TEACHER'S BOOK

ENGL

ISH

8º

Bás

ico

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OOK

Lina Alvarado Jantus

EDICIÓN ESPECIAL PARA EL MINISTERIO DE EDUCACIÓN PROHIBIDA SU COMERCIALIZACIÓN

9 789563 391930EDICIÓN ESPECIAL PARA EL MINISTERIO DE EDUCACIÓN PROHIBIDA SU COMERCIALIZACIÓN

PEFC/29-31-75

Lina Alvarado Jantus

Teacher of EnglishInstituto Profesional Chileno-Británico

2015 © Ediciones Cal y CantoTravelers 8º básico Teacher’s Book ReediciónNº de Inscripción: 235.002ISBN: 978-956-339-193-0

Original text © Lina Alvarado Jantus Teacher of English Instituto Profesional Chileno-BritánicoOriginal illustrations © Ediciones Cal y Canto Ltda.Design © Ediciones Cal y Canto Ltda.

General Manager Jorge Muñoz RauEnglish Editor Lina Alvarado JantusDesign María Jesús Moreno GuldmanCover Design María Jesús Moreno GuldmanLayout Eugenia Luengo CharathProofreading Nicholas Gunn JohnGeneral Production Cecilia Muñoz RauProduction Assistant Lorena Briceño GonzálezRecording Producer Rodrigo González DíazRecording Engineer Ignacio ArriagadaPhotos 123RF Stock Photos

2014 © Ediciones Cal y CantoTravelers 8º básico Teacher’s BookNº de Inscripción: 235.002ISBN: 978-956-339-140-4Original text © Lina Alvarado Jantus Teacher of English Instituto Profesional Chileno-BritánicoOriginal illustrations © Ediciones Cal y Canto Ltda.Design © Ediciones Cal y Canto Ltda.

Basado en Travelers 8º básico2009 © Ediciones Cal y Canto Ltda.Nº de Inscripción: 171.756ISBN: 978-956-8623-54-8

All rights reserved; no part of this publication may be reproduced, stored in a retrieval system, transmitted in any form, or by any means, electronic, mechanical, photocopying, recording, or otherwise, without the prior written permission of the publisher.

Impreso en RR Donnelley.Se terminó de imprimir 7.400 ejemplares en el mes de enero de 2015.

CONTENTSCONTENTS

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

• DESCRIPTION OF THE COURSE ...................................................... 6Student’s Book .................................................................................. 7Teacher's Book .................................................................................. 9CD ........................................................................................................ 9

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

• INTEGRATING THE FOUR SKILLS IN THE ENGLISH CLASSROOM .................................................................. 11

• TEACHING STRATEGIES FOR ACTIVELY ENGAGING STUDENTS IN THE CLASSROOM ................................................. 12

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

• COMMON EUROPEAN FRAMEWORK OF REFERENCE FOR LANGUAGES ..................................................... 17

• CLASSROOM LANGUAGE .............................................................. 18

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

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

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

• Background Information .......................................... 21, 25, 28, 31

• Extra Test ......................................................................................... 36

UNIT 2: TAKE CARE OF YOURSELF ......... 39

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

• Background Information ........................................................42, 45

• Extra Test ......................................................................................... 52

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

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

• Background Information .......................................... 55, 58, 63, 66

• Extra Test ......................................................................................... 69

UNIT 4: DIFFERENT PEOPLE,

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

• Error Alert! ....................................................................................... 77

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

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

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

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

• IRREGULAR VERBS (Photocopiable) ........................................109

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

• BIBLIOGRAPHY, ADDITIONAL BIBLIOGRAPHY, WEB PAGES ....112

• QUESTION BANK ..........................................................................113Answers .........................................................................................117

• ANSWERS ......................................................................................118Workbook ......................................................................................118 Reading Booklet ...........................................................................120

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PLAN OF THE BOOKPLAN OF THE BOOK

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DESCRIPTION OF THE COURSEDESCRIPTION OF THE COURSE

Travelers has been written especially for teenagers in the seventh year of primary school and has been designed according to the main guidelines of the Chilean Curriculum and the orientations provided by the Ministry of Education. Over the past few years, the Ministry has considered the growing challenges of our emerging global society, generating a wide range of efforts to equip students with the necessary skills, abilities and attitudes to adapt to the requirements of the 21st century.In this new scenario, where technological advances have provided global access to information and communication, education is no longer understood as the mere transmission of knowledge from teacher to students. Rather, education in this new paradigm is conceived as a dynamic process involving teachers, students, and information. In this process, students use their thinking skills and develop a wide variety of abilities which enable them to make sense of the new information, in order to respond to global demands.In the case of English, the new trends in teaching can be summarized in the following points:• Development of critical thinking and creative thinking.

It is essential that students develop the necessary thinking skills which will enable them to analyze, interpret, and synthesize new information in a wise and organized way. In addition, the 21st century learner must be prepared to solve problems in the globalized world and reflect on their own learning process.

• Explicit teaching of learning strategies. The explicit teaching of different learning strategies is recommended as it can facilitate the internalization, storage, retrieval, and use of new language elements. In addition, the use of learning strategies can help students tackle listening, speaking, reading and writing tasks and favor vocabulary and grammar learning.

• Language learning through communicative tasks (Task-based language learning). The integration of communicative tasks into the foreign language classroom makes interaction become a central element of learning.

• Connections. The incorporation of content-based elements into English language teaching emphasizes the idea that current education is mainly interdisciplinary.

• Culture and cultural competence. In the 21st century, intercultural competence has become an indispensable skill to be used in the world of work and studies.

• Writing process. The current trends give writing an important role in the learning process and they approach the teaching of this skill from a process rather than a product perspective. Under this perspective, writing is defined as a process constituting of different steps in which students generate ideas to write a composition, organize them, give them coherence, draft, revise and check their writing , to finally publish a final version of their text.

• Use of TICS and multimodal texts. The development of communication and information technologies and the multiple resources available in the Internet constitute a valuable resource to enhance the learning process of a second language.The use of technology helps students who have different learning styles, making them less dependent on the teacher as the only source of information.

• Integrated skills The integrated development of the four skills of the English language (listening, speaking, reading and writing) constitutes the most important aspect of the process of learning of a second language. This vision of integration is aligned with the communicative approach and presents language as natural and motivating. According to this emphasis, the learning objectives of English have been organized as follows:

Listening is the skill which allows learners to listen to the language and make sense of its sounds, in order to identify the message conveyed and comprehend the information that has been expressed orally.The objectives for listening comprehension demand the listener to have an active role in the reconstruction of the message by assigning it meaning at a variety of levels (text, self, world, other texts, etc.).

Speaking is the productive skill which is used to communicate ideas in oral form. In the development of this skill, the learning of new communicative functions and the purpose of the message play a central role. Oral expression activities have a strong emphasis on the functions of language, so these can be used actively in significant ways.

Reading. Reading comprehension is defined as the process by which meaning is constructed from different texts (literary and non-literary) and from reader’s previous knowledge. Like speaking depends on the listening context, reading provides students with comprehensible information and language models which can be later used in written expression. The

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development of reading comprehension is a fundamental tool which allows students to access to new knowledge, interesting topics, and different aspects of English language culture.The objectives for reading demand students to comprehend adapted and authentic simple texts, identifying the main topic, general ideas, and specific information. Together with this, students are also expected to express their own impressions and feelings related to the reading material.

Writing is a productive skill of the language which consists of using written expression to communicate a message. In this approach, English written production is understood as a process that starts with guided writing, that is, writing according to a model, to finally reach free writing.According to the main curricular objectives and organization, Travelers aims to:- foster an integrated development of listening, speaking,

reading and writing skills, activating the corresponding previous knowledge to construct and express meaning.

- train students in the use of learning strategies that will allow them to tackle real-world communicative tasks.

- develop critical and creative thinking.- provide content-based material which presents the language

as a means to access to information in different areas and make interdisciplinary connections with other subjects.

- help students develop cultural competence and realize English is an important tool for exchanging information, knowledge and culture.

- encourage awareness of the use, functions and different communicative purposes of language.

Alignment with international standardsMastering a language can be interpreted in many different ways; therefore it is difficult to give an accurate description of what it means for a student to be in a beginner, intermediate or advanced one.Regarding this, the national curriculum establishes the Level A2 of the Common European Framework (CEFR) as the standard level a student should achieve when finishing 8th grade. According to this target level, at the end of their 8th year, students should be able to understand key aspects of standard information normally found at school, work, their free time, etc. In addition, they should be able to deal with certain situations in which they are

expected to use the English language; they should be capable of producing simple texts about familiar topics, and they should also have the ability to describe experiences, events, hopes, expectations and ambitions, and to justify and explain opinions and plans. The Student’s Book contains four units based on the English program for the level and the concepts and guidelines of the Chilean curriculum.

STUDENT´S BOOK

Unit 1: EXPLORING TRADITIONS.Unit 2: TAKE CARE OF YOURSELF.Unit 3: INSPIRING PEOPLE.Unit 4: DIFFERENT PEOPLE, DIFFERENT LIVES.

Unit Structure• Each unit begins with a two-page spread showing a diagram

of the objectives of the unit, attractive illustrations to set the theme and to motivate students, and a few short activities meant to introduce the topic, activate previous knowledge, and raise students’ interest.

• The BEFORE YOU START section identifies and practices vocabulary, language and skills that students will need to master in order to move on to the new contents of the unit.

• The tasks in each unit are indicated with the following headings: Reading, Listening, Writing, Language focus, Useful expressions, Vocabulary, Test your knowledge, and Self-evaluation.

• The tasks to develop reading, listening and writing skills help students learn strategies to improve their understanding of written and spoken messages, as well as to compose different types of brief texts.In the case of the lessons working with reading and listening skills, the methodology adopts a three-phase approach. Each phase is specified in the lessons as while and after reading / listening tasks.The Before reading / listening activities provide a setting, motivation and linguistic preparation, and activate previous knowledge; the While reading / listening activities focus students’ attention on specific tasks that guide their reading / listening, providing different points of view for the same text, and the After reading / listening activities connect the text with their own reality, give practice on a specific grammar structure, clarify points that may be useful later on, and / or enlarge vocabulary areas.

• To develop writing skills, the lesson starts with a simple analysis of a model text. This phase, called Have a look at..., includes activities that will help students to analyze the model text in terms of its format and language. This simple and important analysis will allow them to have a clear idea of what they will have to write in the lesson task.After students are familiar with the text’s main characteristics, they prepare their writing in a phase called Drafting. In this section, students focus on the organization of their ideas and manipulate the language they will use both at word and sentence level. The next step is the phase Writing, where students use their practice in the previous phases to elaborate their composition.Finally, students have the opportunity to edit their work in the last phase, Editing, where they can also find technological resources to publish their compositions.Finally, the speaking skill is integrated along the lessons, in the form of guided exercises that invite learners to discuss topics, role-play and repeat dialogs and monologues.

• Language focus. Travelers deals with grammar only after a certain structure has appeared in a reading or listening text and it is likely to be encountered again in other texts.Students are asked to find or revise the example(s) of the structure in the text and analyze how it works, going through a guided process of discovery.The activities are meant to promote independent learning, and to make students figure out grammar, word formation, and vocabulary rules by themselves.

• Complementary activities that provide extra practice on the contents of the unit.

• Vocabulary Summary. This section provides a list of all the words that appear throughout the book for students to resort to whenever necessary. It is at the end of the book.

• Project is a section that plays an important role. It can be a useful tool for clarifying particular problems, and for creating an instance where students can apply what they have learnt in the unit.It gives students a chance to revise their knowledge, connecting the activities with the skills developed.

• Evaluation is an ongoing process in Travelers, and an integral part of learning. It takes the form of both student evaluation and teacher evaluation. This is done informally after Lessons 2 and 4 in each unit, through theTravel Back section. It helps students revise their performance in the reading, listening, and language activities and also allows teachers to make further use of the reading and listening texts.More formal evaluation is done at the end of each unit through the Test your Knowledge and Self-evaluation sections.In the Test your Knowledge section students revise contents and evaluate their performance in the whole unit.The Self-evaluation section allows students to reflect on their strengths and weaknesses. It provides feedback on how much they have learnt, putting them in a position to make an assessment of their work. Learners, by getting involved in their evaluation, come face to face with their learning problems and consciously try to tackle them. Students are asked to evaluate their performance, their participation, their products, and the working arrangement.

• Useful expressions is a special section that gives students authentic and up to date expressions to use while speaking or writing.

• Glossary. This section compiles all the methodological terminology used throughout the book.

• Learning styles. Travelers considers that there are different learning styles in a classroom, so different kinds of activities have been included.- Visual learners need visuals in the classroom, for example:

posters, realia, flash cards, visual organizers, etc.- Auditory learners learn better by listening, and like working

in pairs and small groups.- Kinesthetic learners learn through physical activities like

competitions, board games, role-plays, etc.- Tactile learners like board and card games, projects, etc.

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• Values. Value-enhancing topics such as equality, health, respect, the environment, etc., appear explicitly throughout the course. Through guided questions and simple discussions, students are encouraged to reflect about and form opinions on broader social issues concerning their lives and the world around them. Cultural differences are also highlighted at relevant points in the course as well as particular aspects of English-speaking countries such as information related to historical and geographical facts, cultural heritage, teenage lifestyles, etc. in order to raise students’ awareness of the target culture, and develop a richer perspective of their own culture.

• There are other small but interesting sections in the units.- Did you know that...? The aim of this section is to provide

more information on the main topic of the lesson and interest students in finding more information on their own.

- Throughout the book students and teachers will also find website-based resources to expand their knowledge of specific subjects.

- Target strategies. The purpose of this section is to give students clear strategies for them to deal with the new content, texts and recordings on their own. In this way, students will be able to become better users of the English language.

- WB XX RB XX These symbols make reference to the page of the Workbook and the Reading Booklet where students can find more practice and reading related to the topic ofthe lessons.

TEACHER’S BOOK

This component includes:• Instructions and orientations that will help teachers work

with contents , resources, and activities proposed throughout the book.

• An introduction with a description of the course, the methodology used, suggestions for classroom management, general methodological suggestions for the activities and to deal with big classes, description of the course components, etc.

• Detailed teaching notes for every unit.• The cognitive abilities implied in every activity of the lessons.• Background notes for the teacher related to the information

content of the different texts.• Error alert! A section that helps the teacher with information

about the most common errors students can make. However, teachers must be very careful as to when and how to correct errors, always keeping in mind to avoid interrupting students while they are doing communicative activities.

• Observation and evaluation sheets for the teacher and the students (photocopiable, in Appendix at the end of the book):- Listening comprehension.- Reading comprehension.- Extended response reading rubric.- Behavior rubric.- Beginners’ writing.- Project evaluation.- Writing Process

• Answers for all the tasks in the Student’s Book ,in the tests, in the Workbook, and Reading Booklet.

• The transcript of the recordings.• A complete bibliography for the teacher.• A list of useful web sites for the teacher and the students.• Four extra tests that have also been included in the

Student's Book.• The level of difficulty of the activities included in the book.

This is shown with the following icons:Low = + Medium = ++ High= +++

CD

The CD contains all the material for the listening tasks, including Pronunciation, Listening, and Listening test material. It also includes useful expressions for the classroom. The transcripts of the recordings are at the end of each unit.

10 CLASSROOM MANAGEMENTCLASSROOM MANAGEMENT

DisciplineOne 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 classesThese ideas may help you deal with a big class and allow you to put into practice the suggestions for activities in the lessons.• At the beginning of the year, discuss and establish, together

with the class, a few class rules. Ask different groups to write them on pieces of poster board and display them on a wall.

• Train your students to work in pairs or groups from the very beginning, little by little, first only in pairs, doing simple tasks such as making lists of words, looking up words in a dictionary, preparing a couple of questions, etc., then move on to more complex tasks, and finally start asking them to work in groups.

• Apply different criteria to form pairs and groups: sometimes put together students of similar levels and assign different tasks according to their levels; at other times, form mixed-ability pairs or groups, so that stronger students may help weaker ones.

Pairwork and groupworkStudents learn best when they are actively involved in the process. Some students tend to learn more of what is taught and retain it longer when they are working in small groups. Other students have better results when they are working on their own, especially in reading and writing activities.Take an active role in group formation, so that the students do not always work with the same people, to take full advantage of the variety of learning styles and abilities.

Students should assume different roles each time (coordinator, secretary, researcher, presenter, artist, writer, etc.).• Informal learning groups are temporary clusterings of

students within a single class session. They can be initiated, for example, by asking students to turn to a neighbor and spend two minutes discussing a question you have asked. You can also form groups of three to five to solve a problem or answer a question.

• Formal learning groups are teams established to complete a specific task, such as write a report, carry out a project, or prepare a presentation. These groups may complete their work in a single class session or over several weeks.

• Study teams are long-term groups (usually existing over the course of a semester) with stable membership whose primary responsibility is to provide members with support, encouragement, and assistance in completing course requirements and assignments.

General StrategiesPlan for each stage of group work. Decide which topics, language contents, or projects might lend themselves to formal group work. Think about how you will organize students into groups, help groups negotiate among themselves, provide feedback, and evaluate the products of group work.Carefully explain to your class how the groups will operate, how they will be graded and point out the importance of roles and responsibilities when planning group work. Explain the objectives of the group task and define any relevant concepts.Give students the skills they need to succeed in groups, such as being active and tolerant, listening, helping one another in mastering content, giving and receiving constructive criticism, and managing disagreements.Consider written contracts that list members' obligations to their group and deadlines for tasks.

(Adapted from: Gross Davis, B. (1993). Collaborative Learning: Group Work and Study Teams. Retrieved July 18, 2012 from http://teaching. berkeley.edu/bgd/ collaborative.html)

1111INTEGRATING THE FOUR SKILLS IN THE ENGLISH CLASSROOM

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

For instance, students work together to write and edit a class newspaper, develop a television commercial, enact scenes from a play, or take part in other joint tasks. Here are some ideas for integrating the four skills in the English classroom: • Comparing. Finding similarities and differences on two quite

similar texts, pictures, places or events that learners have experience of. (Example: Compare your list of possible 20th century icons with your partner’s list. Did you have any people in common? Tell each other why you chose them. How many reasons did you both think of? Finally, combine your two lists, but keep it to five people. Tell your picture story to another pair and listen to theirs. Compare stories – make a list of the main similarities and differences.)

• Problem-solving. These are activities based on common problems – pollution, family relationships, friendship, etc. (Example: Think of a town center where there is too much traffic. In pairs, think of three alternative solutions to this problem. List the advantages and disadvantages of each alternative. Then decide which alternative would be the cheapest one, the most innovative one, the most environmentally friendly one. Report your decisions to another pair / group / the class, and discuss with them which solution would be the best one to put forward to the local government.)

• Sharing personal experiences and story-telling. These are activities where learners are asked to recount their personal experiences and tell stories. They give learners a chance to speak for longer and in a more sustained way. And it is something people often do in real-life. In order to encourage richer interaction, it is advisable to add a clear goal, make instructions more precise, and give clear completion points.

Adapted from: Oxford, Rebecca. Integrated Skills in the ESL/EFL Classroom. (September, 2001). Retrieved 29 September 2014 from: http://photos.state.gov/libraries/india/13974/PDFS/INTEGRATEDSKILLS-OXFORD.pdf

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

One way to foster strategy use in the classroom is to consider them in the lessons. For this purpose, Travelers has incorporated various ways in which students can learn the language by modeling, practicing or presenting different strategies, in order to appeal to a variety of learning styles. These are presented in the "target learning strategy" boxes, which highlight specific strategies and guide students to use them for developing different skills and tasks.

Reading Comprehension strategiesComprehension strategies are conscious plans or procedures that are under the control of a reader, who makes decisions about which strategies to use and when to use them to get meaning from text.Strategies can help students become better readers if they• use different strategies before, during, and after reading,• use strategies whenever they read• think about how strategies can help them

Scientific research reveals important information about what students should be taught about text comprehension and how it should be taught. The following strategies appear to have a firm basis for improving text comprehension.

Before reading While reading After reading

• Preview the text by looking at the title, headings, and images.

• Recall prior knowledge; think about what they already know about the topic of the text.

• Set goals for their reading. Note the structure, or organization of the text, and create a mental overview or outline of the text to help decide whether it is relevant to their goals.

• Predict what the text will be about by using prior knowledge.

• Evaluate predictions and revise them as needed.• Connect the meaning of one sentence to the meaning of another; use background

knowledge to try to clarify the meanings of words and phrases. • Interact with the text; ask questions about its content and reflecting on its ideas.• Focus the attention on the reading goals. • Reread a passage before going on. • Summarize the content of a passage as they read it.• Make inferences as they read. • Create mental images, or visualize a setting, event, or character to help

understand a passage in a text.• Monitor comprehension as they read.• Rephrase a passage in their own words.• Look up the meanings of difficult words.

• Think about, or reflect on what they read.

• Mentally summarize major points or events in the text.

• Go to other sources to find additional information about the topic of the reading.

• Talk with a classmate about which strategies they used and why they used them.

TEACHING STRATEGIES FOR ACTIVELY ENGAGING STUDENTS IN THE CLASSROOMTEACHING STRATEGIES FOR ACTIVELY ENGAGING STUDENTS IN THE CLASSROOM

The following strategies appear to have a firm basis for

To effectively use these strategies, teachers should spend time modeling for students how to make meaningful questions to themselves. The following chart shows examples of questions teachers can use to help students develop reading comprehension strategies while they read.

Mak

ing

conn

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Does this remind you of something?Has this ever happened to you?Do you know someone like him / her? Are you like this character?What do you already know that will help understand what you’re reading?Does this information confirm or conflict with what you’ve read in other sources?

Pred

ictin

g

What do you think will happen next?Based on the material you’ve looked over before reading, what can you predict…What does this title / heading / picture make you think?Although the author hasn’t told it, what do you think about…

Ques

tioni

ng

What is the author saying?Why is that happening?Why did this character…?Is this important?How does this information connect with what you have already read?

Mon

itorin

g

Is this making sense?What’s going on here?What have you learned?Do you need to reread?What does this word mean?What text clues help you fill in missing information?

Sum

mar

izing

This story is mainly about…How is the story organized?The author’s most important ideas were…How does the text organization help you?What are the key words?

Visu

alizi

ng

What are the pictures/scenes in your mind?What do you hear / taste / smell or feel?What do the characters, the setting, and the events of the story look like in your mind?Can you picture this new information?

Adapted from: Capistrano Unified School District. (2003). Student Reading Comprehension Strategies. Retrieved from: http://www.readinglady.com/mosaic/tools/Student%20Reading%20Comprehension%20Strategies%20explanation%20from%20Leslie.pdf

Listening and Speaking StrategiesListening strategies are techniques or activities that contribute directly to the comprehension. Learners can become better listeners if they develop a set of listening strategies and match appropriate strategies to each listening situation.In the Pre-listening stage, students need to understand how to recognize the purpose of the listening message, and make connections about the topic or tone to tune in as preparation for processing the information. Teachers can use directions, vocabulary competition, film watching, or description of drawing sketches to tune their brain in the second language listening.In the While listening part, the teaching task will mainly focus on note taking skills. EFL learners need to be taught and encouraged to actively think about what they’re listening to. In order to teach EFL learners to think when listening, focusing on note-taking skills is a good way of helping learners to concentrate and to look for clues in what they’re listening to. After listening, students need to act upon what they have heard to expand their thinking.Here are examples of strategies to help develop students’ listening comprehension.

Before listening

• Think of what they already know about the topic ofthe recording.

• Anticipate what will come.• Evaluate which listening strategies will serve best in the

particular situation.• Predict what the speaker(s) might say.

While listening

• Figure out the purpose for listening.• Listen carefully to the speaker.• Attend to the parts of the listening input that are relevant

to the identified purpose and ignore the rest. • Listen for more information that the speaker tells about an idea.

After listening

• Think about what they have listened.• Monitor their comprehension and the effectiveness of the

selected strategies.• Evaluate if they achieved the listening comprehension goals.• Evaluate if the combination of listening strategies selected

was effective.

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On the other hand, speaking in the target language is one of the most demanding and crucial tasks in students’ everyday life. The teaching of speaking involves more than just providing them with speaking fluency practice. Teachers need to focus on skills and strategies that will help students negotiate meaning and communicate effectively with other people.These strategies help all students improve their language development in a supportive, encouraging way.• Model language by saying aloud and writing the ideas and

concepts you’re teaching.• Have students retell stories aloud.• Teach choral speaking and reading• Sing or read songs. Children can bring in a favorite song to

perform alone or as a group, but make sure you have heard the song first and can approve it.

• Have students read and perform theater scripts.• Correct content, not grammar. To model proper grammar and

syntax, restate or rephrase students’ questions or statements.• When asking questions, give choices for the answer.• Encourage students to describe, summarize, define, contrast, and

compare by modeling. Be sure to show and not just tell when teaching a new concept, idea, or vocabulary.

Writing strategiesFor a second language learner, writing is an extension of listening and speaking. Therefore, students must be provided opportunities to build, extend, and refine oral language in order to improve written output.A great deal of research on writing highlights the fact that this skill is rarely done in isolation, but is virtually always done in response to source texts (Cumming, Kantor, Powers, Santos, & Taylor, 2000; Hale et al., 1996; Hamp-Lyons & Kroll, 1996; Horowitz, 1991; Leki & Carson, 1997; Weigle, 2002).

That is, students are rarely asked to write essays based solely on their background knowledge; before they write on a given topic they are expected to read, discuss, and think critically about that topic and the type of text they are expected to produce. Currently there is general agreement that reading and writing are both fundamental cognitive processes that depend upon cognitive activities such as selecting important information, organizing and retrieving information, summarizing or consolidating information, and so forth. Thus, instruction in reading and writing becomes an important aspect of enhancing students’ skills.Recently, writing instruction has moved from a product orientation to a process orientation that stresses response during writers’ planning, drafting, revising, editing and publishing. Fundamental to this process is writing for real purposes and audiences, students’ sharing of ideas and written work, students’ ownership of their topics, frequent writing opportunities, and opportunities for extended writing.It is also important for students to view their own writing published, formally or informally. This provides them with a purpose to planning their texts, as well as purposes for drafting and revising (since their work will be “public”, they experience the need to shape the work to best represent their own goals). The writing process involves a series of steps to follow in producing a finished piece of writing. Every writer follows his or her own writing process. Here are the five steps in the Writing Process and some useful tips and instructions to use with your students.

INTR

ODUC

TION

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Step Actions Tips and instructions

1. Prewriting Prewriting is forming ideas and planning how to present information. This is the planning phase of the writing process, when writers brainstorm, research, gather and outline ideas, often using diagrams for mapping out their thoughts.

• Use brainstorming or create a graphic organizer. • Observe, imagine, interview.• Gather the information.

2. Drafting Drafting is creating the first version of a paragraph. This step turns prewriting ideas into sentences. Writers create their initial composition by writing down all the ideas in an organized way.

• Use three or more important ideas from the prewriting and add specific, interesting details.

• Develop complete sentences.• Add supporting details.• Don’t worry about making mistakes – just get your ideas down on

paper.3. Revising Revising is changing, taking out, or

adding words to make meaning more clear. The goal of this phase of the writing process is to improve the draft.

• Read carefully to make sure the wording is clear and complete. • Ask yourself:

Is my message clear?Did I include enough information?Did I accomplish my purpose?

4. Editing Editing is correcting spelling, punctuation, and grammar errors. At this point in the writing process, writers proofread and correct errors in grammar and mechanics, and edit to improve style and clarity.

• Read it aloud to yourself.• Ask a friend/ peer to listen to your work.• Use a checklist to check capitalization, punctuation and spelling.• Have another writer’s feedback.

5. Publishing Publishing is making a final copy. In this last step of the writing process, the final writing is shared with the audience.

• Submit to the teacher/peers /editors / etc. • Send it to interested / individual groups.• Display it in your classroom.• Read it aloud.• Submit it to publication.

Adapted from: The 5-Step Writing Process: From Brainstorming to Publishing. (n.d.) Retrieved from: http://www.liferichpublishing.com/AuthorResources/General/5-Step-Writing-Process.aspx#sthash.1xrD4Dgq.dpuf

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Recent research has shown that, in general, students who develop critical thinking skills are more able to achieve better marks, become less dependent, create knowledge, evaluate, and change the structures in society. Teachers’ questions constitute a central aspect to develop students’ critical thinking. These are examples of questions and tasks that consider the different levels of thinking proposed in the New Bloom’s Taxonomy (Anderson et al., 2001).

Skill Key words Questions Examples of tasks

RememberingRemember, repeat, identify match, reproduce

What / How / Where is…?When / How did …happen? How would you explain / describe…?How would you show…?Who / what were the main…?What are the …?What is the definition of…?

Answer questionsDiscriminate between true and false informationName…Recite a poem

UnderstandingDescribe, explain, paraphrase, give examples, infer, interpret, predict, summarize

How would you classify…?How would you compare / contrast…?How would you rephrase the meaning of…?What is the main idea of…?What can you say about…?How would you summarize…?

Classify the …Elaborate a list of the main ideasCompare two characters of the story.

ApplyDemonstrate, dramatize, illustrate, show, use

How would you use…?What examples can you give…How would you solve the…?What have you learned about…?What would result if…?

Read a paragraph.Check and correct a text written by a classmate.

AnalyzeCompare, contrast, critique, discriminate, show in a diagram, select

What are the parts / characteristics of…?Why do you think…?What is the theme…?What conclusions can you draw…?How would you classify…?What evidence can you find…?What is the relationship between…?

Read and identify authors’ points of view about global problems.Determine the character’s motivation in a story.

EvaluateDiscuss, justify, evaluate, monitor, check, confirm

What is your opinion of…?What would you recommend…?How would you rate / evaluate…?How would you support the view…?

Evaluate the arguments in favor / against …Justify the idea that…

CreateDesign, create, elaborate, generate, plan

How would you improve…?What would happen if…?What alternative can you propose…?How could you change the plot / plan…?What can you predict…?

Write an article about…Write a song…Dramatize…

ORIENTATIONS TO DEVELOP CRITICAL THINKINGORIENTATIONS TO DEVELOP CRITICAL THINKING

COMMON EUROPEAN FRAMEWORKOF REFERENCE FOR LANGUAGESCOMMON EUROPEAN FRAMEWORKOF REFERENCE FOR LANGUAGES

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The restructured version of the Common European Framework of reference for language learning, teaching and assessment represents the latest stage in a process which has been actively pursued since 1971 and owes much to the collaboration of many members of the teaching profession across Europe and beyond.The Common European Framework of Reference for Languages (abbreviated as CEFR or CEF) is a standard, international scale of levels for language learning.One of the aims of the Framework is to help describe the levels of proficiency required by existing standards, tests and examinations in order to facilitate comparisons between different systems of qualifications. For this purpose the Common Reference Levels have been developed. Ideally a scale of reference levels in a common framework should meet the following criteria. The table below shows the three bands and six levels of the CEF, together with the approximate hours required to achieve each level and what a person is able to do with the language at each level.

CEF band CEF level hours level descriptor (ability at this level)

C

Proficient user

C2Mastery orProficiency 1000+

• Can understand with ease virtually everything heard or read. • Can summarize information from different spoken and written sources, reconstructing

arguments and accounts in a coherent presentation. • Can express him/herself spontaneously, very fluently and precisely, differentiating finer

shades of meaning even in the most complex situations.

C1

Effective Operational Proficiency or Advanced

800

• Can understand a wide range of demanding, longer texts, and recognize implicit meaning. • Can express him/herself fluently and spontaneously without much obvious searching for expressions.• Can use language flexibly and effectively for social, academic and professional purposes. • Can produce clear, well-structured, detailed text on complex subjects, showing controlled use

of organizational patterns, connectors and cohesive devices.

B

Independent

user

B2Vantage or Upper Intermediate

600

• Can understand the main ideas of complex text on both concrete and abstract topics, including technical discussions in his/her field of specialization.

• Can interact with a degree of fluency and spontaneity that makes regular interaction with native speakers quite possible without strain for either party.

• Can produce clear, detailed text on a wide range of subjects and explain a viewpoint on a topical issue giving the advantages and disadvantages of various options.

B1Threshold or Intermediate 400

• Can understand the main points of clear standard input on familiar matters regularly encountered in work, school, leisure, etc.

• Can deal with most situations likely to arise whilst travelling in an area where the language is spoken. • Can produce simple connected text on topics which are familiar or of personal interest. • Can describe experiences and events, dreams, hopes & ambitions and briefly give reasons and

explanations for opinions and plans.

A

Basic

user

A2Way-stage or Elementary 200

• Can understand sentences and frequently used expressions related to areas of most immediate relevance (e.g. very basic personal and family information, shopping, local geography, employment).

• Can communicate in simple and routine tasks requiring a simple and direct exchange of information on familiar and routine matters.

• Can describe in simple terms aspects of his/her background, immediate environment and matters in areas of immediate need.

A1Breakthroughor Beginner

• Can understand and use familiar everyday expressions and very basic phrases aimed at the satisfaction of needs of a concrete type.

• Can introduce him/herself and others and can ask and answer questions about personal details such as where he/she lives, people he/she knows and things he/she has.

• Can interact in a simple way provided the other person talks slowly and clearly and is prepared to help.

Adapted from: Verhelst, N., Van Avermaet, P., Takala, S., Figueras, N., & North, B. (2009).Common European Framework of Reference for Languages: learning, teaching, assessment. Cambridge University Press.

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1

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

Moods and feelings A: How are you today?B: I’m fine. / I’m great. / OK. / Very well,

thank you.I’m not very well. / I have a problem. / I’m feeling low. / I’m sad.

Asking for clarification (STUDENTS)Can you repeat that, please?Can you say that again, please?Sorry? I didn’t 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: It’s Monday. / It’s Tuesday. / It’s

Wednesday. / It’s Thursday. / It’s Friday. / It’s Saturday. / It’s

Sunday.A: What’s the date today?B: It’s (Monday) March 9th.

The weatherA: What’s the weather like today?B: It’s sunny. / It’s cloudy. / It’s hot. / It’s

cold. / It’s nice and warm. / It’s nice and cool. / It’s raining. / It’s

snowing.

The time A: What’s the time? / What time is it?B: It’s one o’clock. / It’s two o’clock. / It’s three

o’clock. / It’s ten o’clock. / It’s twelve o’clock.A: What’s the time? /What time is it?B: It’s quarter past nine. / It’s half past ten. /

It’s five past eleven. / It’s ten past twelve. / It’s twenty past one. /

It’s twenty five past two.A: What’s the time? / What time is it?B: It’s a quarter to eight. / It’s twenty five to

nine. / It’s twenty to ten. / It’s ten to three. / It’s five to four.

Some Commands and Instructions (TEACHERS)Add more words.Answer the questions.Be quiet.Check your answers.Check your predictions.Close the door.Come to the board.Compare your answers.Compare your answers in your group.Complete the paragraph.Complete the sentences.Complete the summary.Complete the table.Copy the instructions.Cross out the words you do not hear.Discuss the ideas in your group.Do exercise 1.Do not write in ink.Do not write in your book.Fill in the blanks.Find examples in the text.Find out who wrote this poem.Find the cognates in the text.Go to the board.Identify the best description.Listen to the recording.Listen.

Look.Look at the pictures.Look up these words in the dictionary.Make a list.Make a list of topics.Make some notes.Match the pictures.Name three activities.Open the window.Open your books.Pay attention, please. Put the pictures in order.Read the instructions. Read the sentences.Select the correct answer.Silence, please.Sit down.Stand up. Talk to your partner.That’s 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)It’s your turn. Sorry, it’s 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. / You’ll do better next time. / Keep trying!Well done. / Congratulations. / Excellent. / Good work.

CLASSROOM LANGUAGECLASSROOM LANGUAGE

19

PHONETIC ALPHABET CHARTPHONETIC ALPHABET CHART

/ɪ/ship

swim

/iː/sleep

please

/e/ten

many

/æ/manbag

/ɑː/car

father

/ɒ/dogstop

/ɔː/fourball

/ʌ/butlove

/ʊ/put

book

/uː/foodtwo

/ɜː/birthday

word

/ə/mother attack

/eɪ/ face day

/aɪ/ pricehigh

/ɔɪ/choice

boy

/ɪə/ nearhere

/eə/square

fair

/ʊə/curepoor

/əʊ/ go

goat

/aʊ/cow

mouth

/b/boat

cabbage

/d/daughter

cloudy

/ð/thethis

/f/flowercoffee

/g/gorillagreen

/h/house

he

/j/yes

yellow

/k/cakecap

/l/look

calendar

/m/mummiss

/n/name

can

/ŋ/sing

kangaroo

/p/pensoup

/ʒ/pleasure

television

/dʒ/juiceJune

/r/red

write

/s/sun

mouse

/t/ten

better

/tʃ/teacher

chair

/ʃ/shoeflash

/θ/think

thumb

/v/love

violet

/w/womanvowel

/z/zoo

zebra

Vowels

Diphthongs

Consonants

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20

UNIT 11UNIT EXPLORING TRADITIONSEXPLORING TRADITIONS

In this unit you will use the following skills: Reading

Read and fi nd explicit ideas and specifi c information in a

brochure and a legend about traditions by:• identifying type and purpose of a text,• inferring meaning of words from the context,• recognizing textual elements,• identifying how ideas are connected.

Listening

Listen and fi nd specifi c information in personal reports and a telephone conversation about traditional celebrations, music, and literature by:• using previous knowledge to predict content,• recognizing participants in a communicative situation,• discriminating between main and secondary ideas.

• identifying how actions are performed• express ideas in short dialogs and monologs about:• celebrations, traditional music, and dances,• myths and legends.

Writing

Write a brief summary and complete short paragraphs and dialogs:• about celebrations and traditions,• summarizing a literary text,• using language and vocabulary related to celebrations,

traditional music, and literature.

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21PAGE 7

GETTING READY

1. In the first class, you can introduce the topic of the unit by starting a conversation among student about the elements that are part of their culture.

Elicit what they consider part of their cultural background: language, food, traditions, dress codes, etc. and make notes on the board. Ask students to look at the pictures and match the people with what they are saying. Encourage them to discuss the reasons why they think the pictures are related to the sentences.

2. Tell students to do this activity in pairs and then share with the class.

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

PAGE 8

BEFORE YOU START

Before starting this unit, students need to know:• verbs,• how to express routines and habits,• adjectives,• prepositions of time,• nationalities.

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

Answers1. Picture 1: The children are Japanese. Picture 2: The children

are Mexican. Picture 3: The girl is Sapnish. Picture 4: The boy is Peruvian. Picture 5: The boys are Chinese. Picture 6: The girl is Chilean.

2. Students´ own answers.3. Celebration. To celebrate. Wealth. Holiday. Important.

To light.4. Students´ own answers.

PAGE 10

Lesson 1: A CHILEAN CELEBRATION

Time Five class hours.

Objectives

Read, listen, and identify main ideas and specific information in a brochure about a Chilean celebration. Exchange information about Chilean celebrations.Say dates.Write a short paragraph about a festivity in students’ area or region. Use and, because, however.

Materials

CD, Tracks 2, 3, 4.Complementary Activities, Student’s Book, Page 34, Exercise 2.Workbook, Pages 2, 3.

Evaluation Reflections, Student’s Book Page 13.

BEFORE READING

1. + Introduce the topic of this lesson reading aloud what the boy is saying on Page 10. Explain that he is one of Kelly’s classmates at International School and that he has a question for them.

Start a conversation about different kinds of celebrations. Allow students to use Spanish if necessary.

2. + Give students a few minutes to look at the pictures. Encourage them to work in groups and take turns to describe them. Elicit some descriptions, write some ideas on the board and ask them to identify the type of celebration they think is illustrated in each picture. Invite them to mention different religious festivities in different parts of Chile and abroad.

Answersb.

Background information Fiesta Tapati on Easter Island (Rapa Nui) On mystical Easter Island, the February Fiesta Tapat sees painted

bodies become art. A queen is chosen for the festival from amongst the young people, who compete for their honor in swimming and canoeing competitions using small boats and rafts made of totora. The teams prepare traditional costumes, songs and dances, and share the stories of myths and legends in oral narrations. Body painting, called Takona, is the festival’s chief characteristic, where the islanders paint their bodies with symbols of their mythic origins using natural pigments. Physical skill is also put to the test in the Haka Pei competition, in which the most daring young men hurl themselves at great speed down a mountain, over banana tree trunks.

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22 Grape Harvest Festival The prestige of Chilean wine is celebrated in a special way in

the central zone. Preparations begin with the arrival of summer, and the festivities culminate during the final weeks of March. The Grape Harvest Festival of the city of Curicó is probably the most impressive of all. A religious ceremony blesses the first batch of pulped grapes, followed by a parade.

Indigenous New Year The indigenous peoples of Chile – the Aymara, Quechua, Rapa

Nui and Mapuche nations – follow their own ancestral calendar. For them the New Year begins with the winter solstice on the night of June 24th. The New Year festival of the Mapuche is the best known. It is called We Tripantu, meaning ‘The Sun’s New Turn’ or ‘The Return of the Sun.’ It is celebrated in the rural regions of the south, in the city of Temuco in the main square, and in Santiago on the hill of Santa Lucía (Huelén).

Fiesta de La Tirana La Tirana is a small town in the northern Tarapaca Region, near

the city of Iquique. Its annual festival, Fiesta de la Tirana, has become Chile’s most celebrated festival, visited by both local pilgrims and tourists. On July 12th to 17th each year, dancers and musicians enact the Diablada, the ‘Dance of the Devils’, a carnival dance for exorcising demons. The festival demonstrates a synthesis between local indigenous religions and Catholicism, also paying homage to the Virgen del Carmen, or ‘Our Lady of Mount Carmel’.

Winter Carnivals in the South In July, the Fiesta de la Nieve or Snow Festival is held in Puerto

Williams, the southernmost city in the world. Locals and tourists all take part. In the same month, in Punta Arenas, is the Winter Carnival, the region’s most important festival. Parades and street bands circulate in the center of the city, local girls compete to win the crown of the Carnival Queen, and fireworks light up the night sky along the Strait of Magellan.

Fiestas Patrias - National Independence Days Chile’s independence celebrations take place on the 18th and 19th

of September. The coming spring is anticipated by open-air ramadas, shelters with roofs made of tree branches, and fondas, refreshment stands offering typical dishes, meat empanadas, chicha and red wine. People dance cueca, the national dance of Chile. They commemorate the First Assembly of the Government, which marked the beginning of Chile’s independence on September 18th, 1810. Military triumphs are celebrated with a parade, presided over by the President, in Santiago’s Parque O’Higgins. The Chilean flag is displayed on houses and apartments

and children fly kites and play with marbles and spinning tops. They have hopscotch competitions and greased pole climbing contests, while rodeos are held in traditional rings.

Fiesta de La Virgen de Andacollo The Festival of the Virgen of Andacollo is a popular religious festival

celebrating copper, Chile’s greatest natural resource. Andacollo was a settlement of Molle people, who are related to the Incas and developed agriculture and exploited the copper resources. In their native language of Quechua, anta means copper, and coya means monarch, and the Virgen of Andacollo is thus known as the Queen of Copper. The festival, held each year on 24th - 26th December, is one of the most widely-attended religious festivals in Chile, with dances and pledges to the Virgin. Chilean and foreign tourists are habitual visitors and participants.

3. + Help students identify the type and origin of the text. Draw their attention to the text on Page 11. Motivate them to focus on the colors, the format, and the web address at the bottom, but do not give the correct answer yet. Then have them read the alternatives (a – d) and elicit what they know about each type of text. Ask them Are you familiar with any of these texts? Have you ever read any of them? What type of language do you expect to find in each of them?

A piece of news: text that contains information about recent events that is reported in newspapers or on television or radio.

An encyclopedia entry: It is a section in an encyclopedia that includes a summary of information from different branches of knowledge or a particular branch of knowledge. An encyclopedia entry is usually accessed alphabetically. They are more detailed than those found in most dictionaries because they focus on factual information.

A scientific article: It is a type of publication that reports original empirical and theoretical work in the natural and social sciences.

A travel guide: A guide book or travel guide is a book for tourists or travelers that provides details about a geographic location, tourist destination, or itinerary.

4. ++ Write the words on the board while students look them up in a dictionary. Ask different volunteers to write the meanings. Allow them to write all the possible meanings and then choose the most appropriate when they read the text.

Ask them to classify the words into the categories of verbs and nouns and motivate them to complete the table.

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23Answers

Leave: to go out of or away from, as a place. / to quit.Damage: to cause damage to or tu suffer damage. / injury or harm impairing the function or condition of a person or thing.Reach: to arrive at or get to in the course of movement. / the act of reaching.Heritage: something that comes or belongs to one by reason of being born to certain parents, born at a certain time, or in a certain country, especially the traditions and ways of life. Mass: a body of matter, usually of indefinite shape. / the ceremony of Eucharist.nouns: damage, heritage, massverbs: leave, reach

Target strategy: PreviewingDraw students´ attention to this trategy and remind them to use the title, headings and images to predict what the text will be about. Tell them that by developing this strategy they will be able to understand texts better and eventually become better readers.

PAGE 11

READING

Target strategy: Making connectionsRemind students to always make connections between what they know with what they are reading. This will allow them to get a better understanding of a text.

5. + 2 Ask students to read the text quickly and check their predictions in Exercise 3.

Explain that the objective of this first reading is only to confirm or correct the idea they had about the content. It is not necessary for them to understand the whole text.

Answersd.

6. ++ Ask students to think if they are familiar with other festivals and celebrations in other places in Chile. Motivate them to say in what ways the celebration in the text is similar or different to the other celebrations they know. Check orally.

AnswersAnswers will vary.

WB 2 Find more practice of this topic on Page 2 of the Workbook

. PAGE 12

7. +++ You can ask the whole class to find supporting information for the sentences,or you can divide the class into four groups and give each group a sentence, which they then share with the class.

Answersa. You can reach it after two hours of navigation from Achao or

take a boat from Dalcahue. b. In 1919, a big fire damaged almost all the church. c. Every August 30th and also on the third Sunday in January. d. The celebrations begin at 11 in the morning.

8. ++ Make students read the definitions and focus on the words underlined in the text. Encourgage them to identify the words that correspond to each definition.

Answersa. parade. b. procession. c. adore. d. damaged.

9. ++ Go back to the words and their definitions in the previous exercise and motivate your students to create sentences of their own to illustrate the meaning of every word.

VocabularyAsk students to do this activity in pairs and in their notebooks. Then, check their answers orally.

Answersfestivity / celebration; fire / blaze; mass / eucharist; missionary / evangelist; rescue / save.

LANGUAGE FOCUS

CONNECTORSRemember that these activities are meant to promote independent learning, so help, guide, and check, but do not give the answers.1. Invite students to revise the sentences from the text, paying

special attention to the highlighted words.2. Help students discover the answers.

Answersa. However. b. And. c. Because.

3. Guide students to complete the general rule. When we want to express additional ideas, or to combine

sentences, we use a set of words called sentence connectors.We use however when we want to express a contrast, and when we want to express an additional idea, and because when we want to express a reason.

WB 3 Find more practice of this topic on Page 3 of the Workbook.

PAGE 13

10. + Refer students to the Language Focus to match sentences in A and B.

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24Answers

People celebrate in August and in summer.It is not easy to go to Caguach because it doesn’t appear on maps.A big fire destroyed the church. However, the people built a new temple.

11. + 3 The first time you play the recording, students only listen. Then, play the recording again for students to repeat after each question and answer, paying special attention to normal rhythm and accentuation.

12. ++ 4 Play the recording. Ask students to listen and then repeat the dialog imitating the intonation and pronunciation in the model.

TRANSCRIPT 4

A: How do people celebrate Independence Day?B: They eat traditional food, dance the national dance and

fly kites.A: When do people celebrate Independence Day?B: They celebrate it on the 18 th and 19 th of September.

Extra! Use this short conversation for ‘shadow reading’. Ask students to

listen to the recording and read the conversation aloud with it, trying to imitate the speed and rhythm of the speakers on the recording.

This task is challenging and motivating and can be used with any oral practice activity. It works well after some exposure to the rules of pronunciation - connected speech, stress and intonation.

Procedure: 1. Teacher plays the recording / reads the text aloud and

students follow, marking the text for stress. 2. Teacher plays the recording / reads the text a second time

and students mark for linking. Individual chunks that show good examples of linking or problematic pronunciation can then be drilled.

3. Students practice pronunciation by reading the text to each other before the teacher plays the recording / reads the text aloud again and they listen.

4. Then students read the text with the recording / teacher and they have to start and finish at the same time.

13. ++ Form groups of three or four students and encourage them to talk about an important festival or celebration they know. Invite them to complete the file.

14. +++ Devote some time to explain that any writing task involves a series of planned situations and activities that gradually lead to independent writing.

Encourage students to use their notes to complete the paragraph about one of the festivities or celebrations they discussed.

15. ++ Motivate students to read their paragraphs aloud to a partner.

16. ++ Draw fast learners’ attention to the highlighted parts in the dialog in Exercise 12 and motivate them to change them with information about a festivity in their area. They work in pairs to practice the dialog and then role-play it in front of the class.

Optional activity You may assign this activity as homework to the rest of

the students. PAGE 14

Lesson 2:

HOLIDAYS AND CELEBRATIONS

Time Five class hours.

Objectives

Listen, and find specific information in personal reports about national celebrations.Exchange information about Chilean celebrations.Say ordinal numbers. Write a short paragraph about Independence Day in Chile. Use adverbs of frequency.

Materials

CD, Tracks 5, 6, 7.Complementary Activities, Student’s Book, Page 34, Exercise 1.Workbook Page 4.

Evaluation Reflections, Student’s Book, Page 16.

BEFORE LISTENING

1. + Introduce the topic of the lesson before students open their books.

Ask them what people usually celebrate (birthdays, Christmas, national holidays, etc.), and what they usually do on these occasions (eat special food, send cards, dance, etc.). Then, ask students to look at the pictures and try to identify the name of the celebrations in them.

Answersa. Carnival. b. Hanukkah. c. Halloween. d. Christmas. e. St. Valentine’s Day. f. Ramadan.

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25 Background information The Brazilian carnival is an annual festival in Brazil held 40

days before Easter. In general, groups of people dressed in costumes or special t-shirts parade and dance in the street.

Hanukkah, also known as the Festival of Lights, is an eight-day Jewish holiday beginning on the 25th day of Kislev according to the Hebrew calendar, which may fall anytime from late November to late December. It celebrates the re-kindling of the Temple seven-branch candelabrum at the time of the Maccabee rebellion.

Halloween is a holiday celebrated on the night of October 31th. Traditional activities include ‘Trick-or-Treating’, bonfires, costume parties, visiting ’haunted houses’ and carving jack-o-lanterns.

The term Halloween is shortened from All-hallow-even, as it is the eve of ‘All Hallows’ Day’, All Saints’ Day. Irish and Scottish immigrants carried versions of the tradition to North America in the nineteenth century. Halloween is now celebrated in several parts of the Western world, including Latin America.

Saint Valentine’s Day is a holiday on February 14th. It is the traditional day on which lovers express their love for each other; sending Valentine’s cards, donating to charity or gifting candy. The holiday is named after two early Christian martyrs named Valentine.

Ramadan is a Muslim religious observance that takes place during the ninth month of the Islamic calendar. The name Ramadan is taken from the name of this month and is derived from an Arabic word for intense heat, scorched ground, and shortness of rations. It is considered the most venerated and blessed month of the Islamic year.

2. ++ Read the paragraphs aloud and make sure all understand them. Help students identify the key words related to each celebration (e.g.: Hallowe’en- ghosts, witches, 31th October, etc.).

Answersa. Halloween. b. Carnival. c. Hanukkah. d. Ramadan. e. Valentine’s Day. f. Christmas.

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3. + Write the words celebration and holiday on the board and ask students if they know other similar, related words. Write their ideas on the board and allow the use of Spanish, if necessary. Add their words in Spanish to the list and encourage students to look up these words in their dictionaries. Focus on the importance of recognizing topic related words as a way of predicting the text content. Explain to students that identifying these words is an effective strategy they can use to get the general meaning of any text.

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

Target strategy: PredictingRemind students to predict what the text will be about by looking at the title, headings and images.

LISTENING

Target strategy: Monitoring / Taking notesDraw students´ attention to this strategy and explain it to them. Tell them that it is very important to take notes of what the speakers say to be able to check comprehension.

5. + 5 Play the recording once for students to check their predictions. Explain that in this first listening they should only concentrate on the names of celebrations that they can hear. It is not necessary for them to understand the whole text.

AnswersHalloween, Carnival, Independence Day, Christmas.

6. + 5 Play the recording again and ask students to match the children and the celebration they are talking about. Guide students’ attention to key words like: costumes, trick, tree, special food, military parades, etc.

AnswersMike - Halloween. Ana - Carnival. Elizabeth - Christmas. Francisco - Independence Day.

7. ++ 5 Invite students to copy the table into their notebooks and to complete it as they listen to the recording again. Let them know that some slots will be empty.

Answers

Celebration Activities Clothes Special elementsHalloween Trick-or-treat. Costumes Candies

Carnival Parades, dancing samba, playing with water.

X X

Christmas Big parties, families get together.

Tree, food, present.

Independence Day

Go to the fondas, listen to national music, fly kites.

Huaso clothing.

Flags, kites, traditional food.

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268. +++ 5 Ask students to read and try to identify the incorrect

information. Play the recording once more for students to check their answers.

Answersa. He loves playing tricks, not playing with water.b. Ana’s favorite activities during carnival are the parades,

dancing samba, and playing with water, not the presents.c. Elizabeth loves Christmas food.d. In Chile, the most important celebration is Independence Day,

not Christmas.

TRANSCRIPT 5

Kelly: Tell me Mike, what is your favorite celebration?Mike: Well, my favorite celebration is Halloween.Kelly: Why Halloween?Mike: Because we wear costumes and go trick-or-treating;

I love playing tricks! It’s wicked!Kelly: And you, Ana?Ana: I like all the celebrations in Brazil, but my favorite one

is Carnival.Kelly: What do you like about Carnival?Ana: I love the parades, dancing samba, and playing with water in

the street all night long! I never miss this celebration!Kelly: Do you have a favorite celebration, Elizabeth?Elizabeth: Oh, Yes! Christmas is my favorite. It is the day when families

get together for big parties.Kelly: What do you like most about it?Elizabeth: I love the food, the tree and of course, receiving presents!Kelly: Francisco, can you tell us about your country?Francisco: The most important celebration in my country is

Independence Day. It’s great that we have two days off, 18 th and 19 th September.

Kelly: What do you do on those days?Francisco: People usually go to the ‘fondas’ to listen to national music

and eat traditional food. Children often fly kites this time of the year. Sometimes it rains, but we love this holiday anyway!

VocabularyAsk students to copy the box in their notebooks and do this activity in pairs. Then, encourage them to share their answers with the rest of the class.

AnswersChristmas tree: an evergreen tree or an imitation of one, decorated as part of Christmas celebrations.Folk music: music that is passed on from generation to generation by oral tradition.

AnswersParty: a social gathering for conversation, refreshments, etc.Samba: a Brazilian ballroom dance of African origin.Water balloon: a rubber bag filled with water and used in Carnival celebrations.

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LANGUAGE FOCUS

TALKING ABOUT HABITS 1. Students revise the sentences from the text. Draw their

attention to the words in bold. Guide them to discover what they express. If necessary, explain the meaning of frequency, which is associated to routine, habit, an activity that is performed regularly.

2. Help students complete the general rule:Answers

We use words like always, never, usually, sometimes, etc. to express how often we do certain things.

3. Elicit other frequency adverbs and tell students to complete the scale.

Answers 70 - 40% often; 30 - 10% sometimes.

9. ++ Help students think how they celebrate Independence Day; ask them what special activities they do, what they drink or eat, what kind of music they listen to, etc. Then, they complete the letter.

Encourage some students to read it aloud.

Error Alert! Adverbs of frequency can occupy different positions in the

sentence. With most verbs, the normal position is between the subject and the verb, but with the verb To Be, the adverb comes after the verb.

Examples: Pedro occasionally visits us on Sundays. (Regular position). She is often ill in winter. (To Be). Extra! Rewrite the complete sentences using the adverb in parentheses

in its correct position. a. He listens to the radio. (often) b. They read a book. (sometimes) c. Pete gets angry. (never) d. Tom is very friendly. (usually) e. I take sugar in my coffee. (sometimes) f. Ramon and Frank are hungry. (often)

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27 g. My grandmother goes for a walk in the evening. (always) h. Walter helps his father in the kitchen. (usually) i. They watch TV in the afternoon. (never) j. Christine smokes. (never)

WB 4 Find more practice of this topic on Page 4 of the Workbook.

10. + 6 Tell students that the recording introduces ordinal numbers. Explain the use of ordinal numbers in dates in English. Highlight the use of st in first, nd in second, and rd in third. Point out that all other ordinal numbers end in th. Remind them that higher numbers (e.g. 51 st, 62 nd, 83 rd, 98 th) follow the same pattern.

First, play the recording and ask students only to listen. Then, play the recording again for them to listen and repeat each ordinal number.

Extra! A fun way to review ordinal numbers is go around the classroom

and have each student say an ordinal number (in order). If a student makes a mistake, he / she has to start again from 1st. Continue until you have reached the number that is the same as the number of students in the class (e.g., if you have 34 students, you should end in 34 th.)

Additional exercise Have students stand and say the ordinal number that

corresponds to their birthdays.

11. +++ 7 In pairs, students read the dialog and practice it taking turns to play both roles. Then, ask some pairs to act the dialog out in front of the class. You may also use this recording for ‘shadow reading’.

TRANSCRIPT 7

A: What’s your favorite celebration?B: It’s Independence Day. It’s wicked!A: Do you usually fly kites?B: Sure! I love it!A: What other things you do?B: I often go to the fondas and I always eat Chilean food.

Extra! As an additional activity, you can ask students for equivalent

everyday expressions that they use in Spanish and for more examples.

Answerswicked - really good; sure - yes.

12. Encourage fast finishers to choose a celebration and find out how their partners celebrate it. Encourage them to exchange the information using the phrases in the box.

Did you know that…Students read this section on their own, but help if they ask you. Invite them to share their knowledge of this and other traditional celebrations.

Useful expressionsRemind students to use the expressions in the box when they make the dialog about a celebration.

PAGE 17

TRAVEL BACK

The mini evaluation in this section provides material to check and revise students’ progress and inform you about any points that the majority of students may have problems with. Make sure they understand what they are expected to do and then give them time to answer individually. Before starting to work, remind students to do all the activities in their notebooks.Check answers orally and help them work out their score.Advise students who get less than 50% of the answers correct, and congratulate those with good results.

Answers1. a. 1778: celebrations began. b. 1919: fire damaged the church. c. 1925: people finished the new church.2. a. Religious. b. With a mass outside the church.3. Ana – Brazil. Francisco - Chile.4. a. Playing tricks / the parades / dancing samba / playing with

water / the food / the tree / receiving presents. b. get together for big parties. c. two days off.

5. a. always. b. never. c. often. d. usually.6. Student's own ideas.

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Lesson 3: MYTHS AND LEGENDS

Time Five class hours.

Objectives

Read, listen, and find explicit ideas and specific information in a legend. Express past events. Practice the sound /θ/.Write a summary of a legend. Use the Past Simple tense.

Materials

CD, Tracks 8, 9, 10.Workbook, Pages 5, 6.Reading booklet, Page 3 (The power of the sun - an Indian legend).

Evaluation Reflections, Student’s Book, Page 22.

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28BEFORE READING

1. + To introduce the topic of this lesson, ask students if they can explain the difference between myth and legend. Write some ideas on the board and elicit some similarities between these two genres. Then have them look at the pictures and recognize what they illustrate. Ask them if they know examples of how human beings have tried to explain certain things or events. Elicit the names of other legends.

AnswersThe pictures illustrate Chilean legends: El Trauco, El Caleuche, and universal legends: Atlantis, King Arthur, Romulus and Remus.

Background information El Trauco is a troll who lives in the woods of Chiloé. It has a

powerful magnetism that attracts young and middle-aged women. Men of Chiloé fear El Trauco, as his gaze can be deadly.

The Caleuche is a large ghost ship sailing the seas around Chiloé at night. It appears as a beautiful and bright white sailing ship, with the sounds of a party on board, which quickly disappears after people see it.

Atlantis was an ideal civilization located in an island beyond the Strait of Gibraltar, in the Atlantic Ocean. The Atlanteans lived in a golden age of harmony and abundance, until the gods started to intermarry with humans and the Atlanteans became greedy.

Angered by all this, Zeus sent a series of earthquakes that made Atlantis sink into the sea.

Arthur became the King of the Britons when he was able to pull out a sword in a stone that Merlin had set using his magic powers. Arthur’s base was at a place called Camelot. His knights met at a Round Table. With his sword called ‘Excalibur’, Arthur defeated many enemies.

Romulus and Remus were the twin sons of Mars, the god of war and of a Latin princess. Mars was afraid the twins could take his throne, so he abandoned them on the banks of the Tiber River and left them to die. A female wolf found the twins and fed them her own milk until some shepherds rescued them. As adults, the boys built a city in the place where they had been born. Each brother ruled a part of the city. The city was named Rome after Romulus.

Poseidon is one of the twelve Olympian deities of the pantheon in Greek mythology whose main domain is the ocean. He is known as ‘God of the Sea’ ‘Tamer of Horses’ and as ‘Earth-Shaker’ due to his role in causing earthquakes.

2. + Ask students to answer the questions in groups. Check their answers orally. Make notes on the board.

3. ++ Students work in small groups to match the words and their Spanish equivalents. Check answers orally.

Invite them to read the words in the Vocabulary box too.

Answersbeverage – a. endurance – f. journey – g. leaves – c. reward – d. shelter – e. weak – b.

Ask students to continue working in groups to do this activity.

AnswersAborigine: one of the original or earliest known inhabitants of a country or region.Farm: to cultivate land or soil to grow things. Forest: a large area of land covered with trees and underbrush; woods.Hunter: a person who chases or searches for wild animals. Tribe: a group of people descended from the same ancestor, having similar customs and traditions.Aborigine, hunter and tribe refer to people.

4. + Tell students to have a quick look at the text on Page 19 and the words in the Vocabulary box on Page 18. This should give them an idea of what the story is about. They then make a note of their prediction.

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

PAGE 19

READING

Target strategy: Visualizing / Identifying specific informationAfter students read and listen to the text, remind them to complete the last column of the chart with the new information they have learned.

5. ++ 8 Make students predict the type of text they are going to read, based on the information from the previous section (Before reading). Guide their answers to: a legend.

Ask students to read the text once, more slowly, but only to check their prediction about the topic of the story and find supporting information.

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29Possible answer

The text is about an old man and his daughter, and a spirit.The cognates are: aborigines, move, territory, tribe, stay, moment, spirit, descended, nomadic, generously, offered, hospitality, plant, magic, prepare, tea, comfort.

Additional information A renewed interest in literature has recently surfaced as

literature provides resources that take students beyond the elementary level of intensive language instruction to a level which enables them to function effectively in the second language.

McKay (1982, p. 529), in discussing the reasons for the inclusion of literature in EFL classes, argues that most present day literary texts assume that literature presents language in discourse and can provide a basis for extending language usage.

Extra! You can choose any passage of the narration and use it for

‘shadow reading’.

PAGE 20

6. ++ Read the labels of the diagram with the class. Then, students read the text more carefully in order to complete the diagram. Remind them to copy and complete the diagram in their notebooks.

AnswersType of text: Legend. Topic: The origin of mate.Characters: Yari, her father, and Tupá.Time / location: Before the Spanish arrived in Paraguay.Message: The importance of being generous. Good actions are always rewarded.

7. ++ Motivate students to play a matching game finding the partner for each tile to form complete sentences.

The shape of the tiles is a clue to the first or the second part of each sentence. Encourage them to match the tiles using the connectors and, however and because.

AnswersTupá was a spirit. However, he dressed like a nomadic hunter.Yari stayed with her father because he was weak.Tupá came to Earth and asked Yari for food.Tupá was surprised and offered Yari a reward.Tupá gave Yari a green plant because it gave her father comfort and health.

Did you know that…Students read this section on their own, but help if they ask you. Invite them to share what they know about Chilean mythology.

PAGE 21

LANGUAGE FOCUS

THE PAST SIMPLE TENSE This section is designed to help students revise or discover a particular grammar structure or an interesting item of vocabulary from the text.The activities are meant to promote independent learning, so help, guide and check, but do not give the answers.1. Invite students to analyze the sentences paying special

attention to the words in bold. 2. Help students to identify the answers to the questions.

Answers2. a. - i. b. used and moved end in ed. 3. We use the Past Simple tense to narrate events that happened

in the past. To form the past tense of regular verbs, we add d / ed to the base form of the verb. There is no rule to form the past tense of irregular verbs.

WB 5 Find more practice of this topic on Page 5 of the Workbook.

Error Alert! The spelling of the simple past form of regular verbs ends in -ed. Most verbs are regular, but many common verbs have irregular

past forms. For example: be= was, were; become= became; buy= bought; shoot= shot; think= thought; keep= kept, etc.

Additional exercises 1. Classify the following verbs. Write R (regular) or I (irregular) verbs.

a. ___play e. ___ eatb. ___fly f. ___ makec. ___use g. ___ traveld. ___study h. ___ see

2. Write the Past Simple form of the verbs in Exercise 1. a. b. c. d. e. f. g. h.

8. ++ First students should identify the irregular verbs in the paragraph and find their past tense. Then, they have to apply the rule in the Language Focus and write the Past tense of the regular verbs in the passage.

Answerswas, were, enjoyed, thought, played, learned / learnt.

WB 6 Find more practice of this topic on Page 6 of the Workbook.

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30PAGE 22

9. ++ 9 Draw students’ attention to the pronunciation of the letters th (the tip of the tongue must go between the teeth, touching the upper teeth). Play the recording and ask students to listen and repeat, first the words and then the tongue twister.

Extra! You can organize a competition; the winners are the students

who can say the complete tongue twister correctly.

10. +++ Encourage students to imagine what a conversation between Yari and Tupa would have been. Then ask them to work in pairs and write a dialog with their ideas.

11. + 10 Play the recording and invite them to listen and check.

12. +++ 10 Play the recording again and ask students to listen and repeat. Motivate them to extend the dialog creating new questions and write the final version in their notebooks. Finally, ask them to practice saying the new dialog and role play it in pairs.

TRANSCRIPT 10

Tupá: What’s your name?Yari: My name is Yari.Tupá: Why are you alone with your father?Yari: Because he felt tired and weak and I didn’t want to leave

him alone.

Extra! You may ask fast finishers to role-play the dialog in front of

the class.

13. ++ Tell students to go back to their answers in Exercise 7. Make them number the sentences in the order that the events happened.

Answers(1) Yari was a girl that lived in Paraguay.(2) Yari stayed with her father because he was weak.(3) Tupá came to Earth and asked Yari for food.(4) Tupá was surprised and offered Yari a reward.(5) Tupá gave Yari a green plant that gave her father comfort

and health.(6) Tupá told Yari to share the plant with her tribe.

14. +++ Now students put the sentences together into a paragraph, to write a short summary of Yari’s story. Emphasize the use of the connectors students learned in Lesson 1 to link the different events.

AnswersYari was a girl that lived in Paraguay and stayed with her father because he was weak.Tupá came to Earth and asked Yari for food.Tupá was surprised and offered Yari a reward. Tupá gave Yari a green plant that gave her father comfort and health and told Yari to share the plant with her tribe.

15. +++ 68 Encourage students to read read and listen the legend The Power of the Sun, on Page 3 of the Reading Booklet, and invite them to compare both texts saying how they differ. Guide them to discover that in both texts there are human (Yari, Soatsaki) and non-human characters (Tupa, Morning Star, the Sun). Both are legends that try to explain the existence and properties of Yerba mate, in the first case, and the existence of the stars (Milky Way). Encourage students to organize their findings in a Venn diagram, in which they can show all the similarities in the common zone and the differences in the area that corresponds to each text. Remind them to copy and complete the Venn diagram in their notebooks.

PAGE 2316. + Students read the definitions, paying special attention to

key words: Legend: human protagonists and fantastic characters. Myth: supernatural heroes, gods, superior to human beings.

Answersb. A legend.

17. Fast finishers revise the definitions in Exercise 16 and answer.

Answersa. The Greek myth of Poseidon, god of the seas.b. The Chilean legend of El Caleuche.

PAGE 24

Lesson 4: CHILE’S NATIONAL DANCE

Time Five class hours.

Objectives Listen, and find specific information in a telephone conversation about traditions, music, and culture.Express questions and the way in which things are done. Practice the initial sound /b/. Write a short description of a dance. Use adverbs of manner.

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31

Materials

CD, Tracks 11, 12, 13.Complementary activities, Student’s Book Page 35, Exercise 3.Workbook, Page 7.

Evaluation Reflections, Student’s Book, Page 27.

BEFORE LISTENING

Target strategy: EvaluatingThis time elicit from students what strategy they think they will need for the different listening acitivities. Help them by writing some strategies on the board and by explaining them if necessary: Predicting, anticipating, evaluating, attending to parts, monitoring their comprehension, etc.

1. + With students’ books closed, start a conversation about the elements of a country’s culture. Elicit these elements and make notes on the board. Encourage students to try the Culture Word Search.

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

2. + Ask students to identify the name of each dance in the pictures.

Answersa. tango / They're dancing tango. b. samba / She's dancingsamba. c. flamenco / She's dancing flamenco. d. Breakdance /He's dancing breakdance. e. maypole / They're dancing maypole.

Background information The tango is a partner dance that originated in the 1890s along

the Río de la Plata, the natural border between Argentina and Uruguay, and soon spread to the rest of the world.

Samba is a Brazilian dance and musical genre originating in Bahia, Brazil, and with its roots in Rio de Janeiro and Africa via the West African slave trade and African religious traditions. It is recognized around the world as a symbol of Brazil and the Brazilian Carnival.

Flamenco is a form of Spanish folk music and dance from the region of Andalusia in southern Spain. It includes singing, guitar

playing, dance and handclaps. Flamenco is often associated with the Romani people of Spain (Gitanos) and a number of famous flamenco artists are of this ethnicity.

PAGE 25

3. ++ Make students look up these words in the dictionary and make a drawing that illustrates each of the words.

VocabularyAsk students to look up the meaning of the words in the box and write them in their notebooks.

AnswersCircle: any ringlike object or arrangement.Flowered dress: an outer garment for women and girls, made up of an upper part and a skirt with a flowery design.Riding boots: strong shoes that extend above the ankle, often to the knee and used for riding horses.Riding trousers: a garment shaped to cover the body from the waist to the ankles with separate tube-shaped sections for both legs and used for riding horses.Apron: a garment covering part of the front of the body worn to protect the clothing. Spur: a U-shaped device attached to the heel of a boot, having a pointed part that sticks out, used by a rider to urge a horse forward.Wear: to have on the body as clothing, covering, or ornament.Students´ own answers.

4. + Ask students to form groups of three or four. Then, tell them to think about the national Chilean dance and discuss what they know about it. Do not check answers at this stage.

LISTENING

5. + 11 Explain students they are going to listen to a telephone conversation between Kelly and Ignacio. Play the recording for students to check their answer in Exercise 4.

AnswersThe Chilean cueca.

Target strategy: Focusing attentionRemind students to pay attention to the relevant information for their purpose when they are listening.

6. ++ 11 Read the statements with the class and draw students’ attention to the type of information that is required to choose each alternative, for example: years, names of celebrations, description, etc. Then play the recording again.

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32Answers

a. ii. b. iii. c. i. d. ii.

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7. + 11 Make students listen to the conversation once more. Ask them to circle the elements that are mentioned. Then, tell them to use the words to complete the dialog below.

Motivate students to practice and role-play the dialog with their partners imitating the intonation and pronunciation of the recording.

AnswersBoots, skirt, chamanto, dress, guitar, spurs, harp, hat.

TRANSCRIPT 11

Ignacio: Aló.Kelly: Ignacio? It’s me, Kelly. I’m preparing a report on Chilean

traditions for my school magazine. Can you help me?Ignacio: Hi, Kelly! Well, I’ll do my best. What do you need to know?Kelly: Is there a national Chilean dance?Ignacio: Yes, the national Chilean dance is called the ‘cueca’. It has

been the official dance since 1979.Kelly: Can you dance it?Ignacio: Mmm, I can’t dance it very well, really, but we usually

dance it at school when we celebrate Independence Day. Kelly: Can you tell me more? Is it difficult?Ignacio: At the beginning, the dancers clap their hands firmly, in

rhythm to the music. Then, the dancers move softly, making figures of circles and semicircles, and they move their handkerchiefs gracefully above their heads.

Ignacio: At the beginning, the dancers clap their hands firmly, in rhythm to the music. Then, the dancers move softly, making figures of circles and semicircles, and they move their handkerchiefs gracefully above their heads.

Kelly: How interesting! Do the dancers wear special clothes?Ignacio: The men wear a huaso hat, a shirt, a chamanto, riding

trousers, a short jacket, riding boots, and spurs. The women wear a flowered dress with an apron.

Kelly: And the music?Ignacio: The traditional ‘cueca’ uses the harp and the guitar, but

there are many variations. I think the piano is also used. Kelly: Can you send me some photos by e-mail? I want to include

them in my article. Thanks a million for all the information.

PAGE 27

LANGUAGE FOCUS

DESCRIBING ACTIONS1. Invite students to revise the sentences paying special attention

to the words in bold. 2. Help students find the answers to the questions.

Answers a. i. b. iii.

3. Ask students to complete the rule. Answers

We make most of them by adding the particle- ly to the corresponding adjective.

Error Alert!

Adverbs of manner tell us how something happens. They are usually placed after the main verb or after the object. The adverb should not be put between the verb and the object:

Examples: He ate greedily the chocolate cake [incorrect] He ate the chocolate cake greedily [correct] However, sometimes an adverb of manner is placed before a

verb + object to add emphasis. Examples: He gently woke the sleeping woman.

WB 7 Find more practice of this topic on Page 7 of the Workbook.

8. + 12 Help students notice that the words in this exercise contain different vowels; these sounds are very important, because they can produce differences in meaning. (Compare with Spanish caro /coro). Play the recording two or three times; first, students only listen and then, they listen and repeat.

9. ++ 13 You can use this recording for ‘shadow reading’. Play the recording for students to listen, repeat and practice the questions they can use to ask about a dance.

TRANSCRIPT 13

a. What is the name of the dance? b. Where is it from?c. What clothes do people wear? d. When do people dance it?

PAGE 2810. ++ Refer students to what they learned in the Language

Focus. Ask them to complete the sentences with an adverb from the box, using the information in the pictures as clues.

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33 Answers

Happily, heavily, carefully, softly, beautifully, quietly.

11. + In groups of three or four, tell students to do Ignacio’s request. Remind them to copy and complete the table in their notebooks.

12. +++ Motivate students to write a short paragraph describing the dance they chose in Exercise 11. Instruct them to use the information from the table and some adverbs of manner. Encourage them to use what they have been learning during the Lesson: the adverbs in the Language Focus and the words in Exercise 10. Explain to them the notes in the table in Exercise 11 will help them organize their writing.

PAGE 29

TRAVEL BACK

The mini-evaluation after Lessons 3 and 4 provide material to check and revise students’ progress and information about any points that the majority of students may have problems with. Make sure they understand what they are expected to do and then give them time to answer individually. Before starting to work, remind students to do all the activities in their notebooks. Check answers orally and help them work out their score.

Advise students who get less than 50% of the answers correct, and congratulate those with good results.

Answers1. b.2. a. Paraguay. b. The aborigines that lived in the Paraguayan forest before the Spanish arrived. c. A green plant. d. a drink (some tea).3. a. 5. b. 3. c. 1. d. 4. e. 2.4. was, lived, went, recorded, reached.5. Students´ own ideas.

PAGE 30

Lesson 5: SUMMARIZING A LEGEND

Time Three classes.

Objectives Prepare, draft, edit and write a final version of a summary of a legend.

Materials Workbook, Page 8, Exercises 1, 2.

Evaluation Writing box, Student’s Book, Page 31.

HAVE A LOOK AT … a summary

In this lesson, students will learn to write the summary of a legend. Before the writing process starts, it is necessary to analyze a model

of the text they are going to write. This section of the lesson will guide them in this important analysis with questions and activities that will help them discover the structure and format of a summary, as well as help them reflect on the type of language that is often used in this type of text.

Here are some tips on how to produce a summary that you may want to share with students before starting the assignment.1. Read the text to be summarized and be sure you understand it.2. Underline or highlight the major points.3. Write a first draft of the summary without looking at the text.4. Try to use paraphrase when writing a summary. 5. Target the first draft for approximately 1/4 the length of the

original text.

Draw students’ attention to the information in the Did you know that… box. Explain to students that summarizing is defined as synthesizing important ideas and that a summary is produced to show that they have read and understood something.

1. + Ask students to read Texts I and II and then answer the questions.

Answersa. I.b. II. Because it is shorter and it only contains the main ideas. c. The central ideas are: Daedalus and his son Icarus were

imprisioned in the labyrinth in Crete. Daedalus gave Icarus a pair of wings made of wax to escape warning him not to fly to high. Icarus forgot his father advice and the sun melted his wax wings and fell down into the sea. Extra information: Daedalus made the wings, Icarus was excited about using the wings.

d. Icarus, Daedalus.

WB 8 Find more practice of this topic on Page 8 of the Workbook.

PAGE 31ORGANIZING

2. ++ Explain that they have to write the summary of The Legend of King Arthur, which is similar to the texts they read in the Unit. Motivate them to underline the key words they would like to include in the summary.

Possible answersKing Arthur, Merlin, magician, stone, Round Table, Camelot, lost treasure, The Holy Grail, Excalibur.

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343. ++ Motivate students to describe the main events in the

legend, identifying datails in the text that support their answers. Ask them to write full sentences expressing the main events. Encourage them to paraphrase the original text as far as they can.

Make them notice that this selection of sentences form the rough draft of the summary.

AnswersKing Arthur was raised in secret.Merlin set a sword in a stone with his magic.Arthur pulled the sword and became the King.Arthur defeated the Saxons, fought in many battles, created the Round Table, and searched for The Holy Grail.

DRAFTING

4. +++ Instruct students to use their notes in the drafting section and to follow the model provided in the lesson to write the summary of the legend.

EDITING

5. +++ After they finish, invite them to correct their work using the checklist in the Writing box. You can also make students exchange summaries with their partners and edit their partner’s works.

WRITING

6. ++ Motivate students to write a final version of the summary on a piece of cardboard and decorate it with drawings or pictures. Assign a visible place of the classroom to display students’ works.

If you cannot display the works, another approach is to collect in all the cardboards. Then ask students to work in groups and give each group a number of summaries to read and discuss.

PUBLISHING

7. +++ Create a class blog where you can submit your students' compositions. The following websites can be useful resources you can use in this activity.

- Blogger www.blogger.com/ - WordPress http://wordpress.com/ - Virtual Teen http://www.virtualteen.org/forums/

Using technology in the classroom by means of a class blog resource can enhance motivation and contribute to the development of writing skills.

Extra! You can assign some Chilean legends for students to summarize

in pairs or groups for next class.

PAGE 32

Kelly Hardrock, school reporterEpisode 1: The Competition

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

Creative skillsThe purpose of this section is to foster and enhance students’ creative skills using the comic strip episode.1. Make students work in groups of four to discuss what

possible endings they can imagine for the episode. Motivate them to propose their ideas and vote the most popular one.

2. Encourage them to create their own comic strip with the idea they chose.

3. Explain to students they must role-play their ending in front of the class. Have them practice the dialogs they created before performing.

PAGE 34

COMPLEMENTARY ACTIVITIES

This section provides extra practice on the contents of the unit and allows the teacher to diversify the way he / she deals with them, taking into account students’ different interests, rhythms, and learning styles. You can assign the activities as homework; or use them as time-fillers or as revision before the unit test (Test your knowledge).

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Project

This section includes final synthesis activities meant to allow students reflect, consolidate and integrate knowledge, and revise their learning process. They also provide the opportunity to present the language in a significant context and to internalize language patterns that they may use later on. Read the instructions aloud and make sure that all students understand clearly what they are expected to do. Set a date and time for the presentations.Assign a place in the classroom to display the albums and a time for the presentations.

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TEST YOUR KNOWLEDGE

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

AnswersREADING 15

1. d.2. a. No, they are on different days. b. No, this is on the national

holiday, on the 4th of July. c. Yes, they eat some of the foods that they served at the first feast: turkey, potatoes, pumpkin. d. Yes; many events like concerts or operas are free on that day. e. Yes. USA: there are many parades with bands / France: There are big parades with soldiers / Mexico: School children march in parades.

3. a. parade. b. fireworks. c. pumpkin. d. feast.

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LISTENING 16

4. a. two or three. b. his father. c. Chopin. d. Venice. e. to be a cientist, travel into space, perform on the moon.

5. a. Correct. b. His father is a performer and a teacher. c. Correct.

TRANSCRIPT 16

Interviewer: Is this your first time in Chile, Mark?Mark: Yes.Interviewer: How often do you practice?Mark: I play for about two or three hours a day.Interviewer: Is there a special musician that you admire?Mark: My dad, he’s a great performer and he also teaches.Interviewer: Do you have a favorite composer?Mark: I also study the piano, so I really like Chopin.Interviewer: What’s your favorite place in the world?Mark: Venice - I had lots of fun moving all my instruments

around by boat along the canals there!

Interviewer: Do you ever make mistakes?Mark: Yes, I do, but it’s important to forget about mistakes

and concentrate on the good things.Interviewer: If you could have one wish granted, what would it be?Mark: I’d love to be a scientist and travel into space - it’d be

good to perform on the moon.Interviewer: What advice would you give to young people

beginning to play?Mark: When you practice, try to be patient and concentrate. Don’t get upset when you make a mistake.

LANGUAGE

6. a. usually. b. always. c. never.

7. a., b. Two full sentences in which the meaning and use of two of the words in the box are present.

SPEAKING

8.

Great! Not too bad Help!Student can say three bits of information about the celebration he/she chose.

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

Student can’t say any information about the celebration he/she chose.

SELF- EVALUATION

The purpose of this section is to allow students reflect on their strengths and weaknesses. Make sure they all understand what they are expected to do and give enough time to answer the questions. Encourage students to make an honest analysis and show interests in their results, sharing them with the class. Motivate them to go back to the Language Focus sections of the lessons that presented problems. Encourage them to write a list of remedial actions to improve their performance in the future.Finally, ask students to set three goals for the aspects they would like to improve and make them write their goals in their notebook.

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EXTRA TESTEXTRA TEST

READING 17READING 17

Valentine’s Day

It is named after St. Valentine. It is celebrated on 14th February. Charles, Duke of

Orleans, was the man who started the custom of sending Valentine cards. He sent the

earliest Valentine card in history to his wife while he was a prisoner in the Tower of

London in 1415.

Thanksgiving

It is a popular autumn custom in Canada and the United States. The tradition began in 1621

as a way of giving thanks for a good harvest. In the USA, Thanksgiving is celebrated on the

fourth Thursday in November, and in Canada on the second Monday in October. A

Thanksgiving meal consists of turkey with cranberry sauce and sweet pumpkin pie.

Halloween

In the 1840’s, people began to make lanterns from pumpkins. Now

this is a popular tradition in North America. Lots of people put a

lantern in their window on the night of 31th October as a decoration.

Christmas

Fir trees were first decorated at Christmas time in the 16th century in Germany. People used

paper roses, apples, and sweets to decorate them. Martin Luther had the idea of adding

candles. In 1840, Queen Victoria’s husband, Prince Albert, introduced Christmas trees

into England.

Thanksgiving meal consists of turkey with cranberry sauce and sweet pumpkin pie.

FESTIVE CUSTOMS

1. Read the text and complete the table. 4 points

Date Festivity14th February

4th Thursday in NovemberHalloween

24th December

2. Read the text again. Match the name of the festivity in column A with the items in column B. 6 points

AChristmasHalloweenSt. Valentine’s DayThanksgiving

BCandlesFir treesLanternsGreeting cardsPumpkin pieTurkey

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

LISTENING

4. 18 Listen to the recording and answer the questions. 8 points

a. What are fables? b. They are which illustrate a . c. What is the purpose of fables? d. To teach a to . e. How are fables described? f. They are described as which have a . g. Why are Aesop’s fables short? h. To keep of .

5. 18 Listen to the recording again and write this information. 3 points

a. Other word to describe fables: b. Habitual protagonists of fables: c. Period in which Aesop is believed to have lived:

ORAL EXPRESSION

6. In pairs, ask and answer these questions about your favorite celebration / dance. 5 points

a. What is the name of the celebration /dance? b. Where is it from? c. What clothes do people wear? d. When do people celebrate / dance?

WRITTEN EXPRESSION

7. Use the information in Exercise 6 to write a short paragraph about your partner’s favorite celebration / dance. 5 points

My partner’s favorite is . It is from .

People wear . They on .

TOTAL SCORE34 pts

Keep trying Review! Well done!28 - 34

Excellent!18 - 279 - 170 - 8

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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 pointStudent 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 pronunciationis 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 can’t exchange information with his/her partner, language mistakes interfere with comprehension.

7. 5 points 4 points 3 points 2 points 1 point 0 point

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

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

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

Student can complete a little of the information required in the paragraph, and makes a lot of spelling mistakes.

Student can complete only one piece of information in the paragraph.

Student can’t complete any information in the paragraph.

ANSWERS TO EXTRA TEST UNIT 1

1. Date Festivity14th February Valentine’s Day4th Thursday in November Thanksgiving Day31st October Halloween

24th December Christmas

2. St. Valentine - greeting cards Thanksgiving - pumpkin pie, turkey Halloween - lanterns Christmas - candles, fir trees

3. a. Charles, Duke of Orleans. b. On the second Monday of October. c. Martin Luther.

4. 18 a. They are short stories which illustrate a particular moral. b. To teach a lesson to children. c. They are described as tales / yarns which have a message. d. To keep attention of children.

5. 18

a. tales / yarns. b. animals that can talk. c. 620 to 560 BC.

TRANSCRIPT 18

Fables and tales

Fables are short stories which illustrate a particular moral and teach a lesson to children. The theme and characters appeal to them and the stories are often humorous and entertaining.

Fables can also be described as tales or yarns which have a message in their narrative, such as a parable might have. Fables can often pass into our culture as myths and legends.

The characters of fables and tales are usually animals that act and talk just like people while retaining their animal traits.

Aesop’s famous fables and scripts provide great entertainment for children. The fables, or stories, are all very short to keep the attention of children and Aesop’s fables feature children’s favorite animals.

It is not known exactly when the first of Aesop’s fables were written, as the fables were originally handed down from one generation to the next just like a myth or a legend. However, it is believed that Aesop lived from about 620 to 560 B.C.

UNIT 22UNIT TAKE CARE OF YOURSELFTAKE CARE OF YOURSELF

In this unit you will use the following skills: Listening

Listen and fi nd specifi c information in a radio program and in a dialog related to healthy habits and self-care by:• using previous knowledge to predict content,• identifying intonation patterns,• relating ideas with sentence connectors,• discriminating between main and secondary ideas.

Reading

Read and identify main ideas, explicit and implicit information in a questionnaire about healthy habits, and in a literary extract by:• using key words to identify text organization,• recognizing type of text from visual clues,• relating cause and eff ect,• identifying logical order of ideas,• identifying the author’s intention and the eff ects on the reader.

Speaking

Express possibilities, obligations, and future intentions by role-playing communicative situations about:

• healthy habits and self-care,• addictions and teens’ problems.

Writing

Write short paragraphs and a blog post related to addictions and self-care:

• using words related to feelings and moods, physical activities, and study habits,

• expressing future consequences,• reporting the results of a survey.• identifying the text structure of a blog post.

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GETTING READY

To introduce the topic of this unit, start a conversation with your students about how they spend their free time.

1. Invite students to look at the pictures on Page 38 and ask them to say who they identify with and why. Accept Spanishif necessary.

AnswersStudents´ own answers.

2. Ask students to form groups of three or four and discuss about their healthy and unhealthy habits. Remind them to copy the chart in their notebooks and write down their ideas there.

3. Encourage students to share their answers with other groups.

PAGE 40

BEFORE YOU START

Before starting this unit, students need to know:

• countable and uncountable nouns,• the Past Simple tense,• vocabulary related to healthy life and physical activities,• some adverbs of frequency.

This section contains activities meant to identify and activate their previous knowledge of the topic and related vocabulary, and to establish the starting point for the activities that will follow.

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.

Remind students to copy the table in Exercise 1 in their notebooks and then use it to carry out the survey.

Answers1. Students´ own answers.2. soft drink, pizza, hot dog, French fries, candies, hamburger.

PAGE 42

Lesson 1: HOW FIT ARE YOU?

Time Five class hours.

Objectives

Read, listen, and identify main ideas and specific information in a questionnaire about healthy habits. Exchange information about physical activities.Practice the sounds / ʃ / , / tʃ /.Write a short paragraph about healthy habits. Use How often…?.

Materials

Materials CD, Tracks 19, 20, 21.Reading Booklet, Pages 4, 5.Complementary Activities, Student’s Book, Page 62, Exercise 1.Workbook, Pages 9, 10.

Evaluation Reflections, Student’s Book, Page 45.

BEFORE READING

1. ++ Tell students to read Kelly’s list and choose the main conditions to be fit. They have to discriminate between correct and incorrect information. Then they can check their answers in pairs.

Answers2. a. c. e. f. g.

2. + Make students reflect on their own situations and decide how fit they are by answering yes or no to the questions. Check orally.

3. ++ Ask students to have a quick look at the text they are going to read, find words they know or look or sound similar in Spanish, and try to put them into categories.

4. + Before focusing on the question, ask students to read the alternatives (a – c) and ask them if they are familiar with every type of text. Ask them if they have ever read a piece of scientific research, an interview or a questionnaire. Help them clarify the main characteristics and features they can find in every case. Draw their attention to the text and ask them to predict what type of text it is from three alternatives. Motivate them to explain their answers. Do not check answers at this point.

Invite students to study the words in the Pictionary. Make sure they understand their meaning.

Target strategy: Making connectionsDraw students´ attention to this strategy and explain it to them. Tell them that to get a better understanding of the text, they should pay attention to its organization and predict what it will be about thanks to the mental picture and previous knowledge.

PAGE 44

Target strategy: Making connectionsEncourage students to make connections with their own experiences and with other similar texts they have read so far. Explain to them that good readers connect their personal experiences with what they are reading.READING

5. + 19 Ask students to read the questionnaire once and check their prediction in Exercise 4.

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c.

6. ++ Read the introduction of the quiz aloud and make sure all students understand it. Then, students read the questions again carefully, answer them, and find out their scores.

7. +++

Additional information Research has shown that in order for vocabulary instruction to

have an effect on comprehension, students need to explore new words in a variety of contexts. Units of study that contain fictional and informational texts on the same topic help teachers and enable students to explore new vocabulary in multiple contexts.

A new word first encountered in an informational text may be encountered again in a related informational or a fictional text on the same topic. Moreover, informational and fictional texts on the same topic often use synonyms and enhance the depth of students’ vocabulary by exposing them to the different facets of a particular word or group of words.

Fictional and informational texts on the same topic have the potential to motivate students to read more. In other words, a student who is interested in facts might read an informational text on a particular topic before reading a novel about it; another who prefers narrative might do the reverse, moving from a novel to an informational text on the same topic.

Adapted from: Soalt, J. (2005). Bringing together fictional and informational texts to improve comprehension. The Reading Teacher, 58 (7), 680-683.

Invite students to read the poem A Healthy Lifestyle in the reading booklet. Make them compare and identify differences and similarities between it and the text on Page 43 of the Student’s Book.

Guide their answers to: They are similar in that both deal with the same topic (healthy life, physical condition); they are different because one is an informative text (the questionnaire) and the other is a literary text (a poem).

Extra! Ask students to identify and underline the words that are used

in both texts.

VocabularyAsk students to do this activity in pairs and explain what they are supposed to do.

AnswersCake: a sweet food made from flour, butter, sugar, and eggs mixed together and baked. (N)French fries: French fried potatoes. (N)Fit: healthy, especially because you exercise regularly. (A)Candies: small pieces of sweet food made from sugar, chocolate, etc. (N)Walk: to move forward by putting one foot in front of the other and then repeating the action. (V)

8. + Ask students to compare their scores with their partners’ and draw conclusions. You may invite students to share their results with the class.

LANGUAGE FOCUS

HOW OFTEN…? This section is designed to help students revise or discover a particular grammar structure or an interesting item of vocabulary from the text. The activities are meant to promote independent learning, so help, guide and check, but do not give the answers.1. Ask students to read the sentences from the text and other

examples. Guide their attention to the question words in bold. 2. Help students identify the answer.

Answersiii.

3. Ask students to complete the general rule.

AnswersWhen we want to ask about the frequency an activity is performed, we use the question How often?When we want to express the frequency an activity is performed, we use expressions of frequency, such as every day, three times a week, never.

9. ++ Make students ask the questions in the questionnaire on Page 43 to their partners and take notes of their answers.

10. +++ Ask students to analyze their partners’ answers in Exercise 9. Then, instruct them to complete the paragraph, expressing their opinion about their healthy habits. Encourage them to share their paragraphs with the class.

PAGE 45

11. + 20 Play the recording. Ask students to listen, paying special attention to the initial sounds.

Play the recording again. This time students listen and then repeat each word.

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42 Additional information The sh sound / ʃ / is unvoiced (the vocal cords do not vibrate during

its production), and is the counterpart to the voiced ch sound. To create this sound, air is forced between a wide groove in the

center of the front of the tongue and the back of the tooth ridge. The sides of the blade of the tongue may touch the side teeth. The lips are kept slightly tense, and may protrude somewhat during the production of the sound.

The ch sound / tʃ / is the most common pronunciation for the ch spelling.

Error Alert! There are some words in English with a ch spelling that are

pronounced /k/, such as the following: Character - charisma – chaos – chemical – chemistry – chlorine – Christ - Christmas And there are some words that are pronounced /ʃ /, as:

machine, moustache.

Extra! Read these sentences pronouncing / ʃ / and / tʃ /. 1. Let’s choose new shoes. 2. She’s eating the cheese. 3. Sherry likes cherry pie. 4. He paid cash for the catch of the day. 5. The puppy shouldn’t chew the shoes. 6. The chef prepared a special dish. 7. Too much milk makes mushy mashed potatoes. 8. Please shine the furniture with polish.

Useful expressionsDraw students´ attention to the expressions in the box and explain them if necessary. Encourge students to use them in oral work.

12. ++ 21 Invite students to complete the dialog with the expressions in the box. Play the recording once for them to check. Then, tell them to listen and repeat. Finally, choose some pairs to act it out in front of their classmates.

TRANSCRIPT 21

Speaker 1: How often do you do physical exercise?Speaker 2: Well, two or three days a week. What about you?Speaker 1: I never do exercise, but I love watching sports on T.V.Speaker 2: Why don’t you come with me instead?Speaker 1: OK. Let’s go!

WB 10 Find more practice of this topic on Page 10 of the Workbook.

13. Motivate students to read and complete the piece of news using the phrases in the box. Invite some students to read it aloud to allow their classmates to check their answers.

PAGE 46

Lesson 2: WHO’S IN CONTROL?

Time Five class hours.

Objectives

Listen, and identify main ideas and specific information in a radio program. Exchange information about teenage problems.Practice the difference between final sounds / tɪ / and / ti:n /.Write a short dialog about teenage problems. Use object and possessive pronouns.

Materials CD, Tracks 22, 23, 24.Workbook, Page 11.

EvaluationEmbedded evaluation, Student’s Book, Pages 48, 49, Exercises 9, 11.Reflections, Student’s Book, Page 47.

BEFORE LISTENING

Background informationBefore starting the lesson, you can share this information with your students:

The first computerENIAC, short for Electronic Numerical Integrator And Computer, was the first general-purpose electronic computer. It was the first high-speed, purely electronic, Turing-complete, digital computer capable of being reprogrammed to solve a full range of computing problems; earlier machines had been built with only some of these properties. ENIAC was designed and built to calculate artillery firing tables for the U.S. Army's Ballistic Research Laboratory. The contract was signed on June 5 th, 1943 and Project PX was constructed by the University of Pennsylvania's Moore School of Electrical Engineering from July, 1943. It was unveiled on February 14th, 1946 at Penn, having cost almost $500,000. ENIAC was shut down on November 9 th, 1946 for a refurbishment and a memory upgrade, and was transferred to Aberdeen Proving Ground, Maryland in 1947. There, on July 29 th of that year, it was turned on and was in continuous operation until 11:45 p.m. on October 2 nd, 1955.

Adapted from: Bellis, M. (n.d.) The History of the ENIAC Computer- John Mauchly and John Presper Eckert. Retrieved July 11, 2013, from: http://inventors.about.com/od/estartinventions/a/Eniac.htm

1. + In groups, students answer the questions. Encourage them to use English as much as possible, but accept Spanish if necessary.

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432. ++ Students work in pairs to match the definitions and the

key words and expressions.

AnswersAt least = no less than. Get rid of = eliminate. Instead of = in place of. Spend = pass time. Take the place of = to replace. Too much = more than necessary.

3. + Ask students to answer Kelly’s question and decide which of the statements are true. Do not check answers at this stage.

4. + Motivate students discuss Kelly's questions using the words and expressions in Exercise 2.

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

Target strategy: QuestioningDraw students´ attention to this strategy and explain it to them. Tell them that by asking questions about the recording before they listen to it, they will be able to focus more on the details. This will eventually develop their listening skills and will help them become better listeners.

LISTENING

Target strategy: Making connectionsEncourage students to make connections with their own life experiences while they listen to a story. This will allow them to get a better understanding of the listening material.

6. + 22 Play the recording once and ask students to check their guesses in Exercise 4. Remind them that this first listening is only to check their predictions; it is not necessary for them to understand every single word.

Answersb.

7. ++ 22 Ask students to listen to the recording again. First, they check if they hear the ideas in Exercise 3. Then, play the recording again for them to identify which of the statements are true.

AnswersAll of them are true.

8. + 22 Ask students to listen again and recognize what the speaker is doing in the recording.

Answersc.

Target strategy: Making connectionsEncourage students to make connections with their own life experiences while they listen to a story. This will allow them to get a better understanding of the listening material.

TRANSCRIPT 22

Presenter: The use of the Internet can be an addiction like alcoholism or drug use. Researchers say that Internet addicts spend at least thirty to forty hours online every week. They are particularly worried about young people because the net is taking the place of sports or games for some of them. Nowadays, teens spend more time in cyberspace than in the real world with friends and family! What can you say about this, David? Do you think you are a computer addict?

David: Er….well, I think I began to be a computer addict when I was ten. Now I am fifteen and I can't get rid of the habit. I try, but the games are so cool!

Presenter: How many hours a week do you play?David: These days, I play for about twenty-five hours a

week. I play computer games instead of exercising and playing basketball.

Presenter: Do you meet your friends?David: No, I don't have time.Presenter: Do you think you are antisocial?David: No, not at all! I have lots of friends at school.Presenter: Do you play violent computer games?David: Many of the games are very violent, but nobody

takes them seriously. They are just fun! That is the main problem with the games: that they are too much fun!

PAGE 47VocabularyAsk students to copy the box with the words in their notebooks and do the Vocabulary activity individually. Then, invite volunteers to share their examples with the rest of the class.

AnswersSpend: to pass time on some work, in some place.Worried: having or showing worry; concerned; anxious.Cyberspace: the worldwide system of linked computer networks, thought of as being a limitless environment for exchange of information and electronic communication.Get rid of: eliminate.

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OBJECT AND POSSESSIVE PRONOUNS 1. Invite students to read the sentences from the text and other

examples, paying special attention to the words in bold.2. Motivate students to choose a phrase from the box to replace

the words in bold in Point 1. Answers

a. the teenagers. b. video games. c. Linda’s essay. d. my photos.3. Tell them to answer the questions.

Answersa. – a, b. b. – c, d.

4. Now, students are ready to complete the rule with the information in Points 1 and 2.

AnswersA pronoun replaces a noun.An indirect-object pronoun tells ’to whom’ or ’for whom’ something is done.A possessive pronoun tells who owns, or possesses, the noun it is replacing.

9. ++ Refer students to the Language Focus to identify what the sentences refer to.

Answersa. her. b. it. c. hers. d. us. e. mine. f. him. g. them. h. yours.

WB 11 Find more practice of this topic on page 11 of the Workbook.

PAGE 48

10. + 23 First, play the recording and ask students only to listen. Then play the recording again for students to repeat each sentence and the pairs of numbers.

11. ++ 24 In pairs, students complete the dialog about David’s problem using the words and expressions in the box.

Play the recording once for them to check. Then, play the recording with pauses for them to listen and repeat.

Finally, give them a few minutes to practice the dialog and invite some pairs to role-play it in front of the class.

TRANSCRIPT 23

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

12. +++ Have students write the dialog they practiced in Exercise 11.

Extra! You can ask students to replace some parts of the dialog by

information that is true for them and then role-play the new dialog in front of their classmates.

Useful expressionsRemind students to use the expressions in the box while they are creating their own dialog.

13. ++ Motivate students to identify the words that have similar meaning (synonyms) and the words that have opposite meaning. Encourage them to use the words to describe their best friends. Invite some of them to write the pairs on the board with some examples. Ask the rest to guess or identify what they express.

AnswersSynonyms: honest – decent, sociable – friendly, stubborn – obstinate.Opposites: anti-social – social, hardworking – lazy, unkind – kind, mean – generous, nasty – nice, naughty – obedient

Extra! Elicit possible pairs of synonyms / antonyms that students

may know.

Possible answersWhite – black; hot – cold; big – small; fast – slow; tall – short

14. Ask fast finishers to read the sentences carefully. Then, invite them to choose an adjective in Exercise 13 to describe each people.

Answersa. generous. b. nice.

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TRAVEL BACK

The activities in this section provide material to check and revise students’ progress and information to the teacher about any points that the majority of the students may have problems with. Make sure they understand what they are expected to do and then give them time to answer individually. Before starting to work, remind students to do all the activities in their notebooks.

Answers1. Healthy Eat fresh fruit and vegetables. Play sports and walk. Unhealthy Eat sweets and chocolates. Watch TV a lot of time till late at night.2. a. QF. b. RF. c. NF.3. a. Internet. b. computer games. c. violent.4. a. ten. b. twenty-five. c. lots.6. a. me. b. mine.

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Lesson 3: A SCHOOLBOY’S JOURNAL

Time Five class hours.

Objectives

Listen, read and identify main ideas and specific information in a literary extract. Express future actions to become a better student.Write a short reply to a letter expressing a promise. Use If Clauses to express future consequences.

Materials CD, Tracks 25, 26.Workbook, Page 12, 13.

EvaluationEmbedded evaluation, Student’s Book, Page 52, Exercises 8, 9.Reflections, Student’s Book, Page 53.

BEFORE READING

1. + Read Kelly’s questions aloud. Ask students to give honest answers.

2. ++ Have students write some sentences or phrases expressing actions to become better learners. Remind them to do this activity in their notebooks.

3. ++ Divide the class in groups of four and invite students to share and compare their reflections within each group. Motivate them to reach an agreement on how to become a better learner.

Take notes of the groups’ answers on the board and start a general conversation on the topic.

Agree on a list of actions that may help students to improve their learning process.

4. ++ Invite students to look up the meaning of the words in the box in a dictionary.

AnswersYet: at the present time; now. Stubborn: unreasonably unwilling to change.Busy: actively working on something; not at leisure.Blind: unable to see.Vast: very great in quantity or amount.Courage: the quality of mind that enables a person to face difficulty, danger etc., withour fear; bravery.

5. +++ Instruct your students to read the sentences and then complete the blanks with the words in Exercise 4.

Answersa. yet b. stubborn c. busy d. blind e. vast f. courage

6. +++ Explain to students that they are going to read an extract from a famous Italian novel, Cuore, an Italian Schoolboy’s Journal, which is related to the topic of the lesson.

Motivate them to say what they think the extract is about. Take notes of students’ ideas on the board but do not check at this stage.

Before starting to predict, you can provide some background information to your students.

Target strategy: PredictingRemind students to predict what the text will be about by making connections with their own life experiences.

Background information After five years of the Italian's Unification, in 1861, Edmondo de

Amicis wrote a child book untitled An Italian Schoolboy's journal known in Italy as Libro Cuore.

This novel was written in the form of a diary from the first day's school until the last one by Enrico Bottini a nine-year-old boy, part of the upper class.

Despite his social status Enrico is conscious and aware about the poverty of the working class. His antagonist is Franti, a violent boy who can be defined as an anarchist against society and against the new born Italian State.

In the diary, Enrico writes about the value of family and friendship, the problems of the educational system, and the feeling of being Italian.

The class is the metaphor of the Italian State, including not only the social status issue but also the topic of the desired geographical union.

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READING 25

Target strategy: Visualizing / MonitoringEncourage students to build mental images and visualize what is happening in the story as they read. Motivate them to monitor their previous ideas.

7. + Invite students to read the extract quickly, so that they can confirm or correct their predictions. You can use the CD to allow students to listen to the recorded version of the text.

AnswersIt’s a letter from the schoolboy’s father.

8. ++ Ask students to read the sentences carefully. Then, make them read the text again and decide if they are true or false.

Instruct them to support their answers correcting the false statements.

Explain to students that they are not going to find the answers explicitly stated in the text, but they have to infer them from the information in it.

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46 Answers

a. F (I do not see you determined to be successful at school.)b. F (Your days will be hard if you do not go to school!; Think of

the workmen who go to school after work.) c. F (The boys who are blind and the prisoners, who also learn to

read and write.)

Additional informationHigher order thinking is thinking on a level that is higher than memorizing facts or telling something back to someone exactly the way it was told to you.

To infer is to draw a conclusion – to conclude or surmise from presenting evidence. An inference is the conclusion drawn from a set of facts or circumstances. If a person infers that something has happened, he does not see, hear, feel, smell, or taste the actual event.

Inferring is described as ‘reading between the lines.’ Authors often give clues that are not directly spelled out. When a reader uses the clues to gain a deeper understanding of what he is reading, he is inferring.

9. +++ Text structure refers to how the information within a written text is organized. This strategy helps students understand that a text might present a main idea and details; a cause and then its effects; and/or different views of a topic. Teaching students to recognize common text structures can help students monitor their comprehension.

Read the questions aloud and make sure students understand clearly what they have to answer.

Do not correct at this stage.

VocabularyAsk students to copy the words and their synonyms in their notebooks.

AnswersValley: lowland; vale; glen.Hills: mounds, mountains; heights.Horseback: by horse, on a horse; mounted. Journal: diary; daybook.

10. ++ Once they have asked the questions in Exercise 9, ask students to work in pairs comparing their ideas.

Answersa. It’s a letter. b. Dear Enrico, Your father. c. He wants to motivate his son to be a better student. f. Enrico is not a good student and doesn’t want to go to school.

LANGUAGE FOCUS

FUTURE CONSEQUENCES Remember that this section is designed to help students revise or discover a particular grammar structure or an interesting item of vocabulary in the text. The activities are meant to promote independent learning, so help, guide and check, but do not give the answers.1. Revise the examples from the text with your students.2. Help them identify the correct answer.

Answersii.

3. Refer students to the information in Points 1 and 2 and make them to complete the rule.

AnswersWe express future consequences using the word will before the main verb. The word will is a future auxiliary.

Error Alert!Students may omit the auxiliary will when expressing first conditional sentences.

WB 12 Find more practice of this topic on Page 12 of the Workbook.

PAGE 53

11. ++ Before starting the activity, ask students to revise the contents in the Language Focus and then complete the sentences using the information in the box.

Answersa. will take an umbrella. b. will pass the exam.

12. ++ Invite students to go back to their list in Exercise 2 and imagine that they are answering the letter as if they were Enrico. Encourage them to use their ideas and write a reply.

13. + 26 Play the recording and invite students to compare promises. Explain to them that many answers are possible.

TRANSCRIPT 26

Speaker: Dear father, I promise I will be a good student. I think that if

I study every day, I will be successful. Love Your son.

14. +++ Encourage students to write their own promises to become better learners.

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47 Additional information Metacognition can be defined as ‘thinking about thinking.’ Good

learners use metacognitive strategies to think about and have control over their learning process.

15. +++ Before starting this activity, draw students’ attention to the contents in the Did you know that… box.

Elicit students’ ideas about a metaphor and make sure they all understand the meaning of this figure of speech.

Ask them to give some examples in Spanish or in English, if it is possible.

Then make students follow the instructions and complete the task. Offer help and guidance while they are working.

Answersa. “Courage, then, little soldier of the immense army. Your books are your arms, your class is your squadron, the field

of battle is the whole earth, and the victory is human civilization. Be not a cowardly soldier, my Enrico.“

b. No. The words have to do with war not with education.

16. +++ Encourage students to try to identify the metaphor in the extract. You can let them to work in pairs in order to exchange ideas.

AnswersAll the world’s a stage, And all the men and women merely players; They have their exits and their entrances.

17. Motivate fast finishers to discuss about the message Shakespeare might have wanted to communicate.

Encourage them to keep a record of their answers in a special section of thier notebooks.

Students read the questions and reflect on the difficulties they had to understand and deal with a literary text.

PAGE 54

Lesson 4: HELP FOR YOU!

Time Five class hours.

Objectives

Listen and identify main ideas and specific information in a radio program. Express possibility, obligation, and prohibition.Practice the sounds /∫/, / t∫/.Complete a dialog expressing possibilities, obligations, and prohibitions. Use must, can’t, could.

Materials

CD, Tracks 27, 28, 29.Complementary Activities, Student’s Book, Page 62, Exercises 2, 3.Workbook, Page 14.

EvaluationEmbedded evaluation, Student’s Book, Pages 55, 56, Exercises 8, 9, 13.

BEFORE LISTENING

1. ++ Read the statements aloud and make sure students understand them. Form groups of four or five students and ask them to discuss the statements and decide whether they are true or false.

Check answers orally. Answers may vary depending on students’ opinions. You can also elicit more teen problems and make notes on the board.

2. + Draw students’ attention to the question and ask them to choose an alternative. Invite some groups to share their answers and ask them to give reasons for their choices. There are no right or wrong answers.

3. + Tell students they are going to listen to a radio program about a problem that many teenagers face in their lives. Draw their attention to the words in the Vocabulary box and ask them if they can identify the problem that will be mentioned from the alternatives. Do not check answers at this stage.

4. + Give students a few minutes to read the sentences ignoring the gaps and get their meaning. Encourage them to have a look at the words and match them with the corresponding sentences.

Answersa. - v. b. - iv. c. - i. d. - iii. e. - ii.

Target strategy: Making connectionsBefore listening, remind students to make connections between the topic of the recording and their own experiences.Think about how the recording relates to their own life and other similar programs they have read.

LISTENING

Target strategy: Focusing attentionRemind students that if they focus on the first words of each sentence they will be able to identify them in the recording.

5. + 27 Play the recording once and ask students to check their prediction in Exercise 3.

Answersc. Drug addiction.

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486. + 27 Play the recording again for students to identify the

type of text. Motivate them to explain their answers.

Answersb.

7. ++ 27 Read the phrases aloud with the class. Then students listen to the recording again, this time more carefully, and match them.

Answersa. – ii. b. – iii. c. – i.

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8. +++ 27 Students listen to the recording once more and number the sentences in the order they hear them. Warn them that what they hear may be slightly different from the written sentences.

Answersa. 3. b. 2. c. 1. d. 4.

TRANSCRIPT 27

Presenter: This is WPST 97.5, HELP FOR YOU! You've got questions? We've got answers! Hello! What's your name?

Kevin: Hi, I'm Kevin.Presenter: How are you, Kevin? What's your problem?Kevin: Well…I really don't like drugs, but two of my friends

do, and they want me to try them.Presenter: How old are you?Kevin: I'm fourteen.Presenter: OK, Kevin. Do you want to stay healthy? You can’t

try drugs.Kevin: How can I do that?Presenter: You must avoid situations of risk or you can get rid of

those friends.Kevin: What?Presenter: It is simple, Kevin! One of the most important things

you can choose is your friends. You must keep your principles and just say NO! Thank you for calling, Kevin.

Kevin: Thank you!Presenter: Good afternoon, who's calling?Lily: Hello, my name's Lily.Presenter: Have you got a problem?

Lily: Well, sort of. I don't know what to do or say when someone offers me drugs.

Presenter: Well, it's easy. You could say “no, thanks”. This technique is fundamental, but you can also change the conversation or talk and talk and talk about anything else!

Lily: Sometimes I get very nervous.Presenter: You've got a point there, but in those cases, you don't

have to talk. You can look the other way, turn around, or start a conversation with someone else.Any other calls?

LANGUAGE FOCUS

POSSIBILITY - OBLIGATION - PROHIBITION Help students revise or discover a particular grammar structure or an interesting item of vocabulary in the text, and that the activities are meant to promote independent learning, so help, guide and check, but do not give the answers.1. Revise the sentences from the text with the class. 2. Help them discover what the parts in bold express.

Answersa. must. b. can’t. c. can, could.

3. Guide students to complete the general rule.

Answersa. must. b. can’t. c. can, could.

4. Students complete the recommendations using the verbs they have just learned.

9. ++ Refer students to the Language Focus to write a summaryof the radio program in which they apply what they have learned.

Answersa. must b. can’t c. can d. can’t

Error Alert! Students may tend to put to after modal verbs. Explain that can,

must, could, should, would, etc. are followed by an infinitive without to.

Examples:

Correct: I could buy some vegetables for tomorrow. Incorrect: I could to buy some vegetables for tomorrow.

WB 14 Find more practice of this topic on Page 14 of the Workbook.

10. + 28 First, play the recording and ask students only to listen. Draw their attention to the different pronunciation of

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49the letters ch / tʃ / and sh / ʃ /, that they have practiced in Lesson 1. Then play the recording again for students to repeat each word and then the tongue twister.

Extra! Use the tongue twister for ‘shadow reading’, making students

read aloud while they listen to the recording.

PAGE 56

11. +++ 29 Tell students to look at the pictures and identify the people, the place, and the situation. Then, in pairs, students complete the dialog between Kelly and her friend with their own ideas. Then play the recording in order to allow students to check their answers.

TRANSCRIPT 29

Ann: What can you do if a friend offers you drugs? Kelly: Well, you could change the conversation or look the other

way, but you can’t try them. What do you think?Ann: I think we must say “no, thanks”!

12. ++ Make students practice the dialog in Exercise 11, taking turns to play both roles.

13. +++ Motivate them to continue the conversation with their own ideas about the recording.

14. +++ Encourage students to role-play their dialogs in front of the class.

15. Motivate fast finishers to revise the content of the lesson and create a slogan or advertisement against drugs that includes three pieces of advice using the words in the Language Focus.Encourage them to use information from the text and their own ideas, and to share the product of their work with the class.

Extra! You can assign this activity as homework to the rest of

the students.

PAGE 57

TRAVEL BACK

Remember that the activities in this section provide material to check and revise students’ progress and information about any points that the majority of students may have problems with. Make sure they understand what they are expected to do and then give them time to answer individually. Before starting to work, remind students to do all the activities in their notebooks.

Answers1. a., c., d. 2. feel anxious, make a timetable, waste time. Students must write

three full sentences using each pair of words. 3. change; have; keep; stay; turn.4. c. 5. a. You can get a good mark. b. You must stop the car at the red light.6. Students ́own answers.

PAGE 58

Lesson 5: MY PERSONAL ONLINE JOURNAL

Time Three classes.

ObjectivesPrepare, draft, edit and write a final version of a post in a personal online journal.

Materials Workbook, Page 15, Exercices. 1, 2, 3, 4.Evaluation Writing box, Student’s Book, Page 59.

HAVE A LOOK AT … a blog post

In this lesson, students will learn to write a blog post. Before the writing process starts, it is necessary to analyze a model of the text they are going to write. This section of the lesson will guide them in this important analysis, with questions and activities that will help them discover the structure of a blog post and reflect on the type of language that is often used in this type of text.

1. Read the explanation aloud and make sure they all understand what a blog is. Refer students to what they have studied in

Lenguaje y Comunicación.

ORGANIZING

Before starting the activities in this lesson, remind students that awriting task involves a series of planned situations and activitiesthat gradually lead to the final text.Explain to them that one of the opportunities that students have towrite independently is to create a personal blog through which theycan express their thoughts, ideas, worries, opinions, etc. They canexperiment with language while they improve their writing skills tobecome better writers. As students write on their own they learn how to edit their drafts in an effort to create a polished piece of writing.

2. Tell students that they are going to write a post in a class blog that you can create for free in the following websites:

- Blogs for kids http://www.hellokids.com/t_2856/blogs-for-kids - Blogger www.blogger.com/ - WordPress http://wordpress.com/

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50 - Virtual Teen http://www.virtualteen.org/forums/ Motivate them to choose the topic they would like to write about

from the alternatives a – c.

3. Once they have chosen the topic, ask them to write three actions they can take in relation to it. Remind them to do this activity in

their notebooks.

PAGE 59

DRAFTING

4. Encourage students to design a similar blog to the one in the book but in their notebooks. Then, ask them to follow the model in Point 1 and write a short post using the ideas they expressed in Point 3.

EDITING

5. Invite students to revise their drafts with the checklist in the Writing Box and then write a final version of their posts.

Extra! Students may also ask a classmate to check their posts in order to

receive feedback.

PUBLISHING

6. Encourage students to publish the final version of their posts. If possible, ask them to post them on Internet. If not, ask them to write the posts on a separate sheet of paper and then exchange them with their classmates.

Extra! Motivate students to start a class blog following the instructions

in one of the suggested links.

WB 15 Find more practice of this topic on Page 15 of the Workbook.

PAGE 60

Kelly Hardrock, school reporter

Episode 2: Fitness class 30

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

Motivate them to read this episode on their own and help only if they ask you to. You can use the CD to allow students listen to the recorded version of the episode. You can ask some students to summarize the episode, in Spanish if necessary.

Creative skillsThe 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 decide how this

story could be change if some events, attitudes or roles were different.

2. Encourage them to write a new comic strip including their ideas and role-play their alternative comic strip in front of the class.

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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).

Answers1., 2., 3., 4. Answers will vary.

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PROJECT

This section includes final synthesis activities meant to allow students reflect, consolidate and integrate knowledge, and revise their learning process. They also provide the opportunity to present the language in a significant context and to internalize language patterns that they may use later on. Read the instructions aloud and make sure that all students understand clearly what they are expected to do. Set a date and time to report the results of the survey.After each presentation, give students enough time to evaluate their performance using the prompts provided. Evaluate students’ performance and give them feedback. You can use the Project Evaluation rubric on Page 99 of the Teacher’s 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 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.

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51Before starting to work, remind students to do all the activities in their notebooks. Check students’ results and revise any points that the majority of them had problems with.

Answers1. a. iv, b. i, c. iii, d. ii.2. a. It recommends: to drink lots of water and milk every day; to eat three balanced, healthy meals a day.People should avoid: artificial sweeteners and skipping meals so as not to overeat later.3. 32 a. – ii. b. – iii.4. 32 a. Speaker 3. b. Speaker 1. c. Speaker 2. d. Speaker

1. e. Speaker 3.5. Students´ own answers.6. Students´ own answers.

TRANSCRIPT 32 Presenter: Most teens use computers now, but what for? Would

their lives be different without them? We talked to three teenagers to find out. Danny, what do you use your computer for?

Danny: Computers are not very important for me. I don't like computer games or chat rooms, so I don't use the computer for fun. I hate looking for information on the Internet; I think it's boring and not as quick and easy as reading books. I have a computer at home, but I only use it for sending and receiving e-mails.

Presenter: What about you, Kim?Kim: Computers are very important in my life. I've got one

at home and everyone in my family uses it. I use the computer for all kinds of things: homework, chat, emails, games... I can't imagine my life without it!

Presenter: Tell us about your situation, Patsy.Patsy: I think the Internet is amazing; I use my computer

most of the time to chat with other people. I spend a lot of time watching videos, surfing sport pages, and listening to music. Without computers, our lives would be really boring!

Presenter: This was the opinion of three teenagers like you. What is your opinion? Phone us and tell us! Our number is ... (fade)

PAGE 65

SELF-EVALUATION

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. Finally, ask students to set three goals for the aspects they would like to improve and make them write their goals in their notebook.

ANSWERS TO EXTRA TEST UNIT 2

1. b.2. a. enamel of four teeth. b. less sugar. c. straw. d. harm.3. a. phosphoric and citric. b. dentist. c. 9 to 12 teaspoons.

d. 2.39 e. 1.04. b.5. a. 1. b. 2. c. 4. d. 36. a. False. (Tom sleeps between seven and nine hours every

night.)b. True.c. False. (Jane´s mother is a teacher.)d. True.e. True.

7. How much milk do you drink every day?How much fruit do you eat every day?How many kilometers do you walk every day?How many hours of TV do you watch every day?That´s not very healthy!

TRANSCRIPT 34

Jane: How many hours do you sleep every night, Tom?

Tom: I don´t know, between 7 and 9 hours. Why do you ask, Jane?

Jane: Because my mother told me that teenagers who don´t sleep enough will probably get bad grades at school.

Tom: Why does she say that? How does she know?

Jane: Well, she is a teacher, and she applied a questionnaire in her class. She says that students that get lower grades are those who sleep less, and they find it very difficult to concentrate during the day.

Tom: Mmm, sounds right. What else did she discover?

Jane: She also found out that those students snore every night and have a hard time waking up in the morning. They are always falling asleep in class!

Tom: I never thought that sleeping well was so important!

Jane: So, Tom, are you sleeping enough?

EXTRA TESTEXTRA TEST

READING 33READING 33

SOFT DRINKS CAUSE DENTAL EROSION

A study from the Academy of General Dentistry stated that

prolonged exposure to soft drinks can cause the loss of

enamel in our teeth, and even a short exposure can cause

dental erosion.

Many people only worry about the sugar content of soft drinks or they think that diet drinks

contain less sugar, but diet drinks contain also phosphoric and citric acids that can cause

dental erosion.

According to Kenton Ross, a dentist from the Academy, drinking any type of soft drinks is risky

to the health of our teeth. Many of the soft drinks people consume contain nine to twelve

teaspoons of sugar and have an acidity that is near the level of battery acid.

For example, one type of cola ranked 2.39 on the acid scale, compared to battery acid, which is 1.0.

The study recommends that people limit consumption of soft drinks to meals and to drink

them with a straw, which reduces the contact of soda with their teeth.

The study also found that products that come from beer are non-carbonated and do not

contain the acids that harm teeth, but that non-colas can cause more dental erosion than colas.

1. Have a quick look at the text. What kind of text is it? Check (✔) an option. 1 point

a. An extract from a novel. b. A scientific article. c. A news report. d. An advertisement.

2. Read the text carefully and complete the sentences. 4 points

a. When you drink a lot of soft drinks, you can lose the . b. Many people think that diet drinks contain . c. We should use a when we drink soft drinks. d. Products that come from beer do not our teeth.

3. Read the text once more and find this information. 5 points

a. Two kinds of acids: . b. Dr. Ross’s profession: . c. Content of sugar in soft drinks: . d. Acidity in one type of cola: . e. Acidity in battery acid: .TE

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53LISTENING

4. 34 Listen to the recording. What kind of text is it? Check (✔) an option. 1 point

a. A class b. A conversation c. A lecture d. A radio program

5. 34 Listen to the recording again. Number the sentences in the order you hear them. 4 points

a. I don’t know. b. How does she know? c. Sleeping well was important. d. Those students snore.

6. 34 Listen to the recording again. Are these statements true or false? Correct the false information. 5 points

a. Tom sleeps six hours every night. b. Adolescents who sleep well get good marks. c. Jane’s mother is a doctor. d. Students who sleep badly can’t concentrate in class. e. Sleeping well is very important for teenagers.

TOTAL SCORE20 pts

Keep trying Review! Well done!17 - 20

Excellent!13 - 168 - 120 - 7

ORAL PRODUCTION

Interview your partner to find out how fit she / he is. Then change roles and answer your partner’s questions.

A: milk drink every day?

B: .

A: fruit every day?

B: .

A: kilometers walk every day?

B: .

A: hours of TV watch every day?

B: .

A: (not) very healthy!

Great! Not too bad Help!Student can ask and answer questions to his / her partner to find out how fit he / she is.

Student can ask and answer a few questions to his / her partner to find out how fit he / she is.

Student can’t ask and answer questions to his / her partner to find out how fit he / she is.

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UNIT 33UNIT INSPIRING PEOPLEINSPIRING PEOPLE

In this unit you will use the following skills: Listening

Listen and find specific information in an interview and in a TV show related to famous people and past events by:• identifying speakers,• identifying purpose of a message,• extracting specific information,• using key words to get the general meaning.

Reading

Read and demonstrate comprehension of main and specific information in an article from a magazine and in a biography related to famous people by:• identifying type and purpose of the text,• using cognates to predict content,• identifying text organization,• distinguishing main and secondary ideas,• discriminating between inferences and statements.

Writing

Express biographical information and descriptions in short monologs and dialogs about:• famous people from the past• write and complete a time line and a short biography.• narrating biographical events about famous people

from the past.• identifying the text structure of a biography.

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GETTING READY

1. Introduce the topic of the unit talking about important people in the world.

Brainstorm names from your students and write a list on the board. You can divide them into people from the past and people from the present.

Ask your students if they know the people in the pictures and what information they know about them. At this stage, you may need some additional information.

Background information Frida Kahlo was born on July 6th, 1907, in Coyoacán, Mexico. After

a traffic accident at the age of 18, she spent over a year in bed recovering of fractures. Kahlo started to paint herself because she felt so lonely. Herself-portraits were filled with the colors and forms of Mexican folk art. She created over 200 paintings and drawings related to her personal experiences and the physical and emotional pain caused by the relationship with her husband Diego Rivera. The only solo exhibition she had in her native country was on 1953. Kahlo died on July 13th, 1954, at the age of 47.

Adapted from: (2013) Frida Kahlo - Biography. Retrieved August 2, 2013,from: http://www.fridakahlo.com/

Stephen Hawking was born on January 8th, 1942, in Oxford. After his 21st birthday Stephen was diagnosed with ALS, a motor neuron disease. In spite of his condition, Hawking went on to Cambridge University to do research in Cosmology and theoretical physics. He has worked on the basic laws which govern the universe and has written several books like The Universe in a Nutshell, A Brief History of Time and The Grand Design. Professor Hawking has 12 honorary degrees and is a Fellow of The Royal Society and a Member of the US National Academy of Sciences.

Adapted from: Stephen Hawking - Biography. Retrieved August 2, 2013,from: http://www.hawking.org.uk/

Mahatma Gandhi was born on October 2nd, 1869, in Porbandar, India. He moved to London to study laws and spent 20 years opposing discriminatory legislation against Indians in South Africa. Gandhi was the pioneer in non-violence resistance and disobedience, becoming in one of the most important spiritual leaders of his time. He returned to India in 1914 and became leader of the Indian national congress and due to his civil disobedience campaign in 1919 - 1923 was jailed for conspiracy. After Indian independence in 1947, Gandhi tried to stop the Hindu – Muslim conflict in Bengal but was killed by a Hindu fanatic in New Delhi.

Adapted from: (2013) Mahatma Gandhi - Biography. Retrieved August 2, 2013,from: http://www.biography.com/people/mahatma-gandhi-9305898

Violeta Parra was born on October 4th, 1917, in San Carlos, in Southern Chile. She moved to Santiago in 1932 and attended Normal School in Quinta normal. Parra’s artistic career started in 1938, when she learned to perform Spanish songs and won an honorable mention in a poetry contest. Later in 1945, she performed several shows in the company of her children Angel and Isabel. In 1953, Violeta Parra recorded two singles which include Que pena siente el alma, Verso para el fin del mundo and Casamiento de negros. Parra had her own radio program and was the foundress of the National Museum of Folkloric Arts in Concepción. Violeta Parra wrote the book Chilean Folkloric Songs and had an exhibition in the Louvre museum. On February 5, 1967, Violeta Parra died in Santiago at the age of 49.

Adapted from: (2008) Violeta Parra - Biography. Retrieved August 2nd 2013,from: http://www.violetaparra.cl/

After elliciting and/or giving some information, ask students to copy the table in Exercise 1 in their notebooks and complete it with their ideas about each famous person.

Name NationalityDate of

birth /deathProfession Famous for

Frida Kahlo Mexican

July 6th, 1907; July 13th 1954

artist famous for her self-portraits

Stephen Hawking English January 8th

1942; aliveprofessor, physicist

famous for his search of black holes in the universe inspite of his muscular atrophy due to ALS.

Mahatma Gandhi Indian

October 2nd 1869; Januray 30th 1948

pacifist; civil rights leader

famous for his pacific fight for civil rights among Indians.

Violeta Parra Chilean

October 4th 1917; February 5th 1967

singer; songwriter

famous for bringing Chilean folk-art to a new level.

PAGE 68

BEFORE YOU START

Before starting this unit, students need to know:Outstanding people from the past and their legacy.Connectors and, because, but, so. Personality traits.

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.

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56Give 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.

Answers1. Picture 1: Albert Einstein. Picture 2: The Wright Brothers.

Picture 3: Helen Keller. Picture 4: Mother Teresa.a. Mother Teresa. b. The Wright Brothers. c. Albert Einstein. d. Helen Keller.

2. Order: 2, 3, 8, 1, 4, 5, 9, 6, 7. 3. a. He was 15 years old. b. He escaped in 1553. c. He joined

the indians from Araucanía. d. He defeated Villagra at Marigüeño. e. Because his heroism symbolizes the Chilean people´s love of independence.

PAGE 70

Lesson 1: FOLK HEROES

Time Five class hours.

Objectives

Read, listen, and identify main ideas and specific information in a magazine article about legendary heroes. Exchange information about past habits.Practice the sound /dʒ/.Write a short paragraph comparing past and present habits. Use used to.

MaterialsCD, Tracks 35, 36, 37.Reading Booklet, Pages 6, 7.Workbook, Pages 16, 17.

EvaluationEmbedded evaluation, Student’s Book, Page 72, Exercise 8; Page 74, Exercise 13.Reflections, Student’s Book, Page 72.

BEFORE READING

1. + You can start the class while students still have their books closed, asking them to define the cognate legendary in groups. Elicit the different ideas and write them on the board. Then, come to an agreement about the definition.

Answerslegendary = legendario (que tiene relación con una leyenda; que tiene mucha fama o prestigio).

2. ++ Tell your students to open their books and look at the pictures on Page 71. Ask them if they recognize any of the legendary characters in the pictures.

AnswersAll of them are legendary.All of them are believed to have existed in reality. They were so famous that their stories became a legend.a. Robin Hood. b. El Zorro. c. Daniel Boone. d. Pocahontas. e. Robinson Crusoe. f. Joan of Arc.

3. ++ Ask your students to identify where the legendary characters come from by matching the information provided.

AnswersEl Zorro - California, USA. Daniel Boone - Kentucky, USA. Robin Hood Nottingham, England. Pocahontas - Virginia, USA. Robinson Crusoe - York, England. Joan of Arc – Orleans, France.

4. +++ Tell students to read and answer Fernando's questions. Elicit their answers and choose the best one to write it on the board.

Accept the use of Spanish, but help students put their ideas in English.

Possible answersThey are legendary. They fought for justice. They have appeared in books and films, etc.

5. + Ask students to give a quick look at the text and invite them to predict what the text is about.

Do not check answers at this point.

Target strategy: Analyzing text featuresRemind students of the importance of predicting what a text will be about by looking at the title, headings and images.

PAGE 72

READING

6. + 36 Tell students to read the texts on Page 71 quickly and identify the name of the character that corresponds to each paragraph.

Answersa. Robin Hood. b. Daniel Boone. c. El Zorro.

Error alert! False cognate Mayor = alcalde (NOT: mayor) Draw students’ attention to more examples of false cognates.

7. + Ask your students to choose the correct alternative and compare it with their predictions in Exercise 5.

Answersb.

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578. ++ Read the statements with the class. You can ask the whole

class to place all the statements under the corresponding character, or you can divide the class into three groups and ask each group to find either:

a. the statements related to one character, or b. the character corresponding to three of the statements

(Group 1 : a., b., c. Group 2: d., e., f. Group 3: g., h., i.).

AnswersPossible answersROBIN HOOD was generous, friendly and brave. He represents justice because he helped the poor by robbing the rich.DANIEL BOONE was brave. He represents freedom since he was a pioneer and frontier hero.EL ZORRO was rich, generous and kind. He represents justice since he fought the mayor´s bad deeds.

VocabularyAsk students to write down the words and meanings in their notebooks.

AnswersSpend: to pass time on some work, in some place.Arrow: a long, slender pointed weapon, usually having feathers fastened at the end as a balance, that is shot from a bow. Band: a group of people, animals or things acting or working together.Bow: a strong, flexible strip of wood or other material, bent by a string stretched between its ends and used for shooting arrows.Cabin: a small cottage, usually simply designed and built.Trail: a print, mark, or marks made by a person, animal, or object.

9. +++ Explain to your students that they are going to read another story about a famous mythological character. Invite them to read the text on Pages 6 and 7 of the Reading Booklet and then answer the questions meant to guide their reflection and help with comprehension.

PAGE 73

LANGUAGE FOCUS

USED TORemember that this section is meant to help students revise or discover a particular grammar structure by themselves.

Answers2. a. - ii. b. – used to3. When we want to talk about past habits or routines, we

use used to + the infinitive of verbs.

WB 16 Find more practice of this topic on Page 16 of the Workbook.

10. ++ Refer students to the structure they have revised in the Language Focus and tell them to use the visual clues to complete what these people remember.

AnswersWhen I was young, I used to play football and tennis. I also used to read a lot of sports magazines. When I was five, I used to go to the park every day and used to ride I my bike.

WB 17 Find more practice of this topic on Page 17 of the Workbook.

PAGE 74

11. ++ Before doing the exercise, ask students to have a look at the photo on Page 74 and make them guess what these children are talking about. Guide their answers telling students to use the information they collected inprevious exercises.

Then ask students to complete the dialog about past habits and routines.

12. ++ 36 Play the recording to allow students check their works. Draw their attention to speakers’ pronunciationand intonation.

Extra! You can use this dialog for ‘shadow reading’, making students read

aloud as they listen to the recording and repeat after each line.

TRANSCRIPT 36

Speaker 1: Are your habits different now that you’re a teenager?Speaker 2: Absolutely! To begin with, I used to like cartoons, but

I don’t like them anymore.Speaker 1: What about your activities?Speaker 2: I used to stay at home on weekends,

but now I prefer to go out with my friends.Speaker 1: Do you still play soccer?Speaker 2: No, I used to play soccer, but now I play basketball.

Useful expressionsRemind students to use the expressions in the box when making their own dialog.

13. +++ Ask students to copy the dialog in Exercise 11 in their notebooks, filling in the blanks with information that is true for them (past and present habits and routines).

Encourage students to practice and role-play this new dialog in front of the class.

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5814. + 37 Explain to students that they are going to listen to

some words from the texts and play the recording. Students first only listen and then listen and repeat paying special attention to the pronunciation of the parts in red in each word.

15. +++ Make students use the information they collected in Exercise 13 to complete the paragraph in their notebooks.

Extra! Invite students to write a copy of their paragraphs on a separate

sheet of paper and exchange it with a classmate. Invite them to keep their classmates’ paragraphs in their

notebooks.

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16. + Ask your students to write the name of the things that appear in the pictures. Explain that all the words appeared in the text.

Answers1. arrow. 2. bow. 3. cabin. 4. trail. 5. forest. 6. mask. 7. hunter. 8. Tornado.

17. ++ Encourage students to try to solve the crossword puzzle in pairs. Explain to them that they must read the clues and then identify the words in the list in Exercise 16.

AnswersDown: 1. Brave. 2. Honest. 4. Hardworking.Across: 3. Legendary. 5. Generous. 6. Kind.

18. Motivate fast learners to think about and choose their favorite cartoon character and fill in the chart. Remind them to copy and complete the chart in their notebooks.

You can assign this activity as homework for the rest.

PAGE 76

Lesson 2:

PEOPLE THAT CHANGED PEOPLE

Time Five class hours.

Objectives

Listen, and identify main ideas and specific information in a radio program about famous people from the past. Practice saying questions in the Past tense.Exchange information about past events.Write questions about a person’s life and work.Use used to.

Materials

CD, Tracks 38, 39, 40.Complementary Activities, Student’s Book, Page 93, Exercises 3, 4.Workbook, Page 18.

EvaluationEmbedded evaluation, Student’s Book, Page 77, Exercise 9; Page 78, Exercise 12.Reflections, Student’s Book, Page 77.

BEFORE LISTENING

1. + Start the lesson eliciting students' ideas about the difference between an invention and a discovery. Invite them to discuss ideas with their partners and come to an agreement. Encourage students to use English as much as possible, but allow Spanish if necessary as this is a stage in which you are not checking speaking skills.

Do not check answers at this stage.

2. ++ Ask students to write the word next to its definition in English.

Answersdiscovery: something new, learned or found in nature.invention: created thing, a thing that somebody created, especially a device or process.

3. ++ Tell students to write the name that corresponds to each invention.

Answersa. T.A. Edison. b. Marie Curie. c. The Wright Brothers. d. Albert Einstein.

Background information Marie Curie (born Maria Skodowska; also known as Maria

Skodowska-Curie; November 7, 1867 – July 4th, 1934) was a physicist and chemist of Polish upbringing and, subsequently, French citizenship. She was a pioneer in the field of radioactivity, the first twice-honored Nobel laureate (to this day, the only one to win the award in two different sciences) and the first female professor at the University of Paris.

She was born in Warsaw, Poland, Russian Empire, and lived there until she was 24. In 1891, she followed her elder sister to study in Paris, where she obtained her higher degrees and conducted her scientific work. She founded the Curie Institutes in Paris and Warsaw. She was the wife of fellow-Nobel-laureate Pierre Curie and the mother of a third Nobel laureate, Irène Joliot-Curie.

While an actively loyal French citizen, she never lost her sense of Polish identity. Madame Curie named the first new chemical element that she discovered (1898) ‘Polonium’ after her native country, and in 1932 she founded Radium Institute (now the Maria kodowska-Curie Institute of Oncology) in her hometown, Warsaw.

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59 The Wright Brothers. Orville (19th August 1871 – 30th January

1948) and Wilbur (16th April 1867 – 30th May 1912), were two Americans who are generally credited with inventing and building the world's first successful airplane and making the first controlled, powered, and sustained heavier-than-air human flight on 17th December 1903. In the two years afterward, the brothers developed their flying machine into the first practical fixed-wing aircraft. Although not the first to build and fly experimental aircraft, the Wright brothers were the first to invent aircraft controls that made fixed wing flight possible.

The brothers' fundamental breakthrough was their invention of ‘three axis-control’, which enabled the pilot to steer the aircraft effectively and to maintain its equilibrium. This method became standard on fixed wing aircraft of all kinds.

They gained the mechanical skills essential for their success by working for years in their shop with printing presses, bicycles, motors, and other machinery. Their work with bicycles in particular influenced their belief that an unstable vehicle like a flying machine could be controlled and balanced with practice.

Thomas Alva Edison (February 11th, 1847 – October 18th, 1931) was an American inventor and businessman who developed many devices that greatly influenced life around the world, including the phonograph and a long lasting light bulb. Dubbed ‘The Wizard of Menlo Park’ by a newspaper reporter, he was one of the first inventors to apply the principles of mass production to the process of invention, and therefore is often credited with the creation of the first industrial research laboratory.

Edison is considered one of the most prolific inventors in history, holding 1,093 U.S. patents in his name, as well as many patents in the United Kingdom, France, and Germany.

Edison became a telegraph operator after he saved three year-old Jimmie MacKenzie from being struck by a runaway train. Jimmie's father, station agent J.U. MacKenzie of Mount

Clemens, Michigan, was so grateful that he trained Edison as a telegraph operator.

In 1866, at the age of 19, Thomas Edison moved to Louisville, Kentucky, where as an employee of Western Union he worked the Associated Press bureau news wire. Edison requested the night shift at work which allowed him plenty of time to spend at his two favorite pastimes - reading and experimenting.

Some of Edison's earliest inventions were related to telegraphy, including a stock ticker. His first patent was for the electric vote recorder, (U. S. Patent 90,646), which was granted on June 1st, 1869.

Albert Einstein (March 14th, 1879 – April 18th, 1955) was a German born theoretical physicist. He is best known for his Theory of Relativity and specifically mass–energy equivalence,

E = mc2. Einstein received the 1921 Nobel Prize in Physics "for his services to Theoretical Physics, and especially for his discovery of the law of the photoelectric effect."

Einstein's many contributions to physics include his special theory of relativity, which reconciled mechanics with electromagnetism, and his general theory of relativity, which extended the principle of relativity to non-uniform motion, creating a new theory of gravitation. His other contributions include relativistic cosmology, capillary action, critical opalescence, classical problems of statistical mechanics and their application to quantum theory, an explanation of the Brownian movement of molecules, atomic transition probabilities, the quantum theory of a monatomic gas, thermal properties of light with low radiation density (which laid the foundation for the photon theory), a theory of radiation including stimulated emission, the conception of a unified field theory, and the ‘geometrization’ of physics.

Works by Albert Einstein include more than fifty scientific papers and also non-scientific books. Einstein is revered by the physics community, and in 1999 Time magazine named him the ‘Person of the Century’. He is probably the most recognized scientist in history, as well as one of the most important, counted among or even surpassing the achievements of Galileo, Isaac Newton, and Charles Darwin. In wider culture the name ‘Einstein’ has become synonymous with genius.

4. +++ Ask students to read the sentences and then relate them to a character in Exercise 3. Do not check answers at this point.

5. + Tell students to read the words in the Vocabulary box, and then predict the content of the text.

Target strategy: QuestioningDraw students´ attention to this strategy and explain it to them. Ask students to write a couple of questions they would like the recording to answer. In this way, students will develop their skills of listening for details.

PAGE 77

LISTENING

Target strategy: Focusing attentionRemind students to focus only on the relevant information to their purpose while they are listening. Also, tell them to take down notes.

6. + 38 Play the recording once. Students listen and check their predictions in Exercise 5.

Answersa. T. A. Edison. b. Marie Curie. c. Albert Einstein. d. The Wright Brothers.

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607. ++ 38 Students listen again, circle the correct answer and

explain their answers. Radio quiz: General knowledge contests organized by a radio

station. They used to be very popular in the past as audiences enjoyed hearing people like themselves being put to a challenge. In this sense, the quiz show can be considered as an ancestor to the reality TV program.

Radio interview: An exchange between a journalist or presenter and a source who explains, portraits, witnesses or declares information that is relevant to the audience.

Answersa. i. b. ii.

8. +++ 38 Play the recording once more. Students listen and underline the correct alternatives in each sentence.

Answersa. 1867, medal, 1890, Physics. b. inventor, 1,000, phonograph, 1, 99.

Error alert! Perspiration (NOT: transpiration) Watch out for more incorrect language transfer from Spanish.

TRANSCRIPT 38

Presenter: Today, in our Quiz show ‘Who is Who’, we have people famous for their inventions, discoveries, and contribution to society. Guess their identities and phone 2212 35 70 with your answer. Can you tell our audience when and where were you born?

Character 1 (Marie Curie): I was born in Warsaw, in 1867. Character 2 (T. A. Edison): I was born in Ohio, U.S.A., in 1847.Presenter: Where did you study?Character 1 (Marie Curie): I graduated from the Liceum when I was 16 and

won a gold medal. I couldn’t go to university in my country because I was a woman. In 1891, I went to Paris, where I studied mathematics, physics, and chemistry and became the first female professor.

Character 2 (T. A. Edison): I didn’t go to school. My mother taught me reading,

writing, and arithmetic at home. Presenter: What was your contribution to society?

Character 1 (Marie Curie): I did my first scientific work in 1890. I discovered

radioactivity and radium by accident. In 1903, I received the Nobel Prize in Physics.

Character 2 (T. A. Edison): I invented more than 1,000 different things that

changed the way people lived! My greatest inventions include the light bulb, the phonograph, the motion-picture camera, electric batteries… Ah! I also improved the telephone!

LANGUAGE FOCUS

QUESTIONS IN THE PAST SIMPLE TENSE

Remember that this section is meant to help students revise or discover a particular grammar structure by themselves.Ask students to revise the examples, paying special attention to the words in bold.

Answers2. To ask questions in the Past Simple tense in English, we

use the auxiliary did and the base form of the verb.

9. ++ Invite students to revise what they have learned and then write the questions a - d using the clues.

Answersa. Did you win a gold medal? b. Did you go to the university? c. What did you discover? d. How many things did you invent?

VocabularyDraw students´ attention to the words in the box after they listen to the recording for the first time. You may want to resort to illustrations or drawings in order to clarify meaning.

PAGE 78

10. ++ 39 Play the recording and ask students to check their answers. Then play the recording again and make students listen and repeat after each question.

TRANSCRIPT 39

Speaker: Did you win a gold medal? Did you go to university? What did you discover? How many things did you invent?

11. ++ 40 Motivate students to put the conversation between Kelly and Andy in order. Then, explain that they will listen to the recording to check their answers.

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61

TRANSCRIPT 40

Kelly: Did you finish the homework about famous scientists?Andy: Yes, I wrote about Albert Einstein.Kelly: What did he do?Andy: He developed the Theory of Relativity. Kelly: Did he win any prizes?Andy: Yes, he received the Nobel Prize in Physics in 1921. Kelly: Did he write any books?Andy: No, but he wrote more than 300 scientific papers.

12. +++ Encourage students to practice and role-play the dialog in Exercise 11 in pairs, taking turns to play both roles.Invite some pairs to act the dialog out in front of their classmates.

13. +++ Make students revise the content of the Language focus. Invite them to think about a famous scientist or inventor from the past they would like to know more. Encourage them to write four questions they would have liked to ask him/her in their notebooks.

Extra! As homework, ask students to find the answers to the questions

they wrote and take notes. Next class, tell students to share their notes with their classmates.

14. Motivate fast learners to look at the pictures of the inventions and then locate them on the timeline.

AnswersFrom oldest to newest: wheel, abacus; fireworks, printing press, telescope, telephone, computer, Internet.

PAGE 79

TRAVEL BACK

The activities in this section provide material to check and revise students' progress and information about any points that the majority of students may have problems with.

Make sure they understand what they are expected to do and then give enough time to answer individually. Before starting to work, remind students to do all the activities in their notebooks.

Answers1. a. Because he gave them what he robbed from rich people. b. Because he opened a trail (path) in the frontier with the

Indian territory. c. Because he had a secret identity.2. Robin Hood Daniel Boone El Zorro

Archery, forest. Hunter, expedition. Horse rider, secret.

3. a. 2. b. 4. c. 3. d. 14. a. T.A. Edison. b. Marie Curie. c. T.A. Edison.5. used to cry, used to eat, used to go, used to play. 6. a. Where did Marie Curie study mathematics? b. Did Thomas Edison invent the television?

PAGE 80Lesson 3: FLORENCE NIGHTINGALE, A WOMAN OUT OF HER TIME

Time Five class hours.

Objectives

Read, listen, and identify main ideas and specific information in a text containing biographical information. Exchange information about biographical information.Practice repeating a limerick.Write notes about biographical information. Use connectors.

Materials

CD, Tracks 41, 42, 43.Complementary activities, Student’s Book, Page 93, Exercise 3Workbook, Pages 19, 20.

EvaluationEmbedded evaluation, Student’s Book, Page 81, Exercise 7; Page 82, Exercises 8, 9.Reflections, Student’s Book, Page 83.

BEFORE READING

1. + Ask students to look at the pictures and then answer the questions.

Target strategy: Recalling previous knowledgeRemind students of the importance of using their previous knowledge to connect the new information they are about to learn.

AnswersIsabel Allende, Sor Teresa de los Andes, Gabriela Mistral. They are all important Chilean women.

2. + Motivate students to find information about other inspiring women. Encourage them to write a list of their names in their notebooks and write some notes of the contributions that made them relevant to history.

3. ++ Encourage students to think about the topic of the text by using the visual clues. Also, allow students to give their own opinions without correcting them.

4. + Tell students to read the words in the Vocabulary box and then find them in the text. Later, ask students to write the meaning of the words and answers a - c in their notebooks.

T.A. Edison. T.A. Edison.

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62Vocabulary

AnswersAward: line 19.Frail: line 33.Nurse: lines 5, 8, 14, 15.sergeant: line 38.tombstone: line 40.a. The most famous award is the Nobel Prize.b. Nurses usually work in hospitals.c. A tombstone is made of granite.

5. +++ Ask students to match the words in the list with their synonyms in the Vocabulary box. Remind them to do this activity in their notebooks.

Answersa. sergeant. b. tombstone. c. award. d. frail. e. nurse.

PAGE 81READING

6. + 40 Students read the text quickly, just to check their predictions in Exercise 3. You can use the CD to allow students listen to the recorded version of the text as they read.

Answersc.

7. ++ Read the headings with the class and make sure students know the type of information required to complete the fact file. Check answers on the board. Ask them to copy and complete the file in their notebooks. Then, check answers on the board.

AnswersName: Florence Nightingale.Date of birth: May 12th, 1920.Place of birth: Florence, Italy.Studies: at home.Profession: nurse.Place of work: Salisbury Royal Infirmary; the war in Crimea.Book published: Notes on Nursing.Other interesting information: Queen Victoria and PrinceAlbert gave her an award; she opened the Nightingale Training School for Nurses in London; she invented modern nursing; she got ill and couldn’t walk, but worked from home for 30 years.Date of death: August 13th, 1910.

PAGE 82

8. ++ Invite students to read the sentences and find one word in the text to describe the way in which the actions were performed.

Answersa. Firmly. b. Quickly. c. Hard. d. Quietly.

Error alert! She found her first paid job (NOT: work).

WB 19 Motivate students to read the poem Florence Nightingale, on Page 19 of the Workbook, and compare the two ways in which the same information is narrated (as a biography and as a poem).

Did you know that…Let students read this section on their own and share comments in their groups. For more information on this section, see Page 8 of the Introduction.

LANGUAGE FOCUS

CONNECTORS Remember that this section is meant to help students revise or discover a particular grammar structure by themselves.1. Ask students to revise the examples, paying special attention

to the words in bold.2. Help students identify the type of information required.

Answers2. a. two. b. with: while, then, where. c. while: ii. then:

i. where: iii. 3. When we want to connect ideas of place and time, we can

use the words where, while, and then.

9. +++ Refer students back to the Language Focus and ask them to write a paragraph describing the events in the biography that called their attention using where, while, and then. Encourage them to explain why they think those events in particular are interesting to them.

10. ++ Refer students to revise the information in the Language focus and then complete the sentences a – d with an aproppriate connector.

Answersa. then. b. where. c. While.

PAGE 83

11. + Invite students to write notes about their own life. Tell them to think about important dates and facts and then complete the fact file in their notebooks.

12. +++ 42 Motivate students to use the information in Exercise 11 to exchange information in pairs. Tell them to listen to the example and use the questions as clues.

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63

TRANSCRIPT 42

Speaker 1: I was born in 2000; how about you?Speaker 2: I was born in 2001.Speaker 1: Where do you live?Speaker 2: I live in the center of the city.

Useful expressionsEncourage students to use the expressions in the box which are phrases people use to talk about personal information.

13. + 43 Students first only listen. Then, they listen and repeat the limerick.

14. +++ Make students underline the most important events in Florence Nightingale’s life.

15. Then tell them to compare the events they underlined with their partners and ask them to reach an agreement. Finally, students write the underlined sentences in the text and write a brief summary of the biography.

Extra! Ask students to practice summarizing short biographies of

famous people at home. They can be their favorite sports people, tv / movie stars, musicians, etc.

16. EInvite fast finishers to read the words in the Vocabulary box on Page 80 again. In their notebook, encourage them to complete a file for each word as in the example. You can assign this activity as a homework to the rest of the class.

PAGE 84

Lesson 4: WHO I AM

Time Five class hours.

Objectives

Listen, and identify main ideas and specific information in an interview.Exchange information about personality traits.Practice the sounds /ʌ /, /ɑr/, /æ/Write a short paragraph describing personality. Use adjectives.

Materials

CD, Tracks 44, 45, 46.Complementary Activities, Student’s Book Page 92, Exercises 1, 2.Workbook, Page 21.

EvaluationEmbedded evaluation, Student’s Book, Page 85, Exercise 9; Page 86, Exercise 12.

BEFORE LISTENING

1. + Start a conversation among your students about the picture on Page 84. Ask them to identify the main character in it.

AnswersHarry Potter.

2. + Ask students if they know the actor’s name and his age.

Background information Daniel Radcliffe was born on July 23rd, 1989, in England.

Daniel’s acting debut was on 1999 in the television movie David Copperfield playing the young version of the main character, but the consolidation of his career was on 2001 in Harry Potter and the Philosopher’s Stone. The first mature film role Radcliffe played was in the thriller The Woman in Black (2012). He played a widowed lawyer who gets mixed up in super natural trouble.

Adapted from: (2013) Daniel Radcliffe – Biography. Retrieved August 2, 2013, from: http://www.biography.com/people/daniel-radcliffe-16635755?page=2

Emma Watson was born on April 15th, 1990, in Paris. Five years later she moved with her mother to Oxfordshire. Emma was 9 when she was discovered by casting agents who travelled to many schools around England looking for talented children. At the age of 10 Watson began filming her first role as Hermione Granger in Harry Potter & the Philosopher’s Stone.

Adapted from: (2013) Emma Watson – Biography. Retrieved August 5, 2013,from: http://emma-watson.net/

Harry Potter is a series of seven fantasy novels written by British author J. K. Rowling. The books chronicle the adventures of the eponymous adolescent wizard Harry Potter, together with Ron Weasley and Hermione Granger, his best friends. The central story arc concerns Harry's struggle against the evil wizard Lord Voldemort, who killed Harry's parents in his quest to conquer the wizarding world, after which he seeks to subjugate the Muggle (non-magical) world to his rule. Since the release of the first novel Harry Potter and the Philosopher's Stone in 1997 (Harry Potter and the Sorcerer's Stone in the United States), the books have gained immense popularity, critical acclaim, and commercial success worldwide. The series has spawned films, video games, and Potter-theme merchandise. As of April 2008, the seven-book series has sold more than 375 Million copies and has been translated into more than 64 languages. The seventh and last book in the series, Harry Potter and the Deathly Hallows, was released on 21st July 2007. Publishers announced a record-breaking 12 million copies for the first print run in the U.S. alone. The success of the novels has made Rowling the highest-earning novelist in history. English language versions of the books are published in the United Kingdom, in the United States, in Australia, and in Canada.

: I was born in 2000; how about you?

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64 There are seven books in the Harry Potter series: Harry Potter and the Philosopher's Stone (26th June 1997) Harry Potter and the Chamber of Secrets (2nd July 1998) Harry Potter and the Prisoner of Azkaban (8th July 1999) Harry Potter and the Goblet of Fire (8th July 2000) Harry Potter and the Order of the Phoenix (21st June 2003) Harry Potter and the Half-Blood Prince (16th July 2005) Harry Potter and the Deathly Hallows (21st July 2007)

Target strategy: Recalling previous knowledgeEncourage students to anticipate what they will listen to by having a look at the images and title.

3. ++ Encourage students to work in pairs to do this activity.

4. +++ Ask your students to guess the questions they think Kelly asked the actors. Do not check answers at this point.

5. + Make sure students read the words in the Vocabulary box, look up their meaning and write it down in their notebooks.

Vocabulary

AnswersPastime: an activity or entertainment which makes time pass pleasantly. Star-sign: another name for sign of the zodiac.

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LISTENING

Target strategy: MonitoringRemind students to evaluate their predictions and adjust them as they listen to the recording.

6. + 44 Students listen to the interview and check their predictions in Exercise 3. Remind them of the importance of paying special attention to all the familiar words they can identify.

7. + 44 Help students recognize the purpose of the interview.

Answersc.

8. ++ 44 Students listen to the interview again and check if the interviewer asked any of the questions they ticked in Exercise 4.

Answersa. c.

9. +++ 44 Students listen to the recording again and complete the chart in their notebooks.

Answers

Name Daniel Radcliffe Emma WatsonNickname Dan EmBorn on 23rd July, 1989 15th April, 1990Starsign Leo AriesPersonalcharacteristics

proud, responsible, romantic, stubborn arrogant

competitive, impulsive, quick-tempered, loyal

Pets Two dogs - Binka and Nugget

Two cats: Bubbles and Domino

Favorite Pastimes Play Station Playing hockey

TRANSCRIPT 44

Sarah: Your name is Daniel Radcliffe, but have you got a nickname?

Daniel: Oh! Sure! Everybody calls me Dan.Sarah: Dan, when and where were you born?Daniel: I was born on the 23rd of July, 1989, in London.Sarah: So, your star sign is Leo. Daniel: Yes. I’m proud, responsible, and romantic, but I can be a

bit stubborn and arrogant, too.Sarah: What about your everyday life? Have you got a pet?Daniel: Two dogs - Binka and Nugget.Sarah: What do you like doing in your free time?Daniel: I love playing video games and football - I support

Fulham Football Club.Sarah: And you, Emma, have you got a nickname?Emma: Yes, my nickname is Em.Sarah: When and where were you born?Emma: I was born on April 15th, 1990, in Oxford. Sarah: Are you a typical Aries?Emma: Yes. I’m very competitive, impulsive, and quick-tempered,

but I’m devoted and loyal to friends and family. Sarah: Do you like animals?Emma: Yes! I love cats – I’ve got two: Bubbles and Domino.Sarah: What are your favorite pastimes?Emma: I love playing hockey.Sarah: Did you know that Aries is most compatible with Leo?Emma: No, I didn’t know. I think it’s great!

Did you know that…Let students read this section on their own and share comments in their groups. Invite them to find and add more new words to the list in Exercise 1 of the Complementary Activities, on Page 92 of the Student’s Book.

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65LANGUAGE FOCUS

DESCRIBING PERSONALITYRemember that this section is meant to help students revise or discover a particular grammar structure by themselves.1. Ask students to revise the examples, paying special attention

to the words in bold.2. Help students identify the type of information required.3. Students complete the rule.4. Motivate students to classify the words according to their meaning.

Ask them to copy and complete the table in their notebooks.Answers

2. b.3. Words such as proud, romantic, impulsive, etc. are used to describe our personality.4. Positive Negative

Proud, responsible, romantic, devoted, loyal

Stubborn, arrogant, competitive, impulsive, quick tempered

WB 21 Find more practice of this topic on Page 21 of the Workbook.

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10. ++ Invite students to go back to Page 48 of the Students’ Book and revise the words in Exercise 13. Encourage students to look up the meaning of the words in a dictionary.

Answersanti-social : a person who does not like being with other people. decent: socially acceptable or good.friendly: behaving in a pleasant, kind way towards someone (opp.: unfriendly)generous: willing to give money, help, kindness, etc. hardworking: a person who always puts a lot of effort and care into work.honest: telling the truth or able to be trusted.kind: generous, helpful, and thinking about other people’s feelings. lazy: not willing to work or use any effort.mean: not willing to give or share things, especially money. Unkind or unpleasant. nasty: very unpleasant, unkind, rude or offensive.naughty: a person who behaves badly. nice: kind, friendly, or polite. obedient: doing what you have been told. obstinate: unreasonably determined to act in a particular way and not to change at all. sociable: describes someone who likes to meet and spend time with other people.

Extra! Ask students to choose three words from the list and write three

sentences using them.

11. + 45 Play the recording. First, students only listen. Then, play the recording again and ask students to listen and repeat the words paying special attention to the different pronunciation of the vowel sounds / ʌ /, / ɑr /, /æ/.

12. +++ 46 In pairs, students use the phrases in bubbles A and B to write a dialog between Fernando and Kelly. Remind them to do this activity in their notebooks.

Then, play the recording and let them check/compare their answers.

TRANSCRIPT 46

Kelly: Fernando, when were you born?Fernando: On May, 10th. Kelly: What is your star sign?Fernando: Taurus. I’m gentle, patient, and have a good sense

of humor. Kelly: My star sign is Sagittarius. I was born on November, 30th. Fernando: What are the sign characteristics? Kelly: We are happy, optimistic, and independent.

Useful expressionsRemind students to use the expressions in the box when making their own dialog.

13. +++ Invite students to replace the information in the dialog so that they talk about themselves. Encourage students to practice and then role-play the new dialog in front of their classmates. Remember to take an active role in pair formation, so that students do not always work with the same partner, to take full advantage of the variety of learning styles and abilities.

You can also ask your students to vote for the best performance.

14. +++ Refer students to the information about star signs on Page 69 of the Student’s Book, and ask them to write a short paragraph describing their personalities. Set a word limit for this activity and ask your students to write a maximum of 20 words. in their notebooks.

Extra! You can ask students to choose a classmate, write a description

of his/her personality, and then compare it with the classmate’s own paragraph.

WB 21 Find more practice of this topic on Page 21 of the Workbook.

15. Motivate fast finishers to read their descriptions aloud and invite the rest of the class to express their opinions.

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66PAGE 87

TRAVEL BACK

These activities provide material to check and revise students' progress and information about any points that the majority of students may have problems with. Make sure they understand what they are expected to do and then give enough time to answer individually. Before starting to work, remind students to do all the activities in their notebooks.

Answers1. a. In Italy. b. In 1844. c. Queen Victoria and Prince Albert.

d. A book on nursing.2. Nurse - A person who takes care of sick people. Award - A prize.3. a. Emma. b. Daniel. c. Daniel. d. Emma.4. a. London. b. football. c. 1990. d. impulsive.5. a. – iii. b. – iv. c. – i. d. – ii. 6. where, Then, When, When.

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Lesson 5: INFLUENTIAL LIVES

Time Three classes.

ObjectivesPrepare, draft, edit, and write a final version of a biography.

Materials Workbook, Page 22, Exercises 1, 2, 3, 4, 5.Evaluation Writing box, Student’s Book, Page 89.

HAVE A LOOK AT... a biography

In this lesson, students will learn to write a biography. Before the writing process starts, it is necessary to analyze a model of the text they are going to write. This section of the lesson will guide them in this important analysis with questions and activities that will help them discover the structure and format of a biography, as well as help them reflect on the type of language that is often used in this type of text.

1. Explain that they are going to write a short biography of a very important person from the past. Share some background information.

Background informationBiographies analyze and interpret the events in a person's life. They are often about historical figures, but they can also be about people still living.Many biographies are written in chronological order. Some group time periods around a major theme and others focus on specific topics or accomplishments.

Biographers use primary and secondary sources:Primary sources are things like letters, diaries, or newspaper accounts.Secondary sources include other biographies, reference books, or histories that provide information about the subject of the biography.

Invite students to read Thomas A. Edison’s biography and give some time to analyze its organization.

2. Ask students to answer questions a – c.

Answersa. Two: Present Simple and Past Simple.b. The Past Simple.c. Events in early life in the 2nd paragraph. Events in adult life in the 3rd paragraph.

WB 22 Find more practice of this topic on Page 22 of the Workbook.

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ORGANIZING

3. Read aloud some useful information about the man inthe picture.

Background information Martin Luther King Jr. was born on January 15th, 1929 in

Atlanta, in the U.S. He was a civil-rights activist that played an important role in ending the legal segregation of African-American citizens. Martin Luther King Jr received the Nobel Peace Prize in 1964, at the age of 35. On April 1968 King was assassinated. He is one of the most lauded African-American leaders in history and is remembered by his 1963 speech “I have a dream that my four children will one day live in a nation where they will not be judged by the color of their skin ”.

Adapted from: (2013) Martin Luther King Jr. – Biography. Retrieved August 5, 2013, from: http://www.biography.com/people/martin-luther-king-jr-9365086

Invite students to transform the notes about Martin Luther King into full sentences. Have them revise the timeline and find the missing information to complete it.

DRAFTING

4. Now students organize the sentences they wrote into a full text. Remind them to use connectors and encourage them to follow the model in Exercise 1.

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67EDITING

5. Ask students to check their rough draft with the list in the Writing box. They can also exchange works with a partner and ask him / her to correct the text. After that, students write a final version of Luther King’s biography.

PUBLISHING

6. Organize a class activity in which you can use the Internet to visit this non-profit website.

• KIdsWWwrite http://www.kalwriters.com/kidswwwrite/. Explain to students this is a website of biographies which

accepts contributions from young writers. Guide the activity in such a way students can submit their biographies to the page.

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Kelly Hardrock: School reporter

Episode 3:

The most useful invention 47

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

Creative skillsThe 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 decide how this

story could be change if some events, attitudes or roles were different.

2. Encourage them to write a new comic strip including their ideas and role-play their alternative comic strip in front of the class.

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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).

Answers1. a. - v. b. - xii. c. - x. d. - viii. e. - vii. f. - viii. g. - ii. h. - ix. i. - vi.

j. - iii. k. - ii. l. - i.2. He likes everything to be in the right place all the time. (fussy). He always wants to know what everybody else is doing. (nosy) He’s bright and lively one minute, and bad-tempered the next. (moody) But he always thinks fast to say the funniest things.(cheeky, witty) (Source: http://dictionary.cambridge.org/dictionary/learner-english/)

3. Name: Tim Berners-LeeDate of birth: June 8th, 1955Nationality: BritishSchool: Emanuel SchoolUniversity: Queen's College at Oxford UniversityMain events in life: In 1978 Tim wrote among other things typesetting software for intelligent printers, and a multitasking operating system. Between Jun-Dec 1980 he worked as consultant software engineer at CERN, the European Particle Physics Laboratory in Geneva, Switzerland, where he wrote his first program for storing information including using random associations. Named ‘Enquire’, and never published, this program formed the conceptual basis for the future development of the World Wide Web. In 1989, he proposed a global hypertext project, to be known as the World Wide Web. Based on the earlier ‘Enquire’ work, it was designed to allow people to work together by combining their knowledge in a web of hypertext documents. Through 1991 and 1993, Tim continued working on the design of the Web, coordinating feedback from users across the Internet. (Source: Fascinating facts about Tim Berners-Lee inventor of the World Wide Web in

1991. Retrieved May 30, 2013, from http://www.ideafinder.com/history/inventors/berners-lee.htm)

4. a. Picture 1: telephone. Picture 2: car. Picture 3: airbag. Picture 4: computer. Picture 5: microwave oven. Picture 6: game console.

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PROJECT

This section includes final synthesis activities meant to allow students reflect, consolidate and integrate knowledge, and revise their learning process.

They also provide the opportunity to present the language in a significant context and to internalize language patterns that they may use later on.

Read the instructions aloud and make sure that all students understand clearly what they are expected to do.

Set a date and time for the oral presentations.

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68After each presentation, give students enough time to evaluate their performance using the prompts provided.

Evaluate students’ performance and give them feedback. You can use the Project Evaluation rubric on Page 99 of the Teacher’s Book.

If possible, visit the following websites with your class. They can serve as a useful complementary resource for the project of the Unit.http://www.womeninventors.com/http://www.disaboom.com/blind-and-visualimpairment/10-famousblind-people-who-changedthe-worldhttp://www.biographyonline.net/people/inspirational/

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 students understand what they are expected to do in each activity. Encourage them to give honest answers in order to detect their strengths and weaknesses.

Before starting to work, remind students to do all the activities in their notebooks. Check students’ results and revise any points that the majority of them had problems with.

Answers1. 48 I - b. II - a. III - c.2. a. 3 b. 6 c. 1 d. 5 e. 4 f. 23. Christopher Columbus.

4. 49 a. - i. b. - ii.5. a. False. b. True. c. True.

TRANSCRIPT 49

Presenter: Good evening, ladies and gentlemen. Today we are talking to a very importantcharacter from the past. He is perhaps the most famous navigator and explorer and today he will tell us about his experiences. Sir, what can you tell us about your life?

Character: Good evening. I was born in Italy in 1451. My father was a merchant and when I was 13 I found sea journeys very exciting, so I began to travel to many lands. I was absolutely sure that the earth was round and King Ferdinand and Queen Isabella of Spain gave me money to find a new route to China. I had three ships: The Niña, the Pinta and the Santa Maria.

On 12th October, 1492, the Pinta first spotted what I called San Salvador. Next, we arrived in Cuba and finally we went to a place I called Hispaniola.

6. Students´ own answers.

7.

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

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

Student can’t report any event in your life to your classmates.

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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 write a list of remedial actions to improve their performance in the future.

Finally, ask students to set three goals for the aspects they would like to improve and make them write their goals in their notebook.

EXTRA TESTEXTRA TEST

READING 50

1. Read the text and check (✔) the correct answer. What type of text is it? 1 point

a. ____ A short story. b. ____ A short biography. c. ____ A piece of history.

2. Read the text again. Number the events in chronological order. 6 points

a. ____ Pocahontas arrived in England. b. ____ Pocahontas made English friends. c. ____ The English colonists arrived in Virginia. d. ____ Pocahontas gave food to English colonists. e. ____ Pocahontas got married. f. ____ John Smith returned to England.

3. Read the text again. Are these sentences facts (F) or inferences (I)? 5 points

a. ____ Pocahontas became very famous in England. b. ____ Pocahontas was very important to English colonists. c. ____ John Smith returned to England because he was injured. d. ____ Pocahontas believed John Smith was dead. e. ____ Pocahontas and John Smith did not have a romantic relationship.

POCAHONTAS

Pocahontas was a Native American woman. She married an Englishman, John Rolfe, and went to London where she became a celebrity.

We know very little about Pocahontas's early childhood. She was born in Chesterfield County, Virginia. She was the daughter of Powhatan.

In April 1607, when the English colonists arrived in Virginia and began building settlements, Pocahontas was about 10 to 12 years old, and her father was the leader of the Powhatan Confederacy.

Pocahontas began a friendly relationship with one of the colonists, John Smith, in the Jamestown colony, and she often went to the settlement and played games with the boys there. During a time when the colonists were starving, Pocahontas brought them food that saved many lives.

An injury from a gunpowder explosion forced Smith to return to England in 1609 for medical care. The English told the natives that Smith was dead. Pocahontas believed Smith was dead until she arrived in England several years later, as the wife of John Rolfe.

There is no historical record that Smith and Pocahontas were lovers. This romantic version of the story appears only in fictionalized versions of their relationship.

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70LISTENING – AN IMPORTANT SCIENTIST

4. 51 Listen to the recording and check (✔) the best answer. Who is the interviewee? 1 point

a. ____ A very famous scientist.

b. ____ A university professor.

c. ____ A famous journalist.

5. 51 Listen again and underline the incorrect information in each sentence. 4 points

a. He was born in France.

b. When he was a child, he often played the piano.

c. He won the Nobel Prize in 1931.

d. His most famous theory is called the theory of reality.

6. 51 Listen again and number the sentences in the order you hear them. 5 points

a. ____ Only a few people could understand them.

b. ____ He found school very boring.

c. ____ He put his ideas together.

d. ____ He often skipped classes.

e. ____ He revolutionized science.

WRITING

7. Think about important dates and facts of your own life and then write a short biography. Mention your name, date and place of birth, age when you started school, place where you live, and any other important facts. 6 points

TOTAL SCORE28 pts

Keep trying Review! Well done!21 - 28

Excellent!14 - 207 - 130 - 6

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71ANSWERS TO EXTRA TEST UNIT 3

1. b.2. a. b. d. f. e. a.4. b.5. a. France. (Germany). b. piano (violin). c. 1931 (1921). d. reality (relativity).6. b. d. c. a. e.

TRANSCRIPT 51

Presenter: Good evening, ladies and gentlemen. This is our section ‘People who Changed our Lives’, with Professor Edward Wilson. Good evening, Professor Wilson.

Professor: Good evening, everybody. Today, I’m going to talk about a very important scientist, perhaps the most important one of the last century.

Presenter: Are you talking about Albert Einstein?Professor: Exactly.Presenter: What can you tell us about him, Professor Wilson?

Professor: He was born in Ulm, Germany, in 1879. A curious fact is that he found school very boring, so he often skipped classes to play his violin!

Presenter: Did he want to become a musician?Professor: To be honest, I don’t know. Probably he didn’t. His

main concern was to learn about the rules that govern the world. In 1921, he won the most famous prize in science, the Nobel Prize.

Presenter: Why was he so important?Professor: He put his ideas together in the theory of relativity.

His theories made him famous, but only a few people could understand them.

Presenter: Have other people used his work?Professor: After he died, other scientists proved that he was

right and they are still working on his theories. He revolutionized science and helped new scientists come into the atomic age!

Presenter: Thanks, Professor Wilson.

WRITING

7. Check that students organize the information properly to writea short biography. You can assign marks according to these criteria.

6 points 5 points 4 points 3 points 2 point 1 point

Student can provide all the information required in the biography, without any spelling mistakes.

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

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

Student can provide a little of the information required in the biography, and makes a lot of spelling mistakes.

Student can provide only one piece of information in the biography.

Student can’t provide any information in the biography.

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UNIT 44 UNIT DIFFERENT PEOPLE, DIFFERENT LIVESDIFFERENT PEOPLE, DIFFERENT LIVES

In this unit you will use the following skills: Listening

Listen and identify specifi c information in an interview and in a conversation related to life in other countries and communities by:• identifying speakers,• identifying purpose of a message,• extracting specifi c information,• using key words to get the general meaning.

Reading

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

• comparing the presentation of the same topic in two diff erent types of text.

Speaking

Exchange information and express opinions in short dialogs about:• life in other countries,• personal experiences.

Writing

Write a short paragraph and an interview:• comparing life in diff erent places,• describing a funny celebration and a festival,• using vocabulary related to the unit,• identifying the text structure of an interview.

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GETTING READY

1. Introduce the unit asking your students to look at the pictures and answer the questions in groups. Make sure they focus their attention on the differences among the pictures, but that they also find some similarities (for example: they are all children, they look different; they all seem to be happy). Encourage students to use English as much as possible, but allow Spanish if necessary.

Answers1. a. Children from all over the world. b. In the first two pictures, there are wo groups of children who

are playing. The other two pictures show two pair of siblings. All the children are from different parts of the world.

c. Some of them come from an oriental country; some of them Europe, perhaps The Netherlands; some of them come from South America (Chile, because they are wearing typical clothes); some of them come from India or Pakistan.

d. They are similar because they are children with more or less the same interests such as games and music. They are different because they wear different clothes, have different customs, eat different kinds of food, etc.

2. Encourage students to work in pairs to do this activity. Then, check answers orally.

AnswersThe longest country: ii; Italian flag color: iii; Obama´s origin: i; Japanese national sport: i; Irish honor: ii.

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BEFORE YOU START

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.Before starting this unit, students need to know:Adjectives and nounsTime expressions related to Past Simple tenseCountries and nationalities

Remind students to copy and complete the diagram in Exercise 3 in their notebooks.

Answers 1. Chile, China, France, Germany, Ireland, Spain, Japan, UK, USA.

Students´ own answers.2. Students´ own answers. 3. JAPAN: in Asia / island nation surrounded by Sea of Japan

and Pacific Ocean / 127 million people / Tokyo, Osaka, Nagoya, Sapporo cities / Japanese language / dishes: sushi, sashimi, tempura / sports: sumo, karate, judo, ninjutsu, kendo, jujutsu, aikido.ITALY: in Europe / borders: Austria, France, Vatican, San Marino, Switzerland / 61 million people / capital city: Rome / Italian, German, French, Slovene / dishes: pizza, spaghetti, lasagne, risotto / sport: soccer.SIMILARITIES: over 300,000 square kms / earthquakes / volcanoes.

4. a. ii. b. i. c. iii. d. ii.

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Lesson 1:

EXPERIENCES IN A FOREIGN COUNTRY

Time Five class hours.

Objectives

Read, listen, and identify main ideas and specific information in an interview and a poem. Exchange information about life in other countries.Write a short dialog comparing life in different countries. Use comparatives.

Materials

CD, Tracks 52, 53.Complementary activities, Student’s Book Page 120, Exercises 1, 2. Workbook, Pages 23, 24.

EvaluationEmbedded evaluation, Student’s Book, Page 102, Exercises 10, 11, Page 14, Exercise 14.Reflections, Student’s Book, Page 103.

BEFORE READING

Target strategy: Making connectionsEncourage students to make connections with their knowledge on this topic as they read the text.

1. + Encourage students to work in groups of three or four to answer the question and do the rest of the activities on the page.

2. ++ Invite students to read the list of countries and then locate them on the map.

AnswersSee the map.

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743. ++ Invite students to reflect on what they know about

England, France and Germany. Ask them to think about life in these countries and complete the sentences. Then, ask them to compare answers with their partners.

4. +++ Students think about three positive and three negative things of living in another country and then complete the chart.

5. +++ Explain to students that they are going to read and listen to two texts about life in one of the countries mentioned in Exercise 2. Ask them to guess the name of the country after looking at the words in the Vocabulary box. Do not check the answers at this point.

Then, instruct students to write the meaning of the words and answers a - d in their notebooks.

Vocabulary

AnswersCliff: a steep high rock face, especially one that runs along the seashore and has the strata exposed. Crash: to collide violently and noisily. Landscape: a section or area of natural scenery that can be seen from a single viewpoint.Wool: the fine, soft, curly hair that forms the fleece of some animals, especially sheep. a. Yes, there are cliffs in the south of Chile.b. Windows, glass, cars crash.c. Students´ own answers.d. It comes from sheep.

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READING 52

Target strategy: VisualizingWhile they read, motivate students to make pictures in their mind and visualize what the speaker(s) is (are) telling.

Background informationUsing fiction and non-fiction texts has proven to be an authentic way of introducing content. Fiction texts, when used together with non-fiction texts, can help students think critically about the content of the lesson. While non-fiction texts answer questions in a more straightforward manner, the structure of fiction texts may be less difficult for students to comprehend.Twin texts help encourage the enjoyment of reading while capitalizing on students’ fascination with facts.

Adapted from: Camp, D. (2000). It takes two: Teaching with twin texts of fact and fiction.The Reading Teacher, 53(5), 400-408.

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6. + Students read the two texts quickly and confirm or correct their predictions.

AnswersIreland

7. ++ Students read again to identify the kind of texts and explain their answers.

A piece of news: an item in a newspaper that gives information about a relevant current fact.

A song: a short musical composition with words. An interview: a conversation in which information is elicited,

often conducted by journalists. A poem: literary composition written in metrical feet forming

rhythmical lines. An advertisement: a public promotion of some product or

service sponsored on radio or television. A short story: a prose narrative shorter than a novel.

Answersb.

8. +++ Ask students to read the texts carefully and reflect on questions a – d. Explain to them that any interesting or coherent answer will be correct, as they have to express their opinions.

9. +++ Instruct students to copy the table in Exercise 9 in their notebooks and then, complete it with the information they collected. Invite some students to write their answers on the board and start a general conversation about the feelings and opinions expressed in the interview and in the poem.

10. +++ Motivate students to revise the interview again and identify the information required.

Answersa. woolen jumpers. b. Gaelic. c. carriages. d. lakes and mountains.

11. +++ Now students revise the poem again and find the information required to answer the questions.

Answersa. A Celtic goddess who searched for love. b. The country of Ireland.c. Because the people of Ireland “sold” their land to the enemy.d. Ireland feels lonely because the peoople died.

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LANGUAGE FOCUS

COMPARATIVES Remind students that this section is meant to help them revise or discover a particular grammar structure by themselves. Guide their reflection and help, but don’t provide them the answers.

Answers2. more interesting, older than, lonelier than.3. To form the comparatives of long adjectives, we use a

word: more. To form the comparatives of short adjectives, we add er to

the adjectives. To form the comparatives of adjectives like lonely, that

have two syllables and end in y, we add ier.

WB 23 Find more information of this topic on Page 23 of the Workbook.

12. ++ Refer students to what they studied in the Language Focus and to the information in the chart to write sentences comparing the two countries. Remind them to do this activity in their notebooks.

Answers Any of these: a. Germany is larger than Ireland. b. Ireland is colder than Germany.

Did you know that…Let students read this section on their own and share comments in their groups.

Background information Irish (Gaeilge) is a Goidelic language of the Indo-European

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

WB 24 Find more information of this topic on Page 24 of the Workbook.

13 ++ 53 First students listen, then they listen and repeat the short dialog.

TRANSCRIPT 53

A: What’s better, to live in Chile or in Ireland?B: I t hink it is better to live in Chile because Ireland is colder.

Extra! You can use this recording for ‘shadow reading’.

14. +++ In pairs, students replace the underlined parts in the dialog in Exercise 13. with information that is true for them.Then they expand the dialog by creating more questions about other countries that are interesting to them. Finally, they pratice saying their new dialog and role-play it in front of the class.

Useful expressionsRemind students to use the expressions in the box while they create their own dialog.

15. +++ Invite students to write the new dialog intheir notebooks.

16. Motivate faster learners to interview a person from another country about his / her life, take notes and share the information with the class. Encourage them discuss the differences and similarities of life in Chile and in other countries.

Extra! You can assign this activity as homework for the rest, following

their classmates’ models.

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Lesson 2: DO YOU LIKE JOKES?

Time Five class hours.

Objectives

Listen, and identify main ideas and specific information in a conversation. Exchange information about traditional jokes.Practice the pronunciation of dates. Answer questions about Innocents’ Day. Use polite questions.

Materials CD, Tracks 54, 55, 56.Workbook, Page 25.

EvaluationEmbedded evaluation, Student’s Book, Page 72, Exercises 7, 8, 9.Reflections, Student’s Book, Page 106.

BEFORE LISTENING

Target strategy: Recalling previous knowledge / PredictingRemind students to use the visual clues of the lesson and their previous knowledge to predict what the recording will be about.

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761. + Tell students to look at the pictures and choose the funniest

joke. Then, ask them to compare with their partners. You can make a survey with students’ preferences and present

the results in a graph on the board. Brainstorm some other ideas for a joke.

2. ++ Invite students to answer the questions.

3. ++ Motivate your students to unscramble the words to find the name of one of the most popular customs in Europe and America, when people play jokes on each other. At this stage, you may need to give them some additional information.

Background information April Fools’ Day or All Fools’ Day, although not a holiday, is a

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

AnswersApril Fool's Day.

4. + Ask students to read the words in the Vocabulary box and find their meaning in Spanish in a dictionary, if necessary. Then, tell students to do the activities of the Vocabulary box in their notebooks.

Vocabulary

AnswersLaugh: to express amusement, pleasure, happiness and sometiems disrespect with a sound ranging from a loud burst to a series of quiet chuckles. / to make fun of.Left-handed: having the left hand more in control or effecitve that the right.Shoelace: a string or lace for fastening a shoe.a. left-handed b. shoelace. c. laugh

5. +++ Invite students to think about the reasons why speakers are having a conversation about jokes and share their ideas.

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LISTENING

Target strategy: Focusing attentionDraw students´ attention to the different exercises and ask them to figure out the purpose of the listening task.

6. + 54 Play the recording. Ask students to listen and check their predictions in Exercise 4. This first listening is only to get the general meaning. Remind students that they do not need to understand every single word.

7. + 54 Play the recording again. Ask students to listen and tick the correct answer.

Answersb.

8. ++ 54 Play the recording again. Tell students to listen and relate the speakers to what they say.

Answers a. D. b. D. c. A. d. D. e. D.

9. +++ 54 Play the recording again. This time, students listen and identify the statements that contain incorrect information. Ask them to support their answers.

Answersa. The father knows a lot about the topic. d. People complained about that. e. It was in the USA.

TRANSCRIPT 54

Ann: Daddy, can you help me with my homework?Father: Of course, what do you need?Ann: Our teacher’s told us to collect information about a particular

or strange custom in our country. Do you know any?Father: Well, I know about a very funny one!Ann: Tell me about it!Father: In Britain and in the United States, there is a special day in

the year when people play jokes on each other. Everybody plays jokes on their friends on April 1st and even the newspapers, the radio, and television participate.

Ann: What kind of jokes are you talking about?Father: Oh, jokes just for fun. Nobody wants to hurt anybody.

The most common trick is to point down to a friend’s shoe and say: “Your shoelace is untied”.

Ann: Well ... I don’t find that very funny...

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Father: And sometimes the radio or television invent crazy stories.Ann: Oh! That sounds more interesting! Do you remember any

good ones?Father: Sure! I still remember when the BBC in Britain said the

government was making the famous Big Ben clock ‘digital’, and lots of people called to say they didn’t agree with the idea! Another time, there was a T.V. show about ‘spaghetti trees’ in Switzerland, but one of the funniest jokes was in the United States.

Ann: Tell me about it!Father: A famous restaurant put an advertisement in newspapers

and magazines for a special ‘left-handed’ hamburger. The ad said that only ‘lefthanded’ people could eat that hamburger!

Did you know that…Let students read this section on their own and share comments in their groups.WB 25 Find more practice of this topic on page 25 of the Workbook. Error alert! Correct: hamburger Incorrect: hamburguer Watch out for more incorrect language transfer from Spanish.10. ++ Ask students to reflect on any connections between jokes

and people’s lives. Elicit their ideas. Encourage the use of English as much as possible, but allow the

use of Spanish if necessary. Remember that the objective of the activity is to relate information, not to use the language.

LANGUAGE FOCUS

ASKING FOR HELP Remind students that this section is meant to help them reviseor discover a particular grammar structure by themselves. 1. Ask students to revise the examples.2. Help students identify the type of information required, and

then answer the questions.3. After identifying the differences, they complete the rule.

Answers2. a. a. b. b. c. c. 3. To ask for help in English in a polite way, we use the

expression can you? When we answer yes, we use polite phrases such as of course. When we can’t or we don’t want to help, we use polite

phrases such as sorry.

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11. ++ 55 Students listen to the dialog and practice it with a partner. Then, invite some pairs to role-play it in front of their classmates. It is important to share with students the importance of these activities which will give them an opportunity to learn and practice social and communicative skills. Take an active role in pair formation so that students do not always work with the same people.

TRANSCRIPT 55

A: Do you know any funny jokes to play on our friends?B: We can tell a friend there is a test today when he or she arrives

at school.A: It doesn’t seem very funny...B: Or we can tell our friends we ordered pizza and it is about to

arrive at school.A: That seems more interesting!

12. + Ask students to read Ann’s questions and talk with their partners. Invite some students to share their answers with the whole class.

Useful expressionsDraw students´ attention on the expressions in the box and explain them if necessary.

13. + 56 Students first only listen. Then, they listen and repeat the list of dates.

Extra! Make a list of important dates in history and make students

practice them. Suggested dates: September the 18th; May the 21st, October the 12th, July the 4th,

December the 25th, October the 31st, April the 5th (Battle of Maipú), February the 12th, July the 16th (Virgin of Carmel), June the 24th (Mapuche New Year).

14. Motivate fast learners to solve the crossword about this funny celebration (April Fool’s Day). Explain that the clues are the words they need to complete the sentences below.

Answers Across: 2. April. 4. clock. 6. Switzerland. 8. France. Down: 1. hamburgers. 3. jokes. 5. radio. 7. trees.

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TRAVEL BACK

This mini-test provides material to check and revise students’ progress and information about any points that the majority of students may have problems with. Make sure they understand

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78what they are expected to do and then give enough time to answer individually. Before starting to work, remind students to do all the activities in their notebooks.

Answers1. d.2. a. F. b. F. c. F. d. T. 3. a. 3. b. 1. c. 2 4. a. – ii. ; b. iii. ; c. – i.5. a. Kite surfing is more dangerous than swimming. b. The Nile river is longer than the Mapocho river. c. Antarctica is colder than the Caribbean. d. The Everest is higher than the Aconcagua. e. A car is more expensive than a bicycle.

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Lesson 3:

FESTIVALS AROUND THE WORLD

Time Five class hours.

Objectives

Read, listen, and identify main ideas and specific information in magazine articles about festivals and events. Exchange information about festivals around the world.Practice the sounds /i /, /ɪ /Write a short paragraph comparing festivals. Use superlatives.

Materials

CD, Tracks 57, 58, 59.Reading Booklet, Page 8.Complementary activities, Student’s Book, Page 121.Workbook, Pages 26, 27.

EvaluationEmbedded evaluation, Student’s Book, Page 108, Exercises 6, 7, Page 111, Exercises 11, 13.Reflections, Student’s Book, Page 110.

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

Background informationGloucestershire is a county in South West England. The county comprises part of the Cotswold Hills, part of the flat fertile valley of the River Severn, and the entire Forest of Dean. The county town is the city of Gloucester, and other principal towns include Cheltenham, Stroud, Cirencester, and Tewkesbury. When considered as a ceremonial county, Gloucestershire borders the preserved county of Gwent in Wales and in England the ceremonial counties of Herefordshire, Worcestershire, Warwickshire, Oxfordshire, Wiltshire, Somerset, and Bristol. As an administrative county, it excludes the area covered by the South Gloucestershire unitary authority.

According to a 2002 campaign by the charity Plantlife, the county flower of Gloucestershire is the Wild Daffodil.

BEFORE READING

1. + Ask students to answer the questions in groups of three or four.Target strategy: QuestioningEncourage students to write three or four questions that they think will be answered in the text. This will allow them to only focus on specific information.2. ++ Tell students to take a look at the names and pictures and

then to identify what these events have in common.3. +++ Ask students to write the name of the festival that

corresponds to each picture.

Answersa. The Tomatina Festival. b. Cooper’s Hill Cheese Rolling.c. The Battle of Oranges. d. The Festival of the Pig.

4. + Invite students to look at the title of the text and pictures quickly and make predictions about what the text is about.

AnswersAugust, converge, celebrate, traditional, paella, music, dance, kilos, tomatoes, fruit, hours, magically, normal, festival, May, ceremonies, violently, competitors, carnival, famous, events, second, center, area, strange, competition, important, national, imitation.La Tomatina Festival is about throwing tomatoes at other people.Cooper Hill Cheese Rolling is about running after a piece of cheese.The Battle of Oranges is about throwing oranges at other people.The Festival of the Pig is about imitating the sounds of pigs.

VocabularyAsk students to write the meaning of the words and the examples in their notebooks.

AnswersFireworks: an explosive device for producing a display of light or a loud noise used for signaling or as part of a celebration: an event or occasion of celebrating.Midday: the middle of the day; noon.Sausage: finely chopped, seasoned meat suffed into a casing.Squishy: pulpy; easily squashed. Sticky: covered or daubed with an adhesive or viscous substance.

READING 57

Target strategy: Evaluating / MonitoringAs they read, motivate students to check that they find the answers to their questions.Encourage them to monitor their predictions andrevise them if necessary.

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795. + Students read the text quickly and confirm or correct their

ideas in Exercise 4.

AnswersThey are all strange and funny festivals. They are all celebrated by doing funny things.

6. ++ Invite your students to copy the chart in their notebooks and complete it with information from the article.

Answers

Festival Location Date In honor of…La Tomatina Buñol, Spain Last

Wednesday of August

The tomato

Cooper’s Hill Cheese Rolling

Gloucestershire, England

Last week in May

Cheese

The Battle of Oranges

Ivrea, Italy Early January Oranges

The Festival of the Pig

Trie sur Baïse, France

Second Sundayof August

The Pig

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7. +++ Students read the text again and then answer the questions.

Answersa. In Spain and France, in August.b. Because in both of them people celebrate throwing a fruit.c. Cooper’s Hill Cheese Rolling. d. The Battle of Oranges (in the northern hemisphere, it is winter

in January).

Did you know that…Let students read this section on their own and share comments in their groups.

LANGUAGE FOCUS

SUPERLATIVES Remember that this section is meant to help students revise or discover a particular grammar structure by themselves.1. Ask students to revise the examples, paying special attention

to the words in bold.2. Tell students to answer the questions.3. Students complete the rule.

Answers2. Comparisons.

Answers3. When we want to state that something is at the ‘top of the

ranking’, we use superlative adjectives. To form the superlative of short adjectives, we add est to

the adjectives and iest if the adjectives have two syllables and end in y.

To form the superlative of long adjectives we use the + most + adjective.

Exception: the superlative forms of good and bad are best and worst.

8. ++ Invite students to read the sentences carefully and then fill in the blanks with the correct form of a superlative adjective in the box. Ask some of them to write the sentences on the board to provide additional examples to the rest of the students.

Answersa. Helen was the most beautiful woman in ancient Greece.b. Tokyo is the largest city in the world.c. Chinese is the most difficult language in the world.d. Winter is the coldest season of the year.e. What is the most intelligent animal in the world?

WB 26 Find more practice of this topic on Page 26 of the Workbook.

PAGE 111

9. +++ Encourage students to relate what they have learned to the text.

Ask them to express their opinions in the sentences comparing the different festivals. Invite some students to read share their comments with the rest of the class.

10. + 58 Play the recording.

Students first listen and then listen and repeat the words, paying attention to the difference in the vowel sounds.

WB 27 Find more practice of this topic on Page 27 of the Workbook.

11. ++ 59 Explain to students that Kelly and Ann are exchanging opinions about the festivals in the text. Make them number the sentences in the correct order and then play the recording to allow students check their answers.

TRANSCRIPT 59

Kelly: What is the funniest activity in these four festivals?Ann: I think it is the competition for the best pig outfit. Kelly: For me, the funniest event is the cheese rolling race.Ann: Which do you think is the most interesting festival?

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Kelly: I’m not sure. All of them are very attractive.Ann: I think La Tomatina is the dirtiest festival in the world.

12. ++ 59 Play the recording again and ask students to listen carefully. Then motivate them to practice the dialog in pairs taking turns to be Kelly and Ann and repeating each line to practice correct pronunciation. Invite students to role-play the dialog in front of their classmates.

Useful expressionsExplain to students that the expressions in the box are used to give opinions. Encourage them to use those phrases as much as possible.

13. +++ Encourage students to express their own opinions about the festivals. Ask them to complete the paragraph in their notebooks, and then read it aloud.

14. Tell fast finishers to work in pairs. Ask them to go back to their notes in Exercise 13 and use the information to create two questions about the festivals they chose. Then they read the questions to their partner and encourage them to guess the name of the festival.

15. RB8 Invite students to read the play Terri and the Turkey on Page 8 of the Reading Booklet. Encourage them to find information about the traditional festivity and share it within their group.

PAGE 112

Lesson 4: TOP OF THE POPS

Time Five class hours.

Objectives

Listen, and identify main ideas and specific information in an interview. Exchange information about favorite music stars.Practice the sound /b/.Write some questions to ask a music star. Use the Past Continuous.

MaterialsCD, Tracks 60, 61, 62.Workbook, Page 28.

EvaluationEmbedded evaluation, Student’s Book, Page 114, Exercises 10, 12.Reflections, Student’s Book, Page 114.

BEFORE LISTENING

1. + Introduce the topic of this lesson by talking about music with your students. Find out what kind of music they like. Encourage them to give names of musicians and bands they like.

2. + Ask a student to copy the chart on the board. Elicit some examples to put under each category and then give pairs a few minutes to add words.

Check answers on the board.

Possible answersInstruments: guitar, piano, drums, trumpet, bass.People: singer, piano player/pianist, drummer, soloist, lead singer.Types: rock, techno, reggae, reggaeton, salsa.Other: band, group, star, fan, groupie

3. ++ Students work in small groups matching the words and their definitions. Draw their attention to the Pictionary, too.

Possible answers1. a. – iii. b. – i. c. – iv. d. – ii. Invite students to study the words in the Pictionary and make sure they understand their meaning.

Target strategy: PredictingRemind students to identify more information given in the recording and to take down notes when listening.

4. ++ Read what Kelly says and the possible questions with the class. Give them a few minutes to tick the questions they think Kelly will ask.

LISTENING

Target strategy: Taking notesAsk students to listen carefully to the speaker(s). Motivate them to try to identify more information that the speaker(s) tells about an idea and take some notes.

5. + 60 Play the recording once for students to check which questions Kelly asked.

Answersb., d.

6. + 60 If necessary play the recording again for students to identify the interviewee.

Make them have a look at the words in the Pictionary to help them identify the speaker’s occupation.

Answersc.

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7. ++ 60 Draw students’ attention to the type of information that is required in each case to complete the fact file: a number, a type of music, a musical instrument, etc. Ask them to copy the fact file in their notebooks and, only then, play the recording once or twice for them to do the activity. Check answers on the board.

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Age: 16. Type of music: pop rock / pop punky. Musical instrument: guitar. N° of pets: five gerbils. N° brothers / sisters: one brother / one sister. Favorite sport: skateboarding.

8. ++ 60 Play the recording again. Students answer Yes or No. Check answers orally.

Answersa. No. b. No.

9. ++ 60 This activity concentrates on Lil’Chris’s plans for the future. Play the last part of the recording again. Check answers orally.

AnswersHe wants to be a big artist (as big as possible).

TRANSCRIPT 60

Kelly: Our guest became famous after he appeared on a program called Rock School. Now, he is about to release his new album, which includes the song ‘Figure It Out’. His name is Lil’ Chris. Hello, Chris, how are you today?

LC: Hi, everybody. I’m fine, thank you.Kelly: How old are you, Lil’ Chris?LC: I’m 16.Kelly: Did you have singing lessons when you were younger?LC: I never sang before I went to Rock School.Kelly: Who encouraged you to go on Rock School?LC: Well, everyone was going there, so I wanted to do the same.Kelly: What type of music do you play?LC: Pop rock or pop punky, something like that. It’s definitely

not hard rock.Kelly: Do you play any musical instruments?LC: The guitar.Kelly: Do you have any pets?LC: Oh, yes. I’ve got five gerbils.Kelly: What can you tell us about your family? Have you got any

brothers or sisters?LC: A brother of six and a sister of eighteen.Kelly: The question I can’t leave out: Have you got a girlfriend?LC: No.Kelly: What is your favorite sport?LC: Skateboarding.Kelly: Just to finish now; what are your plans for the future?LC: I want to be as big as possible, try to … (fade)

LANGUAGE FOCUS

THE PAST CONTINUOUS1. Ask students to read the sentences, paying special attention

to the words in bold.2. Students answer the questions after revising the examples.3. Students choose the correct alternative and fill in the blanks

to complete the rule.

Answers1. a. Lil’ Chris was younger. Everyone was going to Rock School. He had singing lessons. He was taking part in the program. b. Yes.3. To express two different actions that happened at the same

time in the past, we use the Simple Past tense and the Past Continuous tense.

We form the Past Continuous tense with the Past tense of the verb be + verb + -ing.

WB 28 Find more practice of this topic on page 28 of the Workbook.

PAGE 114

10. ++ Motivate students to complete the short paragraph applying what they learned in the Language Focus.

Motivate them to remember what was happening in the classroom when the teacher arrived the day before. Ask them What was happening in the classroom when I arrived? What where you doing? Write some answers on the board and underline the tense markers. Correct mistakes, clarify questions and provide more examples if necessary. Have students write a similar paragraph in their notebooks describing what they can remember. Make sure they use the paragraph in the exercise as a guide and encourage them to use what they learned in the Language Focus.

AnswersWas dancing, were playing, was doing, were reading.

WB 28 Find more practice of this topic on page 28 of the Workbook.

11. + 61 Read the instructions with the class. Draw their attention to the production of the sound /b/, with lips tightly together, and then separating them suddenly. First, play the recording and ask students only to listen.

Then, play the recording again for students to repeat each sentence.

12. ++ 62 Play the recording and ask students to listen. Then, in pairs, students exchange information about their music preferences and find out if they have the same tastes in music. Remember not to interrupt them while they are doing a speaking activity; it is better to make notes of the most common mistakes and to correct them at the end of the activity.

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TRANSCRIPT 62

Speaker: Who is your favorite singer? How old is he or she? What kind of music does he or she play? Does he or she play a musical instrument? Which one?

13. +++ Tell students to think about three questions they would like to ask to his / her favorite music star. Ask them to write the questions.

Extra! Encourage students to look for information to answer the

questions they made. You can assign this activity as homework.

14. In pairs, fast finishers complete the dialog with words from the box. Give them a few minutes to practice the dialog and then invite some pairs to role-play it in front of the class.

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

Useful expressionsDraw students attention to the expressions in the box and explain to them that they are used in everyday conversations.

PAGE 115 TRAVEL BACK

The activities in this section provide material to check and revise students’ progress and information about any points that the majority of students may have problems with. Make sure they understand what they are expected to do and then give them time to answer individually. Before starting to work, remind students to do all the activities in their notebooks. Check answers orally and help them work out their score.Advise students who get less than 50% of the answers correct, and congratulate those with good results.

Answers1. a. In Spain. b. A cheese. c. They throw oranges. d. The pig imitation.2. a. tomatoes, oranges. b. pig.3. a. 3. b. 1. c. 2.4. a. True. b. False. He wanted to be like the rest c. False. He’s got

five gerbils d. False. He likes skateboarding.5. Students´ own answers.6. Students´ own answers.

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Lesson 5: TO MY COUNTRY

Time Three classes.Objectives Prepare, draft, edit, and write a final version of a poem. Materials Workbook, Page 29.Evaluation Writing box, Student’s Book, Page 117.

HAVE A LOOK AT … a poem

In this lesson, students will learn to write a poem. Before the writing process starts, it is necessary to analyze a model of the text they are going to write. This section of the lesson will guide them in this important analysis, with questions and activities that will help them discover the structure of a poem and reflect on the type of language that is often used in this type of text.1. Ask students to analyze the poem they read in Lesson 1

carefully again. You can guide their literary analysis asking questions such as What does this poem tell you about Ireland? What emotions can you distinguish? What events does the poet mention?

Background information Poem structure The basic building-block of poetry is the poetic line. Poets decide

how long each line is going to be and where it will break off. If the poet is writing in free verse, he / she can decide to use

short lines or long lines, or to vary the length. Stanzas In poems, lines are often grouped together into what are called

stanzas. Like paragraphs, stanzas are often used to organize ideas. Rhyme schemes and sound effects Rhyme is an important tool in the poet’s toolbox. Traditional

poetry forms such as sonnets often use rhyme in specific patterns. But even when writing free verse, rhyme can be used to help create desired effects.

Internal rhymes and end rhymes When the last word in a line of poetry rhymes with the last word

in another line, this is called an end rhyme. Many traditional poetry forms use end rhymes.

Example: I would walk a thousand miles Just to see a million smiles When words in the middle of a line of poetry rhyme with each

other, this is called an internal rhyme. Example: There’s no reason to hide, let’s go for a ride! Forget all that sorrow, let’s get crazy tomorrow! The pattern of rhymes in a poem is written with the letters a, b,

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83 c, d, etc. The first set of lines that rhyme at the end are marked

with a. The second set are marked with b. So, in a poem with the rhyme scheme abab, the first line rhymes with the third line, and the second line rhymes with the fourth line.

Example: I want you to know a The true secret, the story b I don’t want you to go a before seeing its glory b In a poem with the rhyme scheme abcb, the second line rhymes

with the fourth line, but the first and third lines do not rhyme with each other.

Example: I’ve given you so many ‘I love yous’ a but you never believe they are real b Kiss me, hug me, I give you a flower c Stop thinking! Stop doubting! Let’s make a deal! b2. Invite students to answer questions a – c after they have

analyzed the poem.

Answersa. Five. b. 12. c. Beare / brave; shame / pain.

3. Help students identify the literary resource.

AnswersI am Ireland:I am older than the old woman of Beare.I am Ireland:I am lonelier than the old woman of Beare.

4. Tell students to write the patterns they identified.Did you know that…Draw students’ attention to the information in the box.

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ORGANIZING

Before starting the writing activity, explain to students that the first step in writing any poem is coming up with something to write about. Tell them that they must not feel that they have to choose profound or ‘poetic’ material as anything can be the subject for a poem (great poems have been written about such domestic topics as a gas station, pets, houses, etc.)

In the beginning, they shouldn’t have to worry about ‘style’ or about writing in a ‘beautiful’ or a ‘poetic’ way. Explain that the key is to concentrate hard enough on the topic, to choose the words that best capture what they have in mind. This approach can be used with any subject matter.

5. Explain to students that the task is to write their own version of the poem, this time focused on their feelings about Chile. Invite them to think and write a sentence expressing their opinion about the country.

6. Invite students to read the words in the box and choose the ones they think they can include in the poem.

7. Motivate students to use their dictionaries to find more words.

DRAFTING

8. Now encourage students use the words they collected to fill in the blanks in each box expressing their feelings about Chile. Remind them to copy and complete the boxes in their notebooks.

WRITING

9. Students organize their pieces of writing in a poem about Chile.

EDITING

10. Make students correct their works using the list in the Writing box and then write a final version of the poem. Motivate them to stick it on a separate piece of cardboard and also to make a drawing to decorate it.

PUBLISHING

11. Tell students to put all the poems together and elaborate a book of poems.

Extra! Encourage students to invite other courses to read the book of

poems they created. WB 29 Find more practice of this topic on page 29 of the Workbook.

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Kelly Hardrock, school reporter

63 Episode 4: Innocents’ Day

Help students identify the connection between the characters in the lessons and in the comic strip. Revise what happened in the previous episode of the comic strip.Motivate them to read this episode on their own and help only if they ask you to. You can use the CD to allow students listen to the recorded version of the episode. You can ask some students to summarize the episode, in Spanish if necessary.

Creative skillsThe 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 continue the story

with their ideas.2. Encourage them to present what they created in front of

the class.

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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). Ask students to do all the activities of this section in their notebooks.

Answers4. a. i. Picture c. ii. Picture a. iii. Picture b. iv. Picture e. v. Picture d. b. i. Picture e. ii. Picture a. iii. Picture d. iv. Picture b. v. Picture c. c. i. Picture c. ii. Picture b. iii. Picture a. iv. Picture d.

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PROJECT

This section includes final synthesis activities meant to allow students reflect, consolidate and integrate knowledge, and revise their learning process. They also provide the opportunity to present the language in a significant context and to internalize language patterns that they may use later on. Read the instructions aloud and make sure that all students understand clearly what they are expected to do. Set a date and time for the oral presentations.After each presentation, give students enough time to evaluate their performance using the prompts provided. Evaluate students’ performance and give them feedback. You can use the Project Evaluation rubric on Page 99 of the Teacher’s 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 students understand what they are expected to do in each activity. Encourage them to give honest answers in order to detect their strengths and weaknesses.Before starting to work, remind students to do all the activities in their notebooks. Check students’ results and revise any points that the majority of them had problems with.

Answers1. d.2. Name of the festival: The California Avocado Festival. Date and place of celebration: October, Carpenteria, California. Year of origin: 1986. Activities and main events: avo-tivities, recipe competitions,

photography contest, pop-art shows. Number where you can get information: 805/684-0038.

TRANSCRIPT 65

Living in AustraliaRobert: John, why are you living in Australia?John: Well, my mother’s parents live in Sydney; we moved

there and we live with them.Robert: Do you like it?John: Oh, yes! I like it very much. It is very similar to England.Robert: What do you do in your free time?John: Well, I spend time with my family and we also travel

around the country. I usually go to Queensland and do bungee jumping or white water rafting. It’s very nice!

Robert: What are the best things about living in Australia?John: The best thing is that you meet friends from all over

the world.Robert: And do you have any Australian friends?John: Oh, yes. Australians are nice and friendly and it is

easier if you speak the same language.Robert: What are the worst things about Australia?John: Sometimes the weather is too hot, but there aren’t

really bad things.Robert: What’s the funniest thing that has happened to you?John: Once I found a lizard in the swimming pool, and

I thought it was a baby crocodile!

5. the most intelligent / the most generous / the best / the most expensive / the cheapest.

6. Great! Not too bad Help!You can say three positive things about living in another country.

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

You can’t say any positive things about living in another country.

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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.

Finally, ask students to set three goals for the aspects they would like to improve and make them write their goals in their notebook.

3. a. - i. b. - i.4. a. England. b. Australian. c. hot.

Interviewer: What can you tell us about your stay in New York City?Girl: New York is a beautiful city, especially during the Christmas season. There are Christmas decorations everywhere.Interviewer: Where did you stay?Girl: I stayed with my cousins in Long Island.Interviewer: What do you remember most about the visit?Girl: The first time I went shopping for Christmas. I saw a huge tree with lights all over it. There was an enormous statue and an ice-skating rink. I love skating!Interviewer: What other places did you visit?Girl: We took a boat to go to the Statue of Liberty and we climbed to the top. Wow! It was beautiful.

Interviewer: What are the best thingsabout living in New York?Girl: New York City has a lot of places to visit. You can go to Central Park or to the Metropolitan Museum. It’s great! The kids’ section is amazing.Interviewer: For you, what is the worst thing about living in New York?Girl: It is very cold in December, that’s the worst thing, but the Christmas trees with lights all around them make you feel warmer.

Interviewer:

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EXTRA TESTEXTRA TEST

READING – NEW YORK CITY AT CHRISTMAS TIME 66

1. Read and complete the sentence with one of the options (a – c). 1 point

The text is . a. Asurvey. b. A conversation between two friends. c. An interview.

2. Read the text again and answer these questions. 5 points

a. Does the girl like New York? How do you know it? . b. Where did the girl stay? . c. What did she see when she went shopping? . d. How did she go to the Statue of Liberty? . e. What is the weather like in December in New York?

.

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3. Read again. Are these statements true (T) or false (F)? 4 points a. ____ The girl stayed with family. b. ____ She doesn’t like skating. c. ____ You can visit many places in New York. d. ____ The best thing about Christmas time in New York is the weather.

LISTENING - DO YOU STUDY HARD?

4. 67 Listen to the recording. Number the sentences in the correct sequence of Hyojung’s daily activities in Korea. 4 points, ½ each

a. Hyojung watches TV. b. Hyojung returns home. c. Hyojung finishes classes. d. Hyojung revises the content of the previous class. e. Hyojung revises the content of the day. f. Hyojung starts classes. g. Hyojung does homework. h. Hyojung plays with her sister.

5. 67 Listen to the recording again. Underline the false bits of information in each sentence. 6 points

a. In Korea, Hyojung usually wakes up at 6:00. b. She stays at school until 3:30. c. She never revises the content of previous class. d. She hasn’t got time to relax. e. Hyojung and her sister can’t play after doing their homework. f. If you get an 80 or 90%, your classmates will congratulate you.

WRITTEN EXPRESSION

6. Write a short paragraph (100 – 120 words) about a festival. Do not forget to include the following items: 6 points a. name of the festival b. place and date of celebration c. in honor of d. main events

ORAL EXPRESSION

7. Compare three aspects of life in Chile and in another country. 6 points

TOTAL SCORE32 pts

Keep trying Review! Well done!28 - 32

Excellent!18 - 279 - 170 - 8

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87ANSWERS TO EXTRA TEST UNIT 4

1. c.

2. a. Yes she does. She says it’s a beautiful city. b. She stayed in Long Island. c. She saw a huge tree, a big statue and an ice-skating ring. d. She took a boat to go to the Statue of Liberty. e. It is very cold in December in New York.3. a. True. b. False. c. True. d. False.

4. 67 a. 1. b. 6. c. 5. d. 3. e. 4. f. 2. g. 7. h. 8.

5. 67 a. In Korea, Hyojung usually wakes up at 6:00. (6:30).b. She stays at school until 3:30. (3:00).c. She never revises the content of the previous class. (everyday).d. She hasn’t got time to relax. (She has time to relax).e. Hyojung and her sister can’t play after doing their homework.

(Their parents allow them to play).f. If you get an 80 or 90% your classmates will congratulate

you. (They will ask what problem you have).

TRANSCRIPT 67

Do you study hard? Interviewer: Tell me, Hyojung, at what time do you wake up

when you are in Korea?Hyojung: I usually wake up at 6:30 to watch TV before going

to school because classes start at 8:30. First of all, I revise what we learned the previous class.

Interviewer: What time do you finish school?Hyojung: We stay at school until 3:00. We finish the activities

with another revision of the contents of the day.Interviewer: When do you have time to play, listen to music,

or relax?Hyojung: Well, fortunately, my sister and I can play after

doing the homework.Interviewer: What will you do next year?Hyojung: If we return to Korea, I'll attend high school, but first

I need to pass a very difficult test. The test is very competitive and any mistakes you make can affect your possibilities at university, so you have to work very hard. Can you imagine? If you get an 80 or 90%, near the maximum, your classmates will ask what problem you had.

6. Assign points according to these criteria:

6 points 5 points 4 points 3 points 2 points 1 point

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

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

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

Student can provide a little of the information required in the paragraph, and makes a lot of spelling mistakes.

Student can provide only one piece of information in the paragraph.

Student can’t provide any information about a festival.

7. Assign points according to these criteria:

5 points 4 points 3 pointsStudent can express three comparisons between Chile and other country.

Student can express one or two comparisons between Chile and other country.

Student can’t express any comparison between Chile and other country.

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EVALUATION INSTRUMENTSEVALUATION INSTRUMENTS

These evaluation instruments are assessment tools you can use to measure students' work. They are scoring guides that seek to evaluate a student's performance based on the sum of a full range of criteria rather than a single numerical score. The evaluation instruments provided here include:• Rubrics• Questionnaires• Observation sheetsThe instruments included in this section differ from traditional methods of assessment in that they examine students in the actual process of learning, clearly showing them how their work is being evaluated. They communicate detailed explanations of what constitutes excellence throughout a task and provide a clear teaching directive.The instruments' strength is their specificity, which means that individual students can fall between levels, attaining some but not all standards in a higher level. And while scores can be translated into final grades, it is important that we remind students that not every score counts.These instruments are meant, above all, to inform and improve teachers' instruction while giving students the feedback they need to learn and grow. These instruments can also be used in peer assessment and then used to provide feedback.Prior to assessment, the evaluation instruments can be used to communicate expectations to students. During the assessment phase, they are used to easily score a subjective matter. After an instrument is scored, it should be given back to students to communicate to them their grade and their strengths and weaknesses.Students can use them to see the correlation between effort and achievement. Sharing the instruments with students is vital as the feedback empowers students to critically evaluate their own work.

ADVANTAGES OF USING A VARIETY OF EVALUATION INSTRUMENTS

• Teachers can increase the quality of their direct instruction by providing focus, emphasis, and attention to particular details as a model for students.

• Students have explicit guidelines regarding teacher expectations.

• Students can use these instruments as a tool to develop their abilities.

• Teachers can reuse these instruments for various activities.

• Complex products or behaviors can be examined efficiently.• They are criterion referenced, rather than norm referenced.

Evaluators ask, "Did the student meet the criteria for Level 4?” rather than “How well did this student do compared to other students?”

• Ratings can be done by students to assess their own work, or they can be done by others, e.g., peers, teachers, instructors, U.T.P. people, etc.

APPLYING EVALUATION INSTRUMENTS

Self- assessment

Give copies to students and ask them to assess their own progress on a task or project. Their assessment should not count toward a grade. The point is to help students learn more and produce better final products. Always give students time to revise their work after assessing themselves.

Peer assessment

Peer-assessment takes some time to get used to. Emphasize the fact that peer-assessment, like self-assessment, is intended to help everyone do better work. You can then see how fair and accurate their feedback is, and you can ask for evidence that supports their opinions when their assessments do not match yours. Again, giving time for revision after peer-assessment is crucial.

Teacher assessment

When you assess student work, use the same instrument that was used for self- and peer-assessment. When you hand the marked instrument back with the students' work, they will know what they did well and what they need to work on in the future.Using the evaluation instruments provided in this section is relatively easy.Identify the maximum number of points for achieving the highest level of quality and assign a number to the students' performance. Typically, the gradations increase/decrease in 1 point.The last column shows the actual score assigned to this particular student, based on his or her actual performance. The overall total score is assigned by simply adding together the scores.Once you have worked out students' scores, you can express them in gradations. Gradations are the descriptive levels of quality starting with the worst quality up to the best quality.Always keep in mind that, however you use them, the idea is to support and to evaluate student learning. Here is a description of each of the evaluation instruments provided:

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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. The aim of this instrument is to give information to the teacher on students' placement in the Reading Skills English Progress Map. Use the checklist to assess reading tasks, to provide feedback to students and as a basis for discussion and feedback for each student as well.To work out the score of each student, identify the level of student's performance, according to the scale provided by this instrument.

Behavior

Use this instrument when you detect some problems related to students' behavior. This rubric is meant to offer information on students' attitude and behavior in relation to their classmates and can be a useful source of information for course council. It can be applied by teachers or used for peer assessment.After applying this instrument, make students identify the areas in which they got higher scores, and also the areas that they should pay more attention to in the future.To work out the score of each student identify the maximum number of points for achieving the highest level of quality and assign a number to the students' performance according to this scale. Once you have worked out the score of each student, you can apply this chart to express his/her results: 0= Unsatisfactory - 1 = Fair - 2 = Very Good - 3 = Excellent

Beginner's Writing / Writing Process

Use these rubrics to assess your students' writing skills.You can use them two or three times in a year. These instruments are very useful for teachers to grade a writing assignment. It is important to show students the instrument to be used beforehand so that they get better quality work; they know what they are supposed to produce and it saves problems afterwards as they can see where they can have points taken off.These instruments should also be used after each task is complete, not only to evaluate the product, but also to engage students in reflecting on the necessary steps they must follow to produce a polished piece of writing. 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 with the student's contribution to the work, the final product, and any other aspects the teacher considers important to assess, such as: how effectively the student accomplished his or her responsibilities as a member of the team or the quality of his or her interactions with the other team members.

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These dimensions are assigned a score of 1 through 7; these values represent increasing degrees of achievement in the particular dimension. The last column is the actual score assigned to this particular student, based on his or her actual performance, along the three dimensions. The overall total score is assigned by simply adding together the scores corresponding to the three dimensions.

Oral Presentation

Use this instrument two or three times per student during the year. The students will be evaluated in: Non-verbal skills, Vocal Skills and Content areas.The teacher can give each student a copy of the instrument and then read it with them. The students will improve their performance if they know in advance what they are expected to produce and the areas they have to focus their attention on.To work out the score of each student identify the maximum number of points for achieving the highest level of quality and assign a number to the students' performance according to this scale.Once you have worked out the score of each student, you can rate each category according to the scale provided in the instrument.

Self Assessment - General English

This instrument is meant to allow students to recognize and evaluate their general abilities in relation to English. You can apply it three times, at the beginning of the year and at the end of each semester, so that students can identify their level of achievement.Make students read the descriptions of tasks that they can do and ask them to check the appropriate areas that indicate how they rate themselves.After applying this document, you may inform students if their results coincide with your ideas about their performance.

Homework

You can use this instrument any time you assign homework. When applying it, the first step is to provide clear expectations to your students. After reading the rubric, students are clear on what an acceptable homework assignment looks like.The system can improve students' homework skills because

• the teacher gives each student attention about their homework; • students can see the opportunities to improve their work; • the teacher has the data required to give a ‘pure’ homework grade

for homework completion.At the same time you can also include a reward component. For example, students who average a grade of 3 or 4 for the month, can earn an extra mark on the next period. To work out the score of each student identify the maximum number of points for achieving the highest level of quality and assign a number to the students' performance according to this scale. Once you have worked out the score of each student, you can apply this chart to express his/her results: 0 -1= Unsatisfactory - 2 = Fair - 3 = Very Good - 4 = Excellent.

Feedback

Here are some phrases that are useful for giving feedback and make comments to your students:You are developing a better attitude toward your classmates.You can be very helpful and dependable in the classroom.You have strengthened your skills in ___.You are learning to be a better listener. You are learning to be careful, cooperative, and fair. You are very enthusiastic about participating. Your work habits are improving. You have been consistently progressing. You are willing to take part in all classroom activities. Your attitude toward school is excellent. You are maintaining grade-level achievements. You work well in groups, planning and carrying out activities. Your work in the areas of ____ has been extremely good.You are capable of achieving a higher average in areas of ____. You would improve if you developed a greater interest in ___.

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Name: Lesson: Date:

Skills Criteria Points

1 2 3 4

Understanding key events or facts. Understands one or two events or key facts.

Understands some of the events or key facts.

Understands many events or key facts, mainly in sequence.

Understands most events in sequence or understands most key facts.

Understanding details. Gets few or no important details.

Gets some important details.

Gets many importantdetails.

Gets most important details and key language.

Responding appropriately to features such as: laughter, silence, etc., and / or accentuation, intonation and, rhythm.

Nearly never. Sometimes. Most of the time. Nearly always.

Answering questions. Answers questions with incorrect information.

Answers questions with some misinterpretation.

Answers questions with literal interpretation.

Answers questions withinterpretation 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 insightfulresponse 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

EVALUATING LISTENING COMPREHENSION

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Taken and adapted from: http://www.storyarts.org/classroom/usestories/listenrubric.htmlTaken and adapted from: http://www.storyarts.org/classroom/usestories/listenrubric.html

Name: Lesson: Date:

Skills Criteria Points

1 2 3 4

Understanding key events or facts. Understands one or two events or key facts.

Understands some of the events or key facts.

Understands many events or key facts, mainly in sequence.

Understands most events in sequence or understands most key facts.

Understanding details. Gets few or no important details.

Gets some important details.

Gets many importantdetails.

Gets most important details and key language.

Identifying 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 many topics or characters by name in text (Ben, Giant).

Answering questions. Answers questions with incorrect information.

Answers questions with some misinterpretation.

Answers questions with literal interpretation.

Answers questions withinterpretation 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 fivequestions and prompts.

Provides adequate response to teacher with two or three questions and prompts.

Provides insightfulresponse to teacher with one or no questions or prompts.

Total points

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EVALUATING READING COMPREHENSION

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http://www.isbe.net/assessment/pdfs/reading_extended_rubric.pdf

Name: Date: Class:

4

• I explain the main ideas and important information from the text.• I connect my own ideas or experiences to the author’s ideas.• I use examples and important details to support my answer.• I balance the author’s 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 author’s ideas.• I use some examples and important details to support my answer.• I balance only some of the author’s 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.

EXTENDED-RESPONSE READING RUBRIC – SELF-ASSESSMENT

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Points Criteria

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Behavior skill Never0

Rarely1

Generally2

Always3 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

Teacher’s comments:

Source: http://www.sdst.org/shs/library/resrub.html

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http://www.isbe.net/assessment/pdfs/reading_extended_rubric.pdf

Points Criteria

1 Writing has some words. No punctuation. Scribbly letters. A picture.

2Writing 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.

4Writing 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.

BEGINNERS’ WRITING

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Homework Rubric

4Exceptional Work

Interesting, neat, and easy to read. With date and name. On time.

3Complete

Neat and easy to read. Must have date and name. Must be on time.

2Incomplete (directions not followed)

Difficult to read. Has name, missing the date. May be on time.

1Incomplete

Unorganized and/or difficult to read.Missing name and date.Late.

HOMEWORK RUBRIC

http://www.jamestownri.com/school/classes/4_1/homeworkrubric.htm

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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:

Source: http://www.sdst.org/shs/library/resrub.html

Teacher’s 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 = excellent7-8 = very good5-6 = good3-4 = satisfactory1-2 = poor0 = unsatisfactory

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.

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STUDENT SELF ASSESSMENT OF FOREIGN LANGUAGE PERFORMANCE

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WRITING PROCESS RUBRIC

Step 1 2 3 4 Score

Planning / BrainstormingGets no or limited key words / ideas

Gets few key words / ideas

Gets numerous key words / ideas

Gets numerous and detailed key words / ideas

Drafting

Uses no or limited key words / ideas from planning stage. Shows no organization and structure of first draft.

Uses few key words / ideas from planning stage.Shows weak organization and structure of first draft.

Uses most of key words / ideas from planning stage.Most of first draft is organized.

Uses all of key words / ideas from planning stage.Uses additional ideas. First draft is highly organized.

Revising Does not add, delete or rearrange ideas from the first draft.Details are not specific and clear.

Add, deletes or rearranges a few ideas from the first draft.Few details are specific and clear.

Adds, deletes or rearranges adequate ideas from the first draft.Most details are specific and clear.

Adds, deletes or rearranges numerous adequate ideas from the first draft.All details are specific and clear.

Editing Does not correct errors of:spelling, punctuation, capitalization, and sentence structure.

Corrects some errors of:spelling, punctuation, capitalization, and sentence structure.

Corrects most of errors of: spelling, punctuation, capitalization, and sentence structure.

Corrects all the errors of:spelling, punctuation, capitalization, and sentence structure.

Publishing Does not write the final copy in clear handwriting or types correctly on a computer. Sentence fluency is poor.

Writes part of the final copy in clear handwriting or types it correctly on a computer. Sentence fluency is poor in most parts.

Writes most of the final copy in clear handwriting or types it correctly on a computer. Sentence fluency is strong in most parts.

Writes the final copy in clear handwriting or types it correctly on a computer. Sentence fluency is strong.

Total

ConclusionsNeeds to work on...

Observations:

Adapted from: http://readingready.wikispaces.com/Writing

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 aninterpretation.

9. I give my opinion-make a judgment-about the text.

10. I support my opinion with details from the text.

11. I know the difference between fact and opinion.

12. I can see similarities and differences between the texts I read.

13. I can make connections between the text and my own life.

14. I can make connections between the text and other subjects.

15. I can pick out words from the story that help me work out the setting.

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READING COMPREHENSION - SELF ASSESSMENT

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LANGUAGE REFERENCELANGUAGE REFERENCE

Possessive 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 –’sAdd possessive –’s to a noun to show possession. My mother’s shoes are brown.

ARTICLES: A, AN

I’m a student. He’s an architect.

There’s a hospital on that street. She’s wearing a blue skirt.

Use articles a and an with singular nouns.Use a when the noun starts with a consonant sound. My father is a farmer.Use an when the noun starts with a vowel sound. She’s an engineer.

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VERB TO BE

Present Simple form

Affirmative Negative Question form

I am tall. I am not strong. Am I strong?

You are nice. You aren’t tall and slim. Are you tall and slim?

He’s young. He isn’t old. Is he old?

She is kind and generous. She isn’t tall. Is she tall?

It is black. It isn’t big. Is it a cat?

We are talented. We aren’t lazy. Are we lazy?

They are beautiful. They aren’t fast. Are they fast?

Use the verb To be to describe physical appearance and personality. Is he old? Yes, he is. / No, he isn’t. She is kind and generous. You are tall and thin.

OBJECT AND POSSESSIVE PRONOUNS

Personal Pronouns Object Pronouns Possessive Pronouns

I me mine

you you yours

he him his

she her hers

it it its

we us ours

they them theirs

An object pronoun acts as the object of a sentence (it receives the action of the verb). Example: Cousin Eldred gave me a guitar.

Take a picture of him, not us!A possessive pronoun tells you who owns somethingExample: The red basket is mine.

My book’s under the bed. Yours is on the coffee table.

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ADVERBS OF FREQUENCY

Use adverbs of frequency: always, usually, often, sometimes and never to say how often you do an activity.

0% 50% 75% 85% 100%

never sometimes often usually always

ADVERBS OF MANNER

Adverbs of manner are words that tell us more about how actions are made. They answer the question How?

Many adverbs of manner end in-ly.

Example: Susan writes quickly.Henry plays the violin beautifully.

Some adverbs of manner like well, fast and hard do not end in –ly:Example: Pat dances very well and Martin runs very fast.

WHILE, THEN, WHERE

We use where, while, and then when we want to connect ideas of place and time.

while then where

ideas of time ideas of time ideas of place

Florence saved many lives while she was in the hospital.

My parents got married in 1998. Then, they had their first child in 2000.

Mr. Johnson founded St. Patrick School,where many poor children were educated.

HOWEVER, BECAUSE, AND

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

however because and

contrast reason or cause addition

It’s a difficult mission. However, our team is motivated.

I got a good grade because I studied very hard.

On my next vacations, my plan is visiting new places and relaxing at home.

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PRESENT CONTINUOUS

Affirmative Negative Question form

I’m watching TV. I’m not watching TV. Am I watching TV?

You’re shopping. You aren’t shopping. Are you shopping?

He’s wearing shorts. He isn’t wearing shorts. Is he wearing shorts?

She’s sitting next to her mum. She isn’t sitting next to her mum. Is she sitting next to her mum?

It’s eating. It isn’t eating. Is it eating?

We’re making costumes. We aren’t making costumes. Are we making costumes?

They’re making hot dogs. They aren’t making hot dogs. Are they making hot dogs?

Use the Present Progressive to talk about what is happening at the moment of speaking. For example: We are studying English. For verbs ending in consonant + vowel + consonant, double the last consonant. For example: sit-sitting; shop-shopping. For verbs ending in –e, take out the –e and add –ing. For example: write-writing; dance-dancing.

PAST CONTINUOUS

Affirmative Negative Question form

I was singing. I was not singing. Was I singing?

You were singing. You were not singing. Were you singing?

We were singing. We were not singing. Were we singing?

They were singing. They were not singing. Were they singing?

He was singing. He was not singing. Was he singing?

She was singing. She was not singing. Was she singing?

It was singing. It was not singing. Was it singing?

The Past Progressive tense (also called the Past Continuous tense) is commonly used in English for actions which were going on (had not finished) at a particular time in the past.Use the Past Progressive to indicate that a longer action in the past was interrupted. The interruption is usually a shorter action in the Simple Past. Remember this can be a real interruption or just an interruption in time.Examples:• I was watching TV when she called. • When the phone rang, she was writing a letter. • While we were having the picnic, it started to rain. • What were you doing when the earthquake started?

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USED TO

We use used to for something that happened regularly in the past but no longer happens in the present.

Example: My uncle used to smoke a packet of cigarettes a day but he doesn’t smoke now.Ben used to travel a lot in his job but now he doesn’t.I used to drive to work but now I take the bus.

THE PAST SIMPLE

Use the Past Simple to express the idea that an action started and finished at a specific time in the past. Sometimes, the speaker may not actually mention the specific time, but they do have one specific time in mind.Examples: I saw a movie yesterday. Last year, I traveled to Japan.

The Past Simple form of regular verbs is the ending –ed, for example: walked, jumped, started while irregular verbs take different forms in this tense. Example: saw, began, drove.Use the auxiliary did to ask questions in the Past Simple. Examples: Did you see a movie yesterday? Did you travel to Japan last year?

*Notice that the word order of questions is different to that of affirmative sentences and that using did we do not need to use the verb in the past form.

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HOW OFTEN

Use How often to ask about how frequently something happens. Example: How often do you eat fruit and vegetables?You can also use the expressions below at the end of the sentence to say how often you do something.For example: I brush my teeth three times a day.

oncetwicethree timesfour timesfive times

a daya weeka montha year

every

dayweekmonthyear

ASKING FOR HELP

To ask for help in a polite way, we use questions with can.

Example: A: Can you help me open the door? B: Of course! / Sorry, I can’t.We use polite phrases like Of course when we agree to help and Sorry! when we can’t help.

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FUTURE CONSEQUENCES

When we want to express future consequences, we use the conjunction if, the Present Simple, and the future with will in the same sentence. The verb in the if clause expresses the cause of the consequence while the consequence is expressed with the future.

Cause Future consequence

if + Present Simple will + infinitive

If I study, I will pass the exams

If you see John tonight, he will tell you the truth.

The if-clause can be at the beginning or at the end of the sentence.If I study, I will pass the exams.I will pass the exams if I study.

POSSIBILITY, OBLIGATION, PROHIBITION

To express possibility, we use the verb could.To express strong obligation, we use the verb must.To express prohibition, we use the negative form of the verb can, can’t.

prohibition obligation possibility

can’t must ideas of place

Benjamin can’t go to the park this afternoon because he has homework.

You must respect all people, we are all human beings.

The next Olympic Games could be in Chile

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COMPARATIVES (short adjectives and long adjectives)

You can use comparatives to talk about the differences between two things or places or people. They are made from adjectives in two ways:

Short Adjectives Long Adjectives

• With short adjectives, we make comparatives by adding -er to the end of the adjective.

Example: - Your CD player is cheaper than mine.• With some adjectives, we double the last letter: Example: London is big, but Moscow is bigger.

• With long adjectives (usually two syllables or more), we add more before the adjective.

Example: The French restaurant is more expensive than the Italian restaurant.

Two syllable adjectives that end in -y.With two syllable adjectives that end in -y, we make the comparative by changing the y to i, and adding -er:Example: I was angry when I heard the news, but Nick was angrier.

Irregular comparativesThe three main irregular comparatives are:good - better bad - worse far - further / farther

SUPERLATIVES

Short Adjectives Long Adjectives

• With short adjectives, we make superlatives by adding -est to the end of the adjective.

Example:- Your CD player is the cheapest you can find in the market.• With some adjectives, we double the last letter:Example: London is big, but Moscow is the biggest.

• With long adjectives (usually 2 syllables or more), we add most before the adjective.

Example:The French restaurant is the most expensive restaurant in the neighborhood.

Two Syllable adjectives that end in -ly.With two syllable adjectives that end in -ly, we make the comparative by changing the y to i, and adding -er:Example: I was angry when I heard the news, but Nick was the angriest.

Irregular superlativesThe three main irregular superlatives are:good – best bad – worst far - furthest / farthest

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IRREGULAR VERBSIRREGULAR VERBS

Infinitive Past simplePast

participleMeaning

be was/were been ser, estar

beat beat beaten batir, derrotar

become became becomeconvertirse, 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

dreamdreamt/dreamed

dreamt/dreamed

soñar

drink drank drunk beber

drive drove driven conducir

eat ate eaten comer

fall fell fallen caer

feed fed fed alimentar

feel felt felt sentir

fight fought fought combatir

find found found encontrar

fly flew flown volar

forbid forbade forbidden prohibir

Infinitive Past simplePast

participleMeaning

forgive forgave forgiven perdonar

freeze froze frozen helar(se)

get got got obtener

give gave given dar

go went gone ir

grow grew grown crecer

hang hung hung colgar

have had had haber; tener

hear heard heard oír

hide hid hidden esconder

hit hit hit golpear

hold held held sostener

hurt hurt hurt dañar

keep kept kept guardar

know knew known saber; conocer

lay laid laid poner

lead led led 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 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

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Infinitive Past simplePast

participleMeaning

run ran run correr

say said said decir

see saw seen ver

sell sold sold vender

send sent sent enviar

set set set fijar

shake shook shaken sacudir

shine shone shone brillar

shoot shot shot disparar

show showed shown indicar

shut shut shut cerrar(se)

sing sang sung cantar

sink sank sunk hundir(se)

sit sat sat sentarse

sleep slept slept dormir

speak spoke spoken hablar

spell spelled/spelt spelled/spelt deletrear

spend spent spent gastar

stand stood stood estar de pie

steal stole stolen robar

stick stuck stuck pegar

swim swam swum nadar

take took taken tomar

teach taught taught enseñar

tear tore torn romper

tell told told contar

think thought thought pensar

throw threw thrown lanzar

understand understood understood entender

wake (up) woke (up) woken (up) despertar(se)

wear wore worn usar ropa

win won won ganar

write wrote written escribir

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THEMATIC INDEX THEMATIC INDEX

TOPICS AND VOCABULARY

Chilean traditional celebrations ............................................................................................................................................................... 13, 14, 15, 18Celebrations around the world ........................................................................................................................................................................16, 17, 36Myths and legends ................................................................................................................................................................. 20, 21, 22, 23, 24, 25, 32Chilean music and dances .................................................................................................................................................................. 26, 27, 28, 29, 30Healthy habits ............................................................................................................................................................................................ 44, 45, 46, 47Teenagers’ addictions and problems ............................................................................................................................................... 48, 50, 56, 57, 58Study habits ................................................................................................................................................................................................ .52, 53, 54, 55Folk heros ..................................................................................................................................................................................................... 72, 73, 74, 75People from other countries .................................................................................................................................................................................. 86, 87Famous people from the past ..................................................................................................................................78, 79, 80, 82, 83, 84, 85, 91, 92Life in different countries ............................................................................................................................................... 103, 104, 105, 106, 107, 108Music ............................................................................................................................................................................................................. 114, 115, 116

LANGUAGE

Adverbs of frequency ...................................................................................................................................................................................................... 18Connectors: and, because, however .............................................................................................................................................................................. 14The Past Continuous .....................................................................................................................................................................................................115Used to ............................................................................................................................................................................................................................... 75Adverbs of manner .......................................................................................................................................................................................................... 29How often…? ................................................................................................................................................................................................................... 46Object and possessive pronouns ................................................................................................................................................................................... 49Future consequences ...................................................................................................................................................................................................... 54Possibility and obligation: Can, Could, must ............................................................................................................................................................... 57Comparatives ..................................................................................................................................................................................................................105Superlatives ....................................................................................................................................................................................................................112Asking / offering / refusing to help ............................................................................................................................................................................107Connectors: When / while / where / then .................................................................................................................................................................... 84Describing personality .................................................................................................................................................................................................... 87The Past Simple tense, affirmative ............................................................................................................................................................................... 23The Past Simple tense, interrogative ........................................................................................................................................................................... 79

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• Adams, M.J. et al. (2000). Phonemic Awareness in Young Children: A Classroom Curriculum. Baltimore, Maryland:Paul H. Brooks Publishing Co.

• Burke, J. (2003). Reading Reminders - Tools, Tips, and Techniques. (1st ed.). Portsmouth, NH: Boynton / Cook.

• Corbeil, J.C, Archambault, A. (1992). The Macmillan Visual Dictionary. (pp. 77 – 112, 150 – 152, 219 – 250, 349 - 355). New York: Macmillan Publishing Company.

• Fox, Gwyneth associated editor et al. (1st ed.). (2007). Diccionario Macmillan Castillo Español – Inglés, Inglés - español. Mexico DF: Editorial Macmillan de México S.A. de C.V.

• Hamel, B. (1st Ed.). (1998). Dictionary of English-Spanish cognate words. Bilingual Book Press. USA.

• Loyd, S. (2000). The Phonics Handout. Essex: Jolly Learning, Ltd.

• Loyd, S., & Werman, S. (2003). Jolly Dictionary. Essex: Jolly Learning, Ltd.

• Mascull, B. (1st Ed.). (1997). Collins cobuild key words in science and technology. Portsmouth: Heinemann Publishers.

• Moon, J. (1st ed.). (2000). Children Learning English. Oxford: Macmillan Education.

• Murphy, R.M. (2nd ed.). (1997). Essential Grammar in Use. Cambridge: Cambridge University Press.

• Peregoy, S.F. et al. (3rd ed.). (2005). Reading, Writing and Learning in ESL. White Plains, NY: Addison Wesley Publishing Company.

• Rauff, R. (1st edition). (1994). Wonderful World of English. Chicago, IL: World Book, Inc.

• Rinvolucri, M. et al. (1st ed.). (1995). More Grammar Games. Cambridge: Cambridge University Press.

Additional bibliography• Bampfield, A. et al. ( 1st Ed.). (1997). A world of English.

Cambridge, Great Britain: Cambridge University Press.

• Bampfield, A. et al.( 1st Ed.). (1996). Welcome to English. Cambridge, Great Britain: Cambridge University Press.

• Blanchard, K. & Root, C. (1st Ed.) (1996). For your information 1. Boston: Addison Wesley Longman Publishers.

• Deriu, B. (1st Ed.) (1997). The big mistake and other stories. Barcelona: Ediciones Vicens Vives, Spain.

• Escott, J. (2002). Lucky break. Harlow, Essex: Pearson Education Limited.

• Escott, J. (2008). Hannah and the hurricane. Harlow, Essex: Pearson Education Limited.

• Kerr, L. (1st Ed.) (1998) Mission Apollo. Oxford: Oxford University Press.

Web pages• http://www.johnsesl.com/templates/quizzes/LQ.php• http://www.esl-lab.com/• http://www.manythings.org/el/• http://www.esldesk.com/esl-links/index.htm• http://www.languagegames.org/la/crossword/english.asp• http://www.esl.about.com/cs/listening/• http://www.sikids.com• http://www.gobartimes.org• http://www.energyquest.ca.gov• http://www.englishlistening.com• http://www.tolearnenglish.com• http://www.saberingles.com.ar/• http://www.focusenglish.com/dialogues/conversation.html• http://www.isabelperez.com• http://www.antimoon.com/how/pronunc-soundsipa.htm

BIBLIOGRAPHY, ADDITIONAL BIBLIOGRAPHY, WEB PAGESBIBLIOGRAPHY, ADDITIONAL BIBLIOGRAPHY, WEB PAGES

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QUESTION BANKQUESTION BANK

Unit 11. Answer these questions.

a. Where is the festivity of Nazareno del Caguach celebrated?b. When was it celebrated for the first time?c. Who brought the image to the island? d. According to the information in the text, is it easier to go

from Dalcahue or from Achao?e. Why do you think the other name of the island is The

Island of Devotion?2. Complete the sentences with the connectors however –

because – and.a. Harry is intelligent. ______ he’s lazy.b. Sue likes to sing ______ dance.c. I went to sleep ______ I was tired.d. People wore masks ______ traditional clothes.e. Maria left the celebration ______ she was sick.f. They were not having fun, ______ they stayed until

the end of the festival.3. What famous foreign festivity is nowadays very popular

in Chile? 4. What information can you infer from the parts in bold in

these sentences?a. I love the parades, dancing samba, and playing with

water in the street all night long!b. Children often fly kites this time of the year.

5. Use adverbs of frequency to describe your daily routine.Example: I always do my homework at 6:00.a. (always) b. (often) c. (sometimes) d. (never)

6. According to the information on Page 23, complete the table with four examples of each type of text.

Myth Legend

7. Write the name of your three favorite festivities and explain what is special about them. a. b. c.

8. What are the main ideas in these paragraphs? Circle an alternative.a. Spots was a large grey and white cat that lived in a barn

on a farm. Spots liked living in the barn because it was warm in the winter and cool in the summer. There were also many mice for to chase. Best of all, Spots could sleep in a soft place in the corner of the barn.i. The barn was dirty.ii. Spots was grey and white.iii. The barn was a good place for Spots to live.iv. Spots often slept outside when it rained.

b. James and his sister, Anna, went to the carnival on Saturday. They rode the merry- go-round, the roller coaster and the Ferris wheel. James ate popcorn and a hot dog and Anna drank lemonade and ate an apple. They were tired when they went home because they saw many interesting shows and did a lot of exciting things. i. James and Anna were hungry.ii. James and Anna did many things at the carnival.iii. The merry-go-round was broken.iv. The carnival was on Saturday.

Unit 21. Read the definition and circle the correct statement. Fitness

means ‘being in good physical condition, healthy, and strong’ and is usually associated with exercise, but that is not the whole picture. In order to keep fit, you have to eat well, sleep well, and also feel good about yourself.a. If you do a lot of exercise, you will keep fit. b. If you sleep a lot and eat well, you will keep fit.c. If you sleep a lot, eat healthily, and do some exercise,

you will be in a good physical condition. 2. Answer the following questions using time expressions.

Example: I _____________ once a day / twice a week / three times a month. a. How often do you eat fruits and vegetables?b. How often do you play videogames?c. Do you practice any sport? How often do you practice it?d. How often do you eat junk food?

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3. Choose the correct alternative to answer these questions.a. According to research, how many hours can Internet

addicts spend on the Internet?i. 15 to 20 hours a week.ii. 20 to 30 hours a week.iii. 30 to 40 hours a week.

b. What age David became a computer addict?i. When he was 10.ii. When he was 9.iii. When he was 8.

c. Does David meet his friends?i. Yes, all the time.ii. Sometimes.iii. No, he doesn’t have time.

d. What does David think about violent games?i. Nobody take them seriously, they are just fun.ii. Violent games make violent kids. iii. David doesn’t like violent games.

4. Decide which of these paragraphs best summarizes the recording you listened to in Lesson 2.a. David is a computer addict. He plays video games so

much that he doesn’t have time to exercise or make friends. He thinks computer games have made him antisocial and they can make people violent too, but the problem is that they are too much fun.

b. David is a computer addict. He plays video games so much that he doesn’t have time to exercise or make friends. He doesn’t think computer games have made him antisocial. He doesn’t think that games make people violent either; he just thinks they are too much fun.

5. Answer these questions about the text on Page 51.a. What will happen to Enrico if he does not go to school?b. How can Enrico know about the children in other countries?c. What does education mean to Enrico’s father?d. Why does Enrico’s father say he is a little soldier?

6. What do the words underlined in each sentence mean? Circle an alternative. a. You are still stubborn.

i. docile ii. obstinate iii. youngb. At the end of a week you will feel desperate.

i. desolate ii. urged iii. sorryc. Imagine this vast universe of which you form a part.

i. tiny ii. huge iii. heavy

7. Why did Kevin and Lily call to the radio program? Do they have the same kind of problem? Kevin: Lily:

8. What do the speakers in the recording mean? Circle the correct alternative. a. Presenter: Have you got a problem?

Lily: Well, sort of.i. She has a lot of problems.ii. I have a particular problem.iii. I don’t have a problem at all.

b. You've got a point there. i. You’ve got a very good excuse.ii. That’s a very good opinion.iii. It’s a very good question.

9. Imagine you are an actor/actress, a rock star, or a sportsperson. Complete your personal blog profile on your webpage telling your fans about your routine, abilities, and things you like. Use modal verbs (can, can’t, must, could) and time expressions (once a day, twice a week) as in the example.

Example:Hi, my name is Simon and I am preparing myself to be an Olympic swimmer. I train 5 times a week, I can’t swim as fast as Michael Phelps but I must train harder every day if I want to be the best. I love junk food! I could eat it every day, but I mustn’t; it would make me slow in the pool, that’s why I always eat healthy food.

Unit 31. Answer these questions about the text on Page 71.

a. When did Robin Hood’s stories begin to appear?b. What is the name of Robin Hood’s wife?c. Who was his main enemy?d. How many times was Daniel Boone captured by

the Indians?e. What did Daniel Boone do in 1775?f. What is Daniel Boone’s image today?g. Where was the Zorro born?h. What did he study in Madrid?i. What is Tornado?

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2. Write a question in the Past Simple tense to each answer.a.

? Yes, I studied a lot for my exams.

b. ? The Wright brothers created the first airplane.

c. ? Einstein won the Nobel Prize in physics in 1921.

3. Answer these questions. a. Why couldn’t Marie Curie go to the university in her

country?b. What is wrong with that? Is it the same in Chile now?c. What special achievement did she attain in Paris?d. Why was T.A. Edison different from the rest of the boys?e. Compare both characters’ contributions to society. Which

is more important from your point of view?4. Answer these questions about the text on Page 81.

a. In what year did Florence Nightingale go to Crimea to help British soldiers?

b. What was the special section about in her book?c. What happened in 1860?d. Who carried her coffin?

5. What do these sentences express? Circle the correct alternative.a. Her family was rich and her father taught her at home.

i. Additional ideas.ii. A contrast.iii. A cause and a consequence.

b. She wanted to be a nurse but her parents did not want her to become one. i. Additional ideas.ii. A contrast.iii. A cause and a consequence.

c. People wrote songs about her and Queen Victoria gave her an award.i. Additional ideas. ii. A contrast.iii. A cause and a consequence.

d. She confronted them firmly because she wanted to work at Salisbury Royal Infirmary.i. Additional ideas.ii. A contrast.iii. A cause and a consequence.

6. Write the name (Daniel or Emma) next to each statement.a. _________________: proud, responsible, and

romantic.b. ________________: typical Aries.c. ________________: loyal to friends and family.d. ________________: stubborn and arrogant.e. _________________: impulsive and quick

tempered.f. _________________: competitive.g. _________________: Leo.

7. Biographya Write the names of three heroes or persons you consider

important to you._________ _________ _________

b. What things are important to mention when you are writing about someone?

c. How is a biography organized? Write the three parts it has.i. ii. iii.

d. Write a short biography of one of your heroes.

Unit 41. What do you know about these countries? Name an actor,

singer, famous place or interesting fact.

Ireland_______________

England_______________

Spain_______________

France_______________

2. What do you think is the most difficult thing about living in a foreign country?

3. Imagine you are starting a new life out of Chile and answer these questions.a. Where would you like to live?b. How do you imagine your life would be like?

4. Answer these questions about the text on Page 101. a. Why did Gabriela and her family move to Ireland?b. What does Gabriela like and about living in Ireland?c. What doesn’t she like?

5. Do Chileans celebrate April fool’s Day? Explain.

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6. Answer these questions about the texts on Page 109.a. Where is La Tomatina celebrated?b. How do people celebrate?c. How many kilos of tomatoes are used during this

celebration?d. When is Cooper’s hill Cheese Rolling festival celebrated?e. How do competitors know when the race has begun? f. How many days do people celebrate The Battle of Oranges?g. How do people celebrate this event?h. Where does The Festival of the Pig take place?i. What is the main event of the festival?

7. Read these sentences and underline the correct answer.a. Our house is bigger / biggest than yours.b. In Chile, July is colder / coldest than February.c. It is the larger / largest shop in the city.d. Mark is the better / best football player in the team.

8. Complete the paragraph with the past continuous tense of the verbs in the box.

rain listening hold wear eat sleep barkwalk drink walk read

It was exactly ten o'clock. Outside, it was raining. We ____________ our books in the living room, and our nine-year-old twins ____________ quietly in their bedroom. My husband ____________ a cup of tea, and I ____________ to the CD I bought. Our 16-year-old daughter ____________ towards the door. She ____________ her dark blue raincoat and she ____________ an umbrella. She ____________ a chocolate bar. Our cats ____________ beside her, and our dog ____________ loudly. Everything was normal in that winter evening.

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UNIT 11. a. It takes place in Chiloé.

b. The first celebration began in 1778.c. The Franciscan missionary Hilario Martínez.d. Possible answer: because people who attend the

festivity have a great devotion. 2. a. However b. and c. because d. and e. because f. however.3. Possible answers: Halloween, Valentine’s day.4. Possible answers:

a. That it is very hot. b. That it is windy.5. Answers may vary.6. Answers may vary. 7. Answers may vary.8. a – iii ; b – ii

UNIT 21. c.2. Answers will vary.3. a. iii. b. i. c. iii. d. i.4. a.5. a. He will feel desperate.

b. By using his imagination. c. It means the progress and the glory of the world. d. Because he has to fight against ignorance.

6. a. ii. b. i. c. ii.7. Yes, both have problems with friends who offer them drugs.8. a. ii. b. iii. 9. Answers will vary.

UNIT 31. a. Stories about him began to appear in 14th century.

b. His wife was Maid Marian c. His main enemy was the Sheriff of Nottinghamd. The Indian captured and release him four times.e. In 1775 he led an expedition that opened a trail

through Kentucky.f. Today his image is a mixture of fact and legend.g. He was born in Madirdh. He studied art and science.i. His black horse was called Tornado.

2. Possible answers:a. Did you study for your exams?b. What did the Wright Brother create?c. What year did Einstein win the Nobel Prize?

3. a. Because she was a woman. b. Possible answers: In Chile, woman can go to the

university. c. She was the first woman to become a professor. d. He didn’t go to school. e. Will vary.

4. a. 1854b. the special section was about taking care of babies.c. In 1860 Florence opened the Nightingale Training School

for Nurses. d. Six sergents of the British army carried her coffin.

5. a. Daniel. b. Emma. c. Emma. d. Daniel. e. Emma. f. Emma. g. Daniel.

6. Answers will vary.

UNIT 41. a. Because of her father’s job.

b. That life is more interesting, and she has lots of friends from different countries.

c. That winter is very cold.2. Possible answer:

Chileans celebrate a similar date: Innocents’ Day on December 28.

3. a. In Buñol, Spain. b. They celebrate having parties on the streets, eating

paella, dancing and throwing tomatoes.c. About 7 million kilos.d. In May.e. The race begins when the Master of ceremonies throws

a piece of cheese down a hill.f. Five days.g. With parades, parties, food events and music in

the streets.h. In Trie Sur Baise, France.i. The national pig imitation competition.

7. a. bigger. b. colder. c. largest. d. best. 8. were reading / were sleeping / was drinking / was listening

to / was walking / was wearing / was holding / was eating / were walking / was barking.

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UNIT 1: EXPLORING TRADITIONS

Lesson 1: A Chilean celebration1. 1. We Tripantu 2. La Tirana 3. Andean carnaval2. a. New sun. b. The Virgin of Carmel.

c. The mixture of Spanish and indigenous cultures.3. Students' own ideas.

4. Students' own ideas.

Lesson 2: Holidays and celebrations

1. Usually, generally, sometimes, always, often.Students' own ideas.

Lesson 3: Myths and legends1. had, stayed, had, did, went, watched, drove, visited, saw,

met, learned, were, promised. Students' own ideas.

2. a. My friends and I studied math yesterday.b. Peter ate a big sandwich for lunch.c. Joanna read an interesting book last month.d. Brenda and Tom went to the zoo last week.e. Gustave Eiffel built the Eiffel Tower in 1889.f. Liza wrote an e-mail in the morning.g. My father painted this painting when he was young.h. My mother called my sister last Monday.

5. 1. was / Spain. 2. began / 1939. 3. lived / Buenos Aires. 4. became / 43. 5. had / six 6. wrote books 7. went / 1969

Lesson 4: Chile’s national dance

1. Angrilybadlycarefullycomfortablyfast

wellloudlynervouslynormallyquickly

quietlysadlyhappilyhardslowlysuccessfully.

2. a. well. b. normally. c. quietly. d. fast. e. successfully. f. hard. g. angrily. h. carefully.

3. a. How does Daniel speak? He speaks loudly. b. How do the students behave? They behave nervously. c. How does the turtle move? It moves slowly. d. How does my little sister laugh? She laughs happily. e. How does Laura sing? She sings badly. f. How do you feel? I feel well.

UNIT 2: TAKE CARE OF YOURSELF!

Lesson 1: How fit are you?

1. listen to, watch, play, write.

2. Any of these: Read: a book, a novel, a brochure, a letter, an e-mail, a blogGo: surfing, camping.Listen to: a song, a lecture, a speechVisit: grandparents, family.Watch: a soccer game, a movieGo to: the university, the mall, the doctor, the club, the countryWrite: an e-mail, a novel, an article, a blog

Lesson 2: Who’s in control?1.

Possessive pronoun Indirect object pronoun

Susan’s daughter Her daughter Hers

Brian’s girlfriend His girlfriend His

My parents’ car Their car Theirs

My family’s house Their house Theirs

Dave’s dog His dog his

2. a. mine. b. yours. c. hers. d. his new jacket. e. his passport. f. her voice.

3. a. This is her photo. This is hers. b. It is their dog. It’s theirs.

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Lesson 3: A schoolboy’s journal

1. b. 2. a. – iv, ; b. – ii. ; c. – iii. ; d. – i.

4. a. You should make a break.b. You should make a timetablec. You should plan your time carefully. d. You shouldn’t worry too much. e. You should ask for help.

5. My brother feels scared when he hears noises at night. I was very happy when I heard the good news. Tom felt sad when he heard his uncle was very sick. Andy was confused as he didn't know what to do. Sandra's really stressed about her exams. She's really angry because someone stole her bag.

Lesson 4: Help for you!

1. i. What’s the matter ii. got a point iii. sort of iv. get rid of

2. a. You must do the homework everyday.b. You can study with a classmate.

Lesson 5: My personal online journal

1. LlllAngelthebest13 Prettycandy1145

Good at English grammar vocabularyBad at Speaking English pronunciation

2., 3., 4. Students' own answers.

UNIT 3: INSPIRING PEOPLE

Lesson 1: Folk heroes

1. Students' own ideas.

3. become – drums; dice – eyes; – ; world – word; field – shield; sing – king; in – wind; plate – wait; sand – stand; ringing – singing; string – king;

4. world, alone, eyes, king, me, sand, singing, field, word, wind, become, plate, king.

5. a. He used to rule the world. b. They used to feel afraid of the king.c. He sleeps alone and he sweeps the streets.

Lesson 2:

People that changed people

1.Invention Inventor Age YearThe Popsicle Frank Epperson 11 years old 1905Braille Louis Braille 15 years old Not mentioned

2. a. The “Epsicle”. b. He became blind when he was three because he injured

his eyes.

Lesson 3: Florence Nightingale, a

woman out of her time

2. a. Bert was a soldier. He was injured at war. b. The hospital was nasty, smelly, and dirty. The author

describes it in the 3rd verse.c. Because the hospital was dirty.d. Florence gave Bert a nice clean bandage and ointment for

the pain. The information is in the 9th verse of the poem.e. She wrote great books about nursing. She opened up a

school. (11th verse)

UNIT 4: DIFFERENT PEOPLE,

DIFFERENT LIVES

Lesson 1:

Experiences in a foreign country

2. a. F. b. T. c. T. d. T.

Lesson 2: Do you like jokes?

1. Asking for help Offering to help Refusing to helpCan you give me a hand with…?Can you help me with…?Can you…?Would you be so kind to…?Could you…?

It’s fine.Feel free to ask me.Certainly!What can I do for…?It’s there anything I can do…?What do you need?Of course!Sure!OKDo you need some…?Indeed!It’s no problem.All right.

I’m afraid I’m busy now.I’m really busy.I’d really like but…I’m sorry I can’t.

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Lesson 3:

Festivals around the world

1. a. The highest mountain in the world. b. the fastest animals. c. the longest river in South America. d. the closest planet to the Sun. e. the biggest desert in the world.

2. Students' own ideas.

4. a bicicycle / own ideas / the best / in that price range / own ideas / the cheapest / Aleoca 20-inch folding bike / $79.90 / And how much / most expensive / own ideas / lowest / the Stella X is the smallest / It's the lightest, too / the slowest.

Lesson 4: Top of the pops

4. When the picture was taken, the boy was eating a sandwich, the girl was reading a magazine, and the man was preparing the dinner.

Lesson 5: To my country

2. me / energy ; fun / sun ; warm / dorm ; cool / pool ; happy / sappy ; day / way

READING BOOKLET

The Power of the Sun – An Indian

Legend

1. The conflict of the son of the Sun who felt in love with a girl from the Earth and Morning Star who lived a lonely life because of the scar on his face.

2. Answers will vary.

3. Answers will vary.

Healthy Lifestyle

Answers will vary.

Ulysses and the Cyclops.

1. They were giant and dangerous creatures who had an eye on the forehead.

2. To blind the Cyclops to protect his crew.

3. Answers will vary.

Terri and the Turkey

1. They do not want to kill the turkey.

2. Answers will vary.

3. Answers will vary.

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TEACHER'S BOOK

ENGL

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8º

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ico

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ACHE

R'S B

OOK

Lina Alvarado Jantus

EDICIÓN ESPECIAL PARA EL MINISTERIO DE EDUCACIÓN PROHIBIDA SU COMERCIALIZACIÓN

9 789563 391930EDICIÓN ESPECIAL PARA EL MINISTERIO DE EDUCACIÓN PROHIBIDA SU COMERCIALIZACIÓN

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