Teacher's book travellers

GUÍA DIDÁCTICA PARA EL PROFESOR INCLUYE TEXTO PARA EL ESTUDIANTE

INGLÉS

Lina Alvarado Jantus

EDICIÓN ESPECIAL PARA EL MINISTERIO DE EDUCACIÓN PROHIBIDA SU COMERCIALIZACIÓN AÑO 2011

edicionescalycanto

GUÍA DIDÁCTICA PARA EL PROFESOR

Lina Alvarado Jantus Teacher of English Instituto Profesional Chileno-Británico

INGLÉS

2011 © Ediciones Cal y Canto Ltda. Guía Didáctica para el Profesor Travelers 7º básico Original text © Lina Alvarado Jantus. Teacher of English Instituto Profesional Chileno-Británico. 2010 © Ediciones Cal y Canto Ltda. Guía Didáctica para el Profesor Travelers 7º básico Original text © Lina Alvarado Jantus. Teacher of English Instituto Profesional Chileno-Británico. 2009 © Ediciones Cal y Canto Ltda. Guía Didáctica para el Profesor Travelers 7º básico Original text © Lina Alvarado Jantus. Teacher of English Instituto Profesional Chileno-Británico. Methodological support Ana Manonellas Balladares. Postgraduate Diploma of Education Monash University - Melbourne Australia. Original illustrations Design

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

General Publisher Publisher Assistant Publisher Designed by Cover designed by Layout by Proofreading Illustrations General Production Production Assistant Recording Producer Photos

Jorge Muñoz Rau. Alicia Manonellas Balladares. Gloria Caro Opazo. Ly-sen Lam Díaz. María Jesús Moreno Guldman. María Jesús Moreno Guldman. María Jesús Moreno Guldman. James Doo. Edgardo Contreras. Cecilia Muñoz Rau. Lorena Briceño González. Rodrigo González Díaz. Banco de Fotos Ediciones Cal y Canto.

Nº de Inscripción: ISBN:

171.757 978-956-8623-52-4

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 reimprimir 7.100 ejemplares en el mes de octubre de 2009.

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CONTENTS Plan of the book. . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 4 Description of the course. . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 6 Student’s book . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 6 Unit Structure . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 6 Methodology . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 8 Learning Progress Maps as support material for teaching . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 11 Classroom management . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 16 Some basic teaching reminders . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 18 Some methodological suggestions for skill development . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 18 Classroom Language. . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 20 The Internet in the language classroom . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 22 Using the TB . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 24

UNIT 1: WELCOME, FRIENDS . . . . . . . . .26-53 Transcript . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . .54 Error Alert! . . . . . . . . . . . . . . . . . . . . . . . . . . . . . .57 Background Information . . . . . . . . . . . . . . . .58 Complementary Activities . . . . . . . . . . . . . . .59 Extra Test . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . .63 Answers . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . .65

UNIT 3: THE WORLD OF SPORTS . . .104-131 Transcript . . . . . . . . . . . . . . . . . . . . . . . . . . . . . .132 Error Alert! . . . . . . . . . . . . . . . . . . . . . . . . . . . . .134 Background Information . . . . . . . . . . . . . . .135 Complementary Activities . . . . . . . . . . . . . .138 Extra Test . . . . . . . . . . . . . . . . . . . . . . . . . . . . . .141 Answers . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . .143

UNIT 2: WELCOME TO MY COUNTRY .66-93 Transcript . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . .94 Error Alert! . . . . . . . . . . . . . . . . . . . . . . . . . . . . . .97 Background Information . . . . . . . . . . . . . . . .98 Complementary Activities . . . . . . . . . . . . . . .99 Extra Test . . . . . . . . . . . . . . . . . . . . . . . . . . . . . .101 Answers . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . .103

UNIT 4: HOME SWEET HOME . . . . . .144-171 Transcript . . . . . . . . . . . . . . . . . . . . . . . . . . . . . .172 Error Alert! . . . . . . . . . . . . . . . . . . . . . . . . . . . . .175 Background Information . . . . . . . . . . . . . . .176 Complementary Activities . . . . . . . . . . . . . .180 Extra Test . . . . . . . . . . . . . . . . . . . . . . . . . . . . . .181 Answers . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . .183

Travelers Magazine . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 185-195 Evaluation Instruments (Photocopiable) . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 196 Language Reference . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 209 Irregular Verbs . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 218 Bibliography . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 221

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PLAN OF THE BOOK UNIT

1

UNIT

2

NAME PAGES

WELCOME, FRIENDS 8 - 33

NAME PAGES

WELCOME TO MY COUNTRY 34 - 59

Listening A TRIP TO THE CAPITAL . . . . . . . . . . . . . . . . . . . . . . . . . .14 WHAT ARE YOU GOING TO DO NEXT WEEKEND? . .22 Reading NEW FRIENDS . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . .10 LIVING ABROAD . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . .18 THAT’S WHAT FRIENDS ARE FOR . . . . . . . . . . . . . . . . .26 Oral production To talk about favorite activities . . . . . . . . . . . . . . . . . .13 To use everyday English . . . . . . . . . . . . . . . . . . . . . . . . .16 To talk about future plans . . . . . . . . . . . . . . . . . . . . . . .23 Written production To present information in a graphic organizer . . . .12 To complete a paragraph about favorite activities . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . .13 To write about future plans . . . . . . . . . . . . . . . . . . . . . .22 Language and vocabulary To express likes and dislikes . . . . . . . . . . . . . . . . . . . . .13 To use the Simple Present Tense . . . . . . . . . . . . . . . .13 To express possibility . . . . . . . . . . . . . . . . . . . . . . . . . . . .21 Words related to free time activities . . . . . . . . . . . . .22 To use going to for future plans . . . . . . . . . . . . . . . . . .24 Words that describe feelings . . . . . . . . . . . . . . . . . . . .28

Listening HIGH AND DRY . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . .36 THE PEOPLE OF THE LAND . . . . . . . . . . . . . . . . . . . . . .44 VISITING THE SOUTH . . . . . . . . . . . . . . . . . . . . . . . . . . . .52 Reading LA TIRANA FESTIVAL . . . . . . . . . . . . . . . . . . . . . . . . . . . .39 FROM CHILE TO THE WORLD . . . . . . . . . . . . . . . . . . . . .47 Oral production To ask and answer questions . . . . . . . . . . . . . . . . . . . .42 To give instructions . . . . . . . . . . . . . . . . . . . . . . . . . . . . .55 To role-play a situation . . . . . . . . . . . . . . . . . . . . . . . . . .46 To use everyday English . . . . . . . . . . . . . . . . . . . . . . . . .38 Written production To complete a fact file . . . . . . . . . . . . . . . . . . . . . . . . . . .40 To use information to complete a paragraph . . . . .38 To organize ideas to produce a summary . . . . . . . .50 Language and vocabulary The Simple Past . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . .38 Question words . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . .42 Questions in the Simple Past Tense . . . . . . . . . . . . . .46 Suffixes to indicate professions . . . . . . . . . . . . . . . . . .50 Prepositions of movement . . . . . . . . . . . . . . . . . . . . . .54

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UNIT

NAME PAGES

3

THE WORLD OF SPORTS 60 - 85

UNIT

4

NAME PAGES

HOME SWEET HOME 86 - 111

Listening THE FIRST MARATHON . . . . . . . . . . . . . . . . . . . . . . . . . .66 AN EXTREME EXPERIENCE . . . . . . . . . . . . . . . . . . . . . .74

Listening WHAT ARE WE DOING TO OUR PLANET? . . . . . . . . .88 CAN WE STOP IT? . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . .96 GOOD NEWS . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . .104

Reading ANCIENT GREEK GAMES . . . . . . . . . . . . . . . . . . . . . . . . .62 STICKS AND BALLS . . . . . . . . . . . . . . . . . . . . . . . . . . . . . .70 THE PARALYMPIC WORLD . . . . . . . . . . . . . . . . . . . . . . .78

Reading AN INCONVENIENT TRUTH . . . . . . . . . . . . . . . . . . . . . . .91 WE CAN SAVE THE PLANET . . . . . . . . . . . . . . . . . . . . . .99

Oral production To ask and answer questions . . . . . . . . . . . . . . . . . . . .73 To play games . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . .73 To talk about personal experiences . . . . . . . . . . . . . .76

Oral production To express opinions . . . . . . . . . . . . . . . . . . . . . . . . . . . . .90 To report news and problems . . . . . . . . . . . . . . . . . . .94 To give instructions . . . . . . . . . . . . . . . . . . . . . . . . . . . .106 To do a survey . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . .94

Written production To write a short paragraph about a favorite sport . .72 To use new vocabulary . . . . . . . . . . . . . . . . . . . . . . . . .76 To prepare a summary . . . . . . . . . . . . . . . . . . . . . . .65, 72 Language and vocabulary Words that have similar meanings . . . . . . . . . . . . . . .64 Comparative adjectives . . . . . . . . . . . . . . . . . . . . . . . . .72 Words related to sports, paralympic sports and outdoor activities . . . . . . . . . . . . . . . . . . .65, 72, 73 The Past Continuous Tense . . . . . . . . . . . . . . . . . . . . . .67

BIBLIOGRAPHY . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . .112 TRAVELERS MAGAZINE . . . . . . . . . . . . . . . . . . . . . . . . .113

Written production To write a short interview . . . . . . . . . . . . . . . . . . . . . . .90 To complete a paragraph . . . . . . . . . . . . . . . . . . . . . .107 To use new vocabulary . . . . . . . . . . . . . . . . . . . . . . . . .102 Language and vocabulary The Present Continuous Tense . . . . . . . . . . . . . . . . . . .89 The Future Tense . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . .93 The verb can to ask questions . . . . . . . . . . . . . . . . . . .98 Words related to the environment and environmental problems . . . . . . .88, 91, 96, 100

IRREGULAR VERBS . . . . . . . . . . . . . . . . . . . . . . . . . . . . .125 WEB PAGES . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . .128

INTRODUCTION

6

DESCRIPTION OF THE COURSE Travelers has been specially written for teenagers in the eighth year of primary school. The English program for the level and the concepts and guidelines of the Chilean educational reform have been considered throughout its preparation. The course aims to: • develop reading and listening comprehension skills, providing students with techniques that will allow them to understand oral and written texts not only in English, but also in other subjects and in their everyday life. • allow students to communicate orally and in writing at very elementary levels. • improve learning skills. • help students realize English is an important tool for getting and exchanging information, knowledge and culture. • educate in a broader sense by providing information about Chile, South America, the English-speaking countries and the world at large, encouraging students to think, analyze and question. Travelers consists of a Student’s Book, 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 intendend 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 kind of resource has been included mainly because children of all ages enjoy this material and also because the visual aspects effectively help the comprehension process.

It also has other advantages, such as: • To present language in a significative context. • To allow students to internalize language patterns that they may use later on. • To help develop critical thinking. • To provide visual elements to improve students’ reading comprehension skills. The Student’s Book contains 4 units based on the English program for the level and the concepts and guidelines of the Chilean educational reform. UNIT 1: UNIT 2: UNIT 3: UNIT 4:

WELCOME, FRIENDS. WELCOME TO MY COUNTRY. THE WORLD OF SPORTS. HOME SWEET HOME.

Unit Structure • Each unit begins with a two-page spread showing a diagram of the objectives of the unit, attractive illustrations to set the theme and motivate students, and a few short activities meant to introduce the topic, activate previous knowledge and raise students’ interest. • The tasks in each unit are indicated with the following headings: Reading, Listening, Language Focus, Reflections, Test your knowledge and Self-Evaluation. • The tasks to develop reading and listening skills help students learn strategies to improve their understanding of written and spoken messages. The methodology adopts a three-phase approach with before, while and after reading / listening tasks. The Before reading / listening activities provide a setting, motivation and linguistic preparation and activate previous knowledge; the While reading / listening activities focus students’ attention on specific tasks that guide their reading / listening, providing different points of view for the same text, and the After reading / listening activities connect the text with their own reality, give practice on a specific grammar structure, clarify points that may be useful later on and / or enlarge vocabulary areas. • The Language Focus section includes some grammar and vocabulary points that the students need to carry out the tasks. It is designed to help students revise or discover a particular

INTRODUCTION

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grammar structure or any interesting item of vocabulary related to the text. The activities are meant to promote independent learning, and to make students figure out grammar, word formation and vocabulary rules by themselves. • Speaking and writing skills. All the lessons include speaking and writing activities which give students the opportunity to apply and consolidate the contents of the lesson, and also connect them with their own reality. These activities help students to see language as a necessary tool to carry out the tasks and give grammar and vocabulary a clear purpose. • Vocabulary. The active vocabulary in each unit is what the students may need to understand the texts and carry out the different tasks . There is also development of students’ passive vocabulary by including a rich variety of lexis in the texts. Also in the pre-reading and pre-listening activities there are explicit suggestions to work with cognate words; the teacher should constantly remind students to make use of these words to facilitate comprehension. • 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. • Synthesis is a section that plays an important role. It can be a useful tool for clarifying particular problems, and for creating a more comprehensive, overall perspective on a specific subject. It gives students a chance to revise what they have learnt and done in the unit, connecting the activities 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 the Minitest section. It helps students revise their performance in the reading, listening and language activities and also allows teachers to make further use of the reading and listening texts. 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. More formal evaluation is done at the end of each unit through the Test your Knowledge and Self-evaluation sections. In the Test your Knowledge section students revise contents and evaluate their performance in the whole unit. The Self-evaluation section allows students to reflect on their strengths and weaknesses. It provides feedback on how much they have learnt, putting them in a position to make an assessment of their work. Learners, by getting involved in their evaluation, come face to face with their learning problems and consciously try to tackle them. Students are asked to evaluate their performance, their participation, their products, and the working arrangement. • Learning styles. Travelers considers that there are different learning styles in a classroom, so different kinds of activities have been included. - Visual learners need visuals in the classroom, for example: posters, realia, flash cards, visual organizers, etc. - Auditory learners learn better by listening, and like working in pairs and small groups. - Kinesthetic learners learn through physical activities like competitions, board games, role-plays, etc. - Tactile learners like board and card games, projects, etc. • Values. Value-enhancing topics such as equality, health, respect, the environment, etc., appear explicitly throughout the course. Through guided questions and simple discussions, students are encouraged to reflect about and form opinions on broader social issues concerning their lives and the world around them. Cultural differences are also highlighted at relevant points in the course as well as particular aspects of English-speaking countries such as information related to historical and geographical facts, cultural heritage, teenage lifestyles, etc. in order to raise students’ awareness of the target culture, and develop a richer perspective of their own culture. • Other small but interesting sections in the units are: 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.

INTRODUCTION

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Throughout the book students and teachers will also find websitebased resources to expand their knowledge of specific subjects. American v/s British English. Special notes 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: • The whole minimized version of the Student’s book, together with instructions and orientations that will help teachers work with contents , resources and activities proposed throughout the book. • An introduction with a description of the course, the methodology used, suggestions for classroom management, general methodological suggestions for the activities and to deal with big classes, description of the course components, etc. • Detailed teaching notes for every unit. • The cognitive abilities implied in every activity of the lessons. • Background notes for the teacher related to the information content of the different texts. • Error Alert! A section that helps the teacher with information about the most common errors students can make. However, teachers must be very careful as to when and how to correct errors, always having in mind to avoid interrupting students while they are doing communicative activities. • Idiomatic expressions. When idiomatic expressions appear in the texts or in the activities, they are explained, defined and an example is given. Idioms or idiomatic expressions are those that cannot be immediately understood by analyzing the literal meaning of their components; literal translation will sound odd. This section will help teachers to include them naturally in different exercises. • Complementary activities (photocopiable) that provide extra practice on the contents of the unit. • Observation and evaluation sheets for the teacher and the students (photocopiable, in Appendix at the end of the book): - Beginners’ writing. - Behavior rubric. - Extended response reading rubric. - Project evaluation. • Answers for all the tasks in the Student’s Book and in the tests. • The transcript of the recording.

• A complete bibliography for the teacher. • A list of useful web sites for the teacher and the students. • Four extra tests. • The activities included in the book are classified according to their level of difficulty. This is shown in the Teacher’s book with the following icons: Low= + Medium= ++ High= +++ CD The CD includes all the material for the listening tasks, including Pronunciation, Listening and Listening test material. The transcripts of the recordings are included in the appendix transcripts, at the end of each unit.

Methodology Task-based learning Travelers helps students develop language and learning skills to carry out sequences of tasks. 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 realworld problems and create presentations to share what they have learned. This approach has many benefits for students, including: • Deeper knowledge of subject matter; • Increased self-direction and motivation; • Improved research and problem-solving skills. Additionally, it gives the teacher the grounds for evaluating what students have learnt and how they apply that knowledge to reallife situations. The book has projects for students to complete. Each relates to the unit and asks students to try and answer a question or solve

INTRODUCTION

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a problem - one that has relevance for them and that they might have to face one day in real life. Let students choose their own group – there is nothing worse than being stuck with someone you do not get along with. Give them enough time to prepare the project. Praise and reward good presentation and extra effort made. Learner training This concept has to do with developing students’ awareness of how they learn and how they develop their learning strategies so that they become more effective and independent learners. Teachers should encourage students to analyze their learning process, making them think about their learning, what problems they have and how they could improve their performance, so that they can take the appropriate steps to optimize their learning. Special attention should be paid to the training of students in pair and group work, emphasizing the importance of 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 should not be treated as time fillers. Each game in this book is there for a purpose and needs teacher supervision and sometimes prior preparation.

Cognates Cognates are words in different languages related to the same root, eg, education (English), 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 = really, 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 Minitests, 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

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their marks and use a Progress chart to find out their level of achievement. Many students may be new to the process of selfevaluation and at the start teachers will need to give guidance. Informal evaluation should also take place on a regular basis at the end of lessons through short discussions about the lesson, carefully guided by the teacher. 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 four components below. The final mark should be the average of these four 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 three tests 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 dialogues, 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. Travelers Magazine At the end of the book there is a magazine with attractive articles and challenging activities to be used by the students on their own, whenever they feel interested. They are meant to provide students with fun, general information and useful training in study skills. Bibliography Both the 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.

LEARNING PROGRESS MAPS AS SUPPORT MATERIAL FOR TEACHING 11 What we have in common makes us human. Our differences make us individuals. In a classroom where there is very little or no differentiated teaching only the similarities among students seem to be the focus of attention. In a differentiated class the common areas are acknowledged and exploited, and the differences among students also become important elements in the teaching – learning process. Carol Ann Tomlinson 12

The Chilean Ministry of Education has presented the community with a new curricular tool, the Learning Progress Maps. It is possible that the teachers may have a lot of information about them, from different and probably more complete sources than those provided here 13. This brief and concise document does not intend to be exhaustive nor replace any of those sources. It only wishes to present the Maps in a very specific context, that of a particularly specific training in evaluation for learning, as in that area they can be very useful in the different steps of that training. This is a brief introduction to the Maps that considers the inclusion principle that guides them, the way in which they are presented, an example and some details to understand their pedagogical and evaluative usefulness. Rather than theoretical or conceptual details, special importance is given to the elements that facilitate their use by teachers. Introduction The Learning Progress Maps have been developed to show teachers, students and parents the way in which learning progresses along school life, and especially the expected direction for each of the areas of the curriculum. They are neither a new curriculum nor a curricular alternative, but are based on the existing Curricular Framework. Their objective is to describe the types of learning promoted by the Fundamental Objectives and the Obligatory Minimum Contents, and to indicate the characteristics of their development from 5th Year of Primary Education to 4th year of Secondary Education. The Maps can be used in the day-to-day classroom work to establish the students’ position, their differences and their learning needs. Once this reflection and awareness task is done, it is possible to design a variety of teaching strategies to cater for the students’ needs.

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

Document prepared by the Unidad de Currículum y Evaluación, Ministry of Education, Chile, 2007. Tomlinson, Carol Ann, Estrategias para Trabajar con la Diversidad en el Aula, Editorial Paidós, Madrid, 2005. 13 The full Maps are published on the web site of the Unidad de Currículum y Evaluación, www.curriculum-mineduc.cl. 12

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

about their students’ learning and motivate them to revise their work critically and constructively. The methods to obtain information about the learning are well known and they are mainly: • To observe the students and listen to them when they reason and describe their work. • To ask students open questions, inviting them to explore their ideas and reasoning. • To propose ideas that require students to use certain abilities or to apply ideas. • To ask students to communicate their ideas not only in writing but also through drawings, artefacts, actions, dramatizations and concept maps. • To discuss key words and analyze how they must be used. Of course, teachers can collect this information through the methods identified above, and then use it to improve learning. The use of this information requires that teachers and students make decisions and act: they must decide on the next steps in the learning process and help students get started. It is of the utmost importance to remember that it is the students who must do the walking; consequently, the students who are more involved in the process will better understand how to extend and improve their learning. A plan that involves the students in the judgement of their own work – instead of being passive to face the judgements of teachers – has higher probabilities of raising the learning and achievement standards. This is a different conception of “feedback”. The “food” the teacher offers is a portrait of the objective to reach, of the standard or goal towards which the student must aim and which, in this way, constitutes a point of comparison for his / her work. The role of the teacher – and what constitutes the core of teaching – is to provide the students with the skills and strategies required to take the steps they need to improve their own learning. Key Principles of Evaluation for Learning Evaluation is a process that allows the recollection of evidence on the learning achieved by the students at a given moment. The object of the evaluation is the work produced by the student, never the student. • The key dimensions of learning from the point of view of the learning area and the learning level of the students constitute the criteria used for the evaluation of learning. • The criteria must be shared with the students so that they know and understand them, and for them to direct their work accordingly.

• Self-evaluation and peer-evaluation must be done using preestablished criteria. If this does not happen their validity will be questionable, because different individuals naturally evaluate according to their own personal criteria. • It must be remembered that evaluation necessarily involves value judgements. This happens when a teacher assigns a numerical qualification to a student’s test, and also when

concepts are used, for example “poor” or “excellent” to indicate a student’s level of achievement at a certain moment. • The teacher must take responsibility for the evaluation instruments he / she develops and uses with the students; this means that he / she must make sure that they really let him / her collect information about the learning outcomes defined in the pre-established evaluation criteria.

What Learning Progress Maps are and what they are not. What MPAs are

What MPAs are not

They are materials for each area of the curriculum that describe the usual road followed by students in their learning. They assume that progress is the result of maturity and exposure to learning opportunities in specific stages of school life.

They do not state that learning is lineal (a sum of specific learnings) nor do they propose an exact description of the learning progress that all students experiment.

They express knowledge and abilities, that is to say, the competences They are not an expression of all the knowledge and abilities the that students typically reach at certain moments of their school life. students can achieve at a specific level. They indicate what we value as learning goals and the sequence in which they are achieved; they provide a framework to monitor progress and communicate results.

They are not a new curriculum and they do not assume that all the students in the same class should be in the same level of learning.

They are presented as concrete descriptions of learning and offer examples of possible achievements in each level.

They are not checklists for test correction.

They provide a guiding framework for teaching: they let users elaborate evaluation tasks that will indicate the level of each student, and organize teaching strategies accordingly.

They are not an instrument to classify students and they do not support a specific teaching model to achieve learning.

How many MPAs have been prepared? Each area of the curriculum has sub-divisions that represent topics or abilities that must be developed during school life. A Map has been designed for each of them. English Our country’s active participation in different areas of the international sphere, together with the changes produced by globalization, make the learning of English essential to successfully face the demands of society in the XXI century. Learning English is a challenging and attractive activity at any age, but particularly for young people who see it as a tool to access information and technology and as a means of communication with other realities and cultures. Learning English or any other foreign

language, contributes to the understanding of the mother tongue, and at the same time it widens the opportunities to access information in other areas of study. Presentation of the Maps The Maps are organized in seven levels that cover students’ learning life from 1st year of Primary Education to 4th year of Secondary Education. Each level describes the expected learning outcome for two school years. For example, level 1 corresponds approximately to 1st and 2nd Básico, level 2 to the next two years, and so on. The last level (7) describes a student whose outcome when finishing school is “outstanding”. All this information can be found on the web site of the Unidad de Currículum y Evaluación, www.curriculum-mineduc.cl.

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14 Relevant Aspects of the Reading Maps In concordance with the curricular emphasis aimed at the development of the abilities and the use of language with the purpose of acquiring information and gaining access to other cultures and technological advances, grammar is not the focus of attention of the Reading Map. Its role as facilitator of understanding and communication is acknowledged, but the role of grammar will become more evident in the Writing Map. The Reading Map emphasizes the importance of working with authentic texts as early as possible; their degree of complexity increases as students move from one level to the next. By the end of their secondary school education students should be able to read authentic texts of intermediate complexity, which implies beginning their learning using simple authentic texts. The Reading Map does not reject the use of the mother tongue as a resource to monitor learning when the situation requires that the students show evidence of comprehension and interpretation rather than oral production. It is a well-known fact that students of a foreign language can understand much more than they can express orally or in writing. For this reason, the answers to the tasks presented as examples in the Map are in Spanish. This does not mean that the students are not allowed to express comprehension in English or that there is an intention to work these abilities separately. In the following pages you will find the Reading Progress Map. It begins with a synthetic presentation of all the levels. Then each level is presented in detail, beginning with its description, some examples of performance that illustrate how that level of learning can be recognized and one or two examples of work done by students of subsidized schools, with the teacher’s comments that justify what criteria is used to decide that the student is “within” the level. In an appendix, you can find the complete version of the tasks from which the students’ work was collected. In the case of English, there is a description of an initial level, before level 3, that describes a starting situation of knowledge of this language, which can be a useful point of reference to describe the learning of children who do not reach level 3 by the end of 6th Básico. No examples of students’ work at this level are included. Reading Progress Map The aim of the English curriculum is to get students to use and apply the language in different tasks that imply they can understand oral and written texts, and solve simple communicative situations orally or in writing. From this point of view, four English Learning Maps have been designed, around the following linguistic abilities:

• Reading • Listening • Writing • Oral Expression The Maps of English have been designed using the international standards of the Common European Framework (CEF) for teaching, learning and evaluating languages and those of the Association of Language Testers of Europe (ALTE). CEF level A2 and ALTE 1 (Waystage User) are associated to level 4 which describes the expected learning achieved by the majority of the students by the end of 8th year Básico; level B1 and ALTE 2 (Threshold user) are associated to level 6, which describes the expected learning achieved by the majority of students by the end of 4th Medio. To describe progress in reading comprehension, the Reading Map is organized around two dimensions: a. Text-types. In this dimension the progression is given by the complexity of the topics the students read about and the complexity of the language used in the texts. There is progression from concrete to abstract topics, and from language expressed in simple sentences to language expressed in compound sentences of intermediate complexity. b. Reading abilities. This dimension includes the students’ capacity to extract specific information, to infer information and to show global comprehension of what they have read. The Map describes how these reading abilities become more complex from one level to the next, also in relationship with the increasing complexity of the texts read. In the light of these dimensions, the Map describes a student’s reading comprehension progress, from the ability to identify some highlighted information, to make simple inferences and state the main topic of a very short, simple text (at level 3), to end up being able to reach a higher level of inference and a deeper understanding of linguistically and conceptually more complex texts. (level 6).

English Progress Map Identifies explicit and implicit messages and incorporates knowledge of the topic and of the English language to build up the Level 7 main meaning. Understands texts that include a variety of simple and medium complexity structural patterns and are related Outstanding to personal interest topics. Level 6

Identifies explicit key information, discriminating it from distractors. Infers ideas and identifies messages, points of view, attitudes to build up the main meaning of the text. Understands texts that include a variety of simple and medium complexity structural patterns and are related to well-known or personal interest topics.

Level 5

Identifies explicit key information, discriminating it from other similar information. Infers suggested messages or ideas and identifies main ideas, stating supporting data. Understands texts that include simple structural patterns and medium complexity structural patterns and are related to well-known or personal interest topics.

Level 4

Identifies explicit key information, discriminating it from secondary information. Makes simple inferences relating ideas or information, and identifies with some detail the main idea(s) explicitly stated, relating information found in different sections of the text. Understands brief texts that include simple structural patterns and are related to well-known concrete topics.

Level 3

Identifies explicit information that is highlighted. Infers information and identifies one main idea using information explicitly stated in the text. Understands very short texts that include plenty of visual support, use simple short sentences and are related to concrete topics of the student´s immediate environment.

Initial level

Identifies words and short sentences stated in very short texts that include plenty of visual support, use simple short sentences and are related to concrete topics of the student´s immediate environment.

In our teaching proposal for 7th and 8th Básica, evaluation is conceived for the following Level 4

Identifies explicit key information, discriminating it from secondary information. Makes simple inferences relating ideas or information, and identifies with some detail the main idea(s) explicitly stated, relating information found in different sections of the text. Understands brief texts that include simple structural patterns and are related to well-known concrete topics.

How can one recognize this level of learning? Examples of performance. When a student has reached this level, he / she can do the following activities: • States the characteristics of a person, place or object. • Follows instructions to play a game that involves a sequence of different actions. • Infers the relationship among characters or moods, when they are not evident.

• Identifies in the text the sentence that best represents the main idea(s). • Identifies words that give cohesion to the text. For example: the most frequent connectors “and”, “or”, “but”, “because”. • Recognizes the communicative function of compound verb forms present in the texts. For example, perfect tenses, modals. • Relates a word from the text with a synonym, antonym or definition. • Identifies the roots of words and their affixes in the texts read.

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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 and speaking skills, while writing skills have a secondary role, 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 behaviour, 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 behaviour, 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.

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• 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. • 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 behaviour and results. (Examples of observation sheets and class evaluation are provided). • Dealing with troublesome students may be difficult. This may be made easier if you ask all students to write a suggestion for ‘punishment’ of these students on a piece of paper. Check that the suggestions are acceptable, put them in a box and ask troublemakers to get a piece of paper from the box and do whatever is indicated there whenever they misbehave. Pairwork and groupwork This type of work encourages students to share their skills and knowledge, and learn from each other. It also increases students’ involvement and active participation, as well as developing positive attitudes. It is important to share with the students the importance of these activities which will give them an opportunity to learn the social and communicative skills required to work with other people: acceptance of other ideas, responsibility, commitment, cooperation, respect for turn taking, etc. The teacher should take an active role in group formation, so that the students do not always work with the same people, to take full advantage of the variety of learning styles and abilities. Students should assume different roles each time (coordinator, secretary, researcher, presenter, artist, writer, etc.).

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SOME BASIC TEACHING REMINDERS • Start every lesson in a way that focuses everyone's attention. This creates expectation and prepares students for what is to come. For example, with books closed, write the topic of the lesson on the board and ask some questions about it, show a poster / picture related to the lesson, ask who can remember what they did the previous class, etc. • Students should not open their books until everyone is paying attention. • End an activity before students get bored with it. Equally, do not hurry the students or end the activity too soon if they are obviously enjoying it. • Ask students their opinion. • Don’t assume that if one student says they understand, everyone else does. • Ask (elicit) rather than tell. Students get bored of listening to the teacher explaining. Someone in the class will probably know the answer. • Don’t ask students to explain difficult things, such as definitions of words in English. • Don’t interrupt students during pair / group speaking activities to correct their English. It is better to note the main, common mistakes, put them on the board and correct them with the class at the end. • Don’t insist on 100% accuracy all the time. Mistakes are a normal part of the learning process, and a valuable source of information for the teacher. • Give praise and encouragement, especially to the weaker students. Write positive comments on their work. Let them know what they are doing well, as well as 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 and get students involved in the topic of the text. Elicit what they know about it and help them relate it to their own experiences. Make use of the illustrations provided and / or use your own. - Use this introduction of the topic to 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, just concentrate on the general idea. - Remind students of cognate words, which they can identify more easily when they listen, and 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 to 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 spoken texts: intonation, voice pitch, pauses, emphasis, background noise, etc. • After listening: - Help students summarize the text orally and / or in writing 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.

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- Discuss the topic of the lesson, help students reflect on the contents and highlight the values presented, making them notice the connections with their own reality. - Make students evaluate their own performance in the lesson. a. Did their predictions help them understand the text? b. How did they do in the different listening activities? c. What new words, expressions or structures did they learn in this lesson? Can they use them in other situations? Developing reading skills • Follow the organization of activities into before, while and after reading. • Before reading: - Introduce and get students involved in the topic of the text. Elicit what they know about it and help them relate it to their own experiences. Make use of the illustrations provided and / or use your own. - Use this introduction of the topic to present key vocabulary and structures, and write them on the board. - Invite students to predict the content and to formulate hypotheses of what will appear in the text. - Always ask students to give a quick look at the text and identify the cognate words and the words they already know. This will help them formulate more informed hypotheses and also help them 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 they will be reading, all of which 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: - First ask students to read the text quickly to check their predictions and hypotheses. Accept other information they may have gathered, but do not go into details at this stage, just concentrate on the general idea. - Remind students of cognate words, which they can identify easily, and which help comprehension and consequent task realization. Present false cognates if there are any in the text. - Read and clarify instructions with the class, and do the different reading activities one by one, concentrating on the task assigned and checking answers after each successive reading. Every time

students read the text, they should have a clear purpose and task, provided in the instructions, which will help them focus their attention and identify the information required. - Help students recognize different supporting elements in the written texts: text organization, reference markers, letter types, graphic support, punctuation marks, illustrations, etc. - Remind students of some general characteristics of text organization: main ideas are usually at the beginning of each paragraph, connectors give important clues –and indicates addition, but, however indicate contradiction, because indicates a reason, or indicates alternatives, etc. • After reading: - Help students summarize the text orally and / or in writing 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 in the Teacher’s Book to provide further practice in a freer context, either for the whole class or for faster, keener students. Invite them to make comments on the contents and share them with the rest of the class. - Encourage students to make use of the Reflections section to evaluate their own performance in the lesson. Developing oral expression • At the beginning of the course, prepare a poster / posters with the class, showing the expressions they must use as part of the classroom interaction. You may use different colours to classify them into: a. Greetings: Good morning, good afternoon, hello, hi, goodbye, bye. How are you today? I’m (not) very well, thank you. And you? Teach them to address you as Mr. / Miss / Mrs. plus your surname. b. Asking for help or clarification: How do you say / spell / pronounce ...?, Can you help me, please? Can you repeat, please? Can you play the recording again, please? Can I / we use the dictionary / the computer? Can I work with ...? Can you tell / give me ...?

INTRODUCTION

20 c. Expressing feelings: I’m sorry / happy / impressed / tired / ill / worried. I’d be happy to ... . I like ... . I don’t like ... . I liked ... . I didn’t like ... . • Encourage students to use English to do the different speaking activities that show comprehension. • Choose relevant parts of the listening texts, especially dialogues, for students to listen, repeat and try to memorize and present in front of the class. • Create a positive atmosphere in the classroom to facilitate students’ participation in oral exchanges. • Make use of the pronunciation activities to help students practice pronunciation, accentuation and intonation. Please note that the icon uses the symbol /ə/ - the most frequent vowel sound in English - to indicate the type of exercise, but it does not represent the sound to be practiced.

CLASSROOM LANGUAGE

56

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

Moods and feelings: A: How are you today? B: I’m fine. / I’m great. / OK. / Very well, thank you. I’m not very well. / I have a problem. / I’m feeling low. / I’m sad.

Asking for clarification (STUDENTS) Can you repeat that, please? Can you say that again, please? Sorry? I didn’t understand very well. Can you help me with this exercise, please?

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 to be used. • Check written work while walking around the classroom, or collect notebooks, or provide the correct versions on the board or an on a transparency.

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. Sit down. Stand up. Talk to your partner. That’s all for today, thank you. Work in groups of 4. Work in groups of three or four. Work with your partner. Write the sentences. Turn taking and permissions: (STUDENTS) It’s your turn. Sorry, it’s my turn. Excuse me, can I say something? Excuse me; can I leave the room for a minute? Can I talk to you after the class? May I go to the bathroom?

Encouragement: (TEACHERS) Do it more carefully. / Say it again. / Try to correct that, please. Not too bad. / You’ll do better next time. / Keep trying! Well done. / Congratulations. / Excellent. / Good work.

INTRODUCTION

21

INTRODUCTION

22

THE INTERNET IN THE LANGUAGE CLASSROOM Nowadays, in the era of the information revolution and the widespread use of the Internet in almost all spheres of life, it seems that using computer technology in the teaching process is more and more accepted and widespread. The Internet can serve as a teaching medium, a rich resource of materials of any kind (texts, pictures, sounds, music and films), and teachers may use these as a basis for their lessons instead of texts from the coursebook only. In this way, Internet-assisted lessons may supplement teaching by 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, on the 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 communication tools such as e-mail, chat or discussion groups. Due to these widely accessible and inexpensive tools, any student 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, videoconferencing. • Activities demanding collaboration can be developed. • Internet-assisted instruction fosters learner independence. • Individual students find partners and can write e-mail letters to them. • Collaborative work between schools can be developed.

How does the Internet Help the Teacher? • Teachers can gather information about different and varied topics: facts, figures, and formulas; book reviews; historical archives; authors; collaborative projects; lesson plans. • E-mailing, for example, can serve the goals of the teacher reinforcing structures and lexis, enlarging students’ 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. It is important to make sure that students not only search for and find required information, but also understand the materials and use their own words to paraphrase the web sites. In this way, students need to use all their learning skills and favourite techniques to collect, organize and present the information found on the web. Web searches help students develop analysis and synthesis skills, as well as stimulate them to think critically. Students should be taught how 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 start lessons by having students 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 for reports in a bibliographical format. • Don’t send the entire class to the same site at the same time. • When possible, try to preview sites before students visit them. • URLs of web sites change all the time so try the links yourself first.

INTRODUCTION

23

Web sites made available to students and teachers: http://www.link2english.com (Mary Glasgow Magazines) http://www.onestopenglish.com (MacMillan\Heinemann) http://www.holidays.net (a website devoted to information about various celebrations and religious holidays) http://www.geocities.com (pages with information about various countries) http://www.members.tripod.com/~towerofenglish http://esl.about.com (part of the About.com portal, devoted to ESL problems and activities) http://www.eslcafe.com http://www.longman-elt.com (Pearson Education) http://www.enciclopedia-sm.com/youandinternet.asp Some advice on how to use the Internet with your students (Spanish) http://www.cln.org/int_projects.html The sites here will aid teachers who are looking for Internet projects for their classes.

INTRODUCTION

24

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

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

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

The transcript of the listening texts, the pronunciation exercises and the oral practice activities are at the end of the unit. 35

The track number corresponding to the activity is indicated in the icon.

The learning abilities to develop in each activity.

INTRODUCTION

25

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

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

The answers for each activity.

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

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

FL : Fast Learners. Activity for keener or

faster students.

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

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

UNIT 1

26

SUGGESTED YEAR PLANNING UNIT 1 WELCOME, FRIENDS Minimum Obligatory Contents Topic Friends Listening comprehension Morpho syntactic Elements • Affirmative, negative and interrogative sentences • Present Simple and Continuous • Going to • Modal verb can Strategies • To use previous experience and knowledge of the topic. • To identify key words to get the general idea. • To use context, mimicry and familiar words to predict possible meaning of new words. • To relate new and old information. • To distinguish phonemes that can interfere with communication. • To relate oral and written version of words, phrases and sentences. • To integrate written production by writing words to consolidate key lexical items. • To integrate oral and written expression through the use of short phrases and sentences to show listening comprehension. Reading Comprehension Language: direct and metaphorical Morphosyntactic Elements • Affirmative, negative and interrogative sentences • Present Simple and Continuous • Going to • Modal verb can Strategies • To use context and previous knowledge of the language to predict development of the text. • To skim the text to identify the general idea.

• To scan the text to identify specific information. • To relate explicit information to make simple inferences. • To use previous knowledge of words to infer the meaning of new words. • To look up the meaning of key lexical items in the dictionary. • To integrate written expression to consolidate thematic vocabulary and key grammatical items. • To integrate the written and spoken version of words to learn their pronunciation and spelling. • To incorporate oral and written expression through the use of phrases and short sentences. • To use Spanish to show comprehension when necessary. Oral Expression Communicative Functions • To talk about favorite activities • To discuss future plans Morphosyntactic Elements • Affirmative, negative and interrogative sentences • Present Simple and Continuous • Going to • Modal verb can Lexical Elements • 500 high frequency words in oral texts. Pronunciation • English phonemes Strategies • To use everyday fixed phrases and sentences in personally relevant contexts. • To use high frequency words and the thematic vocabulary of the level in personally relevant contexts.

• To use expressions associated with the communicative functions of the level in personally relevant contexts. • To integrate listening as basic input for interaction. • To integrate reading as a source of information to produce oral texts. • To discriminate, imitate and repeat phonemes. • To relate written and spoken version of sounds to identify and incorporate intonation patterns. Written Expression Morphosyntactic Elements • Affirmative, negative and interrogative sentences • Present Simple and Continuous • Going to • Modal verb can Include punctuation marks such as: period and capital letters. Include 300 most frequent words in written texts. Strategies • To imitate models to write own sentences. • To use connectors to link sentences coherently. • To write answers to questions. • To replace information in model texts with personal information.

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Learning Abilities

Expected Outcome

Attitudes

Resources

Evaluation

Time

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

• Acquisition of vocabulary related to feelings and free time activities. • The use of the Simple Present and going to for future plans. • Exchange information about likes, dislikes and favorite activities. • Effective and efficient use of writing skills as a means of communication.

• Show positive attitudes when working in groups or pairs. • Appreciate the importance of true friends.

• Poems. • Songs. • Online messages. • Telephone conversations. • Conversations. • Tongue twisters. • Personal information. • E-mails. • Dialogues. • Paragraphs about favorite activities. • Information in a graphic organizer. • Paragraphs about future plans.

Reflections • Metacognition Minitests • Listening • Reading • Language Synthesis Test your Knowledge • Listening • Reading • Language • Oral expression Self-evaluation Reading and Listening tests Observation sheets Rubrics.

• 20 class hours for the main body of text. • 3 class hours for evaluation. • 3 class hours for consolidation and complementary activities. • 1 class hour for the cartoon strip.

UNIT 1

28

UNIT 1

UNIT

WELCOME, FRIENDS

1

IN THIS UNIT YOU WILL USE THE FOLLOWING TEXT-TYPES: Reading • Personal information • E-mail • Poems Listening • Phone call • Conversation

YOU WILL DEVELOP THESE ABILITIES Listening • To discriminate sounds and intonation pattern • To identify the correct sequence of events • To predict topic from the context • To relate written and spoken versions Reading • To discriminate between correct and incorrect information • To get the main idea from cognates • To recognize type and purpose of the text • To relate topic and personal knowledge Speaking • To talk about favourite activities • To talk about future plans • To use everyday English Writing • To complete a paragraph about favourite activities • To present information in a graphic organizer • To write about future plans

YOU WILL LEARN THE FOLLOWING LANGUAGE

YOU WILL PAY SPECIAL ATTENTION TO THESE VALUES:

• • • • • •

• To show positive attitudes when working in groups or pairs • To value the importance of true friends

To express likes and dislikes To express possibility To use going to for future plans To use the Simple Present Words that describe feelings Words related to free time activities

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29

WELCOME, FRIENDS YOU WILL DEVELOP THESE ABILITIES: LISTENING ·To identify the correct sequence of events. ·To predict topic from the context. ·To relate written and spoken versions.

WRITING ·To complete a paragraph about favorite activities. ·To present information in a graphic organizer. ·To write about future plans.

YOU WILL LEARN THE FOLLOWING LANGUAGE: ·To express likes and dislikes. ·To express possibility. ·To use going to for future plans. ·To use the Simple Present. ·Words that describe feelings. ·Words related to free time activities.

GETTING READY 1. Read the short poem. Do you like it?

Friends at school Are big and small. Friends at school Are best of all! 2. Make a list with the names of your friends. 3. Think about the things you like to do together. Compare with your partner.

9

GETTING READY 1. Introduce the unit asking the students to say what they can see in the pictures. Ask them if the children in the pictures are happy, if they are having a good time, why. Introduce the topic of friends and friendship reading the short poem aloud. 2. Tell the students to make a list with the names of their friends.

3. Elicit names of activities children do with friends. Ask the students to think which of them they enjoy doing with their friends and make them compare ideas with their partners.

UNIT 1

30 NEW FRIENDS

Lesson 1

BEFORE READING

BEFORE READING

Hi, my name is KELLY HARDROCK.

1. + Ask your students to have a quick look at the texts and identify all the familiar words. Explain that these words that look similar and have the same meaning as in Spanish are called cognates and are very helpful to understand any text in English. (L.A: to identify cognates). Answers: reporter, magazine, different, interests, lab, experiments, music, animals, family, favorite, activity, chat, guitar, sports, physical, exercise, football, tennis, science, history, maths.

PICTIONARY doing experiments: hacer experimentos playing tennis: jugar tennis playing the guitar: tocar guitarra singing: cantar swimming: nadar 4. ++ Tell the students to read what Kelly says and to answer her question. Invite them to make predictions about

2. Read the verbs in the box and write them in the correct column of the chart. Use a dictionary if necessary. like hate enjoy love don’t like

I’m th i rteen years old. I am th e reporter of the school magazine. I have many f riends. They have different i n te rests. Can you guess their favo rite activities?

Positive

Negative

3. Read the words in the Pictionary and predict the topic of the text. 4. Look at the pictures of the children on page 11 and answer Kelly’s question. READING

5. Read the texts on page 11 and check if you were right about the children’s favorite activities. PICTIONARY

6. Who is who? Match each text on page 11 (I - IV) with the corresponding picture (a. - d.).

2. ++ Ask students to read the verbs in the box and classify them in the chart. Let them use a dictionary if necessary. (L.A: to understand key words). Answers: Positive: like, enjoy, love. Negative: hate, don’t like. 3. + Ask the students to look at the words and their meanings in the Pictionary. Invite them to make predictions about the topic of the lesson. Do not check students‘ predictions at this point. (L.A: to predict content from visual clues).

1. Have a quick look at the text and identify all the cognates and familiar words.

7. Write the name of each child on page 11 in the correct column, according to their preferences.

10

UNIT 1

the children's favorite activities based on the pictures and tell them to make notes in their notebooks. Do not check students' predictions at this point. (L.A: to predict content from visual clues). It would be a good moment to introduce the main characters of the conductive thread of the book. Explain that they are a group of children who will be sharing their experiences throughout the units of the book: American children Kelly Hardrock and her brother Matt, their Chilean cyberfriend Ignacio; Ema, a Chilean girl who

is a student at the same school as Kelly and Matt, and their friends.

READING 5. + The students read the texts quickly and check their predictions. Remind them that this first reading is only to check their predictions. (L.A: to validate predictions). Answers: Will vary. 6. +++ Read the instruction aloud and make sure the students understand they

UNIT 1

31

II. My name is Ema and I. I’m Andy. I’m thirteen too. I lov e I’m from Chile. I’m studying and doing fourteen. I lov e research. I also like animals and I’ve got wo rking in the th ree pets. I’m living school lab and abroad with my e n j oy doing fa m i ly so my favori te ex p e riments. Music? activity is to chat I can’t sing Happy w i th my friends. I Birthday! miss them a lot!

III. I’m Ann. I’m

thirteen. I enjoy playing the guitar and singing. Sports? Oh, no! I hate doing physical exercise!

IV. I’m Dan. I’m fourteen. I like playing football and tennis but what I really love is swimming. Science? History? Maths? No, thanks!

8. Read the texts and find info rm ation that co nt radicts these statements. a. Ann loves physical exercise. b. Dan loves Histo ry, Science and Maths.

c. Andy wants to be a singer. d. Ema doesn’t use her computer.

WELCOME, FRIENDS

have to match each description with the correct picture. Match the first text and picture as an example. Check orally. (L.A: to match visual elements and information). Answers: a. 3. b. 1. c. 4. d. 2. 7. + Students write the name of the children in the correct column according to their likes and dislikes. (L.A: to find and classify specific information). Answers: Ann - Andy - Dan - Ann Andy - Dan - Ema.

11

8. ++ Read the sentences aloud and explain that the information is false. Students have to find the correct information. Check orally. (L.A: to identify correct and incorrect information). Answers: a. Ann hates doing physical exercise b. Dan likes playing football and tennis - He loves swimming (Science, History, Maths? No, Thanks). c. Andy can't be a singer, he can't sing Happy Birthday. d. Ema uses her computer a lot; her favorite activity is to chat with friends.

See Background information- History of American Football at the end of the unit.

UNIT 1

32 AFTER READING

9.

AFTER READING 9. + 1 First play the recording and ask the students only to listen. Then play the recording again for students to repeat each pair of numbers. Make sure they distinguish the difference in pronunciation and accentuation: 'thir`teen - `thirty; 'four`teen - `forty; 'fif`teen - `fifty; 'six`teen - `sixty; 'seven`teen - `seventy; 'eigh`teen `eighty; 'nine`teen - `ninety. (L.A: to discriminate accentuation patterns; to imitate a model). See Error Alert!of at the end of the Unit.

Say these pairs of numbers paying special attention to the stress, which clarifies the difference between them. 13 - 30

14 - 40

17 - 70

15 - 50 18 - 80

16 - 60 19 - 90

10.Read the bubbles. Then co m p l e te them with the ex p ressions in the box. playing the piano origin of things all the capitals English doing experiments in the lab people from other countries mixtures and formulas about the past Venezuela

My favorite subject is science.

My favorite subject is history. I really like

I love ________________________________________.

to know ________________________________________,

For me, ________________________________________

the ________________________________________,

are great!

people’s customs and different cultures.

b

a

My favorite subject I like music

10. +++ Tell the students to read the speech bubbles and to identify the corresponding school subject in the box. Ask them to complete each bubble with the expressions in the box. Help them to find the clue words related to each subject. Check orally. You can ask your students to talk about their favorite subjects at school (they can also mention their friends' favorite subjects) in order to connect the topic to their everyday life. (L.A: to identify specific information). Answers: a. My favourite subject is Science. I love doing experiments in the lab. For me, mixtures and formulas are great! b. My favourite subject is History. I really like to know about the past, the origin of things, people’s customs and different cultures. c. I love foreign languages. I love speaking with people from other countries. That’s why I’m studying English.

I love foreign languages. I love speaking with ___________________ _______________. That’s why I’m studying

a lot! For me, the best time at school is when I’m _____________________

_______________.

c

12

is geography. I know ___________________________ by heart! Do you know the capital of _______________?

_____________.

d

e

UNIT 1

d. I like music a lot! For me, the best time at school is when I’m playing the piano. e. My favourite subject is Geography. I know all the capitals by heart! Do you know the capital of Venezuela? __________________________ LANGUAGE FOCUS – Interests and favourite activities This section is designed to help students revise or discover a particular grammar structure or an interesting item of vocabulary from the text.

The activities are meant to promote independent learning, so help, guide and check, but do not provide the answers. Answers: like, enjoy, hate, love. __________________________ 11. + 2 First students only listen. Then they listen and repeat the conversation. (L.A: to imitate a model). 12. ++ Read the instruction with the class and make sure all the students understand the exercise. Ask your students to work in groups. If it is

UNIT 1

33 L A N G U A G E F O C U S Interests and favorite activities 1. Read these sentences from the text. I enjoy playing the guitar. I love studying and doing research. 2. Complete the rule. When we talk about interests and favorite activities, we use the verbs: ____________, ____________, ____________, ___________ + verbs + -ing

11.

Listen and repeat this conversation. Then role-play it with your partner changing the parts underlined. REFLECTIONS

K: What's your name? D: Dan Peterson. K: How old are you? D: I'm fourteen. K: What are your favorite activities? D: I like playing football and tennis. K: And what do you like doing after school? D: I like swimming.

What problems did I have to talk about my favorite activities in English? What can I do to do better next time?

12.Ask three classmates the questions in exercise 11 and complete the chart with their answers.

Name

Age

Activities

13. FL Co m p l e te the fo l l owing paragraph about your favo ri te activities. I like ________, ___________ and ___________ but what I really love is ______________________. I don’t like ___________ and I definitely hate ______________. My friends like ___________, but they don’t like ______________.

WELCOME, FRIENDS

acceptable, you can tell them to move around the classroom to ask and answer the questions. As most students are about the same age, encourage them to give their exact age: I'm twelve years, three months and twenty days old. (L.A: to exchange personal information). Answers: Will vary.

13

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. The students read the questions and identify: a. the main problems they had in their oral production.

b. actions they can take to improve in future oral activities. 13. FL ++ Ask fast finishers to complete the paragraph about their favorite activities, using the structure in the Language Focus. They can share their answers with the class. Check that they use the -ing form after like, love, hate, enjoy. (L.A: to relate topic and personal experiences). Answers: Will vary.

UNIT 1

34 A TRIP TO THE CAPITAL

Lesson 2

BEFORE LISTENING

1. Do you know the meaning of “cyber-pal”? What is it?

BEFORE LISTENING

2. Kelly and her brother Matt are Ignacio’s cy b e r- pals. Their father, Mr. John Hardro c k, wo rks in the north of Chile. The children are in Chile for the first time visiting him. Can you guess where they are from?

1. + Introduce the lesson making the students infer the meaning of “cyberfriend”. Write it on the board and elicit ideas. (L.A: to infer meaning of key word).

3. Match the verbs in the box with the pictures and guess their meaning in Spanish. Then check with the dictionary. land ring take meet

American English: Cyber-pal British English: Cyber-friend

2. + Read the instruction aloud and make sure the students identify Kelly, the girl who appeared in the first lesson. Elicit predictions about the country the children come from. (L.A: to predict topic from the context).

d PICTIONARY

4. Read the wo rds in the Pi ct i o n a ry and classify them under these labels.

Actions

Time

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.

7 : 00 am

LISTENING

5.

6.

3. ++ The students form groups to match the verbs and the pictures. They can use the dictionary to check the meanings in Spanish. Choose one student per group to share the answers with the class. (L. A: to understand key words). Answers: a. – meet. b. – land. c. – ring. d. – take. 4. ++ Tell the students to read the words in the Pictionary and then classify them in the chart according to their meanings. (L.A: to understand key words). Answers: Time: around early Actions: arrive leave Locations: above

14

Location

Listen to the telephone conversation and check your prediction in exercise 2. Listen again and choose the best answer. a. Who is talking? i. Two boys ii. Two girls

iii. A boy and a girl

b. Where is Kelly calling from? i. Texas ii. Santiago

iii. Antofagasta

UNIT 1

PICTIONARY around: alrededor arrive: llegar early: temprano leave: partir today: hoy

listening is only to get the general meaning of the text and to check their predictions, therefore it is not necessary to understand every single word. (L.A: to validate predictions). Answers: Texas, USA.

LISTENING

6. ++ Read the questions aloud and help students discover the kind of information they are going to look for. The students listen to the recording again and concentrate on the specific information required. Check orally. (L.A: to identify correct and incorrect information).

5. + 3 Tell the students they are going to listen to a telephone conversation between Kelly and Ignacio and to check their predictions in exercise 2. It is important to emphasize that this first

7.

UNIT 1

35 Listen and number the places in the order they appear in the conversation. 1

__ airport __ palace __ museum __ hospital __ park __ hotel __ mountains __ cathedral __ train station __ shopping center 8.

events in order. Then play the recording. (L.A: to identify the correct sequence of events). Answers: 1. Kelly arrives in Santiago. 2. Kelly arrives at a hotel. 3. Kelly calls Ignacio. 4. Kelly leaves for Antofagasta. 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.

Listen to the conversation again and circle the correct alternative a. The plane landed at

5 : 15

8 : 00

i five fifteen

7 : 30

ii eight o’clock

iii seven thirty

ii a hotel

iii a shopping center

ii Wednesday

iii Friday

ii plane

iii train

b. The children are staying at

i a friend’s house c. They are leaving for Antofagasta on

i Saturday d. They will go to Antofagasta by

i bus 9.

L i s ten once more and number the events in the order they happen. _____ Kelly arrives in Santiago.

_____ Kelly leaves for Antofagasta.

_____ Kelly calls Ignacio.

_____ Kelly arrives at a hotel.

REFLECTIONS When did I need the teacher’s assistance to understand the text? What new words did I learn?

AFTER LISTENING

10.

First only listen to the tongue twister and then listen and repeat. Six sick sea serpents, swam the seven seas, How many seas, did Kelly and Matt swim?

WELCOME, FRIENDS

15

The students read the questions and identify: a. the occasions in which they needed the teacher’s assistance to understand the text. b. the new words they learnt during the lesson.

AFTER LISTENING Answers: a. iii. A boy and a girl. b. ii. Santiago. 7. + The students listen to the recording again and number the places in the order they are mentioned. Check orally. (L.A: to identify the correct sequence of events). Answers: 1. hotel. 2. mountains. 3. museum. 4. palace. 5. shopping center. 6. airport.

8. ++ The students listen to the conversation once more and select the correct alternative for each statement. Guide them to concentrate on the kind of information that is required. Example: a. numbers / the time; b. places; c. days of the week; d. means of transport. Check orally. (L.A: to identify correct and incorrect information). Answers: a. i. b. ii. c. iii. d. ii. 9. +++ Write the sentences on the board and tell the students to put the

10. + 4 Play the recording and ask the students only to listen. Then they listen and repeat the tongue twister split in four parts. (L.A: to imitate a model).

UNIT 1

36 L A N G U A G E F O C U S The Present Continuous 1. Read the sentence from the text and another example.

__________________________

a. I’m ringing from Santiago. b. I’m playing with my friends. 2. What do the sentences express?

LANGUAGE FOCUS – The Present Continuous Remember that these activities are meant to promote independent learning, so help, guide and check, but do not give the answers. 1. The students revise the examples. 2. Guide the students to discover what the sentences express. Answers: Action happening now. 3. Ask the students to revise the examples again and complete the rule To express actions that are happening at the moment, we use am / is / are and the verb + ing. __________________________

3. Complete the rule. To express actions that are happening at the moment, we use ____________________ andtheverb+____________________.

American English: Traveled

12. + Talk about the places in the city that were mentioned in the conversation (hotel, museum, shopping centre, airport). Elicit the names of other places in a city and encourage the students to find them in the Word Search puzzle. (L.A: to consolidate key words). Answers: cinema museum bookshop library.

a. Kelly _______________ from Santiago. (ring)

British English: Travelled

b. Kelly and Matt _______________ their father. (visit) c. They _______________ in a hotel in Santiago. (stay) d. They _______________ to Antofagasta on Friday. (travel)

B LW I A F

12.Find four more places in the Word Search building.

O I X P OM

H

MK O B G D C U O I

O

XMK R H J L S B D

T

Z O S A C I N E MA

E

UU H R

G U N E

L

TWO Y

KMXM

E E P F

L WP A

11. ++ The students apply the structure learnt in the Language Focus to complete the sentences. (L.A: to consolidate a language item). Answers: a. is ringing. b. are visiting. c. are staying. d. are traveling. See Error Alert! of at the end of the Unit. American v/s British English Draw students' attention to the different spelling of the same word used in each variety of English. Remind them that both the British and the American versions are correct, but that they should choose one variety and stick to it.

11.Complete the following sentences with the Present Continuous tense.

13.Read the dialogue and a. identify the expression you use to: i . begin the conversation:_ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ i i . identify yourself: ______________________________________ i i i . ask to talk to somebody: _______________________________ i v. offer to take a message: _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ v. end the conversation: __________________________________ b.

Practice and role-play the dialogue with your partner.

A: B: A: B: A:

Hello. Hi, this is Betty. Can I speak to George? Sorry, he isn’t at home. Can I take a message? Can you tell him that Betty called? OK, no problem.

14. FL In pairs, follow the pattern in exercise 13 and write a short telephone conversation with your own ideas. Then role-play it.

16

UNIT 1

13. +++ 5 a. Ask the students to read the dialogue and identify the different expressions in each stage of the conversation. (L.A: to identify specific information and communicative function). Answers: i. Hello. ii. Hi, this is Betty. iii. Can I speak to George? iv. Can I take a message? v. OK, no problem.

b. Students listen, practice and roleplay the telephone conversation in pairs. (L.A: to imitate a model). 14. FL +++ Encourage fast finishers to write a short telephone conversation using their own ideas, and then to act it out in front of their classmates. (L.A: to write a telephone conversation following a model).

UNIT 1

37 MINI - TEST READING

1. Read the texts in lesson 1 again and choose the correct answer to the question. What are the children doing?

2 p ts

a. They are giving instructions. b. They are introducing themselves. c. They are introducing their friends. 3 p ts

2. Find sentences in the text that support the following ideas. Write them here. a. Ann doesn’t like sports. _____________________________________________________ b. Dan has a favorite activity. __________________________________________________ c. Andy likes science. _________________________________________________________ LISTENING

3.

Listen to the conversation in lesson 2 again and say why these sentences are false.

3 p ts

a. Kelly and her brother traveled by bus. b. They are leaving for the south on Friday. c. Kelly doesn’t want to meet Ignacio’s friends. 3 p ts

4. Who said the following, Kelly or Ignacio? a. ________________ Wow! How early! b. ________________ What can we do here? c. ________________ I’ll ask my mother to pick you up. LANGUAGE

5. Complete the following sentences that express likes and dislikes.

2 p ts

a. I love ________________ but I don’t ________________. b. My best friend hates ________________. c. My little sister enjoys ________________. 4 p ts

6. Complete the following dialogue with the Present Continuous Tense. A:Hi, can I speak to Patty? B: Sorry, she ________________ at the moment. (sleep) Can I take a message? A:Can you tell her we ________________ at Jim’s place? (wait) B: Sure!

0-4 5-9 Keep trying Review!

10 - 1 3 Well done!

14 - 17 Excellent!

total score

WELCOME, FRIENDS

MINI - TEST The mini-tests provide material to check and revise students’ progress and, at the same time, information for the teacher about any points that the majority of the students may have problems with. Make sure they understand what they are expected to do, play the recording again for the listening part and give them time to answer individually.

1 7 p ts

17

Answers: READING 1. b. 2. a. I hate doing physical exercise; b. What I really love is swimming; c. I like working in the school lab and doing experiments. LISTENING 3 3. a. false. They traveled by plane; b. false. They are leaving for the north; d. false. She says it‘s great. 4. a. Ignacio; b. Kelly; c. Ignacio

LANGUAGE 5. Will vary. Check that students use the –ing form of verbs after love, hate, enjoy. 6. is sleeping; are waiting.

UNIT 1

38 LIVING ABROAD

Lesson 3

BEFORE READING

1. Look at the picture and answer these questions with your partner. a. Who can you see in the picture? b. Where is she living with her family?

2. Have a quick look at the e-mail on page 19 and identify all the words that look similar in Spanish. 3. Ema sends this e-mail to her Chilean friends telling them about her new city. Do you think she likes it? 4. Read the words in the Pictionary and match them with their meanings or synonyms below. Two meanings are not necessary.

PICTIONARY

a. every day b. feel nostalgic for c. take food into your mouth d. take liquid into your mouth e. topic READING

5. Read the e-mail and find information to support the idea that Ema likes or doesn’t like the city.

18

BEFORE READING 1. + Ask the students to answer the questions in pairs. Check orally and make sure that all of them recognize the Chilean girl. Students may use Spanish if necessary, but encourage them to use the vocabulary from previous lessons. (L.A: to predict content from visual clues). See Background information at the end of the unit. Answers: a. Ema is in the picture, b. She‘s living in USA.

UNIT 1

2. + Read the instruction aloud and check that the students understand the task. Remind them that they must take just a very quick look at the text, only to find the cognates. (L.A: to identify cognates). 3. + Again the students give a very quick look at the text, to find words that can help them answer the question, like: interesting, great, fantastic, beautiful, delicious, nice, enjoying. (L.A: to predict content from key words).

4. + The students read the words in the Pictionary and identify their meanings or synonyms in the list provided. Tell them there are two meanings they do not need to use. (L.A: to understand key words). Answers: drink - d. eat - c. miss - b. PICTIONARY drink: beber eat: comer miss: extrañar, echar de menos

UNIT 1

39

[email protected] [email protected] News from Texas

Hi everyone! Greetings from my new school in San Antonio, Texas. This is an interesting city and I can do different things. There are two great places: Seaworld, a famous marine life theme park that has three daily shows with whales, seals and dolphins, and the San Antonio Zoo. It’s fantastic! We live in a beautiful area and my school is near our house. My favorite place is the Riverwalk, a canal that crosses the center. We can go down the river in a boat or walk along it; there are many places to sit, talk, and have something to eat or drink. Mexican food is delicious, and we can also listen to Mariachi music! This is a beautiful city and the people are very nice. I’ve got some new friends but I miss you all a lot! Write and tell me if you liked the photos! Love, Ema

http://www.topics-mag.com/edition23/ favorite_cities/san-antonio.htm

6. Read the text more carefully and choose the best alternative. a. San Antonio is a ______________ city. i . European i i . South American

i i i . North American

b. It is an interesting place for people who like ______________. i . pretty flowers i i . interesting architecture i i i . animals c. People can see shows at Seaworld ______________. i . every day i i . twice a week i i i . every weekend d. The Riverwalk is a canal in the ______________. i . suburbs i i . country i i i . center of the city e. You can enjoy food, drinks and music from ______________. i . Colombia i i . México i i i . Perú WELCOME, FRIENDS

READING 5. ++ The students read the text again and find supporting information that indicates if Ema likes the city or not. Check orally. (L.A: to find general and supporting information). Answers: Yes, she likes the city. Supporting information: This is an interesting city. It's fantastic. We live in a beautiful area. My favorite place is the Riverwalk. Mexican food is

19

delicious. This is a beautiful city. The people are very nice. 6. ++ Read the incomplete sentences and the alternatives with the class. The students read the mail again to choose the correct alternative. (L.A: to identify correct and incorrect information). Answers: a. iii. b. iii. c. i. d. iii. e. ii.

Did you know that… Let students read this section on their own and share comments in their groups. For more information on the Did you know that… section see page 7 of the Introduction.

UNIT 1

40 7. Read Ema’s e-mail again and complete the diagram with information from the text.

Nameofthecity_________________

7. Copy the diagram on the board. The students read the mail once more to find and write the corresponding information. (L.A: to find and classify information). Answers: Name of the city: San Antonio, Texas Places you can visit: Seaworld, Zoo, Riverwalk. Food you can eat: Mexican food. Activities you can do: walk down the river, sail a boat, listen to music, eat traditional food, sit, talk.

American English: Center / downtown

Places you can visit

Food you can eat

Activities you can do

British English: Centre

__________________

__________________

__________________

__________________

__________________

__________________

__________________

__________________

__________________

AFTER READING

LANGUAGE FOCUS

Can / can’t

1. Find these sentences in the text. ….in this city, you can do many things. …you can visit museums. You can go down the river in a boat. 2. Complete the rule. We use __________ when we want to express the possibility to do something. We use __________when we don’t have the possibility.

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.

3. Find out how we ask questions about possibility or ability.

8. Complete the following e-mail with can or can’t.

[email protected] [email protected] About Dalcahue

I live in a town called Dalcahue in Chiloé. There isn’t a museum in Dalcahue so you _____ see exhibits, but there is a post office and restaurants so you _____ send letters

AFTER READING

and you _____ eat typical food.

__________________________ LANGUAGE FOCUS – Can / can’t Remember that this section is designed to help students revise or discover by themselves a particular grammar structure or an interesting item of vocabulary from the text. 1. Invite the students to locate the sentences in the text, paying special attention to the words in bold. 2. Help the students to complete the rule. Answers: can; can’t. 3. Elicit the structure for the interrogative form and write the answer on the board. Answers: Can you…? __________________________ 8. ++ Tell students to complete the email applying the structure in the Language Focus. Check orally. (L.A: to consolidate a language aspect).

Dalcahue is very popular with tourists so you ______ find people from all over the world and you ______ hear people speaking in different languages.

20

UNIT 1

Answers: can’t; can; can; can; can. See Error Alert! of at the end of the Unit. 9. +++ Form groups of six students and ask them to carry out a survey of the things their friends can / can't do. Elicit the questions they have to ask and write them on the board: Can you dance / play the piano / sing / cook / speak English / swim? Encourage them to apply the survey to other friends or relatives as homework and to take notes in their notebooks. Make some students report the results of the survey in their groups. (L.A: to relate content to own reality).

10. + 6 First the students only listen. Then they listen and repeat. (L.A: to imitate a model of pronunciation). 11. +++ Ask the students to read the email they completed in exercise 8. Then, they form groups to write a similar one about their area, including information of the places people can visit and the things people can / can't do. (L.A: to use information to create a new text).

UNIT 1

41 9. In your group, make a survey of the things your friends can / can’t do. Then complete the chart with a tick or a cross.

Name

Pedro

a

b

c

d Hello!

e

f

10.

First only listen to the tongue twister and then listen and repeat. Can you can a can as a canner can can a can?

11.Read the e-mail you completed in exercise 8 and write a similar one to a friend abroad about your own city or town. Include information about the places a tourist can visit and the things you can / can’t do. 12. FL Use words from the three columns below to ask and answer questions. Use this pattern. Where canI__borrow ______a __book ___________? Youcan___borrow ______a __book ________ atthe____library ___________. borrow !

a book !

cafeteria

buy

a movie

cinema

have

a newspaper ?

library !

send

a postcard

news dealer’s

REFLECTIONS

take

a soft drink

post office

watch

a train

station

What problems did I have to write sentences in English? H ow did I relate the content of the lesson and my own reality?

WELCOME, FRIENDS

12. FL ++ Fast finishers work in pairs asking and answering questions connecting words from the three columns. Ask some pairs to share their questions and answers with the class. (L.A: to use information to participate in a dialogue). Answers: buy a newspaper newsagent’s; have a soft drink - cafeteria; send a postcard - post office; take a train - station; watch a movie - cinema

21

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.

The students read the questions and identify: a. the main problems they had in their written production. b. the way they related the content of the lesson to their own reality.

UNIT 1

42 WHAT ARE YOU GOING TO DO NEXT WEEKEND?

Lesson 4

BEFORE LISTENING

1. Match the actions and the photos.

BEFORE LISTENING 1. + Ask the students to look at the pictures and to match them with the names of the activities. (L.A: to understand key words). Answers: a. prepare a barbecue. b. stay at home. c. meet friends. d. rent DVDs. e. go to the mountains. f. paint.

d go to the mountains meet friends paint prepare a barbecue rent DVDs stay at home

2. What do you and your friends usually do at weekends?

2. ++ Ask the students about their free time activities. Encourage them to use the new vocabulary from exercise 1 if necessary. (L.A: to relate topic and own experience).

3. Write the activities for your ideal weekend in the diary below. Be imaginative! PICTIONARY Saturday

3. +++ The students copy the diary in their notebooks and make notes about their ideal weekend. Encourage them to be as imaginative as possible. Choose some students to share their work with their classmates. (L.A: to relate topic and own experience). See Error Alert!of at the end of the Unit.

4. Read the words in the Pictionary and look at the photos in exercise 1. Predict what Andy, Ann and Emma are going to do. rent movies

22

4. + Tell the students that they are going to listen to a conversation in which Ema (the Chilean girl living in Texas) and her friends are talking about their plans for the weekend. Invite your students to revise their notes and guess what Ema and her friends are going to do. (L.A: to predict from context). PICTIONARY barbecue: asado a la parrilla paint: pintar Sunday: domingo weather: tiempo, clima weekend: fin de semana

Sunday

______

stay at home

______

visit friends

_______

UNIT 1

LISTENING 7 The students listen to the 5. + recording and check their predictions. Help them to concentrate their attention on the names of the activities that they can identify. Additionally, you can make the students compare the children's plans with their notes for their ideal weekend in exercise 3. Which is more exciting? Would they like to be in their place? (L.A: to validate predictions).

6. ++ Students listen to the recording again to number the sentences in the order they hear them. (L.A: to identify sequence of events). Answers: d. 1. c. 2. b. 3. a. 4. 7. ++ The students listen to the conversation once more and answer the questions. (L.A: to find specific information). Answers: a. Ema's room. b. At the club.

UNIT 1

43 LISTENING

5. 6.

7.

Listen to the conversation and check your predictions. Listen to the conversation again and number the sentences in the order you hear them. a. How about going to visit Dan this afternoon?

______

b. I’m going to go to the club.

______

c. I’m going to stay at home

______

d. I’m going to visit my grandparents at the seaside.

______

Listen once more and answer these questions. a. What is one of them going to paint?____________________________ b. Where is one of them going to meet some friends? _ _ _ _ _ _ _ _ _ _ _ _ _ _

AFTER LISTENING

8. What do you think Andy prefers? a. Warm weather b. Cold weather 9. Match the pictures (a – d) and the sentences (1 – 4).

a 1. I’m going to call Kelly. 2. I’m going to eat a sandwich.

3. I’m going to play tennis. 4. I’m going to swim in the pool.

L A N G U A G E F O C U S Future Plans 1. Study these examples. I’m going to tidy up my room. He is going to paint his room. He is not going to watch TV. 2. Complete this rule. To talk about ________ we use the verbs To be + ________ + ________.

WELCOME, FRIENDS

AFTER LISTENING 8. + Talk with your students about the conversation among the children and ask them to answer the question according to what they heard. Accept Spanish if necessary. (L.A: to infer opinions). Answers: Andy prefers warm weather because he is going to go to the seaside and prepare a barbecue. If the weather is cold, he is going to stay at home.

23

9. + Ask the students to look at the pictures and match them with the sentences. Check orally. (L.A: to relate visuals, written information and a structural content). Answers: a. I’m going to swim in the pool. b. I’m going to eat a sandwich. c. I’m going to play tennis. d. I’m going to call Kelly.

__________________________ LANGUAGE FOCUS – Future Plans Remember that these activities are meant to promote students’ independent learning, so help, guide and check, but don’t take an active part. 1. Students revise the examples from the text. Ask them to reflect on what they express (a definite plan for the near future), and what elements they have in common. 2. Make the students complete the rule. Answers: definite plans for the future; verb; –ing. __________________________

UNIT 1

44 10.

Joanna

Say the days of the week. Monday

Tuesday

Friday

Wednesday

Saturday

Thursday

Sunday

Saturday

10. + 8 First play the recording and ask the students only to listen. Then play the recording again for them to repeat each day of the week. (L.A: to imitate a model of pronunciation).

Morning:

play tennis

Afternoon:

babysit

11.Look at Joanna and Stevie’s diaries and, with your partner, ask and answer questions about their future plans.

Sunday

Morning:

go shopping

What is ________ going to do on ________? He/she _ _ _ _ _ _ _ _ _ _

Afternoon:

stay over at

______________________ to __________________________.

Jane’s Monday

What are _________ and ________ going to do on _ _ _ _ _ _ _ _ _ _? They _____________ to _____________ .

Morning:

get up early

Afternoon:

do homework

12.What about your plans for next weekend? Complete a diary page.

11. ++ The students read the diaries and then work in pairs to complete the dialogues about Joanna and Stevie's future plans. (L.A: to complete sentences). You can also use this exercise as Oral Practice. Ask your students to listen to the dialogue and then listen, repeat and check their exercises. Answers: What is Joanna going to do on Sunday afternoon? She’s going to visit Jane. What are Joanna and Stevie going to do on Monday morning? They’re going to get up early.

Stevie Saturday

Morning:

play tennis

Afternoon:

do homework

Sunday

Morning:

go rollerblading

Afternoon:

go cycling

Monday

Morning:

get up early

Afternoon:

stay over at Tom’s

American English: Store British English: Shop REFLECTIONS How did the activities help me understand the text?

12. +++ Students think about their weekend plans and complete their section of the diary (My diary). (L.A: to relate content and own reality). Answers: Will vary.

What difficulties did I have to ask and answer questions in English?

13.Ask your partner questions to complete the diary with what is true for him/her (My partner’s diary). Eg. Are you going to __________ on Saturday morning?

14. FL Complete these sentences with information from exercises 11 and 12. On Saturday morning, I’m going to ________ and my partner ________. On Saturday afternoon, I’m going to _______ and my partner ________. On Saturday evening I ___________ and my partner ___________.

24

UNIT 1

13. +++ Students work in pairs exchanging information about their weekend plans and complete the section of the diary corresponding to their partners. (L.A: to relate content and own reality). Answers: Will vary.

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.

14. FL ++ Ask the students to complete a short written report of their plans. Choose some students to share their plans with the class. (L.A: to relate content to previous knowledge).

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. The students read the questions and identify: a. how much the activities helped them to understand the text. b. the main difficulties they had when answering questions in English.

UNIT 1

45 MINI - TEST READING 1 pts

1. Read the text in lesson 3, page 19 again and choose the correct alternative. The girl is a. inviting her friends

b. describing a place

c. telling a story 4 pts

2. Read the text again and find an adjective for each noun. a. San Antonio: ________________ city. b. Seaworld: ________________ marine park. c. San Antonio Zoo: ________________ place. d. Riverwalk: ________________ place. 3. In which paragraph can you find references to: a. the area where Ema lives?

3 pts

b. animals?

c. restaurants?

LISTENING

4.

Listen to the recording in lesson 4 again and choose the best alternative. The children are talking about: a. their last holidays

5.

b. next Saturday and Sunday

1 pts

c. their next holidays

Listen to the recording again and complete the sentences.

5 pts

a. Andy is going to visit his ________________. b. Ann and her parents are going to ________________ some friends. c. Ema’s ________________ is going to paint her room. d. Ema is going to ________________ some friends. e. The children are going to visit ________________. LANGUAGE

6. Read the sentences and choose the correct alternative.

4 pts

a. In San Antonio, Texas, you can / can’t eat Mexican food. b. In our city, you can / can’t visit many shopping centers. c. I can / can’t go to the stadium now; I’m doing my homework. d. In Santiago, you can / can’t visit the Moneda Palace and the Museum of Art. 7. Complete the following sentences with your plans for the weekend.

3 pts

a. On Saturday morning, I _____________________________________________________. b. On Saturday evening, ______________________________________________________. c. On Sunday, _______________________________________________________________.

0-4 5 - 10 Keep trying Review!

11 - 1 5 Well done!

16 - 21 Excellent!

total score

WELCOME, FRIENDS

MINI - TEST The mini-tests provide material to check and revise students' progress and, at the same time, information to the teacher about any points that the majority of the students may have problems with. Make sure they understand what they are expected to do, play the recording again for the listening part and give them time to answer individually.

21 pts

25

Answers: READING 1. b. 2. a. interesting. b. famous. c. fantastic. d. favourite. 3. a: 3rd; b. 2nd; c. 3rd LISTENING 4. b. 5. a. grandparents. b. visit. c. father. d. meet. e. Dan.

LANGUAGE 6. a. can. b. can’t. c. can’t. d. can. 7. Ask the students to complete the sentences with their plans for the weekend. Accept all coherent answers that contain to be + going to.

UNIT 1

46 THAT'S WHAT FRIENDS ARE FOR

Lesson 5

BEFORE READING

1. Answer Ema’s questions in your group.

BEFORE READING

a. What is a best friend? b. Who is your best friend? c. Why is he / she your best friend?

1. + Form groups of four students. Write “best friend” on the board and ask them to answer the questions. Allow the use of Spanish if necessary. (L.A: to connect topic and own experience).

2. Read the list and tick all the things you like most about your best friend. a. He / she makes me happy. b. We play together. c. He / she helps me with my homework. d. We enjoy the same things. e. We can laugh and cry together. f. He / she makes me laugh a lot. g. He / she gets me through sad times. h. He / she makes me angry. i. I can tell him / her my problems. j. Other.

2. + The students read the list and tick the things that they like most about their best friends. Check orally. (L.A: to connect topic and own experience).

3. Look at the three texts dedicated to best friends on the opposite page. What do you think they are? a. Jokes. b. Letters. c. Poems. 4. Read the words in the Pictionary and find them in the text. How many times can you find each one?

3. + Students take a quick look at the texts and choose what they think they are. Do not check at this point. (L.A: to predict from visual clues). 4. + Students look for the words in the Pictionary in the texts and count how many times each one appears. (L.A: to understand key words). Answers: best - 5 times; confused once; laugh - twice; sad - once; share twice. PICTIONARY confused: confundido/a laugh: reir sad: triste share: compartir

READING 5. + The students read the poems quickly, paying attention to the familiar words, and check their predictions. (L.A: to validate predictions). Answers: c. poems.

PICTIONARY

READING

5. Read the titles and find the familiar words in the poems on page 27 to check your predictions in exercise 3. 6. Read the three poems and fill in the blanks with the words in each box. Check in your group. 7. Read the poems again and find three things a best friend does. a. _______________________________ b. _______________________________ c. _______________________________

26

UNIT 1

6. + Tell the students to read and complete each poem with the words in the boxes. Check answers orally. You can divide the class into three groups and ask each group to complete one poem. Then students share answers. (L.A: to organize information). Answers: My Best Friend: friend; every day; toys; away. My Friend: nice; play; day; laugh; again. Some friends are forever...: life; friend; stop; world; hard; sad; confused.

7. ++ Ask the students to read the poems again and find out three things a best friend does. Check orally. Draw students' attention to affirmative and negative sentences that may help them to identify the things friends do and don't do. (L.A: to find and classify specific information). Answers: Any three of these; makes you happy, shares snacks, shares toys, plays with you, laughs and cries with you, cares, doesn't betray you, etc.

UNIT 1

47

AFTER READING

8. Which of the three poems describes your best friend? Why? Tell your group. The poem “ _________________________________” describes my best friend because he / she _______________________________________ . http://www.netpoets.com/poems/friends/ http://www.friendship.com.au/poetry/ WELCOME, FRIENDS

AFTER READING 8. ++ Make the students reflect about the poems and tell them to identify which of them describes their best friend. Ask some students to share their ideas with the class. (L.A: to relate topic and personal experience).

27

UNIT 1

48 L A N G U A G E F O C U S Words that describe feelings 1. Find these words in the poems and exercises: concerned confused glad happy sad worried

2. Find their meaning in a dictionary. 3. Complete the sentence. _________, ________, ________ are words that describe _________.

9.

Listen to the three poems and choose the one you like best. a. Listen and repeat it. b. Try to memorize it.

10.

Listen to the song as you read the lyrics. Then listen and sing.

That’s What Friends are for

And I never thought I’d feel this way, And as far as I’m concerned I’m glad I got the chance to say That I do believe I love you. And if I should ever go away Well, then close your eyes and try To feel the way we do today And then, if you can, remember Chorus: Keep smiling, keep shining, Knowing you can always count on me, for sure; That’s what friends are for. For good times and bad times I’ll be on your side forever more; That’s what friends are for Interpreter: Rodrigo Interpreter: Rodrigo González González

28

__________________________ LANGUAGE FOCUS – Words That Describe Feelings 1. Ask the students to find the words in the poems and exercises. 2. Invite them to find their meanings in a dictionary. 3. Tell the students to complete the sentence. Answers: concerned, confused, glad, happy, sad, worried are words that describe feelings. __________________________

UNIT 1

9 The students listen to the 9. ++ three poems and choose the one they like best. Form groups of students who choose the same poem. First they listen and repeat it and then try to memorize it, with the help of the recording and the people in their groups, and then say it in front of the class. (L.A: to imitate a model of pronunciation, accentuation and intonation).

10. + 10 The students read the lyrics of the song and listen and sing along.

Make sure they pay special attention to the chorus. Motivate them to identify words from the lesson. (L.A: to participate in a guided oral text). 11. +++ Tell the students to read what Ignacio says and tell them they are going to write a poem for their best friend. Read the instructions aloud. Ask volunteers to show their poems to the class. (L.A: to write a short paragraph following a model).

UNIT 1

49 11.You are going to write a poem for your best friend. a. Write the name of your best friend down the side of a piece of color cardboard. b. Think of the most important characteristics of your friend. c. Write them on the piece of cardboard using the letters of your friend’s name. Example: Makes me laugh And makes me happy Rents DVDs for me Kind and nice Mark.

d. Add nice illustrations. e. Give the poem to your friend. 12. FL There are five more words to describe feelings in the Word Search Puzzle. a. Match the words and the pictures. angry

a

bored excited b

happy

e

sad

c

d

b. Find the five words to describe feelings in the Word Search Puzzle. M P S D F T Q M V S I F D M O

P A N G R Y B V C S B M E O P

E V T R S O S A B S C S S H E

T G X D K F R B X I H W U P L

D Z P I Q E U O G L A A F S G

P E R R D H W R L A P D N J Q

A Z T S A D P E F V P U O P Z

R V V I B N M D Y H Y S C R N

J N D P C W G K C Y R Q Z V L

R N A D R X A R M W R D N D W

F O D S M T E Q Y P X N T D A

F V C I R S T C R J V O I S K

O R H T F N X K D Q N Z W E D

C D E I R R O W A X O O R D V

K E W B L X H T H B A F J F C

REFLECTIONS How much did I enjoy the topic of the lesson? How did I show support to my classmates?

WELCOME, FRIENDS

12. + FL Encourage fast learners to match the words that describe feelings with the pictures and then find them in the Word Search puzzle. (L.A: to consolidate key words). Answers:

29

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. The students read the questions and analyze: a. if they enjoyed the topic of the lesson. b. the occasions in which they supported their classmates.

UNIT 1

50

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

Kelly, Matt and the Time Machine Help students identify the connection between the characters that have appeared in the lessons and those in the cartoon strip. Read the title and the introductory paragraph with them to make sure they understand the setting of the children's adventures. 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.

UNIT 1

51

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

UNIT 1

52 SYNTHESIS Revise the contents of this unit; identify and evaluate the exercises that helped you learn.

SYNTHESIS

TEST YOUR KNOWLEDGE R EADING: AN E-MAIL FRIEND

Revise the contents of Unit 1 with your students and help them to analyze and reflect on which exercises helped them achieve the learning objectives. READING ·To extract specific information. ·To identify and use cognates. ·To spot incorrect information.

TEST YOUR KNOWLEDGE Explain to the 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 - AN E-MAIL FRIEND 1. Name: Laura Age: 13 City: La Serena Likes: Music, playing the piano, going to the cinema, dogs Hates: ----------Other Loves making friends Information: from all over the world Name: Age: City: Likes: Hates: Other Information:

Ariel 12 Curicó Music, playing the guitar, pets Dogs Can write in English

1. Read what these children write about themselves in their e-mails and complete this chart.

6 pt s

Name Age City Likes Hates Other information LANGUAGE ·Words that describe feelings. ·Words related to free time activities.

2. Why are these statements true?

3. Who is the best e-mail pal for Laura? Explain your choice.

32

Name: Age: City: Likes:

3 pt s

a. Laura and Sandra like the same animals. b. Laura, Ariel and Sandra have the same favorite activity. c. Laura, Ariel and Sandra can write in English.

VALUES ·The importance of true friends.

UNIT 1

Sandra 16 Punta Arenas Playing tennis, music, singing, dogs cats

Hates: Other Information: Plays the drums

2. a. They both like dogs. b. They like music. c. The mails are in English.

3. Sandra; they have similar likes, the same pets, etc. LISTENING - MY HOLIDAY PLANS 11

4. a. 5. a. iii. b. ii. c. i. LANGUAGE 6. a. is going to go shopping. b. is going to study for a math test. c. is going to go to the cinema. ORAL EXPRESSION Answers: will vary.

2 pts

L I S T E N I N G : M Y HO L I D AY P L A N S

4.

Listen to the conversation and identify the correct statement.

2 p ts

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

a. The boy is talking about his plans. b. The boy is inviting his friend. c. The boy is asking a favor. d. The boy is telling news. 5. Choose the correct alternative.

6 p ts

a. The boy has a lot of plans for i. next week ii. next month iii. next summer b. He’s going to visit a friend i. in the same city ii. in another city iii. in another country c. He’s going to go camping for i. two weeks ii. two days iii. two years

reading I can understand instructions. I understand the general idea(s) of texts. I can make and check predictions. I can identify specific information.

listening LANGUAGE

6. Read Peter’s diary for next weekend and complete. SATURDAY

SUNDAY

Morning: go!shopping

Morning:!play!tennis!with

Afternoon:!meet!friends!at

dad

the!club

Afternoon:!study!for!math

Evening:!go!to!the!movies

test

3 p ts

I can follow instructions. I understand the general idea(s) of spoken texts. I recognize words in films, songs, etc. I can identify the sequence of information.

language

a. On Saturday morning, Peter ________________. b. On Sunday afternoon, Peter ________________.

I can give examples. I can relate a topic with vocabulary.

c. On Saturday evening, Peter ________________.

I can solve puzzles and play games

ORAL EXPRESSION

speaking / writ ing

7. Complete these sentences with information that is true for you. Then talk with your classmate.

4 p ts

I can talk and write about my friends. I can reproduce short dialogues.

a. My name is ___________. b. I’m ___________ old.

project / gro up work

c. I like ___________.

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

d. I don’t like ___________ and I hate ___________.

Great!

0-6 7 - 13 Keep trying Review!

Not too bad 1 4 - 21 Well done!

Did I work more than my partners?

Help! 22 - 26 Excellent!

total score 2 6 pt s

WELCOME, FRIENDS

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

33

UNIT 1

53

UNIT 1

54

TRANSCRIPTS READING – NEW FRIENDS

1

Pronunciation Say these pairs of numbers paying special attention to the stress, which clarifies the difference between them. 13 - 30 14 - 40 15 - 50 16 - 60 17 - 70 18 - 80 19 - 90 Oral Practice Kelly: Dan: Kelly: Dan: Kelly: Dan: Kelly: Dan:

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

4

Pronunciation

First only listen to the tongue twister and then listen and repeat.

2

Six sick sea serpents Swam the seven seas. How many seas Did Kelly and Matt swim?

What’s your name? Dan Peterson. How old are you? I’m fourteen What are your favourite activities? I like playing football and tennis. And what do you like doing after school? I like swimming.

LISTENING - A TRIP TO THE CAPITAL

Ignacio: Why don’t you come over this afternoon and meet my friends? Kelly: That sounds great! I can interview them for my school magazine. Ignacio: I’ll ask my mother to pick you up…

Oral Practice

3

Aló. Can I talk to Ignacio, please? Eh, Ignacio speaking. Hi, Ignacio, it’s Kelly here. Your cyber-friend. Kelly? From Texas? Yes, but I’m ringing from Santiago. We arrived from Texas today. The plane landed at 5:15 in the morning. Ignacio: Wow! How early! But how are you? Kelly: We’re fine, in the city and we’ll stay here for a week. Ignacio: Oh, where? In a hotel? Kelly: Yes. Ignacio, tell me, what is Santiago like? What can we do here? Ignacio: Lots of things! For example, you can go all around the city in a tourist bus. That is really cool. And you can go to the mountains and look at the city from above. You can also visit the National Museum of Art, the Moneda Palace and a lot of shopping centers; besides, … Kelly: Stop! Stop! We haven’t got much time. On Friday we are leaving for Antofagasta. We have to be at the airport at half past six in the morning! We’ll stay with my father. He’s got a big house there.

A: B: A: B: A:

5

Hello. Hi, this is Betty. Can I speak to George? Sorry, he isn’t at home. Can I take a message? Can you tell him that Betty called? OK. No problem.

UNIT 1

55

READING – LIVING ABROAD

6

Pronunciation

8

Pronunciation Say the days of the week. First only listen to the tongue twister and then listen and repeat. Can you can a can as a canner can can a can? Can you can a can As a canner can can a can? Can you can a can as a canner can can a can?

LISTENING – WHAT ARE YOU GOING TO DO NEXT WEEKEND?

7

Monday Tuesday Friday Saturday

Wednesday Sunday

READING - THAT’S WHAT FRIENDS ARE FOR

Ann

Ema Andy Ema Andy Ema

Andy Ann Andy Ann Ema

So, what are your plans for the weekend, Andy? I think I’m going to visit my grandparents at the seaside. They are going to prepare a barbecue on Sunday. What about you, Ann? I’m not sure. My parents and I are going to the mountains or perhaps we are going to visit some friends in the country. And do you know what the weather will be like? I have no idea! Anyway, if the weather is cold, I think we are going to stay at home. And you, Ema? Oh! I’m going to stay at home because my father and I are going to paint my room. What a pity! Any other plans, apart from all that work? Well, I am going to go to the club and hope to meet some friends there. Ah! And I’m also going to rent some DVDs. Hey! How about going to visit Dan this afternoon? This afternoon? That’s a great idea! OK. See you then. See you! Bye!

9

Pronunciation Listen to the three poems. Choose the one you like best and try to memorize it. My Best Friend Jana C. Souder

Ema Andy

Thursday

You are my best friend, My very best friend, You make me happy, Every day. You share your great snacks, You share your best toys, So please don’t take My best friend away. My Friend Emma Guest

My friend is nice We like to play We play together Every day. We laugh and cry And laugh again Because, you see, we’re Friends, Friends, Friends! Some Friends are Forever Lewis Kelly

Sometimes in life, You find a special friend; Someone who changes your life Someone who makes you laugh Until you can’t stop;

UNIT 1

56

Someone who makes you believe That there is good in this world. Your friend gets you through Hard times and sad times, And confused times. This is forever friendship. Song

10

That’s What Friends are For Interpreter: Rodrigo González

And I never thought I'd feel this way And as far as I'm concerned I'm glad I got the chance to say That I do believe I love you. And if I should ever go away Well, then close your eyes and try To feel the way we do today, And then if you can remember. Chorus: Keep smiling, keep shining Knowing you can always count on me, for sure That's what friends are for For good times and bad times I'll be on your side forever more, That's what friends are for. Well, you came and opened me, And now there's so much more I see And so by the way I thank you. Oh, and then for the times when we're apart, Well, then close your eyes and know These words are coming from my heart And then if you can remember. Chorus: Keep smiling, keep shining Knowing you can always count on me, for sure That's what friends are for In good times, in bad times, I'll be on your side for ever more, That's what friends are for.

TEST YOUR KNOWLEDGE

11

LISTENING - MY HOLIDAY PLANS Tommy Really, there are lots of things I want to do this summer. I’m making lots of plans. David Hey, tell me what you are going to do. Tommy Well, in the first place, I’m going to teach my grandma how to use a computer next week. She wants to learn how to send and receive e-mails and to chat with friends in other cities. David That sounds cool! Tommy Then, I’m going to visit a friend in the north. David And what are you going to do after that? Tommy I’m going to go camping in the south for two weeks. and then I’m going to go to a rock festival. It will be my first rock festival ever! David Are you going to go to the seaside too? Tommy Oh, yes! I’m going to spend a week by the sea. I’m going to learn how to do scuba-diving!

LISTENING TEST - SUMMER PLANS Marie: Peter: Marie: Paul: Marie: Paul: Peter: Paul: Peter:

Marie:

12

What are you going to do for your next summer holidays, Peter? I think I’m going to go to the beach with my friend Mark. Sounds great! And you Paul? Well, I'm going to the country, to my uncle’s farm and I’m planning to do lots of things! Like what? I’m going to help my uncle take care of the animals, and I’m going to ride a horse around the place. Are you going to fall off? Of course I’m not planning that! And you Peter; what are you going to do? I’m going to do different things, like swimming, making sand castles, running on the beach … What about you, Marie? First, I’m going to help my mother at the shop, but then all the family are going to go camping. I hope we’ll have a really good time!

ERROR ALERT! READING - NEW FRIENDS Exercise 9 Pay attention to the pronunciation of the letter s, pronounced /s/ and the letters th, pronounced / /. Explain that if we use one instead of the other in English we can change the meaning of a word. Example: miss / mis / = echar de menos, and myth / mi / = mito. Help students with the pronunciation of thirteen; compare / / with Spanish words such as zapato, zapallo, zurcir, as pronounced by a Spanish person.

LISTENING - A TRIP TO THE CAPITAL Exercise 11 Students may omit the verb to be when using the Present Continuous. Examples: I’m wearing a uniform. Correct. I wearing a uniform. Incorrect. What are you wearing? Correct. What you wearing? Incorrect.

READING - LIVING ABROAD Exercise 8 Students may tend to put to after can; explain that modal verbs such as can, must, could, should, would, etc. are followed by the infinitive without to • I can play tennis. Correct. • I can to play tennis. Incorrect.

LISTENING - WHAT ARE YOU GOING TO DO THIS WEEKEND? Exercise 3 The days of the week in English are always written with capital letters, but not in Spanish.

UNIT 1

57

UNIT 1

58

BACKGROUND INFORMATION 1 History of American Football Football historians associate the beginnings of the game with rugby, which began in 1823 at the famous Rugby Boys’ School in England. Another cousin of the game of football is soccer; its beginnings can also be traced to England, where it was played as early as the eighteen twenties. 2 The Unites States The United States is a federal union of fifty states and one district(District of Columbia). The original thirteen states were the successors of the thirteen colonies that rebelled against British rule. Most of the rest correspond to territory obtained through war or purchased by the US government. The exceptions are Vermont, Texas, and Hawaii, which were independent republics before joining the union. Alabama Alaska Arizona Arkansas California Colorado Connecticut Delaware Florida Georgia Hawaii Idaho Illinois Indiana Iowa Kansas Kentucky Louisiana Maine Maryland Massachusetts Michigan Minnesota Mississippi Missouri

Montana Nebraska Nevada New Hampshire New Jersey New Mexico New York North Carolina North Dakota Ohio Oklahoma Oregon Pennsylvania Rhode Island South Carolina South Dakota Tennessee Texas Utah Vermont Virginia Washington West Virginia Wisconsin Wyoming

PHOTOCOPIABLE MATERIAL

59

COMPLEMENTARY ACTIVITIES LESSON 1: NEW FRIENDS

1. Find someone who ... Ask Yes / No questions around the class until you have found one person who... for each question. Example: Do you like collecting stamps?

✁ Find someone who • loves sports

Find someone who • hates maths

Find someone who • hates reggaeton

Find someone who • loves speaking in English

Find someone who • enjoys living in the country

Find someone who • enjoys reading science-fiction books

Find someone who • loves action films

Find someone who • loves playing jokes on friends

Find someone who • hates studying science

Find someone who • hates cats

Find someone who • loves chatting with friends

Find someone who • loves going to the dentist

Find someone who • enjoys going to school

Find someone who • hates going to the seaside

Find someone who • likes playing chess

✁

Find someone who • likes collecting strange things

PHOTOCOPIABLE MATERIAL

60 LESSON 3: LIVING ABROAD

2. Abilities. a. Read about Sara. Tick ✔ what she can do and cross ✘ what she can’t do. Hi! I’m Sara. What can I do? I can read music and I can play the piano, but I can’t play the guitar. I can’t sing but I can dance. I can’t swim or ride a horse.

Sara

You

Dance Play the guitar Play the piano Sing Ride a horse Swim Read music

✔

b. Now tick ✔ what you can do and cross ✘ what you can’t do. c. Write sentences about what you can or can’t do. Example: I can play the piano, but I can’t play the guitar. ____________________________________________________________________________________ ____________________________________________________________________________________ ____________________________________________________________________________________ ____________________________________________________________________________________

LESSON 4: WHAT ARE YOU GOING TO DO NEXT WEEKEND?

3. Look at the timetable. Use the prompts to ask and answer questions.

Saturday 9:30 am

leave the hotel.

3 pm

Ben, visit the Science Museum with Greg. Pat, visit the Natural History Museum with Kate.

5:30 pm

return to the hotel.

6:45 pm

leave for the theater.

11 am - 1 pm go to the shopping mall. 1:15 pm

lunch at Pizza Paradise.

2:30 pm

meet Kate and Greg.

a. When / Ben and Pat / leave the hotel? ________________________________________________________________________________ ? ________________________________________________________________________________ . b. What / they / do / between 11am and 1pm? ________________________________________________________________________________ ? ________________________________________________________________________________ . c. What time / they / have lunch? ________________________________________________________________________________ ? ________________________________________________________________________________ . d. Where / they / have lunch? ________________________________________________________________________________ ? ________________________________________________________________________________ . e. What / they / do / at 2.30? ________________________________________________________________________________ ? ________________________________________________________________________________ . f. Who / visit / the Natural History Museum? ________________________________________________________________________________ ? ________________________________________________________________________________ . g. Who / go / with Ben / to the Science Museum? ________________________________________________________________________________ ? ________________________________________________________________________________ . h. When / they / leave / for the theater? ________________________________________________________________________________ ? ________________________________________________________________________________ .

PHOTOCOPIABLE MATERIAL

61

PHOTOCOPIABLE MATERIAL

62 LESSON 5: THAT’S WHAT FRIENDS ARE FOR

4. A new friend. a. Read this short e-mail from Peter, a new cyber- friend you met on the Internet.

[email protected] [email protected] Hello

Elizabeth, of My name's Peter. I am from Newcastle, a town in the north l. Schoo North England. I'm fourteen years old and a student at Old love also We study French and Spanish. I love Spanish food and I Once a listening to music and going to the theater in my free time. et to month I go dancing with my friends. I love using the Intern chat to people. I don't like cats. What about you? I hope you answer soon! Peter

b. Answer Peter’s e-mail describing your interests. Include the information in the box. __________ years old study English

live in __________, Chile Italian food

going to the cinema

school student at __________ listening to pop music

meeting new people

go dancing – every weekend

dogs

PHOTOCOPIABLE MATERIAL

63

EXTRA TEST READING

Roberto Pérez, a young student Hi! My name is Roberto. I’m thirteen. I love music and I like playing the guitar and singing with my best friend Sonia. I don’t like watching TV and I hate talking to people on the phone. My free time activities are very simple; I go swimming every weekend. On Saturday night I usually go to a party at a friend’s house; I don’t like going to discos. I love listening to music at night; in fact, I go to sleep with my radio on! I am not a brilliant student, but I like English and Maths; I hate memorizing things.

1. Complete these sentences.

5 p ts

a. Roberto likes ___________________________________. b. He doesn’t like ___________________________________. c. At weekends he likes ___________________________________. d. At night, he loves ___________________________________. e. At school, he likes ____________________, but he hates ________________________. 2. Answer these questions.

3 p ts

a. How old is Roberto? ___________________________________. b. Is he a very good student? ___________________________________. c. Who is Sonia? ___________________________________. 3. In the text, what is Roberto doing? a. telling a story b. reporting a piece of news c. giving personal information d. inviting a friend to a party

1 pt

PHOTOCOPIABLE MATERIAL

64 LISTENING - SUMMER PLANS

12

1. Listen to the recording and choose the best alternative to complete the sentence. The children are talking about... a. their next school year b. their next summer holidays c. their next weekend 2. Listen again. Match the names with the activities.

1 p ts

6 p ts

MARIE

take care of animals go camping

PETER

make sandcastles help at the shop

PAUL

ride a horse swim 4 p ts

3. Listen to the recording again and complete. a. Peter is going to go to the beach with his ___________________________________. b. Paul is going to visit his ___________________________________________________. c. Marie is going to help her ________________________________________________. d. Marie hopes to have a good time with her ___________________________________.

0 - 5 6 - 10 Keep trying Review! ORAL EXPRESSION

HELP! (LESS THAN 50%)

11 - 15

16 - 20

Well done!

Excellent!

NOT TOO BAD (50 – 70%)

GREAT (80 – 100%)

Complete these sentences with your ideas. Then role-play the dialogue with your partner. A. What are you going to do this weekend? B. I’m going to ________________. What about you? A. I’m going to __________________. B. That’s great, I really love_________________. Can I go with you? A. Sure, let’s meet in my house at_________ o’clock. B. OK, see you there. A. Bye.

to ta l score 2 0 p ts

UNIT 1

65

Answers COMPLEMENTARY ACTIVITIES 1. Will vary. 2. a. ✔: dance, play the piano; ✘: play the guitar, sing, ride a horse, swim. 3. a. When are Ben and Pat going to leave the hotel? They are going to leave the hotel at 9:30. b. What are they going to do between 11 am and 1 pm? They are going to go to the shopping mall. c. What time are they going to have lunch? They are going to have lunch at 1:15. d. Where are they going to have lunch? They are going to have lunch at Pizza Paradise. e. What are they going to do at 2:30? They are going to meet Kate and Greg. f. Who is going to visit the Natural History Museum? Pat is going to visit the Natural History Museum. g. Who is going to go with Ben to the Science Museum? Greg is going to go with Ben. h. When are they going to leave for the theater? They are going to leave for the theater at 6:45 pm. 4. Will vary.

EXTRA TEST READING 1. a. Roberto likes music, playing the guitar, singing with his friend. b. He doesn’t like watching TV, talking to people on the phone and going to discos. c. At weekends he likes swimming and going to parties at a friend’s house. d. At night he loves listening to music. e. He likes English and Maths, but he hates memorizing things. 2. a. He is 13. b. Not brilliant, but OK. c. Sonia is his best friend. 3. c. He is giving personal information.

LISTENING 1. b. 2. Marie: help at the shop; go camping. Peter: make sandcastles; swim. Paul: take care of animals; ride a horse. 3. a. friend. b. uncle. c. mother. d. family. ORAL EXPRESSION Make sure students express their ideas properly.

UNIT 2

66

SUGGESTED YEAR PLANNING UNIT 2 WELCOME TO MY COUNTRY Minimum Obligatory Contents Topic Our country Listening Comprehension Morphosyntactic Elements • Affirmative, negative and interrogative sentences • Simple Past • Wh- Questions • Suffixes to indicate professions • Prepositions of movement Strategies • To use previous experience and knowledge of the topic. • To identify key words to get the general idea. • To use the context, mimicry and familiar words to infer the possible meaning of new words. • To relate new and old information. • To discriminate phonemes that can interfere with comprehension. • To relate oral and written versions of words, phrases and sentences. • To integrate written expression by writing words in order to consolidate key thematic vocabulary. • To integrate oral and written expression through the use of short phrases and sentences to show listening comprehension. Reading Comprehension Direct language Morpho-syntactical Elements • Affirmative, negative and interrogative sentences • Simple Past • Wh- Questions • Suffixes to indicate professions • Prepositions of movement

Strategies • To use context and previous knowledge of the language to predict development of the text. • To skim a text to get the general idea. • To scan the text in order to identify specific information. • To relate explicit information to make simple inferences. • To use lexical knowledge to infer the meaning of new words. • To look up meaning of key words in the dictionary. • To integrate written expression to consolidate key lexical and grammatical items. • To integrate the oral and written version of words and sentences to learn their pronunciation and spelling. • To use Spanish to show understanding when necessary. Oral Expression Communicative functions • To exchange personal information • To give instructions Morphosyntactic Elements • Affirmative, negative and interrogative sentences • Simple Past • Wh- Questions Lexical Elements • 500 of high frequency words in oral texts. Pronunciation • English phonemes Strategies • To regularly use everyday fixed phrases and sentences in personally relevant contexts.

• To use high frequency words and the thematic vocabulary of the level in personally relevant contexts. • To use expressions associated with the communicative functions of the level in personally relevant contexts. • To integrate listening as basic input for interaction. • To integrate reading as a source of information to produce oral texts. • To discriminate, imitate and repeat phonemes. • To relate written and spoken version of sounds to identify and incorporate pronunciation patterns. Written Expression Morphosyntactic Elements • Affirmative, negative and interrogative sentences • Simple Past • Wh- Questions • Suffixes to indicate professions • Prepositions of movement Include punctuation marks such as: period and capital letters. Include 300 most frequent words in written texts. Strategies • To imitate models to write own sentences. • To use connectors to link sentences coherently. • To write answers to questions. • To replace information in model texts with personal information.

UNIT 2

67

Learning Abilities

Expected Outcome

Attitudes

Resources

Evaluation

Time

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

• Acquisition of vocabulary related to Chilean places, celebrations and traditions. • The use of the Simple Past and Wh- questions • Give instructions and exchange information. • Effective and efficient use of writing skills as a means of communication.

• Appreciation of cultural heritage. • Awareness of the influence of other cultures on national identity.

• Internet articles and web pages. • Interviews. • Tour guide speech. • Radio interview. • Museum guide speech. • Web site page. • Dialogue. • Fact files. • Information in graphs.

Reflections • Metacognition Minitests • Listening • Reading • Language Synthesis Test your Knowledge • Listening • Reading • Language • Oral expression Self-evaluation Reading and Listening tests Observation sheets Rubrics

• 20 class hours for the main body of text. • 3 class hours for evaluation. • 3 class hours for consolidation and complementary activities. • 1 class hour for the cartoon strip section.

UNIT 2

68

UNIT 2 WELCOME TO MY COUNTRY

UNIT 2

IN THIS UNIT YOU WILL USE THE FOLLOWING TEXT-TYPES: Reading • an Internet article • a web page Listening • a radio interview • a museum guide speech • a tourist guide speech

YOU WILL DEVELOP THESE ABILITIES Listening • To discriminate between correct and incorrect information • To use intonation patterns to infer information • To identify specific information • To use oral clues to predict content Reading • To identify type and purpose of a text • To use the context to infer meaning of words • To use visual clues to interpret information • To relate previous knowledge to general content Writing • To complete a fact file • To present information in a graph • To use information to complete a paragraph • To organize ideas to elaborate a summary

Speaking • To ask and answer questions • To give instructions • To role-play a situation • To use everyday English

YOU WILL LEARN THE FOLLOWING LANGUAGE • The Simple Past Tense • Question words • Vocabulary related to Chilean places, celebrations and traditions

YOU WILL PAY SPECIAL ATTENTION TO THESE VALUES: • appreciation of our cultural heritage • awareness of the influence of other cultures in our national identity

UNIT 2

69

WELCOME TO MY COUNTRY WRITING ·To complete a fact file. ·To use information to complete a paragraph. ·To organize ideas to produce a summary.

YOU WILL DEVELOP THESE ABILITIES: LISTENING ·To discriminate between correct and incorrect information. ·To identify specific information. ·To use oral clues to predict content.

YOU WILL LEARN THE FOLLOWING LANGUAGE: ·The Simple Past Tense. ·Question words. ·Questions in the Simple Past Tense. ·Suffixes to indicate professions. ·Prepositions of movement.

GETTING READY 1. How much do you know about your country? Choose the correct alternative for each question.

2. Complete the following fact file, and then compare with your partner.

a. Which river is in the north of Chile? i. Mapocho

ii. Biobío

iii. Loa

Country Area

b. Which city has the largest population? i. Viña del Mar ii. Arica

iii. Concepción

c. Where is the Congress building? i. Santiago

ii. Valparaíso iii. La Serena

d. Which mountain is in the south of Chile?

Population Capital city Language Currency

i. Aconcagua ii. Parinacota iii. Fitz Roy

35

GETTING READY Introduce the topic of the unit showing the students the pictures on page 34 and talking about different places in Chile. 1. Encourage students to discover how much they know about their country answering the quiz. Check orally. Answers: a. iii. b. iii. c. ii. d. iii. 2. Ask the students to look for information to complete the fact file about Chile. Make sure they understand the type of information they have to include. Then they compare answers in their groups.

Answers: Country Area Population Capital City Language Currency

Chile 756,096 km2 15,116,435 Santiago Spanish Peso ($)

Additional Information: The area mentioned above corresponds to continental Chile and the oceanic island. The rest of the area corresponds to the Chilean Antartic territory. When we consider this last item, the area

is 2.006.096 km2, which is the one we can find in some web pages and texts.

UNIT 2

70 HIGH AND DRY Do you recognize the places in these pictures? Which region do they belong to? Which of them would you like to visit? Why?

BEFORE LISTENING 1. + Ask the students to look at the pictures and answer Kelly's questions. Check orally. (L.A: to predict content from visual clues). Answers: a. Morro de Arica. b. Viña del Mar. c. Volcán Osorno. d. Torres del Paine. e. San Pedro de Atacama. f. Palacio de la Moneda in Santiago. 2. ++ Students find a connection between the words and the pictures. (L.A: to understand key words). Answers: snow: c., d.; geysers: c., e.; north: a., e.; desert: a., e.; capital: f.; valley: f.

PICTIONARY clay: arcilla, greda guy: tipo, hombre journey: jornada de viaje sunset: puesta de sol level: nivel

BEFORE LISTENING

1. Answer Kelly’s questions. b

f

PICTIONARY

2. Read the words in the box and relate them to the pictures.

3. + Tell the students to read what Matt says on page 37 and to try and guess where the speakers can be. Do not check at this point. (L.A: to predict content from visual clues). 4. +++ Students work in pairs looking up the meaning of the words in a dictionary. Ask them to check the meaning of the words in the Pictionary too. (L.A: to find key words in the dictionary). Answers: snow = nieve; geyser = geyser; north = norte; desert = desierto; capital = capital; valley = valle; clay = arcilla; guy = hombre; journey = jornada de viaje; sunset = puesta de sol; level = nivel.

Lesson 1

snow

geysers capital

north

valley

desert

garden

3. Read what Matt says and answer his questions. 4. With your partner, find out the meaning of the words in the box above and in the Pictionary.

36

UNIT 2

LISTENING 5. + 13 The students listen to the recording once and check their predictions in exercise 3. (L.A: to validate predictions). Answers: They are in the Atacama desert. They both liked the place. Tracy says “Oh, Yes!. Ari says “I liked this place, too”. 6. + The students listen to the recording again and complete the sentences with the missing information. Help them to

pay special attention to the type of information that is required (numbers). (L.A: to find specific information). Answers: a. 3. b. 100. c. 20. d. 5. 7. ++ The students listen to the recording once more and put the events in the order they happened; if necessary, play the recording twice. (L.A: to identify the correct sequence of events). Answers: Ari: d. - c. - a. - b. Tracy: c. - a. - d. - b.

UNIT 2

71 LISTENING

5.

You are going to listen to two young visitors in a ve ry famous place in Chile. Look at the pictures. Can you guess where they are? Do you think they like the place?

Listen to the recording and check your guesses in exercise 3. Tick your answer. Atacama desert, Chile. Durango, USA. Liverpool, England.

6.

Listen to the recording again and find the missing information. a. Ari got up at __________ a.m. to see the geysers. b. El Tatio is about __________ kilometers from San Pedro. c. Tracy traveled for __________ hours to San Pedro. d. Tracy returned from the desert at _________ am.

7.

Listen to the recording again and put the events in order. Tra cy:

Ari: a. ____ It started to snow !

a. ____ She went to the desert.

b. ____ He got back to San Pedro.

b. ____ She went back late.

c. ____ He visited El Tatio.

c. ____ She made a long trip.

d. ____ He got up very early.

d. ____ She could see the constellations.

AFTER LISTENING

8. Copy and complete the chart in your notebook with information from the interview.

Countries

9.

Cities

Means of transport Tourist attractions

American English: Kilometer

Listen and repeat. Pay special attention to the ending of the verbs. answered recognized

arrived

studied

completed

helped

talked

pointed

listened

traveled

repeated

British English: Kilometre

prepared

walked

started

worked

visited

WELCOME TO MY COUNTRY

AFTER LISTENING 8. ++ Students work in groups to complete the chart, sharing information from the interview. (L.A: to share information and complete a fact file). Answers: Countries: Chile, England, the USA. Cities: Santiago, Antofagasta, San Pedro, Liverpool, Durango. Means of transport: bus, car. Tourist attractions: Chile: San Pedro, everything made from clay, the

37

geysers at El Tatio, the Valle de la Luna, the desert. 9. ++ 14 Play the recording and ask the students to repeat each verb, paying special attention to the ending of the words. They should avoid inserting a vowel before the / d / sound. (L.A: to imitate a model). American v/s British English Draw students’ attention to the two different spellings of the same word used in each variety of English. Remind them

that both the British and the American versions are correct, but that they should choose one variety and stick to it.

UNIT 2

72 L ANGUAG E FOCUS

The Past Simple Tense

1. Study these examples from the text. He pointed out all the constellations. I got up at 3 am to go to see the geysers at El Tatio. A bus took us north to San Pedro de Atacama.

__________________________ LANGUAGE FOCUS - The Simple Past Tense 1. Tell the students to read the examples from the text. Guide their attention towards the words in bold. 2. Make the students complete the rule to form the past tense of verbs. Help them to discover it by themselves, but do not take an active role. Answers: -ed, no, irregular. See Error Alert!of at the end of the Unit.

2. Complete this general rule. To form the past tense of English regular verbs, we add _________ to the base form of the verb. There is ________ rule to form the past tense of _ _ _ _ _ _ _ _ _ _ verbs.

10. Think about an interesting trip you took and write a short paragraph about it. Include information about the place, its geographical location, the places you visited, and any other interesting details. Last year / month / summer I went to __________. It is a __________ in __________. I visited __________ , __________ and ___________ . While there, we ___________ , ___________ and ___________. I particularly liked / enjoyed ___________.

__________________________

11.

Did you know that… Let students read this section on their own and share comments in their groups. For more information on the Did you know that… section see page 7 of the Introduction. 10. ++ Invite your students to think about an interesting trip they took and to complete a short paragraph about it. Encourage them to include information about the place, its geographical location, the places they visited, and any other interesting details. Ask some of them to read their paragraphs aloud to share their work with their classmates. (L.A: to complete a short paragraph). Answers: Students’ own ideas. 11. + 15 Form pairs and tell the students to write the dialogue in order in their notebooks. Play the recording for them to check and then listen and repeat. Select some pairs to role-play it in front of their classmates. Don't forget to give praise and encouragement, especially to weaker students. Let them know what they are doing well, as well as what they need to improve. (L.A: to imitate a model). Answers: See transcript.

Listen to the dialogue and put it in order. Then act it out in front of your classmates.

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

Do you like this place? I’m from Scotland. How did you arrive here? Oh, yes! I love it! Where are you from? I took a bus from the capital.

12. FL Find thirteen irregular past tenses in the Word Search Puzzle. X

S

I

W

T

C

K

REFLECTIONS

C

A

M

E

H

E

F

A

Did I connect my previous knowledge with the topic of the lesson?

M

W

L

R

O

E

E

S

A

F

E

E

U

Z

L

M

D

L

F

R

G

Y

L

E

Did I help my classmates?

38

W

E

E

T

A

H

A

D

T

Q

W

E

N

T

O

O

K

UNIT 2

12. FL ++ Motivate fast learners to find the past tense of thirteen irregular verbs in the Word Search puzzle. Invite them to share their findings with the rest of the class. Answers: came, fell, flew, had, made, met, ran, saw, thought, took, was, went, were. 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. The students read the questions and analyze: a. their ability to connect their previous knowledge with the topic of the lesson. b. if they helped their classmates.

LA TIRANA FESTIVAL

UNIT 2

73 Lesson 2

BEFORE READING

1. Answer these questions in your group. a. What do people usually celebrate around the world? b. What are the most important celebrations in Chile? c. Do you know the name of a typical festival in your area?

2. Look at the pict u res and guess which of the following words you will find in the text. angel

PICTIONARY

legend elegant myth

festival princess saint

procession religion

virgin

statue

WELCOME TO MY COUNTRY

BEFORE READING 1. + Introduce the topic of the lesson asking students to answer the questions. Tell them to look at the pictures and recognize what kind of celebration they show. (L.A: to infer topic from visuals). Answers: a. People around the world celebrate Christmas, Easter, Mother’s Day, etc. b. Christmas, Independence Day, Easter. c. Will vary.

39

See Cultural Background Information at the end of the unit. 2. + Ask students to look at the illustrations, study the words in the Pictionary and read the list of words. Invite them to predict which of the words they think will appear in the text. Do not check at this point. (L.A: to predict content from visual clues).

PICTIONARY conqueror: conquistador costume: disfraz devil: diablo mask: mascara patron saint: santo patrono

UNIT 2

74 3. Kelly Hardrock prepared the brochure on page 41 after visiting her father in the north of Chile. Read the titles below and choose the best alternative to complete the sentence. I prepared a brochure

American English: Brochure British English: Brochure

about ____________.

a. Independence Day. b. a religious festival. c. an important battle.

4. Before reading the text, match each word in A with its Spanish equivalent in B. B A 2. jurar b. pilgrim

READING

5. Read the text quickly and check your answers in exercises 2 and 3. 6. Write T if the sentence is true or F if the sentence is false. a. ___ The event takes place in Iquique. b. ___ La Tirana Festival lasts for the whole month. c. ___ La Tirana is a combination of music, dance and food. d. ___ The main event is Las Diabladas. e. ___ People wear spectacular costumes and masks. 7. Complete the fact file of this celebration. Name of celebration: Location: Date: Purpose: Attraction:

40

3. ++ Read what Kelly says and make the students choose the correct alternative. Help them to relate their previous knowledge and the pictures on pages 39 and 41 to discover the answer. Do not check at this point but make sure the students know the meaning of brochure. Brochure: a small magazine containing details and pictures of goods, services you can buy, or descriptions of places you can visit. Do not check answers at this point. (L.A: to predict topic from context).

UNIT 2

American V/S British English Draw students’ attention to the two different pronunciations of the same word used in each variety of English. Remind them that both the British and the American versions are correct, but that they should choose one variety and stick to it. 4. ++ Students relate each English word with its Spanish equivalent. (L.A: to understand key words). Answers: a. - 5. b. - 3. c. - 4. d. - 1. e. - 2.

READING 5. + Ask the students to read the text quickly and check their answers in exercises 2 and 3. Remind them that this first reading is only to check their predictions and to get the general idea of the text. (L.A: to validate predictions). Answers: 2. legend, myth, princess, festival, saint, procession, religion, virgin. 3. b. 6. ++ The students read the text again and identify if the information is true or false.

UNIT 2

75

WELCOME TO MY COUNTRY

(L.A: to identify correct and incorrect information). Answers: a. False (In the town of La Tirana, 72 km from Iquique, Chile). b. False (for the whole week). c. False (music and dance). d. True. e. True.

Answers: Name of Celebration: Location:

7. ++ Ask the students to complete the fact file with information from the text. Check on the board. (L.A: to find and classify specific information).

Main event:

Date: Purpose:

41

La Tirana Festival 72 km from Iquique, Chile 12th - 18th July To celebrate Chile's patron saint The procession of Las Diabladas

UNIT 2

76 AFTER READING

L ANGUAG E FOCUS

Question words

1. Study these questions related to the text.

AFTER READING __________________________

Where is La Tirana Festival celebrated? When does it take place? What do the activities include?

LANGUAGE FOCUS - Question Words Don't forget that this section is designed to help students revise or discover a particular grammar structure by themselves. 1. Ask the students to revise the questions, paying special attention to the words in bold. 2. Make the students identify the type of information each question word requires, and then complete the rule. Answers: where; when; what.

2. Complete this general rule. We use definite types of words called question words to ask questions about place - (______), time - (_ _ _ _ _ _), things - (______).

8. Complete each blank with a question word and ask your partner the questions. Then change roles. _______ do people celebrate in your region? (event) _______ does it take place? (time) _______ is it celebrated? (place) _______ do people do? (activities) 9.

Listen and repeat. Pay special attention to the beginning of the words. where

__________________________

who

why

when

what

whose

whom

10. Fill in the blanks in these questions. a. ________ do you_ _ _ _ _ _ _ _ for your birthday?

8. ++ Students complete each blank with a question word and then ask and answer the questions in pairs. Make sure that they change roles, so that both have the opportunity to ask and answer. (L.A: to relate content and own reality). Answers: what; when; where; what. 9. + 16 First play the recording and ask the students only to listen. Then play the recording again for them to repeat each word, paying special attention to the pronunciation of the initial sound, similar to Spanish hueso, huaso, huincha. (L.A: to imitate a model paying attention to an English phoneme). See Error Alert!of at the end of the Unit. 10. ++ Students use the question words in the Language Focus to complete the questions in a logical way. (L.A: to relate a language item and own reality).

REFLECTIONS

b. ________ do you_ _ _ _ _ _ _ _ on holiday?

What new words did I learn?

c. ________ do you_ _ _ _ _ _ _ _ for tests?

In what instances did I show initiative?

d. ________ do you_ _ _ _ _ _ _ _ on Sundays? e. ________ do you_ _ _ _ _ _ _ _ in summer? 11.

Listen and repeat the questions in exercise 10.

12.Ask and answer the questions in your group. 13. FL Read the text on page 41 and find words to make word maps with these headings: PEOPLE

42

PLACES

ACTIVITIES

UNIT 2

Answers: a. What do you do for your birthday? b. Where do you go on holiday? c. When do you study for the tests? d. What do you do on Sundays? e. What do you wear in summer? 11. + 17 Students listen and check the questions they completed in exercise 10, and then listen and repeat. (L.A: to imitate a model).

REFLECTIONS The purpose of this activity is to help students reflect on their learning process and to raise their awareness of how they develop their own learning strategies to become more effective learners. They should work on their own but you may help and guide them when necessary. Encourage them to keep a record of their answers in a special section of their notebooks. The students read the questions and identify: a. the new words they learnt.

UNIT 2

77 MINI - TEST LISTENING

1.

3 p ts

Listen to the recording in lesson 1 again and cross out the countries that are not mentioned. Perú

Chile

USA

Canada

Australia

England

3 p ts

MINI - TEST

2. Who said what? Write Tracy or Ari next to each sentence. a. _______ Everything is made of clay. b. _______ We walked for about two hours. c. _______ We took amazing photos. 2 p ts

3. Why do Tracy and Ari speak in English? READING

4. Read the text in lesson 2 and match numbers and words. 72

24

people

hours

3 p ts

200 kilometers

5. Read the text and say why these sentences are false.

3 p ts

a. La Tirana is in the Atacama region. b. People dance and sing during the day. c. The most important event of the festival is a mass. LANGUAGE AND VOCABULARY

6. Complete the paragraph with the Past Tense of the verbs in the box. begin

celebrate

see

take

travel

6 pts walk

On our last vacation, my family and I ________ to Chiloe and________ the festivity of Nazareno de Caguach. The celebrations________ with a ceremony outside the church. Then, we ________ a procession. People ________ the religious figures out of the church and ________ with them around the town. 7. Complete each question according to the answers.

5 p ts

a. _________ do you do on Saturdays? I play football with my friends. b. _________ are you going to go on vacation? I’m going to go to the seaside. c. _________ is your birthday? It’s in June. d. _________ is your sweater? I left it at school. e. _________ do you wear a swimsuit? In summer.

0-7 Keep trying

8 - 14 Review!

15 - 19 Well done!

20 - 25 Excellent!

total score 25 p ts

WELCOME TO MY COUNTRY

b. the instances in which they showed initiative. 12. ++ Students ask and answer the questions in their groups, answering with what is true for them. (L.A: to relate content and own reality). 13. FL +++ Ask fast learners to create word maps on the board with the headings provided. Encourage them to illustrate different types of connections between the words and to include

43

graphic support. Check and ask the rest of the class to copy the maps. (L.A: to classify key lexical items). Possible words to include: People: saint, princess, Spaniards, conquerors, father, priest, pilgrims. Activities: singing, dancing, procession, festival. Places: town, Chile, La Tirana, Tamarugal, temple, grave.

The mini-tests provide material to check and revise students’ progress and, at the same time, information to the teacher about any points that the majority of the students may have problems with. Make sure they understand what they are expected to do and then give them time to answer individually. Answers LISTENING 13 1. Not mentioned: Peru; Canada; Australia 2. a. Tracy. b. Ari. c. Tracy. 3. They speak in English because they come from English speaking countries: USA and England. READING 4. 72 - kilometers; 24 - hours; 200 people. 5. a. La Tirana is in the Tarapaca region. b. People dance and sing 24 hours a day. c. The most important event of the festival is the procession. LANGUAGE AND VOCABULARY 6. traveled; celebrated; began; saw; took; walked. 7. a. What. b. Where. c. When. d. Where. e. When.

UNIT 2

78 THE PEOPLE OF THE LAND

Lesson 3

BEFORE LISTENING

1. Answer Matt’s questions.

BEFORE LISTENING

Who lived in Chile before the Spaniards arrived? What is the meaning of the word mapuche?

1. + Introduce the topic of the lesson telling the students that, after visiting their father, Kelly and Matt continue their trip and are now visiting the south. Invite students to name places the children are visiting. Tell them that the boy is particularly interested in our country and has some questions for them. Make them read Matt's questions and elicit the meaning of the word mapuche. Make notes on the board but do not check at this point. (L.A: to predict topic from the context).

2. Write the names of these original Chilean peoples in the chart, according to the place they live / lived. Aymara

North of Chile

PICTIONARY

2. +++ Refer the students to Chilean history and tell them to read the names of Chilean aborigines. Ask them to write the names in the correct column, according to the place they lived. Invite some students to come to the board to check the exercise. (L.A: to connect content with previous knowledge). Answers: North of Chile Aymaras Changos Diaguitas Center of Chile Mapuches Picunches South of Chile Onas Chonos 3. ++ Read the words in the bubbles with the class. Ask students to look them up in a dictionary and find their equivalent in Spanish. Check orally. Make reference to what students may have learnt in Social Studies. (L.A: to understand key words). Answers: sailors = navegantes; hunters = cazadores.

Chango

Mapuche

Chono Ona

Diaguita

Picunche

Center of Chile

South of Chile

3. Look up these words in a dictionary. hunter

sailor

4. Relate each indigenous group in the chart above to their characteristics in the bubbles. Sailors

Hunters

Fishermen

Nomads

Shepherds

Warriors

Farmers

5. Kelly and Matt are visiting the Magallanes Regional Museum in Punta Arenas. As they walk along the corridors, a guide answers their questions. Make a list of English words that sound similar in Spanish that you think you will hear. Example: region, south, etc.

44

UNIT 2

PICTIONARY farmers: granjeros fishermen: pescadores hunters: cazadores nomads: nómades sailors: marineros/navegantes 4. ++ Students associate the indigenous groups in exercise 2 with the characteristics in exercise 3. (L.A: to relate content to previous knowledge). Answers: Sailors: changos, chonos; Hunters: mapuches, onas;

Nomads: onas, changos, chonos; Warriors: mapuches; Fishermen: changos, chonos; Farmers: mapuches, aymaras, diaguitas. nomads = nómades; warriors = guerreros; ritual = ritual; mask = máscara; canoe = canoa; fishermen = pescadores; shepherds = pastores; farmers = granjeros. 5. + Encourage students to make a list of cognates they think will appear in the text. Do not check answers at this point. (L.A: to make predictions from context). Answers: Will vary.

UNIT 2

79 LISTENING

6.

Listen to the text and check your answers in exercise 1.

7.

Listen again and choose the correct alternative. The guide is talking about indigenous groups from the:

8.

Listen again and answer the question. How many ethnic groups are mentioned in the text?

9.

Listen to the recording again and cross out the words that you do not hear.

9. ++ Read the statements with the class; then the students listen to the recording again and identify the words that are not mentioned. (L.A: to discriminate between correct and incorrect information). Answers: Not mentioned: a. persons. b. region. c. fishermen. d. boats, south. e. swords. f. faces, listened to music.

a. Nearly 700,000 people / persons belong to an indigenous group. b. Do they live in this area / region? c. They were originally hunter / fishermen nomads. d. They sailed their boats / canoes through the north / south channels. e. They used swords / harpoons for hunting. f. They wore masks, painted their bodies / faces and danced / listened to music. 10.

10. ++ Make the students read the sentences and decide which are false. Play the recording again for them to check their answers. Check orally. First students only indicate which statements contain incorrect information and then correct it. (L.A: to identify correct and incorrect information). Answers: a. False. b. True. c. False. d. True. e. True. Incorrect: a. They lived in the Araucanía, Bío Bío and the Lakes regions. c. They were not sedentary, they were nomads.

Listen again and identify the incorrect information. a. b. c. d. e.

All the groups lived in the same area. They ate the same food. They were sedentary. All of them used the same weapons. They wo re masks and painted their bodies in religious ce remonies.

AFTER LISTENING

11.Look for information about one important ethnic group in Chile and complete this diagram. Location Food

Name Ceremonies and traditions Language WELCOME TO MY COUNTRY

LISTENING 6. + 18 Play the recording and ask the students to check their answers in exercise 1. (L.A: to validate predictions) Answers: Indigenous people; Mapuche means the people of the land. 7. + The students listen to the recording again and choose the correct alternative. (L.A: to identify correct and incorrect information). Answers: c.

45

Did you know that… Let students read this section on their own and share comments in their groups. For more information on the Did you know that… section see page 7 of the Introduction. 8. + Read the question with the class and help the students identify the type of information that is required. Play the recording again. (L.A: to identify specific information). Answers: eight.

AFTER LISTENING 11. +++ Form groups of three or four students and encourage them to find information about one important ethnic group in Chile and complete the diagram. Allow them to look for information in books in Spanish or encyclopaedias; you can assign this task as homework or use it as a project, in which case the groups must assign specific tasks to each member of the group and present a product on an agreed date. (L.A: to relate topic and personal knowledge).

UNIT 2

80 12.Use the information in your diagram to complete and then act out the following dialogue with your partner.

A: What Chilean ethnic groups do you know? B: The_ _ _ _ _ _ _ _ _ _, the__________ and the_____________.

12. ++ Invite students to exchange information with their classmates, asking questions about their work. Make sure all groups have the opportunity to ask and answer questions. (L.A: to relate content to previous knowledge). Answers: Will vary.

A: Where do/did the ____________ live? B: They live (d) in _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _. A: What language do/did they ____________? B: They ________________. A: What are/were their main traditions? B: They ________________________________________________. 13.

First only listen to the tongue twister and then listen and repeat.

Mr. Tongue Twister tried to train his tongue to twist and turn, and twit and twat, to learn the letter “T”.

Did you know that… Let students read this section on their own and share comments in their groups. For more information on the Did you know that… section see page 7 of the Introduction.

LANGUAGE FOCUS

Questions in the Past Simple Tense

1. Study these examples from the text. Where did the Alacalufes live? Did the Onas eat molluscs? 2. Complete this general rule. To ask __________ in the _________ tense in English, we use the

13. + 19 First play the recording and ask the students only to listen. Then play the recording again for them to repeat the tongue twister, paying special attention to the pronunciation of the letter t, with strong contact between the front part of the tongue and the alveolar ridge. (L.A: to imitate a model).

auxiliary _________ and the base form of the __________.

14. REFLECTIONS Did I have difficulties to understand the text? Did I need the teacher’s assistance?

__________________________

14. +++ 20 Ask the students to use the clues to write questions in the Past tense. Elicit some examples. Play the recording for them to check and then listen and repeat the questions. (L.A: to consolidate a language point and connect it with previous knowledge).

a. b. c. d. e.

Where - the Alacalufes – sail. What - these indigenous people – eat. the Onas - an important spiritual life – have. What - the Onas – for their ceremonies – do. the Yamanas – harpoons – use.

15. FL In pairs, ask and answer the questions in exercise 14. Choose two of the questions and answers and share them with your classmates.

__________________________

LANGUAGE FOCUS – Questions in the Simple Past Tense Remember that this section is designed to promote independent learning, so help, guide and check, but do not give the answers. 1. Tell the students to revise the examples from the text. 2. Help them to complete the rule. Answers: questions; Past; did; verbs. See Error Alert! at the end of the unit.

YES NO

Use the following clues to write questions in the Past Tense. Listen, check and then repeat the questions.

46

UNIT 2

Answers: a. Where did the Alacalufes sail? b. What did these indigenous people eat? c. Did the Onas have an important spiritual life? d. What did the Onas do for their ceremonies? e. Did the Yámanas use harpoons? 15. FL ++ Fast learners work in pairs, asking and answering the questions in exercise 14. (L.A: to role-play a dialogue).

REFLECTIONS The students should work on their own but you may help and guide them when necessary. Encourage them to keep a record of their answers in a special section of their notebooks. The students read the questions and identify: a. the difficulties they had to understand the text. b. how much they needed the teacher’s assistance.

FROM CHILE TO THE WORLD

UNIT 2

81 Lesson 4

BEFORE READING

1. Matt wants to know more about Chile. In pairs, read and answer his questions.

3. ++ Read Matt's questions on page 48 aloud. Help students to understand them, clarifying the meaning of the verb stand out; elicit answers, but do not correct at this stage. (L.A: to predict content from visual clues).

Who are the people in the pictures? What do they have in common?

4. +++ Ask students to find the words in the text and then match them with a synonym from the box. Tell them to observe the words that precede and follow the one they are studying, to identify its context and clarify its meaning. (L.A: to understand key words). Answers: a. stimulate. b. do. c. future. d. arrangement. See Cultural Background Information at the end of the unit.

PICTIONARY

2. Can you relate each person to one of these areas? Music

Literature

Painting

3. Look at the pict u res in the text on page 48 and answer Mat t’s questions. 4. Find these wo rds in the text. Match them with a synonym from the box. a. encourage c. upcoming future

b. perform d. engagement arrangement

stimulate

do

WELCOME TO MY COUNTRY

BEFORE READING 1. + Draw students' attention to Matt's questions in the bubble. Elicit their answers and make notes on the board. (L.A: to relate content and previous knowledge). Answers: Claudio Arrau; Gabriela Mistral; Cristina Gallardo-Domas; Nicanor Parra; Lily Garafulic; Roberto Bravo; Roberto Matta; Verónica Villarroel. They are all famous Chilean artists.

47

2. + Ask the students to answer the question in pairs. Make a chart on the board to check answers. (L.A: to relate content and previous knowledge). Answers: Music: Claudio Arrau, Cristina Gallardo Domas, Roberto Bravo, Verónica Villarroel; Literature: Gabriela Mistral, Nicanor Parra; Painting: Lily Garafulic, Roberto Matta.

PICTIONARY prize: premio winner: ganador Easter Island: Isla de Pascua musician: músico soloist: solista

UNIT 2

82

READING 5. + The students read quickly through the text just to check their answers in exercise 3. (L.A: to validate predictions). Answers: The girl in the photo is Mahani Teave, the first classical musician from Easter Island. 6. +The students identify the type of text they are going to read. (L.A: to identify type of text). Answers: b. 7. ++ The students read the text carefully and discriminate between correct and incorrect information. (L.A: to identify correct and incorrect information). Answers: a. True. b. False. c. False. d. True. e. False. 8. +++ Students read the text again and identify the name of a person who had a very important role in Mahani's life. (L.A: to find and support specific information). Answers: Roberto Bravo was a very important person for Mahani Teave, because he discovered her and encouraged her to study music in the continent. 9. +++ Students read the text again and find information to complete the chart. They check the answers in pairs. (L.A: to find and classify information). Answers: Year Fact 1992 Met Roberto Bravo 1999 Won Claudio Arrau Competition

Who is the girl in the photo? In what area does she stand out?

48

2001 2004 2005 2006

UNIT 2

Won a prize in Spain Won a prize in Cleveland Obtained Music degree Studied with Sergei Babayan

10. + The students read the text once more and identify a characteristic for each noun. Help them find the words, making it clear that in English the characteristics (or adjectives) are the words that go immediately before the nouns. (L.A: to find key words). Answers: a. classical. b. Chilean. c. first. d. international.

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.

UNIT 2

83 READING

5. Read the text quickly and check if you had the right information about Mahani. Remember that the familiar words you can find in the text help you to get the general meaning of it. 6. What kind of text is it? Choose the best alternative. a. A short story

b. A biography

c. A news report

7. Are these statements true or false? a. _____ Mahani Teave was born on Easter Island. b. _____ Mahani Teave's parents are from Easter Island and England. c. _____ Her first teacher was Roberto Bravo. d. _____ She studied music in Valdivia. e. _____ At the moment she is studying at the Cleveland Institute of Music. 8. Read the text and identify a very important person in Mahani Teave’s life. Explain your answer with information from the text. 9. Complete this chart with information from the text.

Year

Fact

1992 1999 2001 2004

REFLECTIONS

2005

How much did the exercises help me to understand the text?

2006

What were the most serious problems I had?

10.Read the text and find an adjective for each noun. a. ___________ musician

c. ___________ prize

b. ___________ pianist

d. ___________ competition

AFTER READING

11.Complete this summary of the text. _________ was born on __________. Her parents are from__________. She studied _ _ _ _ _ _ _ _ _ _. In __________ she met __________ and went to __________________ to continue studying. In __________ she won two important __________. She has performed in many places, like ________ and_ _ _ _ _ _ _ _ _ _. She is famous because she is _ _ _ _ _ _ _ _ _ _. WELCOME TO MY COUNTRY

The students read the questions and analyze: a. how much the exercises helped them to understand the text. b. their main difficulties in the reading comprehension exercises.

AFTER READING 11. +++ Do the summary orally first, then students write it. (L.A: to elaborate a summary). Answers: Mahani Teave; Easter Island; Easter Island and the United States;

49

with Erica Putney; 1992; Roberto Bravo; Valdivia; 1999; competitions; Japan; the Antarctica; Easter Island's first classical musician.

UNIT 2

84 L ANGUAG E FOCUS

Suffixes to indicate professions

1. Read these sentences from the text and other examples. Mahani Teave is the island's first classical musician. She met the Chilean concert pianist Roberto Bravo. Serguei Babayan is her teacher in Cleveland. Claudio Bunster is one of the most famous Chilean scientists. Zach Efron is my sister’s favorite actor.

__________________________ LANGUAGE FOCUS - Suffixes to indicate professions The activities are meant to promote independent learning, so help, guide and check, but do not give the answers. 1. The students revise the examples. 2. Help the students complete the rule to form the name of jobs and professions from verbs and nouns. Clarify the meaning of suffix. Answers: -ian;- ist; -er;- or. See Error Alert! of at the end of the Unit. __________________________

2. Complete this rule. We can form the name of jobs and professions by adding the particles: _____, __________, _____________ and ___________

American English: Favorite

to verbs and nouns.

British English: Favourite 12.In pairs, choose a famous Chilean artist you know well and complete his / her biography. _______ was born in _______ (year) in _______ (place). He / She studied ______ in _______ and is famous because _______. His / her most important paintings / sculptures / books / songs are ____. 13.

First only listen and then listen and re p e at the tongue tw i s ter.

If Stu chews shoes, should Stu choose the shoes he chews?

14.In pairs, put these sentences in order to fo rm a dialogue about professions. Check with your teacher and then role-play the dialogue in front of your classmate s, replacing the parts underl i n e d. a. And what about you? b. I don’t know yet. My mother wants me to be a musician and dad wants me to be a lawyer. c. I want to be a famous football player! d. So, what profession would you like to have in the future?

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

15.

FL Vocabulary game! Close your book and ask your partner questions about professions. paints pictures?

plays football?

sails ships?

looks after people’s teeth?

A: What do you call a person who ________________ ?

12. +++ The students work in pairs and choose a famous artist they know well to complete his / her short biography. (L.A: to write a short text). 13. + 21 First play the recording and ask the students only to listen. Then play the recording again for students to repeat, paying special attention to the pronunciation of the beginning of the words. Help them notice and produce the difference between / ∫ / in shoes and / t∫ / in choose, chews. (L.A: to identify and produce English phonemes). 14. ++ The students work in pairs and put the dialogue about professions in order. Remember not to interrupt students during speaking activities. It

B: A(n)____________________

50

UNIT 2

is better to take notes of the main mistakes and then correct them at the end of the activity. Ask some pairs to role-play the dialogue. (L.A: to imitate a model). Answers: d. b. a. c. 15. FL +++ 22 Vocabulary game! Games are important while teaching a foreign language because they motivate students to apply them to different situations. Encourage fast learners to ask questions to their partners about professions.

Play the recording to and the clues. Example: A: What do you call a person who sails ships? B: A sailor. (L.A: to relate content, previous knowledge and own reality).

UNIT 2

85 MINI - TEST LISTENING

1.

4 pt s

Listen to the recording in Lesson 3 again and circle the numbers that you hear. a. 700,000 - 7,000,000 b. 80 - 8

c. 4.6 d. 873 -

0.46 87.3 6 pt s

2. What are the characteristics that the indigenous groups in the southern region shared? a. Nomads, hunters and warriors. b. Nomads, sailors and warriors.

c. Nomads, sailors and hunters. d. Nomads, warriors and farmers.

READING

5 pt s

3. Read the text about Mahani Teave again and find information to support the following ideas. a. Mahani Teave’s mother was born in the USA. b. Her father is Chilean. c. Erica Putney lives on Easter Island. d. Mahani Teave is going to play in a very unusual place. e. Mahani Teave is still studying piano.

5 pt s

4. Read the text again and find the following information: a. The place where Mahani was born.

____________________

b. Her mother’s nationality.

____________________

c. The famous Chilean pianist that helped Mahani. ____________________ d. The year she obtained her degree.

____________________

e. The places in which she is going to play.

____________________

LANGUAGE AND VOCABULARY 4 pt s

5. Complete the questions with the Interrogative form of the Simple Past Tense. a. Where _______ Mahani Teave _______ her studies? (begin) b. What _______ Roberto Bravo _______ to help her? (do) c. When _______ she _______ her degree? (obtain) d. What _______ she _______ in Cleveland? (win)

3 pt s

6. Complete the sentences with the name of the profession. a. Isabel Allende is a very famous ________________________. She wri tes beautiful nove l s. b. Did you see Di Caprio’s film? He is an excellent ________________________. c. She loves science! I think she wants to be a ________________________.

0-9 Keep trying

10 - 15 Review!

1 6 - 20 Well done!

21 - 27 Excellent!

total score 27 p t s

WELCOME TO MY COUNTRY

MINI - TEST

51

Answers 18

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

LISTENING 1. a. 700,000. b. 8. c. 4.6. d. 87.3 2. c. READING 3. a. Her mother is American. b. Her father is a native. c. She began her studies on the island with Erica Putney. d. Upcoming engagements include the Antarctica.

e. She continues her studies with Serguei Babayan. 4. a. Easter Island. b. American. c. Roberto Bravo. d. 2005. e. Japan, USA and the Antarctica. LANGUAGE AND VOCABULARY 5. a. did, begin. b. did, do. c. did, obtain. d. did, win. 6. a. writer. b. actor. c. scientist.

UNIT 2

86 VISITING THE SOUTH

Lesson 5

BEFORE LISTENING

Kelly, Matt and their father are now visiting another beautiful city in the south of Chile.

BEFORE LISTENING

1. Answer the following questions in your group.

1. + Start the lesson telling the students that Kelly and Matt continue their trip and are now visiting a beautiful city in the south. Before listening, they answer the questions in exercise 1. Guide students’ answers to the type of information requested: means of transport. Check orally and make notes on the board. You can travel _____ by _____. (L.A: to connect topic and previous knowledge). 2. + Invite the students to look at the pictures and identify the means of transport unscrambling the words in the box. Check orally. Additionally, you can make students identify the most important means of transport in their area / city / town; the most comfortable; the most useful for them, etc. (L.A: to understand key words). Answers: car; cart; bicycle; plane; ship; train; motorcycle; bus. 3. + Elicit names of beautiful cities in the south of Chile. The students guess which city the children are visiting and by what means of transport. Do not check at this point. (L.A: to predict content from previous experience). 4. ++ Students work in pairs to check the meaning of the phrases that look very similar in Spanish. (L.A: to identify cognates). Answers: a. mercado. b. variedad local. c. jardín botánico. d. santuario de la naturaleza. e. especies nativas. f. plato típico.

a. How can you travel from one Chilean city to another? b. How can you travel from one continent to another? c. How can foreigners travel to Chile? d. How can you travel to and in the south of Chile? 2. Look at the pictures and identify the means of transport. The words below can help you, but you have to unscramble them first.

PICTIONARY arc

trca riant

clebyic rotmoceycl

nelpa

phsi

sub

3. Which city do you think they are visiting? How? By car? By train? By ship? 4. Work with your partner and check the meaning of these phrases that look and sound very similar in Spanish. a. market d. nature sanctuary

52

b. local variety e. native species

c. botanical garden f. typical dish

UNIT 2

LISTENING 5. + 23 Tell the students they are going to listen to the recording once, just to identify the name of the city. Remind them that this first listening is only to check their predictions in exercise 3. (L.A: to validate predictions). Answers: the city is Valdivia. 6. + The students read the names of the places in the pictures. Then they listen again and number the places in the order they hear them.

(L.A: to identify sequence). Answers: a. - d. - c. - b. 7. ++ Read the statements and the alternatives with the class. Play the recording again for students to choose the alternative that best completes each statement. Then they check in pairs. (L.A: to identify correct and incorrect information). Answers: a. iii. b. iii. c. ii.

UNIT 2

87 LISTENING

5.

Listen to the recording and check the name of the city and the means of transport you mentioned in exercise 3. Don’t forget to pay special attention to all familiar words that can help you.

6.

Listen to the recording again and number the places in the order you hear them.

c Bridge 7.

Listen again and choose the alternative that best completes each statement. a. The speaker is i. a bus driver. ii. a teacher. iii. a tour guide. b. In the fluvial market you can see i. penguins. ii. seals. iii. sea lions. c. If you visit the market, you will find i. toys. ii. restaurants. iii. books.

8.

Listen again and find the ingredients for curanto that the speaker mentions. c b

a d

f e

g

j

i h

http://www.southamerica.cl/Chile/Food.htm WELCOME TO MY COUNTRY

Did you know that… Let students read this section on their own and share comments in their groups. For more information on the Did you know that… section see page 7 of the Introduction. 8. + First ask students to identify the food in the pictures. (a. meat; b. chicken; c. red/green pepper; d. onion; e. tomato; f. corn; g. carrots; h. potatoes; i. pumpkin; j. seafood). Tell the students to concentrate on the ingredients for curanto that the speaker mentions and to identify

53

them in the pictures. Play the recording again. After checking the exercise, ask students to think about other typical Chilean dishes and to try and find the ingredients in the pictures. You can also ask students to classify the ingredients, for example: vegetables, meat, fish, etc. (L.A: to find specific information). Answers: a. h. j.

UNIT 2

88 9.

Listen once more and eliminate the items in the boxes that the speaker does not mention.

A: Means of transport boat

9. ++ Ask the students to identify the items in the boxes that the speaker doesn't mention. To make the task easier, you can tell them to tick the items they do hear first, and then listen again to check the ones that are not mentioned. After checking the exercise, start a conversation about the adventure sports that they can practice in their area. (L.A: to identify correct / incorrect information). Answers: Not mentioned A: plane, ship, taxi, train. Not mentioned B: bungee jumping, skating, skiing.

__________________________

kayak

plane

ship

taxi

train

B: Adventure sports bungee jumping rafting

canopying skating

hiking

skiing

kayaking

trekking

AFTER LISTENING

LANGUAGE FOCUS

Prepositions of movement

1. Read these examples from the text. It is possible to walk along the river, … and walk around the wonderful botanical garden. From above, you will see at the same time three volcanoes, the Pacific Ocean, and the river. 2. What do the words in bold indicate? 3. Read and complete: Prepositions are the words that we use to indicate location or movement. __________, __________ and_ _ _ _ _ _ _ _ _ _ are prepositions of movement. They indicate in what direction the action is performed.

along

x

x

above

round around about

10.Look at the pictures and complete the sentences with the correct preposition.

AFTER LISTENING __________________________ LANGUAGE FOCUS - Prepositions of movement 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 the students to revise the examples from the text, paying special attention to the words in bold. 2. Help them find the answer to the question, but don’t take an active part. Answers: The words in bold indicate location or movement. 3. Students complete the statement. Check orally. Answers: along; above; around.

bus

a. The plane is flying __________ the world. b. The plane is flying __________ the clouds. c. The people are riding _ _ _ _ _ _ _ _ _ _ the river.

54

UNIT 2

Did you know that… Let students read this section on their own and share comments in their groups. For more information on the Did you know that… section see page 7 of the Introduction. 10. + The students look at the pictures and complete the sentences with a preposition from the Language Focus. (L.A: to consolidate a language item). Answers: a. around. b. above. c. along.

11. + 24 First play the recording and ask the students only to listen. Then play the recording again for students to repeat each pair of words, paying special attention to the pronunciation of the first sounds: / d / complete contact between the front part of the tongue and the alveolar ridge, releasing the air suddenly; / D / close contact between the front part of the tongue and the upper teeth, releasing air with friction. (L.A: to distinguish and produce two English phonemes).

11.

12.

UNIT 2

89 Listen and repeat. Pay attention to the different initial sounds of the words. Dan

-

than

day

-

they

did

-

this

does -

thus

doze

those

-

14. + FL Encourage fast learners to decipher the code and find out the name of eight outdoor activities. You can also ask them to bring some pictures illustrating these activities, as homework for the following class. (L.A: to consolidate key words). Answers: a. rappelling. b. parachuting. c. snowboarding. d. surfing. e. motorcross. f. windsurfing. g. parapenting. h. luge. See Background Information at the end of the Unit.

Complete this dialogue with your partner. Listen, check and then, role-play it in front of the class.

A: How can you __________ to Valdivia from this city? B: You can take a

or you can go by

A: Can I _________ by

.

?

B: Sure! But you can’t _________

or _________

.

13.Wo rk with your partner. He/she must draw as you give oral instructions following the examples given in exe rcise 10. Change roles. Examples:

REFLECTIONS

There are ___________ along ____________________ .

What did I most enjoy in this lesson?

There is ___________ at _________________ .

What can I do to do better in the next unit?

There _________ a _________ around the ___________ . There are _________________. There __________________________. 14. FL Use the image code to find out the names of more outdoor activities.

a =

e =

a. r

pp

b. p

r

c. sn

wb

d. s

rf

i =

ll

o =

e. m

ng

ch

t rd ng

u =

ng

t

f. w

ng g. p h. l

cr nds

r

p

ss rf nt

ng ng

g

WELCOME TO MY COUNTRY

12. + 25 Form pairs and ask students to complete the dialogue using the clues in the pictures. Play the recording once for them to check and then again for them to listen and repeat. Choose some pairs of students to act the dialogue in front of their classmates. (L.A: to imitate a model). Answers: A: How can you go to Valdivia from this city? B: You can take a bus or you can go by plane. A: Can I go by car?

55

B: Sure! But you can’t take the train or a ship. 13. +++ Students work in pairs giving and receiving instructions to make a drawing using the prepositions they saw in this lesson. Explain how to follow the examples given. Make sure they change roles, so that both students in a pair give and receive instructions. The students check the exercise by showing the drawings to their partners. (L.A: to exchange information).

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. The students read the questions and reflect about: a. the aspects of the lesson they found more useful or interesting. b. the actions they can take to improve their performance in the future.

UNIT 2

90

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

‘

___________________________ ___________________________ ___________________________ ___________________________ ___________________________ ___________________________ ___________________________ ___________________________ ___________________________ ___________________________ ___________________________ ___________________________ ___________________________

Kelly, Matt and the Time Machine Help students remember what they know about the characters and the situation in the previous episode: Kelly and Matt Hardrock came to Chile to visit their father and meet their Chilean cyber-friend Ignacio. They found a strange box, pushed the handle and something strange happened. Encourage students to read this episode on their own and invite them to summarize it, in Spanish, if necessary.

UNIT 2

91

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

UNIT 2

92 SYNTHESIS In this unit, did I learn...

TEST YOUR KNOWLEDGE R E A D I N G : VA L PA R A Í S O

READING ·to relate content with previous knowledge? When? ·to infer meaning of words from the context? In which text? ·to identify the type of text? Which was it?

1. Read the text and put a tick (co rrect inform ation) or a cross (inco rre ct information), next to the following sentences.

LANGUAGE ·to recognize professions? Which? ·to use the Past Simple Tense? To do what? ·to use question words? Which?

VALUES ·to appreciate our culture and traditions? With what texts?

58

SYNTHESIS Revise the contents of Unit 2 with your students and help them to analyze and reflect on which exercises and activities helped them achieve the learning outcomes.

TEST YOUR KNOWLEDGE Explain to the students that the purpose of this section is to help them revise contents and evaluate their performance in the whole unit. Read the instructions

a. b. c. d. e.

5 pt s

____ It is far from the sea. ____ It is a place with a lot of hills. ____ It is a city with cultural attractions. ____ It is a good place for shopping. ____ You can use different means of transport.

2. Read the text again and complete the diagram.

4 pt s

Activities you can do _______________ _______________ _______________

Places you can visit _______________ _______________ _______________ VALPARAISO

Things you can buy _______________ _______________ _______________

Birds you can see _______________ _______________ _______________

UNIT 2

and make sure they all understand what they are expected to do in each activity. Encourage them to give honest answers in order to detect their strengths and weaknesses. Check students’ results and revise any points that the majority of them had problems with. Answers READING – VALPARAÍSO 1. a. ✘. b. ✔. c. ✔. d. ✔. e. ✔. 2. Places you can visit: main square, famous museums, ship replica, hills, the harbor. Things you can buy: antiques, typical products, souvenirs.

Activities you can do: use the funiculars, go to the harbor, see sea birds, take a ride on carriages, rent bicycles. Birds you can see: pelicans, seagulls, pigeons. LISTENING – VISITING ANOTHER CITY 26 3. a. 4. a. iii. b. i. c. iii. d. i. Language 5. a. musician. b. painter. c. writer. d. sailor. 6. when, did, play, did, win.

SELF-EVALUATION

LISTENING: VISITING ANOTHER CITY

3.

Listen and identify the purpose of the conversation. a. To give information. c. To request information.

4.

2 pt s

b. To give instructions. d. To make an invitation.

Listen again and choose the best alternative to complete the sentences.

Check your pro gress in this unit m a rking the box that is true for you. 4 pt s

a. Tom tells his friend that he is going to stay i. 2 months. ii. 2 weeks. iii. 2 days. b. Tom’s bus arrived in the i. morning. ii. afternoon. iii. evening. c. He is going to his uncle's place on i. Friday. ii. Sunday. iii. Monday. d. He is going back to his city by i. bus. ii. train. iii. car.

reading I can understand instructions. I understand the general idea(s) of texts. I can make and check predictions. I can identify specific information.

LANGUAGE 4 pt s

5. Read the descriptions and write the jobs. a. My father plays many musical instruments. M __________________ b. Leo paints beautiful pictures.

I recognize words in movies, songs, etc. I can identify a sequence of information.

P __________________ c. Alice writes interesting novels. W __________________ d. Those peoples sail through the south channels.

language

S __________________

I can give examples. I can relate a topic with vocabulary.

6. Complete the following dialogue in the Past Tense using the words in the box. did

did

win

play

5 pt s

I can solve puzzles and play games.

when

speaking / writing

A: _____ _____ Jim and Billy ____________ football? B: Yesterday. A: ____________ th ey ____________? B: No, th ey lost .

I can talk and write about my country. I can reproduce short dialogues.

ORAL EXPRESSION

p r o j e c t / g r o up w o r k

7. Answer these questions. Then role-play a conversation with your classmate. 3 p ts

a. Where do you live? b. What do you do in your free time? c. When is your birthday?

0-6 Keep trying

listening I can follow instructions. I understand the general idea(s) of spoken texts.

Great!

Not too bad

Help!

7 - 13 Review!

1 4 - 21 Well done!

22 - 27 Excellent!

Did I like to work in a group? Was the topic interesting? Did I work more than my partners?

to tal score 27 p ts

WELCOME TO MY COUNTRY

ORAL EXPRESSION Motivate students to evaluate their partner's performance seriously and honestly.

59

SELF - EVALUATION The purpose of this section is to allow students to reflect on their strengths and weaknesses. Encourage them to give honest answers and show interest in their results.

UNIT 2

93

UNIT 2

94

TRANSCRIPTS LISTENING - HIGH AND DRY

13

Presenter: This is our section “Travel blogs” with our reporter Jim Robinson. Where are you this week, Jim? Jim: Hi! I’m in the middle of the Atacama desert, in the north of Chile, at 2,600 meters above sea level. I’m with two young visitors. What are your names and where do you come from? Ari: Hello, I’m Ari Richardson and I come from Durango, USA. Tracy: My name is Tracy Coward and I’m from Liverpool, England. Jim: How did you arrive here? Tracy: I arrived here after a 20-hour bus journey from the capital, Santiago. Jim: And you, Ari? Ari: I came by car from Antofagasta. Jim: Do you like San Pedro? Tracy: Oh, yes! I love it! Everything is made from clay, even the church! Ari I like it very much too, but I prefer the geysers at El Tatio. Jim: Where is El Tatio? Ari: About 100 kilometers from here. I got up at 3 in the morning to go there! Jim: Tell us about the places you visited, Ari. Ari: I went to the Valle de la Luna. We walked for about two hours to watch the sunset over the valley. And it started to snow! It was so strange to see snow in the desert! Jim: And you, Tracy? Tracy: I went into the desert with a guy who works for the NASA. He pointed out constellations and planets with a laser pointer. We could see the rings of Saturn and we took amazing photos of the moon through his telescope. We didn’t get back until after 5 am. Jim: Thank you, friends. Next week …

Pronunciation

14

Listen and repeat. Pay special attention to the ending of the verbs. answered – arrived – helped – listened – prepared – recognized – studied – talked – traveled – walked – worked completed – pointed – repeated – started – visited 15

Oral practice A: B: A: B: A: B:

Where are you from? I’m from Scotland. How did you arrive here? I took a bus from the capital. Do you like this place? Oh, yes! I love it!

READING - LA TIRANA FESTIVAL Pronunciation

16

Listen and repeat. Pay special attention to the beginning of the words. where who

Oral practice A: B: C: D: E:

why

when whose

17

What do you do for your birthday? Where do you go on holiday? When do you study for the tests? What do you do on Sundays? Where do you go in summer?

what whom

UNIT 2

95

LISTENING - THE PEOPLE OF THE LAND

18

Guide: In Chile, nearly 700,000 people belong to an indigenous group. They represent 4.6% of the total population. Kelly: Do they belong to the same group? Guide: There are eight indigenous groups. Matt: Which one is the most important? Guide: Well, the Mapuche, or people of the land, represent 87.3% of the indigenous population. Kelly: Do they live in this area? Guide: No. They live in the Bio-bio, Araucanía and Lakes regions. Matt: Who are the original people of this region? Guide: Here in the south, the Alacalufes, the Onas, and the Yámanas. Matt: What can you tell us about the Alacalufes? Guide: They were hunter nomads and sailed in their canoes through the south channels. They ate marine mammals and molluscs. Kelly: How did they hunt the animals? Guide: They used harpoons, the same as the Yámanas who were also sailors and nomads. Matt: Did they live in the same area? Guide: The Yámanas lived between the Strait of Magellan and Cape Horn. Matt: What about the Onas? Guide: They were also hunters and nomads. They lived in Tierra del Fuego and ate the guanaco and molluscs. All the groups of the region had an important spiritual life. They celebrated many ceremonies and rituals and they wore masks, painted their bodies and danced… Any other questions? Pronunciation

Oral Practice Kelly: Guide: Matt: Guide: Kelly: Guide: Matt: Guide: Kelly: Guide:

20

Where did the Alacalufes sail? They sailed through the South channels. What did these indigenous people eat? They ate molluscs and seafood. Did the Onas have an important spiritual life? Yes, they did. What did the Onas do in their ceremonies? They wore masks and painted their bodies. Did the Yámanas use harpoons? Yes, they did.

READING - FROM CHILE TO THE WORLD Pronunciation

21

First only listen to the tongue twister and then listen and repeat. If Stu chews shoes, should Stu choose the shoes he chews? If Stu chews shoes, should Stu choose the shoes he chews? If Stu chews shoes, should Stu choose the shoes he chews? Oral practice

22

A: B:

What do you call a person who paints pictures? A painter!

A: B:

What do you call a person who plays football? A football player!

A: B:

What do you call a person who sails ships? A sailor!

A: B:

What do you call a person who looks after people’s teeth? A dentist!

19

First only listen to the tongue twister and then listen and repeat. Mr. Tongue Twister tried to train his tongue to twist and turn, and twit and twat, to learn the letter T. Mr. Tongue Twister tried to train his tongue to twist and turn, and twit and twat, to learn the letter T. Mr. Tongue Twister tried to train his tongue to twist and turn, and twit and twat, to learn the letter T.

UNIT 2

96

LISTENING - VISITING THE SOUTH Guide:

Guide:

Guide:

23

…During this tour, we’re going to visit the most typical and important places in Valdivia. Let’s start our trip! On your left, you can see the Calle-Calle river. After the tour, you can walk along the river, or take a boat or a kayak. Now, on your right, you will see the fluvial market, with our local variety of fish and fruit. We’ll stop now to visit the market pets, the sea lions! OK, across from the market you can see a bridge. After we cross it, we will see the Universidad Austral, on the right; we’re going to visit it and walk around the botanical garden. Good news! We’ll finish our tour in the market, where you can find some typical restaurants and try the Curanto, a typical dish made with seafood, meat and potatoes. Ah! Just one more thing before we go to have lunch: If you want to rent a horse in the Fundo Teja Norte, or buy a ticket for a rafting experience, just contact us. You can also try canopying, kayaking, hiking, and trekking. Our city offers a lot of possibilities for practicing sport adventures.

Pronunciation

24

Listen and repeat. Pay attention to the different initial sounds of the words. • Dan • day • did • does • doze

• than • they • this • thus • those

Oral practice A: B: A: B:

TEST YOUR KNOWLEDGE Listening - Visiting Another City George Tom George Tom

Hello. Hi, George. This is Tom. I’m visiting my grandmother. Tom, hi! How are you? Fine. We arrived here today. The bus arrived at 5:15 in the morning George Five in the morning! Tom Yes, really early, so we’re in the city and we are going to stay here for two nights. George Oh, where? In a hotel? Tom No, we’re in my grandmother’s house now. On Monday we are going to move to my uncle’s place. George And when are you coming back? Tom On Friday. We are going to go to the bus station and get the earliest bus. My cousins are coming with me. And how are things over there? How’s Patricia? I tried to ring her yesterday but she didn‘t answer… (fade)

LISTENING TEST - INTO THE ATACAMA Alan: Paul: Alan: Paul: Alan: Paul: Alan: Paul: Alan: Paul:

25

How can you go to Valdivia from this city? You can take a bus, or you can go by plane. Can I go by car? Sure! But you can’t take the train or a ship.

26

Alan: Paul:

Alan:

27

So, Paul, where did you go last summer? I visited the Atacama desert, in the north of Chile. How did you get there from Antofagasta? I went on a bus tour. Did you like it? Yes! Did you know that for miles there are no people and that it never ever rains in some areas? Did you visit any special places in the desert? I went to an astonishing oasis town. Its called Peine. What did you find there? Well, let me see … first, the amazing ruins of a city from the time of the Spanish conquerors, where you could see the oldest church in Chile! Really! Also, there is a natural pool made out of the rocks. That is the place where all the locals meet. And of course, Los Flamencos National Reserve. There, we saw hundreds of flamingos and other local bird species. Wow!

ERROR ALERT! LISTENING - HIGH AND DRY Language Focus The simple past form of regular verbs ends in -ed. Most verbs are regular, but many common verbs have irregular past forms. For example: be= was, were; become= became; buy= bought; shoot= shot; think= thought; keep= kept, etc.

READING - LA TIRANA FESTIVAL Exercise 9 Help your students with the pronunciation of the sound / w /; they must try to avoid producing a Spanish / g / sound; a comparison with Spanish huaso, hueso, huelga,huerto, etc. may help.

LISTENING - THE PEOPLE OF THE LAND Language Focus Warn students that questions in the Simple Past use the auxiliary did, and the verb in infinitive without to. Did he pass the exam? Correct He passed? Incorrect Did he passed? Incorrect

READING - FROM CHILE TO THE WORLD Language Focus Tell students to try and learn professions in groups of similar words, with pictures, etc., but not the words in isolation. There are some common suffixes in professions, such –er (teacher, lawyer, gardener, etc.) and –ist (pianist, dentist, scientist), but there are also some less usual ones, like –ant (accountant, shop assistant, civil servant, flight attendant), -man (postman, fireman, dustman, barman, fisherman), -ess (waitress, hostess, Headmistress), -ive (representative, detective), -ee (trainee, employee, etc.).

UNIT 2

97

UNIT 2

98

BACKGROUND INFORMATION 1 Tradition Memorial Day is a United States federal holiday that is observed on the last Monday of May (observed in 2008 on May 26). It was formerly known as Decoration Day. This holiday commemorates US men and women who have died in military service to their country. It began first to honor Union soldiers who died during the American Civil War. After World War I, it was expanded to include those who died in any war or military action. 2 Mahani Teave's latest presentations: • Teatro Municipal de Temuco, Chile, Mayo 2007. • Santiago and Valparaíso, Chile, Enero 2007. To find updated information on Mahani's presentations, visit: http://www.mahaniteave.com 3 Luge Luge is the name of a sport whick involves racing with sleds. It is a competition in wich these sleds race against a timer. It originated in Switzerland, in the mid-to-late nineteenth century. It was included in the Olympic Winter Games in 1964.

PHOTOCOPIABLE MATERIAL

99

COMPLEMENTARY ACTIVITIES LESSON 2: LA TIRANA FESTIVAL

1. In pairs, use the clues provided to ask and answer questions to complete the missing information in each paragraph.

STUDENT A

STUDENT B

The Yi people in (2) ___________have a holiday called (3) __________ every year from August 5 to 8. Why do we have this holiday? Because we have a myth, (6) _________________, Yi people had a wrestling competition. One Yi person was very strong and kind but he did something to the devil, so the devil sent lots of locusts to the area and destroyed the crops. (7)_________ guided the Yi people. He told them to hold torches to kill the locusts. So, the Yi people killed all the locusts. The Yi people still have this holiday. It’s very important, even though there are no locusts anymore. When everybody holds the torches (10) _______, the streets look like a fire dragon. The view is great. Lots of people come to our area to enjoy the friendly Yi people’s Torch Day.

(1)___________ in China have a holiday called Torch Day (4) ____________. Why do we have this holiday? Because we have (5) ____________.Three thousand years ago in August, Yi people had a wrestling competition. One Yi person was very strong and kind but he did something to the devil, so the devil sent lots of locusts to the area and destroyed the crops. Then Zhige Arlon guided the Yi people. He told them to hold torches to kill the locusts. So, the Yi people killed (8) ______.The Yi people still have this holiday. It’s very important, even though there are no locusts anymore. When everybody holds (9)________ at night, the streets look like a fire dragon. The view is great. Lots of guests come to our area to enjoy the friendly Yi people’s Torch Day.

Questions 2. Where … 3. What … 6. When … 7. Who… 10.When …

Questions 1. Who … 4. When … 5. Why … 8. What … 9. What …

LESSON 3: THE PEOPLE OF THE LAND

2. Stepping back in time - A day in the life of a Victorian family! You are going to find out about the Poslett family, who lived in Victorian England in 1874. a. Go on line and type www.victorians.org.uk/. The website is going to tell you all about their daily routine. b. Click on Day in the Life on the left hand side of the page, and this will show you their family tree. Find out about their daily routine by clicking on the days of the week on the left hand side of the page, and then answer the questions. i. What time did John get up on Monday? ii. What did Alice do on Tuesday when she got home? iii.What did Frank learn at school on Tuesday? iv. What did Elizabeth do on Saturday morning? v. What did all the family have on Sunday evening?

PHOTOCOPIABLE MATERIAL

100 LESSON 4: FROM CHILE TO THE WORLD

3. In your group, give clues to your partners and make them guess what you do. Don’t say the name of your profession!

ROLE CARD A You are an inventor. Last week you invented a machine that does English homework!

ROLE CARD B You’re a famous politician. You became president of your country and everybody thinks you were a very good president.

ROLE CARD C You are a ver y famous sailor. You sailed around the world and now you live on your boat.

ROLE CARD D er. You are a marathon runn rk You won the New Yo run marathon in 2007. You on en 30 km every day, ev ! Sundays. You are very tired

ROLE CARD E You are an artist. You are very poor because you only sell one painting ever y year.

ROLE CARD F You are a swimmer. You won two gold medals in the Sydney Olympics. You can swim 100 meters in 54 seconds!

ROLE CARD G You are a translator for the United Nations. You live in New York and can speak eight different languages, some of them African!

ROLE CARD H m You are a famous fil in director. You live ly Hollywood and make on le action films. Christian Ba are and Dwayne Johnson your best friends!

LESSON 5: VISITING THE SOUTH

4. Food vocabulary. Match the food in the box with the pictures.

a

b

c

d

e

f

g

h

i

j

k

l

m

n

o

apples bananas grapes

p

bread

lemon

pineapple

q

carrots

lettuce pumpkin

r

cauliflower

milk

onion

tomatoes

s

chicken

oranges

eggs peach

watermelon

fish

PHOTOCOPIABLE MATERIAL

101

EXTRA TEST READING - NICANOR PARRA, CHILEAN POET Nicanor Parra was born in 1914 in Chillan, a small town in the south of Chile. His father was a school teacher. In 1933 he entered the Instituto Pedagógico of the University of Chile, and got his degree as a teacher of mathematics and physics in 1938. Cancionero sin Nombre, his first book, appeared in 1937. After teaching in Chilean secondary schools, in 1943 he went to Brown University in the USA to continue his studies in physics. He returned to Chile in 1946. In 1952 Parra began to teach Theoretical Physics in Santiago. He created the so-called “anti-poetry” and he has read his poetry in England, France, Russia, Mexico, Cuba and the United States. He has also published several books, including one in collaboration with his great compatriot, Pablo Neruda. http://www.kalin.lm.com/parra.html

1. What kind of text is it? Circle the correct alternative. a. a short story b. a biography c. a piece of news d. an advertisement

1 pt

2. Read the text carefully and correct these sentences. a. Nicanor Parra is a Chilean painter. b. He is a teacher of languages. c. He studied pedagogy in Chillan. d. His father was a journalist.

4 p ts

3. Complete the table with the missing information.

7 p ts

Event

Year 1914

He entered the Instituto Pedagógico 1937 1938 He went to the U.S.A. 1946 1952

PHOTOCOPIABLE MATERIAL

102 LISTENING - INTO THE ATACAMA

27 1 pt

1. Listen to the recording and circle the correct alternative. Did Paul like his trip?

YES

NO

2. Listen to the recording again and identify the following information. a. Name of country :

__________________________________________

b. Name of town:

__________________________________________

c. Means of transport:

__________________________________________

d. Name of bird:

__________________________________________

3. Listen and complete.

4 p ts

4 p ts

a. Paul traveled to Atacama last __________________. b. He visited the oldest __________________ in Chile. c. The local people meet at a natural __________________. d. He could see flamingos and other __________________.

0 - 5 6 - 10 Keep trying Review!

ORAL EXPRESSION

HELP! (LESS THAN 50%)

NOT TOO BAD (50 – 70%)

11 - 15 16 - 21 Well done! Excellent!

to ta l score 2 1 p ts

GREAT (80 – 100%)

Prepare an interview with Nicanor Parra with your partner. Invent 5 questions. Role-play it changing roles.

UNIT 2

103

Answers COMPLEMENTARY ACTIVITIES 1. Student A: 2. Where do the Yi people have a holiday? 3. What is the name of the holiday? 6. When is this holiday? 7. Who guided the Yi people? 10. When do they hold the torches? Student B 1. Who has a holiday in China? 4. When do they have a holiday? 5. Why do they have this holiday? 8. What did they kill? 9. What do they hold? 2. i. He got up at 5:30 am. ii. She went shopping with Edwin. iii.He learnt reading, writing, arithmetic, geography, grammar, history. iv. She went to the market. v. They had a bath.

EXTRA TEST READING 1. b. 2. a. Nicanor Parra is a Chilean writer. b. He is a teacher of physics and maths. c. He studied in Santiago and the USA. d. His father was a school teacher. 3. YEAR EVENT 1914 He was born in Chillan. 1933 He entered the Instituto Pedagógico. 1937 His first book appeared. 1938 He got his degree as a teacher. 1943 He went to the USA. 1946 He returned to Chile. 1952 He began to teach in Santiago.

LISTENING

27

1. Yes 2. a. Chile. b. Peine. c. tourist bus. d. flamingo. 3. a. summer. b. church. c. pool. d. birds.

3. Communicative activity. 4. a. eggs. b. milk. c. lettuce. d. bread. e. carrots. f. onion. g. fish. h. pumpkin. i. tomatoes. j. cauliflower. k. apples. l. bananas. m. oranges. n. pineapple. o. watermelon. p. chicken. q. lemon. r. grapes. s. peach.

ORAL EXPRESSION Check that your students properly use the interrogative form and vocabulary related to the topic.

UNIT 3

104

SUGGESTED YEAR PLANNING UNIT 3 THE WORLD OF SPORTS Minimum Obligatory Contents Topic Sports and sports events Listening Comprehension Morphosyntactic Elements • Past Simple Affirmative, Interrogative and Negative. • Past Continuous. • Present Perfect. • Comparatives. Strategies • To use previous experience and knowledge of the topic. • To identify key words to get the general idea. • To use the context, mimicry and familiar words to infer the possible meaning of new words. • To relate new and old information. • To discriminate phonemes that can interfere with comprehension. • To relate oral and written versions of words, phrases and sentences. • To integrate written expression by writing words in order to consolidate key thematic vocabulary. • To integrate oral and written expression through the use of short phrases and sentences to show listening comprehension. Reading Comprehension Direct language Morphosyntactic Elements • Past Simple Affirmative, Interrogative and Negative. • Past Continuous. • Present Perfect. • Comparatives.

Strategies • To use context and previous knowledge of the language to predict development of the text. • To skim a text to get the general idea. • To scan the text in order to identify specific information. • To relate explicit information to make simple inferences. • To use lexical knowledge to infer the meaning of new words. • To look up meaning of key words in the dictionary. • To integrate written expression to consolidate key lexical and grammatical items. • To integrate the oral and written version of words and sentences to learn their pronunciation and spelling. • To use Spanish to show understanding when necessary. Oral Expression Communicative functions • To exchange personal information. • To give instructions. Morphosyntactic elements • Simple Past Affirmative, Interrogative and Negative. • Past Continuous. • Present Perfect. • Comparatives. Lexical Elements • 500 high frequency words in oral texts. Pronunciation • English phonemes. Strategies • To regularly use everyday fixed phrases and sentences in personally relevant contexts.

• To use high frequency words and the thematic vocabulary of the level in personally relevant contexts. • To use expressions associated with the communicative functions of the level in personally relevant contexts. • To integrate listening as basic input for interaction. • To integrate reading as a source of information to produce oral texts. • To discriminate, imitate and repeat phonemes. • To relate written and spoken version of sounds to identify and incorporate pronunciation patterns. Written Expression Morphosyntactic Elements • Past Simple Affirmative, Interrogative and Negative. • Past Continuous. • Present Perfect. • Comparatives. Include punctuation marks such as: period and capital letters. Include 300 most frequent words in written texts. Strategies • To imitate models to write own sentences. • To use connectors to link sentences coherently. • To write answers to questions. • To replace information in model texts with personal information.

UNIT 3

105

Learning Abilities

Expected Outcome

Attitudes

Resources

Evaluation

Time

• To match oral text with visual clues. • To discriminate sounds. • To identify speakers. • To predict content from pictures. • To use previous knowledge to predict content. • To discriminate between correct and incorrect information. • To infer topic from cognates. • To write a short paragraph about a favorite sport. • To use new vocabulary. • To prepare a summary. • To ask and answer questions. • To play games. • To talk about personal experiences.

• Acquisition of vocabulary related to sports and physical exercises. • The use of the Past Continuous and comparative adjectives. • Make comparisons. • Effective and efficient use of writing skills as a means of communication.

• Appreciate and value the role of sports and physical activities for our health. • Acceptance and respect for disabilities and disabled people.

• Internet articles and web pages. • Encyclopaedia entries. • Reports about personal experiences.

Reflections • Metacognition Minitests • Listening • Reading • Language Synthesis Test your Knowledge • Listening • Reading • Language • Oral expression Self-evaluation Reading and Listening tests Observation sheets Rubrics

• 20 class hours for the main body of text. • 3 class hours for evaluation. • 3 class hours for consolidation and complementary activities. • 1 class hour for cartoon strip section.

UNIT 3

106

UNIT 3

UNIT 3

THE WORLD OF SPORTS IN THIS UNIT YOU WILL USE THE FOLLOWING TEXT-TYPES: Reading • Internet article • Encyclopaedia article • Web page Listening • A conversation • Personal reports

YOU WILL DEVELOP THESE ABILITIES Listening • To match oral text with visual clues. • To discriminate sounds. • To identify speakers. Reading • To predict content from pictures. • To use previous knowledge to predict content • To discriminate between correct and incorrect information. • To extract specific information from a text. • To infer topic from cognates. Writing • To write a short paragraph about a favorite sport. • To use new vocabulary. • To prepare a summary. Speaking • To ask and answer questions • To play games • To talk about personal experiences

YOU WILL LEARN THE FOLLOWING LANGUAGE

YOU WILL PAY SPECIAL ATTENTION TO THESE VALUES:

• • • •

• Appreciation of the role of sports and physical activities for our health • Acceptance and respect for disabled people

Words that have similar meaning Comparative adjectives Past Continuous tense Words related to sports, paralympic sports and outdoor activities

UNIT 3

107

THE WORLD OF SPORTS IN THIS UNIT YOU WILL USE THE FOLLOWING TEXT-TYPES:

YOU WILL DEVELOP THESE ABILITIES:

READING ·An Internet article. ·An encyclopedia article. ·A web page.

LISTENING ·To match oral texts with visual clues. ·To discriminate sounds. ·To identify speakers.

LISTENING ·A conversation. ·Personal reports.

YOU WILL LEARN THE FOLLOWING LANGUAGE: ·Words that have similar meaning. ·Comparative adjectives. ·Words related to sports, paralympic sports and outdoor activities. ·The Past Continuous Tense.

READING ·To predict content from pictures. ·To use previous knowledge to predict content. ·To discriminate between correct and incorrect information. ·To infer the topic from cognates. ·To extract specific information from a text.

WRITING ·To write a short paragraph about a favorite sport. ·To use new vocabulary. ·To prepare a summary.

SPEAKING ·To ask and answer questions. ·To play games. ·To talk about personal experiences.

IAL Y SPEC VALUES: ILL PA E YOU W N TO THES TIO sports ATTEN role of of the s for our e ciation ·Appre ysical activiti and ph ect for . sp h lt re a e d h n tance a ·Accep d people. disable

GETTING READY 1. Look at the pictures of these different sports. Can you identify them?

Olympic Sports

Not Olympic Sports

2. Two of the sports in the pictures are Olympic sports and two of them are not. Write their names under the corresponding column. 3. With your partner, add the names of some more sports to each column.

61

GETTING READY 1. Introduce the unit drawing students’ attention to the pictures. Ask them to identify them. Answers: surfing; hockey; chess; golf. 2. Two of the sports in the pictures are Olympic sports and two of them are not. Ask students to write their names under the corresponding column in the chart. Answers: Olympic: hockey, golf. Not Olympic: chess, surfing.

3. Ask students to add the names of some more sports to each column. Answers: may vary. See Background Information at the end of the unit.

UNIT 3

108 ANCIENT GREEK GAMES

Lesson 1

BEFORE READING Practicing sports is my favorite activity. My dream is to participate in the Olympic Games. What do you know about the origin of these games?

BEFORE READING 1. + Start a conversation about sports. Ask your students to answer questions in groups and then invite them to share their experiences with their classmates. Allow Spanish if necessary. (L.A: to talk about personal experiences). Answers: may vary according to students’ experiences.

1. Answer these questions in your group. a. Do you practice a sport? Is it an Olympic sport? b. Have you participated in sport competitions? Where? 2. Read what Dan says and answer his question. 3. Look at the picture in the text. What country is it related to? 4. Read the title of the text. What is it about? Choose a topic from the list. a. Favorite pastimes b. Sports and competition c. Children's favorite activities 5. In your group, make a list of familiar words you expect to find in the text. Then, classify them in the categories below. sports

games spectators

READING

7. Read the text quickly. Did you choose the right topic in exercise 4? 8. Read the text again and check if you find the words in your list. k

Gree

5. +++ Invite students to make a list of familiar words they expect to find in the text. Then, ask them to classify the words in categories.

9. Read the text again and identify which paragraph is about: a. ___ Place of origin

olive

n crow

b. ___ Participants c. ___ Types of sports

nt leme

d. ___ Prizes

sett

t

sprin

tent

62

4. +++ Ask students to read the title of the text. Then, tell them to make inferences about the topic. Do not check answers at this point. (L.A: to infer topic of a text from titles).

winners

6. Study the words in the Pictionary with a partner.

2. ++ Now, invite students to read Dan’s questions. Brainstorm students’ ideas about the origin of the Olympic Games. It would be a good moment to remind students that Dan is one of Kelly Hardrock’s friends, and the one who is a sports fan. Invite students to deduce the reason he is introducing the contents of the lesson. (L.A: to use previous knowledge to understand the topic of a text). Answers: Will vary. See Background Information at the end of the unit. 3. ++ Tell the students to look at the picture. Ask them if they can relate it to a country. (L.A: to use visuals to infer content of a text).

athletic competitions

UNIT 3

(L.A: to use cognates to predict content). 6. ++ Refer students to the Pictionary section before reading the text. Make sure all of them understand the meaning of the words. (L.A: to relate pictures and meanings). PICTIONARY Greek: griego/griega Settlement: poblado, asentamiento sprint: carrera tent: carpa olive crown: corona de olivo

READING 7. + Ask students to read the text quickly and confirm or correct their predictions in exercises 3 and 4. Remind students that this first reading is only to check their ideas. They do not need to understand every single word. (L.A: to use scanning to get the general content of a text). Answers: 3. Greece; 4. b.

UNIT 3

109 ANCIENT GREEK GAMES A. The Greeks took games of all kinds very seriously, but especially physical athletic competitions. There were a lot of athletic competitions in Greece. The most famous of these were the Olympic Games. B. Olympia was an ancient settlement in Greece where the Olympic Games started. The games were in honor of Zeus, King of the Gods. The games were part of a great five day festival held every four years. C. The first Olympic Games were in about 776 BC. D. In those days the only event was a short sprint, from one end of the stadium to the other. Over the years there were four days of many different competitions. E. Young men from rich families didn't have to work and met at the Olympic Games. They competed for prizes and for the favor of the gods. F. The events were the same kind as in the Olympics today: running, jumping, throwing the javelin, throwing the discus, horse racing, the marathon. But the competitions were only for men. G. The spectators came from all over Greece to watch the events. They had to pitch their tents or sleep outside. Only men, boys and unmarried girls attended the Olympic Games. H. Winners won crowns of sacred olive branches.

Taken and adapted from http://www.bbc.co.uk/schools/

10.Read the text once more and choose the correct answer. a. Where did the Ancient Olympic Games take place? i. In Olympia ii. In different cities in Greece iii.In different countries b. What was the only sport event in the first Olympics in 776 BC? i. A boxing match ii. A horse race iii.A short race c. How often did the Ancient Olympics take place? i. Every year ii. Every two years iii.Every four years d. What did the winners of sports events get? i. A gold medal ii. An olive crown iii.Money THE WORLD OF SPORTS

8. + Now the students read the text again, this time more carefully, and see if they find the words from their list in exercise 5. (L.A: to apply skimming to identify information in a text). 9. ++ The students read the text again and identify the content of each paragraph. (L.A: to identify general information in a text). Answers: a. - B. b. – E. c. – D. d. – H.

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10. +++ Ask students to read the text again if it is necessary, and then to choose the correct answer for each question. (L.A: to identify specific information in a text). Answers: a. – i. b. – iii. c. – iii. d. – ii.

UNIT 3

110 AFTER READING

11.

In pairs, complete the following dialogue between Dan and a friend with your own ideas. Then role-play it in front of your classmates.

Friend: Hi, Dan. What did you do last Saturday?

AFTER READING

Dan:

I took part in ____________________________.

Friend: Really? Did you win a prize? Dan:

11. +++ 28 The students work in pairs and complete the dialogue with their own ideas. Encourage them to act their dialogues in front of their classmates. (L.A: to talk about personal experiences related to sports). Answers: Will vary according to students’ experiences. 12. + 29 Pronunciation. Invite students to find the correct pronunciation of the verbs in the labyrinth. Then play the recording and make them check their answers and repeat the verbs. (L.A: to discriminate sounds).

12.

I was the winner in the ___________. I got ____________!

Listen and practice. Notice the pronunciation of the endings of the verbs.

/id/

Did you know that … all wars stopped for one month every four years, because of the Ancient Olympics?

/t/

/d/

13.Find the words in bold in the text and replace them with a synonym from the box. celebration

divinities

put up

single

wealthy

LANGUAGE FOCUS

13. ++Ask the students to find the words in bold in the text, and then to replace them by a word in the box. (L.A: to recognize specific information in a text). Answers: festival= celebration; rich= wealthy; gods= divinities; pitch= put up; unmarried= single See Error Alert!, at the end of the unit. Did you know that… Let students read this section on their own and share comments in their groups. For more information on this section see page 7 of the Introduction.

1. Read this sentence from the text.

Young men from rich families met at the Olympic Games and competed for prizes and for the favor of the gods. 2. Which words would you use to replace the words in bold? 3. Complete the statement: Words that have the same meaning are __________________________.

64

UNIT 3

Answers: synonyms. Synonyms are different words with identical or at least similar meanings. Words that are synonyms are said to be synonymous, and the state of being a synonym is called synonymy. __________________________

__________________________ LANGUAGE FOCUS – Synonyms Remember that this section is designed to help students revise or discover a particular language item. The activities are meant to promote independent learning, so help, guide and check them, but do not provide the answers.

Synonyms

14. + Refer students to the Language Focus and invite them to find the synonyms of the words in the Word Search puzzle. Allow them to use a dictionary if necessary.

(L.A: to apply a new language structure). Answers:

UNIT 3

111 14.Find the synonym of the words in the box in the Word Search Puzzle. Use a dictionary if necessary. award

coliseum

competition

holy

D O N A V P P R M Q X W M M D

H R V A A A H B H L U J U R R

Z Z B L T T G G V A L S U G T

M E G D G G U U T N E V E L B

F J R V F F I L O L D B P Y Z

I I H C G D Y Z A E Z E W Q Z

S R Z T A S G X W K V F X X W

J P S C P P G X M N E R G X D

H P E R J J O F H T V R K Y U

E F I C A A X O T I A C B E X

E R O P R A Q V L B X U V S I

take part

V A O Z T T T A S B D O M G D

G T Z P S S F O M V P M U H D

L P S B S S P R R M C A V C G

viewer

What were the main problems I had to complete a summary?

b. how much they related their previous knowledge to do the task.

How much did I need the teacher's assistance to do the task?

Z F Q C O M P E T E W F C W F

16. FL Invite fast finishers to complete the diagram about Ancient and Modern Sports. (L.A: to use previous knowledge to solve a task). Answers: Ancient Sports: chariot racing; running in armour; Modern sports: swimming; long jump; high jump Ancient and modern sports: discus; horse racing; marathon; javelin; 100 meter sprint; boxing This is a list of Ancient Olympic Events: Boxing, Equestrian events, Chariot racing, Riding, Pankration, Pentathlon, Discus, Javelin, Jump, Running, Wrestling.

15.Complete this summary of the text in your notebook. The Olympic Games started in ________ (place) in ________ (year). They were in honor of ________. At the beginning, there was only ________. The competitors were ________ and they won ________. The spectators were ________ and ________ that came from ________. 16. FL Read the names of sports in the box. Put them in the correct section of the Venn diagram. boxing

chariot racing

horse racing running in armor

javelin

discus long jump

100 meters sprint

high jump marathon swimming

Ancient Sports

Modern Sports

Ancient & Modern Sports THE WORLD OF SPORTS

COMPETE: take part EVENT: competition PRIZE: award SACRED: holy SPECTATOR: viewers STADIUM: coliseum 15. +++ Encourage students to copy and complete the short summary in their notebooks with the missing information from the text. Check orally. (L.A: to organize information to elaborate a summary). Answers: Greece; about 776 BC;

65

Zeus; short sprint; young men; olive crowns; men and unmarried girls; all over Greece. REFLECTIONS The purpose of this activity is to help students reflect on their learning process and to raise their awareness of how they develop their own learning strategies to become more effective learners. The students read the questions and identify: a. the main problems they had in organizing information to complete a summary.

UNIT 3

112 THE FIRST MARATHON

Lesson 2

BEFORE LISTENING

1. In groups discuss these questions.

BEFORE LISTENING My brother Matt is training to compete in a very hard race. Can you guess what race it is? a. A marathon. b. A short distance race. c. A long distance race.

1. + Ask the students to form groups and discuss questions a. and b. Then, invite one student to share their comments with the other groups. (L.A: to use previous knowledge to involve into the topic of the lesson). Answers: Will vary according to students’ experiences.

4. +++ Now, students read what Kelly says and answer her questions. Draw students’ attention to the phrase “very hard race” and ask them to give examples of this kind of competition. (L.A: to use previous knowledge to make predictions).

2. Look at the map and find the countries and cities in the box. Do you think it is possible to run from Marathon to Athens? And to Sparta? Athens

2. + Ask students to look at the map and to locate the places in the box. Invite them to reflect on the possibility of running between Marathon and Athens, and between Marathon and Sparta. Before doing the task, you may need to share some additional information and geography facts with your students. (L.A: to use previous knowledge to infer content). See Background Information at the end of the unit. 3. ++ Tell your students that they are going to listen to a recording about a man called Pheidippides. Brainstorm students’ predictions about his nationality. (L.A: to predict content from previous knowledge). See Error Alert!, at the end of the unit.

a. Do you run fast? b. When do you think you would run the fastest? i. to escape from a fight or war? ii. to carry a message or news to someone iii.to win a sport competition iv.other ____________________________

Sparta

Marathon

Greece

y

arm

hill

plain

3. You are going to listen to a recording about a man called Pheidippides. Can you guess what nationality he is? a. Spartan

b. Persian

c. Greek

4. Read what Kelly says and answer her question. war

66

5. Study the words in the Pictionary.

UNIT 3

5. + Draw students’ attention to the words in the Pictionary. Make sure all of them understand their meaning. Allow the use of a dictionary if necessary. (L.A: to relate words and pictures). PICTIONARY Plain: planicie Army: ejército War: Guerra Hill: colina

LISTENING 6. + 30 Ask the students to listen to the recording and check their predictions in exercise 3. Remind them that this first listening is only for them to confirm or correct their predictions. They do not need to understand every single word. (L.A: to get the general meaning of a text). Answers: b.

UNIT 3

113 LISTENING

6.

Listen to the recording. Can you identify the speakers in the conversation? a. A professional marathon runner and a coach. b. Students and a teacher. c. A messenger and Greek men.

7.

AFTER LISTENING

Listen again and fill in each blank with the best alternative. a. There was a big war in __________ BC. i. 49

ii. 490

What difficulties did I have when listening to a recording?

__________________________

How many correct answers could I identify?

LANGUAGE FOCUS – The Past Continuous Remember that this section is designed to help students revise or discover a particular language item. The activities are meant to promote independent learning, so help, guide and check them, but do not provide the answers. 1. The students read the sentences from the recording. Draw their attention to the words in bold. 2. Now, students identify the two different events in the sentences. Answers: The Persians arrived / The soldiers were waiting for them. The Persians tried to capture the Greek people / The Greek people were waiting in Athens. 3. The students choose the correct alternative to make the rule. Answers: To express two different actions that happened at the same time in the past, we use the Past Simple Tense and the Past Continuous Tense. We form the Past Continuous Tense with the Past Tense of the verb be + verb + -ing. __________________________

iii. 1490

b. Pheidippides ran to Sparta for __________ days. i. two days

ii. two hours

iii. twenty hours

c. Pheidippides ran __________ kilometers to Athens. i. 40

ii. 4

iii. 44

d. Spiridon Louis won the first modern marathon race in __________. i. 1696 8.

ii. 1796

iii. 1896

Listen once more and put the events in the correct order. a. ___ Pheidippides ran to Sparta. b. ___ Pheidippides returned to Marathon. c. ___ Pheidippides died. d. ___ The spartans didn’t want to help.

AFTER LISTENING

LANGUAGE FOCUS

The Past Continuous

1. Read these sentences. Pay special attention to the words in bold.

When the Persian army arrived, the Greek soldiers were waiting for them. The Persians tried to capture the Greek people who were waiting in Athens. 2. Which two events can you identify in the sentences? 3. Choose the correct alternative to complete this general rule: To express two / three different actions that happened at the same / different time in the present / past, we use the Past Simple Tense and the Past Continuous Tense. We form the Past Continuous Tense with the Present / Past Tense of the verb have / be + verb + -ing / -ed. THE WORLD OF SPORTS

7. ++ Play the recording again. Ask the students to listen carefully and choose the best alternative to fill in the blanks. (L.A: to identify specific information). Answers: a. - ii. b. – i. c. – i. d. – iii. 8. +++ The students listen to the recording again and put the events in the order they happened. (L.A: to identify the sequence of events). Answers: a. d. b. c. REFLECTIONS The purpose of this activity is to help students reflect on their language process

67

and to raise their awareness of how they develop their strategies to become more effective learners. They should work on their own but you may help and guide them when necessary. Encourage students to keep a record of their answers in a special section of their notebooks. The students read the questions and identify: a. The difficulties they had when listening to the recording. b. The number of correct answers they could identify.

You may also give some additional information about this tense, such as: We use the Past Continuous tense to refer to the long action and the Simple Past Tense to express the short action that happened while the long action was going on. When we want to link these two sentences, we usually use while to introduce the sentence in Past Continuous, and we usually use when to introduce the sentence in Simple Past Tense.

UNIT 3

114 9. Complete the sentences. Use the Past Continuous or the Simple Past Tense. a. While Pheidippides ____________ (run), the Persians attacked. b. When Pheidippides ____________ (arrive), the Persians were coming.

9. ++ Refer students to the Language Focus to complete the sentences. Check on the board. (L.A: to use and apply a new language structure). Answers: a. was running. b. arrived. c. were waiting. d. died. 10. +++ 31 Invite the students to work in pairs and to complete the dialogue about the topic of the lesson. Encourage some pairs to role-play the dialogue in front of their classmates. (L.A: to ask and answer questions about the topic of the lesson). Answers: A: Who was the first marathon runner? B: A man called Pheidippides. A: Where was he from? B: From Greece. From a city called Marathon. A: What made him and his city so famous? B: He ran and ran to try to save his people. Oral expression You may also use this exercise as oral practice. 11. ++ Encourage your students to put the sentences in order to write their own version of the story. (L.A: to identify the sequence of events; to write a short story). Answers: b. a. e. d. f. g. c. 12. FL Invite the students to find out how much they learnt about the first marathon. Allow them to work in pairs to solve the crossword. (L.A: to consolidate new vocabulary by playing a game).

American English: Practice(verb and noun) British English: Practise(verb) Practice(noun)

c. The people ____________ (wait) when the army captured the city. d. The postman was running when he ____________. (die)

10.

In pairs, complete the dialogue about the first marathon. Then practice and role-play it in front of your classmates.

You:

Who was the first ____________?

Your partner:

A man called ____________.

You:

Where was he from?

Your partner:

____________. From a city called ____________.

You:

What made him and his city so famous?

Your partner:

He _________ and _________ to try and save his ____________.

11.Put the events in order so that you can write your own version of the story in your notebook. a. In the city of Marathon, there was a man called Pheidippides. b. In 490 BC there was a war between the Persians and the Greeks. c. When he arrived there, he told the news and then died. d. The Spartans did not want to help the Greeks. e. The Greeks sent him to Sparta. f. The Persians lost the battle and tried to capture Athens. g. Pheidippides ran to Athens to tell them the Persians were coming. 1 2

12. FL How much did you learn about the first marathon? Try this crossword! 3 4 5 6

Clues Down

Across

1. City where the first Ancient Olympic Games were held. 2. City where Pheidippides died. 3. People that did not want to help the Greeks.

4. Profession of the first marathon winner in modern times. 5. Large empire of the Ancient World. 6. City in Greece. Pheidippides was born there.

http://www.britishcouncil.org/kids-stories-first-marathon.htm

68

UNIT 3

Answers: Down 1: Olympia. 2: Athens. 3: Spartans. Across 4: postman. 5: Persia. 6: Marathon.

UNIT 3

115 MINI - TEST READING $ '&

1. Read the text in lesson 1 again and answer the questions with at least two words. a. Where is Olympia?

____________________________________

b. When did the Olympic Games begin?

____________________________________

c. Who were the competitors?

____________________________________ $ '&

2. Read the text again. In the paragraph in parenthesis find a synonym for these words: a. town (B):

___________________________________________

b. awards (E):

___________________________________________

c. went (G):

___________________________________________

LISTENING $ '&

3. Listen to the text in lesson 2 again and circle the correct alternative. a. Persia was a huge empire / nation. b. The Persian soldiers were waiting at the foot / the top of the hill. c. Spiridon Louis was a fireman / postman. 4. Listen to the recording again and choose the best alternative.

$ '&

The conversation is about: a. the war between Greeks and Persians. b. the origin of the Olympic Games. c. the origin of a first sport event. LANGUAGE $ '&

5. Complete the following sentences using the verbs in the box in the Past Continuous Tense or in the Simple Past Tense. attack

enter

feel

fight

wait

Many years ago, in 490 BC, a. When the Persians arrived in Marathon, the Greek soldiers ______________________ b. While the Greeks were waiting for help, the Persians _______________________________ c. When the enemy sent a messenger, the soldiers ___________________________________ d. While the people were waiting, Pheiddipides ______________________________ the city. e. While the postman was running, he ________________________________________ tired. '# ' !

Keep trying

Review!

Well done!

Excellent!

& #%

THE WORLD OF SPORTS

MINI - TEST The mini-tests provide material to check and revise students' progress and, at the same time, information to the teacher about any point that the majority of the students may have problems with. Make sure they understand what they are expected to do and then give them time to answer. Answers READING 1. a. In Greece b. About 776BC c. Young men

$'&

69

2. a. settlement. b. prize. c. attended. LISTENING 30 3.a. empire b. top c. postman 4.c. LANGUAGE 5. a. the Greek soldiers were waiting. b. the Persians attacked. c. the soldiers were fighting. d. Pheidippides entered the city. e. he felt tired.

UNIT 3

116 STICKS AND BALLS

BEFORE READING 1. + Start the lesson talking about famous sports people in Chile. Brainstorm names of sportspeople and the sports in which they stand out in. (L.A: to use previous knowledge to understand the topic of the lesson). Answers: They are all famous sports people See Error Alert!, at the end of the unit.

Lesson 3

In your opinion, what are the most popular sports in Chile? Rank them from 1 - 10. (1 is the most popular) __ basketball __ cycling __ football __ tennis, etc. Are there any sports that are only played in Chile?

BEFORE READING

1. Look at the pictures. What do these people have in common? 2. Match each picture with the name of the sport. a. Swimming d. Motocross

b. Running e. Golf

c. Tennis f. Football

3. Answer Dan's questions.

2. + Ask the students to identify the people in the pictures and to relate them to the name of the sport. (L.A: to use previous knowledge to relate information). Answers: Nicole Perrot, golf; Fernando González, tennis; Matías Fernández, football; Kristel Köbrich, swimming; Francisco “Chaleco” López, motocross; Erika Olivera, running.

4. Some of the people in the pictures need some equipment to play. Can you match the equipment and the sports? Tennis

4. +++ Invite your students to look at the pictures and identify which of the sports require special equipment. Brainstorm names of equipment related to the sports and write the words on the board. (L.A: to use previous knowledge to make predictions). Possible answers: Tennis: b., i. (other: net, trainers). Football: a,

Golf

Hockey

a

Baseball

c

b

g

r eepe goalk

h

f d net

e

j

er

pitch

puck

3. ++ Ask the students to answer Dan‘s questions. Encourage some of them to share their answers with their classmates. (L.A: to relate topic of the lesson with students' reality). Answers: Will vary. See Background Information at the end of the Unit.

Football

base

stick

70

i

5. Have a quick look at the text and identify all the cognates you can find. 6. Look at the words in the Pictionary and guess what sports they are connected with.

UNIT 3

c. (other: gloves for goalkeepers). Golf: d, j (other: tee, golf shoes). Hockey: g (other: leg pads, ball (puck for ice hockey). Baseball: h, f, e (other: ball, special clothes, leg pads) 5. + Tell the students to skim the text and find all the cognates. Invite some students to write the list of words on the board, in order to check the exercise. Elicit more cognates related to the topic and add them to the list on the board. (L.A: to identify cognates).

Possible answers: territory; opponent; goal; racquet; variation; original; period. 6. ++ Draw students' attention to the words in the Pictionary and the list of cognates. Ask them to guess what sport the words are connected with. (L.A: to use pictures and cognates to make predictions). Answers: base - baseball; goalkeeper - football; net - tennis; pitcher baseball; puck - ice-hockey; stick hockey / ice-hockey.

UNIT 3

117 READING

____________________________: Players use a racquet to hit a ball over a net so that the ball lands in the opposite court and cannot return. Matches consist of sets of games, with a maximum of five sets for men and three sets for women. The court may be grass or clay. The doubles court is bigger than the singles court.

_______: Two _____________________ ns to bat and teams of nine take tur ee attempts to field. The batter has thr throws and her pitc the t tha l bal hit the The es. bas the all und then run aro en the ball lands batter can only run wh (inside the bases). within “fair territory” _______: Two teams _____________________ stick to drive the a of eleven players use nt's goal. one opp ir the into l bal mets, gloves and leg Goalkeepers need hel el at 160 km/h. trav pads. The ball can

____________________________: This is a faster variation of the original game, in three twenty minute periods. The aim is to shoot the rubber puck into the opponent's goal. Goalkeepers need a lot of extra protection because the puck travels at high speed.

Source: Pocket Encyclopedia, DK Publishing, INC. www.dk.com

7. Read the names of sports in the box and choose the one that corresponds to each description in the text. There are more names than you need. football softball

baseball

rugby

ice hockey

cricket

volleyball

basketball

tennis

golf

hockey squash

8. Read the text quickly and check if you find the sports you predicted in exercise 6. 9. Read the text again and complete the chart with the name of the sport.

Equipment

Sport

bat

American English: Soccer British English: Football

gloves helmet leg pad racquet stick THE WORLD OF SPORTS

READING 7. + Ask the students to skim the text and check if they find the sports they predicted in exercise 6. (L.A: to apply skimming to validate predictions). Answers: baseball; hockey; tennis; ice hockey. 8. + The students now read the text more carefully. Then they read the sports in the box and choose the name that corresponds to each description.

71

(L.A: to identify specific information). Answers: a. Baseball. b. Hockey. c. Tennis. d. Ice hockey. American v/s British English Draw students' attention to the two different words used in each variety of English. Remind them that both the British and the American versions are correct, but that they should choose one variety and stick to it. 9. ++ Ask the students to read the text again and then complete the chart

with the name of the sport that is related to each piece of equipment. (L.A: to find and extract specific information to complete a chart). Answers: Equipment Sport bat baseball, cricket gloves baseball, helmet ice hockey, baseball, cricket leg pad ice hockey, cricket, football racquet tennis stick hockey, ice hockey

UNIT 3

118 10.Read the text again and find the answer to these questions. a. In which sport are there nine players per team? ________________.

Did you know that …

10. +++ The students read the text again, if necessary, and answer the questions. (L.A: to find specific information). Answers: a. Baseball. b. 160 km/h. c. Five (men); three (women). d. 60 minutes.

t golf is the only sport tha man has played on the moon? On 6th February 1971, Alan Shepard hit a golf ball on the moon‘s surface.

b. How fast can a hockey ball travel?

________________.

c. How many sets does a tennis match have?

________________.

d. How long does an ice hockey game take?

________________.

AFTER READING

11.In pairs, read the names of sports in the box. Choose one and write a short description like the ones in the text. basketball

football

golf

rugby

table tennis

voleyball

are ____________ There are _____________ teams on the field. There ____________ players in each team on the field. The players wear . The team that and use ____________. The aim is to ____________ ____________ wins ____________.

Did you know that… Let students read this section on their own and share comments in their groups. For more information on this section see page 7 of the Introduction.

LANGUAGE FOCUS

Comparatives (short adjectives)

1. Read these sentences from the text and other examples. The doubles court is bigger than the singles court. This is a faster variation of the original game. Ice hockey games are longer than grass hockey ones.

AFTER READING

2. Answer these questions.

11. ++ Ask the students to work in pairs and look at the list of sports in the box. Then, make them choose one and write a short description as in the example given. (L.A: to write a short description). Answers: Will vary, according to students' choices.

a. What are these sentences expressing? i. A preference ii. A comparison iii. A choice b. How do they do that?

Did I have any problems to write a description? Did I use my previous knowledge to do the task?

3. Complete this general rule. To express _________ in English, we use a special form of adjectives called _________. To form the _________ we add _________ to the adjectives. Note: Good and bad are exceptions to this rule. Better is the comparative of good and worse is the comparative of bad.

__________________________ LANGUAGE FOCUS – Comparatives (short adjectives) Keep in mind that this section is designed to help students discover a particular grammar or language structure by themselves. Help and guide them but do not provide the answers. 1. Ask the students to read the sentences from the text and other examples. Draw their attention to the words in bold. 2. Now the students revise the examples again and answer the questions. Answers: a. ii. b.: by using -er and than 3. Help the students to complete the general rule. Answers: To express comparisons in

72

UNIT 3

English, we use a special form of adjectives called comparatives. To form the comparative we add -er to the adjectives. __________________________ See Error Alert!, at the end of the Unit. REFLECTIONS The purpose of this activity is to help students reflect on their language process and to raise their awareness of how they develop their strategies to become more effective learners. They should work on their own but you may help and guide them when necessary.

Encourage students to keep a record on their answers in a special section of their notebooks. The students read the questions and identify: a. If they had problems to write a description. b. If they used their previous knowledge to do the task. 12. + Refer students to the Language Focus to write comparisons choosing an adjective from the box. (L.A: to apply a new language structure).

UNIT 3

119 12.Write comparisons using the adjectives in the box. big

calm

easy

funny

nice

slow

small

a. baseball teams - hockey teams _____________________________. b. hockey - ice hockey

_____________________________.

c. a hockey ball - an icehockey puck _____________________________. d. _____________ - _____________ _____________________________. 13.

Interview your partner about sports. Ask the questions below and make notes of his/her answers in your notebook. Then listen and practice

a. What's your favorite sport? b. What's your favorite team? c. Who's your favorite sportsperson? Why? d. Which sports do you practice? How often? 14.Use your notes to tell the class about your partner. 15.

Listen and repeat. Notice the ending / ∂ r / in the following words. better

quieter calmer shorter taller nicer slower faster

16. FL Vocabulary Game. Fill in the blanks to complete the names of the sports. Pay attention to the clues.

a

b

c

c __ c l __ __ g

s __ __ __ b __ a __ __ __ n g

g __ __ f

d

e

__ u __ __ i n g

c __ __ m b __ n g

f

__ __ r __ b __ __ s

THE WORLD OF SPORTS

Possible answers: a. Baseball teams are smaller than hockey teams. b. Hockey is calmer than ice hockey. c. A hockey ball is slower than an ice hockey puck. d. Will vary. 13. +++ 32 Tell the students to work in pairs. Encourage them to interview their partners about sports, asking the questions and making notes of the answers in their notebooks. Invite some pairs to role-play the interview in front of their classmates to provide a model.

73

(L.A: to exchange information about sports). 14. +++ Encourage some students to tell the class about their partners. Motivate them to use the pattern provided. (L.A: to give information about sports). 15. + 33 First play the recording and ask the students only to listen. Then play the recording again to allow students to repeat after listening to

each word, paying special attention to the pronunciation of the final sound. (L.A: to discriminate sounds). 16. FL Vocabulary Game. Invite fast learners to fill in the blanks to complete the names of the sports. Draw their attention to the clues. (L.A: to use vocabulary related to the topic). Answers: a. cycling. b. snowboarding. c. golf. d. running. e. climbing. f. aerobics.

UNIT 3

120 AN EXTREME EXPERIENCE

Lesson 4

BEFORE LISTENING What are x-sports? Have you ever practiced an x-sport? What x-sports can people practice in Chile?

BEFORE LISTENING 1. + Before beginning, draw students' attention to the name of the lesson. Start a conversation about extreme experiences and elicit names of extreme activities or sports. You may give them some additional information. See Background Information at the end of the Unit. Then, ask them to answer Kelly's questions. (L.A: to use previous knowledge to understand the topic of the lesson). Answers: Will vary, according to students' experiences.

4. ++ Tell the students they are going to listen to three children from the International School talking with Kelly about the first time they practiced an x-sport. Invite them to guess their feelings about this experience. (L.A: to use previous knowledge to predict content).

2. In pairs, decide which of the feelings in the box can be related to x-sports. amazing exciting

amusing

calm

relaxing

scary

dangerous stressful

3. Look at the pictures and read the actions. Can you match the activities involved with each sport? Example: To feel the wind around. - Picture a. To smell the flowers. To float towards the ground. To see the landscape from above. To go up and down. To perform amazing balancing acts and jumps.

a

b

c

d

e

f

ze

bree

2. ++ Now, the students work in pairs and decide which of the words in the box can be related to x-sports. (L.A: to relate key words to the topic of the lesson). Possible answers: amazing - amusing - dangerous - exciting - scary - stressful. 3. +++ Invite the students to read the sentences and relate them to the pictures. (L.A: to relate texts and pictures). Answers: a. to feel the wind around. b. to float towards the ground. c. to see the landscape from above. d. to go up and down. e. to smell the flowers. f. to perform amazing balancing acts and jumps.

1. Kelly is preparing an article on x-sports. Answer her questions.

cord

dive

float

e scap

land

r aste r co rolle

74

UNIT 3

5. + Before playing the recording, ask the students to read the words in the Pictionary. Make sure all of them understand their meaning. If necessary, allow the use of dictionaries. PICTIONARY diving: clavados en el agua cord: cuerda float: flotar breeze: brisa landscape: campiña, paisaje roller coaster: montaña rusa de un parque de diversiones

LISTENING 6. + 34 Play the recording. Tell the students to confirm or correct their predictions in exercise 4. Remind them to pay special attention to all familiar words they can identify, in order to get the general meaning of the text. (L.A: to validate predictions). Answers: Speaker A and Speaker B liked the experience; Speaker C didn't like the experience.

UNIT 3

121 4. Three children from the International School are talking to Kelly about the first time they practiced an x-sport. Do you think they liked the experience? 5. Study the words in the Pictionary with a partner. LISTENING

6.

7.

Listen to the recording and check if your prediction in exercise 4 was correct. Pay special attention to all familiar words you can identify. Listen to the recording again and relate each picture to the speaker.

a cycling

b parachuting

Speaker __________________

Speaker __________________

c

8.

white water rafting

What were the main problems I had to identify speakers?

Speaker __________________

How much did I relate the topic to my own reality?

Who said what? Match the speakers with the sentences. Andy

Dan

Ann

a. ___ I just closed my eyes and jumped. b. ___ It's a new experience. c. ___ I can see the beautiful landscape. d. ___ At first I was really scared. e. ___ I began to go up and down. f. ___ In contact with nature. THE WORLD OF SPORTS

7. ++ 34 Play the recording again. Ask the students to relate each picture to the speaker. (L.A: to relate words and pictures). Answers: a. Speaker B. b. Speaker A. c. Speaker C. 8. +++ 34 Play the recording once more. Ask the students to listen and relate the speakers with the sentences. (L.A: to relate speakers with speech) Answers: Andy: a. Dan: b., c., f; Ann: d., e.

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

a. The main problems they had to identify speakers b. How much they could relate the topic to their own reality.

UNIT 3

122 AFTER LISTENING

LANGUAGE FOCUS

1. Read the sentences from the text and other examples, paying special attention to the words in bold.

AFTER LISTENING

a. This was more amazing. b. It is more relaxing than when you are inside a car.

__________________________ LANGUAGE FOCUS – Comparatives (long adjectives) This section is designed to help students discover a particular language or grammar structure by themselves, so help and guide them but do not give the answers. 1. The students read the sentence from the text and other examples, paying special attention to the words in bold that express the comparative form for long adjectives. 2. After revising the examples, the students answer the questions. Answers: a. ii. b. iii. c. long. 3. Now, the students complete the rule. Answers: In English, there are short and long adjectives. To form the comparative of long adjectives, we use more + adjective (+ than). __________________________

Comparatives (long adjectives)

2. Answer these questions. a. What do the words amazing, relaxing, exciting refer to? i. a thing ii. a quality iii. an action b. How many syllables do these words have? i. One ii. Two iii. More than two c. Are these words short or long? 3. Complete this general rule. You are going to interview someone who practices an x-sport. Prepare the questions in your group; ask about the name of the sport, the kind of equipment required, the place where he/she practices it, his / her favorite aspects, etc.

In English, there are short and _____ adjectives. To form the comparative of _____ adjectives, we use _____ + adjective (+ _____)

9.

In pairs, put the dialogue in order. Then, practice and role-play it in front of your classmates.

B: Sure! A: I sure did. Our country has fantastic places to do that. A: I went to the south. It was amazing! B: Groovy! Did you do water rafting? A: Hi, guys! Do you want to see my photos? 10.

First only listen. Then listen and repeat the tongue twister. Note the difference in the vowel sound. The batter with the butter is the batter that is better!

11.Read what Dan says. Then do the interview and write notes in your notebook. Next class, report the results to the class. 12. FL In your notebook, make a list of other extreme sports and the equipment needed, as in the example: Snowboarding - board, helmet, goggles

See Error Alert!, at the end of the Unit. http://www.britishcouncil.org/kids-topics-sports.htm

9. ++ 35 Invite the students to work in pairs and put the dialogue in order. Then, encourage them to practice and role-play it in front of their classmates. (L.A: to talk about personal experiences). Answers: A: Hi, guys! Do you want to see my photos? B: Sure! A: I went to the south. It was amazing! B: Groovy! Did you do water rafting? A: I sure did. Our country has fantastic places to do that. 10. ++ 36 First play the recording and ask the students only to listen. Then play the recording again for students

76

UNIT 3

to repeat the tongue twister, paying special attention to the different vowel sounds and to the weak vowel in -er. (L.A: to discriminate sounds). 11. ++ Explain to your students that they are going to prepare an interview to someone who practices an x-sport. Give them instructions to prepare the questions in their groups; draw their attention to all the aspects Dan wants them to include in the interview. You can assign this exercise as homework or miniproject. Ask them to apply the

interview and write notes in their notebooks. Next class, motivate each group to report the results to the class. (L.A: to consolidate vocabulary and grammar, relating content and own reality). Answers: Will vary. 12. FL Encourage fast learners to write a list of more extreme sports and the equipment needed, as in the example: Snowboarding - board, helmet, goggles. (L.A: to consolidate new vocabulary). Answers: Will vary.

UNIT 3

123 MINI - TEST READING $' &

1. Read the text in lesson 3 again and choose the best alternative. The text is taken from a. a book b.a sports magazine

c.an encyclopedia

d.a dictionary

2. Read the text again and find information to correct these statements.

$' &

a. In baseball, the batter can run after he hits the ball. b. Tennis is always played on the same kind of court. c. Ice hockey is not dangerous for goalkeepers. LISTENING

3. Listen to the recording in lesson 4 again and find the correct order of the events. a. Andy i. He pulled the cord b. Dan i. He gets on his bike c. Ann i. She felt excited

ii. He closed his eyes

iii. He jumped

ii. He smells the flowers

iii. He feels the breeze

ii. She felt terror

iii. She went up and down

$ '&

4. Listen again and identify the comparisons the children make for each activity. a. Parachuting b. Cycling c. Rafting

$' &

i. being on a roller coaster ii. driving a car iii. diving

LANGUAGE

5. Write comparisons using the two adjectives in brackets.

$' &

Example: A lion is bigger than a mouse, but the mouse is more intelligent. a. a bicycle and a car (small - fast) b. parachuting and cycling ( dangerous - relaxing) c. Icehockey and grass hockey (exciting - safe) $' &

6. Make comparisons using the adjectives in the box. amazing

relaxing

popular

a. Scuba diving - swimming b. Tennis - ice hockey c. Walking - rafting

'# ' !

Keep trying

Review!

Well done!

Excellent!

& #%

THE WORLD OF SPORTS

MINI - TEST The mini-tests provide material to check and revise students' progress and, at the same time, information for the teacher about any points that the majority of the students may have problems with. Make sure they understand what they are expected to do, play the recording again for the listening part and give them time to answer individually.

$'&

77

Answers: READING 1. c. 2. a. The batter can only run when the ball lands in fair territory. b. The court may be grass or clay. c. Goalkeepers need extra protection because the puck travels at high speed. LISTENING 34 3. a. Andy: ii, iii, i. b. Dan: i, ii, iii. c. Ann: ii, iii, i. 4. a. - iii. b. - ii. c. - i. LANGUAGE 5.a. A bicycle is smaller than a car, but the car is faster.

b. Parachuting is more dangerous than cycling, but cycling is more relaxing. c. Ice hockey is more exciting than grass hockey, but grass hockey is safer. 6. Will vary. Accept any coherent comparison.

UNIT 3

124 THE PARALYMPIC WORLD

Lesson 5

BEFORE READING Before beginning the lesson, start a conversation among your students about the paralympic world. Elicit students ideas about this concept and brainstorm names of famous disabled people they know (no matter whether they are sportspeople or not). At this stage, you may need additional information on this topic. See Background Information at the end of the unit.

You are going to read a text about a paralympic athlete. Look at the picture in the text and read the title. Can you guess the discipline this athlete stands out in? BEFORE READING

1. Look at the pictures and answer these questions with your partner. a. Is there anything special about these people? b. What do you think 'Paralympic' means? 2. In pairs, think about the sports and physical activities that you could practice in these situations. a. Without a leg. b. Without the hands. c. Blind. d. Without the fingers. e. Without a foot. f. Without the legs.

1. + Ask the students to look at the pictures and answer the questions with their partners. (L.A: to connect the topic with previous knowledge). Answers: Will vary, according to students‘ opinions.

3. Read what Dan says and answer his question. 4. Find the meaning of the words in the box in the dictionary. te

athle

amputee

beneath

impaired

by chance limbs

disability

shatter

bled

disa

2. + Make students reflect on the question. Ask them to think about the activities and sport they could practice if they were in the situations described. Elicit their ideas. (L.A: to relate the topic and their experiences). Answers: Will vary. 3. +++ Now, tell the students to read what Dan says and answer his question. (L.A: to predict content from visual clues). Answers: Do not check answers at this point. See Error Alert!, at the end of the unit. 4. +++ Before reading, ask students to look for the words in the dictionary and then to find them in the text. Make sure all of them understand their meanings. (L.A: to develop study skills).

5. Have a quick look at the text and find all the cognates.

knee

leg

78

UNIT 3

PICTIONARY Amputee: amputado Impaired: impedido Limbs: extremidades By chance: por casualidad Shatter: destrozar Disability: discapacidad 5. + Ask students to read the text quickly and find all the cognates. (L.A: to identify cognates). Answers: double; record; meters; pair; fiber; doctors; amputated; incredible; attitude; artificial; real; rugby; water-

polo; tennis; enthusiast; athlete; university; rehabilitation; competed; millions; medalist; character; ambassador; sport.

UNIT 3

125 READING

EST THING ON NO LEGS THE FAST Name: Oscar Pistorius Sport: Athletics From: Pretoria, South Africa Date of Birth: 22 November 1986

Oscar Pistorius, the double amputee world record holder over 100, 200 and 400 meters, does not consider himself as impaired. “I'm not disabled”, he says, “I just don't have any legs.” He runs on a pair of fiber legs. He was only 11 months old when doctors amputated his limbs beneath the knee. Oscar has an incredible attitude to his disability, exclaiming: “When people ask me what's it like having artificial legs, I reply I don't know. What's it like having real legs?” Pistorius, a rugby, water polo and tennis enthusiast, became an athlete by chance in January 2004 when he shattered one of his artificial knees on the rugby field.

He went to the University of Pretoria for rehabilitation. “ Before that, I hated athletics” he says. Only eight months later he competed at the Athens Paralympics. He says: “Some people think they are disabled because they have one or two disabilities. But what about the millions of abilities they have? OK, you can't run or jump but there are so many things you can do.” Oscar Pistorius is not only a gold medalist and world record holder with no legs. He is an outstanding athlete, a real character and a true ambassador for disability sport. Source: http://bestuff.com/stuff/oscar-pistorius

6. Read the text and check if you were right about the discipline. 7. Read the text again and decide if these statements are true or false. a. Oscar Pistorius was born in Europe. b. He can run faster than most non disabled people. c. He can’t imagine how life with real legs is. d. He has liked athletics since he was a boy. e. It took him a long time to become an athlete.

American English: Fiber British English: Fibre

8. Read the text carefully again and find what the words in bold refer to. himself he that they THE WORLD OF SPORTS

READING 6. + Tell the students to read the text and check if they were right about the discipline. (L.A: to validate predictions through skimming). Answers: Athletics. Oscar Pistorius. American v/s British English Draw students' attention to the two different spellings of the same word used in each variety of English. Remind them that both the British and the American

79

versions are correct, but that they should choose one variety and stick to it. 7. +++ Invite the students to read the text again and then decide if the statements are true or false. You may also ask them to justify their options with information from the text, as a way to check their comprehension. (L.A: to discriminate between correct and incorrect information). Answers: a. False. He was born in South Africa. b. True.

c. True. d. False. When he was a boy he hated athletics. 3. False. It took him eight months. 8. +++ Now the students read the text carefully again and find what the words in bold refer to. himself Oscar Pistorius he Oscar Pistorius that The accident where he shattered his artificial knees playing rugby. they Some disabled people

UNIT 3

126 9. Find the words in column A in the text and match them with their meaning in column B.

9. +++ Ask students to find the words in column A in the text. Then encourage them to match these words with their meanings in column B. (L.A: to infer meaning from the context). Answers: impaired: having a mental or physical problem; limb: an arm or a leg; merely: only, simply; missing: that is not present; shattered: crushed.

Did you know that … the prefix para refers to the competition for disabled people in parallel to the Olympic Games?

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

B

impaired

an arm or a leg

limb

crushed

merely

having a mental or physical problem

shattered

only, simply

AFTER READING

10.In your group, reflect on the text you read. What conclusion(s) can you reach? 11.Complete the summary of the text about Oscar Pistorius.

OSCAR PISTORIUS

Oscar Pistorius is known as

.

He was born in

AFTER READING 10. +++ In groups, the students reflect on the text they read and then share the conclusions they reach with the rest of the group. At this stage, it would be a good idea to draw students' attention to the title of the reading text. Ask them if they find it correct to refer to a person as a “thing”, and what the meaning of the nickname is for them. You may also give students some additional information about this very remarkable athlete. (L.A: to discuss a topic; to reach conclusions; to accept and respect everybody's opinions). Answers: Will vary, according to students' conclusions. See Background Information at the end of the unit.

A

in

. At the age of

he had his

amputated. In Did I express my ideas in a respectful way?

went to

Did I show respect and support for everyone's opinions?

became an

he

for rehabilitation and .

Eight months later, he

.

Nowadays, he can

. In future

Games, he plans to 12.

.

In your group exchange information about the topic. Use the questions and answers in the recording as clues. pic athletes?

Do you know any paralym

What nationality

is he / she?

What kind of disability does he / she have? In what discipline does he / she stand out?

Do you know any details of his/her life?

80

UNIT 3

a. If they expressed their ideas in a respectful way. b. If they showed respect and support for everyone's opinions. Did you know that… Let students read this section on their own and share comments in their groups. For more information on this section see page 7 of the Introduction. 11. ++ With information from the text, the students complete the summary of the text about Oscar Pistorius. (L.A: to summarize information). Answers: the fastest thing on no legs;

Pretoria, South Africa; 1986; 11 months; legs; January 2004; University of Pretoria; athlete; entered a competition; run 100, 200 and 400 meters; attend the next Paralympic Games. 12.

37

+++ In groups, the students

exchange information about the topic. Tell them to use the questions as clues. (L.A: to exchange information about the topic of the lesson). __________________________ LANGUAGE FOCUS – The Simple Present - Negative form Do not forget that this section is designed

LANGUAGE FOCUS

UNIT 3

127 The Present Simple - Negative form

1. Read these sentences from the text. He does not regard himself as physically impaired. I just don't have any legs. I don't know.

special attention to the pronunciation of the negative auxiliary. (L.A: to imitate a model of pronunciation, accentuation and intonation).

2. What kind of sentences are they? Choose the correct alternative. a. Affirmative

b. Negative

c. Interrogative

3. Complete the general rule. To form the _________ form of the _______ tense, we use _______ or _______ + ______ and the infinitive of the _______ without _______.

13.In your notebook, write the answers in exercise 12 in the negative form. 14.

Listen and repeat. Pay special attention to the pronunciation of the negative auxiliary.

Did you know that …

He doesn't regard himself as impaired. He doesn't have any legs. He doesn't imagine life with legs. 15.Create a poster to advertize the Paralympic Games in Chile. a. Think about what you now know about the Paralympic Games and Paralympic athletes in Chile: date and place of games, name of main competitors, disciplines, etc. b. If it is necessary, search the Internet or look for information in magazines or newspapers. c. Before you put the poster together, agree on the message you want to communicate about the Paralympic Games. d. Organize the information you have and create a poster that really works. e. Display your poster in the class.

the logo of the Paralympic Games in Beijing 2008 is a stylised figure of an athlete in motion, implying the tremendous efforts a disabled person has to make in sports and in daily life? The emblem incorporates Chinese symbolism, calligraphy and the Paralympic spirit. It also reflects the integration of heart, body and spirit. The three colors represent the sun (red), the sky (blue) and the earth (green).

16. FL Look at the symbol of the Beijing Paralympics. Your task is to design a new international Paralympic logo. You will need to think about: a. what ideas and values your logo represents; b. what colours and symbols you will use. Good luck!

THE WORLD OF SPORTS

to promote students' independent learning, so help, guide and check, but don't take an active part. 1. The students revise the sentences from the text. 2. After revising the examples, they choose an answer for the question. Answers: b. 3. Now the students complete the general rule. Answers: To form the negative form of the Present tense, we use do or does + not and the infinitive of the verb without s. __________________________

81

13. ++ Encourage students to apply what they learnt in the Language Focus to write the answers to in exercise 12 in the negative form in their notebooks. (L.A: to apply a new language structure). Answers: a. I don’t know any famous paralympic athlete. b. He doesn’t use a wheel chair. c. He is not Chilean. d. He doesn’t play tennis. e. I don‘t know any details of his/her life. 14.

38

+ First the students only listen.

Then, they listen and repeat paying

15. +++ Encourage students to create a poster to advertise the Paralympic Games in Chile. You can assign this exercise as homework or treat it as a mini-project. a. Tell them to think about everything they know of the Paralympic Games and paralympic athletes in Chile. b. Make them search the Internet or look for information in newspapers and magazines. c. In groups, the students put the information together. Encourage them to create a poster that really works. d. Put special emphasis on the message the students want to transmit. e. Allow students to share their work and display their posters in a visible area of the classroom or the school. (L.A: to relate topic of the lesson to students' own reality). Did you know that… Let students read this section on their own and share comments in their groups. For more information on this section see page 7 of the Introduction. 16. FL Invite fast learners to look at the symbol of the Beijing Paralympics carefully. Tell them that their task is to design a new logo for the Paralympic movement. Invite them to share their work with their classmates. You may display their work in the classroom. (L.A: to consolidate vocabulary and grammar, relating content and own reality). Answers: Will vary.

UNIT 3

128

Notes

d an ine t t h Ma ac , y M ll Ke Time e th

EPISODE 3: WHERE ARE THE PLAYE RS?

___________________________ ___________________________ ___________________________ ___________________________ ___________________________ ___________________________ ___________________________ ___________________________ ___________________________ ___________________________ ___________________________ ___________________________ ___________________________ ___________________________ ___________________________ ___________________________ ___________________________ ___________________________ ___________________________ ___________________________ ___________________________ ___________________________ ___________________________ ___________________________

Kelly, Matt and the Time Machine Help students identify the connection between the topic of the unit and the episode. Read the title of the episode and the introductory paragraph with them to make sure they understand the setting of the children's adventures. Motivate students to read the story on their own and help them only if they ask you to. Encourage fast learners to summarize the story, and allow Spanish if necessary.

UNIT 3

129

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

UNIT 3

130 SYNTHESIS Revise the lessons of this unit. In this unit I learnt … LISTENING ·To match an oral text with visual clues. ·To discriminate sounds. ·To identify speakers.

READING ·To predict content from pictures. ·To use previous knowledge to predict content. ·To discriminate between correct and incorrect information. ·To infer topic from cognates.

WRITING ·To write a short paragraph about a favorite sport. ·To use new vocabulary. ·To prepare a summary.

SPEAKING ·To ask and answer questions. ·To play games. ·To talk about personal experiences.

LANGUAGE ·Words that have similar meaning. ·Comparative adjectives. ·Words related to sports, paralympic sports and outdoor activities.

TEST YOUR KNOWLEDGE READING: TENNIS

years ago. The Tennis started in France nearly 1,000 yards of royal game was originally played in the court instead of a net. h) squas (like walls the using es, palac ably based on the The score system (15, 30, 40) is prob four quarters of a clock face. aments is One of the most important tennis tourn ament which is tourn Slam d Gran only the is It . Wimbledon played on grass. 1968. It means that Open tennis started at Wimbledon in the Championships. In in play can ls ssiona profe amateurs and hkov came to the Voltc mir Vladi eur 2000, the Russian amat semi-finals. player in Wimbledon. He Pete Sampras is the most successful male impressive is more Even . times won the tournament seven a with nine victories. women's champion Martina Navratilov hip was approximately The prize money for the 2008 Champions pion receives cham s single s men' the £ 11 million. Of this, pion receives £750,000. £ 750,000 and the women's singles cham from sponsorship. Wimbledon is the only tournament free rtisements around adve no are there that s This mean the courts.

1. Read the text and identify:

2. Read the text again. Match the phrases in columns A and B.

ATTITUDES ·Appreciation of the role of sports and physical activities for our health. ·Acceptance and respect for disabled people.

84

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a. He came close to winning Wimbledon in 2000, but didn't reach the final. b. The origin of the score system in tennis. c. A great male tennis player. d. The woman that won more titles at Wimbledon. e. The kind of court where this tournament is played.

A a. When tennis started. b. An important year for the Wimbledon tournament. c. Money that the women's champion gets. d. Money that the men's champion gets.

B 1. 2. 3. 4.

£750,000 1,000 years ago £750,000 1968

UNIT 3

SYNTHESIS Revise the contents of Unit 3 with your students and help them to analyze and reflect on which exercises helped them achieve the learning objectives.

TEST YOUR KNOWLEDGE Explain to your students that the purpose of this section is to help them revise contents and evaluate their performance in the whole unit. Read the instructions and make sure all the students

understand what they are expected to do in each activity. Encourage them to give honest answers in order to detect their strengths and weaknesses. Check students' results and revise any points that the majority of them had problems with. Answers: READING – TENNIS 1. a. Vladimir Voltchkov. b. The quarters of a clock face. c. Pete Sampras. d. Martina Navratilova. e. Grass. 2. a. - 2. b. - 4. c. - 3. d. - 1.

$' &

SELF-EVALUATION

LISTENING: THE MOST POPULAR SPORT

3.

Listen to the recording and fill in the blanks in the following sentences.

$' &

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

a. __________ is the most __________ in the world. b. Each __________ tries to control the __________. c. The __________ is to ________________________.

%

4. Circle the parts of the body that are used when playing this sport. arms chest

fingers hand

ear

head

elbow

knee

legs

eyes

$' &

feet

nose

thigh

5. Write comparisons using the adjectives in the box. old

slow young

I understand the general meaning of the texts. I can predict the content of a text from cognates. I can identify specific information in a text.

LANGUAGE

fast

"

I can relate the topic with my previous knowledge.

exciting

cold

interesting

big

small

dangerous

$' &

easy

difficult

! &' " "

a. Football - golf

I understand the teacher. I understand the oral texts. I recognize participants in a conversation.

_________________________________________ b. Oscar Pistorious - other athletes _________________________________________ c. Parachuting - cycling

! " (

_________________________________________

I can use my previous knowledge to understand the texts. I can use new vocabulary.

d. Water rafting - an amusement park _________________________________________

I find exercises easy. I can understand instructions.

6. Rewrite these sentences in the negative form.

$' &

a. My friends and I like sports. _________________________________________

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b. Susan plays hockey every week.

"

)% ' "

I can talk and write about sports. I can role-play dialogues.

_________________________________________ c. My father reads the newspaper in the morning. _________________________________________ ORAL EXPRESSION $' &

7. Give a short description of your favorite sport.

Great!

Not too bad

Help!

$% #

'

%#($ )#%

Did I like to work in a group? Was the topic interesting? Did I support my partners?

'# ' !

Keep trying

Review!

Well done!

Excellent!

& #% $'&

THE WORLD OF SPORTS

LISTENING – THE MOST POPULAR SPORT

85

SELF-EVALUATION

39

3. a. Football, popular sport. b. player, ball. c. aim, score a goal. 4. chest; feet; head; legs, thighs 5. Will vary. LANGUAGE 6. a. My friends and I don't like sports. b. Susan doesn't play hockey every week. c. My father doesn't read the newspaper in the morning.

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

UNIT 3

131

UNIT 3

132

TRANSCRIPTS READING - ANCIENT GREEK GAMES

28

Oral practice Friend: Hi, Dan. What did you do last Saturday? Dan: I took part in the athletic competition. Friend: Really? Did you win a prize? Dan: I was the winner in the long jump competition. I got a gold medal!

READING - ANCIENT GREEK GAMES

29

Pronunciation Listen and practice. Notice the pronunciation of the endings of the verbs Invited - competed - visited. Jumped - liked - watched. Played - happened - raised.

Matt: Poor him! Teacher: In 1896, another Greek runner won the first marathon race of the modern Olympic Games. His name was Spiridon Louis and, like Pheidippides a long time before, he was also a postman!

LISTENING - THE FIRST MARATHON

Oral practice Girl: Who was the first marathon runner? Boy: A man called Pheidippides. Girl: Where was he from? Boy: From Greece, from a city called Marathon. Girl: What made him and his city so famous? Boy: He ran and ran to try and save his people.

READING - STICKS AND BALLS LISTENING - THE FIRST MARATHON

30

Teacher: So, boys and girls, who wants to run in the city marathon? Girl: I do! Boy: I do, too! Teacher: And you, Matt? Matt: Sure! I am training really hard. Who was the first marathon runner? Teacher: He was a Greek man called Pheiddipides. He was a messenger. Matt: Really? Teacher: In 490 BC, Persia was a huge empire, and it wanted to capture Athens, in Greece. Matt: What happened? Teacher: When the Persian army arrived at the Plain of Marathon, the Greek soldiers were waiting at the top of a hill. The Greeks sent a messenger, Pheidippides, from Marathon to Sparta to get help. He ran for two days over the mountains, but the Spartans did not want to fight, so he returned to Marathon. Matt: What happened to the Greeks? Teacher: They attacked the Persian army. Matt: And what happened? Teacher: Pheidippides had another job. Now he ran 40 kilometres to Athens to tell them that the Persians were coming. When he arrived, very tired, he told the news and then he died.

31

32

Oral practice Girl: What's your favorite sport? Boy: Football. Girl: And your favorite team? Boy: It's Colo-Colo Girl: Who's your favorite sportsperson? Boy: I like Matias Fernandez Girl: Why? Boy: Because he plays very well and he is also very nice. Girl: Which sports do you practice? Boy: I play volleyball at school. Girl: How often do you play? Boy: Twice a week.

READING - STICKS AND BALLS

33

Pronunciation Listen and repeat. Notice the ending in the following words. better - quieter - calmer - shorter - taller - nicer - slower - faster

LISTENING - AN EXTREME EXPERIENCE Kelly: Andy: Kelly: Andy: Kelly:

34

So, Andy, have you ever practiced an extreme sport? Oh, yes! Please, tell us about it. Well, this was more amazing and scary than the school diving team! Why was it so scary?

UNIT 3

133

Andy:

Kelly: Dan:

Kelly: Ann: Kelly: Ann:

To begin with, there was no pool at the bottom. I just closed my eyes and jumped. When I opened them again, I saw the ground getting closer and closer. I could hear and feel the wind around me. Then, I pulled the cord and, suddenly, I was calm again... and I was floating towards the ground. And you, Dan? Have you had any extreme sports experiences? Never, but every time I get on my bike, it's a new experience. I love to feel the cool breeze on my face, I can see the beautiful landscape, smell the flowers, and be in contact with nature. It is nicer and more relaxing than when you are inside a car! Of course it is! What do you think Ann? Do you like extreme sports? I hate them! Oh! Tell us about your experience You know I can't swim, so at first I was really scared, and then I began to go up and down. A roller coaster at an amusement park is more exciting! 35

LISTENING - AN EXTREME EXPERIENCE

Oral practice A: Hi, guys! Do you want to see my photos? B: Sure! A: I went to the south. It was amazing! C: Groovy! Did you do water rafting? A: I sure did. Our country has fantastic places to do that. 36

LISTENING - AN EXTREME EXPERIENCE

Pronunciation First only listen. Then listen and repeat the tongue twister. Note the difference in the vowel sound. The batter with the butter is the batter that is better.

A: B: A: B:

What nationality is he? He is Chilean. In what discipline does he stand out? He plays tennis, and he is the best paralympic tennis player in Latin America.

READING - THE PARALYMPIC WORLD

Pronunciation Listen and repeat. Pay special attention to the pronunciation of the negative auxiliary. He doesn't consider himself as impaired. He doesn't have any legs. He doesn't imagine life with legs. TEST YOUR KNOWLEDGE

39

LISTENING - THE MOST POPULAR SPORT Kelly: Dan: Kelly: Dan: Kelly: Dan:

Kelly: Dan: Kelly: Dan:

Dan, what is your favourite sport? I like all sports, but I really love swimming. Don't you like football? I think it is the most popular sport in the world. Sure! I like football very much too. What can you tell me about it? Well, I know that the game is played mainly with your feet, but you can also use other parts of your body, like your thighs, your chest or your head. Can you use your hands? No. Goalkeepers are the only players that can use their hands. What is the aim of the game? Each team tries to control the ball. The aim is to score a goal, and the team that scores more goals wins the match.

LISTENING TEST - FAMOUS ATHLETES READING - THE PARALYMPIC WORLD

37

Oral practice A: Do you know any famous paralympic athletes? B: Sure. Robinson Mendez, for example. A: What kind of disability does he have? B: He can't walk. He uses a wheelchair.

38

Boy: Girl: Boy: Girl: Boy: Girl:

40

What are you doing, Nicky? I'm reading about one of the most important Olympic athletes. Who are you talking about? Carl Lewis. Why is he so famous? He was one of the fastest runners in history and was

UNIT 3

134

ERROR ALERT!

Boy: Girl: Boy: Girl: Boy: Girl: Boy:

Boy: Girl:

also very good at the long jump; he played American football too! Did he get any medals? Lots of medals! He got nine gold medals and one silver medal, ten in total. Have you heard about Kelly Holmes? Who is she? Well, she was a very important Olympic athlete too. Where is she from? The United Kingdom. She was very good at running and has a blue belt in judo. She also played volleyball! Did she get any medals? She got three Olympic medals! Two gold medals and one bronze medal.

READING - ANCIENT GREEK GAMES Exercise 13 Synonym (noun) (NOT: synonymous= adjective) Watch out for more incorrect language transfers from Spanish

LISTENING - THE FIRST MARATHON Exercise 3 Greece /country – Greek /nationality (NOT: Grecian) Watch out for more incorrect applications of suffixes.

READING - STICKS AND BALLS Exercise 1 Sports: deportes Sportspeople: deportistas (NOT: sportive/sportist people) Watch out for more incorrect language transfers from Spanish. Language Focus Good and bad are exceptions to the rule. Better is the comparative of good (NOT: gooder) and worse is the comparative of bad.(NOT: bader) Hot – Hotter; sad – sadder; big – bigger;; fat – fatter (NOT: hoter; sader; biger; fater) Rainy – rainier; happy – happier; funny – funnier; cloudy – cloudier; dirty – dirtier (NOT: rainyer; happyer; funnyer; cloudyier; dirtyer) Watch out for more examples of spelling rules.

LISTENING - AN EXTREME EXPERIENCE Dangerous – more dangerous (NOT: dangerouser) Amusing – more amusing (NOT: amusinger) Watch out for more incorrect applications of a grammar structure.

READING - THE PARALYMPIC WORLD Exercise 3 Athletics (NOT= athletism) Watch out for more incorrect language transfers from Spanish

UNIT 3

135

BACKGROUND INFORMATION 1

GETTING READY - OLYMPIC SPORTS

The Olympic sports comprise all the sports contested in the Summer and Winter Olympic Games. The current Olympic program consists of 35 sports with 53 disciplines and more than 400 events. The Summer Olympics include 28 sports with 38 disciplines, and the Winter Olympics include 7 sports with 15 disciplines. The International Olympic Committee (IOC) establishes a hierarchy of sports, disciplines and events. A sport or discipline is included in the Olympic program if the IOC determines that it is widely practiced around the world, that is, the number of countries that compete in a given sport is the indicator of the sport's prevalence. The IOC's requirements reflect participation in the Olympic Games as well. To be able to be competed at the Olympics, for instance, an event must be practiced in at least 50 and 35 countries, on three continents, by men and women, respectively. Summer sports: aquatics, archery, athletics, badminton, baseball, basketball, boxing , canoeing / kayaking , cycling, equestrian, fencing, football, gymnastics, handball, hockey, judo, modern pentathlon, rowing, sailing, shooting, softball table tennis, taekwondo, tennis, triathlon, volleyball, weightlifting, wrestling. Winter sports: biathlon, bobsleigh, curling, ice hockey, luge, skating, skiing. RECOGNIZED SPORTS: Climbing, bridge, golf, roller skating, surfing and others have been demonstrated at the Winter Olympic Games for several years, have never been included on the official Olympic program, but are recognized by the International Olympic Committee (IOC). The International Sports Federations (IFs) that administer these sports must ensure that their statutes, practice and activities conform with the Olympic Charter. http://www.olympic.org/uk/sports/index_uk.asp

2

READING - ANCIENT GREEEK GAMES

Once every four years, men from all over Greece came to compete in a great athletic festival in Elis, in western Greece (women were not allowed to compete). This was called the Olympic games because the place was called Olympia. It was a religious festival to honor the Greek gods Zeus and Hera. We

don't know when men first began celebrating the Olympic Games, but they were certainly already doing it in the time of Homer, by 776 BC. And they were celebrated from then on, every four years without fail, until people converted to Christianity and the Roman Emperor Theodosius banned the games in 393 AD. The games were so regular that people used them to date by. They would say, I was born in the second year of the twentyfourth Olympiad (starting from 776 BC). When it was time for the games, the rulers of Elis sent out messengers all over Greece and to the Greek colonies around the Black Sea and the Mediterranean. They declared a truce throughout the Greek world for a month. No matter who you had a war with, you had to stop the war and let their athletes and performers go through your city-state safely to get to the Olympic Games. Each citystate paid for a few athletes from their city to travel to Elis. Only men who were pretty rich could be in the Games, so they could afford to take so long off work, and also pay a trainer. http://www.historyforkids.org/learn/greeks/games/olympics.htm

3

LISTENING - THE FIRST MARATHON

The first two decades of the fifth century BC marked one of the great turning points in world history. These were the years of the Persian and Greek wars. In 546 BC the powerful Persian Empire extended from Asia to Egypt to what is now Turkey. This great empire built the first Suez Canal, which linked the Mediterranean Sea with the Red Sea. On the other hand, Greece consisted of a scattering of independent city-states called poleis (polis). These early citystates spawned the democratic ideas that have persisted into modern times. Athens eventually became the largest and most prosperous polis. Another Greek polis, Sparta, was not so democratic. They kept their kings and maintained a conservative, regimented society built around military training and the art of war. The Persian/Greek War Over the years the Persian Empire expanded to the Mediterrean Sea. In the process some Greek settlements were conquered. By the year 490 BC, the Persian Army was ready to expand their territory and move into Europe. They landed a large force just outside of Athens, on the plains of Marathon, and prepared for attack.

UNIT 3

136 The Role of Pheidippides The Athenians, vastly outnumbered, desperately needed the help of Sparta's military base to help fend off the attack. Time was short, so the Athenian generals send Pheidippides (or Philippides), a professional runner, to Sparta to ask for help. Sparta agreed to help but said they would not take the field until the moon was full, due to religious laws. This would leave the Athenians alone to fight the Persian Army. Pheidippides ran back to Athens (another 140 miles!) with the disappointing news. Immediately, the small Athenian Army (including Pheidippedes) marched to the plains of Marathon to prepare for battle. The Battle of Marathon The Athenian Army was outnumbered 4 to 1 but they launched a surprise offensive thrust which at the time appeared suicidal. But by day's end, 6400 Persian bodies lay dead on the field while only 192 Athenians had been killed. The surviving Persians fled to sea and headed south to Athens where they hoped to attack the city before the Greek Army could reassemble there. Pheidippides was again called upon to run to Athens (26 miles away) to carry the news of the victory and the warning about the approaching Persian ships. Despite his fatigue after his recent run to Sparta and back and having fought all morning in heavy armor, Pheidippides rose to the challenge. Pushing himself past normal limits of human endurance, he reached Athens in perhaps 3 hours, delivered his message and then died shortly thereafter from exhaustion. Sparta and the other Greek polies eventually came to the aid of Athens and in the end they were able to turn back the Persian attempt to conquer Greece. 4

READING - STICKS AND BALLS

Exercise 3 Cricket has been an established team sport for hundreds of years and is thought to be the second most popular sport in the world, after football (soccer). More than 100 countries are affiliated to the International Cricket Council, cricket's international governing body. The sport's modern form originated in England, and is most popular in the present and former members of the Commonwealth. In many countries including Bangladesh, India, Pakistan, Sri Lanka and the English-speaking countries of the Caribbean, cricket is the most popular sport. In Australia, while other sports are more popular in particular areas, cricket has been described as the "national sport" and has had a role in

forming the national identity. It is also a major sport in England, New Zealand, South Africa and Zimbabwe. Many countries also have well-established amateur club competitions, including the Netherlands, Kenya, Nepal and Argentina. 5

LISTENING - AN EXTREME EXPERIENCE

Exercise 1 Extreme Sports are non-traditional sports and activities that require participants to combine athletic skill with pronounced risk. It is difficult to determine exactly when the term extreme sports came to refer to certain modern sports, but many believe it can be traced to the early 1970s, when rock climbing and marathon running-then considered extreme-gained popularity. Several reasons have been cited for the growth of extreme sports since that time. Extreme sports may have gained popularity in the late 20th century as a reaction to the increased safety of modern life. Lacking a feeling of danger in their everyday activities, people may have felt compelled to seek out danger or risk. Another reason for increased participation in extreme sports is enhanced sports technology. For example, the invention of sticky rubber-soled climbing shoes and artificial climbing walls broadened the appeal of rock climbing. And advances in ski design allowed more skiers to attempt extreme feats previously thought impossible. Definition of Extreme Sports The definition of extreme sports is not very clear. Generally speaking, extreme sports are activities that are associated with an adrenaline rush that is felt by the participant. These activities are often dangerous and any mistake could result in injury or even death. Extreme sports are usually done by individuals rather than teams. During the 1970's and 1980's, the term "extreme sports" was almost exclusively used for sports that had high risks involved and often resulted in death. The history of extreme sports is a very interesting topic and shows how it developed into the huge craze that it is. Today, however, extreme sports also include activities that give a feeling of an adrenaline rush not necessarily putting the participant's life in danger. Examples of Extreme Sports Extreme sports cover a vast assortment of activities. A few of the more common types include; mountain biking, climbing and drag racing. Other kinds of extreme sports have developed from a familiar activity. For example, skiing is a common sport.

More aggressive versions of skiing, such as barefoot skiing and extreme skiing, have developed over the years. http://www.catalogs.com/info/outdoor/what-are-extreme-sports.html

6

READING - THE PARALYMPIC WORLD

Exercise 1 The International Paralympic Committee (IPC) is the international governing body of sports for athletes with a disability. It supervises and coordinates the Paralympic Summer and Winter Games and other multi-disability competitions, of which the most important are World and Regional Championships. The IPC also supports the recruitment and development of athletes at a local, national and international level across all performance levels. What are the Paralympic Games? The Paralympic Games take place once every four years, and are held immediately after the Olympic Games in the same locations, using the same facilities. The Paralympic Winter Games are held two years after each summer Paralympic Games - again in the same venue and using the same facilities as the equivalent Olympic Games.

UNIT 3

137

PHOTOCOPIABLE MATERIAL

138

COMPLEMENTARY ACTIVITIES LESSON 1: ANCIENT GREEK GAMES

1. Choose a word from the box to complete the sentences. pentathlon

pankration

Zeus

hippodrome

hoplitodromus

a. In this competition athletes had to take part in five events. It is called the _____________________ . b. Before the competition athletes had to swear an oath in front of a statue of the god ____________ . c. The _____________________ was the place where the horse and chariot races took place. d. On the fourth day a very violent competition called _____________________ wrestling happened. e. The special race where athletes ran and wore armour was called the _________________________ _______________________________________________________________________________________

LESSON 2: THE FIRST MARATHON

2. What do they like doing? Paul likes

_____________________.

Sue likes

_____________________.

Tim

_____________________.

Lee

_____________________.

Liz

_____________________.

Jane

_____________________.

Jane

Lee

Liz

Paul

Sue

Tim

PHOTOCOPIABLE MATERIAL

139 LESSON 3: STICKS AND BALLS

3. Guess the sport! Use the pictures as clues. a. For this sport you need a cap, some goggles and a swimsuit. b. To play this game you need a ball, a racquet and special shoes. c. For this activity you need a wetsuit and a large board. d. For this game you need a helmet, a special stick and some skates. e. All you need for this activity is a pair of trainers and a tracksuit. f. To do this you need a helmet and some pads for your knees and elbows.

LESSON 4: AN EXTREME EXPERIENCE

4. Here there are four different sports and below there are twelve different things. Which three things do you need for each sport?

CLIMBING

SKIING

SURFING

TABLE TENNIS

paddles

rope

wetsuit

board

ball

sunscreen

ski boots

skis

poles

helmet

harness

net

PHOTOCOPIABLE MATERIAL

140 LESSON 5: THE PARALYMPIC WORLD

5. Try this Olympic puzzle! 1

2

3

4

5 6 7

8

9 10

11

12

13

14

Across 1. A team sport with five players per team. (10) 5.

An event where athletes try to jump the highest. (8)

7.

A racquet sport. (6)

9.

First place in the Olympics. (4)

10. Third place in the Olympics. (6) 12.

Swimming pool event. (6)

13.

A very long running race. (8)

14. A race where runners jump an obstacle. (7)

Down 1. An event where athletes fight with gloves. (6) 2.

Second place in the Olympics. (6)

3.

An event where athletes swim, run, and cycle. (9)

4.

City of 2004 Summer Olympics. (6)

6.

A team sport with eleven players per team. (6)

8.

City of 2000 Summer Olympics. (6)

11. Fastest time ever. (6)

PHOTOCOPIABLE MATERIAL

141

EXTRA TEST READING: THE MODERN OLYMPIC GAMES On 6 April 1896 one of the world's most famous sporting events returned to Athens, Greece: the Olympic Games. A Frenchman, Pierre de Coubertin, was responsible for organizing the return of the Olympics in the 1890s. The 1896 Games in Athens involved 280 participants from thirteen different countries. There were 43 different events including athletics, swimming, gymnastics, cycling, wrestling, fencing, shooting and tennis. However, the 1896 Games were very different from the Olympics of today: there were no female competitors, winners received silver instead of gold medals, and the participants included a few tourists who were in Athens at the time and were allowed to compete.

The 1896 Games included what is possibly the most famous event in the modern Olympics: the marathon. In much more recent times, the Olympics returned to Athens in August 2004. There were record numbers of participating countries (201) and events (301). Just as in 1896, American athletes performed very strongly: the US won more medals than any other country. China came second in the medals table, and Russia third. Two countries with relatively small populations also showed their sporting ability: Australia (20 million) came fourth in the medals table, and Cuba (11 million) finished in the eleventh position. Source: www.insideout.net.

1. Read the text and choose the best answer.

4 p ts

a. In the 1896 Games the competitors didn't include any i. women. ii. Americans. iii. non-professional athletes. b. How often do the Olympics take place? i. Every six years ii. Every four years iii. Every three years c. The summer Olympics were held in 2004 in i. Athens ii. Sydney iii. Atlanta d. Which two countries won a lot of medals at the Olympics even though their populations are not very big? i. Russia and Brazil ii. South Africa and Pakistan iii. Australia and Cuba 2. Read the text again and answer these questions.

5 p ts

a. When did the famous sport event begin again in modern times? __________________________________________________________________________________. b. Who was the organizer of the modern version of the Olympic Games? __________________________________________________________________________________. c. How many competitors took part in the first version of the Modern Olympic Games? __________________________________________________________________________________. d. Mention four disciplines included in the first Modern Olympic Games. __________________________________________________________________________________. e. In what year did the Games return to their place of origin? __________________________________________________________________________________.

PHOTOCOPIABLE MATERIAL

142 LISTENING

36 1 p ts

3. Listen and answer. What kind of text is it? a. An interview. b. A conversation. c. A piece of news.

4 p ts

4. Listen to the recording. Write CL for Carl Lewis or KH for Kelly Holmes. a. _____ : very good at long jump. b. _____ : blue belt in judo. c. _____ : plays volleyball. d. _____ : got nine gold medals. 5. Listen again. Decide if the sentences are true or false.

4 p ts

a. _____ Carl Lewis is the fastest runner in history. b. _____ Carl Lewis has got nine medals in total. c. _____ Kelly Holmes is American. d. _____ Kelly Holmes didn't get a silver medal.

ORAL PRODUCTION 6. Think of a sport that is particular to Chile, and not played in many other places and talk about it. Use these questions as clues.

8 p ts

a. What is it called? b. What are the rules? c. What sort of equipment do you need? d. Why is it popular in Chile?

0 - 5 6 - 11 Keep trying Review!

12 - 19 20 - 26 Well done!

Excellent!

to ta l score 2 6 p ts

UNIT 3

143

Answers COMPLEMENTARY ACTIVITIES 1. a. pentathlon; b. Zeus; c. hippodrome; d. pankration; e. hoplitodromus 2. a. Paul likes football; b. Sue likes swimming; c. Tim likes skateboarding; d. Lee likes basketball; e. Liz likes dancing; f. Jane likes aerobics 3. a. swimming; b. tennis; c. surfing; d. ice-hockey; e. running; f. American football 4. climbing: rope/ poles/ harness; skiing: ski boots / helmet / skiis; surfing: board / wetsuit / sunscreen; table - tennis: net / paddles / ball. 5. Across: 1. basketball; 5. highjump; 7. tennis; 9. gold; 10. bronze; 12. diving; 13. marathon; 14. hurdles. Down: 1. boxing; 2. silver; 3. triathlon; 4. Athens; 6. hockey; 8. Sydney; 11. record.

EXTRA TEST READING 1. a. - i.; b. - ii.; c. - i.; d. - iii. 2. a. In 1896; b. A Frenchman, Pierre de Coubertin; c. 280 participants; d. Any of these: athletics, swimming, gymnastics, cycling, wrestling, fencing, shooting and tennis; e. In 2004.

LISTENING 3. b. 4. a. CL; b. KH; c. KH; d. CL. 5. a. False; b. False; c. False; d. True. ORAL PRODUCTION 6. Check fluency, pronunciation and correct ideas expressed with correct sentences.

UNIT 4

144

SUGGESTED YEAR PLANNING UNIT 4 HOME SWEET HOME Minimum Obligatory Contents Topic The environment and looking after it Listening Comprehension Morphosyntactic elements • Present continuous • Collocations • Future Tense • Express future possibility Strategies • To use previous experience and knowledge of the topic • To identify key words to get the general idea. • To use the context, mimicry and familiar words to infer the possible meaning of new words. • To relate new and old information. • To discriminate phonemes that can interfere with comprehension. • To relate oral and written versions of words, phrases and sentences. • To integrate written expression by writing words in order to consolidate key thematic vocabulary. • To integrate oral and written expression through the use of short phrases and sentences to show listening comprehension. Reading Comprehension Direct language Morphosyntactic elements • Present continuous • Collocations • Future Tense • Express future possibility

Strategies • To use context and previous knowledge of the language to predict development of the text. • To skim a text to get the general idea. • To scan the text in order to identify specific information. • To relate explicit information to make simple inferences. • To use lexical knowledge to infer the meaning of new words. • To look up meaning of key words in the dictionary. • To integrate written expression to consolidate key lexical and grammatical items. • To integrate the oral and written version of words and sentences to learn their pronunciation and spelling. • To use Spanish to show understanding when necessary. Oral Expression Communicative functions • To exchange personal information • To give instructions Morphosyntactic elements • Present continuous • Collocations • Future Tense • Express future possibility Lexical Elements • 500 high frequency words in oral texts. Pronunciation • English phonemes Strategies • To regularly use everyday fixed phrases and sentences in personally relevant contexts. • To use high frequency words and the thematic vocabulary of the level in personally relevant contexts.

• To use expressions associated with the communicative functions of the level in personally relevant contexts. • To integrate listening as basic input for interaction. • To integrate reading as a source of information to produce oral texts. • To discriminate, imitate and repeat phonemes. • To relate written and spoken version of sounds to identify and incorporate pronunciation patterns. Written Expression Morphosyntactic elements • Present continuous • Collocations • Future Tense • Express future possibility Include punctuation marks such as: period and capital letters. Include 300 most frequent words in written texts. Strategies • To imitate models to write own sentences. • To use connectors to link sentences coherently. • To write answers to questions. • To replace information in model texts with personal information.

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Learning Abilities

Expected Outcome

Attitudes

• To predict content from visual clues. • To recognize purpose of a text. • To discriminate between facts and opinions. • To infer meaning of words from the context. • To identify purpose and type of text. • To relate content and personal knowledge. • To predict content from pictures. • To distinguish facts and ideas. • To write a short interview. • To complete a paragraph. • To use new vocabulary. • To express opinions. • To report news and problems. • To give instructions. • To apply a survey.

• To reinforce • Acquisition of vocabulary related to the positive attitudes towards the environment and environmental problems environment. • To identify, reflect • The use of the and offer solutions Imperative form and to environmental Future Tense problems. • Express suggestions and future probabilities • Effective and efficient use of writing skills as a means of communication.

Resources

Evaluation

Time

• Internet articles and web pages • A radio Advertisement • A survey. • Radio news.

Reflections • Metacognition Minitests • Listening • Reading • Language Synthesis Test your Knowledge • Listening • Reading • Language • Oral expression Self-evaluation Reading and Listening tests Observation sheets Rubrics

• 20 class hours for the main body of text • 3 class hours for evaluation • 3 class hours for consolidation and complementary activities • 1 class hour for cartoon strip section.

UNIT 4

146

UNIT 4

UNIT 4

HOME SWEET HOME IN THIS UNIT YOU WILL USE THE FOLLOWING TEXT-TYPES: Reading • Article • Web site Listening • Interview • Radio advertisement • News report

YOU WILL DEVELOP THESE ABILITIES Listening • To predict content from visual clues • To recognize purpose of a text • To discriminate between facts and opinions Reading • To infer meaning of words from the context • To identify purpose and type of text • To relate content and personal knowledge • To predict content from picture • To distinguish facts and ideas Writing • To write a short interview • To complete a paragraph • To use new vocabulary Speaking • To express opinions • To report news and problems • To give instructions • To apply a survey

YOU WILL LEARN THE FOLLOWING LANGUAGE

YOU WILL PAY SPECIAL ATTENTION TO THESE VALUES:

• • • •

• Reinforcement of positive attitudes towards the environment.

The Present Continuous The Future Tense Obligations Words related to the environment and environmental problems

• Identification, reflection and the offering of solutions to environmental problems.

UNIT 4

147

HOME SWEET HOME YOU WILL DEVELOP THESE ABILITIES: LISTENING ·To predict content from visual clues. ·To recognize the purpose of a text. ·To discriminate between facts and opinions.

WRITING ·To write a short interview. ·To complete a paragraph. ·To use new vocabulary.

YOU WILL LEARN THE FOLLOWING LANGUAGE: ·The Present Continuous. ·The Future tense. ·Can to ask questions. ·Words related to the environment and environmental problems. ·Obligations.

GETTING READY 1. What differences can you find in the pict u res? 2. Do they show the same places? 3. With your partner, make a list of the main problems that affe ct our world and specially our count ry.

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GETTING READY Introduce the topic of the unit drawing students' attention to the pictures. Start a conversation about environmental problems. Brainstorm students' ideas about this topic so that you know how much they know about it. 1.Make the students find the differences among the pictures. Allow the use of Spanish. 2.Ask them to identify the places that are shown in the pictures.

3.Tell the students to work in pairs and make a list of problems that they think are affecting the country. Invite them to share their reflections with their classmates.

UNIT 4

148 WHAT ARE WE DOING TO OUR PLANET?

BEFORE LISTENING 1. ++ Tell the students to work in groups and reflect about statements a. - c. Then, invite some groups to share their comments with their classmates. (L.A: to relate the topic and their own reality).

What is Earth Day? Choose an answer: a. a day when we celebrate our planet's birthday. b. a day when we solve the planet's problems. c. a day when we reflect about our planet's problems.

a. Human beings are making rainforests disappear. b. Lots of animal and plant species are dying. c. The world's climate is changing. 2. The pictures illustrate important environmental problems. Can you find their names in the box? acid rain

ozone layer depletion

PICTIONARY

c

3. Which of these problems are affecting your city/area/country? 4. Read what the school reporter, Kelly Hardrock, says. 5. Study the pictures and the words in the Pictionary. Can you predict what the text is about?

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5. +++ Before playing the recording, tell the students to look at the pictures and the words in the Pictionary. Make sure they understand the meaning of

1. Are the following sentences true or false?

air pollution

3. ++ Now, ask the students to answer the question. Elicit some actions the students do to take care of our planet. (L.A: to relate the topic and their own reality). Answers: Will vary according to students' own experiences. 4. +++ To continue with the topic of the class, ask the students to read what the school reporter, Kelly Hardrock, says. Elicit students' ideas about Earth Day and write them on the board. You may need some additional information on this topic. See Background information, at the end of the unit. (L.A: to predict content from the context).

BEFORE LISTENING

ocean pollution

2. + Tell the students to look at the pictures that illustrate important environmental problems and ask them to relate them to their names in the box. (L.A: to relate pictures and topic). Answers: a. air pollution. b. acid rain. c. ocean pollution. d. ozone layer depletion.

Lesson 1

UNIT 4

the words and invite them to make predictions about the topic of the text. (L.A: to predict content from visual clues). PICTIONARY tanker: barco petrolero pour: derramar harm: dañar hang: colgar rainforest: selva tropical

LISTENING 6. + 41 Play the recording. Tell the students to listen and check their predictions about Earth Day. (L.A: to validate predictions). Answers: c. 7. ++ Ask the students to identify the kind of text they listened to. (L.A: to identify type of text). Answers: c.

UNIT 4

149 LISTENING

6. 7.

Listen to the text once and see if i you were right. What kind of text did you hear? conve ersation a. A conversation

8.

w b. An interview

h phrases in column A with h phrases in column B. Match A

9.

c. An advertisement

B

Oil tan tankers nkers Eating g fish is

over the most important cities participate ate in Earth Day projects cts

Smog is hanging

becoming g dangerous to human n health.

Everybody body can

ing oil into the oceans s are pour pouring

Choose Choosse the correct alternative to to fill in the blanks. a. Tankers Tankers are pouring _ _ _ _ _ _ _ _ _ _ of o gallons of oil into the oceans. occeans. i. hundreds hundre eds

i i . thousands

i i i . millions

b. The destruction desttruction of rainforests is endangering dangering _ _ _ _ _ _ _ _ _ _ off animals. i. thousands thousaands

ii.dozens

iii. a lot

c. Each Earth Earrth __________ we take care are of our planet's problems. problem ms. i. week

ii. month

iii. Day

AFTER LISTENING

LANGUAGE FOCUS

The Present Continuous

1. Read the sentences from the text. Are they similar or not? Why? …a lot of people are feeling the environment is in real trouble. …human beings are causing much of that trouble. 2. What do you think the sentences refer to? Choose an alternative. a. They refer to events that happened in the past. b. They refer to events that are happening at this time. c. They refer to events that will happen in the future. 3. Complete the following statement. We use thee _______ tense of to be + verb+ _________ to talk about a things thatt are occurring during a period pe eriod of time in the present. presen nt.

HOME SWEET HO HOME OME

8. ++ The students listen to the text again and match the phrases in column A with the phrases in column B. (L.A: to relate information). Answers: Oil tankers are pouring oil into the oceans; Eating fish is dangerous to human health; Smog is hanging over the most important cities; Everybody can participate Did you know that… Let students read this section on their own and share comments in their groups. For more information on this section see page 7 of the Introduction.

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9. +++ Play the recording once more. The students listen and choose the correct alternative to fill in the blanks. (L.A: to identify specific information). Answers: a. iii. b. i. c. iii.

AFTER LISTENING

__________________________ LANGUAGE FOCUS – The Present Continuous Remember that these activities are designed to help students revise or discover by themselves a particular grammar structure or an interesting item

of vocabulary from the text. 1. Invite students to revise the sentences from the text. 2. They identify what they refer to. Answers: b. 3. Encourage students to complete the rule. We use the Present tense of to be + verb + ing to talk about things that are occurring during a period of time in the present. __________________________

UNIT 4

150 10.

With your part n e r, follow the pat te rn below and ask and answe r questions about the text. Then, listen and pract i ce with your own i d e a s.

a. A: Where is _________________ (hang)?

B: Over ______________________________.

42 Ask the students to work in

10. ++ pairs. Refer them to the Language Focus and to the text to complete the questions and answers about environmental problems. Encourage students to add their own ideas. (L.A: to complete and dramatize a dialogue following a model). Answers: a. A: Where is smog hanging? B: Over important cities all over the world. b. A: What is polluting the air? B: Heavy gray smog. c. A: What are oil tankers doing? B: They are pouring oil into the oceans.

b. A: What is ___________(pollute) the_________? American English: Garbage

B: Heavy___________________________.

British English: Rubbish

c. A: ___________ are oil tankers______(do)?

B: They ___________________________. 11. Match the words in column A with words in column B, to form collocations.

12.

A

B

global

disaster

acid

effect

ozone

warming

oil green house ecological

converter rain layer

catalytic

spill

Listen and repeat. What are you doing after class? They´re waiting for the next act. The actors are learning their lines.

13.

In your group, think about the enviro n m e nt in your city / a rea. Wh at p roblems are affe cting it most? Use the pat te rn below to share your opinions. Then, listen and check your ideas.

A: Do you think climate __________ in our area? B: __________.

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

A: How is __________ affecting our environment? B: Temperatures are __________. A: Can you mention some consequences of __________? REFLECTIONS What problems did I have to exchange information with my classmates? How much did I connect the topic to my everyday life?

11. + Tell students to read the words in columns A and B and then make pairs to form collocations related to problems that affect our environment. (L.A: to identify collocations related to the topic). Answers: global warming; acid rain; ozone layer; oil spill; greenhouse effect; ecological disaster; catalytic converter. See Error Alert!, at the end of the unit. 12. + 43 First the students listen. Then they listen and repeat the sentences paying special attention to the pronunciation of the contraction. (L.A: to discriminate accentuation patterns).

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B: Glaciers are __________, rainfall is __________ and there are more __________. 14. FL Translate the collocations in exercise 11 into Spanish and add more to the list.

UNIT 4

13. +++ 44 In groups, the students reflect about the environment in their city/area. They identify the problems that are affecting it and complete the dialogue with their own ideas. Encourage some of them to dramatize the dialogue in front of their classmates. (L.A: to dramatize a dialogue). Answers: Will vary according to students' ideas. REFLECTIONS The purpose of this activity is to help students reflect on their learning process

and to raise their awareness of how they develop their own learning strategies to become more effective learners. Invite them to reflect and identify: a. the problems they had to exchange information with their classmates. b. how much they connected the topic of the lesson to their everyday life. 14. FL Invite fast learners to translate the collocations in exercise 11 into Spanish and add more to the list. (L.A: to identify collocations related to the topic of the lesson).

AN INCONVENIENT TRUTH

UNIT 4

151 Lesson 2

BEFORE READING

1. Answer the children's questions. What does “inconvenient” mean?

What is the “inconvenient truth” related to the environment?

What do you know about “global warming”? PICTIONARY

2. Read the title of the text. What is the purpose of the website? a. To give a message b. To offer a job c. To advertise a new product 3. Read the text quickly and find all the cognates. HOME SWEET HOME

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2. ++ Ask the students to read the title of the text and to identify the purpose of the website. 1. + Before starting the lesson, devote (L.A: to identify purpose of a text). some minutes to talk about global Answers: a. warming. Elicit students' ideas about this concept and ask them if they have 3. + Students skim the text quickly to find heard about Al Gore and his all the cognates. “Inconvenient Truth”. You may need (L.A: to identify cognates). some additional information. See Answers: gases; factors; cause; global; Background information at the end gasoline; carbon; dioxide; energy; traps; of the unit. space; air; responsible; scientists; level; (L.A: to connect the topic with evaporation; hurricanes; result. previous knowledge). See Error Alert! at the end of the unit.

BEFORE READING

PICTIONARY Before reading, ask your students to take a look at the words in the Pictionary. Make sure they all understand their meanings. (L.A: to relate words and pictures). Burn: quemar Half: mitad Melt: derretir Heat: calentar Coal: carbón

UNIT 4

152 READING

4. Read the information from the website and confirm or correct your prediction. 5. Read the text again. Choose a title for each paragraph. a. What are the effects of global warming? b. What is global warming? c. What causes global warming?

http://education.arm.gov/studyhall/globalwarming/beginners.stm

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UNIT 4

READING 4. + Ask the students to read the information from the website to confirm or correct their predictions in exercise 2. (L.A: to apply scanning to validate predictions). 5. ++ The students read the text again and choose a title for each paragraph. (L.A: to identify general information). Answers: Paragraph I, c. Paragraph II, b. Paragraph III, a.

UNIT 4

153 6. Read these sentences and decide if they are true (T) or false (F) a. The temperature of the earth changes every year. b. Carbon dioxide is the only cause of global warming. c. In the future, temperatures will be higher. d. Scientists think that global warming will cause more rainfall.

2. Ask students to reflect on what the sentences express, and what elements they have in common. Answers: c.

7. Read the text again and find three consequences of global warming. a. _________________________________________________________. b. _________________________________________________________. c. _________________________________________________________.

3. Make the students complete the rule. To talk about things we think will happen in the future, we use will + verb. __________________________

AFTER READING

LANGUAGE FOCUS

The future tense

1. Revise these sentences from the text. Pay special attention to the words in bold.

Scientists think that temperatures will go up between 2 and 6 degrees over the next century. This will cause sea ice to melt and result in a rise in sea level. There will be more hurricanes as a result of global warming.

8. + Refer students to the Language Focus and ask them to think and answer the questions about the environment. (L.A: to apply a new language structure) Answers: a. Sea level will rise; b. It will rain more; c. They will go up between 2 and 6 degrees.

2. What are the sentences talking about? a. events that are happening now b. events that happened recently c. events that will probably happen in the future 3. Complete the statement below. To talk about things we think will happen in the future, we use ___________ + ___________.

8. Think and answer the questions about the environment. a. What will happen with sea level in the future? Sea level _________________________________________________. b. What about rainfall? I ________________________________________________________. c. What will happen with the temperatures? They____________________________________________________. HOME SWEET HOME

6. ++ The students read the text again and decide if the sentences are true (T) or false (F). (L.A: to discriminate between correct or incorrect information). Answers: a. F. b. F. c. T. d. T. 7. +++ Ask the students to read the text again and find three consequences of global warming. (L.A: to extract specific information). Answers: Any three of these: 1. Temperatures will go up. 2. Sea ice will melt.

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3. Sea level will rise. 4. There will be more evaporation. 5. There will be more hurricanes. __________________________ LANGUAGE FOCUS – Future Tense Remember that these activities are meant to promote students' independent learning, so help, guide and check but don't take an active part. 1. Students revise the sentences from the text paying special attention to the words in bold.

UNIT 4

154 9.

In you yourr group, think about the area arrea where you live and do a survey clim mate problems. Listen and imitate im mitate the recording. Then n ask the about climate rest of your your classmates and take notes note es of their answers.

9. +++ 44 In groups, students think about the area where they live and do a survey about climate problems. Then, they ask the rest of their classmates and take notes of their answers. (L.A: to consolidate vocabulary and grammar, relating content and own reality). Answers: Will vary. Did you know that… Let students read this section on their own and share comments in their groups. For more information on this section see page 7 of the Introduction.

100.. With the information in nformation above, answerr the following questions. Then, T give an oral oral report on the results of the survey you did. 'yes' to the first How manyy students in your group answered a question? :____________________________

10. +++ With the information they collected, the students answer the questions. Then, they give an oral report on the results of the survey they did. (L.A: to consolidate vocabulary and language structures). Answers: will vary, according to students' results. REFLECTIONS The purpose of this activity is to help students reflect on their language process and to raise their awareness of how they develop their strategies to become more effective learners. They should work on their own but you may help and guide them when necessary. Encourage students to keep a record of their answers in a special section of their notebooks. The students read the questions and identify: a. The problems they had when asking questions in English b. How well they worked in their groups

What alternatives alternativ rnatives got more 'yes' yes answers swers than others? What consequences sequences of global warming ming in your area did your group g mention? 11.

First only o listen. Then, listen and repeat the tongue twister. What noise annoys ys an oyster? A noisy noise annoys noys an oyster

REFLECTIONS What problems did I have when asking questions in English?

12. FL Invent three h more predictions d for for o the h future. f

How well did I work in my group?

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UNIT 4

11. + 45 Play the recording. The students first only listen. Then, they listen and repeat the tongue twister. (L.A: to imitate a model of pronunciation). 12. FL Invite fast learners to reflect on the topic of the text and invent three more predictions for the future. (L.A: to consolidate a language aspect). Answers: Will vary.

UNIT 4

155 MINI - TEST LISTENING

1.

Listen to the text in lesson 1 again and decide if the sente n ces are true or false.

5 p ts

a. On Earth Day we take care of our planet. b. Animals and plants are dissappearing. c. Cities don't have any problems. d. School children can't participate in Earth Day activities. e. Everybody can help change the planet. 5 p ts

2. Listen to the text again and circle the co rre ct alte rn ative. a. Oil / soil is polluting water. b. Tankers are pouring oil into r i vers / oceans. c. E ating birds / fish is dangerous. d. The destruction of rainforests / woods is threatening animals. e. We can re cycle gas / glass and paper. READING

3. Read the text in lesson 2 again and answer the following questions.

3 p ts

a. When do we have global warming? b. Where does carbon dioxide come from? c. What do scientists think about temperatures in the future? 4. Read the text in lesson 2 again and match the cause in column A with the consequence in column B. A a. Temperatures go up. b. We burn gasoline in our cars. c. Carbon dioxide goes up. d. There is more evaporation.

4 pts

B i. The earth heats up. ii. There will be more clouds and rainfall. iii. We release carbon dioxide. iv. We have global warming.

LANGUAGE 5 p ts

5. What do you think life will be like in the future? Complete the following paragraph with the verbs in the Future tense. be

be

cause

increase

rain

Scientists predict that in the next twenty years, there _________ higher temperatures. Carbon dioxide and greenhouse gases _ _ _ _ _ _ _ _ _ and_ _ _ _ _ _ _ _ _ global warming. There _________ more clouds and it _ _ _ _ _ _ _ _ _ more.

0-9 Keep trying

10 - 14 Review!

15 - 19 Well done!

20 - 22 Excellent!

total score 22 p ts

HOME SWEET HOME

MINI - TEST The mini-tests provide material to check and revise students' progress and, at the same time, information to the teacher about any points that the majority of the students may have problems with. Make sure they understand what they are expected to do and then give enough time to answer individually.

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Answers: 1. a. true. b. true. c. false. d. false. e. true. 2. a. oil. b. oceans. c. fish. d. rainforests. e. glass and paper. 3. a. When the temperature is higher. b. It comes from burning coal, wood or gasoline in cars. c. They think temperatures will go up between 2 and 6 degrees. 4. a. - iv. b. - iii. c. - i. d. - ii. 5. will be; will increase; will cause; will be; will rain.

UNIT 4

156 CAN WE STOP IT?

Lesson 3

BEFORE LISTENING

1. What is pollution?

BEFORE LISTENING

2. Look at the pictures. How many kinds of pollution can you see?

While students are still with their books closed, start the class with a general conversation about pollution. Write the word on the board and elicit students' ideas about this concept. Ask students if they know the word that is used in Spanish. Accept this language if necessary, as this is the stage when you need to collect students' general information on the topic, not their ability to express themselves in English.

Tick the ideas that you think are true.

1. ++ With the information you collected, arrive at a conclusion. Ask the students to define pollution in their own words. (L.A: to connect content with previous knowledge). Answers: Pollution: the act of polluting (destroying, contaminating, something, especially the natural environment) See Error Alert! at the end of the unit.

3. + Now ask the students to write the names of the problems in English below each picture. (L.A: to relate meaning and visuals). Answers: a. smog. b. air pollution (acid rain). c. noise pollution. d. oil spill.

b. ________________________

c. ________________________

d. ________________________

3. Write the names below them. oil spill

acid rain

smog

noise pollution

4. Read and do what Kelly says. a. _____ Air pollution can't irritate people's lungs. PICTIONARY

b. _____ Pollution can kill plants, animals, and people. c. _____ Recycling is not a good way to stop pollution. d. _____ Pollution can also get into soil and water. e. _____ We should use wind and solar power. 5. Study the words in the Pictionary.

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2. + Ask students to look at the pictures and identify the kinds of pollution they can see. At this stage, accept Spanish if necessary. See Background Information at the end of the unit. (L.A: to relate content and visuals). Answers: a. smog. b. acid rain (lluvia ácida). c. noise pollution (contaminación acústica). d. oil spill (derrame de petróleo).

a. ________________________

UNIT 4

4. +++ Ask the students to read and do what Kelly says: tick the ideas they think are true. Do not check answers at this stage. (L.A: to predict general information using previous knowledge). 5. + Before listening, draw students' attention to the words in the Pictionary. Make sure they understand their meaning. You may also brainstorm ideas about their connection with the topic of the lesson.

PICTIONARY Poison = veneno. Lungs = pulmones.

UNIT 4

157 LISTENING

6.

L i s ten en to the recording and co confirm r or co rre rre ct ct your ideas in i exercise 4.

7.

8.

Did you know that… Let students read this section on their own and share comments in their groups. For more information on this section see page 7 of the Introduction.

a the people in the recording? recorrding? Match them. Who are a. a g gi rl b. a man

i. the int terviewer inte ii. the int terviewee inte

sente ences are true (T) or false (F) (F) Listen again and say if the sentences a. _____ The T man thinks pollution is i not an important problem. proble em. b. _____ Pollution b. P damages people e's lungs. people's c. _____ There T is no problem for animals. an nimals.

AFTER LISTENING

9. In I your opinion, opinion, i i d most people l agree agrree or disagree di i h the h do with interviewe er's point of view? interviewer's

10. +++ 47 In their groups, the students use the pattern to talk about the different types of pollution that were mentioned in the recording. Then, play the recording and make students listen and complete. Answers: Will vary.

AFTER LISTENING

10. 0.

In you your ur group, use the patte rn n below bel e ow w to to talk about the diffe diffffere r nt types pollution of pollutio on that were mentioned. Then, Th hen, listen and and co com p l e te. te.

A: How many m types of pollution ccan an you remember? B: There are ______________ typess of pollution: _______________. A: How does affect d pollution af ffect fect our environment? B: It _____________________________________________________. affects A: What type t of pollution most af f fects our city/town? ffects B: I thinkk ______________ is our worst w problem.

REFLECTIONS

YES NO

Did I use cognates to understand the text? Did I connect the topic of the lesson with my own reality?

HOME SWEET HO HOME OME

LISTENING 6. + 46 The students listen to the recording and confirm or correct their ideas in exercise 4. (L.A: to validate predictions). Answers: a. False; b. True; c. False; d. True; e. True. 7. + Invite students to listen to the recording and identify the people speaking. (L.A: to identify speakers) Answers: a. - i.; b. - ii.

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8. ++The students listen again and then decide if the sentences are true (T) or false (F). (L.A: to discriminate between correct and incorrect information). Answers: a. False. b. True. c. False. 9. +++ Play the recording once more. Invite students to listen and then give their opinions. (L.A: to deduce information) Answers: will vary, according to students' opinions.

REFLECTIONS The purpose of this activity is to help students reflect on their language process and to raise their awareness of how they develop their strategies to become more effective learners. They should work on their own but you may help and guide them when necessary. Encourage students to keep a record of their answers in a special section of their notebooks. The students read the questions and identify: a. If they used cognates to understand the text b. If they connected the topic of the lesson with their own reality.

UNIT 4

158 11.

First only listen. Then listen and repeat the tongue twister. Sean and Shane shipped the sheep ships cheaply.

12. Match each picture with the type of pollution they illustrate.

11. + 48 The students first listen. Then they listen and repeat the tongue twister. (L.A: to imitate a model of pronunciation).

American English: Encyclopedia British English: Encyclopaedia

c Soil Pollution

Water Pollution

Air Pollution

LANGUAGE FOCUS

12. + Invite students to relate each picture with the type of pollution they illustrate. (L.A: to relate visuals and meaning to consolidate vocabulary). Answers: a. noise pollution; b. soil pollution; c. water pollution; d. air pollution

Noise Pollution

Can in questions

1. Read these sentences from the text and other examples. Can I ask you a few questions? Can you give us any suggestions…? Can you help me with the homework? Can you give some examples? 2. What do they have in common? 3. Complete the rule. To _________ questions in English in a polite way, we use __________. To _________ make requests in English in a polite way, we use

__________________________ LANGUAGE FOCUS – Can to ask questions Remember that this section is meant to help students revise or discover a particular grammar structure by themselves. 1. Ask the students to revise the examples. 2. They all use can. 3. Make students identify the type of information required, and then complete the rule. Answers: To ask questions in English in a polite way, we use the verb can. __________________________ 13. +++ Ask students to read what Kelly says and to work with their partners. Explain to them that they have to imagine they are going to interview a famous scientist. Refer them to the Language Focus to write questions about the things they want to know in relation to the environment. Encourage students to find the answers in books, encyclopaedias, on the Internet, in newspapers, etc. (L.A: to consolidate a language point and connect it with previous knowledge).

__________ = Is it OK to do something?

13.Read what Kelly says. Then work with your partner.

Imagine you are going to interview a famous scientist. Write questions about the things you want to know in relation to the environment and find the answers in books, encyclopedias, newspapers, on the Internet, etc.

14. FL Now, role-play the interview in front of your classmates.

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UNIT 4

Answers: Will vary, according to students' interviews. American v/s British English Draw students' attention to the two different spellings of the same word used in each variety of English. Remind them that both the British and the American versions are correct, but that they should choose one variety and stick to it.

14. FL Invite fast learners to role-play the interview in front of their classmates. (L.A: to formulate questions and answers to ask for or give information).

WE CAN SAVE THE PLANET!

UNIT 4

159 Lesson 4

BEFORE READING

3. + Ask students to read the text quickly and underline all the cognates related to the environment. (L.A: to identify cognates). Possible answers: scientists; globe; planet; reducing; use; protective; difference; principles; reduce; reuse; recycle; energy; gas; hybrid; products; create; plastics; donate.

1. Answer Andy's questions.

Look at the two pictures. Which of them shows a healthy environment? Why?

a

4. + Before reading, invite students to look at the words in the Pictionary. Make sure they understand their meanings.

b

PICTIONARY chemicals: químicos purse: monedero photo frame: marco de foto papier mache: papel maché flower pot: macetero

PICTIONARY

2. Look at the picture and talk with your partner about the things you can do to keep a healthy environment. Write a list of things that can help: a. b. c. d.

in your community at home at school yourself

3. Read the text quickly and underline all the cognates related to environment. 4. Study the words in the Pi ct i o n a ry and make sure you understand their meaning.

HOME SWEET HOME

BEFORE READING 1. + Ask the students to look at the pictures and answer Andy's questions. Allow the use of Spanish at this stage. Brainstorm students' ideas about the meaning of healthy. (L.A: to infer topic from visuals). Answers: a. Because it is clean and unpolluted. 2. ++ Invite the students to look at the pictures and then talk with their partners about the things they can do to

99

keep a healthy environment. Ask them to write a list of things that can help : a. in their community b. at home c. at school d. themselves Brainstorm their ideas and write a list of actions on the board. You can also organize the information in a chart or in a diagram. (L.A: to relate topic to students' own reality)

UNIT 4

160 READING

READING 5. + Ask the students to read the text quickly to see if the things they wrote in their lists in exercise 3 are included in the text. (L.A: to apply scanning to confirm predictions). See Error Alert!, at the end of the unit. 6. + Make students identify the kind of text it is. (L.A: to identify kind of text). Answers: b. 7. ++ Tell the students to read the text again and find the words in bold in it. Then ask them to relate the words to their meanings. (L.A: to infer meaning from the context). Answers: Deplete: to reduce something; overusing: to use something too much; hybrid: the product of mixing two or more different things; frame: border that holds a picture; donate: to give something to charity. 8. +++ Read aloud the list of facts that damage the environment. Then, ask students to read the text and find four ideas that could help. At this stage, it would be a good idea to start a conversation about other facts that damage the environment. You can write them on the board and ask your students to write a list in their notebooks with an idea to help. (L.A: to find supporting information). Answers: a. FACT: We want to make a difference. IDEA : We can follow the principles:

Scientists around the globe agree that we all must do our share to take care of our planet. This means making changes to our daily lives to reduce global warming and reducing the use of chemicals that deplete the Earth's protective ozone layer.

Reuse means to find new uses for your old products. Tu rn a pair of jeans into a cool purse, or use broken fl ower pots and create mosaic for a table or photo frame. Use newspapers to make Green is a term that many people use to talk about taking care of papier mache art for a the planet and not overusing the resources that we all share. If you friend. want to make a difference, the best way to start is to follow these three principles: Recycle means to take your used products like cans, Reduce, Reuse, and Recycle bottles, plastics, and paper Reduce means to use less of everything: less energy, less paper, less and donate them to groups gas, and less water. It means to ride a bike or drive a hybrid car, that turn them into new and to turn off the water when you are brushing your teeth. products. Courtesy NASA

Source: http://kids.nationalgeographic.com/Activities/FunScience/Green

5. Read the text quickly and see if the things in your list in exercise 3 are included. 6. What kind of text is it? a. A letter

b. A set of instructions

c.A description

7. Read the text again and find the words in bold. Match them with their meaning. Deplete

the product of mixing two or more different things

Overusing to give something to charity

100

Hybrid

border that holds a picture

Frame

to use something too much

Donate

to reduce something

UNIT 4

reduce, reuse and recycle. b. We can turn them into new products. c.We can turn off the water when we brush our teeth. American v/s British English Draw students' attention to the two different spellings of the same word used in each variety of English. Remind them that both the British and the American versions are correct, but that they should choose one variety and stick to it.

AFTER READING

__________________________ LANGUAGE FOCUS – Prepositions Remind students that this section is meant to help students revise or discover a particular grammar structure by themselves. 1. Ask the students to revise the examples, paying special attention to the words in bold. 2. Students choose the correct alternative. Answers: a. 3. Make students identify the type of

UNIT 4

161 8. Here is a list of actions that damage the environment. Read the text and find three ideas that could help. a. FACT : Exhaust fumes damage the Earth‘s ozone layer. IDEA : __________________________________________________. b. FACT : People throw away millions of tons of bottles and cans. IDEA : __________________________________________________. c. FACT : A family uses over 400 liters of water at home every day. IDEA : __________________________________________________.

American English: Liters British English: Litres

AFTER READING

LANGUAGE FOCUS

Prepositions

1. Read these sentences from the text and other examples. Pay special attention to the words in bold.

Scientists around the globe garbage on the floor

mosaic for a table depletion of the ozone layer

2. What do these words do? a. They relate two things. b. They relate two actions. c. They relate two characteristics. 3. Complete the rule. A ______ is a word that we use when we want to ______ two ______.

9.

First only listen. Then, listen and re p e at the tongue twister. Silly Sally is shaking some sugar on her shiny shoes.

10.Work with your partner. Ask him/her about things you can do in relation to the three principles in the text. a. A: What must we do to __________________ the use of energy?

B: We should ___________________________________________. b. A: How can we __________________ old products?

B: We can ______________________________________________. c. A: What things can we ___________________________________?

B: We can _________________ things like cans,_____________. HOME SWEET HOME

information required, and then complete the rule. A preposition is a word that we use when we want to relate two things. _________________________ 9. + 49 Play the recording. The students first only listen. Then, they listen and repeat the tongue twister, paying special attention to the initial sounds. (L.A: to imitate a model of pronunciation).

101

10. +++ In pairs, the students ask and answer questions about the actions to take related to the three principles stated in the text: Reduce; Reuse; Recycle. Encourage some pairs to role-play their dialogues in front of their classmates to provide a model to the rest. (L.A: to consolidate vocabulary). Possible answers: a. A: What must we do to reduce the use of energy? B: We should use less electricity / turn off the light.

b. A: How can we reuse old products? B: We can turn old jeans into a purse/create a mosaic from broken flower pots/ make papier mache from old newspapers. c. A: What things can we recycle? B: We can recycle things like cans, bottles, plastics and paper. Did you know that… Let students read this section on their own and share comments in their groups. For more information on this section see page 7 of the Introduction.

UNIT 4

162 REFLECTIONS H ow much did I need the teacher's assistance to talk about the environment?

50

11. ++ In pairs, the students complete the dialogue with their own ideas. (L.A: to use own reality to write a dialogue). Possible answers: A: What can we do to help our planet? B: Well, we can walk to school and use less energy. A: How can we help at our school? B: We can reduce our garbage. A: We can also recycle used paper!

H ow much did I support my partner?

11.

With your partner, complete the following dialogue with your own ideas. Then, listen to the recording and check.

A: What can we do to help our planet? B: Well, we can _____________________ and ___________________. A: How can we _______________________________ at school?

Now think about you and your family. What do you do to help protect the environment? Write some suggestions.

B: We can _________________________________________________. A: We can also _____________________________________________. 12.Practice the dialogue above and present it to your classmates. 13.Do what Andy says. Transport: We can __________________________________________. Food: We ___________________________________________________. Water: ____________________________________________________. Otherideas:_______________________________________________. 14. FL Find out how much you know about the environment. Follow the trail.

START HERE

12. +++ Motivate students to practice the dialogue and to dramatize it in front of their partners. (L.A: to dramatize a dialogue related to own reality).

True

13. +++ Make students practice their dialogues and present them to their classmates. Do not forget to give praise and encouragement, especially to weaker students. Make positive comments on their work and let them know what they are doing well, as well as what they need to improve. (L.A: to imitate a model and express own ideas).

True

REFLECTIONS The purpose of this activity is to help students reflect on their language process and to raise their awareness of how they develop their strategies to become more effective learners. They should work on their own but you may help and guide them when necessary. Encourage students to keep a record of their answers in a special section of their notebooks. The students read the questions and identify: a. How much they needed the teacher's assistance to talk about the environment.

We use more water for a shower than for a bath.

False

Get 1 penalty point. Look at the sentence again.

True

Smoke damages the ozone layer.

False

Get 1 penalty point. Look at the sentence again. Acid rain and pollution harm trees, plants and animals. Get 1 penalty point. Look at the sentence again.

Penalty points Count your 0 Expert penalty points. 1 Good Check your score. 2-3 More to learn about the environment.

102

UNIT 4

b. How much they supported their partners. 14. +++ Ask students to read and do what Andy says. They work individually, reflecting on their personal contribution to help protect the environment. Invite some students to share their conclusions with the rest of the class. (L.A: to consolidate vocabulary and grammar, relating content and own reality). Answers: Will vary, according to students' ideas.

15. FL Motivate fast learners to find out how much they know about the environment following the trail and checking their scores.

False

UNIT 4

163 MINI - TEST LISTENING

1.

2 pt s

Listen to the text in lesson 3 again and complete the statement. The text is __________________. a. a news report

b. an interview

c. a radio program

d. a report 4 pt s

2. Listen to the text again and complete. a. Do you think pollution is an import a nt __________________? b. It's also changing the __________________. c. __________________ should build cleaner cars. d. Recycling __________________ reduces the amount of garbage. READING 4 pts

3. Read the text in lesson 4 again and decide if the statements are true or false. a. We can contribute to stop global warming with personal actions. b. We should use more chemical products. c. We must throw away all bottles and cans. d. We should use our bicycles instead of cars.

4 pt s

4. Read the text again. Find a suitable verb for each word or phrase. a. _________ efficient light bulbs.

e. _________ hybrid cars.

b. _________ paper waste.

f. _________ old products.

c. _________ water use.

g. _________ used bottles.

d. _________ plastics.

h. _________ a mosaic.

LANGUAGE 4 pt s

5. Complete the following questions. Use the words in the box. follow

reduce

reuse

recycle

a. What can you do to ______________ old things? b. How can we ______________ the use of water? c. Can we ______________ plastic bottles or cans? d. Must we ______________ the three principles?

0-5 Keep trying

6-9 Review!

10 - 15 Well done!

16 - 18 Excellent!

total score

HOME SWEET HOME

MINI - TEST The mini-tests provide material to check and revise students' progress and, at the same time, information for the teacher about any points that the majority of the students may have problems with. Make sure they understand what they are expected to do and then give enough time to answer individually.

1 8 pt s

103

Answers: 1. c. 2. a. problem. b. climate. c. engineers. d. paper. 3. a. true. b. false. c. false. d. true. 4. a. use. b. reduce. c. reduce. d. recycle. e. use. f. reuse. g. donate. h. create. 5. a. reuse. b. reduce. c. recycle. d. follow.

UNIT 4

164 GOOD NEWS!!! Where do pandas live? Is it easy to find them? Where can you see a panda? Why are pandas associated with the environment?

BEFORE LISTENING 1. + Before beginning the lesson, and while the students are still with their books closed, devote some minutes of the class to talk about endangered animals. Elicit students' ideas about this topic and brainstorm the name of animal species that they think are in danger. You may need to provide them with additional information. See Background Information at the end of the unit. Draw students' attention to the pictures of panda bears on page 104, and tell them to spend a minute writing a list of words or phrases that they relate to these animals. (L.A: to relate the topic and their previous knowledge). Answers: Will vary. 2. ++ Once the time is up, ask the students to share their words with their partner(s) and talk about them. Brainstorm different words and write them on the board. Together, put the words into different categories. (L.A: to classify concepts). Answers: Will vary, according to students' words. 3. +++ Ask the students to read and answer Ema's questions. At this point, it would be a good idea to refer students to the first lesson of the book. Invite them to read again the children's introductions and make them infer Ema's reason to present this lesson. (L.A: to connect the topic with previous knowledge). Answers: Pandas live in China; It is not easy to find them, as they live in the

Lesson 5

BEFORE LISTENING

1. Spend one minute writing down all the different words you associate with pandas. 2. Share your words with your partner(s) and talk about them. Together, put the words into different categories.

Positive

Negative

PICTIONARY

3. With your partner, answer Ema’s questions. 4. You are going to listen to something related to this animal. What kind of text do you think it is? a. A song b. An advertisement c. A news report 5. Look at the words in the Pictionary and their meanings before listening.

104

UNIT 4

mountains; We can see pandas in some zoos; We relate pandas to the environment because they are present in the logo of the WWF (World Wildlife Fund), which is one of the most important environmental organizations. See Background information at the end of the unit. 4. + Explain to your students that they will listen to something related to this animal. Make them predict the kind of text they think it is. Do not check answers at this point.

(L.A: to use previous knowledge to predict type of text). 5. + Before playing the recording, make sure the students study the words in the Pictionary and their meanings. (L.A: to infer meaning from visuals). PICTIONARY was born = nació giant = gigante cub = cría zoo = zoológico

UNIT 4

165 LISTENING

6. 7.

Listen to the report and see if you were right in exercise 4. Listen to the report again and choose a title. a. Baby panda in danger in USA zoo b. Baby panda dies in USA zoo c. Baby panda is born in USA zoo

8.

Listen to the report again and tick the correct alternative to complete each statement. b A baby panda was born... early in the afternoon. late at night. early in the morning.

9.

Do you think these sentences are true or false? a. _____ A strange animal was born in an American zoo. b. _____ It's the first time in 16 years this has happened. c. _____ We don't know yet if the cub is male or female. d. _____ These animals often give birth in zoos. e. _____ Many baby cubs born in zoos die within a week. f. _____ The cub will have to return to China when it's two years old. HOME SWEET HOME

LISTENING 6. + 51The students listen to the report and see if their predictions in exercise 4 were correct. (L.A: to validate predictions). Answers: c. 7. ++ Play the recording again to allow students to choose an appropriate title for the report. (L.A: to find general information using textual elements). Answers: c.

105

8. +++ Now the students listen to the report again and tick the correct alternative for each statement. (L.A: to identify correct information). Answers: a. Washington. b. Early in the morning. c. 2,000. d. Three months. e. Visiting a website. f. China. Did you know that… Let students read this section on their own and share comments in their groups. For more information on this section see page 7 of the Introduction.

9. +++ Make students decide if the sentences are true or false. Play the recording again for them to check their answers. (L.A: to discriminate between correct and incorrect information). Answers: a. False. b. True. c. True. d. False. e. True. f. True.

UNIT 4

166 AFTER LISTENING

LANGUAGE FOCUS

Obligations - Prohibition

1. Read these sentences from the text and other examples. They have to leave the panda and her baby alone. The cub has to return to China when the panda is two years old. We can't see the baby panda. 2. Answer these questions. a. Which of these sentences express an obligation? b. Which of the sentences express a prohibition? Practice the dialogue and role-play it in front of your classmates.

3. Complete the following rule. When we want to express an _ _ _ _ _ _ _ _ we use _ _ _ _ _ _ _ _ + ________. When we want to express a ______________, we use _____________.

10.

With your partner, circle the correct word to complete the conversation.

A: Ssshh! You (1) have to/can’t feed the animals. B: Ooops, sorry. A: You (2) have to/can’t be careful. There are a lot of rules here at the zoo. B: Yes, you're right. We (3) have to/can’t go in there. It says 'No entry'. A: Anyway, I'll phone Laura and tell her we're here. B: Guess what? You (4) have to/can’t use a mobile phone within this area! 11.Do what Ema says. 12.

First only listen. Then listen and repeat the tongue twister. I cannot bear to see a bear Bear down upon a hare. When bare of hair he strips the hare, Right there I cry, "Forbear!"

http://www.britishcouncil.org/kids-topics-environment.htm

106

AFTER LISTENING

__________________________ LANGUAGE FOCUS – Obligations - prohibitions Remind students that this section is meant to help them revise or discover a particular grammar structure by themselves. 1. Ask the students to revise the examples from the recording. 2. Ask them to identify what the sentences express. Answers: a. They have to leave the panda and her baby alone. The cub has to return to China when

UNIT 4

the panda is two years old. b. We can't see the baby panda. 3. Ask students to complete the rule. Answers: When we want to express an obligation we use have to + verb When we want to express a prohibition, we use can't. __________________________ See Error Alert!, at the end of the unit. 10. + 52 In pairs, students decide on the correct words to complete the conversation.

(L.A: to apply new vocabulary and structures to complete a dialogue). Answers: (1) can't; (2) have to; (3) can't; (4) can't. 11. ++ Encourage students to practice the dialogue and role-play it in front of their classmates. Don't interrupt them to correct their English. Remember that it is better to note down the main, common errors and correct them at the end of the activity. (L.A: to role-play a dialogue).

UNIT 4

167 13.Guessing game! a. Choose an animal that is in danger of extinction from the list: African elephant jaguar

koala

blue whale

Western gorilla

polar bear

bald eagle

pudu

wolf

b. Ask your partners questions about useful information to guess the name of the animal. i. Does it jump / run / walk / swim /etc.? ii. What does it eat? iii. How many legs does it have? iv. Where does it live? Theanimalis:___________________________________________ c. Change roles.

When pandas have babies, we call them cubs. Unscramble the words to find out the names of the baby animals and match them with the pictures.

14.With your partner, use your own ideas to complete the following paragraph to write a short piece of news .Then, give the good news to your classmates! ____________ comes from ____________ in ____________. A ____________ was born. The baby ____________ is very __________ and____________. The cub is called _ _ _ _ _ _ _ _ _ _ _ _. It eats _________ and we will have to wait _ _ _ _ _ _ _ _ _ _ _ _ before we can see it. 15. FL Read what Ema says and then do the exercise.

a

b

Horse

l t o c

__________________________

c

Sheep

m a b l

__________________________

d

Pig

t p i l g e

__________________________

Duck

i l k u d n g c

__________________________

HOME SWEET HOME

12. + 53 The students first only listen. Then, they listen and repeat the tongue twister. (L.A: to imitate a model of pronunciation). 13.+++ Explain to your students that they are going to play a guessing game in groups. a. Divide the class in groups of four or five students. Each student chooses an animal that is in danger of extinction from the list. b. Their partners ask him / her questions about the food, its habitat, the name of

107

the cubs and any other useful information that may help to guess the animal. Once the students guess the animal, they change roles. (L.A: to consolidate lexical and grammatical content). 14. +++ In pairs, the students use their own ideas to complete the paragraph to write their own short piece of news. Invite some pairs to give the good news to their classmates. (L.A: to organize ideas to write a short piece of news). Answers: Will vary.

15. FL Invite fast learners to read what Ema says and then do the exercise. (L.A: to infer new vocabulary from visuals). Answers: a. colt. b. lamb. c. piglet. d. duckling.

UNIT 4

168

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

Kelly, Matt and the Time Machine Elicit information about what students remember of previous episodes. Help them remember that Kelly and Matt were in the Roman Coliseum, trying to escape from the gladiators and lions. Motivate students to read this last episode and know how the children finally returned home. At the end of the class, get their feedback and comments on the story and invite them to summarize it. Allow the use of Spanish, if necessary.

UNIT 4

169

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

UNIT 4

170 SYNTHESIS Revise the content of the unit. In this unit I learnt...

TEST YOUR KNOWLEDGE R EAD IN G: PE OPLE ARE CH ANG IN G THE PL ANE T EARTH

READING ·To infer meaning of words from the context. ·To identify purpose and type of text. ·To relate content and personal knowledge. ·To distinguish facts and ideas.

1. Read the text quickly and wri te the co rre ct heading for each para graph (I - IV).

4 pt s

a. Acid rain b. Ozone layer depletion c. Air pollution d. Rainforest destruct i o n 2. Read the text again and decide if the following sentences are true (T) or false (F)

3 pt s

a. ____ The earth is very old. LANGUAGE ·The Present Continuous Tense. ·The Future Tense. ·Obligations. ·Words related to the environment and environmental problems.

b. ____ People who live in cities are ve ry healthy. c. ____ Fa cto ries are very good for the environment. 3. An s wer the following questions:

VALUES ·To reinforce positive attitudes towards the environment. ·To identify, reflect and offer solutions to environmental problems.

110

SYNTHESIS Revise the contents of Unit 4 with your students and help them to analyze and reflect on which exercises helped them achieve the learning outcomes.

a. How old is our planet Earth? ______________________________________________ b. Why are fish dying? ______________________________________________ c. What do aerosols and sprays do to the ozone layer? ______________________________________________

UNIT 4

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

Answers: READING - PEOPLE ARE CHANGING THE PLANET EARTH 1. I. - c. II. - a. III. - b. IV. - d. 2. a. True. b. False. c. False. 3. a. It is 4,600 million years old. b. Because many factories are damaging the water. c. They destroy the ozone layer. LISTENING 54 4. a. iii. b. i. c. i. 5. a. True. b. False. c. True.

3 pt s

SELF-EVALUATION

LISTENING

4.

Listen to the recording and circle the correct alternative.

'* )

Answer the following questions and check your progress in this unit. Put a tick in the box that is true for you.

a. Amazing news comes from... i. a zoo

ii. the jungle

iii. an aquarium

b. A mother talks with her _________ -year-old baby. i. two

ii. four

(

ii. six

c. Two _________ are chatting to each other. i. dolphins

ii. whales

iii. sharks

5. Read these sentences and decide if they are true (T) of false (F).

'* )

%

Do I relate the topic of a text with my previous knowledge? Can I identify different types and purposes of texts? Can I predict the topic of a text from cognates? Can I find specific information in a text?

a. ____ Very strange news comes from Hawaii. b. ____ Scientists are not sure if the animals are talking.

# )* % %

c. ____ The animals communicate verbally and non-verbally. LANGUAGE

6. Complete each collocation with a word from the list. pollution

rain

warming

'* )

ozone

Do I understand the texts? Do I understand my classmates? Can I interpret obligations and prohibitions? Can I predict the topic of a text from visual clues?

a. ____________________ layer +% * &%)

b. Acid ____________________

( $$ (

,&

c. Air ____________________

Can I use collocations? Can I play games?

d. Global ____________________

Can I talk about obligations?

+# (.

7. Circle the correct alternative. a. In this zoo, we have to / can’t take photos.

'* )

)'

"%

-( * %

b. To help our planet, we have to / can’t reduce the use of energy.

Can I talk and write about environmental problems? Can I complete summaries?

c. We have to/can’t use less water.

Can I present a topic to my classmates?

ORAL EXPRESSION

8. How can we help our planet? Mention three things we can do.

Great!

Not too bad

'* )

Help! *& * #

Keep trying

Review!

Well done!

Excellent!

'(&!

*

(&+' -&("

Did I enjoy working with my classmates? Did I find the tasks useful? Did I collaborate with my classmates?

) &( ' *)

HOME SWEET HOME

LANGUAGE 6. a. ozone. b. rain. c. pollution. d. warming. 7. a. can't. b. have to. c. have to. ORAL EXPRESSION 8. Motivate students to evaluate their partner's performance seriously and honestly.

111

SELF - EVALUATION The purpose of this section is to allow students to reflect on their strengths and weaknesses. Encourage them to give honest answers and show an interest in their results.

UNIT 4

171

UNIT 4

172

TRANSCRIPTS LISTENING - WHAT ARE WE DOING TO OUR PLANET?

41

Speaker: Oil tankers are pouring millions of gallons of oil into the oceans. The oil is polluting the water and harming sea life; eating fish is becoming dangerous to human health. Heavy gray smog is hanging over the most important cities all over the world. The destruction of rainforests and other habitats is threatening thousands of animal and plant species around the globe. We need to wake up and learn what we are doing to our planet! On Earth Day we care about and try to understand our planet's problems. Everybody can participate in Earth Day projects. How? Recycling materials like cans, glass and paper. Think about what YOU can do to help make the planet a cleaner and healthier place!

LISTENING - WHAT ARE WE DOING TO OUR PLANET?

Oral practice A: B: A: B: A:

Do you think climate is changing in our area? Yes. How is global warming affecting our environment? Temperatures are rising. Can you mention some consequences of global warming? Glaciers are melting, rainfall is heavier and there are more storms.

B:

READING - AN INCONVENIENT TRUTH

45

Pronunciation First only listen. Then, listen and repeat the tongue twister. What noise annoys an oyster? A noisy noise annoys an oyster.

LISTENING - CAN WE STOP IT? Kelly: Man: Kelly:

Where is smog hanging? Over important cities all over the world What is polluting the air? Heavy gray smog. What are oil tankers doing? They are pouring oil into the oceans.

Man: Kelly: Man:

Kelly: Man:

LISTENING - WHAT ARE WE DOING TO OUR PLANET?

44

46

42

Oral practice a. A: B: b. A: B: c. A: B:

READING - AN INCONVENIENT TRUTH

43

Pronunciation Listen and repeat. What are you doing after class? They're waiting for the next act. The actors are learning their lines.

Kelly: Man:

Good afternoon, Sir. Can I ask you a few questions? Sure! Do you think pollution is an important problem in our city? Absolutely! Pollution is changing our life! Can you give us some examples? Well, nowadays, pollution is everywhere. It gets into the air and irritates people's lungs. It's also changing the climate, damaging our animals and poisoning the water we drink! Can you make any suggestions to solve this problem? In the first place, we shouldn't use vehicles that burn gasoline. Engineers should build cleaner cars or use wind or solar power. What is your personal contribution to solve the problem? I try to recycle paper and also to reduce the amount of garbage I throw away. I'm sure recycling helps cut down on pollution!

LISTENING - CAN WE STOP IT?

They don't know its sex yet because they have to leave the panda and her baby alone to let the immune system develop; the first few days are very dangerous for a baby panda, most baby pandas born in zoos do not survive. Less than 2,000 giant pandas live in the mountains of central China and about 200 more giant pandas live in zoos.

47

Oral practice A:

OK. Let's revise for the test. How many types of pollution can you remember? There are many types of pollution: smog, acid rain, ocean pollution, … How does pollution affect our environment? It changes the climate, damages animals and irritates people's lungs. What type of pollution most affects our city? I think smog is our worst problem.

B: A: B: A: B:

LISTENING - CAN WE STOP IT?

The cub born yesterday at the Washington zoo belongs to China and has to return there when the panda is two years old. We, the general public, will have to wait three months before we can see the baby panda. Meanwhile, we can see it at the zoo's web site, take a note: *http://nationalzoo.si.edu/Animals/GiantPandas….. (fade)

48

Pronunciation Sean and Shane shipped the sheep ships cheaply.

LISTENING - GOOD NEWS!

52

Oral practice

READING - WE CAN SAVE THE PLANET

49

First only listen. Then, listen and repeat the tongue twister.

A: B: A:

Silly Sally is shaking some sugar on her shiny shoes.

B:

Pronunciation

READING - WE CAN SAVE THE PLANET

50

Oral practice A: What can we do to help our planet? B: Well, we can recycle things and reduce energy. C: How can we help here at school? A: We can reduce our garbage. B: We can also recycle used paper!

LISTENING - GOOD NEWS! Kelly:

51

And now, wonderful news from the National Zoo in Washington. A giant baby panda was born early this morning; it is the first time in 16 years that this happens!

A: B:

Ssshh! You can't feed the animals. Oops, sorry. You have to be careful. There are a lot of rules here at the zoo. Yes, you're right. We can't go in there. It says 'No entry'. Anyway, I'll phone Laura and tell her we're here. Guess what? You can't use a mobile phone within this area!

LISTENING - GOOD NEWS!

53

Pronunciation First only listen. Then listen and repeat the tongue twister. I cannot bear to see a bear Bear down upon a hare. When bare of hair he strips the hare, Right there I cry, “Forbear”!

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54

Woman: Oh! Sorry, Look at the time!I've got to leave now… Reporter: Thank you very much! Excuse me, can I ask you a few questions? (fade)

LISTENING - NEWS FROM HAWAII Reporter: Yes, amazing news from Hawaii aquarium. A mother dolphin chats with her baby …over the telephone! Presenter:Oh! What do you mean? Reporter: This special event takes place in the aquarium where the mother and her two-year-old calf swim in separate tanks. Presenter:Oh! And do you know what they are talking about? Reporter: Scientists are completely sure that dolphins are talking and now they are trying to find out what they are saying. They are studying wild and captive dolphins by listening to and learning their code. Presenter:Oh! Well, it seems scientists have a very difficult task. Reporter: Oh, yes; deciphering "dolphin speak" is tricky because their language depends on what they're doing: playing, fighting, or going after tasty fish. Presenter:Oh! If you like mysteries and detective work, then this is the job for you. And who knows-maybe some day you'll get a phone call from a dolphin!

LISTENING TEST - WHAT CAN WE DO FOR OUR PLANET?

55

Reporter: Excuse me, can I ask you a few questions? We're doing a survey on environmental problems Woman: OK. Reporter: What do you do to reduce the rubbish you and your family produce every day? Woman: Er…let me think…I try to recycle as many things as I can. Reporter: Such as…? Woman: Cans, plastic bottles, paper, … Reporter: Do you usually give your old clothes to charity instead of throwing them away? Woman: Yes. Something that we do not use any more can be useful to someone else. Reporter: Smog is only one type of pollution; what other types do you know? Woman: Let me see… noise pollution, ocean pollution, ah! And acid rain! Reporter: And would you like to …?

Classroom Language See page 20.

56

ERROR ALERT! LISTENING - WHAT ARE WE DOING TO OUR PLANET ? Exercise 11 Collocations: when dealing with new words, check whether they have a common collocation that is always repeated.

READING - AN INCONVENIENT TRUTH Exercise 3 Responsible (NOT: responsable). Watch out for more cases of negative language transfer from Spanish to English.

LISTENING - CAN WE STOP IT? Exercise 1 Incorrect language transfer. Pollution (NOT: contamination)

READING - WE CAN SAVE THE PLANET Idiomatic expression. To do our share = to do what is expected of us to help; to do our part.

LISTENING - GOOD NEWS! Language Focus Have to = must Don't have to = don't need to (NOT: mustn't) Examples: The pandas have to return to China. (They must return to China) We don't have to take care of the animals. (It is not necessary to take care of the animals).

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BACKGROUND INFORMATION LISTENING - WHAT ARE WE DOING TO OUR PLANET? Exercise 4 What is Earth Day? Earth Day is a Birthday! Just like a birthday is a special day to celebrate a person, Earth Day is a special day that celebrates the Earth. Earth Day was born on April 22, 1970, in San Francisco, California. Every year, America and over 100 different countries join together in the celebration of Earth Day on April 22nd. Earth Day is the largest, most celebrated environmental event worldwide. On Earth Day, we remember to appreciate nature and learn ways to protect our environment. Find ways that you can help keep the planet clean and help protect our environment. http://www.epa.gov/superfund/kids/earthday.htm

READING - AN INCONVENIENT TRUTH Exercise 1 An Inconvenient Truth is an American Academy Award-winning documentary film about global warming, presented by former United States Vice President Al Gore and directed by Davis Guggenheim. The film premiered at the 2006 Sundance Film Festival and opened in New York and Los Angeles on May 24, 2006. An Inconvenient Truth focuses on Al Gore and his travels in support of his efforts to educate the public about the severity of the climate crisis. http://en.wikipedia.org/wiki/An_Inconvenient_Truth

AIR POLLUTION: Air pollution includes all contaminants found in the atmosphere. These dangerous substances can be either in the form of gases or particles. Air pollution can be found both outdoors and indoors. Pollutants can be trapped inside buildings, causing indoor pollution that lasts for a long time. GLOBAL WARMING: Global warming is called the greenhouse effect because the gases that are gathering above the earth make the planet comparable to a greenhouse. By trapping heat near the surface of the earth, the greenhouse effect is warming the planet and threatening the environment. OZONE DEPLETION: The ozone layer protects the Earth from the ultraviolet rays sent down by the sun. If the ozone layer is depleted by human action, the effects on the planet could be catastrophic. SMOG: In many areas around the world, smog has reached extraordinary levels. The word smog is a combination of the words smoke and fog. WATER POLLUTION: Every year, 14 billion pounds of sewage, sludge, and rubbish are dumped into the world's oceans. 19 trillion gallons of waste also enter the water annually. The problem of ocean pollution affects every nation around the world. This is especially true because water is able to transport pollution from one location to another. RAINFOREST DESTRUCTION: The atmosphere and oceans are not the only parts of the environment being damaged. Rainforests are being quickly destroyed as well, and their survival is questionable. http://library.thinkquest.org/26026/Environmental_Problems/en vironmental_problems.html

READING - WE CAN SAVE THE PLANET LISTENING - CAN WE STOP IT? Exercise 2 ENVIRONMENTAL PROBLEMS ACID RAIN: The term acid rain refers to what scientists call acid deposition. It is caused by airborne acidic pollutants and has highly destructive results. Acid rain, one of the most important environmental problems of all, cannot be seen. The invisible gases that cause acid rain usually come from automobiles or coal-burning power plants

Exercise 8 A hybrid electric vehicle (HEV) is a vehicle which combines a conventional propulsion system with an on-board rechargeable energy storage system (RESS) to achieve better fuel economy than a conventional vehicle. Regular HEVs most commonly use an internal combustion engine (ICE) in tandem with electric motors to power their propulsion system. Many HEVs reduce idle emissions by shutting down the ICE at idle and restarting it when needed. An HEV's engine is smaller and may be run at various speeds, providing more efficiency.

LISTENING - GOOD NEWS! Exercise 1 Many animals are currently in danger of going extinct. Human beings are causing thousands of kinds of animals to die off. Chemicals that pollute the environment can endanger animals. Hunters kill some animals. Hunters kill rhinoceroses for their horns. They kill tigers for their skins. They kill elephants for their ivory tusks. Most endangered animals today are in trouble because people are destroying their habitats. A habitat is a place where an animal normally lives. Forests, deserts, and wetlands are kinds of habitats. Many endangered animals live in tropical rainforests. People cut down rainforests to build farms, roads, and towns. They drain water from wetlands. Gorillas and koala bears are endangered because of destruction of the forests in which they live. Microsoft ® Encarta ® 2007. © 1993-2006 Microsoft Corporation. All rights reserved.

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PHOTOCOPIABLE MATERIAL

178

COMPLEMENTARY ACTIVITIES LESSON 1: WHAT ARE WE DOING TO OUR PLANET?

1. Start your own Earth Day! a. In your group, reflect about the actions you need to take to help solve environmental problems in your area / city. b. Prepare a poster announcing The 7th Grade Earth Day and invite other students from your school to participate in it. c. Display your poster in a visible area of your school.

LESSON 2: AN INCONVENIENT TRUTH

2. Look at the picture and write 5 predictions for the future.

In the future… a. …buses and cars _____________________________________. b. …people _____________________________________ strange clothes. c. …robots _____________________________________ the streets. d. …people _____________________________________ by telepathy. e. …people _____________________________________ to the moon for their holidays.

LESSON 3: CAN WE STOP IT?

3 Complete the sentences with the collocations in the box; they are all related to the environment. There is one extra collocation you will not need. oil spill

exhaust fumes

greenhouse effect

catalytic converter

acid rain

ecological disaster

ozone layer

global warming

a. I think that the smoke from factories is more dangerous to the atmosphere than the ________________________ from cars. It contributes to ________________________, which can destroy forests. b. I don't believe that there is a hole in the ________________________ because I can't see it. c. I like the fact that the ________________________ is making the planet hotter. I like hot weather so I don't think that ________________________ is a problem. d. I think the _________________ on the Galapagos Islands was a preventable ___________________.

LESSON 4: WE CAN SAVE THE PLANET!

4. Match the words in the box with the definitions below and then fill in the gaps. The first one has been done for you. environment recycle

global warming environmentally friendly

deforestation atmosphere

greenhouse gas natural resources

a. The natural world, including the land, water, air, plants and animals. e.g. It is important to take care of the environment. b. The mixture of gases around the Earth. e.g. Oxygen is one of the gases in the Earth's ______________________. c. The process of removing the trees from an area of land. e.g. People often talk about _____________________ in the Amazon and other parts of the world. d. Designed not to harm the natural environment. e.g. I ride a bicycle, because it's more ______________________ than driving a car. e. A gas that stops heat escaping from the atmosphere and causes the Earth's temperature to rise. e.g. Carbon dioxide is a ______________________. f. The slow increase in the temperature of the Earth caused by greenhouse gases in the atmosphere. e.g. I think governments have to do something about ______________________. g. Valuable substances such as wood and oil that exist in a country's land and sea. e.g. Oil is one of our most important ______________________. h. To change waste materials such as newspapers and bottles so they can be used again. e.g. We always ______________________ all our bottles and waste paper.

PHOTOCOPIABLE MATERIAL

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PHOTOCOPIABLE MATERIAL

180 LESSON 5: GOOD NEWS!

5. Environment Quiz. a. Where do greenhouse gases trap energy? i.

In the atmosphere

ii.

In the mountains

iii.

In outer space

iv.

In the soil

b. Which one of these is a greenhouse gas? i.

Oxygen

ii.

Carbon dioxide

iii.

Helium

iv.

Sulfur dioxide

c. What is one reason why scientists think that sea level is getting higher? i.

Ships make the water higher

ii.

Melting glaciers add more water to the sea

iii.

The ozone hole is warming the ocean

iv.

Undersea volcanoes are displacing sea water

d. The Earth is surrounded by a layer of gases which protects it from the light and heat of the Sun. What is it called? i.

Hydrosphere

ii.

Biosphere

iii.

Lithosphere

iv.

Atmosphere

e. What is the name of the phenomenon produced by the mixture of sulphur dioxide and rainwater? i.

Ammonia rain

ii.

Brown rain

iii.

Yellow rain

iv.

Acid rain

f. What will the greenhouse effect cause? i.

An increase in Oxygen Production

ii.

Greater rainfall

iii.

An increase in the temperature

iv.

A decrease in atmospheric pressure

PHOTOCOPIABLE MATERIAL

181

EXTRA TEST READING The Planet Is Heating Up - and Fast wildlife is fighting to Glaciers are melting, sea levels are rising, cloud forests are drying up and releasing gases that are stay alive. It is clear that humans are causing most of the warming by now than in the last part of our modern lives. Called greenhouse gases, their levels are higher 650,000 years. the Earth's climate, that We call the result global warming, and it is causing a set of changes to things. varies from place to place. It's changing the rhythms of life for all living in Earth's atmosphere The greenhouse effect is the warming that happens when certain gases trap heat. then radiates back into First, sunlight shines onto the Earth's surface, where it is absorbed and phere, the more heat gets the atmosphere as heat. The more greenhouse gases are in the atmos trapped. s emit them in a variety There are several greenhouse gases responsible for warming, and human es and electricity of ways. Most come from the combustion of fossil fuels in cars, factori e, also called CO2. production. The gas responsible for the most warming is carbon dioxid This is because as the Scientists often use the term climate change instead of global warming. the globe in ways Earth's average temperature climbs, winds and ocean currents move around falling. As a snow and rain of that can cool some areas, warm others, and change the amount result, the climate changes differently in different areas. the climate faster than The rapid rise in greenhouse gases is a problem because it is changing some living things may be able to adapt to. ing ice sheets (such as Now, with concentrations of greenhouse gases rising, the Earth's remain will potentially raise sea Greenland and Antarctica) are starting to melt too and the extra water levels significantly. climatechangeeducation.org/planetary/index.htm

1. Read the text and circle the correct alternative. The text is:

2 p ts

a. an encyclopaedia article b. a news report c. a piece of advice 2. Read the text again and decide if these statements are true or false.

4 p ts

a. Greenhouse gases are part of daily life. b. Global warming affects all living organisms. c. If the atmosphere traps more greenhouse gases, the temperature decreases. d. Climate change is a synonym for global warming. 3. Answer these questions. a. What is the greenhouse effect? b. Where do greenhouse gases come from? c. Where can we still find areas with ice on Earth?

3 p ts

PHOTOCOPIABLE MATERIAL

182 LISTENING

55 1 pt

4. Listen to the recording. Circle the correct answer. The reporter is a. interviewing an expert. b. doing survey. c. reporting a piece of news.

5 p ts

5. Listen again. Number the sentences in the order you hear them. a. I only have a few minutes. b. Exhaust fumes from cars contribute to smog. c. Smog is only one type of pollution. d. I try to recycle as many things as I can. e. It's better for people's health too.

4 p ts

6. Listen to the recording again. Complete the sentences. a. Can I ask you a _______________ questions? b. We're making a survey on _______________ problems. c. Do you usually give your old clothes to _______________? d. Cars that don't have _______________ converters are prohibited. ORAL PRODUCTION 7. Here is a list of facts that damage the environment. Read and express some ideas to help solve these problems.

6 p ts

a. Exhaust fumes damage the Earth's ozone layer. IDEA: We can _________________________________________________________________. b. People throw away millions of tons of bottles, cans and plastic containers. IDEA: We can _________________________________________________________________. c. We use over 400 litres of water at home every day. IDEA: We can _________________________________________________________________. d. People cut down two hectares of forests every minute to produce paper. IDEA: We can _________________________________________________________________.

0 - 7 8 - 15 Keep trying Review!

16 - 20 21 - 25 Well done!

Excellent!

to ta l score 2 5 p ts

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Answers COMPLEMENTARY ACTIVITIES 1. Will vary. 2. a. will fly. b. will wear. c. will clean. d. will communicate. e. will go. 3. a. exhaust fumes, acid rain. b. ozone layer. c. greenhouse effect, global warming. d. oil spill, ecologicar disaster. 4. a. environment. b. atmosphere. c. deforestation. d. environmentally friendly. e. greenhouse gas. f. global warming. g. natural resources. h. recycle.

EXTRA TEST READING 1. a. 2. a. True. b. True. c. False. d. True. 3. a. The greenhouse effect is the warming that happens when certain gases in the Earth's atmosphere trap heat. b. They come from the combustion of fossil fuels in cars, factories and electricity production. c. We can find ice in Greenland and Antarctica.

LISTENING 5. a. i. b. ii. c. ii. d. iv. e. iv. f. iii.

4. b. 5. a. d. c. b. e. 6. a. few. b. environmental. c. charity. d. catalytic. ORAL PRODUCTION 7. Check fluency, pronunciation and correct ideas expressed with correct sentences. Assign points according to these criteria: Correct information. Pronunciation. Fluency.

2 points 2 points 2 points

184

Notes ________________________________________________________________________________________ ________________________________________________________________________________________ ________________________________________________________________________________________ ________________________________________________________________________________________ ________________________________________________________________________________________ ________________________________________________________________________________________ ________________________________________________________________________________________ ________________________________________________________________________________________ ________________________________________________________________________________________ ________________________________________________________________________________________ ________________________________________________________________________________________ ________________________________________________________________________________________ ________________________________________________________________________________________ ________________________________________________________________________________________ ________________________________________________________________________________________ ________________________________________________________________________________________ ________________________________________________________________________________________ ________________________________________________________________________________________ ________________________________________________________________________________________ ________________________________________________________________________________________ ________________________________________________________________________________________ ________________________________________________________________________________________ ________________________________________________________________________________________

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

186

1 Notes ___________________________ ___________________________ ___________________________ ___________________________ ___________________________ ___________________________ ___________________________ ___________________________ ___________________________ ___________________________ ___________________________ ___________________________ ___________________________ ___________________________

114

___________________________ ___________________________ ___________________________ ___________________________ ___________________________ ___________________________ ___________________________ ___________________________ ___________________________ ___________________________

The activities in the Travelers Magazine are meant to be done by the students on their own and mainly for fun. Encourage them to read the articles and do the activities which will provide useful training in study skills. Do not take an active part but guide and help whenever required. Check the contents of each article to decide the best time for students to approach them.

187

Notes online

___________________________ ___________________________ ___________________________

C a) To surf the Web you need to access a search engine.

___________________________

1 Type “amazing creatures” in to a search engine like

___________________________

www.google.com or www.yahoo.com. 2 How many home pages appear? _________________________

___________________________

b) A home page is like an introduction to what a site contains. 3 What is the home page of the text in the opposite page?

___________________________

__________________________ c) In a home page you can find hyperlinks, like underlined words or images that link you to other pages.

___________________________

4 How many hyperlinks can you find in the text? __________________________________

___________________________ ___________________________

D ___________________________ ___________________________ ___________________________ 115

___________________________ ___________________________ ___________________________

Answers: A. Will vary. B. c) C. a. 2 A lot. b. www.amazingcreatures.net c. three: chameleon, grizzly bear, flying fish.

___________________________ ___________________________ ___________________________ ___________________________ ___________________________ ___________________________ ___________________________ ___________________________

188

2 Notes ___________________________ ___________________________ ___________________________ ___________________________ ___________________________ ___________________________ ___________________________ ___________________________ ___________________________ ___________________________ ___________________________ ___________________________ ___________________________ ___________________________ ___________________________ ___________________________ ___________________________ ___________________________ ___________________________ ___________________________ ___________________________ ___________________________ ___________________________ ___________________________

116

189

Notes ___________________________ ___________________________ ___________________________ ___________________________ ___________________________ ___________________________ ___________________________ ___________________________ ___________________________ ___________________________ ___________________________ ___________________________ ___________________________ 117

___________________________ ___________________________

Answers: A. house; men; trip; fish; tourist. B. Correct: differences, chemistry. Incorrect: twelf (twelve); shcool (school); home work (homework); our (hour); net-ball (netball). C. Twelve; school; homework; hour; net ball.

___________________________ ___________________________ ___________________________ ___________________________ ___________________________ ___________________________ ___________________________ ___________________________ ___________________________

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3 Notes ___________________________ ___________________________ ___________________________ ___________________________ ___________________________ ___________________________ Blue jeans

___________________________

Welcome to bluejeans.com

___________________________ ___________________________ ___________________________ ___________________________ ___________________________

research tips Check your CRA (Centro de recursos de aprendizaje) reference books for more information.

___________________________ ___________________________ ___________________________ ___________________________ ___________________________ ___________________________ ___________________________ ___________________________ ___________________________ ___________________________ ___________________________ ___________________________

118

191

Notes ___________________________ ___________________________ ___________________________ ___________________________ Look at the encyclopedia entry on the opposite page and compare it with a dictionary entry and a web page. Check ( ) their features.

___________________________ ___________________________ ___________________________ ___________________________ ___________________________ ___________________________ ___________________________ ___________________________ ___________________________ 119

___________________________ ___________________________ ___________________________

Answers: A. Will vary. B. FEATURES

___________________________ ___________________________

ENCYCLOPEDIA

DICTIONARY

WEB

words in Latin

✔

✔

✘

___________________________

examples

✔

✔

✘

___________________________

pictures

✔

✘

✔

definitions

✔

✔

✘

statistics

✘

✘

✔

grammar explanations

✘

✔

✘

___________________________ ___________________________ ___________________________ ___________________________

192

4 Notes ___________________________

a. A product that will be useful for short journeys.

_________

b. A product that will help you improve your physical condition. _________

___________________________

c. A product that will tell you how fast you’re going.

_________

d. A product that will be easy to carry around with you.

_________

___________________________ ___________________________ ___________________________ ___________________________ ___________________________ ___________________________ ___________________________ the bus stop, or for ge tting home from the subway station. It will cost around $220 and will be available in stores before the end of the year.

___________________________ ___________________________ ___________________________ ___________________________ ___________________________

120

___________________________ ___________________________ ___________________________ ___________________________ ___________________________ ___________________________ ___________________________ ___________________________ ___________________________ ___________________________

Answers: A. a. - 2 b. - 1 c. - 1 d. - 2

193

Notes 1 What is a sneaker? 2 How does a laser sensor work? 3 What is the definition of an iPod® ?

___________________________

4 What is the history of radio transmission? 5 What is the correct pronunciation for headphones?

___________________________

6 What is the highest mountain in Chile?

___________________________ ___________________________ ___________________________ ___________________________ ___________________________ ___________________________ ___________________________ ___________________________ research tips

___________________________

Check your CRA (Centro de recursos de aprendizaje) reference books for more information.

___________________________ ___________________________ 121

___________________________ ___________________________

B. 1. English-English dictionary, encyclopedia, web page; 2. Encyclopedia, web page; 3. English - English dictionary, encyclopedia; web page; 4. Encyclopedia, web page; 5. English - English dictionary; 6. Atlas.

C. 1. a) 32º. Reference material: Web page. 2. b) No. Reference material: dictionary. 3. b) Shell. Reference material: encyclopedia. 4. a) As in image. Reference material: dictionary. 5. b) False. Reference material: encyclopedia, web page, atlas.

___________________________ ___________________________ ___________________________ ___________________________ ___________________________ ___________________________ ___________________________ ___________________________ ___________________________

194

5 Notes ___________________________ ___________________________ ___________________________

a.

b.

c.

___________________________ d.

___________________________ ___________________________

e.

___________________________ ___________________________

c. a.

___________________________ ___________________________ ___________________________

b.

___________________________ ___________________________ ___________________________

122

___________________________ ___________________________ ___________________________ ___________________________ ___________________________ ___________________________ ___________________________ ___________________________ ___________________________ ___________________________

Answers: A. Entry 1: a. 4; b. 2; c. 3; d. 6; e. 8. Entry 2: a. 5; b. 7; c. 1.

195

Notes ___________________________ ___________________________ ___________________________ ___________________________ ___________________________ ___________________________ ___________________________ ___________________________ ___________________________ ___________________________ ___________________________ ___________________________ ___________________________ 123

___________________________ ___________________________

C. To set up - to stage to set off - to leave on a journey to set foot - to step on 1. set off. 2. set foot. 3. set up.

___________________________ ___________________________ ___________________________ ___________________________ ___________________________ ___________________________ ___________________________ ___________________________ ___________________________

196

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 assessments 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 don't match yours. Again, giving time for revision after peer assessment is crucial. Teacher assessment When you assess student work, use the same instrument that was used for self- and peer-assessment. When you hand the marked instrument back with the students' work, they will know what they did well and what they need to work on in the future. Using the evaluation instruments provided in this section is relatively easy. Identify the maximum number of points for achieving the highest level of quality and assign a number to the students' performance. Typically, the gradations increase/decrease in 1 point. The last column shows the actual score assigned to this particular

197 student, based on his or her actual performance. The overall total score is assigned by simply adding together the scores. Once you have worked out students' scores, you can express them in gradations. Gradations are the descriptive levels of quality starting with the worst quality up to the best quality. Always keep in mind that, however you use them, the idea is to support and to evaluate student learning. Here is a description of each of the evaluation instruments provided:

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

Reading Comprehension The goal of this reading assessment instrument is to determine if the students have improved their reading comprehension skills. Use this instrument once a month. Once you have applied this instrument, make the students identify their strengths and weaknesses and brainstorm ideas that could help them improve their performance in the future. This instrument also gives the teacher the opportunity to focus diagnostic attention on students whose performance has been identified as below standard. You can reach this conclusion after calculating students' scores and grades and correlating them with the levels stated in the Progress Map (See page 17 of the Introduction). You must take into account that the maximum score corresponds to the highest expected results conceived by this teaching proposal for this level. To work out the score of each student identify the maximum number of points for achieving the highest level of quality and assign a number to the students' performance according to this scale. Once you have worked out the score of each student, you can apply this chart to express his/her results: 1= Unsatisfactory - 2 = Fair - 3 = Very Good - 4 = Excellent

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

Behavior Use this instrument when you detect some problems related to students' behavior. This rubric is meant to offer information on students' attitude and behavior in relation to their classmates and can be a useful source of information for class council. It can be applied by teachers or used for peer assessment. After applying this instrument, make students identify the areas in which they got higher scores, and also the areas that they should pay more attention to in the future. To work out the score of each student identify the maximum number of points for achieving the highest level of quality and assign a number to the students' performance according to this scale. Once you have worked out the score of each student, you can apply this chart to express his/her results: 0= Unsatisfactory - 1 = Fair - 2 = Very Good - 3 = Excellent

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

198 Project

Homework

Use this instrument every time students do a project. Each student is evaluated along three dimensions, each having to do with the student's contribution to the work, the final product and any other aspects the teacher considers important to assess, such as: how effectively the student accomplished his or her responsibilities as a member of the team or the quality of his or her interactions with the other team members.

You can use this instrument anytime you assign homework. When applying it, the first step is to provide clear expectations to your students. After reading the rubric, students are clear on what an acceptable homework assignment looks like and what an unacceptable homework assignment looks like. The system can improve students' homework skills because • the teacher gives each student attention about their homework; • students can see the opportunities to improve their work; • the teacher has the data required to give a "pure" homework grade for homework completion. At the same time you can also include a reward component. For example, students who average a grade of 3 or 4 for the month, can earn an extra mark in the next period. To work out the score of each student identify the maximum number of points for achieving the highest level of quality and assign a number to the students' performance according to this scale. Once you have worked out the score of each student, you can apply this chart to express his/her results: 0 -1= Unsatisfactory - 2 = Fair - 3 = Very Good - 4 = Excellent.

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.

Feedback Here are some phrases that are useful for giving feedback and making comments to your students: You are developing a better attitude toward your classmates. You can be very helpful and dependable in the classroom. You have strengthened your skills in ___. You are learning to be a better listener. You are learning to be careful, cooperative, and fair. You are very enthusiastic about participating. Your work habits are improving. You have been consistently progressing. You are willing to take part in all classroom activities. Your attitude toward school is excellent. You are maintaining grade-level achievements. You work well in groups, planning and carrying out activities. Your work in the areas of ____ has been extremely good. You are capable of achieving a higher average in the areas of ____. You would improve if you developed a greater interest in ___.

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EVALUATING LISTENING COMPREHENSION

Name: _______________________________

Lesson: ________________________ Date: _______

Skills

Criteria 1

2

Points 3

4

Understanding key events or facts.

Understands 1 or 2 events or key facts.

Understands some of the events or key facts.

Understands many events or key facts, mainly in sequence.

Understands most events in sequence or understands most key facts.

Understanding details.

Gets few or no important details.

Gets some important details.

Gets many important details.

Gets most important details and key language.

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

Almost never.

Sometimes.

Most of the time.

Nearly always.

Answering questions.

Answers questions with incorrect information.

Answers questions with some misinterpretation.

Answers questions with literal interpretation.

Answers questions with interpretation showing higher level thinking.

Doing tasks.

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

Provides some response to teacher with 4 or 5 questions and prompts.

Provides adequate response to teacher with 2 or 3 questions and prompts.

Provides insightful response to teacher with 1 or no questions or prompts.

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 dialogue, and motivation of characters.

At the end of the session, the listener is able to: Answer factual questions on general information.

Total points

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EVALUATING READING COMPREHENSION

Name: _______________________________

Lesson: ________________________ Date: _______

Skills

Criteria 1

2

Points 3

4

Understands key events or facts.

Understanding Understanding 1 or 2 events or some of the key facts. events or key facts.

Understanding many events or key facts, mainly in sequence.

Understanding most events in sequence or understands most key facts.

Understands details.

Gets few or no important details.

Gets some important details.

Gets many important details.

Gets most important details and key language.

Identifies characters or topics.

Identifies 1 or 2 characters or topics using pronouns (he, she, it, they).

Identifies 1 or 2 characters or topics by generic name (boy, girl, dog).

Identifies many topics or characters by name in text (Ben, Giant).

Identifies all characters or topics by specific name (Old Ben Bailey).

Answering questions.

Answers questions with incorrect information.

Answers questions with some misinterpretation.

Answers questions with literal interpretation.

Answers questions with interpretation showing higher level thinking.

Doing tasks.

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

Provides some response to teacher with 4 or 5 questions and prompts.

Provides adequate response to teacher with 2 or 3 questions and prompts.

Provides insightful response to teacher with 1 or no questions or prompts. Total points

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

EXTENDED-RESPONSE READING RUBRIC – SELF-ASSESSMENT

Name:

Date:

4

3

Class:

• 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. • 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

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BEHAVIOR RUBRIC

Name:

Date: Behavior skill

Class: Never 0

Rarely 1

Generally 2

Always 3

On time and prepared 1. Arrives on time. 2. Brings necessary materials. 3. Completes homework. Respects teacher 1. Follows directions. 2. Listens to teacher. Attitudes 1. Demonstrates positive character traits (kind, trustworthy, honest). 2. Demonstrates productive character traits (patient, thorough, hardworking). 3. Demonstrates concern for others. Total: Teacher’s comments:

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

Points

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BEGINNERS’ WRITING

Points

Criteria

1

Writing has some words. No punctuation. Scribbly letters. A picture.

2

Writing has short simple sentence(s) on the topic. Some punctuation (full stops and question marks). Letter size and shape need fixing. Picture matches topic.

3

Writing has some simple sentences on the topic. Some attempt to put ideas in order. Some correct, some “best guess” spelling. Capitals, periods and question marks used correctly most of the time. Correct printing. Some spacing between words.

4

Writing has most sentences on the topic. Ideas in order. Sentences with some details and describing words. Correct spelling of most high frequency words. Most punctuation correct. Letters and spacing between words are correct.

5

Writing has all sentences on the topic. Ideas in order. There is a beginning, a middle and an end. Many details and interesting words. Correct spelling for all high frequency words. Correct punctuation; printing and spacing with few errors.

6

Writing has sentences giving more information about the topic. Beginning, middle and end with a lot of information and details. Sentences use interesting and expressive language. Sentences are put together in a paragraph. Correct high frequency words and some harder words. Correct punctuation. Neat, well spaced, easy to read.

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

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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

Other:

Total: Teacher comments:

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

Points

Points

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ORAL PRESENTATION RUBRIC

Your Name: ___________________________________ Group Topic : _____________________________ Group Members: _____________________________________________________________________ Oral Presentation Rubric Provided depth in coverage of topic. Presentation was well planned and coherent. Personal experience integrated where relevant and appropriate. Explanations and reasons given for conclusions. Communication aids were clear and useful. Bibliographic information for others was complete. Total Possible Points .

Rate each category according to the following scale: 9-10 = excellent 7-8 = very good 5-6 = good 3-4 = satisfactory 1-2 = poor 0 = unsatisfactory

Possible Points 10 10 10

10 10 50

Self-Assessment

Teacher Assessment

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STUDENT SELF ASSESSMENT OF FOREIGN LANGUAGE PERFORMANCE

Grade: _______________________ Name : _________________________________________________ Read the descriptions of tasks that you can do. Check the appropriate areas that indicate how you rate yourself. Description

Language _________________________________ I can do the following: 1. Greet someone and ask the person how she/he feels. 2. Tell someone a little information about my family. 3. Describe my best friend. 4. Discuss 3 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.

Yes

Yes

(no assistance)

(with assistance)

No

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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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READING COMPREHENSION - SELF ASSESSMENT

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

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.

Sometimes

Never

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LANGUAGE REFERENCE

Personal pronouns I you he she it we they

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.

IMPERATIVE Use the imperative to give instructions or orders. To form the imperative use the verb in its base form. Listen. Be quiet, please. Come to the board. Open your book on page 10.

Possessive adjectives my your his her its our their

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ARTICLES: A, AN I’m a student. There’s a hospital on that street.

He’s an architect. 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.

VERB TO BE Affirmative I am tall. You are nice. He’s young. She is kind and generous. It is black. We are talented. They are beautiful.

Negative I am not strong. You aren’t tall and slim. He isn’t old. She isn’t tall. It isn’t big. We aren’t lazy. They aren’t 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.

Question form Am I strong? Are you tall and slim? Is he old? Is she tall? Is it a cat? Are we lazy? Are they fast?

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PLURAL NOUNS Singular + –s plumber-plumbers notebook-notebooks shirt-shirts

Singular + –ies

Singular + –es

secretary-secretaries story-stories party-parties

dress-dresses watch-watches brush-brushes

Irregular Plural child-children man-men foot-feet

Add an –s to a singular noun to make a plural noun. For example; pen-pens; book-books. Add an –es to nouns that finish in –ch, –sh, –s, –ss, –x, –z, –o. For example; watch-watches. Change final y to i and add –es: For example city-cities. Irregular nouns change in the plural; woman-women.

THERE IS / THERE ARE Affirmative There is a small church. There are three stores.

Negative There isn’t a disco. There aren’t any clubs.

Question form Is there a mall? Are there any restaurants in the area?

Use There is… / There are… to talk about the existence of things. Use There is… for a singular object and There are… for plural objects. Use There isn’t a… / There aren’t any… to express the idea that something doesn’t exist. Use Is there a…? / Are there any…? to ask about the existence of singular and plural objects.

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PREPOSITIONS OF TIME Use the preposition in for months. For example, My birthday is in March. Use the preposition on for weekdays and specific dates. For example, The party is on Saturday. My birthday is on December 7th. Prepositions of place Use the preposition of place in to say that something is in a place with three dimensions. Use on to say that something is on a surface or on a street. Use under to say the something is below a surface. For other prepositions, see the symbols below.

a) on the left

b) between

c) on the right

d) next to

e) across from / opposite

CAN Affirmative I can dance very well. You can skate quite well. He can swim. She can play the guitar. It can help the police. We can run fast. They can jump very high.

Negative I can’t play the guitar. You can’t speak Japanese. He can’t play soccer. She can’t sing well. It can’t see at night. We can’t cook well. They can’t fly.

Use can to talk about ability or inability. Tony can swim, but he can’t dance. Can they swim? Yes, they can. / No, they can’t.

Question form Can you play the guitar? Can you speak Japanese? Can he play soccer? Can she sing well? Can it see at night? Can we cook? Can they fly?

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PRESENT PROGRESSIVE (OR PRESENT CONTINUOUS) Affirmative I’m watching TV. You’re shopping. He’s wearing shorts. She’s sitting next to her mum. It’s eating. We’re making costumes. They’re making hot dogs.

Negative I’m not watching TV. You aren’t shopping. He isn’t wearing shorts. She isn’t sitting next to her mum. It isn’t eating. We aren’t making costumes. They aren’t making hot dogs.

Question form Am I watching TV? Are you shopping? Is he wearing shorts? Is she sitting next to her mum? Is it eating? Are we making costumes? Are they making hot dogs?

Use the Present Progressive to talk about what is happening at the moment of speaking. For example: We are studying English. For verbs ending in consonant + vowel + consonant, double the last consonant. For example: sit-sitting; shop-shopping. For verbs ending in –e, take out the –e and add –ing. For example: write-writing; dance-dancing.

PRESENT SIMPLE Affirmative I take a shower at 6:00. You get up at 7:00. He walks home in the afternoon. She finishes work at 5:30. It likes eating fruit. We go to the museum on Saturdays. They live at Cocoa Beach.

Negative I don’t take a shower at 6:00. You don’t get up at 7:00. He doesn’t walk home in the afternoon. She doesn’t finish work at 5:30. It doesn’t like eating fruit. We don’t go to the museum on Saturdays. They don’t live at Cocoa Beach.

Use the Present Simple to talk about routines, likes and dislikes and facts. For he, she and it add –s or –es to the verb. For example: He walks to school. She finishes school at 3:00 p.m.

Question form Do I take a shower at 6:00? Do you get up at 7:00? Does he walk home in the afternoon? Does she finish work at 5:30? Does it like eating fruit? Do we go to the museum on Saturdays? Do they live at Cocoa Beach?

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ADVERBS OF FREQUENCY Use adverbs of frequency: always, usually, often, sometimes and never to say how often you do an activity. 0%

50%

75%

85%

100%

never

sometimes

often

usually

always

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

SYNONYMS A synonym is a word that has the same or nearly the same meaning as another word or other words in a language. Examples of English synonyms are: • baby and infant (nouns) • petty crime and misdemeanor (nouns) • student and pupil (nouns) • buy and purchase (verbs) • pretty and attractive (adjectives) • sick and ill (adjectives) • quickly and speedily (adverbs) • on and upon (prepositions) • freedom and liberty (nouns) • dead and deceased (adjectives) Taken and adapted from: http://en.wikipedia.org/wiki/Synonym

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PAST PROGRESSIVE (OR PAST CONTINUOUS) Affirmative

Negative

Question form

I was not singing. You were not singing. We were not singing. They were not singing. He was not singing. She was not singing. It was not singing.

I was singing. You were singing. We were singing. They were singing. He was singing. She was singing. It was singing.

Was I singing? Were you singing? Were we singing? Were they singing? Was he singing? Was she singing? Was it singing?

The Past Progressive tense (also called the Past Continuous tense) is commonly used in English for actions which were going on (had not finished) at a particular time in the past. Use the Past Progressive to indicate that a longer action in the past was interrupted. The interruption is usually a shorter action in the Simple Past. Remember this can be a real interruption or just an interruption in time. Examples: • I was watching TV when she called. • When the phone rang, she was writing a letter. • While we were having the picnic, it started to rain. • What were you doing when the earthquake started? Taken and adapted from: http://www.englishpage.com/verbpage/pastcontinuousforms.html

COMPARATIVES (short adjectives and long adjectives) You can use comparatives to talk about the differences between 2 things or places or people. They are made from adjectives in 2 ways: Short Adjectives

Long Adjectives

• With short adjectives, we make comparatives by adding -er to the end of the adjective. Example: - Your CD player is cheaper than mine. • With some adjectives, we double the last letter: Example: London is big, but Moscow is bigger.

• With long adjectives (usually 2 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 -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 angrier. Irregular Comparatives The three main irregular comparatives are: good - better bad - worse far - further

Taken and adapted from: http://www.roseofyork.co.uk/learning12.html

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THE FUTURE TENSE (WILL) Affirmative

Negative

I will help you carry the bags.

They will not buy that house.

Use will to express a voluntary action. Examples: • I will translate the e-mail, so Mr. Smith can read it. • Will you help me move this heavy table? • I will not do your homework for you. • I won't do all the housework myself!

Interrogative

Will she sing at the party?

Use will to express a promise. Examples: • I will call you when I arrive. • I promise I will not tell him about the surprise party. • Don't worry, I'll be careful. • I won't tell anyone your secret.

Taken and adapted from: http://www.englishpage.com/verbpage/simplefuture.html

THE USE OF THE VERB CAN Can is a kind of auxiliary verb called a modal verb. Modal verbs express a particular character or mood of a verb. Use can to talk about ability: Affirmative I can play the piano. She can drive a car.

Negative I cannot (can't) play the piano. She cannot (can't) drive a car.

Question form Can you play the piano? Can she drive a car?

Use can to talk about permission: Affirmative You can meet her tomorrow. (You have permission to meet her).

Negative She can't come to our house. (She doesn't have permission to visit us).

Taken and adapted from: http://www.1-language.com/englishcourse/unit18_grammar.htm

Question form Can we go to the movies? (Please give us permission to watch a movie).

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HAVE TO Use have to to say that something is obligatory. Use don’t have to to say something is not necessary. Affirmative

Negative

She has to work.

Question form Did you have to go to school?

I do not have to see the doctor.

In general, have to expresses impersonal obligation. The subject of have to is obliged or forced to act by a separate, external power (for example, the Law or school rules). Examples: • In France, you have to drive on the right. • In England, most schoolchildren have to wear a uniform. • John has to wear a tie at work. Taken and adapted from: http://www.englishclub.com/grammar/verbs-modals-have-to-must-not-1.htm

MUST Use must to say that something is essential or necessary. Subject + must + main verb Subject I You We

Auxiliary must must must must

Main verb go visit stop

home. us. now.

• Like all auxiliary verbs, must CANNOT be followed by to. So, we say: I must go now. (not *I must to go now.)

In general, must expresses personal obligation. Must expresses what the speaker thinks is necessary. Examples: • I must stop smoking. • You must visit us soon. • He must work harder. Taken and adapted from: http://www.englishclub.com/grammar/verbs-modals-have-to-must-not-2.htm

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IRREGULAR VERBS Infinitive be beat become begin bend bite blow break bring build burn burst buy catch choose come cost cut deal dig do draw dream drink drive eat fall feed feel fight find fly forbid forgive freeze get give

Past simple was/were beat became began bent bit blew broke brought built burnt/burned burst bought caught chose came cost cut dealt dug did drew dreamt/dreamed drank drove ate fell fed felt fought found flew forbade forgave froze got gave

Past participle been beaten become begun bent bitten blown broken brought built burnt/burned burst bought caught chosen come cost cut dealt dug done drawn dreamt/dreamed drunk driven eaten fallen fed felt fought found flown forbidden forgiven frozen got given

Meaning ser, estar batir, derrotar convertirse, llegar a ser empezar doblar(se) morder soplar quebrar traer edificar quemar(se) reventar(se) comprar tomar escoger venir costar cortar repartir cavar hacer dibujar soñar beber conducir comer caer alimentar, dar de comer sentir combatir encontrar volar prohibir, vedar perdonar helar(se) obtener dar

219

Infinitive go grow hang have hear hide hit hold hurt keep know lay lead learn leave lend let lie light lose make mean meet pay put read ride ring rise run say see sell send set shake shine

Past simple went grew hung had heard hid hit held hurt kept knew laid led learnt/learned left lent let lay lit lost made meant met paid put read rode rang rose ran said saw sold sent set shook shone

Past participle gone grown hung had heard hidden hit held hurt kept known laid led learnt/learned left lent let lain lit lost made meant met paid put read ridden rung risen run said seen sold sent set shaken shone

Meaning ir cultivar; crecer colgar haber; tener oír esconder golpear sostener dañar guardar saber; conocer poner conducir, liderar aprender dejar prestar dejar yacer iluminar perder hacer querer decir, significar encontrar(se) pagar poner leer montar sonar levantarse correr decir ver vender enviar fijar sacudir brillar, relucir

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Infinitive shoot show shut sing sink sit sleep speak spell spend stand steal stick swim take teach tear tell think throw understand wake (up) wear win write

Past simple shot showed shut sang sank sat slept spoke spelled/spelt spent stood stole stuck swam took taught tore told thought threw understood woke (up) wore won wrote

Past participle shot shown shut sung sunk sat slept spoken spelled/spelt spent stood stolen stuck swum taken taught torn told thought thrown understood woken (up) worn won written

Meaning disparar indicar cerrar(se) cantar hundir(se) sentarse dormir hablar deletrear gastar estar de pie robar pegar nadar tomar enseñar romper contar pensar lanzar entender despertar(se) llevar, usar ropa, accesorios ganar escribir

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BIBLIOGRAPHY Listening Comprehension Songs are among the best ways of teaching a foreign language. Also songs are an important aspect of culture, representing the history, folklore, and current idiom of a country. Singing can build students' confidence by allowing them to enjoy a degree of fluency in English before they have achieved it in speaking.

Reading Comprehension

Young children are wonderful processors of new information; they can learn to read and write quickly, if well motivated. They must enjoy the process and be in a positive, fun, success-oriented learning environment - consider how children learn their mother tongue. It is possible to have a lot of input in every lesson. Don't Here in this site are techniques and procedures when using music underestimate what children can learn and give them plenty of in the EFL classroom: opportunities to pick up new language. For tips on how to prepare material for reading activities, see the http://www.lingolex.com/userpages/music.html advice web sites and books: • http://www.britishcouncil.org/kids-stories See the advice web sites and books to find songs and how to use • http://www.magickeys.com/books/#yc them in class: • http://pbskids.org/lions/stories/country.html • http://www.thefreelibrary.com/Teaching+mindfully: • http://www.britishcouncil.org/kids-songs.htm • http://www.isabelperez.com/songs/worldholdon.htm +learning+and+teaching+through+story-telling• http://www.bbc.co.uk/cbeebies/tweenies/songtime/songs/ a0107489433 watchnsing.shtml • http://www.britishcouncil.org/kids-stories-nessie-1.htm • http://www.genkienglish.net/doctorsong.htm • http://www.teach-nology.com/gold/readan.html • http://www.songsforteaching.com/ • http://www.esl4kids.net/songs.html • A WAY WITH WORDS. Redman S., et al. Cambridge University Press, Great Britain. 1996, 1st Ed. • DEVELOPING TACTICS FOR LISTENING, Richards, Jack et al. Oxford • MORE GRAMMAR GAMES. Rinvolucri, Mario and Davis, Paul. Cambridge University Press, Great Britain. 1995, 1st Ed. University Press, England. 1997, 1st Ed. • LISTENING. White, Goodith. Oxford University Press, England. • TECHNICAL ENGLISH 1. Jara, Harry et al. Salesiana, 1995, 3rd Ed. • TEACHING READING: a Differentiated Approach by Scholastic. 1998, 1st Ed. • CLASSROOM TESTING. Heaton, J. Addison Wesley Longman, England. 1990, 5th Ed.(r.1997) • THE PRACTICE OF ENGLISH LANGUAGE TEACHING. Harmer, Jeremy. Addison Wesley Longman, England. 1991, 11th Ed. • LISTENING COMPREHENSION by the education center. • SECOND LANGUAGE LISTENING: THEORY AND PRACTICE. Cambridge Language Education by John Flowerdew, Lindsay Miller. • TEACHING LISTENING COMPREHENSION. Cambridge Handbooks for Language Teachers by Penny Ur. • ROLE PLAY-Resource Books for Teachers by Gillian Porter Ladousse

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Speaking

Writing

The teacher may be the only person who can provide a model for the students, even if the students are in contact with other native speakers. Good tools are the role play and the drill, and there is no reason why they should do role plays only once; they can repeat them several times with different partners; by the end of the activity they should be confident enough about what they are doing to perform the role play realistically and well.

Young children are wonderful processors of new information, they can learn to read and write quickly, if well motivated. They must enjoy the process and be in a positive, fun, success-oriented learning environment - consider how children learn their mother tongue. It is possible to have a lot of input in every lesson. Don't underestimate what children can learn and give them plenty of opportunities to pick up new language.

For materials on speaking skills the teacher can visit these web pages or check these books: • http://onestopenglish.com/section.asp?catid=59411&docid =149728 • http://www.eslgo.com/resources/sa/role_plays/intercultural. html • http://www.englishlearner.com/teachers/speaking.html • http://www.esl-galaxy.com/speaking.html • http://www.lessonplanspage.com/LAPublicSpeakingTongue TwistersIdea67.htm • http://www.indianchild.com/tongue_twisters.htm • http://www.justesltalk.com/HTMLobj163/iwannaholdyourhand.pdf • http://www.eslflow.com/roleplaysdramatheatregames.html • http://www.cambridge.org/us/esl/letstalk/support/optional /l3u11oa.htm • • • • •

In order to develop writing skills the teacher can visit these sites or read these books: • http://www.netrover.com/~kingskid/name/themead.htm • http://www.enchantedlearning.com/essay/writing.shtml • http://www.learnenglish.org.uk/kids/makeapoem/index_ obtree.html • http://www.britishcouncil.org/kids-writing-storymaker.htm • http://www.learnenglish.org.uk/kids/bookreview_obtree/ your_reviews.asp • http://www.learnenglish.org.uk/kids/filmreview/

• ON THE JOB. Millán, Ana María y Toselli, Marisela, Mcgraw-Hill Interamericana, España. 1996, 1st Ed. • A COURSE IN LANGUAGE TEACHING. Ur, Penny. Cambridge University Press. Great Britain. 1996, 1st Ed. CLASSROOM DYNAMICS. Hadfield, Jill. Oxford University Press, • ESTRATEGIAS DE REFLEXION SOBRE LA ENSEÑANZA DE IDIOMAS. Richards, Jack y Lockhart, Charles. Cambridge University Press. England. 1992, 4th Ed. EL DISEÑO DE TAREAS PARA LA CLASE COMUNICATIVA. David España. 1998, 1st Ed. Nunan. Cambridge University Press, Gran Bretaña. 1996, 1st ed. • HANDS-ON WRITING ACTIVITIES That Get Kids Ready For The TOMBOLA. Communication Activities for Teenagers. Palim, J. y Writing Assessments by Van Zile. rd otros. Addison Wesley Longman, England. 1992, 3 Ed. • TEACHING THE CRAFT OF WRITING: Organization by Scholastic. THE ART OF TEACHING SPEAKING: Research and Pedagogy for the ESL/EFL classroom by Keith S. Folse. IMPACT TOPICS! 30 EXCITING TOPICS TO TALK ABOUT IN English STUDENT. Book and audio CD by Richard R. Day, Junko Yamanaka.

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