Ingles Profesor PDF

GUÍA DIDÁCTICA DEL DOCENTE

INGLÉS

básico

Lina Alvarado Jantus

EDICIÓN ESPECIAL PARA EL MINISTERIO DE EDUCACIÓN PROHIBIDA SU COMERCIALIZACIÓN

GUÍA DIDÁCTICA DEL DOCENTE

Lina Alvarado Jantus Teacher of English Instituto Profesional Chileno-Británico

2014 © Ediciones Cal y Canto Travelers 8º básico Teacher’s Book Nº de Inscripción: 235.002 ISBN: 978-956-339-140-4

Original text

© Lina Alvarado Jantus Teacher of English Instituto Profesional Chileno-Británico

Basado en Travelers Travelers 8º básico 2009 © Ediciones Cal y Canto Ltda. Nº de Inscripción: 171.756 ISBN: 978-956-8623-54-8

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© Ediciones Cal y Canto Ltda. © Ediciones Cal y Canto Ltda.

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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 8.000 ejemplares en el mes de enero de 2014.

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CONTENTS 

• Plan of the book ………………………………… 4

UNIT 3: INSPIRING PEOPLE  ……………

• Description of the course ………………………………6

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

• Student’s Book ……………………………………… 6

• Error Alert!   ……………………………

• Unit Structure ………………………………………… 6

• Extra Test  ……………………………………… 69

• Methodology …………………………………… 8

UNIT 4: DIFFERENT PEOPLE,

• Classroom management …………………………… 11

DIFFERENT LIVES  …………………………

• Some basic teaching reminders  ………………………14

• Background Information  ……………… 74, 75, 78, 82

• Some methodological suggestions for skill development

• Error Alert!

14

54

56, 59, 62

72

…………………………………… 76

• The Internet in the language classroom ……………… 16

• Extra Test  ……………………………………… 85

• Using literature in the language classroom …………… 17

• Answers Workbook …………………………………… 88 Reading Booklet ……………………………… 90

• Classroom Language ……………………………… 18 UNIT 1: EXPLORING TRADITIONS  ……

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• Background Information …………………… 21, 25, 28, 31 • Error Alert!   ……………………………

27, 30, 33

• Extra Test  ……………………………………… 36

• Evaluation Instruments (Photocopiable) ………………  91 • Language Reference (Photocopiable) …………………104 • Irregular Verbs (Photocopiable) ………………………112 • Thematic index ………………………………  114

UNIT 2: TAKE CARE OF YOURSELF! 

… 40

• Background Information  ……………………… 43, 46 • Error Alert!   ……………………………

42, 47, 49

• Extra Test  ……………………………………… 52

• Bibliography …………………………………  115 • Question bank  ……………………………… 116   Answers ………………………………… 120

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DESCRIPTION OF THE COURSE  Travelers has been especially written for teenagers in the eighth year of primary school. The English program for the level and the concepts and guidelines of the Chilean curriculum have been considered throughout its preparation.

• To provide visual elements to improve students’ reading comprehension skills.

The course aims to: • foster an integrated development of the four skills, p roviding students with techniques and strategies that will allow them to understand oral and written texts not only in English, but also in other subjects and in their everyday life.

The Student’s Book contains four units based on the English program for the level and the concepts and guidelines of the Chilean curriculum.

• improve learning and thinking skills.

• To provide an appropriate context to work with activities that foster students' creativity.

Unit 1:  EXPLORING TRADITIONS. Unit 2: TAKE CARE OF YOURSELF!

INSPIRING PEOPLE. 4: DIFFERENT PEOPLE, DIFFERENT LIVES.

Unit 3:

• help students realize English is an important tool for getting and exchanging information, knowledge and culture.

Unit

• educate in a broader sense by providing information about Chile, South America, the English-speaking countries and the world at large, encouraging students to think, analyze and question.

• Each unit begins with a two-page spread showing a diagram of the objectives of the unit, attractive illustrations to set the theme and motivate students, and a few short activities meant to introduce the topic, activate previous knowledge, and raise students’ interest.

• encourage language awareness and develop critical thinking through literary texts. Travelers consists of a Student’s Book, a Workbook, a Reading Booklet, a Teacher’s Book and a CD. STUDENT’S BOOK 

The course is topic-based and contains a conducting line:

Conductive thread The text has a conductive thread represented by children of the same age and level of the intended readers. They are present in different situations according to the topics of the unit. These children include English native speakers related with Chile, and also Chilean children. They interact throughout the book among them and also with other people. Special emphasis has been put on presenting girls and boys participating in similar ways and occasions. At the end of each unit there is an illustrated cartoon strip whose main characters are the same as the ones who appear in the lessons included in each unit. This resource has been included mainly because children of all ages enjoy this type of material and also because the visual aspects are effective to support the comprehension process. It also has other advantages, such as: • To present language in a meaningful context. • To allow students to internalize language patterns that they may use later on. • To help develop critical thinking.

UNIT STRUCTURE 

• The Preparation for the unit  section identifies and practices language and skills that the students will need to have mastered in order to move on to the new contents of the unit. • The tasks in each unit are indicated with the following headings: Reading, Listening, Writing, Language focus, Reflections, Synthesis, Test your knowledge, and Self-evaluation. • The tasks to develop reading, listening and writing skills help students learn strategies to improve their understanding of written and spoken messages, as well as to compose different types of brief texts. In the case of the lessons working with reading and listening skills, the methodology adopts a three-phase approach. Each phase is specified in the lessons as while and after reading / listening tasks.   The Before reading / listening activities provide a setting, motivation and linguistic preparation, and activate previous knowledge; the While reading / listening activities focus students’ attention on specific tasks that guide their reading / listening, providing different points of view for the same text, and the After reading / listening  activities connect the text with their own reality, give practice on a specific grammar structure, clarify points that may be useful later on, and / or enlarge vocabulary areas. • To develop writing skills, the lesson starts with a simple analysis of a model text. This phase, called Have a look at... ,

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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. • Reflections is a special section that helps students think about their learning process and to raise their awareness of how they develop their own learning strategies to become more effective learners. It also enables students to become independent learners as well as independent thinkers. Teachers are strongly recommended to train and help students to reflect on their learning process and should encourage their students to keep tidy notes of the activities in class, of any extra work done, of tests, quizzes, homework, handouts, vocabulary records, etc., so that they can have easy access to all this information whenever they need to use it again, when they study at home or when they revise for tests. • Project is a section that plays an important role. It can be a useful tool for clarifying particular problems, and for creating an instance where students can apply what they have learnt in the unit.

It gives students a chance to revise their knowledge, connecting the activities with the skills developed. • Evaluation is an ongoing process in Travelers, and an integral part of learning. It takes the form of both student evaluation and teacher evaluation. This is done informally after Lessons 2 and 4 in each unit, through theTravel Back section. It helps students revise their performance in the reading, listening, and language activities and also allows teachers to make further use of the reading and listening texts. More formal evaluation is done at the end of each unit through the Test your Knowledge and Self-evaluation sections. In the Test your Knowledge  section students revise contents and evaluate their performance in the whole unit. The Self-evaluation section allows students to reflect on their strengths and weaknesses. It provides feedback on how much they have learnt, putting them in a position to make an assessment of their work. Learners, by getting involved in their evaluation, come face to face with their learning problems and consciously try to tackle them. Students are asked to evaluate their performance, their participation, their products, and the working arrangement. • Creative skills is a special section in the comic strip that help students develop their creativity. It includes group, role-play activities in which students continue the story, create alternative endings or change some details in the comic strip by using their creative skills. • Learning styles. Travelers considers that there are different learning styles in a classroom, so different kinds of activities have been included. - Visual learners need visuals in the classroom, for example: posters, realia, flash cards, visual organizers, etc. - Auditory learners learn better by listening, and like working in pairs and small groups. - Kinesthetic learners learn through physical activities like competitions, board games, role-plays, etc. - Tactile learners like board and card games, projects, etc. • Values. Value-enhancing topics such as equality, health, respect, the environment, etc., appear explicitly throughout the course. Through guided questions and simple discussions, students are encouraged to reflect about and form opinions on broader social issues concerning their lives and the world around them. Cultural differences are also highlighted at relevant points in the course as well as particular aspects of English-speaking

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countries such as information related to historical and geographical facts, cultural heritage, teenage lifestyles, etc. in order to raise students’ awareness of the target culture, and develop a richer perspective of their own culture. • There are other small but interesting sections in the units. - Did you know that …?  The aim of this section is to provide more information on the main topic of the lesson and interest students in finding more information on their own. - Throughout the book students and teachers will also find website-based resources to expand their knowledge of specific subjects. - American v/s British English.  Special notes that show students the differences between American and British English in writing, pronunciation, and vocabulary. Students are frequently confused with the different spelling or pronunciation and the idea of this explanation is to show them that both ways are perfectly acceptable. 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 having in mind to avoid interrupting students while they are doing communicative activities. • Idiomatic expressions. When idiomatic expressions appear in the texts or in the activities, they are explained, defined, and an example is given. Idioms or idiomatic expressions are those that cannot be immediately understood by analyzing the literal meaning of their components; literal translation will sound odd. This section will help teachers to include them naturally in different exercises. • Observation and evaluation sheets for the teacher and the students (photocopiable, in Appendix at the end of the book):

- Listening comprehension. - Reading comprehension. - Extended response reading rubric. - Behavior rubric. - Beginners’ writing. - Project evaluation. • Answers for all the tasks in the 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. • The level of difficulty of the activities included in the book. This is shown with the following icons: Low = + Medium = ++  High= +++ CD 

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

Task-based learning Travelers helps students develop language and learning skills to carry out sequences of tasks. These are some advantages of task-based learning. • Increased motivation - learners become personally involved. • All four skills, reading, writing, listening, and speaking, are integrated. • Autonomous learning is promoted as learners become more responsible for their own learning. • There are learning outcomes: learners have an end product. • Authentic tasks and therefore, more authentic language input. • Interpersonal relations are developed through working as a group. • A break from routine and the chance to do something different.

Collaborative Work In project-based learning, students work in teams to explore real world problems and create presentations to share what they have learned. This approach has many benefits for students, including: • deeper knowledge of subject matter; • increased self-direction and motivation; • improved research and problem-solving skills.

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Additionally, it gives the teacher the grounds for evaluating what students have learnt and how they apply that knowledge to real life situations.

should not be treated as time fillers. Each game in this book is there for a purpose and needs teacher supervision and sometimes prior preparation.

The book has projects for students to carry out. Each relates to the unit and asks students to try and answer a question or solve a problem - one that has relevance for them and that they might have to face one day in real life.

Cognates

Let students choose their own group – there is nothing worse than being stuck with someone you do not get along with. Give them enough time to prepare the project. Praise and reward good presentation and extra effort made.

Learner training This concept has to do with developing students’ awareness of how they learn and how they develop their learning strategies so that they become more effective and independent learners. Teachers should encourage students to analyze their learning process, making them think about their learning, what problems they have and how they could improve their performance, so that they can take the appropriate steps to optimize their learning. Special attention should be paid to the training of students in pair and group work, emphasizing the importance of everyone’s contribution and the respect for the ideas of classmates. Mixed ability Travelers caters for mixed-ability classes in a variety of ways. The teacher needs to develop techniques which allow students of all levels to benefit from the lesson. Individual feedback is advisable in any class, but in a mixed-ability class, this attention to detail can increase student satisfaction. The teacher should always try to make some mental, if not written, notes about each student in such classes. As the course progresses and opportunities arise, the teacher should congratulate individual students on their improvements and make tactful suggestions on areas to work on. A few sentences during general monitoring are better than nothing. These details show that the teacher is aware of individual needs of students. Additionally, each lesson in Travelers offers at least one activity that can be done by fast learners, while the rest of the class is finishing a task.

Games Games are important when learning a foreign language because they are motivating and help students to sustain the effort of learning. However, games are the means and not the end – they are a way of making learning more entertaining and

Cognates are words in different languages related to the same root, eg, education (English), educación (Spanish). The different lessons in Travelers provide students with a question to help them notice and recognize cognates. The teacher should encourage students to find the cognates whenever they face a new text.

False Cognates Students might get confused because there are several words in Spanish that are similar in English, but have a different meaning. Here are a few examples of false cognates. • Actually = realmente, not actualmente (at present, currently). • Embarrassed = avergonzado/a, not embarazada (pregnant). • Realize = darse cuenta, not realizar  (carry out, fulfill). • Approve = aprobar   (agree with something), not aprobar un examen (pass an exam). • Lecture = conferencia (a talk about a topic), not lectura (reading). • Try = tratar de hacer algo, not tratarse de (be about) or tratar con (deal with). • Politics = la política, not los políticos (politicians) • Library = biblioteca, not librería (bookstore) • Familiar = estar familiarizado con, not familiar  (relative) • Parents = padres (father and mother), not parientes (relatives).

Evaluation and assessment In Travelers, evaluation is ongoing and an integral part of the learning process. It takes the form of both student evaluation and teacher evaluation. Student evaluation As well as making students feel more responsible for their own learning, the process of evaluating themselves and evaluating classmates actually helps them to learn and remember. Students are asked to evaluate the following aspects: their performance, their participation, their products, the working arrangement. This is done informally through the Reflections and the Travel Back sections, and more formally at the end of each unit through the Test your Knowledge and Self-evaluation sections. The teacher must help by organizing correction of the activities, but students themselves must check their own performance and assign marks. At the end of this activity, students are asked to add up their marks and use a Progress

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chart to find out their level of achievement. Many students may be new to the process of self-evaluation and at the start teachers will need to give guidance. Informal evaluation should also take place on a regular basis at the end of lessons through short discussions about the lesson, carefully guided by the teacher.

Teacher evaluation Teacher evaluation combines formative and summative instruments. The following suggestions could be considered to reach a final mark for each student. A mark should be given to each of the three components below. The final mark should be the average of these three marks. 1. Classwork. Taking into account general attitude, participation, cooperation with classmates and work done. 2. Projects. A project evaluation sheet (photocopiable) is provided in the Evaluation Instruments Appendix. 3. Tests. There are two mini-tests, one final test, and one extra test per unit. These tests assess listening and reading comprehension, as well as specific language items studied and practiced in the units.

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

- Role-plays. Choose any of the dialogs, give groups time to practice and invite two or three groups to present. - Questionnaires. Prepare a short questionnaire at the end of a unit on the content of the different texts. Assign it for homework or use it as an informal test, which they can answer looking at the texts – they do not need to know the information by heart, but should know how to find it! - Bulletin board displays. Ask students to collect photos, pictures, cut outs on a chosen topic, add a short text about them following a model you can provide, and assign a place in the classroom or the school for them to display their work. - Written quizzes based on the written or oral texts used in class, that may include: fill in the blanks with or without words given, put words in order to form sentences, correct the mistake (grammar or information), etc. - Contests and games. Bingo with vocabulary words or verb tenses, find as many words as you can in x minutes under different categories, find information in the dictionary, how much do you know about ...?

Introducing Travelers to your Students Before starting Unit 1, introduce students to the course, the components and methodology. Explain the importance of their participation, the work organization into individual, pair and group work, the role of self-evaluation, etc. Bibliography Both the Teacher’s book and the Student’s book offer suggestions of materials that can be used for reference. Some of these materials can be found in the Centro de Recursos de  Aprendizaje (CRA) in each school.

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CLASSROOM MANAGEMENT  Classroom management has to do with methods used by the teacher in order to establish harmonious class organization and discipline. The following components play an important role in the achievement of these goals.

The teacher A classroom where learning takes place is a pleasant environment; the teacher is enthusiastic and active and encourages student participation. In most cases the teacher is the only direct contact the students have with English. It is therefore important that she / he tries to communicate with the students in English as much and as often as possible. Some students may not be used to this, and teachers should explain, in Spanish, that they may find it difficult to understand at first, but it will gradually get easier. Teachers can also use gestures or mime to help understanding. Instructions for activities should be given as clearly and as simply as possible, through demonstration and examples. If it is clear that many students have not understood, the teacher can ask a stronger student to translate for the class.

The students The main objective of the English classes is the development of reading, listening, speaking, and writing skills, so the teacher may insist and encourage students to use English in class as much as possible to show understanding of the reading and listening texts. The teacher must provide patterns and clear examples for them to do so, following these patterns and examples. The teacher must also emphasize the importance of everyone’s participation in and contribution to the activities, giving clear explanations of their purpose and the role of the individuals, the pairs, or the groups carrying them out. Teenage students are going through a difficult process of development in their lives, so the teacher might face discipline problems, disruptive behavior, or unwillingness on the students’ part to do the different tasks they are assigned. The topics in Travelers have been carefully selected to attract and keep students’ attention. The responsibility for building a positive learning atmosphere lies not only in the good relationship the teacher and her / his students develop, but also in the one the students have among themselves. Travelers helps the teacher in this task through a number of carefully designed exercises, very clear tasks, and opportunities for the students to check and evaluate their own work.

Discipline One of the reasons for bad discipline is usually students’ inability to cope with the tasks. The noisiest students will demonstrate their frustration by means of loud outbursts and disruptive behavior, while the rest of the class may remain passive. To avoid discipline problems, these preventative strategies are suggested: - careful planning, so that students realize there is a feeling of purpose which keeps their attention on the task in hand; - clear instructions, given very simply and assertively so that students know exactly what to do. Working with big classes These ideas may help you deal with a big class and allow you to put into practice the suggestions for activities in the lessons. • At the beginning of the year, discuss and establish, together with the class, a few class rules. Ask different groups to write them on pieces of poster board and display them permanently on a wall. They may be written in Spanish and little by little turned into English, or they may be written in English and accompanied by pictures illustrating them. • Involve the whole class when giving instructions, explanations, or when checking answers, but try to use pair and group work as often as possible. • Train your students to work in pairs or groups from the very beginning, little by little, first only in pairs, doing simple tasks such as making lists of words, looking up words in a dictionary, preparing a couple of questions, etc., then move on to more complex tasks, and finally start asking them to work in groups. • An important part of the training period should be to ask them to move quickly and with as little noise as possible. Do not ask the whole class to form groups or pairs at the same time, but do it by rows and praise the row that does it best. • Try and use a variety of working arrangements: pairs with the student next to them, with the student behind, with the student in the row opposite, etc., or form pairs with simple action games, such as forming two big circles, asking them to move in different directions and stop when you say so: their partner is the person they are standing opposite to at that moment, etc. • At the beginning, ask students to form pairs or groups with the people near them, but eventually ask them to move around more. When they have been trained in pair and group work, you may ask the whole class to leave their seats and move around the classroom to work with different partners, gathering information or opinions, carrying out a survey, etc.

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• Apply different criteria to form pairs and groups: sometimes put together students of similar levels and assign different tasks according to their levels; at other times, form mixed-ability pairs or groups, so that stronger students may help weaker ones; take an active part in the formation of groups, but occasionally, let students choose who they want to work with. Take these opportunities to emphasize the importance of cooperation and respect for everyone’s ideas, abilities, and contributions. • Give short, clear instructions, and always check that students have understood what they have to do by asking them to repeat your instructions – in Spanish if necessary. You may ask the best students to write short reminders of the steps of the activity on the board. • Provide a clear model of what pairs or groups have to do with one or two students in front of the class before they begin working on their own. • Assign a clear time limit for each activity – and keep to it! Do not ask “Are you ready?” as most probably the answer will be a loud NOOO!, even if they are ready. • After you have given and checked instructions for the activities, start walking around the classroom, going from group to group as quickly as possible. Repeat the instructions if you see that most of the students have not understood or are not doing what they are supposed to be doing. • Agree with the class on a code you will use to indicate that they have to stop doing the activity, stop talking and get ready to check results. For example, you may stand in a particular place in the classroom; or you may raise your hand and as students see you they have to do the same; or you may count from five to one, etc. In general, avoid shouting, as loud noises tend to generate louder responses. • Occasionally, ask either troublesome or faster learners to act as your assistants, writing things on the board, walking around the classroom checking that all groups are doing the activity, taking notes of the work in progress, keeping the time, distributing and collecting worksheets, etc. It is better if these assistants are not always the same students. • At the end of each activity check answers, correct general mistakes you may have detected while walking around the class and do something that clearly indicates that the activity has finished: some final examples, choral repetition of key words, phrases and sentences, congratulations and praise for the good work done, etc.

• If your students are used to getting marks for their work, agree on a system of marking pair and group work as well: give and accumulate points for participation, good behavior and results. (Examples of observation sheets and class evaluation are provided). • Dealing with troublesome students may be difficult. This may be made easier if you ask all students to write a suggestion for ‘punishment’ of these students on a piece of paper. Check that the suggestions are acceptable, put them in a box and ask troublemakers to get a piece of paper from the box and do whatever is indicated there whenever they misbehave.

Pairwork and groupwork This type of work encourages students to share their skills and knowledge, and learn from each other. It also increases students’ involvement and active participation, as well as developing positive attitudes. It is important to share with the students the importance of these activities which will give them an opportunity to learn the social and communicative skills required to work with other people: acceptance of other ideas, responsibility, commitment, cooperation, respect for turn - taking, etc. The teacher should take an active role in group formation, so that the students do not always work with the same people, to take full advantage of the variety of learning styles and abilities. Students should assume different roles each time (coordinator, secretary, researcher, presenter, artist, writer, etc.). Students learn best when they are actively involved in the process. Researchers report that students working in small groups tend to learn more of what is taught and retain it longer than when the same content is presented in other formats. Students who work in collaborative groups also appear more satisfied with their classes. • Informal learning groups  are temporary clusterings of students within a single class session. Informal learning groups can be initiated, for example, by asking students to turn to a neighbor and spend two minutes discussing a question you have asked. You can also form groups of three to five to solve a problem or answer a question. You can organize informal groups at any time in a class of any size to check on students' understanding of the material, to give students an opportunity to apply what they are learning, or to provide a change of pace.

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• Formal learning groups  are teams established to complete a specific task, such as write a report, carry out a project, or prepare a presentation. These groups may complete their work in a single class session or over several weeks. Typically, students work together until the task is finished, and their final product is formally evaluated. • Study teams are long-term groups (usually existing over the course of a semester) with stable membership whose primary responsibility is to provide members with support, encouragement, and assistance in completing course requirements and assignments. • Study teams also inform their members about lectures and assignments when someone has missed a session. The larger the class and the more complex the subject matter, the more valuable study teams can be. • General Strategies Plan for each stage of group work. When you are preparing for the course, decide which topics, language contents, or projects might lend themselves to formal group work. Think about how you will organize students into groups, help groups negotiate among themselves, provide feedback to the groups, and evaluate the products of group work. Carefully explain to your class how the groups will operate and how students will be graded. Explain the objectives of the group task and define any relevant concepts. In addition to a well defined task, every group needs a way of getting started, a way of knowing when its task is done, and some guidance about the participation of members. Give students the skills they need to succeed in groups. Many students have never worked in collaborative learning groups and may need practice in such skills as active and tolerant listening, helping one another in mastering content, giving and receiving constructive criticism, and managing disagreements. Discuss these skills with students and model and reinforce them during class. Consider written contracts. Some teachers give students written contracts that list members' obligations to their group and deadlines for tasks.  Adapted from:  Gross  Gross Davis, B. (1993). Collaborative Learning: Group Work berkeley.. and Study Teams. Teams. Retrieved July 18, 2012 from http://teaching. berkeley edu/bgd/collaborative.html

NOTES

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SOME BASIC TEACHING REMINDERS  • Start every lesson in a way that focuses everyone's attention to create expectation and prepare students for what is to come. You can write the topic of the lesson on the board and ask some questions about it, show a poster or picture related to the lesson, ask who can remember what they did the previous class, etc. • Do not allow students to open their books until everyone is paying attention. • End an activity before students get bored with it, but do not hurry them or end the activity too soon if they are obviously enjoying it. • Ask students their opinion. • Do not assume that if one student says they understand, everyone else does. • Ask (elicit) rather than tell. Someone in the class can probably give the information. • Do not ask students to explain difficult things, such as definitions of words, in English. • Do not interrupt students during pair or group speaking activities to correct their English; note the main, common mistakes, put them on the board and correct them with the class at the end. • Do not insist on 100% accuracy all the time. Mistakes are a normal part of the learning process, and a valuable source of information. • Give praise and encouragement, especially to weaker students. Write positive comments on their work; let them know what they are doing well and what they need to improve. • Remember that you are the main motivator in the classroom! SOME METHODOLOGICAL SUGGESTIONS  FOR SKILL DEVELOPMENT 

Developing listening skills • Follow the organization of activities into before, while and after listening. • Before listening - Introduce the topic of the text and get students involved. Elicit what they know about it and help them relate it to their own experiences. Make use of pictures. - Present key vocabulary and structures, and write them on the board. - Invite students to predict the content and to formulate hypotheses of what will appear in the text.

- Do these activities quickly and take advantage of the interest created to continue with the listening activities. • Listening - Play the recording once or twice for students to check their predictions and hypotheses. Accept other information they may have gathered, but do not go into details at this stage. - Remind students of cognate words, which help comprehension and consequent task realization. - Read and clarify instructions with the class, and do the different listening activities one by one, concentrating on the task assigned and checking answers after each successive listening. - Every time students listen, they should have a clear purpose and task, provided in the instructions, which will help them focus their attention attention and identify the information required. - Help students recognize different supporting elements in the listening texts: intonation, voice pitch, pitch, pauses, emphasis, background noise, etc. • After listening - Help students summarize the text using the models provided. - Encourage reinforcement of vocabulary and grammar that appeared in the text, always using the context, and providing further examples or similar contexts. - Discuss the topic of the lesson, help students reflect on the contents and highlight the values values presented, making them notice the connections with their own reality. - Make students evaluate their own performance in the lesson. a. Did their predictions help them understand the text? b. How did they do in the different listening activities? words, expressions, or structures did they learn c. What new words, in this lesson? Can they use them in other situations?

Developing reading skills • Follow the organization of activities into before, while and after reading. • Before reading - Introduce the topic of the text and get students involved Elicit what they know about it and help them relate it to their own experiences. Make use of pictures. - Present key vocabulary and structures, and write them on the board. - Invite students to predict the content and to formulate hypotheses of what will appear in the text.

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

further practice in a free? context, either for the whole class or for faster, keener students. Invite them to make comments on the contents and share them with the rest of the class. - Encourage students to make use of the Reflections section to evaluate their their own performance in the lesson.

Developing oral expression • At the beginning of the course, prepare posters with the class, showing the expressions they must use as part of the classroom interaction (See Classroom language on Page 18.) You may use different colors to identify their function. • Teach them to address you as Mr. / Miss / Mrs. plus your surname. • Encourage students to use English to do the different speaking activities that show comprehension. • Choose relevant parts of the listening texts, especially dialogs, for students to listen, repeat, and try to memorize and present in front of the class. • Create a positive atmosphere in the classroom to facilitate students’ participation in oral exchanges. Developing written expression • Always provide a model for students to follow. Go from simple, very guided activities to more complex ones: just words that students use to fill in blanks, or exercises in which they put words in order to form sentences, short answers to simple questions, using a pattern given and substituting some elements, etc. • Make students aware of punctuation marks and connectors. • Check written work while walking around the classroom, or collect notebooks, or provide the correct versions on the board or on a transparency.

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THE INTERNET IN THE LANGUAGE CLASSROOM  In this age of information revolution and the widespread use of the Internet in almost all spheres of life, using computer technology in the teaching process is more and more accepted and widespread. The Internet can serve as a teaching medium and as a rich resource of materials (texts, pictures, sounds, music, films, etc.) You can use these as a basis for your lessons instead of texts from the coursebook only. In this way, Internet-assisted lessons supplement teaching, adding an additional dimension to the classroom. Students can use web resources to gather information on various topics or prepare to present a project. The Internet gives great possibilities for students’ individual work, allowing them to work at their own pace, with materials they choose themselves, giving them variety and choice, and offering an attractive and interactive learning environment. This is largely achieved by the use of e-mail, chat, or discussion groups. Due to these widely accessible and inexpensive tools, students can communicate with people from different parts of the world.

How useful is the Internet in the classroom? • Students do online reading, listening, writing, or speaking and thus improve their skills. • Students encounter grammatical structures in real contexts. • The potential of communication tools may be exploited through e-mail, chat, discussion groups, or video-conferencing. • Activities demanding collaboration can be developed. • Internet-assisted instruction fosters learner independence. • Individual students find partners and exchange e-mails. • Collaborative work between schools can be developed. How does the Internet help the teacher? • Teachers can gather information about different topics: facts, figures, and formulas; book reviews; historical archives; authors; collaborative projects; lesson plans. • Communication tools can serve the goals of the teacher reinforcing structures and lexis, enlarging their knowledge of the world and practicing the conventions of writing. • Teachers can easily find opportunities for professional development through up-to-date resources and seminars.

Information collection and analysis The use of the Internet allows students to practice and develop web searching techniques, as well as analyze and critically evaluate online sources. Make sure students not only look for required information, but also understand the materials and use their own words to paraphrase the web sites. In this way, students use all their learning skills and favorite techniques to collect, organize, and present information found on the web. Web searches help students develop analysis and synthesis skills, and stimulate them to think critically. Students should be taught to evaluate sources and discriminate between good and bad ones, and they should be given constant guidance so that they are not overwhelmed by a multitude of resources.

Some tips to develop Internet-safe lessons • Never ask students to use search engines on their own. • Ask students to find very specific information, not just surf. • Always tell students to write down the URLs of the sites they use in a bibliographical format. • Do not send the entire class to the same site at the same time. • When possible, try to preview sites before students visit them. • URLs of web sites change all the time, so try the links yourself first.

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USING LITERATURE IN THE LANGUAGE CLASSROOM  Literature has proved to be a resource that takes students beyond the elementary level of intensive language instruction to a level which enables them to function effectively in the second language. Numerous scholars believe that the literary heritage should not be avoided with students who are intellectually and emotionally ready to examine literary works. Moreover, research has shown that the use of authentic literary texts gives learners experience in ‘real’ reading in the foreign language and can be confidence - building and motivating. The value of literature in language learning is that it helps to develop the learners’ interpretive skills and it can provide a basis for extending language usage. (Byrne, 1997). Another benefit of using literature in the EFL classroom is that it may enhance students‘ own creativity and invites them to see the world from other perspective. When students are faced to reading literature, an extensive list of a variety of reading sub-skills are applied: • deducing meaning and use of unfamiliar words; • understanding explicitly stated information; understanding information which is not explicitly stated; • understanding conceptual meaning; • understanding relations between the parts of a text through lexical cohesion devices; • understanding cohesion between the parts of a text through grammatical cohesion devices; • interpreting text by going outside it. Since literature is language, the exploitation of literary texts in the classroom is a valid and relevant resource for of approaching language learning. The methodological implications of the use of literature are the following: • EFL classroom strategies such as cloze, rewriting, prediction activities, role-playing are adapted and adopted to teach literary texts in the language lesson; • text manipulation (e.g., rearrangement and dramatization); • two-way channel of teacher-student communication and pair/ group work in order to achieve more self-sufficiency. When dealing with literary texts, teachers should keep in mind that activities involve a constant reference back to and interaction with the text and that ensue interaction between and among students.

Three-stage-framework proposed as a working model for the presentation of literary texts in the language classroom • Framing (thematic preparation): turning students‘ attention to the content or theme of the text. It can also focus on distinguishing prose from poetry. • Focusing (engaging): the designed activities which lead them to understand the text and to interpret it for the purposes in hand. • Diverging (moving on): leading students into parallel activities of various kinds, e.g., role-play, transfer to other text-types, creative writing, etc.  Adapted from: Mirzaei, A., & Domakani, M. R. (2010). The Theory and Practice of Bringing Literature into the EFL Classroom.

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CLASSROOM LANGUAGE  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 pro blem. / 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 weather A: 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.

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Sit down. Stand up. Talk to your partner. That’s all for today, thank you. Work in groups of four. Work in groups of three or four. Work with your partner. Write the sentences.

Turn taking and 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.

NOTES

UNIT  1 

EXPLORING TRADITIONS

In this unit you will… Read and find explicit ideas and specific information

•

in a brochure and a legend about traditions by: •

•

•

•

identifying type and purpose of a text, inferring meaning of words from the context, recognizing textual elements, identifying how ideas are connected.

Listen and find specific information in personal reports and a telephone conversation about traditional celebrations, music, and literature by: •

•

using previous knowledge to predict content, recognizing participants in a communicative situation,

•

•

•

discriminating between main and secondary ideas. identifying how actions are performed express ideas in short dialogs and monologues about: celebrations, traditional music, and dances, myths and legends.

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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PAGE 10

PAGE 7 GETTING READY 

Lesson 1: A CHILEAN CELEBRATION 

1. In the first class, you can introduce the topic of the unit by starting a conversation among student about the elements that are part of their culture. Elicit what they consider part of their cultural background: language, food, traditions, dress codes, etc. and make notes on the board. Ask students to look at the pictures and match the people with what they are saying. Encourage them to discuss the reasons why they think the pictures are related to the sentences. 2. Help students complete the information about themselves and encourage them to paste their photo in the space provided. You can also ask your students if they know how people introduce themselves in other languages, if they know any cultural differences between countries, people, etc. PAGE 8 PREPARATION FOR THE UNIT 

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.

 Answers 1. do, start, swim, go, wash, work, watch, clean. 2. a.  works. b. washes. c.  swim. d.  watch. e. do. f.  cleans. g. starts. h. went. 3. a. quick. b. angry. c. happy. d. slow. e. beautiful. f. loud. 4. a. at. b. in. c. in. d. on. 5. a. T. b. T. c. F. The girl is from Spain. d. T. e. F. The boy is Asian. f. F. The girls is Chilean.

Time

Five class hours.

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

Materials

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

Evaluation Reflections, Student’s Book Page 13. BEFORE READING 

 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.

1.

+

2.

+

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

 Answers b. Background information Fiesta Tapati on Easter Island (Rapa Nui) On mystical Easter Island, the February Fiesta Tapat sees painted bodies become art. A queen is chosen for the festival from amongst the young people, who compete for the 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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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.

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. The Grape Harvest also chooses a Queen, who is weighed on a balance against bottles of wine while a contest is held between grape stompers. Each competing team stomps 20 kg of grapes for ten minutes, until the fruit is converted into juice. Applause and shouts of encouragement follow the stompers’ energetic progress as they compete to crush all the grapes and produce the largest quantity of juice they can.

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.

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 harvest has ended and the earth must rest, prepare herself for the sowing of crops, and renew her fertility. It is a new cycle of life, and the indigenous cultures express their gratitude to Nature. 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’. Descendants of the  Atacameño, Kunza, Aymara and other indigenous peoples arrive at the Virgin’s sanctuary in processions, making promises in exchange for blessings. Masses are said in the church while in the surrounding area there are stalls with handicrafts and food, and dancing throughout the day. 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

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 24 th - 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.

23

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

6.

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. ++

 Answers Answers will vary. PAGE 12

7.

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

 Answers a. partir / abandonar . b. dañar  / daño. c. alcanzar  / alcance. d. herencia / patrimonio; e. misa / masa. nouns leave damage hertitage mass mass

verbs leave reach

Draw students’ attention to the Pictionary and remind them that this is a kind of glossary that will appear in every lesson, showing the meaning of key words that appear in the texts. They can use it at any time during the lesson. Invite students to study the words in the Pictionary and make sure they understand their meaning. Pictionary

PAGE 11 READING

5.

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. +

2  Ask

Answers d.

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

 Answers a. You can reach it after two hours of navigation from  Achao or take a boat from Dalcahue. b. In 1919, a big fire damaged almost all the church. c. Every August 30th and also on the third Sunday in January. d. The celebrations begin at 11 in the morning. 8.

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

 Answers a. parade. b. procession. c. adore. d. damaged. 9.

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

American v/s British English Draw students’ attention to the information in the box and help them notice the different spelling of the word.

festivity: festividad, fiesta. fire: fuego, incendio. missionary: misionero/a. mass: misa. rescue: rescatar.

         

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. ++

Additional activity Get some Chilean brochures for tourists (written in English) and bring them to class. Ask students to form groups and give a brochure to each group. Encourage them to identify and underline the most important information in it. Invite one of the students in the group to read the information they extracted aloud.

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READING 

LANGUAGE FOCUS

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.

Connectors

Remember that these activities are meant to promote independent learning, so help, guide, and check, but do not give the answers.

1. Invite students to revise the sentences from the text, paying special attention to the highlighted words. 2. Help students discover the answers.  Answers a. However . b. And . c. Because. 3. Guide students to complete the general rule. When we want to express additional ideas, or to combine sentences, we use a set of words called sentence connectors. We use however   when we want to express a contrast, and  when we want to express an additional idea, and because when we want to express a reason. PAGE 13

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

 

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. Devote some time to explain that any writing task 14. +++ 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.

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

Draw fast learners’ attention to the highlighted parts in 16. ++ 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.

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

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

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 18th and 19th 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.

The purpose of this activity is to help students reflect on their learning process and to raise their awareness of how they develop their own learning strategies to become more effective learners. They should work on their own, but you may help and guide them when necessary. Encourage them to keep a record of their answers in a special section of their notebooks. Students read the questions and analyze: • how the exercises helped them understand the text; • what they know about other celebrations in the world and how they can colect information.

25

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.

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.

CD, Tracks 5, 6, 7. Complementary Activities, Student’s Book, Materials Page 34, Exercise 1. Workbook Page 4. Evaluation Reflections, Student’s Book, Page 16.

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.

++

BEFORE LISTENING 

1.

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

 Answers a. Carnival. b. Hanukkah. c. Halloween. d. Christmas. e. St. Valentine’s Day. f. Ramadan. Background information The Brazilian carnival is an annual festival in Brazil held 40 days before Easter. The Brazilian Carnival is unique and different from others celebrated in the rest of the world. In general, groups of people dressed in costumes or special t-shirts parade and dance in the street.

Answers a. Halloween. b. Carnival. c. Hanukkah. d. Ramadan. e. Valentine’s Day. f. Christmas. Invite students to study the words in the Pictionary and make sure they understand their meaning. Pictionary

   

Halloween is a holiday celebrated on the night of October 31 th.

Traditionalactivities include‘Trick-or-Treating’, bonfires,costume parties, visiting ’haunted houses’ and carving jack-o-lanterns.

Christmas tree: árbol de navidad. folk music: música folclórica. party: fiesta. samba: samba. water balloon: bombita de agua. PAGE 15

 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.

3.

+

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

Hanukkah, also known as the Festival of Lights, is an eight-day

Jewish holiday beginning on the 25 th day of Kislev   according to the Hebrew calendar, which may fall anytime from late November to late December. It celebrates the re-kindling of the Temple seven-branch candelabrum at the time of the Maccabee rebellion. It is observed by the kindling of one light on the first night, two on the second, and so on.

 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, 31 th October, etc.).

+

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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.

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LISTENING 

5.

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. +

5   Play

Answers Halloween, Carnival, Independence Day, Christmas.

6.

+

5  Play the recording again and ask students to match the

children and the celebration they are talking about. Guide students’ attention to key words like: costumes, trick, tree, special food, military parades, etc.

 Answers Mike - Halloween. Ana - Carnival. Elizabeth - Christmas. Francisco - Independence Day. 7.

++

5  Invite students to copy the table into their notebooks

and to complete it as they listen to the recording again. Let them know that some slots will be empty.

 Answers Celebration Halloween

Activities Trick-or-treat.

Clothes Special elements Costumes Candies

Carnival

Parades, dancing samba, playing with water.

X

Chris tmas

Big parties, famil ies get together.

Independence Go to the fondas, listen to Huaso Day national music, fly kites. clothing.

8.

+++

TRANSCRIPT 

5

Tell me Mike, what is your favorite celebration?  Well, my favorite celebration is Halloween. Why Halloween?  Because we wear costumes and go trick-or-treating; I love playing tricks! It’s wicked!  Kelly:  And you, Ana?  I like all the celebrations in Brazil, but my favorite one  Ana:  is Carnival. What do you like about Carnival?  Kelly:  I love the parades, dancing samba, and playing with water  Ana:  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!  Francisco, can you tell us about your country?  Kelly:  Francisco:   The most important celebration in my country is Independence Day. It’s great that we have two days off, 18th and 19th September. Kelly:  What do you do on those days?  Francisco:  People usually go to the ‘fondas’ to listen to national music and eat traditional food. Children often fly kites this time of the year. Sometimes it rains, but we love this holiday anyway!  Kelly:   Mike:  Kelly:   Mike: 

X Tree, food, present. Flags, kites, traditional food.

5  Ask students to read and try to identify the incorrect

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

 Answers a. He loves playing tricks, not playing with water. b. 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.

PAGE 16  AFTER LISTENING 

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.

27

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) 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) Tell students that the recording introduces ordinal 10. + 6 numbers. Explain the use of ordinal numbers in dates in English. Highlight the use of stinfirst , nd  in second , andrdinthird. Point out that all other ordinal numbers end in th. Remind them that higher numbers (e.g. 51 st  , 62nd  , 83rd  , 98th) follow the same pattern. First, play the recording and ask students only to listen. Then, play the recording again for them to listen and repeat each ordinal number.

 

Extra! A fun way to review ordinal numbers is go around the classroom and have each student say an ordinal number (in order). If a student makes a mistake, he / she has to start again from 1st. Continue until you have reached the number that is the same as the number of students in the class (e.g., if you have 34  students, you should end in 34th.) Additional exercise Have students stand and say the ordinal number that corresponds to their birthdays.

In pairs, students read the dialog and practice 11. +++ 7 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.  Answers wicked - really good; sure - yes.

12.

Encourage fast finishers to find out how much they know about celebrations around the world. If you have enough time, you can ask your students to add more questions to the quiz. You can assign this activity as homework for the rest of the students. Did you know that…

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

Students read the questions and identify: - the most important problems they had when writing; - in what occasions they needed your assistance when doing the exercises. 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. 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.

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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.

 Answers 1. a. 1778: celebrations began. b.1919: fire damaged the church. c. 1925: people finished the new church. 2. a. Religious. b. With a mass outside the church. 3. Ana – Brazil. Francisco - Chile. 4. a. Playing tricks / the parades / dancing samba / playing with water / the food / the tree / receiving presents. b.  get together for big parties. c. two days off. 5. a. always. b. never. c. often. d. usually. 6. a. For Halloween, children wear costumes and play tricks. b. We can’t get to Caguach early in the morning because the trip takes two hours. c. People can celebrate in winter or in summer. d. People can celebrate twice because there is a summer and a winter version of the festival. PAGE 18

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. It is crewed by the drowned or by fishermen and sailors who were kidnapped to serve and work as human slaves by three mythological figures: the  Sirena Chilota, the Pincoya and the Pincoy .  

Atlantis was an ideal civilization located in an island beyond the Strait of Gibraltar, in the Atlantic Ocean. The Atlanteans lived in a golden age of harmony and abundance, until the gods started to intermarry with humans and the Atlanteans became greedy. Angered by all this, Zeus sent a series of earthquakes that made Atlantis sink into the sea.

 

Arthur  became the King of the Britons when he was able to pull out a sword in a stone that Merlin had set using his magic powers. As a king, Arthur gathered knights around him, fought against the Saxons, and searched for a lost treasure, which they believed would cure all ills - the Holy Grail. Arthur’s base was at a place called Camelot. His knights met at a Round Table. With his sword called ‘Excalibur’, Arthur defeated many enemies. Queen Guinevere was Arthur’s beautiful wife. Romulus and Remus were the twin sons of Mars, the god of war and of a Latin princess. Mars was afraid the twins could take his throne, so he abandoned them on the banks of the Tiber River and left them to die. A female wolf found the twins and fed them her own milk until some shepherds rescued them. As adults, the boys built a city in the place where they had been born. Each brother ruled a part of the city. After a terrible fight, Romulus killed Remus. This left Romulus’ hilltop called Palatine the center of the new city. The city was named Rome after Romulus.

Lesson 3: MYTHS AND LEGENDS 

Time

Objectives

Materials

Five class hours. 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. 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. BEFORE READING 

1.

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

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

 

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.

+

3.

++

  Ask students to read Kelly’s question. Check their answers orally. Make notes on the board.   Students work in small groups to match the words and their Spanish equivalents. Check answers orally. Invite them to read the words in the Pictionary too.

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

29 Pictionary

   

aborigine: aborigen. forest: bosque. farm (v.): cultivar. hunter: cazador. tribe: tribu.

4.

+

   

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. ++

 Answers

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

Type 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.

PAGE 19 READING 

5.

a class survey. Ask students about their reading habits: how often they read, why they read, and what they usually read. Write Write the many different types of things they mention on the board. 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. ++

8   Do

Possible answer The text is about an old man and his daughter, and a spirit. The cognates are: aborigines, move, territory, tribe, stay, moment, spirit, descended, nomadic, generously, offered, hospitality, plant, magic, prepare, tea, comfort. Additional information A renewed renewed interest in literature literature has recently 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. References McKay, S. (1982). Literatur Literaturee in the ESL classroom. TESOL Quarterly, 16, 16, 529-536. Oster, J. (1985). The ESL composition course and the idea of a university. College English 47 (1), (1), 66-79. Extra! You can choose any passage of the narration and use it for ‘shadow reading’.

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 first or or the second part of each sentence. Encourage them to match the tiles using the connectors and , however  and  and because because.. ++

 Answers Tupá was a spirit. However, he dressed like a nomadic hunter. Yari stayed with w ith 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. you. Invite them to share what they know about Chilean mythology. PAGE 21  AFTER READIN READING  G 

LANGUAGE FOCUS

The Past Simple Tense

This section is designed to help students revise or discover a particular grammar structure struc ture or an interesting item of vocabulary vocabulary from the text. The activities are meant to promote independent learning, so help, guide and check, but do not give the answers. 1. Invite students to analyze the sentences paying special attention to the words in bold. 2. Help students to identify the answers to the questions.

Answers 2. a. - i. b. used and moved end in ed. 3. We use the Past Simple tense to narrate events that happened in the past. To form the  past tense tense of regular verbs, we add  to the base form of the verb. There is no rule to form d / ed  to the past tense  verbs. tense of of irregular  irregular  verbs.

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Error Alert! The spelling of the simple simpl e past form of regular verbs ends in -ed . Most verbs are regular 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.

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Additional exercises 1. Classify the following verbs. Write R (regular) or I (irregular) verbs. a. ___play b. ___fly c.  ___use d. ___study e. ___eat f.  ___ make g. ___ travel h. ___ see 2. Write the Past Simple form of the verbs in Exercise 1. a. b. c. d. e. f. g. h. 8.

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

Answers was, were, enjoyed, thought, played, learned / learnt.

TRANSCRIPT 

10

Tupá:  What’s your name?  Yari:   My name is Yari.  Why are you alone with your father?  Tupá:  Why 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) (2) (3) (4) (5)

Yari was a girl that lived in Paraguay. Yari stayed with her father because he was weak. Tupá came to Earth and asked Yari for food. food. Tupá was surprised and offered Yari Yari a reward. Tupá gave gave Yari Yari a green plant that gave her father comfort and health. (6) Tupá told Yari to share the plant with her tribe. Now students put the sentences together into a 14. +++ 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.

Possible answers PAGE 22

9.

Draw students’ attention to the pronunciation of the letters th th (the  (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! Youu can organize a competition; the winners are the students Yo who can say the complete tongue twister correctly. ++

9

10. +++  Encourage students to imagine what a conversation between Yari Yari and Tupa would have been. Then ask them to work in pairs and complete the dialog with their ideas. 11. +

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

Play the recording again and ask students to 12. +++ 10 listen and repeat. Motivate them to extend the dialog dialo g 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.

Yari was a girl that lived in Paraguay and  stayed   stayed with her father because he was weak. Tupá came to Earth and  asked  asked Yari for food. Tupá was surprised and  offered   offered Yari a reward. Tupá gave Yari a green plant that gave her father comfort and health  and  told  told Yari to share the plant with her tribe. Encourage students to read read and listen the 15. +++ 68 legend The Power of the Sun, 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, mate, in the first case, and the existence of the stars (Milky Way). PAGE 23

16. + Students read the definitions, paying special attention to key words: Legend: human protagonists and fantastic characters. Myth: supernatural heroes, gods, superior to human beings.

31

Background information

 Answers b. A legend.

 

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.

Fast finishers revise the definitions in Exercise 16 and answer.

17.

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

Popularly and among tango dancing circles, the authentic tango is considered to be the one closest to the form originally danced in Argentina and Uruguay.

 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.

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.

Materials

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

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 ( Gitanos)) and a number of famous flamenco artists are of this ethnicity. Invite students to study the words in the Pictionary and make sure they understand their meaning. Pictionary

circle: círculo. flowered dress: vestido floreado. riding boots: botas de montar. riding trousers: trousers: panta  pantalones lones de de montar montar.

 

Evaluation Reflections, Student’s Book, Page 27. BEFORE LISTENING 

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 GHZ 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 MW R HO C J G L A N G UA 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 OT H E S R A O I NU M R T Z XM U O T E V R O B V I WM H J U Z I L K Q Y O P E S T XA

2.

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

+

PAGE 25

3.

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

 Answers Drawings of an apron, spurs, and a person wearing clothes. 4.

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

LISTENING 

5.

+

11 Explain students they are going to listen to a telephone

conversation between Kelly and Ignacio. Play the recording for students to check their answer in Exercise 4.

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

 Answers The Chilean cueca.

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6.

++

American v/s British English Draw students’ attention to the American v/s British English box, and help them notice the different words used for the same object.

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.

PAGE 27

 Answers a. ii. b. iii. c. i. d. ii.

 AFTER LISTENING 

PAGE 26

7.

+

11 Help students name the items illustrated and motivate

them to use five of them in sentences that they create. a. boots. b. shirt. c.  handkerchief. d.  chamanto. e.  guitar. f. sandals. g. skirt. h. pants. i. dress. j. flute. k. shoes. l. spurs. m. sweater. n.  hat. o. harp. p.  violin. q.  saxophone. r.  sau sau clothes. s. piano. Ask students to listen to the recording again and identify the items that are mentioned.

LANGUAGE FOCUS Describing actions 1. Invite students to revise the sentences paying special attention to the words in bold. 2. Help students find the answers to the questions. Answers a. i. b. iii. 3. Ask students to complete the rule.  Answers We make most of them by adding the particle- ly   to the corresponding adjective.

 Answers Boots, skirt, chamanto, dress, guitar, spurs, harp, hat. TRANSCRIPT 

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:

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. 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.

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. 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.

8.

+

9.

++

12

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. 13

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? 

33 Reflections

The purpose of this activity is to help students reflect on their learning process and to raise their awareness of how they develop their own learning strategies to become more effective learners. They should work on their own, but you may help and guide them when necessary. Encourage them to keep a record of their answers in a special section of their notebooks. Students read the questions and analyze: - the difficulties they had to understand the text; - the key words they used to get the general idea of the text. PAGE 28

10. ++  Refer students to what they learned in the Language Focus. Ask them to complete the sentences with an adverb from the box, using the information in the pictures as clues. Answers Happily, heavily, carefully, softly, beautifully, quietly. 11. + In groups of three or four, tell students to do Ignacio’s request. Motivate students to write a short paragraph 12. +++ 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. Check answers orally and help them work out their score. Advise students who get less than 50% of the answers correct, and congratulate those with good results.

 Answers 1. 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. c. e. b. e. a. 4. was, lived, went, recorded, reached.

PAGE 30 Lesson 5: SUMMARIZING A LEGEND 

Time

One class hour.

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. 2. 3. 4. 5.

Read the text to be summarized and be sure you understand it. Underline or highlight the major points. Write a first draft of the summary without looking at the text. Try to use paraphrase when writing a summary. 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. Before starting, refer students to the Organize your time  box. Make them decide and check the time they expect to spend on each step of the writing process.

1.

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

+

Answers a. I. b. II. Because it is shorter and it only contains the main ideas. c. The central ideas are: Daedalus and his son Icarus were imprisioned in the labyrinth in Crete. Daedalus gave Icarus a pair of wings made of wax to escape warning him not to fly to high. Icarus forgot his father advice and the sun melted his wax wings and fell down into the sea. Extra information: Daedalus made the wings, Icarus was excited about using the wings. d. Icarus, Daedalus.

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PAGE 31 DRAFTING 

2.

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

Possible answers King Arthur, Merlin, magician, stone, Round Table, Camelot, lost treasure, The Holy Grail , Excalibur. 3.

  Motivate students to describe the main events in the legend, identifying datails in the text that support their answers. Ask them to write full sentences expressing the main events. Encourage them to paraphrase the original text as far as they can. Make them notice that this selection of sentences form the rough draft of the summary. ++

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

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 

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.

5.

+++

6.

++

7.

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

 

- Blogger www.blogger.com/

 

- WordPress http://wordpress.com/

 

- Virtual Teen http://www.virtualteen.org/forums/ Using technology in the classroom by means of a class blog resource can enhance motivation and contribute to the development of writing skills.

Extra! You can assign some Chilean legends for students to summarize in pairs or groups for next class. PAGE 32 Kelly Hardrock, school reporter  Episode 1: The Competition 

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

Creative skills The purpose of this section is to foster and enhance students’ creative skills using the comic strip episode. 1.  Make students work in groups of four to discuss what possible endings they can imagine for the episode. Motivate them to propose their ideas and vote the most popular one. 2. Encourage them to create their own comic strip with the idea they chose. 3. Explain to students they must role-play their ending in front of the class. Have them practice the dialogs they created before performing. PAGE 34 COMPLEMENTARY ACTIVITIES 

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

Answers Answers will vary. PAGE 35

3. a. break dance. b. flamenco. c. samba. d. maypole. e. tango.

35

PAGE 36 Project 

This section includes final synthesis activities meant to allow students reflect, consolidate and integrate knowledge, and revise their learning process. They also provide the opportunity to present the language in a significant context and to internalize language patterns that they may use later on. Read the instructions aloud and make sure that all students understand clearly what they are expected to do. Set a date and time for the presentations. Assign a place in the classroom to display the albums and a time for the presentations. After each presentation, give students enough time to evaluate their performance using the prompts provided. Evaluate students’ performance and give them feedback. You can use the Project Evaluation rubric on Page 99 of the 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 the students understand what they are expected to do in each activity. Encourage them to give honest answers in order to detect their strengths and weaknesses. Check students’ results and revise any points that the majority of them had problems with.

Answers READING

15

1. d. 2. a. No, they are on different days. b. No, this is on the national holiday, on the 4th of July. c. Yes, they eat some of the foods that they served at the first feast: turkey, potatoes, pumpkin. d. Yes; many events like concerts or operas are free on that day. e. Yes. USA: there are many parades with bands / France: There are big parades with soldiers / Mexico: School children march in parades. 3. a. parade. b. fireworks. c. pumpkin. d. feast. PAGE 37 LISTENING

16

4. a. two or three. b.  his father. c. Chopin. d. Venice. e. to be a cientist, travel into space, perform on the moon. 5. a. Correct. b. His father is a performer and a teacher. c. Correct.

TRANSCRIPT  16 Interviewer:  Is this your first time in Chile, Mark?  Yes.  Mark:   Interviewer:  How often do you practice?  I play for about two or three hours a day.  Mark:  Interviewer:  Is there a special musician that you admire?  My dad, he’s a great performer and he also teaches.  Mark:  Interviewer:  Do you have a favorite composer?  I also study the piano, so I really like Chopin.  Mark: Interviewer: What’s your favorite place in the world?  Venice - I had lots of fun moving all my instruments  Mark:  around by boat along the canals there!  Interviewer:  Do you ever make mistakes?  Yes, I do, but it’s important to forget about mistakes  Mark:  and concentrate on the good things. Interviewer:  If you could have one wish granted, what would it be?  I’d love to be a scientist and travel into space - it’d be  Mark:  good to perform on the moon. Interviewer: What advice would you give to young people beginning to play?  When you practice, try to be patient and concentrate.  Mark:  Don’t get upset when you make a mistake. 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. 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 TEST  17

READING

M S FE S TI VE CU S TO , Du ke o f Orleans, les ar Ch . r y ua  br Fe on 14 n t ine. I t is cele bra ted le  Va  t. r S   te s. He sen t the earl ies t a f rd ed ca m e na   in  t I t is len  Va g  in send London ar ted the cus tom o f ner in  the To wer o f   iso pr  was the man who s t a as  w he le h i or y  to h is  w i fe  w  Valen t ine card  in h is t  in 1415.

 y  Valen t ine ’s Da

 th

as d i t ion began in 1621  tra he . T es a t  S t d   te  i e Un  four th s tom in Canada and th cu n m  tu au r g is cele bra ted on the la   v in pu g i  ks po an  Th I t is a A, U S e  th l  for a good har ves t. In r. A Than ksg i v ing mea  be  to Oc  in  y da on M a wa y o f g i v ing than ks cond d in Canada on the se an r,  be m  ve No n  y i a  Thursd s wee t pump k in p ie. d an e uc sa rr y  be an cr cons is ts o f tur ke y w i th

 Thank sg  iving 

Hallo ween

pump k ins. No w th is m ro s f rn  te lan e a k m  began to n in In the 1840 ’s, people o f people pu t a lan ter  ts Lo .   ica er Am r th  in No  is a popular trad i t ion  th  ber as a decora t ion.  to Oc 31 o f  t h n ig e  the ir w indo w on th  th German y. People used n  y i ur n t ce 16 e  th e in d ing ra ted a t Chr is tmas t im co de  t   irs  f re er had  the  idea o f ad  th  we Lu es   in  t  tre ar F ir M . em  th  te and s wee ts  to decora d Chr is tmas  trees ce du  tro  in r t,   be Al paper roses, apples, ce Pr in n  V ic tor ia ’s hus band, ee Qu , 40 18 In s. le cand  in to England.

Chris t mas

4 points

1. Read the text and complete the table. Date

Festivity

14  February th

     8

4th Thursday in November

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   •

   •      L      A      I      R      E      T      A      M      E      L      B      A      I      P      O      C      O      T      O      H      P

Halloween 24th December

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

B

Candles Christmas

Fir trees

Halloween

Lanterns

St. Valentine’s Day

Greeting cards

 Thanksgiving  

Pumpkin pie Turkey 

6 points

37

3. Answer these questions.

3 points

a. Who started the St. Valentine’s tradition?

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b. When do people celebrate Thanksgiving in Canada? c. Who put candles on a Christmas tree for the first time? LISTENING 

4.

8 points

18 Listen to the recording and answer the questions.

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 5.

of

.

3 points

18 Listen to the recording again and write this information.

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

5 points

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

5 points

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

is

. It is from

. They

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.

on

.

   •

0-8

9 - 17

18 - 27

28 - 34

Keep trying

Review!

Well done!

Excellent!

TOTAL SCORE 34 pts

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38     1     T  ANSWERS     I     N     U

1.

TO EXTRA TEST UNIT 1 

TRANSCRIPT

Festivity

Date 14  February

Valentine’s Day

4th Thursday in November

Thanksgiving Day

31st October

Halloween

24th December

Christmas

th

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.

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

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

3. a. Charles, Duke of Orleans. b. On the second Monday of October. c. Martin Luther. 4.

 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.

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

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.

18

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

6. Accept any coherent and logical ideas. Check that students use the language and structures that were presented in the unit. 5 points

4 points

3 points

2 points

1 point

0 point

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

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

Student can exchange the information with his/her partner, with acceptable pronunciation, but hesitates and makes some grammar mistakes.

Student can exchange the information with his/her partner, but his / her pronunciation is not clear, he/ she hesitates a lot, and makes a lot of grammar mistakes.

Student can exchange the information with his/her partner, but interaction is affected by pronunciation mistakes and a lot of hesitation.

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

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.

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7.

Student can’t complete any information in the paragraph.

39

NOTES

NOTES

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 TAKE CARE

UNIT  2 

OF YOURSELF!

In this unit you will… listen and find specific information in a radio program and in a dialog related to healthy habits and self-care by: •

•

•

•

using previous knowledge to predict content, identifying intonation patterns, relating ideas with sentence connectors, discriminating between main and secondary ideas.

read and identify main ideas, explicit and implicit information in a questionnaire about healthy habits, and in a literary extract by: •

•

•

•

•

using key words to identify text organization, recognizing type of text from visual clues, relating cause and effect, identifying logical order of ideas, identifying the author’s intention and the effects on the reader.

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

•

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

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.

41

PAGE 42

PAGE 39

Lesson 1: HOW FIT ARE YOU? 

GETTING READY 

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

Time

1. Invite students to look at the pictures on Page 38 and ask them to decide which of the people in the pictures can be considered active and why. Accept Spanish if necessary.

Objectives

 Answers a., b., c. 2. Make students consider their own situation and think if they are

Materials

active. Motivate them to explain why they consider themselves as active or inactive.

3. Encourage students to share their answers in groups, explaining

PREPARATION FOR THE UNIT 

BEFORE READING 

1.

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.

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. ++

 Answers 2. a. c. e. f. g. 2.

+

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.

3.

++

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.

4.

+

 Answers 1. U - time, C - books, U - sugar, U - milk, C - pencils, C - chairs, U - meat, U - butter, U - bread, C - friends, U - flour, C - apples, U - oil, C - cars, U - salt, C - houses, U - cheese, U - rice, U - tea, C - tomatoes, U - honey, C - carrots, U – water, C – birds. 2. a. a little. b. a few. c. a little. d. a few. e. a few. 3. Soft drink, pizza, hot dog, French fries, candies, hamburger. 4. Will vary. 5. a. will travel. b.  will have. c.  won’t play. d.  won’t work. e. will have. f. will start.

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.

their points of view.

PAGE 40

Five class hours. 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…? .

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

       

cake: torta, queque. French fries:  papas fritas. fit: en forma, sano/a. candies: caramelos. walk: caminar .

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8.

READING 

5.

+

 AFTER READING 

19 Ask students to read the questionnaire once and check

their prediction in Exercise 4.

LANGUAGE FOCUS

 Answers ++

7.

+++

 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.

Additional information

 Answers

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.

iii. 3. Ask students to complete the general rule.  Answers When we want to ask about the frequency an activity is performed, we use the question How often? When we want to express the frequency  an activity is performed, we use expressions of frequency, such as every day, three times a week, never..

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.

American v/s British English

Draw students’ attention to the different spelling of the word in both varieties of English.

9.

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.

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.

 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.

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.

c. 6.

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

PAGE 45

11. +

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. 20

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.

43

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. 12. ++

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. 21

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!

13.

Motivate fast learners to choose some words from the vocabulary and create a word search puzzle with them.

 Answers Answers will vary.

PAGE 46 Lesson 2: WHO’S IN CONTROL?

Five class hours. Listen, and identify main ideas and specific information in a radio program. Exchange information about teenage problems. Objectives Practice the difference between final sounds / tɪ / and / ti:n /. Write a short dialog about teenage problems. Use object and possessive pronouns. CD, Tracks 22, 23, 24. Materials Workbook, Page 11. Embedded evaluation, Student’s Book, Evaluation Pages 48, 49, Exercises 9, 11. Reflections, Student’s Book, Page 47. Time

BEFORE LISTENING 

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

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

 Students work in pairs to match the definitions and the key words and expressions. Remind them to have a look at the words in the Pictionary too. ++

 Answers At least = no less than. Get rid of = eliminate. Instead of = in place of. Spend = pass time. Take the place of = to replace. Too much = more than necessary. Invite students to study the words in the Pictionary. Make sure they understand their meaning. Pictionary

   

net: red (Internet). fun: entretención, entretenido/a .

3.

+

4.

+

5.

+

 Ask students to answer Kelly’s question and decide which of the statements are true. Do not check answers at this stage.  Motivate students discuss Kelly's questions using the words and expressions in Exercise 2.

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.

+

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.

 Answers b. 7.

++

22 Ask students to listen to the recording again. First, they

check if they hear the ideas in Exercise 3. Then, play the recording again for them to identify which of the statements are true.

 Answers All of them are true.

8.

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

PAGE 47  AFTER LISTENING 

LISTENING 

6.

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?  Er….well, I think I began to be a computer addict David: 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?  These days, I play for about twenty-five hours a week. David: I play computer games instead of exercising and playing basketball. Presenter: Do you meet your friends?  No, I don't have time. David: 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! 

22  Ask

 Answers

LANGUAGE FOCUS Object and possessive pronouns 1. Invite students to read the sentences from the text and other examples, paying special attention to the words in bold. 2. Motivate students to choose a phrase from the box to replace the words in bold in Point 1.

 Answers a. the teenagers. b. video games. c. Linda’s essay. d. my photos. 3. Tell them to answer the questions.  Answers a. – a, b. b. – c, d. 4.  Now, students are ready to complete the rule with the information in Points 1 and 2.  Answers A pronoun replaces a noun. An indirect-object pronoun  tells ’to whom’ or ’for whom’ something is done. A possessive pronoun tells who owns, or possesses, the noun it is replacing.

c. 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 

9.

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

45

 Answers a. her. b. it. c. hers. d. us. e. mine. f. him. g. them. h. yours. American v/s British English

Draw students’ attention to the different spelling of the words in both varieties of English.

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

Extra! Elicit possible pairs of synonyms / antonyms that students may know.

Reflections

The purpose of this activity is to help students reflect on their learning process and to raise their awareness of how they develop their own learning strategies to become more effective learners. They should work on their own, but you may help and guide them when necessary. Encourage them to keep a record of their answers in a special section of their notebooks. Students read the questions and identify: • how much they used their previous knowledge to understand the text. • which words were familiar to them.

PAGE 48

10. +

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. 23

11. ++

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. 24

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

14.

 Answers a. generous. b. nice. PAGE 49 TRAVEL BACK 

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

 Answers 1. Healthy  

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. +++

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

2. 3. 4. 6.

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

PAGE 50 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.

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.

Lesson 3: A SCHOOLBOY’S JOURNAL 

Five class hours. Listen, read and identify main ideas and specific information in a literary extract. Objectives Express future actions to become a better student. Write a short reply to a letter expressing a promise. Use If Clauses to express future consequences. CD, Tracks 25, 26. Materials Workbook, Page 12, 13. Embedded evaluation, Student’s Book, Page 52, Evaluation Exercises 8, 9. Reflections, Student’s Book, Page 53. Time

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BEFORE READING 

1.

+

2.

++

3.

++

4.

boy who can be defined as an anarchist against society and against the new born Italian State.

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

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

 Have students write some sentences or phrases expressing actions to become better learners.

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

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

PAGE 52 READING

7.

Answers yet: aún, stubborn: testarudo, busy: ocupado, blind: ciego, vast: vasto, courage: valor .

5.

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

 Answers a. yet b. stubborn c. busy d. blind e. vast f. courage Draw students’ attention to the words in the Pictionary. valle valley: montañas hills: horseback: lomo de caballo  journal: diario de vida

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.

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

25

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

Answers It’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.

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 information Higher order thinking is thinking on a level that is higher than memorizing facts or telling something back to someone exactly the way it was told to you. To infer is to draw a conclusion – to conclude or surmise from presenting evidence. An inference is the conclusion drawn from a set of facts or circumstances. If a person infers that something has happened, he does not see, hear, feel, smell, or taste the actual event.

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

47

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. +++

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

13. +

26  Play

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

TRANSCRIPT

 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.

 Answers

Additional information

a. 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

Metacognition can be defined as ‘thinking about thinking.’ Good learners use metacognitive strategies to think about and have control over their learning process.

doesn’t want to go to school.

15. +++ Before starting this activity, draw students’ attention to the

 AFTER READING 

LANGUAGE FOCUS

contents in the Did you know that… box.

Future consequences

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.

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

 Answers

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

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

a. “Courage, then, little soldier  of the immense army . Your books are your arms, your class is your squadron, the field of battle is  the whole earth, and the victory   is human civilization. Be not a cowardly soldier, my Enrico.“ b. No. The words have to do with war not with education.

16. +++ Encourage students to try to identify the metaphor in the

Error Alert!

extract. You can let them to work in pairs in order to exchange ideas.

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

PAGE 53

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

Answers a. will take an umbrella. b. will pass the exam. 12. ++

26

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.

Answers All 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. Reflections

The purpose of this activity is to help students reflect on their learning process and to raise their awareness of how they develop their own learning strategies to become more effective learners. They should work on their own, but you may help and guide them when necessary.

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

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Pictionary droga drug: nervous: nervioso/a ofrecer  offer: turn around: darse vuelta

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

PAGE 54 Lesson 4: HELP FOR YOU! 

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

Materials

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

LISTENING 

5.

+

27 Play the recording once and ask students to check their

prediction in Exercise 3.

 Answers c. Drug addiction. 6.

+

27  Play

the recording again for students to identify the

type of text. Motivate them to explain their answers.

 Answers b. 7.

++

27 Read the phrases aloud with the class. Then students

listen to the recording again, this time more carefully, and match them.

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

 Answers BEFORE LISTENING 

1.

2.

  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.

a. – ii. b. – iii. c. – i.

++

 Draw students’ attention to Kelly’s 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.

+

4.

+

 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 Pictionary and ask them if they can identify the problem that will be mentioned from the alternatives. Do not check answers at this stage.  Give students a few minutes to read the sentences ignoring the gaps and get their meaning. Encourage them to have a look at the words and match them with the corresponding sentences.

 Answers a. - v. b. - iv. c. - i. d. - iii. e. - ii.

PAGE 55

8.

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. +++

27  Students

 Answers c.; b.; d.; a. TRANSCRIPT

27

Presenter:  This is WPST 97.5, HELP FOR YOU! You've got questions? We've got answers! Hello! What's your name?  Hi, I'm Kevin. Kevin: Presenter: How are you, Kevin? What's your problem?  Well…I really don't like drugs, but two of my friends Kevin: do, and they want me to try them. Presenter:  How old are you?  I'm fourteen. Kevin: Presenter:   OK, Kevin. Do you want to stay healthy? You can’t try drugs.

49

How can I do that?  Kevin: Presenter: You must avoid situations of risk or you can get rid of those friends. What?  Kevin: 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. Thank you!  Kevin:  Presenter:  Good afternoon, who's calling?  Hello, my name's Lily. Lily: Presenter: Have you got a problem?  Well, sort of. I don't know what to do or say when Lily:  someone offers me drugs. Presenter: Well, it's easy. You could say “no, thanks”. This technique isfundamental,butyoucanalsochange theconversation or talk and talk and talk about anything else!   Sometimes I get very nervous. Lily: 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?   AFTER LISTENING 

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

10. +

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

Extra! Use the tongue twister for ‘shadow reading’, making students read aloud while they listen to the recording.

PAGE 56

11. +++

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. 29

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”! 

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.

 Answers a. must. b. can’t. c. can, could. 3. Guide students to complete the general rule.  Answers a. must. b. can’t. c. can, could. 9.

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

12. ++

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

13. +++ Encourage students to role-play the dialog in front of the class. Motivate them to continue the concersation with their own ideas about the recording.

14.

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

 Answers a. 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.

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.

    N     U

50     2     T     I

 Answers

    N     U

1.a., c., f. 2. feel anxious, make a timetable, waste time. Students must write three full sentences using each pair of words.

3. c. 4. a. can / could get a good mark. b. must stop the car at the red light. PAGE 58 Lesson 5: MY PERSONAL ONLINE JOURNAL 

One class hour. Prepare, draft, edit and write a final version of a post Objectives in a personal online journal. Materials Workbook, Page 15, Exercices. 1, 2, 3, 4. Evaluation Writing box, Student’s Book, Page 59. Time

HAVE A LOOK AT … a blog post 

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

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

Motivate them to choose the topic they would like to write about from the alternatives a – c. Draw students’ attention to the Organize your time box and remind them that they must complete the whole process in 45 minutes.

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

PAGE 59 WRITING 

4. Instruct students 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.

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.

PAGE 60

DRAFTING 

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

2. Tell students that they are going to write a post in a class blog

       

that you can create for free in the following websites: - Blogs for kids http://www.hellokids.com/t_2856/blogs-for-kids - Blogger www.blogger.com/ - WordPress http://wordpress.com/ - Virtual Teen http://www.virtualteen.org/forums/

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 skills The purpose of this section is to foster and enhance students’ creative skills using the comic strip episode.

51

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.

2. a. You can eat all the diet food you want. b. It is better to eat a snack instead of vegetables. c. You must replace sugar by sweeteners. d. You must eat three balanced, healthy meals a day. (correct)

3. 4.

32 a. – ii. b. – iii. 32 a. Speaker 3. b. Speaker 1. c. Speaker 2. d. Speaker 1.

e. Speaker 3. PAGE 62 COMPLEMENTARY ACTIVITIES 

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

Answers 1., 2., 3., 4. Answers will vary.

PAGE 64 PROJECT 

This section includes final synthesis activities meant to allow students reflect, consolidate and integrate knowledge, and revise their learning process. 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.

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?  Computers are very important in my life. I've got one Kim:  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. I think the Internet is amazing; I use my computer Patsy: 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

TEST YOUR KNOWLEDGE 

SELF-EVALUATION 

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.

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.

Check students’ results and revise any points that the majority of them had problems with.

 Answers 1. a. iv, b. i, c. iii, d. ii.

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EXTRA TEST  READING

33

DEN T AL ER O SION  SE  AU C  S K  N I DR   T  SOF

eneral Den tis tr y s ta ted tha t  f G o  y em ad Ac e  th om r  y f  d A s tu drink s can cause the loss o f  prolonged e xposure to so f  t a shor t e xposure can cause n  ve e d an ,  th e r te ou in el enam den tal erosion. k  tha t die t drink s hin  y t e  th or s ink  dr  t  f  o  f s o  t ou t the sugar con ten acids tha t can cause Man y people onl y worr y ab   tric ci d an ic or ph os ph o als n drink s con tai con tain less sugar, bu t die t den tal erosion. risk  y ng an y t ype o f so f  t drink s is i ink  dr  y, em ad Ac e  th om r den tis t f  n tain nine  to  t wel ve co According to K en ton Ross, a me nsu co le op pe s nk  dri Man y o f  the so f  t  to  the heal th o f  our  tee th.  the le vel o f ba t ter y acid. ar ne is  t ha  y t   t idi ac an  ve ha  teaspoons o f sugar and o ba t ter y acid, which is 1.0. d t are mp co le, sca d aci  the rank ed 2.39 on For e xample, one t ype o f cola ink   f  t drink s to meals and to dr  f so o n  tio p um ns co   t i lim le  t peop  The s tud y recommends tha  tee th. e con tac t o f soda wi th their  th es uc red ich  wh  w,  tra s a  them wi th no t are non-carbona ted and do er be om r e f  m co  t a  th  ts c du .  The s tud y also f ound tha t pro re den tal erosion than colas mo use ca can as col nno  t a  tee th, bu t th con tain the acids tha t harm

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

1 point

2. Read the text carefully and complete the sentences.

4 points

a. b. c. d.

When you drink a lot of soft drinks, you can lose the

.

Many people think that diet drinks contain

.

We should use a Products that come from beer do not

when we drink soft drinks. our teeth.

5 points

3. Read the text once more and find this information. a. b. c. d. e.

Two kinds of acids:

.

Dr. Ross’s profession:

.

Content of sugar in soft drinks:

.

Acidity in one type of cola:

.

Acidity in battery acid:

.

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LISTENING 

4.

1 point

34 Listen to the recording. What kind of text is it? Check (✔) an option.

a. b. c. d. 5.

A class A conversation A lecture A radio program

4 points

34 Listen to the recording again. Number the sentences in the order you hear them.

a. b. c. d. 6.

I don’t know. How does she know?

Sleeping well was important. Those students snore.

5 points

34 Listen to the recording again. Are these statements true or false? Correct the false information.

a. b. c. d. e.

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Tom sleeps six hours every night. Adolescents who sleep well get good marks. Jane’s mother is a doctor. Students who sleep badly can’t concentrate in class. Sleeping well is very important for teenagers.

0-7 Keep trying

8 - 12 Review!

13 - 16 Well done!

17 - 20 Excellent!

TOTAL SCORE 20 pts

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  3 

INSPIRING PEOPLE

In this unit you will… 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.

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.

express biographical information and descriptions in short monologues 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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PAGE 67 GETTING READY 

1. Introduce the topic of the unit talking about important people in the world. Brainstorm names from your students and write a list on the board. You can divide them into people from the past and people from the present. Ask your students if they know the people in the pictures and what information they know about them. At this stage, you may need some additional information.

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/  Answers (1) Frida Kahlo, (2) Stephen Hawking, (3) Mahatma Gandhi, (3) Violeta Parra. PAGE 68 PREPARATION FOR THE UNIT 

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. Give students time to form groups and discuss the exercises that have to be done in pairs or groups; encourage them to reflect and be honest to do those that require individual responses.

 Answers 1. a. Mother Teresa. b. The Wright brothers. c.  Albert Einstein. d. Helen Keller. 2. a. I couldn’t sleep, so I drank a glass of hot milk. b.  Melissa went to the party because she wanted to see Peter. c. My sister likes swimming but she doesn’t like dancing. d. We want to go to the cinema but we don’t like that movie.

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PAGE 70

 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.

4.

+++

Lesson 1: FOLK HEROES 

Time

Objectives

Materials

Five class hours. 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. CD, Tracks 35, 36, 37. Reading Booklet, Pages 6, 7. Workbook, Pages 16, 17.

Embedded evaluation, Student’s Book, Page 72, Evaluation Exercise 8; Page 74, Exercise 13. Reflections, Student’s Book, Page 72.

Possible answers They are legendary. They fought for justice. They have appeared in books and films, etc.  Ask students to give a quick look at the text and identify all the cognates. Then, invite them to predict what the text is about.

5.

+

Do not check answers at this point. Pictionary

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

         

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. +

 Answers

READING 

6.

+

the name of the character that corresponds to each paragraph.

 Answers a. Robin Hood. b. Daniel Boone. c. El Zorro. Error alert!

legendary = 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.

False cognate Mayor = alcalde (NOT: mayor) Draw students’ attention to more examples of false cognates.

++

  Ask your students to choose the correct alternative and compare it with their predictions in Exercise 5.

7.

+

 Answers All of them are legendary. All of them are believed to have existed in reality. They were so famous that their stories became a legend. a. Robin Hood. b. El Zorro. c. Daniel Boone. d. Pocahontas. e. Robinson Crusoe. f. Joan of Arc.

3.

  Ask your students to identify where the legendary characters come from by matching the information provided. ++

 Answers El Zorro - California, USA. Daniel Boone - Kentucky, USA. Robin Hood Nottingham, England. Pocahontas - Virginia, USA. Robinson Crusoe - York, England. Joan of Arc – Orleans, France.

36 Tell students to read the texts on Page 71 quickly and identify

 Answers b. 8.

 Read the statements with the class. You can ask the whole class to place all the statements under the corresponding character, or you can divide the class into three groups and ask each group to find either: a. the statements related to one character, or b. the character corresponding to three of the statements (Group 1 : a., b., c. Group 2: d., e., f. Group 3: g., h., i.). ++

Answers Robin Hood: a. e. Daniel Boone: b. c. g. i. El Zorro: d. f. h.

57 Reflections

The purpose of this activity is to help students reflect on their language process and to raise their awareness of how they develop their strategies to become more effective learners. They should work on their own, but you may help and guide them when necessary.

12. ++ 36 Play the recording to allow students check their works. Draw their attention to speakers’ pronunciation and intonation. Extra! You can use this dialog for‘shadow reading’, making students read aloud as they listen to the recording and repeat after each line.

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

TRANSCRIPT

 Speaker 1:  Are your habits different now that you’re a teenager? 

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

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.

 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.

+++

PAGE 73  AFTER READING 

LANGUAGE FOCUS

 Speaker 1:  Do you still play soccer?   Speaker 2: No, I used to play soccer, but now I play basketball. 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.

Used to

Remember that this section is meant to help students revise or discover a particular grammar structure by themselves.

 Answers 2. a. - ii. b. – used to 3. When we want to talk about past habits or routines , we use used to + the infinitive of verbs. 10. ++  Refer students to the structure they have revised in the Language Focus and tell them to use the visual clues to complete what these people remember. Answers When I was young, I used to play football and tennis. I also used to read a lot of sports magazines.

36

Explain to students that they are going to listen to 14. + 37 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. Make students use the information they collected in 15. +++ Exercise 13 to complete the paragraph.

 

Extra! Invite students to write a copy of their paragraphs on a separate sheet of paper and exchange it with a classmate. Invite them to keep their classmates’ paragraphs in their notebooks. PAGE 75

When I was five, I used to go to the park every day and used to ride I my bike.

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.

PAGE 74

Answers

Before doing the exercise, ask students to have a look 11. ++ at the photo on Page 74 and make them guess what these children are talking about. Guide their answers telling students to use the information they collected in previous exercises.

1. arrow. 2. bow. 3. cabin. 4. trail. 5. forest. 6. mask. 7. hunter. 8. Tornado.

Then ask students to complete the dialog about past habits and routines.

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.

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Answers Down: 1. Brave. 2. Honest. 4. Hardworking. Across: 3. Legendary. 5. Generous. 6. Kind. 18.

Motivate fast learners to think about and choose their favorite cartoon character and fill in the chart. You can assign this activity as homework for the rest. PAGE 76

Lesson 2: PEOPLE THAT CHANGED PEOPLE 

Five class hours. Listen, and identify main ideas and specific information in a radio program about famous people from the past. Objectives Practice saying questions in the Past tense. Exchange information about past events. Write questions about a person’s life and work. Use used to. CD, Tracks 38, 39, 40. Complementary Activities, Student’s Book, Page 93, Materials Exercises 3, 4. Workbook, Page 18. Embedded evaluation, Student’s Book, Page 77, Evaluation Exercise 9; Page 78, Exercise 12. Reflections, Student’s Book, Page 77. Time

BEFORE LISTENING 

1.

 Start the lesson eliciting students' ideas about the difference between an invention and a discovery. Invite them to discuss ideas with their partners and come to an agreement. Encourage students to use English as much as possible, but allow Spanish if necessary as this is a stage in which you are not checking speaking skills. +

Do not check answers at this stage.

2.

  Ask students to write the word next to its definition in English. ++

Answers discovery: something new, learned or found in nature. invention: created thing, a thing that somebody created, especially a device or process.

3.

 Tell students to write the name that corresponds to each invention. ++

Answers a. 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 home town, Warsaw. 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

59

‘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.  Ask students to read the sentences and then relate them to a character in Exercise 3. Do not check answers at this point.

4.

+++

5.

+

 Tell students to have a look at the pictures, read the words in the Pictionary, and then predict the content of the text. Pictionary

light bulb: ampolleta motion picture camera: cámara para largometrajes phonograph: fonógrafo vaccine: vacuna

   

PAGE 77 LISTENING 

6.

+

38 Play the recording once. Students listen and check their

predictions in Exercise 5.

Answers a. T. A. Edison. b. Marie Curie. c. Albert Einstein. d. The Wright Brothers. 7.

listen again, circle the correct answer and explain their answers. ++

38 Students

Radio quiz: General knowledge contests organized by a radio station. They used to be very popular in the past as audiences enjoyed hearing people like themselves being put to a challenge. In this sense, the quiz show can be considered as an ancestor to the reality TV program. Radio interview:  An exchange between a journalist or presenter and a source who explains, portraits, witnesses or declares information that is relevant to the audience. Answers a. i. b. ii. 8.

+++

38 Play the recording once more. Students listen and

underline the correct alternatives in each sentence.

Answers a. 1867, medal, 1890, Physics. b. inventor, 1,000, phonograph, 1, 99.

Error alert! Perspiration (NOT: transpiration) Watch out for more incorrect language transfer from Spanish.

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TRANSCRIPT Presenter: 

Answers

38

Today, in our Quiz show ‘Who is Who’, we have  people famous for their inventions, discoveries, and contribution to society. Guess their identities and phone 2212 35 70 with your answer. Can you tell our audience when and where were you born? 

Character 1 (Marie Curie):  I was born in Warsaw, in 1867. Character 2 (T. A. Edison):  I was born in Ohio, U.S.A., in 1847. Presenter: Where did you study?  Character 1 (Marie Curie): I graduated from the Liceum when I was 16 and won a gold medal. I 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!  AFTER LISTENING 

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.

Answers 2. To ask questions in the Past Simple tense in English, we use the auxiliary did and the base form of the verb. 9.

 Invite students to revise what they have learned and then write the questions a - d using the clues. ++

a. Did you win a gold medal? b. Did you go to the university? c. What did you discover? d. How many things did you invent? Reflections

The purpose of this activity is to help students reflect on their language process and to raise their awareness of how they develop their strategies to become more effective learners. They should work on their own, but you may help and guide them when necessary. Encourage students to keep a record of their answers in a special section of their notebooks. Students read the questions and identify: • how much the exercises helped them understand the text; • how much they used their previous knowledge to understand the text. PAGE 78

Play the recording and ask students to check 10. ++ 39 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? Motivate students to put the conversation 11. ++ 40 between Kelly and Andy in order. Then, explain that they will listen to the recording to check their answers.

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.

61

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.

PAGE 80 Lesson 3: FLORENCE NIGHTINGALE, A WOMAN OUT OF HER TIME 

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.

Five class hours. Read, listen, and identify main ideas and specific information in a text containing biographical information. Exchange information about biographical Objectives information. Practice repeating a limerick. Write notes about biographical information. Use connectors. CD, Tracks 41, 42, 43. Complementary activities, Student’s Book, Page Materials 93, Exercise 3 Workbook, Pages 19, 20. Embedded evaluation, Student’s Book, Page 81, Evaluation Exercise 7; Page 82, Exercises 8, 9. Reflections, Student’s Book, Page 83. Time

Motivate fast learners to look at the pictures of the inventions and then locate them on the timeline.

Answers From oldest to newest:  fire, 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.

BEFORE READING 

1.

Make sure they understand what they are expected to do and then give enough time to answer individually.

Answers Isabel Allende, Sor Teresa de los Andes, Gabriela Mistral. They are all important Chilean women.

Answers 1. a. Because he gave them what he robbed from rich people. b.  Because he opened a trail (path) in the frontier with the Indian territory. c. Because he had a secret identity. 2.

Robin Hood Archery, forest.

Daniel Boone

+

3.

++

4.

+

3. a. 2. b. 4. c. 3. d. 1 4. 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?

 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.

2.

El Zorro

Hunter, expedition. Horse rider, secret.

  Ask students to look at the pictures and then answer the questions. +

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

           

award: premio, reconocimiento coffin: féretro, ataúd  lady: dama nurse: enfermera sergeant: sargento tombstone: lápida

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5.

Did you know that…

  Students match each word in the Pictionary with its meaning. +++

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.

Answers nurse: c. lady: d. award: a. coffin: b. sergeant: e. tombstone: f.

 AFTER READING 

PAGE 81 READING 

6.

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. +

40  Students

LANGUAGE FOCUS

Remember that this section is meant to help students revise or discover a particular grammar structure by themselves. 1. Ask students to revise the examples, paying special attention to the words in bold. 2. Help students identify the type of information required.

Answers

 Answers 2. a. two. b. with: while, then, where. c.  while: ii.  then: i. where: iii. 3. When we want to connect ideas of place and time, we can use the words where, while, and then.

c. 7.

 Read the headings with the class and make sure students know the type of information required to complete the fact file. Check answers on the board. ++

Answers Name: Florence Nightingale. Date of birth: May 12th, 1920. Place of birth: Florence, Italy. Studies: at home. Profession: nurse. Place of work:  Salisbury Royal Infirmary; the war in Crimea. Book published: Notes on Nursing. Other interesting information: Queen Victoria and Prince Albert gave her an award; she opened the Nightingale Training School for Nurses in London; she invented modern nursing; she got ill and couldn’t walk, but worked from home for 30 years.

Date of death: August 13th, 1910. PAGE 82

8.

 Invite students to read the sentences and find one word in the text to describe the way in which the actions were performed. ++

Answers a. Firmly. b. Quickly. c. Hard. d. Quietly. Error alert! She found her first paid  job (NOT: work). Motivate students to read the poem Florence Nightingale, on Page 19  of the Workbook, and compare the two ways in which the same information is narrated (as a biography and as a poem).

Connectors

9.

Refer students back to the Language Focus and ask them to write a paragraph describing the events in the biography that called their attention using where, while, and then. Encourage them to explain why they think those events in particular are interesting to them. +++

10. ++ Refer students to revise the information in the Language focus and then complete the sentences a –d with an aproppriate connector. Answers a. then. b. where. c. While. PAGE 83

11. + Invite students to write notes about their own life. Tell them to think about important dates and facts and then complete the fact file. Motivate students to use the information in 12. +++ 42 Exercise 11 to exchange information in pairs. Tell them to listen to the example and use the questions as clues.

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.

63 Reflections

The purpose of this activity is to help students reflect on their language process and to raise their awareness of how they develop their strategies to become more effective learners. They should work on their own, but you may help and guide them when necessary. Encourage students to keep a record of their answers in a special section of their notebooks. Students read the questions and identify: • if they had difficulties to give biographical information; • if they used previous knowledge to do the tasks. Students first only listen. Then, they listen and 13. + 43 repeat the limerick. Make students underline the most important 14. +++ events in Florence Nightingale’s life. 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. 15.

Encourage fast finishers to share their work with the whole class to provide a model for their classmates. PAGE 84

Lesson 4: WHO I AM 

Time

Objectives

Materials

Evaluation

Five class hours. 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. CD, Tracks 44, 45, 46. Complementary Activities, Student’s Book Page 92, Exercises 1, 2. Workbook, Page 21. Embedded 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. +

Answers Harry 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 15 th, 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 recordbreaking 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.

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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)

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 Students read what Kelly says and make their predictions. Do not check answers at this stage.

3.

++

4.

+++

Ask your students to guess the questions they think Kelly asked the actors. Do not check answers at this point.   Make sure students read the words in the Pictionary and revise their meaning.

5.

+

     

Pictionary pastime: pasatiempo starsign: signo zodiacal 

LISTENING 

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. +

44 

Answers a. d. 7.

+

44 Help students recognize the purpose of the interview.

Answers c. 8.

++

44 Students listen to the interview again and check if the

interviewer asked any of the questions they ticked in Exercise 4.

Answers a. c. 9.

+++

44

the chart.

Name

Daniel Radcliffe

Emma Watson

Nickname

Dan

Em

Born on

23rd July, 1989

15th April, 1990

Starsign

Leo

Aries

Personal characteristics

proud, responsible, romantic, stubborn arrogant

competitive, impulsive, quicktempered, loyal

Pets

Two dogs - Binka and Nugget

Two cats: Bubbles and Domino

Favorite Pastimes

Play Station

Playing hockey

TRANSCRIPT

PAGE 85

6.

Answers

Students listen to the recording again and complete

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! 

65

American v/s British English Draw students' attention to the two different words used in each variety of English. Remind them that both the British and the American versions are correct, but that they should choose one variety and stick to it. Did you know that…

Let students read this section on their own and share comments in their groups. 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.  AFTER LISTENING 

LANGUAGE FOCUS

Describing personality

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. 3. Students complete the rule. 4.  Motivate students to classify the words according to their meaning.

 Answers 2. b. 3. Words such as proud, romantic, impulsive, etc. are used to describe our personality. 4. Positive Negative Proud, responsible, Stubborn, arrogant, competitive, romantic, devoted, loyal impulsive, quick tempered

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. Play the recording. First, students only listen. Then, 11. + 45 play the recording again and ask students to listen and repeat the words paying special attention to the different pronunciation of the vowel sounds / ʌ /, / ɑr /, /æ/. In pairs, students use the phrases in bubbles 12. +++ 46 A and B to write a dialog between Fernando and Kelly. Then, play the recording and let them check/compare their answers.

TRANSCRIPT Kelly:

10. ++ Invite students to go back to Page 48 of the Students’ Book and revise the words in Exercise 13. Encourage students to look up the meaning of the words in a dictionary. Answers anti-social : a person who does not like being with other people. decent: socially acceptable or good. friendly:  behaving in a pleasant, kind way towards someone (opp.: unfriendly) generous: willing to give money, help, kindness, etc. hardworking: a person who always puts a lot of effort and care into work. honest: telling the truth or able to be trusted.

Fernando, when were you born? 

Fernando: On May, 10th. Kelly:

PAGE 86

46

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.

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.

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Refer students to the information about star signs on 14. +++ 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.

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. 15.

Motivate fast finishers to read their descriptions aloud and invite the rest of the class to express their opinions. PAGE 87

TRAVEL BACK 

These activities provide material to check and revise students' progress and information about any points that the majority of students may have problems with. Make sure they understand what they are expected to do and then give enough time to answer individually.

Answers 1. a.  In Italy. b.  In 1844. c. Queen Victoria and Prince Albert. d. A book on nursing. 2. Nurse - A person who takes care of sick people. Award - A prize. 3. a. Emma. b. Daniel. c. Daniel. d. Emma. 4. a. London. b. football. c. 1990. d. impulsive. 5. a. – iii. b. – iv. c. – i. d. – ii. 6. where, Then, When, When. PAGE 88 Lesson 5: INFLUENTIAL LIVES 

Time

One class hour.

Objectives

Prepare, 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 information Biographies analyze and interpret the events in a person's life. They are often about historical figures, but they can also be about people still living. Many biographies are written in chronological order. Some group time periods around a major theme and others focus on specific topics or accomplishments. 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. Answers a. Two: Present Simple and Past Simple. b. The Past Simple. c. Events in early life in the 2 nd paragraph. Events in adult life in the 3rd paragraph. PAGE 89

Before starting the activities in this lesson, draw students' attention to the Organize your time box. DRAFTING 

3. Read aloud some useful information about the man in the 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 AfricanAmerican citizens. Martin Luther King Jr received the Nobel Peace Prize in 1964, at the age of 35. On April 1968 King was assassinated. He is one of the most lauded African-American leaders in history and is remembered by his 1963 speech “I have a dream that my four children will one day live in a nation where they will not be judged by the color of their skin ” .  Adapted from: (2013) Martin Luther King Jr. – Biography. Retrieved August 5, 2013, from: http://www. biography.com/people/martin-lutherking-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.

67 WRITING 

Answers

4. Now students organize the sentences they wrote into a full text. Remind them to use connectors and encourage them to follow the model in Exercise 1. EDITING 

5. Ask students to check their rough draft with the list in the Writing box. They can also exchange works with a partner and ask him / her to correct the text. After that, students write a final version of Luther King’s biography. 6. Organize a class activity in which you can use the Internet to visit this non-profit website.  

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

47

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

Creative skills The purpose of this section is to foster and enhance students’ creative skills using the comic strip episode. 1. Make students work in groups of four to decide how this story could be change if some events, attitudes or roles were different. 2. Encourage them to write a new comic strip including their ideas and role-play their alternative comic strip in front of the class. PAGE 92 COMPLEMENTARY ACTIVITIES 

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

1. a. - v. b. - xii. c. - x. d. - viii. e. - vii. f. - viii. g. - ii. h. - ix. i. - vi.  j. - iii. k. - ii. l. - i. 2. He likes everything to be in the right place all the time. (fussy). He always wants to know what everybody else is doing. ( nosy) 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/learnerenglish/) 3. Name: Tim Berners-Lee Date of birth:  June 8th, 1955 Nationality:  British School: Emanuel School University: Queen's College at Oxford University Main events in life: In 1978 Tim wrote among other things typesetting software for intelligent printers, and a multitasking operating system. Between Jun-Dec 1980 he worked as consultant software engineer at CERN, the European Particle Physics Laboratory in Geneva, Switzerland, where he wrote his first program for storing information including using random associations. Named ‘Enquire’, and never published, this program formed the conceptual basis for the future development of the World Wide Web. In 1989, he proposed a global hypertext project, to be known as the World Wide Web. Based on the earlier ‘Enquire’ work, it was designed to allow people to work together by combining their knowledge in a web of hypertext documents. Through 1991 and 1993, Tim continued working on the design of the Web, coordinating feedback from users across the Internet. ( Source:   Fascinating facts about Tim Berners-Lee inventor of the World Wide Web in 1991. Retrieved May 30, 2013, from http://www.ideafinder.com/history/inventors/berners-lee.htm) W B J S B K F T L Y O H U Y N

V S Q N R D E S W H V K L C P

Z C T A X Z K E F M Q A G N L

S V P Z J V A R S E R S E O E

A N T V R Y L O F M E A O U S

J D I L N O B F S A R M F P T

D I D A B I F N S Q Z N M D Y

Q G E J T N W I L Q U Y H S Y

G X S P S N D A Q F Y A B U U

D X E R M E U R V S P D R N X

P K R E V Z H O P C I T Y E T

G Z T P E K V Q M B H G L Y Y

A B A T I C C W R N U F P W V

Y R T N U O C A U W R B V W Z

G O J Q C O F K C A F G A W 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.

TRANSCRIPT

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.

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-world http://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. Check students’ results and revise any points that the majority of them had problems with.

Answers 1.

48 I - b. II - a. III - c.

2. a. 4. b. 6. c. 2. d. 5. e. 1. f. 3. 3. Christopher Columbus. 4.

49 a. - i. b. - ii.

5. a. False. b. True. c. True.

49

7. Great! Student can report the three events in your life to your classmates.

Not too bad

Help!

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

Student can’t report any event in your life to your classmates.

PAGE 95 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 TEST  READING

50

POCAHONTAS

Pocahontas was a Native American woman. She married an Englishman,  John Rolfe, and went to London where she became a celebrity.  We know very little about Pocahontas's early childhood. She was born in Chesterfield County, Virginia. She was the daughter of Powhatan. In April 1607, when the English colonists arrived in Virginia and began building settlements, Pocahontas was about 10 to 12 years old, and her father was the leader of the Powhatan Confederacy. Pocahontas began a friendly relationship with one of the colonists,  John Smith, in the Jamestown colony, and she often went to the settlement and played games with the boys there. During a time when the colonists were starving, Pocahontas brought them food that saved many lives.  An injury from a gunpowder explosion forced Smith to return to England in 1609 for medical care. The English told the natives that Smith was dead. Pocahontas believed Smith was dead until she arrived in England several  years later, as the wife of John Rolfe.  There is no historical record that Smith and Pocahontas were lovers. This romantic version of the story appears only in fictionalized versions of their relationship.

1. Read the text and 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. a. b. c. d. e. f.

6 points

____ Pocahontas arrived in England. ____ Pocahontas made English friends. ____ The English colonists arrived in Virginia. ____ Pocahontas gave food to English colonists. ____ Pocahontas got married. ____ John Smith returned to England.

3. Read the text again. Are these sentences facts (F) or inferences (I)? a. ____ Pocahontas became very famous in England. b. ____ Pocahontas was very important to English colonists. c. ____ John Smith returned to England because he was injured. d. ____ Pocahontas believed John Smith was dead. e. ____ Pocahontas and John Smith did not have a romantic relationship.

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   •

5 points

   •      L      A      I      R      E      T      A      M      E      L      B      A      I      P      O      C      O      T      O      H      P

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LISTENING – AN IMPORTANT SCIENTIST 

4.

1 point

51 Listen to the recording and check ( ✔) the best answer. Who is the interviewee?

a. ____ A very famous scientist. b. ____ A university professor. c. ____ A famous journalist. 5.

4 points

51 Listen again and underline the incorrect information in each sentence.

a. He was born in France. b. When he was a child, he often played the piano. c. He won the Nobel Prize in 1931. d. His most famous theory is called the theory of reality. 6.

5 points

51 Listen again and number the sentences in the order you hear them.

a. ____ Only a few people could understand them. b. ____ He found school very boring. c. ____ He put his ideas together. d. ____ He often skipped classes. e. ____ He revolutionized science. WRITING 

7. Think about important dates and facts of your own life and then write a short biography. Mention your name, date and place of birth, age when you started school, place where you live, and any other important facts.

6 points

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   •      L      A      I      R      E      T      A      M      E      L      B      A      I      P      O      C      O      T      O      H      P

0-6

7 - 13

14 - 20

21 - 28

Keep trying

Review!

Well done!

Excellent!

TOTAL SCORE 28 pts

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 ANSWERS TO EXTRA TEST UNIT 3 

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1. b.

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! 

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: 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:  Good evening, ladies and gentlemen. This is our  section ‘People who Changed our Lives’, with Professor Edward Wilson. Good evening, Professor Wilson.

Presenter:  Why was he so important? 

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:  Have other people used his work? 

Professor: He put his ideas together in the theory of relativity. His theories made him famous, but only a few people could understand them.

Professor: Exactly.

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: What can you tell us about him, Professor Wilson? 

Presenter: Thanks, Professor Wilson.

Presenter:  Are you talking about Albert Einstein? 

WRITING 

7. Check that students organize the information properly to writea short biography. You can assign marks according to these criteria. 6 points

5 points

4 points

3 points

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

2 point Student can provide only one piece of information in the biography.

1 point Student can’t provide any information in the biography.

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UNIT  4 4 

DIFFERENT PEOPLE, DIFFERENT LIVES

In this unit you will… listen and identify specific information in an interview and in a conversation related to life in other countries and communities by: •

•

•

•

identifying speakers, identifying purpose of a message, extracting specific information, using key words to get the general meaning.

read and identify main ideas in an interview, a poem, and in an Internet article about life in other countries and communities by: •

•

•

using key words to identify general meaning, identifying reference markers, using cognates to predict content,

•

•

distinguishing main and secondary ideas. comparing the presentation of the same topic in two different types of text.

exchange information and express opinions in short dialogs about: •

•

life in other countries, personal experiences.

write a short paragraph and an interview: •

•

•

•

comparing life in different places, describing a funny celebration and a festival, using vocabulary related to the unit, identifying the text structure of an interview.

73

 Answers

PAGE 97 GETTING READY 

1. Introduce the unit asking your students to look at the pictures and answer the questions in groups. Make sure they focus their attention on the differences among the pictures, but that they also find some similarities (for example: they are all children, they look different ; they all seem to be happy ). Encourage students to use English as much as possible, but allow Spanish if necessary.  Answers 1. a. Children from all over the world. b. In the first two pictures, there are wo groups of children who are playing. The other two pictures show two pair of siblings. All the children are from different parts of the world. c.  Some of them come from an oriental country; some of them Europe, perhaps The Netherlands; some of them come from South America (Chile, because they are wearing typical clothes); some of them come from India or Pakistan. d. Some of them are very different from Chilean children. 2. Motivate students to ask each other if they know people from other countries. Encourage them to discuss what differences and similarities they find.Then, invite them to compare their ideas and share their reflections with the other groups. PAGE 98 PREPARATION FOR THE UNIT 

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 nouns Time expressions related to Past Simple tense Countries and nationalities

1. Answers will vary. Students must write full sentences with each pair of words. 2. a. Malcolm worked at the cafe. b. Florence washed her hair. c. I swam under the water in the sea. d. My parents watched TV. e. Matt cleaned his bedroom. f. Sheila started school at 8 am. g. Francis went to the cinema. 3. Chile – Chilean. Chileans are people from Chile. China – Chinese. Chinese are people from China. Ireland – Irish. The Irish are people from Ireland. Japan – Japanese. Japanse are people from Japan. Spain – Spanish. The Spanish are people from Spain. UK – British. The British are people from UK. USA – American. Americans are people from USA. 4. Nouns: ball, book, boy, car, mother. Adjectives: difficult, easy, interesting, kind, nice, small. 5. Short adjectives: easy, hot, kind, nice, small. Long adjectives: difficult, interesting. 6. Answers will vary. Students must write two full sentences using an adjective and a noun from Exercise 4. PAGE 100 Lesson 1: EXPERIENCES IN A FOREIGN COUNTRY 

Time

Objectives

Materials

Evaluation

Five class hours. 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. CD, Tracks 52, 53. Complementary activities, Student’s Book Page 120, Exercises 1, 2. Workbook, Pages 23, 24. Embedded evaluation, Student’s Book, Page 102, Exercises 10, 11, Page 14, Exercise 14. Reflections, Student’s Book, Page 103.

BEFORE READING 

 In groups, students read and answer Kelly’s questions.

1.

+

2.

++

 Invite students to read the list of countries and then locate them on the map.

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A song: a short musical composition with words.

 Answers

    N     U

See the map.

3.

  Invite students to reflect on what they know about England, France and Germany. Ask them to think about life in these countries and complete the sentences. Then, ask them to compare answers with their partners. ++

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.

 Students think about three positive and three negative things of living in another country and then complete the chart.

4.

+++

5.

+++

A short story: a prose narrative shorter than a novel.  Answers

 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 Pictionary. Do not check the answers at this point.

8.

+++

Pictionary

9.

+++

cliff: acantilado crash: golpear, chocar  jumper: sweater  landscape: paisaje wool: lana

         

An interview: a conversation in which information is elicited, often conducted by journalists.

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.  With the information they collected, students complete the table. 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. PAGE 101

READING

b.

52

Background information Using fiction and non-fiction texts has proven to be an authentic way of introducing content. Fiction texts, when used together with non-fiction texts, can help students think critically about the content of the lesson. While non-fiction texts answer questions in a more straightforward manner, the structure of fiction texts may be less difficult for students to comprehend. Twin texts help encourage the enjoyment of reading while capitalizing on students’ fascination with facts.

 Adapted from:   Camp, D. (2000). It takes two: Teaching with twin texts of fact and fiction. The Reading Teacher, 53(5), 400-408.

 Answers a. woolen jumpers. b. Gaelic. c. carriages. d. lakes and mountains. American v/s British English Draw students’ attention to the two different words used in each variety of English. Remind them that both the British and the American versions are correct, but that they should choose one variety and stick to it.

11. +++ Now students revise the poem again and then extract the information required. Draw students’ attention to the verbs in the Past tense.  Answers  I who fought Cuchulainn, the brave.  My own children sold their mother.  My crowd died.

PAGE 102

6.

 Students read the two texts quickly and confirm or correct their predictions.

PAGE 103

+

 AFTER READING 

 Answers Ireland

7.

  Students read again to identify the kind of texts and explain their answers. ++

A piece of news: an item in a newspaper that gives information about a relevant current fact.

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.

75

 Answers 2. more interesting, older than, lonelier than. 3. To form the comparatives of  long  adjectives, we use a word: more. To form the comparatives of short adjectives, we add er to the adjectives. To form the comparatives of adjectives like lonely , that have two syllables and end in y , we add ier . 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.

Extra! You can use this recording for ‘shadow reading’. In pairs, students replace the underlined parts in the 14. +++ 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 and write the new dialog in their notebooks. Finally, they pratice saying their new dialog and rol-play it in front of the class. Invite them to practice and role-play the new dialog 15. +++ in front of their classmates.

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.

 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.

PAGE 104 Lesson 2: DO YOU LIKE JOKES? 

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.

Time

Reflections

Embedded evaluation, Student’s Book, Page 72, Evaluation Exercises 7, 8, 9. Reflections, Student’s Book, Page 106.

The purpose of this activity is to help students reflect on their language process and to raise their awareness of how they develop their strategies to become more effective learners. They should work on their own, but you may help and guide them when necessary. Encourage students to keep a record of their answers in a special section of their notebooks.

Objectives

Materials

1.

Tell students to look at the pictures and choose the funniest  joke. Then, ask them to compare with their partners. You can make a survey with students’ preferences and present the results in a graph on the board. Brainstorm some other ideas for a joke.

2.

++

3.

++

• the difficulties they had in answering questions from a chart;

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.

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. CD, Tracks 54, 55, 56. Workbook, Page 25.

BEFORE LISTENING 

Students read the questions and identify: • how much they needed the teacher’s assistance.

Five class hours.

+

 Invite students to answer the questions.

 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.

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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.

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 Answers April Fool's Day.  Invite students to think about the reasons why speakers are having a conversation about jokes and share their ideas.

4.

+++

5.

+

  Ask students to read the words in the Pictionary and find their meaning in Spanish in a dictionary, if necessary. Pictionary

laugh: reír  left-handed: zurdo/a shoelace: cordón de zapato.

     

PAGE 105 LISTENING 

6.

+

54 Play the recording. Ask students to listen and check their

predictions in Exercise 4. This first listening is only to get the general meaning. Remind students that they do not need to understand every single word.

7.

+

54 Play the recording again. Ask students to listen and tick

the correct answer.

 Answers b. 8.

9.

+++

54 Play the recording again. This time, students listen

and identify the statements that contain incorrect information. Ask them to support their answers.

 Answers a. The father knows a lot about the topic. d. People complained about that. e. It was in the USA. 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 1 st   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... 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…

++

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.

Let students read this section on their own and share comments in their groups. American v/s British English Draw students’ attention to the different words used in each variety of English. Remind them that both the British and the American versions are correct, but that they should choose one variety and stick to it.

77

   

The purpose of this activity is to help students reflect on their language process and to raise their awareness of how they develop their strategies to become more effective learners. They should work on their own, but you may help and guide them when necessary. Encourage students to keep a record of their answers in a special section of their notebooks. Students read the questions and identify: • the main problems they had to speak in English; • in what way they showed support to their partners.

 AFTER LISTENING 

10. ++ Ask students to reflect on any connections between jokes and people’s lives. Elicit their ideas. Encourage the use of English as much as possible, but allow the use of Spanish if necessary. Remember that the objective of the activity is to relate information, not to use the language. LANGUAGE FOCUS

Asking for help

Remind students that this section is meant to help them revise or discover a particular grammar structure by themselves.

1. Ask students to revise the examples. 2. Help students identify the type of information required, and then answer the questions. 3. After identifying the differences, they complete the rule.  Answers 2. a.: a. b.: b. c.: c. 3.  To ask for help in English in a polite way, we use the expression can you? When we answer yes, we use polite phrases such as of course. When we can’t or we don’t want to help, we use polite phrases such as sorry . PAGE 106

Students listen to the dialog and practice it with 11. ++ 55 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.

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Reflections

Error alert! Correct: hamburger  Incorrect: hamburguer  Watch out for more incorrect language transfer from Spanish.

Students first only listen. Then, they listen and 13. + 56 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. PAGE 107 TRAVEL BACK 

This mini-test provides material to check and revise students’ progress and information about any points that the majority of students may have problems with. Make sure they understand what they are expected to do and then give enough time to answer individually.

 Answers 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!  Ask students to read Ann’s questions and talk with their 12. + partners. Invite some students to share their answers with the whole class.

1. 2. 3. 4. 5.

d. a. F. b. F. c. F. d. T. b., c., a. a. – ii. ; b. iii. ; c. – i. a. Kite surfing is more dangerous than swimming. b. The Nile river is longer than the Mapocho river. c. Antarctica is colder than the Caribbean. d. The Everest is higher than the Aconcagua. e. A car is more expensive than a bicycle.

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PAGE 108

4.

Lesson 3:

  Invite students to look at the title of the text and pictures quickly and make predictions about what the text is about. +

Answers

FESTIVALS AROUND THE WORLD 

Time

Five class hours.

August, converge, celebrate, traditional, paella, music, dance, kilos, tomatoes, fruit, hours, magically, normal, festival, May, ceremonies, violently, competitors, carnival, famous, events, second, center, area, strange, competition, important, national, imitation.

Read, listen, and identify main ideas and specific information in magazine articles about festivals and events. Objectives Exchange information about festivals around the world. Practice the sounds /i /, /ɪ / Write a short paragraph comparing festivals. Use superlatives. CD, Tracks 57, 58, 59. Reading Booklet, Page 8. Materials Complementary activities, Student’s Book, Page 121. Workbook, Pages 26, 27. Embedded evaluation, Student’s Book, Page 108, Evaluation 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.

La Tomatina Festival is about throwing tomatoes at other people. Cooper Hill Cheese Rolling   is about running after a piece of cheese. The Battle of Oranges is about throwing oranges at other people. The Festival of the Pig  is about imitating the sounds of pigs. Pictionary

fireworks: fuegos artificiales midday: mediodía sausage: salchicha squishy: jugoso(a) sticky: pegajoso(a)

         

READING

5.

  Students read the text quickly and confirm or correct their ideas in Exercise 4. +

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

 Explain to students that Kelly is writing an article on different festivals around the world and she has some questions.

1.

+

2.

++

3.

+++

 Tell students to take a look at the names and pictures and then to identify what these events have in common.   Ask students to write the name of the festival that corresponds to each picture.

Answers a.  The Tomatina Festival. b.  Cooper’s Hill Cheese Rolling. c. The Battle of Oranges. d. The Festival of the Pig.

57

 Answers They are all strange and funny festivals. They are all celebrated by doing funny things.

6.

 Invite your students to complete the chart with information from the article. ++

 Answers In honor of… Date Last The tomato Wednesday of August Cooper’s Hill Gloucestershire, Last week in Cheese Cheese Rolling England May The Battle of Ivrea, Italy Early January Oranges Oranges The Festival of Trie sur Baïse, Second The Pig the Pig France Sunday of August

Festival La Tomatina

Location Buñol, Spain

79

PAGE 110

7.

+++

Students read the text again and then answer the questions.  Answers

a In Spain and France, in August. b. Because in both of them people celebrate throwing a fruit. c. Cooper’s Hill Cheese Rolling. d. The Battle of Oranges (in the northern hemisphere, it is winter in January).

 Answers a. Helen was the most beautiful woman in ancient Greece. b. Tokyo is the largest city in the world. c. Chinese is the most difficult language in the world. d. Winter is the coldest season of the year. e. What is the most intelligent animal in the world? Reflections

The purpose of this activity is to help students reflect on their language process and to raise their awareness of how they develop their strategies to become more effective learners. They should work on their own, but you may help and guide them when necessary. Encourage students to keep a record of their answers in a special section of their notebooks. Students read the questions and identify: • the main problems they had to understand the text. • how much the exercises helped them understand. • in what way the predictions they made helped them understand the text.

Did you know that…

Let students read this section on their own and share comments in their groups. American v/s British English Draw students’ attention to the two different words used in each variety of English. Remind them that both the British and the American versions are correct, but that they should choose one variety and stick to it.  AFTER READING 

LANGUAGE FOCUS

PAGE 111

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.  Answers 2.  Comparisons. 3. When we want to state that something is at the ‘top of the ranking’, we use superlative adjectives. To form the superlative of short adjectives, we add est  to the adjectives and  iest   if the adjectives have two syllables and end in y . To form the superlative of long adjectives we use the + most + adjective. Exception: the superlative forms of good and bad are best  and worst . 8.

 Invite students to read the sentences carefully and then fill in the blanks with the correct form of a superlative adjective in the box. Ask some of them to write the sentences on the board to provide additional examples to the rest of the students. ++

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. +

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Play the recording.

Students first listen and then listen and repeat the words, paying attention to the difference in the vowel sounds.

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

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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?  Kelly:  I’m not sure. All of them are very attractive.  Ann: I think La Tomatina is the dirtiest festival in the world. Play the recording again and ask students to 12. ++ 59 listen carefully. Then motivate them to practice the dialog in pairs taking turns to be Kelly and Ann and repeating each line to practice correct pronunciation. Invite students to role-play the dialog in front of their classmates.

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Encourage students to express their own opinions 13. +++ about the festivals. Ask them to complete and read the paragraph 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. PAGE 112

Pictionary

  Audience: público (sust.)   Gerbil: jerbo   Guest: huésped  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 

5.

Lesson 4: TOP OF THE POPS 

Time

Objectives

Materials

Five class hours. 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. CD, Tracks 60, 61, 62. Workbook, Page 28.

Embedded evaluation, Student’s Book, Page 114, Evaluation Exercises 10, 12. Reflections, Student’s Book, Page 114.

 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.

b., d. 6.

Instruments: guitar, piano, drums, trumpet, bass. People: singer, piano player/pianist, drummer, soloist, lead singer. Types: rock, techno, reggae, reggaeton, salsa. Other: band, group, star, fan, groupie

necessary play the recording again for students to identify the interviewee. +

60  If

Make them have a look at the words in the Pictionary to help them identify the speaker’s occupation

 Answers c. PAGE 113

7.

++

60 Draw students’ attention to the type of information

that is required in each case to complete the fact file: a number, a type of music, a musical instrument, etc. Play the recording once or twice. Check answers on the board.

+

Possible answers

60  Play

 Answers

BEFORE LISTENING 

1.

the recording once for students to check which questions Kelly asked. +

 Answers Age: 16. Type of music: pop rock / pop punky. Musical instrument: guitar. N° of pets: five gerbils. N° brothers / sisters:  one brother / one sister. Favorite sport: skateboarding. 8.

++

60 Play the recording again. Students answer Yes or No.

Check answers orally.

 Answers a. No. b. No.

3. ++ Students work in small groups matching the words and their definitions. Draw their attention to the Pictionary, too.  Answers 1. a. – iii. b. – i. c. – iv. d. – ii. Invite students to study the words in the Pictionary and make sure they understand their meaning.

9.

This activity concentrates on Lil’Chris’s plans for the future. Play the last part of the recording again. Check answers orally. ++

60 

 Answers He wants to be a big artist (as big as possible) .

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TRANSCRIPT

PAGE 114

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)  AFTER LISTENING 

LANGUAGE FOCUS

The past continuous

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

10. ++  Motivate students to complete the short paragraph applying what they learned in the Language Focus. Motivate them to remember what was happening in the classroom when the teacher arrived the day before. Ask them What was happening in the classroom when I arrived? What where you doing?   Write some answers on the board and underline the tense markers. Correct mistakes, clarify questions and provide more examples if necessary. Have students write a similar paragraph in their notebooks describing what they can remember. Make sure they use the paragraph in the exercise as a guide and encourage them to use what they learned in the Language Focus.  Answers was dancing, were playing, was doing, were reading. Read the instructions with the class. Draw their 11. + 61 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. Play the recording and ask students to listen. 12. ++ 62 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.

TRANSCRIPT

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 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?  Tell students to think about three questions they 13. +++ 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.

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 Answers A: 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! American v/s British English Draw students’ attention to the different spelling of the words used in each variety of English. Remind them that both the British and the American versions are correct, but that they should choose one variety and stick to it. Reflections

The purpose of this activity is to help students reflect on their learning process and to raise their awareness of how they develop their own learning strategies to become more effective learners. They should work on their own, but you may help and guide them when necessary. Encourage them to keep a record of their answers in a special section of their notebooks. Students read the questions and analyze: • how they used their previous knowledge to get the main idea of the text; • how many words they learned. • how they learned these words. 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. Check answers orally and help them work out their score. Advise students who get less than 50% of the answers correct, and congratulate those with good results.

 Answers 1. a. 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.

Lesson 5: TO MY COUNTRY 

Time Objectives Materials Evaluation

One class hour. Prepare, draft, edit, and write a final version of a poem. Workbook, Page 29. 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 ! 

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The pattern of rhymes in a poem is written with the letters a, b, c, d, etc. The first set of lines that rhyme at the end are marked with a. The second set are marked with b. So, in a poem with the rhyme scheme abab, the first line rhymes with the third line, and the second line rhymes with the fourth line.

Example: I want you to know  The true secret, the story  I don’t want you to go before seeing its glory 

a b a b

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. Before starting this activity, draw students’ attention to the information in the  Organize your time box. 6. Invite students to read the words in the box and choose the ones they think they can include in the poem.

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’ but you never believe they are  real  Kiss me, hug me, I give you a flower  Stop thinking! Stop doubting! Let’s make a deal ! 

capture what they have in mind. This approach can be used with any subject matter.

7. Motivate students to use their dictionaries to find more words. 8. Now encourage students use the words they collected to fill in the blanks in each box expressing their feelings about Chile. WRITING 

a b c b

2. Invite students to answer questions a – c  after they have analyzed the poem.  Answers a. Five. b. 12. c. Beare / brave; shame / pain. 3. Help students identify the literary resource.  Answers I am Ireland: I am older than the old woman of Beare. I am Ireland: I am lonelier than the old woman of Beare.

4. Tell students to write the patterns they identified. Did you know that…

Draw students’ attention to the information in the box. PAGE 117 DRAFTING 

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

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. 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. PAGE 118 Kelly Hardrock, school reporter  63 Episode 4: Innocents’ Day 

Help students identify the connection between the characters that have appeared in the lessons and those in the comic strip. Help them revise what happened in the previous episode of the comic strip. Motivate them to read this episode on their own and help only if they ask you to. You can use the CD to allow students listen to the recorded version of the episode. You can ask some students to summarize the episode, in Spanish if necessary.

Creative skills The purpose of this section is to foster and enhance students’ creative skills using the comic strip episode. 1. Make students work in groups of four to 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 timefillers or as revision before the unit test ( Test your knowledge).

Answers 4. a. i. Picture c. ii. Picture a. iii. Picture b. iv. Picture e. v. Picture d. b. i. Picture e. ii. Picture a. iii. Picture d. iv. Picture b. v. Picture c. c. i. Picture c. ii. Picture b. iii. Picture a. iv. Picture d.

PAGE 122 PROJECT 

4. a. England. b. Australian. c. hot. TRANSCRIPT

65

Living in Australia Robert:  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! 

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.

5. the most intelligent / the most generous / the best / the most expensive / the cheapest.

TEST YOUR KNOWLEDGE 

6.

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. Check students’ results and revise any points that the majority of them had problems with.

 Answers 1. d. 2. Name of the festival: The California Avocado Festival. Date and place of celebration: October, Carpenteria, California. Year of origin: 1986. Activities and main events: avo-tivities, recipe competitions, photography contest, pop-art shows. Number where you can get information: 805/684-0038. 3. a. - i. b. - i.

Great!  You can say three positive things about living in another country.

Not too bad You can say one or two positive things about living in another country.

Help! You can’t say any positive things about living in another country.

PAGE 123 SELF- EVALUATION 

The purpose of this section is to allow students to reflect on their strengths and weaknesses. Encourage them to give honest answers and show interest in their results. Motivate them to go back to the Language Focus sections of the lessons that presented problems and to write a list of remedial actions to improve their performance in the future. 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 TEST  READING – NEW YORK CITY AT CHRISTMAS TIME

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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. T here 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: T he f irst time I went shopping f or

Christmas. I saw a huge tree with lights all over it. T here was an enormous statue and an ice-sk ating rink . I love skating! Interviewer: What other places did you visit? Girl: We took  a boat to go to the Statue of

Liberty and we climbed to the top. Wow! It was beautiful.

Interviewer:

What are the best things about living in New York ? Girl: New York  City

has a lot of  places to visit. You can go to Central Park or to the Metropolitan Museum. It’s great! T he 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 mak e you feel warmer.

1 point

1. Read and complete the sentence with one of the options (a – c). The text is a. Asurvey. b. A conversation between two friends. c. An interview.

.

5 points

2. Read the text again and answer these questions. a. Does the girl like New York? How do you know it? .

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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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4 points

3. Read again. Are these statements true (T) or false (F)? 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? 67 Listen to the recording. Number the sentences in the correct sequence of Hyojung’s daily activities in Korea.

4.

5.

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.

4 points , ½ each

6 points

67 Listen to the recording again. Underline the false bits of information in each sentence.

a. In Korea, Hyojung usually wakes up at 6:00. b. She stays at school until 3:30. c. She never revises the content of previous class. d. She 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 points

6. Write a short paragraph ( 100 – 120 words) about a festival. Do not forget to include the following items: a. name of the festival b. place and date of celebration c. in honor of       8

d. main events

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ORAL EXPRESSION 

6 points

7. Compare three aspects of life in Chile and in another country. 0-8

9 - 17

18 - 27

28 - 32

Keep trying

Review!

Well done!

Excellent!

TOTAL SCORE 32 pts

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 ANSWERS TO EXTRA TEST UNIT 4 

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1. c.

TRANSCRIPT

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.

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.

3. a. True. b. False. c. True. d. False. 4.

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a. 1. b. 6. c. 5. d. 3. e. 4. f. 2. g. 7. h. 8. 5.

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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).

6. Assign points according to these criteria: 6 points

5 points

4 points

3 points

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

2 points Student can provide only one piece of information in the paragraph.

1 point Student can’t provide any information about a festival.

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7. Assign points according to these criteria: 5 points Student can express three comparisons between Chile and other country.

4 points Student can express one or two comparisons between Chile and other country.

3 points Student can’t express any comparison between Chile and other country.

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 ANSWERS  WORKBOOK  UNIT 1: CULTURAL ELEMENTS 

Lesson 4: Chile’s national dance 

Lesson 1: A Chilean celebration 

1. Angrily badly carefully comfortably fast

1. 1. We Tripantu 2. La Tirana 3. Andean carnaval . 2. a. New sun. b. The Virgin of Carmel. c. The mixture of Spanish and indigenous cultures. 3. a. However. b. and. c. However. d. but. e. and. 4. missionary; procession; parade; map; celebration; fire N

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E

U

C

Y

S

O

T

B

C

P

T

C

Z

G

Q

S

L

X

M W

E

F

X

O

G

U

I

P

A

R

A

D

E

L

R

R

Y

M

G

T

C

C

P

U

N

C

E

P

G

R

R

A

K

S

N

C

P

F

D

C

D

F

O

V

H

N

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F

M

S

Q

H

well loudly nervously normally quickly

quietly sadly happily hard slowly successfully.

2. a. well. b. normally.  c. quietly. d. fast. e. successfully. f. hard. g. angrily. h. carefully. 3. a. He speaks loudly. b. They behave nervously. c. Pedro moves slowly. d. Gabi laughs happily. e. Laura sings badly. f. I am sitting comfortably. UNIT 2: SELF – CARE  Lesson 1: How fit are you? 

1. listen to, watch, play, write.

1. Usually, generally, sometimes, always, often.

2. Any of these: Read: a book, a novel, a brochure, a letter, an e-mail, a blog Go: surfing, camping. Listen to: a song, a lecture, a speech Visit: grandparents, family. Watch: a soccer game, a movie Go to: the university, the mall, the doctor, the club, the country Write: an e-mail, a novel, an article, a blog

Lesson 3: Myths and legends 

Lesson 2: Who’s in control? 

1. called built lived gave opened came asked ate

1.

Lesson 2: Holidays and celebrations 

studied painted worked listened

drank wrote read went

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.

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

His dog

2. a. mine. b. yours. c. hers. d. his new jacket. e. his passport. f. her voice. 3. a. This is her photo. This is hers. b. It is their dog. It’s theirs.

89      S      R      E      W      S      N      A

Lesson 3: A schoolboy’s journal 

Lesson 2:

1. b. 2. a. – iv, ; b. – ii. ; c. – iii. ; d. – i.

People that changed people 

4. a. You should make a break.b. You should make a timetable c. You should plan your time carefully. d. You shouldn’t worry too much. e. You should ask for help.

1.

5.

2. a. The “Epsicle”. b. He became blind when he was three because he injured his eyes.

sad; angry; happy; excited; bored; confused; scared 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. c. You can’t miss the class. Lesson 5: My personal online journal 

1. Llll

Good at Bad at

Angelthebest13

Prettycandy1145

English grammar Speaking English

vocabulary pronunciation

Invention

The Popsicle Braille

Age Year Inventor Frank Epperson 11 years old 1905 Louis Braille 15 years old Not mentioned

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 3: MEMORABLE PEOPLE 

UNIT 4: DIFFERENT LIVES 

Lesson 1: Folk heroes 

Lesson 1:

1. a. People used to ride b. People used to read c. People used to cook d. People used to travel e. People used to wash f. People used to use g. People used to write

Experiences in a foreign country 

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 used to sleep alone and he used to sweep the streets.

2. a. F. b. T. c. T. d. T. Lesson 2: Do you like jokes? 

1. Asking for help Offering to help Can you give me It’s fine. a hand with…? Feel free to ask me. Can you help me Certainly! What can I do for…? with…? It’s there anything I can Can you…? do…? Would you be so What do you need? kind to…? Of course! Could you…? Sure! OK Do you need some…? Indeed! It’s no problem. All right.

Refusing to help I’m afraid I’m busy now.

I’m really busy. I’d really like but… I’m sorry I can’t.

90      S      R      E      W      S      N      A

Lesson 3:

READING BOOKLET 

Festivals around the world 

1. a. the highest. b. the most interesting. c. the fastest. d. the longest. e. the most expensive. f. the closest. g. the biggest. 2. a.  Anne. b. James. c. Carol. d. Carol. e. Carol.

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.

4. the best / The cheapest / Aleoca 20-inch folding-bike / $79.90 / most expensive / Padella 2K II / $ 138 / lowest / Stella X / the smallest / the lightest / the slowest.

1. They were giant and dangerous creatures who had an eye on the forehead.

Lesson 4: Top of the pops 

3. Answers will vary.

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

2. To blind the Cyclops to protect his crew.

Terri and the Turkey 

1. They do not want to kill the turkey. 2. Answers will vary. 3. Answers will vary.

91

EVALUATION INSTRUMENTS  These evaluation instruments are assessment tools you can use to measure students' work. They are scoring guides that seek to evaluate a student's performance based on the sum of a full range of criteria rather than a single numerical score. The evaluation instruments provided here include: • Rubrics • Questionnaires • Observation sheets The instruments included in this section differ from traditional methods of assessment in that they examine students in the actual process of learning, clearly showing them how their work is being evaluated. They communicate detailed explanations of what constitutes excellence throughout a task and provide a clear teaching directive. The instruments' strength is their specificity, which means that individual students can fall between levels, attaining some but not all standards in a higher level. And while scores can be translated into final grades, it is important that we remind students that not every score counts. These instruments are meant, above all, to inform and improve teachers' instruction while giving students the feedback they need to learn and grow. These instruments can also be used in peer assessment and then used to provide feedback. Prior to assessment, the evaluation instruments can be used to communicate expectations to students. During the assessment phase, they are used to easily score a subjective matter. After an instrument is scored, it should be given back to students to communicate to them their grade and their strengths and weaknesses. Students can use them to see the correlation between effort and achievement. Sharing the instruments with students is vital as the feedback empowers students to critically evaluate their own work.  ADVANTAGES OF USING A VARIETY OF EVALUATION INSTRUMENTS 

• Teachers can increase the quality of their direct instruction

by providing focus, emphasis, and attention to particular details as a model for students. • Students have explicit guidelines regarding teacher expectations. • Students can use these instruments as a tool to develop their abilities. • Teachers can reuse these instruments for various activities.

• Complex products or behaviors can be examined efficiently. • They are criterion referenced, rather than norm referenced.

Evaluators ask, "Did the student meet the criteria for Level 4?” rather than “How well did this student do compared to other students?” • Ratings can be done by students to assess their own work, or they can be done by others, e.g. , peers, teachers, instructors, U.T.P. people, etc.  APPLYING EVALUATION INSTRUMENTS  Self- assessment 

Give copies to students and ask them to assess their own progress on a task or project. Their assessment should not count toward a grade. The point is to help students learn more and produce better final products. Always give students time to revise their work after assessing themselves. Peer assessment 

Peer-assessment takes some time to get used to. Emphasize the fact that peer-assessment, like self-assessment, is intended to help everyone do better work. You can then see how fair and accurate their feedback is, and you can ask for evidence that supports their opinions when their assessments do not match yours. Again, giving time for revision after peer-assessment is crucial. Teacher assessment 

When you assess student work, use the same instrument that was used for self- and peer-assessment. When you hand the marked instrument back with the students' work, they will know what they did well and what they need to work on in the future. Using the evaluation instruments provided in this section is relatively easy. Identify the maximum number of points for achieving the highest level of quality and assign a number to the students' performance. Typically, the gradations increase/decrease in 1 point. The last column shows the actual score assigned to this particular student, based on his or her actual performance. The overall total score is assigned by simply adding together the scores. Once you have worked out students' scores, you can express them in gradations. Gradations are the descriptive levels of quality starting with the worst quality up to the best quality. Always keep in mind that, however you use them, the idea is to support and to evaluate student learning. Here is a description of each of the evaluation instruments provided:

     8      S      R      E      L      E      V      A      R      T    •    •      L      A      I      R      E      T      A      M

     E      L      B      A      I      P      O      C      O      T      O      H      P

92         E         L         B         A         I         P         O         C         O         T         O         H         P

Listening Comprehension

Behavior 

Use this instrument two or three times in a semester to assess where the students rank within the four categories and to determine where the strengths and the weaknesses of the class lie. After applying the instrument, ask the students to get into groups of four and analyze their results. As a class, discuss important points that may help improve listening skills in the future. To work out the score of each student identify the maximum number of points for achieving the highest level of quality and assign a number to the students' performance according to this scale. Once you have worked out the score of each student, you can apply this chart to express his/her results: 1= Unsatisfactory - 2 = Fair - 3 = Very Good - 4 = Excellent

Use this instrument when you detect some problems related to students' behavior. This rubric is meant to offer information on students' attitude and behavior in relation to their classmates and can be a useful source of information for course council. It can be applied by teachers or used for peer assessment. After applying this instrument, make students identify the areas in which they got higher scores, and also the areas that they should pay more attention to in the future. 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

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       8      S      R      E      L      E      V      A      R      T    •    •      L      A      I      R      E      T      A      M

     E      L      B      A      I      P      O      C      O      T      O      H      P

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

Beginner's Writing 

Use this rubric as a way to assess your students' writing skills. You can use it two or three times in a year. This instrument is a simplified way for teachers to grade a writing assignment. It is important to show students the instrument beforehand so that they get better quality work; they know what they are supposed to produce and it saves problems afterwards as they can see where they can have points taken off. This instrument should also be used after the task is complete, not only to evaluate the product, but also to engage students in reflection on the work they have produced. To work out the score of each student identify the maximum number of points for achieving the highest level of quality and assign a number to the students' performance according to this scale. Once you have worked out the score of each student, you can apply this chart to express his/her results: 1 - 2= Unsatisfactory - 3 - 4 = Fair - 5 = Very Good - 6 = Excellent Project

Use this instrument every time students do a project. Each student is evaluated along three dimensions, each having to do 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.

93

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

        E         L         B         A         I         P         O         C         O         T         O         H         P

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 ___.      8      S      R      E      L      E      V      A      R      T    •    •      L      A      I      R      E      T      A      M

     E      L      B      A      I      P      O      C      O      T      O      H      P

94      N      O      I      T      C      U      D      O      R      T      N      I

EVALUATING LISTENING COMPREHENSION 

Name:

Lesson: Skills

Criteria 1

     8      S      R      E      L      E      V      A      R      T    •    •      L      A      I      R      E      T      A      M

     E      L      B      A      I      P      O      C      O      T      O      H      P

Date:

2

Points 3

4

Understanding key events or facts.

Understands one or two events or key facts.

Understands some Understands many Understands most of the events or events or key facts, events in sequence key facts. mainly in or understands sequence. most key facts.

Understanding details.

Gets few or no important details.

Gets some important details.

Gets many important details.

Gets most important details and key language.

Responding appropriately to features such as: laughter, silence, etc., and / or accentuation, intonation and, rhythm.

Nearly never.

Sometimes.

Most of the time.

Nearly always.

Answering questions.

Answers questions Answers questions Answers questions Answers questions with incorrect with some with literal with information. misinterpretation. interpretation. interpretation showing higher level thinking.

Doing tasks.

Provides limited or no response and requires many questions or prompts.

Provides some response to teacher with four or five questions and prompts.

Provides adequate response to teacher with two or three questions and prompts.

Provides insightful response to teacher with one or no questions or prompts.

At the end of the session, the listener is able to:

Answer factual questions on general information.

Answer factual questions on general and specific information.

Summarize the beginning, middle, and end of the story.

Reveal the sequence of events, providing details on dialog, and motivation of characters.

Total points

95

95

     N      O      I      T      C      U      D      O      R      T      N      I

Name:

Lesson: Skills

Date:

Criteria 1

2

Points 3

4

Understanding key events or facts.

Understands one or two events or key facts.

Understands some Understands many Understands most of the events or events or key facts, events in sequence key facts. mainly in or understands most sequence. key facts.

Understanding details.

Gets few or no important details.

Gets some important details.

Gets many important details.

Gets most important details and key language.

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 Answers questions Answers questions with with some with literal misinterpretation. interpretation. incorrect information.

Answers questions with interpretation showing higher level thinking.

Doing tasks.

Provides limited or no response and requires many questions or prompts.

Provides insightful response to teacher with one or no questions or prompts.

Provides some response to teacher with four or five questions and prompts.

Taken and adapted from: http://www.storyarts.org/classroom/usestories/listenrubric.html

Provides adequate response to teacher with two or three questions and prompts.

Total points

     8      S      R      E      L      E      V      A      R      T    •    •      L      A      I      R      E      T      A      M

     E      L      B      A      I      P      O      C      O      T      O      H      P

96      N      O      I      T      C      U      D      O      R      T      N      I

EXTENDED-RESPONSE READING RUBRIC – SELF-ASSESSMENT 

Name:

Date:

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.

http://www.isbe.net/assessment/pdfs/reading_extended_rubric.pdf 

     8      S      R      E      L      E      V      A      R      T    •    •      L      A      I      R      E      T      A      M

     E      L      B      A      I      P      O      C      O      T      O      H      P

Class:

97

BEHAVIOR RUBRIC 

Name:

Behavior skill

Lesson:

Never 0

Class: Rarely 1

Generally 2

Always 3

Points

On time and prepared 1. Arrives on time. 2. Brings necessary materials. 3. Completes homework.

Respects teacher 1. Follows directions. 2. Listens to teacher.

Attitudes 1. Demonstrates positive character traits (kind, trustworthy, honest). 2. Demonstrates productive character traits (patient, thorough, hardworking). 3. Demonstrates concern for others.

Total Teacher’s comments:

Source: http: //www.sdst.org/shs/library/resrub.html

     8      S      R      E      L      E      V      A      R      T    •    •      L      A      I      R      E      T      A      M

     E      L      B      A      I      P      O      C      O      T      O      H      P

98      N      O      I      T      C      U      D      O      R      T      N      I

BEGINNERS WRITING 

Points 1 2

Criteria Writing has some words. No punctuation. Scribbly letters. A picture. Writing has short simple sentence(s) on the topic. Some punctuation (full stops and question marks). Letter size and shape need fixing. Picture matches topic. Writing has some simple sentences on the topic. Some attempt to put ideas in order.

3

Some correct, some ‘best guess’ spelling. Capitals, periods, and question marks used correctly most of the time. Correct printing. Some spacing between words. Writing has most sentences on the topic. Ideas in order. Sentences with some details and describing words.

4

Correct spelling of most high frequency words. Most punctuation correct. Letters and spacing between words are correct. Writing has all sentences on the topic. Ideas in order. There is a beginning, a middle, and an end.

5

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.

http://www.isbe.net/assessment/pdfs/reading_extended_rubric.pdf 

     8      S      R      E      L      E      V      A      R      T    •    •      L      A      I      R      E      T      A      M

     E      L      B      A      I      P      O      C      O      T      O      H      P

99

PROJECT 

NAMES:

Process

DATE: Poor

Satisfactory

Excellent

1. Has clear vision of final product.

1,2,3

4,5

6,7

2. Properly organized to complete project.

1,2,3

4,5

6,7

3. Managed time wisely.

1,2,3

4,5

6,7

4. Acquired needed knowledge base.

1,2,3

4,5

6,7

5. Communicated efforts with teacher.

1,2,3

4,5

6,7

Product (Project)

Poor

Satisfactory

Excellent

1. Format.

1,2,3

4,5

6,7

2. Mechanics of speaking / writing.

1,2,3

4,5

6,7

3. Organization and structure.

1,2,3

4,5

6,7

4. Creativity.

1,2,3

4,5

6,7

5. Demonstrates knowledge.

1,2,3

4,5

6,7

1.

1,2,3

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

Points

Points

Others:

Total: Teacher’s comments:      8      S      R      E      L      E      V      A      R      T    •

Source: http: //www.sdst.org/shs/library/resrub.html

   •      L      A      I      R      E      T      A      M

     E      L      B      A      I      P      O      C      O      T      O      H      P

100      N      O      I      T      C      U      D      O      R      T      N      I

ORAL PRESENTATION RUBRICS 

Your Name:

Group Topic :

Group Members: Oral Presentation Rubric 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:

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     E      L      B      A      I      P      O      C      O      T      O      H      P

Possible Points

9-10 =

excellent

7-8

=

very good

5-6

=

good

3-4

=

satisfactory

1-2

=

poor

0

=

unsatisfactory

Self-Assessment

Teacher Assessment

STUDENT SELF ASSESSMENT OF FOREIGN LANGUAGE PERFORMANCE 

Grade:

Name :

Description Language

101

I can do the following:

 Yes

 Yes

(no assistance)

(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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     E      L      B      A      I      P      O      C      O      T      O      H      P

102      N      O      I      T      C      U      D      O      R      T      N      I

HOMEWORK RUBRIC 

Homework Rubric 4

Exceptional Work

Interesting, neat, and easy to read. With date and name. On time.

3

Complete

Neat and easy to read. Must have date and name. Must be on time.

2

Incomplete (directions not followed)

Difficult to read. Has name, missing the date. May be on time.

1

Incomplete

Unorganized and/or difficult to read. Missing name and date. Late.

http://www.jamestownri.com/school/classes/4_1/homeworkrubric.htm

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     E      L      B      A      I      P      O      C      O      T      O      H      P

READING COMPREHENSION SELF ASSESSMENT 

Grade:

103

Name : Always

Sometimes

Never

1. I make predictions before I read. 2. I understand the message-the text makes sense to me. 3. I know when I am having trouble understanding the text. 4. I know the main idea of the text. 5. I understand the words in the text. 6. I understand the punctuation. 7. I know how to find different parts of the text (chapters, pages,

beginning, middle, end). 8. I can pick out clues from the reading to help me make an

interpretation. 9. I give my opinion-make a judgment-about the text. 10. I support my opinion with details from the text. 11. I know the difference between fact and opinion. 12. I can see similarities and differences between the texts I read. 13. I can make connections between the text and my own life. 14. I can make connections between the text and other subjects. 15. I can pick out words from the story that help me work out

the setting.

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     E      L      B      A      I      P      O      C      O      T      O      H      P

104      N      O      I      T      C      U      D      O      R      T      N      I

LANGUAGE 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 –’s Add possessive –’s to a noun to show possession.  My mother’s shoes are brown.

ARTICLES: A, AN

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     E      L      B      A      I      P      O      C      O      T      O      H      P

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 .

105         E         L         B         A         I         P         O         C         O         T         O         H         P

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 something Example: The red basket is mine.  My book’s under the bed. Yours is on the coffee table.

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     E      L      B      A      I      P      O      C      O      T      O      H      P

106         E         L         B         A         I         P         O         C         O         T         O         H         P

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 quick  ly . Henry plays the violin beautiful  ly .

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

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     E      L      B      A      I      P      O      C      O      T      O      H      P

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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     E      L      B      A      I      P      O      C      O      T      O      H      P

108         E         L         B         A         I         P         O         C         O         T         O         H         P

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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     E      L      B      A      I      P      O      C      O      T      O      H      P

109         E         L         B         A         I         P         O         C         O         T         O         H         P

HOW OFTEN

Use How often to ask about how frequently something happens. Example: How often do you eat fruit and vegetables?  You can also use the expressions below at the end of the sentence to say how often you do something. For example: I brush my teeth three times a day. once twice three times four times five times

a day a week a month a year

every

day week month year

ASKING FOR HELP

To ask for help in a polite way, we use questions with can. 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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     E      L      B      A      I      P      O      C      O      T      O      H      P

110         E         L         B         A         I         P         O         C         O         T         O         H         P

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

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     E      L      B      A      I      P      O      C      O      T      O      H      P

obligation

can’t

must

 

Benjamin can’t  go to the park this afternoon because he has homework.

You must  respect all people, we are all human beings.

possibility ideas of place 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 • 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 bigg er .

Long Adjectives

• With long adjectives (usually two syllables or more), we add more before the adjective.   Example: The French restaurant is more expensive than the Italian restaurant.

Two syllable adjectives that end in -y . With two syllable adjectives that end in -y , we make the comparative by changing the  y  to i , and adding -er : Example: I was angry when I heard the news, but Nick was angri er . Irregular comparatives The three main irregular comparatives are:  good - better bad - worse far - further / farther 

SUPERLATIVES Short Adjectives • With short adjectives, we make superlatives by adding -est to the end of the adjective. Example: - Your CD player is the cheapest  you can find in the market. • With some adjectives, we double the last letter: Example: London is big, but Moscow is  the biggest .

Long Adjectives • With long adjectives (usually 2 syllables or more), we add most before the adjective. Example: The French restaurant is the most expensive restaurant in the neighborhood.

Two Syllable adjectives that end in - ly . With two syllable adjectives that end in -ly , we make the comparative by changing the  y  to i , and adding -er : Example: I was angry when I heard the news, but Nick was the angriest . Irregular superlatives The three main irregular superlatives are: good – best bad – worst far - furthest / farthest

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     E      L      B      A      I      P      O      C      O      T      O      H      P

112      N      O      I      T      C      U      D      O      R      T      N      I

IRREGULAR VERBS 

Infinitive

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     E      L      B      A      I      P      O      C      O      T      O      H      P

Past simple

Past participle

Meaning

Infinitive

Past simple

Past participle

Meaning

be

was/were

been

ser, estar

forgive

forgave

forgiven

perdonar

beat

beat

beaten

batir, derrotar

freeze

froze

frozen

helar(se)

become

became

become

convertirse, llegar a ser

get

got

got

obtener

give

gave

given

dar

begin

began

begun

empezar

go

went

gone

ir

bend

bent

bent

doblar(se)

grow

grew

grown

crecer

bite

bit

bitten

morder

hang

hung

hung

colgar

blow

blew

blown

soplar

have

had

had

haber; tener

break

broke

broken

quebrar

hear

heard

heard

oír

bring

brought

brought

traer

hide

hid

hidden

esconder

build

built

built

edificar

hit

hit

hit

golpear

burn

burnt/burned

burnt/burned

quemar(se)

hold

held

held

sostener

burst

burst

burst

reventar(se)

hurt

hurt

hurt

dañar

buy

bought

bought

comprar

keep

kept

kept

guardar

catch

caught

caught

tomar

know

knew

known

saber; conocer

choose

chose

chosen

escoger

lay

laid

laid

poner

come

came

come

venir

lead

led

led

liderar

cost

cost

cost

costar

learn

learnt/learned learnt/learned aprender

cut

cut

cut

cortar

leave

left

left

dejar

deal

dealt

dealt

repartir

lend

lent

lent

prestar

dig

dug

dug

cavar

let

let

let

dejar

do

did

done

hacer

lie

lay

lain

yacer

draw

drew

drawn

dibujar

light

lit

lit

iluminar

dream

dreamt/ dreamed

dreamt/ dreamed

soñar

lose

lost

lost

perder

drink

drank

drunk

beber

make

made

made

hacer

drive

drove

driven

conducir

mean

meant

meant

significar

eat

ate

eaten

comer

meet

met

met

encontrar(se)

fall

fell

fallen

caer

pay

paid

paid

pagar

feed

fed

fed

alimentar

put

put

put

poner

feel

felt

felt

sentir

read

read

read

leer

fight

fought

fought

combatir

ride

rode

ridden

montar

find

found

found

encontrar

ring

rang

rung

sonar

fly

flew

flown

volar

rise

rose

risen

levantarse

forbid

forbade

forbidden

prohibir

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Infinitive

Past simple

Past participle

Meaning

run

ran

run

correr

say

said

said

decir

see

saw

seen

ver

sell

sold

sold

vender

send

sent

sent

enviar

set

set

set

fijar

shake

shook

shaken

sacudir

shine

shone

shone

brillar

shoot

shot

shot

disparar

show

showed

shown

indicar

shut

shut

shut

cerrar(se)

sing

sang

sung

cantar

sink

sank

sunk

hundir(se)

sit

sat

sat

sentarse

sleep

slept

slept

dormir

speak

spoke

spoken

hablar

spell

spelled/spelt

spelled/spelt

deletrear

spend

spent

spent

gastar

stand

stood

stood

estar de pie

steal

stole

stolen

robar

stick

stuck

stuck

pegar

swim

swam

swum

nadar

take

took

taken

tomar

teach

taught

taught

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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     E      L      B      A      I      P      O      C      O      T      O      H      P

114      N      O      I      T      C      U      D      O      R      T      N      I

THEMATIC INDEX

TOPICS AND VOCABULARY 

Chilean traditional celebrations ............................................................................................................................................................... 13, 14, 15, 18 Celebrations around the world ........................................................................................................................................................................ 16, 17, 36 Myths and legends ................................................................................................................................................................. 20, 21, 22, 23, 24, 25, 32 Chilean music and dances .................................................................................................................................................................. 26, 27, 28, 29, 30 Healthy habits ............................................................................................................................................................................................  44, 45, 46, 47 Teenagers’ addictions and problems ............................................................................................................................................... 48, 50, 56, 57, 58 Study habits ................................................................................................................................................................................................ 52,. 53, 54, 55 Folk heros ..................................................................................................................................................................................................... 72, 73, 74, 75 People from other countries .................................................................................................................................................................................. 86, 87 Famous people from the past .................................................................................................................................. 78, 79, 80, 82, 83, 84, 85, 91, 92 Life in different countries ............................................................................................................................................... 103, 104, 105, 106, 107, 108 Music ............................................................................................................................................................................................................. 114, 115, 116

LANGUAGE 

Adverbs of frequency 

...................................................................................................................................................................................................... 18 Connectors: and, because, however   .............................................................................................................................................................................. 14 The Past Continuous ..................................................................................................................................................................................................... 115 75 Used to  ............................................................................................................................................................................................................................... Adverbs of manner  .......................................................................................................................................................................................................... 29 How often…?................................................................................................................................................................................................................... 46 Object and possessive pronouns  ................................................................................................................................................................................... 49 Future consequences  ....................................................................................................................................................................................................... 54 Possibility and obligation: Can, Could, must   ............................................................................................................................................................... 57 Comparatives  .................................................................................................................................................................................................................. 105 Superlatives  .................................................................................................................................................................................................................... 112 Asking / offering / refusing to help   ............................................................................................................................................................................ 107 Connectors: When / while / where / then .................................................................................................................................................................... 84 Describing personality  .................................................................................................................................................................................................... 87 The Past Simple tense, affirmative  ............................................................................................................................................................................... 23 The Past Simple tense, interrogative  ........................................................................................................................................................................... 79

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BIBLIOGRAPHY 

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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.

Additional bibliography

• Burke, J. (2003). Reading Reminders - Tools, Tips, and Techniques . (1st ed.). Portsmouth, NH: Boynton / Cook.

• Bampfield, A. et al.( 1st Ed.). (1996). Welcome to English. Cambridge,, Great Britain: Cambridge University Press. Cambridge

• Corbeil, J.C, Archambault, A. (1992). The Macmillan Visual Dictionary . (pp. 77 – 112, 150 – 152, 219 – 250, 349 - 355). New York: Macmillan Publishing Company.

• Blanchard, K. & Root, C. (1st Ed.) (1996). For your information 1. Boston: Addison Wesley Wesley Longman Publishers.

• Fox, Gwyneth associated editor et al. 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.

• Bampfield, A. et al. ( 1st Ed.). (1997).  A world of English. Cambridge,, Great Britain: Cambridge University Press. Cambridge

• 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.

• Loyd, S. (2000). The Phonics Handout . Essex: Jolly Learning, Ltd.

• Kerr, L. (1st Ed.) (1998) Mission Apollo. Oxford: Oxford University Press.

• Loyd, S., & Werman, S. (2003). (2003). Jolly  Jolly Dictionary . Essex: Jolly Learning, Ltd.

Web pages

• Mascull, B. (1st Ed.). (1997). Collins cobuild key words in science and technology . Portsmouth: Heinemann Publishers.

• http://www.esl-lab.com/

• 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.

• http://www.johnsesl.com/templates/quizzes/LQ.php • 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/

• Peregoy, S.F. et al. (3rd ed.). (2005). Reading, Writing and Learning in ESL. White Plains, NY: Addison Wesley Publishing Company.

• http://www.sikids.com

• Rauff, R. (1st edition). (1994). Wonderful World of English . Chicago, IL: World World Book, Inc.

• http://www.englishlistening.com

• Rinvolucri, M. et al. (1st ed.). (1995).  More Grammar Games. Cambridge: Cambridge University Press.

• http://www.saberingles.com.ar/

• http://www.gobartimes.org • http://www.energyquest.ca.gov • http://www.tolearnenglish.com • http://www.focusenglish.com/dialogues/conversation.html • http://www.isabelperez.com • http://www.antimoon.com/how/pronunc-soundsipa.htm

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QUESTION BANK  Unit 1 1. Answer these questions. a. Where is the festivity of Nazareno del Caguach celebrated? celebrated for the first time? time? b. When was it celebrated 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? name of the island is The e. Why do you think the other name Island of Devotion ?

sentences with the connectors connectors however – 2. Complete the sentences because – and. a. Harry is intelligent. ______ he’s lazy. b. Sue likes to sing ______ dance. c. I went to sleep ______ I was tired. ______ traditional traditional clothes. d. People wore masks ______ celebration ______ ______ she was sick. e. Maria left the celebration f. They were not having fun, ______ they stayed until the end of the festival. nowadays very very popular 3. What famous foreign festivity is nowadays in Chile? information can you infer from the parts in bold in 4. What information these sentences? parades, dancing dancing samba, and playing with a. I love the parades, 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)

According to the t he information on Page 23, complete the 6. According 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. large grey and white cat cat that lived in a barn a. Spots was a large 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 Saturday coaster and the Ferris wheel. James ate popcorn and a hot dog and Anna drank lemonade and ate an apple. They were tired when they went home because they saw many interesting shows and did a lot of exciting things. i. James and Anna were hungry. ii. James and Anna did many things at the carnival. iii. The merry-go-round was broken. iv. The carnival was on Saturday. Unit 2 definition and circle the correct statement. statement. Fitness 1. Read the definition means ‘being in good physical condition, healthy, and strong’ and is usually usu ally 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. exercise, you you will keep fit. a. If you do a lot of exercise, well, you will will keep fit. b. If you sleep a lot and eat well, healthily, and do some exercise, c. If you sleep a lot, eat healthily, you will be in a good physical condition. questions using time expressions. 2. Answer the following questions _____________ __ once a day / twice a week / Example: I ___________ 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. young b. At the end of a week you will feel desperate. i. desolate ii. urged iii. sorry c. Imagine this vast universe of which you form a part. i. tiny ii. huge iii. heavy

7. Why did Kevin and Lily call to the radio program? Do they have the same kind of problem? Kevin:

Lily:

8. What do the speakers in the recording mean? Circle the correct alternative. a. Presenter: Have you got a problem? Lily: Well, sort of. i. She has a lot of problems. ii. I have a particular problem. iii. I 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 3 1. 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. Biography a Write the names of three heroes or persons you consider important to you. _________ _________ _________ b. What things are important to mention when you are writing about someone? c. How is a biography organized? Write the three parts it has. i. ii. iii. d. Write a short biography of one of your heroes. Unit 4 1. What do you know about these countries? Name an actor, singer, famous place or interesting fact. Ireland _______________

England _______________

Spain _______________

France _______________

2. What do you think is the most difficult thing about living in a foreign country? 3. Imagine you are starting a new life out of Chile and answer these questions. a. Where would you like to live? b. How do you imagine your life would be like? 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 Page109. 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 bark walk drink walk read It was exactly ten o'clock. Outside, it was raining. We ____________ our books in the living room, and our nine-year-old twins ____________ quietly in their bedroom. My husband ____________ a cup of tea, and I ____________ to the CD I bought. Our 16-year-old daughter ____________ towards the door. She ____________ her dark blue raincoat and she ____________ an umbrella. She ____________ a chocolate bar. Our cats ____________ beside her, and our dog ____________ loudly. Everything was normal in that winter evening.

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 ANSWERS  UNIT 1 1. 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

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.

UNIT 2 1. 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 4 1. 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.

UNIT 3 1. a. Stories about him began to appear in 14th century. b. His wife was Maid Marian c. His main enemy was the Sheriff of Nottingham d. The Indian captured and release him four times. e. In 1775 he led an expedition that opened a trail through Kentucky. f. Today his image is a mixture of fact and legend. g. He was born in Madird h. He studied art and science. i. His black horse was called Tornado. 2. Possible answers: a. Did you study for your exams? b. What did the Wright Brother create? c. What year did Einstein win the Nobel Prize?

4. a.  1854 b. the special section was about taking care of babies. c. In 1860 Florence opened the Nightingale Training School for Nurses. d. Six sergents of the British army carried her coffin. 5. a. Daniel. b. Emma. c. Emma. d. Daniel. e. Emma. f. Emma. g. Daniel. 6. Answers will vary.

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.