDITIONAL
BIBLIOGRAPHY, WEB PAGES
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QUESTION BANK
QUESTION BANK
UNIT 1
Lesson 1: My best friend
1. Answer these questions about the text on Page 11.
a. What is the type of expression children dont like to see
in a face?
b. How did the boy feel when Demian said lets walk
together?
c. How did the narrator feel when Demian talked about his
house?
Lesson 2: A trip to the capital
1. Choose the correct alternative to answer these questions.
a. Why does Ignacio speak in English?
i. Because he wants to practice.
ii. Because Kelly doesnt speak Spanish.
iii. Because Kelly doesnt like speaking in Spanish.
b. What does Ignacio mean when he says How early!?
i. That the plane arrived before the time scheduled.
ii. That the plane arrived very early.
iii. That the plane arrived on time.
c. Why cant Kelly visit so many places in Santiago?
i. Because she doesnt like the city.
ii. Because she has to meet her father.
iii. Because she is only staying for a few days.
Lesson 3: Living abroad
1. Make a list with four interesting places in your city / town.
a. .
b. .
c. .
d. .
2. Write sentences about the places you listed using you can.
Example: You can visit Cerro Santa Luca.
a. .
b. .
c. .
d. .
3. The text on Page 21 mentions two great places in San
Antonio that people can visit. What are these places?
a. . b. .
4. What activities do you think people can do there? Complete
the sentences.
a. At people can .
b. At people can .
Lesson 4: What do you do on the weekend?
1. Answer these questions about the recording.
a. What does Dan think about his weekends?
i. That he does very exciting activities.
ii. That he does very boring activities.
iii. That he does habitual activities.
b. What do the children think about visiting a friend?
i. They think its a very good idea.
ii. They think its boring.
iii. They dont think it is a good idea.
2. Are your weekends similar or different to the childrens
weekends? Explain.
Lesson 5: To my cyber-pal
1. Choose the correct alternative.
a. What is the greeting of an e-mail / letter?
i. The name and address of the person to whom the
letter is being sent.
ii. An opening salutation.
iii. The text that contains the message.
iv. A complimentary sentence.
b. What is the body of an e-mail / letter?
i. The name and address of the person to whom the
letter is being sent.
ii. An opening salutation.
iii. The text that contains the message.
iv. A complimentary sentence.
c. What is the closing of an e-mail / letter?
i. The name and address of the person to whom the
letter is being sent.
ii. An opening salutation.
iii. The text that contains the message.
iv. A complimentary sentence.
2. Write an e-mail to one of your best friends and invite him/
her to spend the weekend with you and your family in the
beach. Remember the structure of an e-mail.
Reading Booklet: The Hare with many friends
1. Before reading the text on Page 3 of the Reading Booklet,
think and write three questions you would like to know
about the story.
2. Read the story and see if you can find the answers to your
questions.
3. Who saved the hares life in the end?
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UNIT 2
Lesson 1: La Tirana festival
1. Circle the correct alternative to answer these questions.
a. What does the word but (Paragraph 2, l. 2) introduce in
the sentence?
i. An additional idea. ii. A contrast. iii. A reason.
b. What does the word and (Paragraph 3, l. 5) introduce in
the sentence?
i. An additional idea. ii. A contrast. iii. A reason.
c. What does the word while (Paragraph 5, l. 2) mean?
i. That the pilgrims first dance and then the visitors eat
and shop.
ii. That the visitors first eat and shop and then the
pilgrims dance.
iii. That the visitors can enjoy the dances at the same
time they eat and shop.
2. Which of these pieces of information can be inferred from
the text? Write or underline the sentence related.
a. The ceremonies represent a mixture of traditions.
b. Most of the pilgrims are of indigenous origin.
c. People wear elaborated clothes to celebrate this tradition.
Lesson 2: In the North
1. Are these sentences true (T) or false (F)?
a. Sofa and Marcos live in Calama.
b. Marcos doesnt like San Pedro.
c. Sofa thinks it takes a lot of time to walk around.
d. There isnt any place to park in San Pedro.
2. Answer these questions.
a. After you have listened to the recording, would you like
to visit San Pedro? Why?
b. Do you think Sofa and Marcos are good guides?
c. Is it important to arrive by car?
Lesson 3: The people of the land
1. What do these sentences from the text mean? Circle an
alternative.
a. In Chile, nearly 700,000 people belong to an indigenous
group.
i. In Chile, more than 700,000 are indigenous people.
ii. In Chile, a very few people are indigenous.
iii. In Chile, there are 700,000 indigenous people
approximately.
b. The Mapuche, or people of the land, represent 87.3%
of the indigenous population.
i. The Mapuche is a very important indigenous group.
ii. The Mapuche is not an important indigenous group.
iii. The Mapuche represent a about the half of the
indigenous population.
c. All these groups, except the Mapuches, are extinct now.
i. All the indigenous groups are extinct.
ii. The Mapuches are extinct.
iii. Only the Mapuches survive.
Lesson 4: Visiting the South
1. Underline the incorrect information in these sentences.
a. During the tour, the visitors are going to visit historical
places in Valdivia.
b. After the tour, tourists can ride along the river.
c. Theyll stop to visit the zoo pets, the sea lions!
d. The tour finishes at the botanical garden.
e. Visitors can rent bikes at the Fundo Teja Norte.
Lesson 5: Come to visit my country
1. Answer these questions.
a. Do you think it is important to include pictures in a
brochure? Why?
b. Would you also include maps? Why?
Reading Booklet
1. Answer these questions about the text The Little People.
a. Who were able to see the Little People?
i. Those who had very good sight.
ii. Those who could see in the woods.
iii. Those who were very intuitive.
b. What can you infer from the second paragraph?
i. That the Mohegan were waiting for the Little People.
ii. That the Mohegan woman wanted to know the little
peoples house.
iii. That the Mohegan were perceptive.
c. According to the text, what was the experience like?
i. It was frightening.
ii. It was surprising.
iii. It was calm and relaxed.
d. What do the Mohegan think about the little people?
i. That they are hidden in the woods.
ii. That they are dead.
iii. That the White people killed them.
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UNIT 3
Lesson 1: A Special Game
1. What do these words refer to in the text on Page 69?
a. it (P. 1, l. 2) : .
b. her (P. 2, l. 2): .
c. it (P. 2, l. 6): .
d. she (P. 3, l. 1): .
e. she (P. 3, l. 7): .
2. Find words in the text that mean the same as these.
a. fold (P. 1, l. 4): .
b. amusement (P. 2, l. 3): .
c. in a short time (P. 2, l. 6): .
d. certain (P. 3, l. 1): .
e. undoubtedly (P. 3, l. 4): .
f. troubles (P. 3, l. 6): .
3. Answer these questions.
a. What made Alice think that it was a very difficult game?
b. Why did Alice begin to feel nervous?
c. Do you agree with the Queens way of solving problems?
Yes No
Why? Explain in your own words.
Lesson 2: The First Marathon
1. Answer these questions in your own words.
a. Why is Matt interested in the first marathon runner?
b. What is the relation between the story and the childrens
activities?
c. Did the moon play an important role in the story? Why?
Why not?
d. Whose lives did Pheidippides help to save in Athens?
e. Could the story have another end in these days? Explain.
2. Read these sentences. What do the parts underlined express?
a. We stayed out all night so that we could watch a meteor
storm.
i. A reason. ii. A contrast. iii. A conclusion.
iv. A purpose.
b. The baby cried, so his mother gave him some candy.
i. A reason. ii. A contrast. iii. A conclusion.
iv. A purpose.
c. He asked for another cup of coffee, but there was no more.
i. A reason. ii. A contrast. iii. A conclusion.
iv. A purpose.
d. She needs a job because she needs to be able to
support herself.
i. A reason. ii. A contrast. iii. A conclusion.
iv. A purpose.
e. We took some blankets so that we could keep warm.
i. A reason. ii. A contrast. iii. A conclusion.
iv. A purpose.
f. He didn't give me his telephone number, so I looked it up.
i. A reason. ii. A contrast. iii. A conclusion.
iv. A purpose.
g. Ill give her praise because she's a good student.
i. A reason. ii. A contrast. iii. A conclusion.
iv. A purpose.
h. Tim grew up in the U.S.A., but he doesn't speak English.
i. A reason. ii. A contrast. iii. A conclusion.
iv. A purpose.
Lesson 3: Sticks and balls
1. Read the text on Page 77 and answer these questions.
a. How many times can the batter try to hit the ball in baseball?
b. How fast can the ball travel in hockey?
c. What is the purpose of the net in tennis?
d. Are all tennis games similar in length? Explain.
e. What is the main objective in ice-hockey?
f. According to the information you can infer from the text,
who cant play tennis?
g. If women and men play tennis together, how many sets
would they play? Why?
h. Ice-hockey is a faster variation of the original game. How
fast do you think the puck travels?
Lesson 4: An Extreme Experience
1. Choose the correct alternative.
a. How does Andy define his experience?
i. Amazing but scary. ii. Nice and relaxing.
iii. Dangerous and stressful.
b. How does Dan define his experience?
i. Amazing but scary. ii. Nice and relaxing.
iii. Dangerous and stressful.
c. Which of these sentences expresses the correct sequence
of events?
i. Andy closes his eyes. He feels the wind around him. He
jumps down. He feels calm. He pulls the cord. He floats
towards the ground. He sees the ground getting closer.
ii. Andy closes his eyes. He jumps down. He sees the ground
getting closer. He feels the wind around him. He pulls the
cord. He floats towards the ground. He feels calm.
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d. Who enjoyed their experiences?
i. Kelly, Andy, and Ann.
ii. Andy and Dan.
iii. Andy, Dan, and Ann.
e. What does Kelly think of cycling?
i. She thinks its scary.
ii. She thinks its stressful.
iii. She thinks its relaxing.
f. Why is Ann always scared when going rafting?
i. Because she doesnt like roller coasters.
ii. Because she doesnt like to jump up and down.
iii. Because she doesnt want to fall into the water.
Lesson 5: A Popular sport
1. Read these sports definitions. Underline the information in
them according to the color code. Aim of the game (red) /
Characteristics (blue) / Equipment (green).
a. American football is a tough game of running, passing,
and body-tackling. The field is divided into strips. When a
team has the ball, it tries to advance the ball strip by
strip in a series of downs. Players wear helmets, shoulder
and leg pads, gloves, and special boots.
b. Basketball is a fast, popular game in which teams of five
dribble the ball with their hands to throw it into the
opponents basket. Players usually wear colorful uniforms
and high, padded shoes which give them firm support.
c. Squash is an indoor sport played in an enclosed court.
Players aim to hit the ball with a special racquet onto
one or more walls so their opponent cant hit it before it
bounces on the floor.
Reading Booklet: Time Travelers
1. Choose an alternative to answer these questions.
a. What does Paul mean when he says No offense, Grace?
i. That he agrees with her.
ii. That Grace said something offensive to him.
iii. That he doesnt agree with her.
b. What does Mrs. Sampson mean when she says Its too
tragic to watch!?
i. That the game is very tragic.
ii. That the game is also tragic.
iii. That the game is not tragic at all.
c. Why is the girl jumping and shouting?
i. Because she is scared of Grace and David.
ii. Because she doesnt like the game she is playing.
iii. Because its her way of showing joy.
UNIT 4
Lesson 1: An Inconvenient Truth
1. Underline the sentence that expresses a correct sequence of
events in each case.
a. i. We burn coal, wood, or gasoline. We release carbon
dioxide. The carbon dioxide goes up. The earth heats up.
ii. We release carbon dioxide. The carbon dioxide goes up.
The earth heats up. We burn coal, wood, or gasoline.
b. i. Temperatures will go up over the next century. Sea
level will rise. Sea ice will melt.
ii. Temperatures will go up over the next century. Sea
ice will melt. Sea level will rise.
c. i. There will be more hurricanes. They will cause more
rainfall. There will be more evaporation. It will cause
more clouds.
ii. There will be more evaporation. It will cause more
clouds. They will cause more rainfall. There will be
more hurricanes.
2. Find a word in the text on Page 97 that means the same
as these.
a. Liberate (P. 1, l. 3): .
b. Catch (P. 1, l. 7): .
c. Culpable (P. I, l. 9): .
d. Normal (P. II, l. 3): .
e. Rise (P. III, l. 2): .
f. Originate (P. III, l. 7): .
Lesson 2: What are we doing to our planet?
1. Answer these questions according to the recording.
a. How is the destruction of rainforests affecting animals?
b. What do we need to know?
c. Can you participate in any project?
d. What do you need to think?
e. In your opinion, what is the purpose of the advertisement?
f. Do you find it compelling?
Lesson 3: We can save the planet!
1. In the text, there are some words in single quotation marks.
Circle the correct reason.
a. Because they are words in another language.
b. Because they are what other people said.
c. Because they are scientific / specific terms.
d. Because they are the most important information in the text.
2. What is the meaning of do our share? Explain in your own words.
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3. What difference do you think we must do?
4. How would you categorize these actions? Write Reduce,
Reuse, or Recycle.
a. Placing water bottles, pop cans, into special bins
instead of the garbage.
b. Printing on paper already printed on one side.
c. Printing as little as possible.
d. Using kitchen scraps to make compost.
e. Converting used paper into new paper products.
Lesson 4: Can we stop it?
1. What is Kelly doing? Choose an alternative.
a. Inviting some people to a meeting.
b. Asking questions to conduct a survey.
c. Reporting a piece of news.
2. Do you think she is polite? Why? Why not?
3. Is the man willing to answer? Why? Why not?
4. Is the woman willing to answer? Why? Why not?
5. Do you think we can stop pollution? In what way?
Lesson 5: Ask the scientist
1. Check the tips you would take into account when preparing
an interview.
a. Always be polite and courteous to your interviewee.
b. Dont ask for permission before recording.
c. Include an introduction to identify the person you
are interviewing and the topic to be discussed.
d. Ask the same question two or three times.
e. Use simple questions that are to the point.
f. Follow a logical and sequential order in your questions.
g. Ask questions that can be answered with a simple
yes or no.
Reading Booklet : Global Warming is about
the Green Hair
1. Read the poem Global Warming is about the Green Hair and
answer these questions.
a. Where does Mr Earth sit?
b. Whats the problem with Mr Earths head?
c. What is the sun doing?
d. How does Mr Earth feel?
e. What do you think Mr Earths green hair is?
2. Read the poem Global Warming. Answer these questions.
a. What does the word we refer to?
b. According to the poem, what is the color of the sky?
c. What will be happen soon?
d. What environmental disasters are mentioned?
e. When must we act?
f. Who will pay for our mistakes?
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ANSWERS ANSWERS
UNIT 1
Lesson 1
1. Children dont like sarcastic expression.
2. He felt flattered.
3. He felt surprised.
Lesson 2
1. a. ii; b. ii; c. iii
Lesson 3
1. Answers will vary.
2. Answers will vary.
3. Sea World / San Antonio Zoo.
4. At the Sea World, people can see marine animals.
At the San Antonio Zoo, people can see different and strange
animals.
Lesson 4
1. a. iii; b. i
2. Answers will vary.
Lesson 5
1. a. ii; b. iii; c. iv
UNIT 2
Lesson 1
1. a. ii; b. i; c. iii
2. All of them.
a. The festival is in honor to the Virgin of Carmel but some
traditions come from the indigenous Andean peoples.
b. Descendants of the indigenous peoples travel to the festival.
c. People wear extraordinary costumes and masks.
Lesson 2
1. a. T; b. F; c. F, d. F
2. Answers will vary.
Lesson 3
1. a. iii; b . iii; c. iii
Lesson 4
a. Historical. b. ride. c. zoo. d. botanical garden. e. bikes
Lesson 5
Answers will vary.
Reading booklet
1. a. iii; b. iii; c. iii; d. i
UNIT 3
Lesson 1: A Special Game
1. f. The croquet ground.
g. Alices.
h. The croquet game.
i. Alice.
j. The Queen.
2. g. Double.
h. Laughter.
i. Soon.
j. Sure.
k. Really.
l. Difficulties.
3. j. That all the players played at the same time, the Queen
was always shouting, there was a ridge or a furrow in
the way, and the soldiers were always getting up.
k. Because she was afraid of the Queen.
l. Possible answer: No, because cutting peoples heads is
not a good way to solve problems.
Lesson 2: The first Marathon
1. Possible answers:
a. Because he is going to participate in a marathon race.
b. The teacher wants to motivate his students to
participate.
c. Yes. As there wasnt a full moon, the Spartans didnt
want to fight so Pheidippides had to go back to
Marathon.
d. He helped to save childrens and womens lives.
e. In these days, Pheidippides can send an e-mail or make
a phone call to warn the people in Athens.
2. a. iv.; b. iii.; c. ii.; d. i.; e. iv.; f. iii.; g. i.; h. ii.
Lesson 3: Sticks and Balls
1. a. Three times. b. At 160km/h. c. To divide the court in two
halves. d. Men games are longer. They play a maximum of five
sets. e. To shoot the rubber puck into the opponents goal. f.
People who cant hold a racquet. g. They would play three sets
because women cant play more. h. It travels at more than 160
km/h (which is the speed of the puck in the original game).
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Lesson 4: An extreme experience
1. a. i.; b. ii.; c. ii.; d. ii.; e. iii. ; f. iii.
Lesson 5: A popular sport
a. American football is a tough game of running, passing,
and body-tackling. The field is divided into strips. When a
team has the ball, it tries to advance the ball strip by
strip in a series of downs. Players wear helmets, shoulder
and leg pads, gloves, and special boots.
b. Basketball is a fast, popular game in which teams of five
dribble the ball with their hands to throw it into the
opponents basket. Players usually wear colorful
uniforms and high, padded shoes which give them firm
support.
c. Squash is an indoor sport played in an enclosed court.
Players aim to hit the ball with a special racquet onto
one or more walls so their opponent cant hit it before it
bounces on the floor.
Reading Booklet
a. iii.; b. i.; c. iii
UNIT 4
Lesson 1: An inconvenient truth
1. a. i.; b. ii.; c. ii.
2. a. release. b. trap. c. responsible. d. average. e. go up.
f. cause.
Lesson 3: We can save the planet!
1. c.
2. It means to do that part of the work which you morally
should do. If there are ten people, then the work should be
divided equally between them - each person has to do his/
her share (of the work).
3. Answers will vary.
4. a. Recycle. b. Reuse. c. Reduce. d. Recycle. e. Recycle.
Lesson 4: Can we stop it?
1. b.
2. Yes, she is. She asks questions in a polite way. She uses
modal verbs such as: can, would.
3. Yes, he is.
4. No, she isnt. She doesnt have much time.
5. Answers will vary.
Lesson 5: Ask the scientist
1. a. ; c. ; e. ; f.
Reading Booklet
1. a. On the barbers chair.
b. It is being exposed to the sun. (The sun is burning it)
c. It is pulling the hair out.
d. Stressed.
e. The trees and rainforests.
2. a. To human beings.
b. Black.
c. Everything will be destroyed.
d. Tsunamis, hurricanes, earthquakes, forest fires.
e. Now.
f. The children in the future.
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GUA DIDCTICA DEL DOCENTE
PEFC/29-31-75
9 789563 391367
ISBN: 978-956-339-136-7
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EDICIN ESPECIAL PARA EL MINISTERIO DE EDUCACIN
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