Travelers 8º Guia Del Profesor

GUA DIDCTICA DEL DOCENTE
INGLS
bsico
Lina Alvarado Jantus
EDICIN ESPECIAL PARA EL MINISTERIO DE EDUCACIN

PROHIBIDA SU COMERCIALIZACIN
GUA DIDCTICA DEL DOCENTE
INGLS
bsico
Lina Alvarado Jantus

Teacher of English
Instituto Profesional Chileno-Britnico
Travelers 8 bsico - Gua Didctica del Docente

Original text

Lina Alvarado Jantus.

Teacher of English
Instituto Profesional Chileno-Britnico.
Reimpresin 2013 Ediciones Cal y Canto Ltda.

N de Inscripcin: 171.756
ISBN: 978-956-8623-54-8
ISBN: 978-956-8623-54-8
ISBN: 978-956-8623-54-8
ISBN: 978-956-8623-54-8
2009 Ediciones Cal y Canto Ltda.
ISBN: 978-956-8623-54-8
Methodological support Ana Manonellas Balladares.

Postgraduate Diploma of Education

Monash University - Melbourne Australia.
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Banco de Fotos Ediciones Cal y Canto.
N de Inscripcin:
ISBN:
171.756
978-956-8623-54-8
All rights reserved; no part of this publication may be reproduced, stored in a

retrieval system, transmitted in any form, or by any means, electronic,
mechanical, photocopying, recording, or otherwise, without the prior written
permission of the publisher.
Impreso RR Donnelley Chile
Se termin de imprimir 8.500 ejemplares en el mes de diciembre de 2012.
CONTENTS
Plan of the book . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . .4
Description of the course . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . .6
Students book . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . .6
Unit Structure . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . .6
Methodology. . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . .8
Learning Progress Maps as support material for teaching . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . .11
Classroom management . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . .16
Some basic teaching reminders . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . .19
Some methodological suggestions for skill development . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . .19
The Internet in the language classroom. . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . .21
Classroom Language . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . .22
Using the TB . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . .24
UNIT 1: CULTURAL ELEMENTS . . . . . . . . . . . . . . . . . 26-67
Transcripts. . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . .56
Error alert!. . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . .59
Background information . . . . . . . . . . . . . . . . . . . . . . . . . . . . .60
Complementary activities . . . . . . . . . . . . . . . . . . . . . . . . . . . .61
Extra test. . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . .65
Answers . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . .67
UNIT 3: DIFFERENT LIVES . . . . . . . . . . . . . . . . . . . 108-151

Transcripts. . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 138
Error alert!. . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 141
Background information . . . . . . . . . . . . . . . . . . . . . . . . . . . 142
Complementary activities . . . . . . . . . . . . . . . . . . . . . . . . . . 146
Extra test. . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 148
Answers . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 151
UNIT 2: SELF - CARE . . . . . . . . . . . . . . . . . . . . . . . . . . 68-107

Transcripts. . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . .98
Error alert!. . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 101
Extra test. . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 105
Answers . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 107
UNIT 4: PEOPLE AND PLACES . . . . . . . . . . . . . . . . 152-192

Transcripts. . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 182
Error alert!. . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 185
Answers . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 189
Extra test. . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 192
TRAVELERS MAGAZINE. . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 195-205

EVALUATION INSTRUMENTS (Photocopiable) . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . .206
LANGUAGE REFERENCE . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . .219
IRREGULAR VERBS. . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . .227
THEMATIC INDEX . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . .229
GLOSSARY . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . .230
BIBLIOGRAPHY. . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . .231
TEST QUESTION BANK . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . .232
PLAN OF THE BOOK

UNIT
UNIT
1
CULTURAL ELEMENTS
UNIT
UNIT 2
SELF-CARE
2
36
UNIT 1
GETTING READY .......................................................................................................... 9

PREPARATION FOR THE UNIT ............................................................................ 10
LESSON 1 - LISTENING
Holidays and celebrations ....................................................................................... 12
Language focus - Frequency adverbs...................................................................... 14
Written production Letter about Independence Day .......................................... 14
Pronunciation Ordinal numbers .......................................................................... 14
Oral production Dialog about celebrations.......................................................... 14
LESSON 2 - READING
A Chilean celebration ............................................................................................... 15
Language focus - Connectors ................................................................................... 17
Written production Paragraph about a celebration ............................................. 17
Pronunciation Years .............................................................................................. 18
Oral production Dialog about Independence Day ................................................ 18
MINI-TEST................................................................................................................. 19
LESSON 3 - LISTENING
Top of the pops......................................................................................................... 20
Written production An interview ......................................................................... 21
Pronunciation / b / ............................................................................................... 21
Language focus - The Past Continuous .................................................................... 22
Oral production Dialog about favorite singer ....................................................... 22
LESSON 4 READING
Myths and legends.................................................................................................. 23
Language focus - Used to........................................................................................ 25
Pronunciation The diagraph th ............................................................................ 25
Oral production A dialog about a legend ............................................................ 26
MINI-TEST ................................................................................................................ 27
LESSON 5 LISTENING
Chiles national dance.............................................................................................. 28
Language focus - Adverbs of sequence................................................................... 30
Pronunciation Some vowels ................................................................................ 31
Oral production Dialog about a traditional dance ............................................... 31
Written production To complete a short paragraph ............................................ 31
KELLY HARDROCK, SCHOOL REPORTER. EPISODE 1 .................................................. 32
SYNTHESIS................................................................................................................ 34
TEST YOUR KNOWLEDGE........................................................................................... 34
SELF-EVALUATION .................................................................................................... 35
37
GETTING READY ........................................................................................................
38
.........
...............
...............
...............
...............
...............
UNIT
THE
PREPARATION FOR
LESSON 1 - READING
40
How fit are you? .......................................................................................................
42
...............
...............
...............
...............
many?
Language focus - How much? / How
42
...............
...............
...............
h
paragrap
short
a
complete
To
n
Written productio
43
Pronunciation Questions with How much / How many ........................................
43
.....
...............
...............
Oral production Dialog about routines ..............................
LESSON 2 LISTENING
44
Whos in control? ......................................................................................................
45
Language focus Indirect object pronoun..............................................................
46
...........
...............
...............
etc.
Pronunciation Numbers 13 / 30, 14 / 40, 15 / 50,
46
....
...............
...............
...............
addict
computer
Oral production Dialog about a
47
........
...............
...............
...............
...............
...............
...............
MINI-TEST...............
LESSON 3 READING
48
Learning to learn......................................................................................................
50
.............
...............
...............
...............
...............
Language focus The Future tense
51
...........
...............
...............
...............
n
intonatio
and
tion
Accentua
Pronunciation
51
Oral production Dialog about feelings .................................................................
36
UNIT 2
LESSON 4 LISTENING
52
Help for you!.............................................................................................................
53
........
...............
...............
obligation
No
n
Obligatio
Possibility
Language focus
54
Pronunciation - / t / ...............................................................................................
54
.
...............
...............
...............
Oral production Dialog about everyday situations
55
........
...............
...............
...............
...............
MINI-TEST.............................................
.........
...............
...............
...............
...............
...............
...............
LESSON 5 READING
56
Bullying - you are not alone.....................................................................................
58
.....
...............
...............
Pronunciation / b / ............................................................
58
....
...............
...............
...............
...............
Language focus If clauses (1) ...............
58
..
...............
...............
if....
do
I
can
What
with
g
beginnin
Dialogs
n
Oral productio
60
KELLY HARDROCK, SCHOOL REPORTER. EPISODE 2...................................................
62
.......
...............
...............
SYNTHESIS...........................................................................
62
...............
...............
...............
...............
...............
TEST YOUR KNOWLEDGE ...............
63
..........
...............
...............
...............
...............
...............
...............
SELF-EVALUATION
UNIT 3
UNIT
DIFFERENT LIVES
64
UNIT
UNIT
92
GETTING READY ........................................................................................................ 65

PREPARATION FOR THE UNIT .................................................................................... 66
LESSON 1 LISTENING
Experiences in a foreign country .............................................................................. 68
Language focus Superlatives ................................................................................ 69
Pronunciation Superlatives................................................................................... 70
Oral production Dialog expressing opinions ........................................................ 70
LESSON 2 READING
International English................................................................................................ 71
Language focus Languages .................................................................................. 73
Pronunciation Languages..................................................................................... 74
Oral production Dialog about the English language ............................................ 74
MINI-TEST................................................................................................................. 75
LESSON 3 LISTENING
Do you like jokes? ..................................................................................................... 76
Language focus Requests and permission ........................................................... 77
Oral production Dialog about funny jokes............................................................ 78
Pronunciation Dates ............................................................................................. 78
LESSON 4 READING
Festivals around the world....................................................................................... 79
Language focus Superlatives ................................................................................ 82
Pronunciation - / i, / .............................................................................................. 82
MINI-TEST................................................................................................................. 83
LESSON 5 LISTENING
Do you study hard? .................................................................................................. 84
Language focus Conditionals ............................................................................... 86
Written production To complete sentences .......................................................... 87
Pronunciation Part of a poem .............................................................................. 87
Oral production Dialogs about future situations .................................................. 87
KELLY HARDROCK, SCHOOL REPORTER. EPISODE 3................................................... 88
SYNTHESIS................................................................................................................ 90
TEST YOUR KNOWLEDGE........................................................................................... 90
SELF-EVALUATION .................................................................................................... 91
64
UNIT 3
ANSWERS ................................................................................................................... 120

THEMATIC INDEX......................................................................................................... 134
GLOSSARY ................................................................................................................... 135
PEOPLE AND PLACES
92
UNIT 4
GETTING READY ........................................................................................................ 93

PREPARATION FOR THE UNIT .................................................................................... 94
LESSON 1 - READING
Folk heroes ............................................................................................................... 96
Language FOCUS - Connectors................................................................................. 99
Pronunciation Dates and times ............................................................................ 99
Oral production A ballad ...................................................................................... 99
LESSON 2 LISTENING
A magic role ........................................................................................................... 100
Language focus - Imaginary situations................................................................. 101
Pronunciation Tongue twister with / w / ........................................................... 102
Oral production Dialog of invitation ................................................................... 102
MINI-TEST............................................................................................................... 103
LESSON 3 READING
Florence Nightingale - A woman out of her time .................................................. 104
Language focus - Prepositions of place ................................................................. 106
Oral production Dialog about biographical data ................................................ 107
Pronunciation A limerick .................................................................................... 107
LESSON 4 LISTENING
People that changed people .................................................................................. 108
Language focus Adverbs of manner ................................................................... 109
Pronunciation Professions .................................................................................. 110
Oral production Dialog about a quiz game ........................................................ 110
MINI-TEST............................................................................................................... 111
LESSON 5 READING
A special place for children .................................................................................... 112
Language focus Prepositions of place ................................................................ 115
Oral production Dialog about an interesting place ............................................ 115
Pronunciation Tongue twister with / j / ............................................................. 115
KELLY HARDROCK, SCHOOL REPORTER. EPISODE 4................................................. 116
SYNTHESIS.............................................................................................................. 118
TEST YOUR KNOWLEDGE ........................................................................................ 118
SELF-EVALUATION .................................................................................................. 119
BIBLIOGRAPHY ........................................................................................................... 136

TRAVELERS MAGAZINE ............................................................................................... 139
INTRODUCTION
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 Students Book, a Teachers Book and a CD.
Students Book
The course is topic-based and contains a conductive thread.
The text has a conductive thread represented by children of the
same age and level of the intended readers. They are present in
different situations according to the topics of the unit. These
children include English native speakers related to Chile, and
also Chilean children. They interact throughout the book among
them and also with other people. Special emphasis has been
made 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 those 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 Students book contains four units based on the English
program for the level and the concepts and guidelines of the
Chilean educational reform.
UNIT 1: CULTURAL ELEMENTS.
UNIT 2: SELF - CARE.
UNIT 3: DIFFERENT LIVES.
UNIT 4: PEOPLE AND PLACES.
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 Preparation for the unit section identifies and practices
language and skills that the students will need to have
mastered in order to move on to the new contents of the unit.
The tasks in each unit are indicated with the following
headings: Reading, Listening, Language focus,
Reflections, Synthesis, Test your knowledge, and Selfevaluation.
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.
Language focus. Travelers deals with grammar only after a
certain structure has appeared in a reading or listening text
and it is likely to be encountered again in other texts.
Students are asked to find or revise the example(s) of the
structure in the text and analyze how it works, going through

a guided process of discovery.
The activities are meant to promote independent learning,
and to make students figure out grammar, word formation,
and vocabulary rules by themselves.
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.
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 and 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.
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.
There are other small, but interesting sections in the units.
- Did you know that ? The aim of this section is to provide
more information on the main topic of the lesson and interest
students in finding more information on their own.
- Throughout the book students and teachers will also find
website-based resources to expand their knowledge of
specific subjects.
- American v/s British English. Special notes that show
students the differences between American and British
English in writing, pronunciation, and vocabulary. Students
are frequently confused with the different spelling or
pronunciation and the idea of this explanation is to show
them that both ways are perfectly acceptable.
INTRODUCTION
INTRODUCTION
Teachers Book
This component includes:
The whole minimized version of the Students 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).
- Listening comprehension.
- Reading comprehension.
- Extended response reading rubric.
- Behavior rubric.
- Beginners writing.
- Project evaluation.
Answers for all the tasks in the Students Book and in the tests.
The transcript of the recorded activities.
A complete bibliography for the teacher.
A list of useful websites for the teacher and the students.
Four extra tests.
The level of difficulty of the activities included in the book.
This is shown with the following icons:
Low= + Medium= ++ High= +++
CD
The CD contains all the material for the listening tasks, including
Pronunciation, Listening, and Listening test material. It also
includes useful expressions for the classroom. The transcripts of
the recordings are at the end of each unit.
Methodology
Task-based learning
Travelers helps students develop language and learning skills to
carry out sequences of tasks.
These are some advantages of task-based learning.
Increased motivation - learners become personally involved.
All four skills, reading, writing, listening, and speaking, are
integrated.
Autonomous learning is promoted as learners become more
responsible for their own learning.
There are learning outcomes: learners have an end product.
Authentic tasks and therefore, more authentic language input.
Interpersonal relations are developed through working as a
group.
A break from routine and the chance to do something
different.
Collaborative work
In project-based learning, students work in teams to explore real
world problems and create presentations to share what they have
learned. This approach has many benefits for students, including:
deeper knowledge of subject matter;
increased self-direction and motivation;
improved research and problem-solving skills.
Additionally, it gives the teacher the grounds for evaluating what
students have learnt and how they apply that knowledge to real
life situations.
The book has projects for students to carry out in the Synthesis
section. Each relates to the unit and asks students to try and
answer a question or solve a problem - one that has relevance for
them and that they might have to face one day in real life.
Let students choose their own group there is nothing worse
than being stuck with someone you do not get along with. Give
them enough time to prepare the project. Praise and reward
good presentation and extra effort made.
Learner training
This concept has to do with developing students awareness of
how they learn and how they develop their learning strategies so
that they become more effective and independent learners.
Teachers should encourage students to analyze their learning
process, making them think about their learning, what problems
they have and how they could improve their performance, so that
they can take the appropriate steps to optimize their learning.
Special attention should be paid to the training of students in pair
and group work, emphasizing the importance of everyones
contribution and the respect for the ideas of classmates.
Mixed ability
Travelers caters for mixed-ability classes in a variety of ways. The
teacher needs to develop techniques which allow students of all
levels to benefit from the lesson. Individual feedback is
advisable in any class, but in a mixed-ability class, this attention
to detail can increase student satisfaction. The teacher should
always try to make some mental, if not written, notes about
each student in such classes. As the course progresses and
opportunities arise, the teacher should congratulate individual
students on their improvements and make tactful suggestions
on areas to work on. A few sentences during general monitoring
are better than nothing. These details show that the teacher is
aware of individual needs of students.
Additionally, each lesson in Travelers offers at least one activity
that can be done by fast learners, while the rest of the class is
finishing a task.
Games
Games are important when learning a foreign language
because they are motivating and help students to sustain the
effort of learning. However, games are the means and not the
end they are a way of making learning more entertaining
and should not be treated as time fillers. Each game in this
book is there for a purpose and needs teacher supervision and
sometimes prior preparation.
Cognates
Cognates are words in different languages related to the same
root, eg, education (English), educacin (Spanish).
The different lessons in Travelers provide students with a
question to help them notice and recognize cognates. The
teacher should encourage students to find the cognates
whenever they face a new text.
False cognates
Students might get confused because there are several words
in Spanish that are similar in English, but have a different
meaning.
Here are a few examples of false cognates.
Actually = realmente, not actualmente (at present, currently).
Embarrassed = avergonzado/a, not embarazada (pregnant).
Realize = darse cuenta, not realizar (carry out, fulfill).
Approve = aprobar (agree with something), not aprobar un
examen (pass an exam).
Lecture = conferencia (a talk about a topic), not lectura
(reading).
Try = tratar de hacer algo, not tratarse de (be about) or tratar
con (deal with).
Politics = la poltica, not los polticos (politicians)
Library = biblioteca, not librera (bookstore)
Familiar = estar familiarizado con, not familiar (relative)
Parents = padres (father and mother), not parientes
(relatives).
Evaluation and assessment
In Travelers, evaluation is ongoing and an integral part of the
learning process. It takes the form of both student evaluation
and teacher evaluation.
Student evaluation
As well as making students feel more responsible for their own
learning, the process of evaluating themselves and evaluating
classmates actually helps them to learn and remember. Students
are asked to evaluate the following aspects: their performance,
their participation, their products, the working arrangement. This
is done informally through the Reflections and the Mini-tests,
and more formally at the end of each unit through the Test your
Knowledge and Self-evaluation sections. The teacher must help
by organizing correction of the activities, but students
themselves must check their own performance and assign marks.
At the end of this activity, students are asked to add up their
marks and use a Progress chart to find out their level of
achievement. Many students may be new to the process of 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.
INTRODUCTION
INTRODUCTION
10
Teacher evaluation
Teacher evaluation combines formative and summative
instruments. The following suggestions could be considered to
reach a final mark for each student.
A mark should be given to each of the three components below.
The final mark should be the average of these three marks.
1. Classwork. Taking into account general attitude,
participation, cooperation with classmates, and work done.
2. Projects (Synthesis section). A project evaluation sheet
(photocopiable) is provided in the Evaluation Instruments
appendix.
3. Tests. There are two mini-tests, one final test, and one extra
test per unit. These tests assess listening and reading
comprehension, as well as specific language items studied
and practiced in the units.
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, cutouts 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 ...?
Further suggestions for evaluation

As evaluation is an ongoing process, apart from the formal tests
provided in the Students Book, remember to evaluate students
performance in every activity they carry out, making notes of
their problems and achievements, keeping a record of their
participation, giving them informal marks that you can put
together and average at the end of a term, using the evaluation
instruments provided in the Evaluation Instruments Appendix,
at the end of the 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.
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.
Additionally, here are a few suggestions that you can adapt for
different contents and use at different moments of your lessons,
and that you can mark according to the level of difficulty, time
students spend preparing and presenting, etc.
- Mini-presentations by small groups of students. Give them
time to gather information, suggest they use patterns you
provide or that have appeared in the lesson, help them
rehearse the presentation, correcting pronunciation, and invite
two or three groups to present. This activity can be used in all
the units in connection with projects and activities, or with
contents the students find interesting in the lessons.
- Role-plays. Choose any of the dialogs, give groups time to
practice and invite two or three groups to present.
- Questionnaires. Prepare a short questionnaire at the end of a
unit on the content of the different texts. Assign it for
Bibliography
Both the Teachers book and the Students book offer
suggestions of materials that can be used for reference. Some of
these materials can be found in the Centro de Recursos de
Aprendizaje (CRA) in each school.
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.
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 here13. This brief and concise document does not
intend to be exhaustive nor replace any of those sources. It only
intends to present the Maps in a very specific context, that of a
particularly specific training in evaluation for learning, as it is in
that area that 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 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 students needs.
Learning progression and diversity

Childrens 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 student in the 4th Year of Secondary Education with those of a
student in the 1st Year of Primary Education, 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, 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
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
clearly understand the state of students learning.
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.
Please note that this document has been translated directly from the document prepared by the Unidad de Currculum y Evaluacin of the Ministry of Education;
the superscript references have been kept the same as in the original document.
11 Document prepared by the Unidad de Currculum y Evaluacin, Ministry of Education, Chile, 2007.
12 Tomlinson, C. A. (2005). Estrategias para Trabajar con la Diversidad en el Aula. Madrid: Editorial Paidos.
13 The full Maps are published on the web site of the Unidad de Currculum y Evaluacin, www.curriculum-mineduc.cl.
INTRODUCTION
11
INTRODUCTION
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.
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.
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 methods to obtain information about the learning are well

known and they are mainly:
to observe 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, artifacts, actions, dramatizations,
and concept maps.
To discuss key words and analyze how they must be used.
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.
From the point of view of students, although their final mark
and the comments written on the margins of their work 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. Todays approach to learning suggests that,
eventually, it is students themselves who are responsible for
their own learning (nobody can learn for them). Consequently,
Evaluation for Learning must necessarily involve 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
students, but another part must be the result of the direct
participation of students in this process through self evaluation.
So, what actually happens in the classroom when evaluation is

used to improve learning? To begin with the more obvious
aspects, teachers are involved in the collection of information
about their students learning and can motivate them to revise
their work critically and constructively.
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 to get started. It is of the
utmost importance to remember that it is students who must
do the work; consequently, by being more involved in the
process, students will better understand how to extend and
improve their learning. A plan that involves students in the
judgment of their own work instead of being passive to face
their teachers judgment has higher probabilities of raising
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 students must aim at, and which, in this
way, constitutes a point of comparison for their work. The role
of the teacher and what constitutes the core of teaching is
to provide 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 collection of evidence on
the learning achieved by 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 students constitute the
criteria used for the evaluation of learning.
The criteria must be shared with students so that they know
and understand them, and can then direct their work
accordingly.
Self-evaluation and peer-evaluation must be done using preestablished criteria. If this does not happen, their validity will
What Learning Progress Maps are
be questionable, because different individuals naturally

evaluate according to their own personal criteria.
It must be remembered that evaluation necessarily involves
value judgments. This happens when a teacher assigns a
numerical qualification to a students test, and also when
concepts are used, for example poor or excellent to indicate a
students level of achievement at a certain moment.
The teacher must take responsibility for the evaluation
instruments he / she develops and uses with 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 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

that students typically reach at certain moments of their school life.
They are not an expression of all the knowledge and abilities 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 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

They are not an instrument to classify students and they do not support
elaborate evaluation tasks that will indicate the level of each student, a specific teaching model to achieve learning.
and organize teaching strategies accordingly.
How many Maps 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 countrys 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
INTRODUCTION
13
INTRODUCTION
14
Secondary Education. Each level describes the expected learning

outcome for two school years. For example, Level 1 corresponds
approximately to 1st and 2nd Year of Primary Education, 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
Currculum y Evaluacin, www.curriculum-mineduc.cl.
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
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 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 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 teachers 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 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 the 6th Year of Primary Education.
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 with Level 4 which describes the
expected learning achieved by the majority of the students by the
end of the 8th Year of Primary Education; Levels B1 and ALTE 2
(Threshold user) are associated with Level 6, which describes the
expected learning achieved by the majority of students by the end
of the 4th Year of Secondary Education.
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 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 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 students
reading comprehension progress, from the ability to identify
some highlighted information, to make simple inferences, and
to state the main topic of a very short, simple text (in 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).
INTRODUCTION
15
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
Outstanding main meaning. Understands texts that include a variety of simple and medium complexity structural patterns and are related
to personal interest topics.
Level 6
Identifies explicit key information, discriminating it from distractors. Infers ideas and identifies messages, points of view, and
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.
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 students immediate environment.
Level 3
Identifies words and short sentences stated in very short texts that include plenty of visual support, use simple short
Initial level sentences, and are related to concrete topics of the students immediate environment.
In our teaching proposal for 7th and 8th Year of Primary Education, 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.
How can one recognize the 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.
INTRODUCTION
16
CLASSROOM MANAGEMENT
Classroom management has to do with methods used by the
teacher in order to establish harmonious class organization and
discipline. The following components play an important role in
the achievement of these goals.
The teacher
A classroom where learning takes place is a pleasant
environment; the teacher is enthusiastic and active and
encourages student participation.
In most cases the teacher is the only direct contact the students
have with English. It is therefore important that she / he tries to
communicate with the students in English as much and as often
as possible. Some students may not be used to this, and
teachers should explain, in Spanish, that they may find it
difficult to understand at first, but it will gradually get easier.
Teachers can also use gestures or mime to help understanding.
Instructions for activities should be given as clearly and as
simply as possible, through demonstration and examples. If it is
clear that many students have not understood, the teacher can
ask a stronger student to translate for the class.
The students
The main objective of the English classes is the development of
reading, listening, speaking, and writing skills, so the teacher
may insist and encourage students to use English in class as
much as possible to show understanding of the reading and
listening texts. The teacher must provide patterns and clear
examples for them to do so, following these patterns and
examples. The teacher must also emphasize the importance of
everyones participation in and contribution to the activities,
giving clear explanations of their purpose and the role of the
individuals, the pairs, or the groups carrying them out.
Teenage students are going through a difficult process of
development in their lives, so the teacher might face discipline
problems, disruptive behavior, or unwillingness on the students
part to do the different tasks they are assigned. The topics in
Travelers have been carefully selected to attract and keep
students attention.
The responsibility for building a positive learning atmosphere lies
not only in the good relationship the teacher and her / his students
develop, but also in the one the students have among themselves.
Travelers helps the teacher in this task through a number of
carefully designed exercises, very clear tasks, and opportunities
for the students to check and evaluate their own work.
Discipline
One of the reasons for bad discipline is usually students inability to
cope with the tasks. The noisiest students will demonstrate their
frustration by means of loud outbursts and disruptive behavior,
while the rest of the class may remain passive. To avoid discipline
problems, these preventative strategies are suggested:
- careful planning, so that students realize there is a feeling of
purpose which keeps their attention on the task in hand;
- clear instructions, given very simply and assertively so that
students know exactly what to do.
Working with big classes
These ideas may help you deal with a big class and allow you to
put into practice the suggestions for activities in the lessons.
At the beginning of the year, discuss and establish, together
with the class, a few class rules. Ask different groups to write
them on pieces of poster board and display them permanently
on a wall. They may be written in Spanish and little by little
turned into English, or they may be written in English and
accompanied by pictures illustrating them.
Involve the whole class when giving instructions,
explanations, or when checking answers, but try to use pair
and group work as often as possible.
Train your students to work in pairs or groups from the very
beginning, little by little, first only in pairs, doing simple tasks
such as making lists of words, looking up words in a dictionary,
preparing a couple of questions, etc., then move on to more
complex tasks, and finally start asking them to work in groups.
An important part of the training period should be to ask
them to move quickly and with as little noise as possible. Do
not ask the whole class to form groups or pairs at the same
time, but do it by rows and praise the row that does it best.
Try and use a variety of working arrangements: pairs with the
student next to them, with the student behind, with the
student in the row opposite, etc., or form pairs with simple
action games, such as forming two big circles, asking them to
move in different directions and stop when you say so: their
partner is the person they are standing opposite to at that
moment, etc.
At the beginning, ask students to form pairs or groups with
the people near them, but eventually ask them to move
around more. When they have been trained in pair and group
work, you may ask the whole class to leave their seats and
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 mixedability pairs or groups, so that stronger students may help
weaker ones; take an active part in the formation of groups,
but occasionally, let students choose who they want to work
with. Take these opportunities to emphasize the importance of
cooperation and respect for everyones ideas, abilities, and
contributions.
Give short, clear instructions, and always check that students
have understood what they have to do by asking them to
repeat your instructions in Spanish if necessary. You may ask
the best students to write short reminders of the steps of the
activity on the board.
Provide a clear model of what pairs or groups have to do with
one or two students in front of the class before they begin
working on their own.
Assign a clear time limit for each activity and keep to it! Do
not ask Are you ready? as most probably the answer will be a
loud NOOO!, even if they are ready.
After you have given and checked instructions for the
activities, start walking around the classroom, going from
group to group as quickly as possible. Repeat the instructions
if you see that most of the students have not understood or
are not doing what they are supposed to be doing.
Agree with the class on a code you will use to indicate that
they have to stop doing the activity, stop talking and get ready
to check results. For example, you may stand in a particular
place in the classroom; or you may raise your hand and as
students see you they have to do the same; or you may count
from five to one, etc. In general, avoid shouting, as loud noises
tend to generate louder responses.
Occasionally, ask either troublesome or faster learners to act as

your assistants, writing things on the board, walking around
the classroom checking that all groups are doing the activity,
taking notes of the work in progress, keeping the time,
distributing and collecting worksheets, etc. It is better if these
assistants are not always the same students.
At the end of each activity check answers, correct general
mistakes you may have detected while walking around the
class and do something that clearly indicates that the activity
has finished: some final examples, choral repetition of key
words, phrases and sentences, congratulations and praise for
the good work done, etc.
If your students are used to getting marks for their work, agree on
a system of marking pair and group work as well: give and
accumulate points for participation, good behavior and results.
(Examples of observation sheets and class evaluation
are provided).
Dealing with troublesome students may be difficult. This may
be made easier if you ask all students to write a suggestion for
punishment of these students on a piece of paper. Check that
the suggestions are acceptable, put them in a box and ask
troublemakers to get a piece of paper from the box and do
whatever is indicated there whenever they misbehave.
Group learning: 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.).
INTRODUCTION
17
INTRODUCTION
18
Students learn best when they are actively involved in the

process. Researchers report that students working in small
groups tend to learn more of what is taught and retain it longer
than when the same content is presented in other formats.
Students who work in collaborative groups also appear more
satisfied with their classes.
Informal learning groups are temporary clusterings of
students within a single class session. Informal learning
groups can be initiated, for example, by asking students to
turn to a neighbor and spend two minutes discussing a
question you have asked. You can also form groups of three to
five to solve a problem or answer a question. You can organize
informal groups at any time in a class of any size to check on
students' understanding of the material, to give students an
opportunity to apply what they are learning, or to provide a
change of pace.
Formal learning groups are teams established to complete
a specific task, such as write a report, carry out a project, or
prepare a presentation. These groups may complete their work
in a single class session or over several weeks. Typically,
students work together until the task is finished, and their
final product is formally evaluated.
Study teams are long-term groups (usually existing over the
course of a semester) with stable membership whose primary
responsibility is to provide members with support,
encouragement, and assistance in completing course
requirements and assignments.
Study teams also inform their members about lectures and
assignments when someone has missed a session. The larger
the class and the more complex the subject matter, the more
valuable study teams can be.
General Strategies
Plan for each stage of group work. When you are preparing for
the course, decide which topics, language contents, or projects
might lend themselves to formal group work. Think about how
you will organize students into groups, help groups negotiate
among themselves, provide feedback to the groups, and
evaluate the products of group work.
Carefully explain to your class how the groups will operate and
how students will be graded. Explain the objectives of the group
task and define any relevant concepts. In addition to a well
defined task, every group needs a way of getting started, a way
of knowing when its task is done, and some guidance about the
participation of members.
Give students the skills they need to succeed in groups. Many
students have never worked in collaborative learning groups
and may need practice in such skills as active and tolerant
listening, helping one another in mastering content, giving and
receiving constructive criticism, and managing disagreements.
Discuss these skills with students and model and reinforce them
during class.
Consider written contracts. Some teachers give students written
contracts that list members' obligations to their group and
deadlines for tasks.
(Adapted from: Gross Davis, B. (1993). Collaborative Learning: Group
Work and Study Teams. Retrieved July 18, 2012 from http://teaching.
berkeley.edu/bgd/collaborative.html
SOME BASIC TEACHING REMINDERS

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

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

the board.
- Invite students to predict the content and to formulate
hypotheses of what will appear in the text.
- Do these activities quickly and take advantage of the interest
created to continue with the listening activities.
Listening
- Play the recording once or twice for students to check their
predictions and hypotheses. Accept other information they
may have gathered, but do not go into details at this stage.
- Remind students of cognate words, which help
comprehension and consequent task realization.
- Read and clarify instructions with the class, and do the
different listening activities one by one, concentrating on the
task assigned and checking answers after each successive
listening.
- Every time students listen, they should have a clear purpose
and task, provided in the instructions, which will help
them focus their attention and identify the information
required.
- Help students recognize different supporting elements in the
listening texts: intonation, voice pitch, pauses, emphasis,
background noise, etc.
After listening
- Help students summarize the text using the models provided.
- Encourage reinforcement of vocabulary and grammar that
appeared in the text, always using the context, and providing
further examples or similar contexts.
- Discuss the topic of the lesson, help students reflect on the
contents and highlight the values presented, making them
notice the connections with their own reality.
- Make students evaluate their own performance in the lesson.
a. Did their predictions help them understand the text?
b. How did they do in the different listening activities?
c. What new words, expressions, or structures did they learn
in this lesson? Can they use them in other situations?
Developing reading skills
Follow the organization of activities into before, while and
after reading.
Before reading
- Introduce the topic of the text and get students involved
Elicit what they know about it and help them relate it to
their own experiences. Make use of pictures.
INTRODUCTION
19
INTRODUCTION
20
- 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 to find
the cognates and the words they already know. This will help
them formulate more informed hypotheses and also feel less
insecure when facing a new text.
- Draw students attention to the structure of the text: layout,
punctuation, titles, subtitles, etc., to identify the type of text.
This will also provide clues that will help them understand
the text.
- Do these activities quickly and take advantage of the interest
created to continue with the reading activities.
Reading
- Ask students to read the text quickly to check their
predictions and hypotheses. Accept other information they
may have gathered, but do not go into details at this stage.
- Remind students of cognates, which they can identify
easily, and which help comprehension and consequent task
realization. Present false cognates if there are any in the text.
- Read and clarify instructions with the class, and do the
different reading activities one by one, concentrating on the
task assigned and checking answers after each successive
reading. Every time students read the text, they should have
a clear purpose and task, provided in the instructions, which
will help them focus their attention and identify the
information required.
- Help students recognize different supporting elements in
the texts: text organization, reference markers, letter types,
graphic support, punctuation marks, illustrations, etc.
- Remind students of some general characteristics of text
organization: main ideas are usually at the beginning of each
paragraph, connectors give important clues and indicates
addition, but, however indicate contradiction, because
indicates a reason, or indicates alternatives, etc.
After reading
- Help students summarize the text using the models provided.
- Encourage reinforcement of vocabulary and grammar that
appeared in the text, always using the context and providing
further examples or similar contexts.
- Discuss the topic of the lesson, help students reflect on the
Contents, and highlight the values presented, making them
notice the connections with their own reality.
- Make use of the FL (Fast learners) activities or the cartoon

strip episode in the Students book and of the
complementary activities in the Teachers book to provide
further practice in a freer context, either for the whole class
or for faster, keener students. Invite them to make comments
on the contents and share them with the rest of the class.
- Encourage students to make use of the Reflections section to
evaluate their own performance in the lesson.
Developing oral expression
At the beginning of the course, prepare posters with the class,
showing the expressions they must use as part of the
classroom interaction (See Classroom language on page 22.)
You may use different colors to identify their function.
Teach them to address you as Mr. / Miss / Mrs. plus your surname.
Encourage students to use English to do the different speaking
activities that show comprehension.
Choose relevant parts of the listening texts, especially dialogs,
for students to listen, repeat, and try to memorize and present
in front of the class.
Create a positive atmosphere in the classroom to facilitate
students participation in oral exchanges.
Make use of the pronunciation activities
to help
students practice pronunciation, accentuation and intonation.
Please note that the icon uses the symbol / / - the most
frequent vowel sound in English - to indicate the type of
exercise, but it does not represent the sound to be practiced.
Developing written expression
Always provide a model for students to follow. Go from simple,
very guided activities to more complex ones: just words that
students use to fill in blanks, or exercises in which they put
words in order to form sentences, short answers to simple
questions, using a pattern given and substituting some
elements, etc.
Make students aware of punctuation marks and connectors.
Check written work while walking around the classroom, or
collect notebooks, or provide the correct versions on the board
or on a transparency.
THE INTERNET IN THE LANGUAGE CLASSROOM

In this age of information revolution and the widespread use of
the Internet in almost all spheres of life, using computer
technology in the teaching process is more and more accepted
and widespread.
The Internet can serve as a teaching medium and as a rich
resource of materials (texts, pictures, sounds, music, films, etc.)
You can use these as a basis for your lessons instead of texts
from the coursebook only. In this way, Internet-assisted lessons
supplement teaching, adding an additional dimension to the
classroom.
Students can use web resources to gather information on
various topics or prepare to present a project. The Internet gives
great possibilities for students individual work, allowing them
to work at their own pace, with materials they choose
themselves, giving them variety and choice, and offering an
attractive and interactive learning environment. This is largely
achieved by the use of e-mail, chat, or discussion groups. Due
to these widely accessible and inexpensive tools, students can
communicate with people from different parts of the world.
How useful is the Internet in the classroom?
Students do online reading, listening, writing, or speaking and
thus improve their skills.
Students encounter grammatical structures in real contexts.
The potential of communication tools may be exploited
through e-mail, chat, discussion groups, or videoconferencing.
Activities demanding collaboration can be developed.
Internet-assisted instruction fosters learner independence.
Individual students find partners and exchange e-mails.
Collaborative work between schools can be developed.
How does the Internet help the teacher?
Teachers can gather information about different topics: facts,
figures, and formulas; book reviews; historical archives;
authors; collaborative projects; lesson plans.
Communication tools can serve the goals of the teacher
reinforcing structures and lexis, enlarging their knowledge of
the world and practicing the conventions of writing.
Teachers can easily find opportunities for professional
development through up-to-date resources and seminars.
Information collection and analysis

The use of the Internet allows students to practice and develop
web searching techniques, as well as analyze and critically
evaluate online sources. Make sure students not only look for
required information, but also understand the materials and use
their own words to paraphrase the web sites. In this way,
students use all their learning skills and favorite techniques to
collect, organize, and present information found on the web.
Web searches help students develop analysis and synthesis
skills, and stimulate them to think critically.
Students should be taught to evaluate sources and discriminate
between good and bad ones, and they should be given constant
guidance so that they are not overwhelmed by a multitude of
resources.
Some tips to develop Internet-safe lessons
Never ask students to use search engines on their own.
Ask students to find very specific information, not just surf.
Always tell students to write down the URLs of the sites they
use in a bibliographical format.
Dont 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
21
INTRODUCTION
22
CLASSROOM LANGUAGE
59
Greetings
Good morning. / Good afternoon. / Hello. / Hi.
Good bye. / See you tomorrow. / See you later.
Have a nice weekend. / Enjoy your holiday.
Moods and feelings
A: How are you today?
B: Im fine. / Im great. / OK. / Very well, thank you.
Im not very well. / I have a problem. / Im feeling low. / Im sad.
Asking for clarification (Students)
Can you repeat that, please?
Can you say that again, please?
Sorry? I didnt understand very well.
Can you help me with this exercise, please?
Encouragement (Teacher)
Well done!
Good!
Excellent!
Good work!
Congratulations!
The date
A: What day is it today?
B: Its Monday. / Its Tuesday. / Its Wednesday. / Its Thursday. /
Its Friday. / Its Saturday. / Its Sunday.
A: Whats the date today?
B: Its (Monday) March 9th.
The weather
A: Whats the weather like today?
B: Its sunny. / Its cloudy. / Its hot. / Its cold. / Its nice and
warm. / Its nice and cool. / Its raining. / Its snowing.
The time
A: Whats the time? / What time is it?
B: Its one oclock. / Its two oclock. / Its three oclock. /
Its ten oclock. / Its twelve oclock.
B: Its quarter past nine. / Its half past ten. / Its five past
eleven./ Its ten past twelve. / Its twenty past one. / Its
twenty five past two.
B: Its a quarter to eight. / Its twenty five to nine. / Its twenty
to ten. / Its ten to three. / Its five to four.
Some commands and instructions (Teacher)

Add more words.
Answer the questions.
Be quiet.
Check your answers
Check your predictions.
Close the door.
Come to the board.
Compare your answers.
Compare your answers in your group.
Complete the paragraph.
Complete the sentences.
Complete the summary.
Complete the table.
Copy the instructions.
Cross out the words you do not hear.
Discuss the ideas in your group.
Do Exercise 1.
Do not write in ink.
Do not write in your book.
Fill in the blanks.
Find examples in the text.
Find out who wrote this poem.
Find the cognates in the text.
Go to the board.
Identify the best description.
Listen to the recording.
Listen.
Look.
Look at the pictures.
Look up these words in the dictionary.
Make a list.
Make a list of topics.
Make some notes.
Match the pictures.
Name three activities.
Open the window.
Open your books.
Pay attention, please.
Put the pictures in order.
Read the instructions.
Read the sentences.
Select the correct answer.
Silence, please.
Sit down.
Stand up.
Talk to your partner.
Thats all for today, thank you.
Work in groups of four.
Work in groups of three or four.
Work with your partner.
Write the sentences.
Turn taking and permission (Students)
Its your turn.
Sorry, its my turn.
Excuse me, can I say something?
Excuse me; can I leave the room for a minute?
Can I talk to you after the class?
May I go to the bathroom?
Encouragement (Teacher)
Do it more carefully. / Say it again. / Try to correct that, please.
Not too bad. / Youll do better next time. / Keep trying!
Well done! / Congratulations! / Excellent! / Good work!
INTRODUCTION
23
116
USING THE TB
UNIT 3
INTRODUCTION
24
DO YOU LIKE JOKES?
Lesson 3
BEFORE LISTENING
1. Look at the pictures. Choose the funniest joke and compare with your
partner.
Before listening
This Teacher's book (TB) is a step by step

guide that will help you 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.
See Background information.

1. + Tell the students to look at the pictures
and choose the funniest joke. Then , ask
them to compare with their partners.
You can make a survey with students'
preferences and present the results in a
graph on the board. Brainstorm some
other ideas for a joke. (L.A: to relate topic
with students' own reality).
Answers: Will vary.
Look
your shoelace is untied.
2. ++ Invite students to answer the

questions.
(L.A: to relate topic with students' own
reality).
Answers: Will vary.
2. What kinds of jokes do you like most? Tick your choice.

a. ___Innocent jokes
b. ___Dirty jokes
c. ___Joke about cultural customs d. ___Jokes that don't harm anybody
3. ++ Motivate your students to

unscramble the words to find the
name of one of the most popular
custom in Europe and America when
people play jokes on each other. At this
stage, you may need to give them
some additional information.
See background information at the
end of the Unit. (L.A: to use previous
knowledge to infer meaning).
Answers: April Fool's Day.
4. +++ Invite students to make a list of
words or expressions they would
expect to hear in a text about jokes.
Brainstorm their ideas and write a list
on the board. (L.A: to use previous
knowledge to make predictions).
Answers: Will vary.
5. + Before listening, ask the students to
take a look at the words in the
Pictionary and find the meanings in
Spanish in a dictionary, if necessary.
(L.A: to infer meaning from visuals).
PICTIONARY
lace
shoe
3. Unscramble the words below to find the name of one of the most popular
customs in Europe and America when people play jokes on each other.
a. L R A P I ___ ___ ___ ___ ___
b. F L O O S ___ ___ ___ ___ ___
c. Y D A ___ ___ ___
laug
ande
left-h
70
4. Which words or expressions would you expect to hear in a text about

jokes? Make a list with your partner.
5. Before listening, take a look at the words in the pictionary. If it is
necessary, find their meanings in Spanish.
UNIT 3
Pictionary
Shoelace: cordn de zapato.
Laugh: risa.
Left-handed: zurdo.
Listening
See Tapescript at the end of the unit.
6. + 35 Play the recording. Ask the
students to listen to the recording and
check their predictions in exercises 3
and 4. This first listening is only to get
the general meaning. Remind
students that they do not need to
The transcription 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.
understand every single word.

(L.A: to validate predictions).
7. + Play the recording again. Ask the
students to listen and circle the correct
answer. (L.A: to recognize correct
information).
Answers: b.
8. ++ Play the recording once more. Tell
the students to listen and relate the
speakers and their speeches.
(L.A: to identify speakers).
Answers: a. D. b. D. c. A. d. D. e. D.
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.
FL : Fast Learners.
Section that provides interesting

information on the topic of the lesson.
FL : Fast Learners. Activity for keener or
faster students.
Reflections
The students read the questions and
identify:
the main problems they had to speak
in English.
in what way they showed support to
their partners.
You will find information about a possible

error at the end of the unit.
Questions or instructions to help students

think and reflect on their learning process.
Special notes that will show students

differences between American and British
English.
SUGGESTED YEAR PLANNING

unit 1 cultural elements
time: 20 class hours for the main body of text. 3 hours for
evaluation. 3 class hours for consolidation and complementary
activities. 1 class hour for the cartoon strip.
Minimum Obligatory Contents
oral expression
reading comprehension
listening comprehension
topic: Cultural diversity
Written expression
UNIT 1
26
morphosyntactic elements
strategies
Affirmative, negative, and interrogative

sentences
The Simple Past
Sequence markers
Adverbs of frequency
The Past Continuous
Used to
Connectors
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
strategies

sentences
The Simple Past
Sequence markers
The Past Continuous
Used to
Connectors
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 find 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.
communicative
functions
morphosyntactic
elements
Pronunciation
To talk about a topic.

To talk about national
celebrations.
To express a sequence
of events.
To express a past
habit.
Affirmative,
English phonemes / /, /
negative, and
/, / b /.
Dates.
interrogative
Ordinal numbers.
sentences.
The Past Simple.
Sequence markers.
Adverbs of
frequency.
The Past Continuous
Used to
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 sounds.
To relate written and spoken version of sounds to identify and
incorporate intonation patterns.
strategies

sentences
The Simple Past
Sequence markers
The Past continuous
Used to
Connectors
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 1
27
Learning Abilities Expected Outcome

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.
Attitudes
Acquisition of
To appreciate the
vocabulary related to
importance of
traditional celebrations, preserving cultural
music, and dances.
expressions.
To accept and
The use of the Simple
Present and Simple
respect cultural
Past, adverbs of
and social diversity.
frequency, and
sequence markers.
Effective exchange of
information.
Effective use of writing
skills as a means of
communication.
Resources
Evaluation
Indicators
A brochure
A legend
Personal reports
and conversations
Interviews
Tongue twisters
Phone
conversations
Dialogs
Paragraphs about
favorite activities
Information in a
graphic organizer
Paragraphs about
future plans
reflections
Metacognition
(Students book pp.
14, 18, 22, 26, 31)
minitests
Listening
(Students book,
pp. 19, 27,
Tracks 1, 6)
Reading (Students
book, pp. 19, 27)
Language
(Students book,
pp. 19, 27)
synthesis (Students
book, p. 34)
test your
knowledge
Listening,
(Students book,
p. 34 , Track 14)
Reading, (Students
book, p. 34)
Language,
(Students book,
p. 34)
self - evaluation,
(Students book,
p. 35)
extra test
Reading (Teachers
book, p. 65)
Listening (Teachers
book, p. 65,
Track 15 )
Oral expression
(Teachers book,
p. 65)
Evaluate their
performance in
the lesson.
Identify specific
information.
Discriminate
between correct
and incorrect
information.
Use and apply
language and
vocabulary.
Exchange
information about
cultural elements.
Exchange
information about
music, dance, and
Chilean
celebrations.
Talk about past
habits and
routines.
UNIT 1
28
UNIT
in this unit you Will...

listen and find specific information in
personal reports, an interview, and a
telephone conversation about traditional
celebrations, music, and literature by:
- using previous knowledge to predict
content,
- recognizing participants in a
communicative situation,
- discriminating between main and
secondary ideas. read and find explicit
ideas and specific information in a
UNIT 1
brochure and a legend about

traditions by:
- identifying type and purpose of a text,
- inferring meaning of words from the
context,
- recognizing textual elements,
- identifying the sequence of events.
express ideas in short dialogs and
monologs about:
- celebrations, traditional music and
dances,
- myths and legends.
write and complete short paragraphs

and dialogs:
- about celebrations and traditions,
- summarizing a literary text,
- using language and vocabulary
related to celebrations, traditional
music, and literature.
CULTURAL ELEMENTS
In this unit you will
listen and find specific information in personal
reports, an interview, and a telephone conversation
about traditional celebrations, music, and literature
by:
express ideas in short dialogs and monologs about:
using previous knowledge to predict content,

recognizing participants in a communicative
situation,
discriminating between main and secondary ideas.
write and complete short paragraphs and dialogs:
read and find explicit ideas and specific information

in a brochure and a legend about traditions by:
celebrations, traditional music, and dances,

myths and legends.
about celebrations and traditions,

summarizing a literary text,
using language and vocabulary related to
celebrations, traditional music, and literature.
identifying type and purpose of a text,

inferring meaning of words from the context,
recognizing textual elements,
identifying the sequence of events.
GETTING READY
1. Match the sentences with the people in the photos.
a. Hi, Im Peter. Im from California, in the USA.
b. Im Ahmed. Im from Cairo, in Egypt.
c. Im Akemi. Im from Kyoto, in Japan.
d. Im Sadhvi. Im from Calcutta, in India.
2. Complete with your information.
Hello, Im ___________________.
Paste
your
Im from __________________,
photo
in _____________________.
here
Getting ready
1. In the first class, you can introduce the
topic of the unit by starting a
conversation among student about the
elements that are part of their culture.
Elicit what they consider part of their
cultural background: language, food,
traditions, dress codes, etc. and make
notes on the board. Ask students to
look at the pictures and match the
people with what they are saying, as a
way of relating physical appearance,
language, and place of origin.
2. Help students complete the

information about themselves and
encourage them to paste their photo in
the space provided. You can also ask
your students if they know how people
introduce themselves in other
languages, if they know any cultural
differences between countries,
people, etc.
UNIT 1
29
UNIT 1
30
PREPARATION FOR THE UNIT
1. Unscramble the words to form ten verbs.

od _________
tsrat _________ wsim _________ og _________
hwas _________ korw _________ awcth _________ lcaen _________

2. Use the verbs in Exercise 1 to fill in the gaps in the following
sentences. Identify some of the situations in the pictures.
a. Malcolm _________ at the caf every Saturday.
b. Florence _________ her hair every evening.
c. I _________ under water in the sea.
d. My parents _________ TV every evening.
e. What do you _________ in the afternoon?
f. Matt _________ his bedroom every weekend.
g. Sheila _________ school at 8 am.
h. Francis _________ to the cinema on Fridays.
3. Write the sentences in Exercise 2 in the Past tense. Use the time
expressions in the box.
yesterday
in 2010
last Saturday
in the morning
last night
two years ago
last year
last weekend
a. _____________________________________________________________
b. _____________________________________________________________
c. _____________________________________________________________
d. _____________________________________________________________
e. _____________________________________________________________
f. _____________________________________________________________
g. _____________________________________________________________
h. _____________________________________________________________
10
UNIT 1
PreParation for the unit

Before starting this unit, students need to
know
verbs,
to express routines and habits,
the Past tense and time expressions,
prepositions of time,
nationalities.
This section contains activities meant to
identify and activate their previous
knowledge of the topic and related
vocabulary, and to establish the starting
point for the activities that will follow.
Give students time to form groups and

discuss the exercises that have to be done in
pairs or groups; encourage them to reflect
and be honest to do those that require
individual responses.
answers:
1. do, start, swim, go, wash, work, watch,
clean.
2. a. works. b. washes. c. swim. d. watch.
e. do. f. cleans. g. starts. h. went.
UNIT 1
31
4. Fill in the blanks in these sentences with in, on or at.
a. Lets meet _________ six oclock.
b. My brother was born _________ July.
c. I traveled to the USA _________ 2008.
d. The English test is _________ Monday.
5. Look at the pictures and read the sentences. Are they true (T) or false (F)?
a. ____ Theyre Japanese.
b. ____ Theyre Mexican.
c. ____ Shes French.
d. ____ Hes Peruvian.
e. ____ Theyre American.
f. ____ Shes English.
CULTURAL
ELEMENTS
WELCOME,
FRIENDS
3. Possible answers:
a. Malcom worked at the caf last
Saturday.
b. Florence washed her hair yesterday.
1
c. I swam
under water in the sea two
years ago.
d. My parents watched TV last night.
e. What did you do in the afternoon?
f. Matt cleaned his bedroom last
weekend.
g. Sheila started school at 8 am.
h. Francis went to the cinema last
weekend.
i. What did you eat at lunch?
4. a. at. b.1 in. c. in. d. on.

5. a. T. b. T. c. F. d. T. e. F. f. F.
11
UNIT 1
32
HOLIDAYS AND CELEBRATIONS Lesson
BEFORE LISTENING
1. Look at the pictures and find the names of the special occasions.
Which of them do you celebrate?
Before listeninG
Draw students attention to the Pictionary
and let them know that this is a kind of
glossary that will appear in all the lessons,
showing the meaning of key words that
appear in the texts. They can use it at any
time during the lessons. Invite students to
study the words in the Pictionary and make
sure they understand their meaning.
b
c
a
Pictionary
Christmas tree: rbol de navidad
folk music: msica folclrica
party: fiesta
samba: samba
water balloon: bombita de agua
costumes
2. + Read the words in the box aloud with

the class. Give students a few minutes to
match them with the pictures.
answers: a. costumes. b. trick or treat.
c. traditional food. d. military parade.
e. presents.
military parade
traditional food
PICTIONARY
presents
trick or treat
s tre
tma
See BACKGROUND INFORMATION at the

end of the unit.
2. Match the pictures below (a e) with the words in the box.
Chris
1. + Introduce the topic of the lesson

before students open their books.
Ask them what people usually celebrate
(birthdays, Christmas, national days,
etc.), and what they usually do on these
occasions (eat special food, send cards,
dance, etc.). Then, ask students to look at
the pictures and try to identify the name
of the celebrations in them.
(L.A: to predict content from pictures).
answers: a. Carnival. b. Hanukkah.
c. Halloween. d. Christmas.
e. St. Valentines Day. f. Ramadan.
folk
ic
mus
part
ba
sam
lloon
r ba
wate
12
UNIT 1
3. + In pairs, students make lists of

possible cognates related to the topic.
(L.A: to predict content from context /
topic).
Possible answers: celebration,
festival, tradition, activity, carnival, etc.
4. + Introduce Kelly Hardrock to your

students; tell them that she is an
American girl who works as a reporter
for her school magazine. She is a
student at an international school with
children from all over the world. Kelly is
interviewing some of her school mates
about their favorite celebrations; read
the instruction aloud and ask students
to guess what celebrations they are
going to mention; make notes of their
predictions on the board.
UNIT 1
33
3. With your partner, make a list of cognates related to the topic of
holidays and celebrations in your notebook.
4. Kelly Hardrock, the International school reporter, talked to some
students from all over the world about their favorite celebrations. Can
you guess which celebrations they mentioned?
7. ++ 1 Invite students to copy the

table into their notebooks and to
complete it as they listen to the
recording again. Let them know that
some slots will be empty.
answers:
halloween - Trick-or-treating - costumes
- x.
carnival - Parades, dancing samba,
playing with water - x - x.
christmas - Big parties, families get
together - x - Tree, food, presents.
independence day - Go to the fondas,
listen to national music, fly kites - x Traditional food, two days off.
LISTENING
5.
6.
Listen to the recording. Did you guess any of the celebrations?

Listen to the recording again and match the pictures of the
children with the celebration they are talking about.
Ana, Brazil
Francisco, Chile
Elizabeth, UK
Mike, USA
Independence Day Halloween Christmas Carnival
7.
Listen again and fill in the corresponding slots in the chart. (some
slots will be empty).
Celebration
Activities
Clothes
Special elements
Halloween
Big parties
Tree and
_________
_________ food
8.
Listen and underline the incorrect information in the sentences.

a. Mikes favorite celebration is Halloween because he loves playing
with water.
b. Ana loves the parades during Carnival.
c. Elizabeth doesnt like Christmas food.
d. In Chile, the most important celebration is Christmas.
CULTURAL
ELEMENTS
WELCOME,
FRIENDS
listeninG
See Transcript at the end of the unit.

5. + 11 Play the recording once for
students to check their predictions.
Explain that in this first listening they
should only concentrate on the names
of celebrations that they can hear. It is
not necessary for them to understand
the whole text.
answers: Halloween, Carnival,
Independence Day, Christmas.
13
6. + 11 Play the recording again and

ask students to match the children
and the celebration they are talking
about. Guide students attention to key
words like: costumes, trick, tree, special
food, military parades, etc.
answers: Mike Halloween.
Ana Carnival. Elizabeth Christmas.
Francisco Independence Day.
8. +++ 1 Ask students to read and

try to identify the incorrect information.
Play the recording once more for
students to check their answers.
answers:
a. He loves playing tricks, not playing
with water.
b. Anas favorite activities during
carnival are the parades, dancing
mba, and playing with water, not
the presents.
c. Elizabeth loves Christmas food.
d. In Chile, the most important
celebration is Independence Day,
not Christmas.
UNIT 1
34
AFTER LISTENING
LANGUAGE FOCUS
after listeninG
______________________
lanGuaGe focus frequency adverbs

1. Students revise the sentences from the
text. Draw their attention to the words
in bold. Guide them to discover what
they express. If necessary, explain the
meaning of frequency, which is
associated to routine, habit, an activity
that is performed regularly.
2. Help students complete the general rule:
We use words like always, never,
usually, sometimes, etc. to express how
often we do certain things.
3. Elicit other frequency adverbs and tell
students to complete the scale.
answers: 70 - 40% often; 30 - 10%
sometimes.
1. Read these sentences from the text.

a. We always enjoy our Carnival games. b. I never miss this celebration.
c. Children often fly kites this time of the year. d. Sometimes it rains.
2. Complete the general rule.
We use words like _____________, _____________ to express how often we do
certain things.
3. Complete the scale with a frequency adverb:
10. + 2 First, play the recording and

ask students only to listen. Then, play
the recording again for them to listen
and repeat each ordinal number.
11.+++ 3 In pairs, students read the
dialog and match the meaning of the
parts underlined with the words in the
box. Then, ask some pairs to act it out in
front of the class. Additionally, you can
ask students for the equivalent everyday
expressions that they use in Spanish and
for more examples.
always
usually
_________
_________
never
100%
90 70%
70 40 %
30 10%
0%
9. How do you celebrate Independence Day? What special activities do

you do? Complete the following letter to a friend.
In Chile, Independence Day is celebrated on the ______________. We have
Did you know that
one of the most

traditional celebrations in
Chile is Cuasimodo?
On the Sunday after
Easter, priests take
the holy sacraments to
the people who cant go
to church.
______________ days off school. People usually go to ______________ to

______________ and to eat ______________ and fly ______________. There are
also ______________.
Listen and repeat these ordinal numbers.
10.
1 , 2 , 3 , 4th, 5th, 11th, 12th, 13th, 14th, 19th, 20th, 21st, 22nd , 23rd
st
11.
______________________
9. ++ Help students think how they
celebrate Independence Day; ask them
what special activities they do, what they
drink or eat, what kind of music they listen
to, etc. Then, they complete the letter.
Encourage some students to read it aloud.
(L.A: to relate the content of the text and
their own reality).
See error alert! at the end of
the unit.
Frequency adverbs
nd
rd
Read the following dialog and match the underlined parts

with the corresponding expression in the box. Listen, check and repeat.
Then, role - play the dialog with your partner.
yes
REFLECTIONS
What are the most serious
problems I had when writing in
English?
When did I need the
teachers assistance?
14
really good
A: Whats your favorite celebration?

B: Its Independence Day. Its wicked!
A: Do you usually fly kites?
B: Sure! I love it!
12. FL Choose a celebration and find this information.
a. How your classmates celebrate it.
b. How often they do certain activities to enjoy the celebration.
UNIT 1
answers: wicked - really good; sure yes.

12. FL Encourage fast learners to find out
how much they know about celebrations
around the world. If you have enough
time, you can ask your students to add
more questions to the quiz.
(L.A: to relate topic to previous
knowledge).
did you know that

Students read this section on their own,
but help if they ask you. Invite them to
share their knowledge of this and other
traditional celebrations.
reflections
Students read the questions and identify:
the most important problems they had
when writing;
how much they needed your assistance
when doing the exercises
A CHILEAN CELEBRATION
Lesson 2
BEFORE READING
Traditions
and celebrations
are very important
and vary from country to
country. They show us the
way people live and different
ways of celebrating special
dates. What different kinds
of celebrations do you
know?
1. Read what Fernando says and answer his question.
2. Look at the pictures and identify the type of celebration.

a. Sports
b. Religious
c. Historic
A PIECE OF NEWS
c.
A scientific article
ity
festiv
b.
An encyclopedia entry
fire
d.
A travel guide
mas
4. In pairs, find the meaning of these words in the dictionary.

a. leave (verb)
b. damage
c. reach
d. heritage
e. mass
Pictionary
festivity: festividad, fiesta
fire: fuego, incendio
missionary: misionero/a
mass: misa
rescue: rescatar
ry
iona
miss
ue
resc
CULTURAL
ELEMENTS
WELCOME,
FRIENDS
Before readinG
1. + Introduce the topic of this lesson
reading aloud what the boy says on
page 15. Explain that he is one of Kellys
classmates at the International school
and that he has a question for them.
Start a conversation about different
kinds of celebrations. Allow students to
use Spanish if necessary.
2. + Give students a few minutes to look
at the pictures and identify the type of
celebration they show. Invite them to
write all the possible meanings and

then choose the most appropriate
when they read the text.
(L.A: to understand key words).
answers: a. partir / abandonar.
b. daar / dao. c. alcanzar, alcance.
d. herencia / patrimonio; e. misa / masa
Draw students attention to the Pictionary
and remind them that this is a kind of
glossary that will appear in all the lessons,
showing the meaning of key words that
appear in the texts. They can use it at any
time during the lesson.
Invite students to study the words in the
Pictionary and make sure they understand
their meaning.
PICTIONARY
3. Look at the text on page 16 and decide where it comes from.

a.
UNIT 1
35
15
mention different religious festivities

in different parts of Chile and abroad.
(L.A: to relate pictures and topic).
answers: b.
3. + Help students identify the type and
origin of the text. Draw their attention
to the colors, the format, the web
address at the bottom, but do not give
the correct answer yet.
4. ++ Write the words on the board
while students look them up in a
dictionary. Ask different volunteers to
write the meanings. Allow them to
UNIT 1
36
READING
A CHILEAN CELEBRATION
One of the most important religious

festivities in the south of Chile is the festivity
of Nazareno del Caguach. It takes place in
that it doesnt appear
Chilo, (1)
on maps. People can reach it after two hours
of navigation from Achao, or they can take a
boat that leaves at around six in the morning
from Dalcahue .
The first traditional celebration began in1778,
when a Franciscan missionary, Hilario
from Spain
Martnez, brought (2)
and five communities of the island began to
adore it with special devotion.
In 1919, a big fire damaged almost all the

church, but the community managed to rescue
the original image.
In 1925, the five communities of the island
finished the construction of (3)
which is today part of the World Heritage.
Since then, people celebrate this important
festivity every August 30 and also on the third
Sunday of January, in the summer version of
the festivity.
The celebrations begin at 11 in the morning
with a mass outside the church, accompanied
. After lunch, there is a
by (4)
procession. Local people take the statues and
religious figures from the church and parade
them around the town.
Adapted from: Churches of Chilo. n.d. Retrieved June 4th, 2012, from: http://www.interpatagonia.com/iglesiaschiloe/
caguach_i.html
5. Read the text and check your prediction in Exercise 3.

6. Read the text again and answer these questions.
a. How can people get to the island?
b. When did the celebrations begin?
c. What happened in 1919?
d. How do people celebrate?
16
readinG
5. + Ask students to read the text quickly
and check their predictions in Exercise 3.
Explain that the objective of this first
reading is only to confirm or correct the
idea they had about the content. It is
not necessary for them to understand
the whole text.
answers: d.
6. ++ Read the questions with the class.
Give students some time to read the
text more carefully to find and
underline the answers. Check orally.
(L.A: to find specific information).
UNIT 1
answers: a. By boat, from Achao or

from Dalcahue. b. In 1778. c. A big fire
damaged almost all the church.
d. With a mass and a procession.
UNIT 1
37
7. Read the text and find information that supports these sentences.
a. You cant arrive by car or bus.
b. The present church is not the original one.
c. People celebrate this festivity twice a year.
d. Celebrations dont begin early in the morning.
after readinG
8. Put these sentences (a d) in the blanks in the text (1 4).

a. the image of Jesus of Nazareth
b. on an island so small
c. traditional music and singing
d. the present temple
______________________
American English:
Encyclopedia
9. Read the text again. Which of the words underlined corresponds to

each of the following definitions?
lanGuaGe focus connectors

Remember that these activities are meant
to promote independent learning, so
help, guide, and check, but do not give
the answers.
1. Invite students to revise the sentences
from the text, paying special attention
to the highlighted words.
2. Help students discover the answers.
answers: a. or. b. and. c. because.
3. Guide students to complete the
general rule.
When we want to express additional
ideas, or to combine sentences, we use a
set of words called sentence connectors.
British English:
Encyclopaedia
: worship, love deeply and respect highly.

: harmed, injured.
: a group of people following each other in an
orderly way, taking part in a religious ceremony.
: display, exhibit.
a.
b.
c.
d.
AFTER READING
LANGUAGE FOCUS
Connectors
1. Read the sentences from the text, paying special attention to the
words in bold.
a. the Franciscan missionary Hilario Martnez took the image from
Spain and five communities began to adore
b. the community rescued the image of Jesus because a big fire
damaged almost all the old church.
d. People can reach Caguach from Achao, or they can take a boat from
Dalcahue.
2. Which of the words introduces:
a. an alternative idea?
__________________________________.
b. an additional idea?
__________________________________.
c. a reason?
__________________________________.
______________________
3. Complete this general rule.

When we want to express ______________ ideas, or to combine
______________, we use a set of words called sentence ______________.
CULTURAL
ELEMENTS
WELCOME,
FRIENDS
7. +++ You can ask the whole class to find

supporting information for the sentences,
or you can divide the class into four groups
and give each group a sentence, which
they then share with the class.
answers: a. You can reach it after two
hours of navigation from Achao or take
a boat from Dalcahue. b. In 1919, a big
fire damaged almost all the church.
c. Every August 30 and also on the third
Sunday in January. d. The celebrations
begin at 11 in the morning.
17
8. ++ Give students time to read the

text again and identify where the
sentences should go.
(L.A: to organize information in a text).
answers: a. - 2. b. - 1. c. - 4. d. - 3.
9. ++ Read the definitions with the class.
Then ask them to read the text again
and find the corresponding words.
answers: a. adore. b. damaged.
c. procession. d. parade.
UNIT 1
38
10. Match sentences in A and B using and, because, or.
People can celebrate in August.
It is not easy to go to Caguach.

There is a mass outside the church.
10. + Refer the students to the Language

Focus to match sentences in A and B.
Answers: People can celebrate in
August and / or in summer.
It is not easy to go to Caguach because
it doesnt appear on maps.
There is a mass outside the church and
there is a procession.
There is a procession.
People can celebrate in summer.
It doesnt appear on maps.
11. In your group, talk about an important festival or celebration

you know.
A: Do you know the name of an important celebration?

B: Yes, the ___________.
A: Where is it celebrated?
B: In ___________, every ___________.
A: What do people do?
11. ++ Form groups of three or four students

and encourage them to talk about an
important festival or celebration they
know. Show them how to follow the
pattern to exchange information.
(L.A: to imitate a model).
Answers: Will vary according to
students choices.
B: They ___________.
REFLECTIONS
Did the exercises
help me to
understand the text?
This festival is celebrated in ___________ (place) every ___________ (date). It

is celebrated in honor of ___________. Celebrations include ___________ and
___________. People usually ___________ (any useful information).
13. Read the paragraph to a classmate.
Listen and repeat.
14.
a. The celebrations began in 1778.

b. In 1919, a big fire damaged the church.
a. In 1925, the communities finished the church.
Listen and repeat this dialog.
15.
A: How do people celebrate Independence Day?

B: They eat traditional food, dance the national dance, and
fly kites.
A: When do people celebrate Independence Day?
B: They celebrate it on the 18th and 19th of September.
13. ++ Ask some students to read their

paragraphs aloud.
15. + 5 Tell students to read the dialogue

in silence first. Then, play the recording
for them to listen and repeat.
12. With the information you collected in Exercise 11, complete the
following paragraph about a festivity or celebration in your area.
How did I show support

to my classmates?
12. ++ Invite students to complete the

paragraph about one of the festivities
or celebrations they discussed in
Exercise 11.
14. + 4 The first time you play the

recording, students only listen. Then,
play the recording again for students to
repeat after each question and answer,
paying special attention to normal
rhythm and accentuation.
YES NO
16. FL Replace the underlined words with your own ideas. Practice and
then role-play the dialog with your partner.
18
UNIT 1
16. ++ FL Draw students attention to

the highlighted parts in the dialog and
motivate them to change them with
information about a festivity in their
area. They work in pairs to practice the
dialog and then role-play it in front of
the class.
(L.A: to dramatize a dialog).
Reflections
The purpose of this activity is to help
students reflect on their learning process
and to raise their awareness of how they
develop their own learning strategies to
become more effective learners. They should
work on their own, but you may help and
guide them when necessary. Encourage
them to keep a record of their answers in a
special section of their notebooks.
Students read the questions and analyze:
how the exercises helped them
understand the text;
in what way(s) they showed support to
their classmates.
UNIT 1
39
MINI - TEST
LISTENING
1.
Listen to the text in Lesson 1 again and circle where Ana and Francisco come from.
Argentina
2.
Brazil
Chile
Peru
the USA
2 pts
Venezuela
3 pts
Listen again and fill in the blanks.

a. I love ______________ !
b. Families get together for big ______________ .
c. People have ______________ days off.
READING
3. Read the text in Lesson 2 and write the event that corresponds to each year.
3 pts
a. 1778: _____________________ b. 1919: _____________________ c. 1925: _____________________

4. Read the text again and answer the following questions.
a. What kind of festivity does the text describe?
b. How does the celebration begin?
_______________________
_______________________
2 pts
LANGUAGE
5. Complete the following sentences with an adverb of frequency.

4 pts
a. People _______________________ eat special food to celebrate Christmas. (100%)

b. We _______________________ miss a party. (0%)
c. Students _______________________ dance the cueca at schools in September. (50 %)
d. Children _______________________ fly kites in September in Chile. (90%)
6. Connect these pairs of sentences using and, or, because.
a. For Halloween, children wear costumes.
For Halloween, children play tricks.
b. We cant get to Caguach early in the morning.
The trip takes two hours.
c. People can celebrate in winter.
People can celebrate in summer.
d. People can celebrate twice.
There is a summer and a winter version of the festival.
0-5
6 - 10
Keep trying Review!
4 pts
11 - 15
Well done!
16 - 18
Excellent!
total
score
CULTURAL
ELEMENTS
WELCOME,
FRIENDS
mini - test
The mini-tests in Lessons 1 and 2 provide
material to check and revise students
progress and inform you about any points
that the majority of students may have
problems with. Make sure they understand
what they are expected to do and then
give them time to answer individually.
Check answers orally and help them work
out their score.
Advise students who get less than 50% of
the answers correct, and congratulate
those with good results.
18 pts
19
answers:
listeninG 1
1. Ana Brazil. Francisco - Chile.
2. a. Accept any of the following: playing
tricks / the parades / dancing samba /
playing with water / the food / the tree
/ receiving presents. b. parties. c. two.
readinG
3. a. 1778: celebrations began.
b. 1919: fire damaged the church.
c. 1925: people finished the new
church.
4. a. Religious. b. With a mass outside
the church.
lanGuaGe
5. a. always. b. never. c. often. d. usually.
6. a. For Halloween, children wear
costumes and play tricks. b. We cant
get to Caguach very early because the
trip takes two hours. c. People can
celebrate in winter or in summer. d.
People can celebrate twice because
there is a summer and a winter version
of the festival.
UNIT 1
40
TOP OF THE POPS
Lesson 3
BEFORE LISTENING
Before listeninG
1. + Introduce the topic of this lesson by
talking about music with your students.
Find out how much they know about it
and elicit related words.
Form pairs of students to make lists of
different types of music. You can use this
exercise as a competition. Check answers
orally and congratulate winners.
A new star is
visiting our country for the
first time and Im going
to interview him. Tick the
questions that you think
Im going to ask him.
2. Think about all the familiar words related to music that you know and
write them under these headings.
Instruments
Guitar
People
Types
Singer
Rock
Other
Band
3. Match these words (a d) with the definitions (i iv).

a. career
i. to make a record available for people to buy.
b. release
ii. to give an incentive to do something.
c. impress
iii. job or profession.
d. encourage
iv. to be noticed and admired.
2. + Ask a student to copy the chart on

the board. Elicit some examples to put
under each category and then give
pairs a few minutes to add words.
Check answers on the board.
Possible answers:
instruments: Guitar, Piano, Drums,
Trumpet, Bass.
People: Singer, Piano player/Pianist,
Drummer, Soloist, Lead singer.
types: Rock, Techno, Reggae,
Reggaeton, Salsa.
other: Band, Group, Star, Fan, Groupie.
3. ++ Students work in small groups
matching the words and their
definitions. Draw their attention to the
Pictionary, too.
answers: a. job or profession. b. to
make a record available for people to
buy. c. to be noticed and admired.
d. to give an incentive to do something.
Invite students to study the words in the
Pictionary and make sure they
understand their meaning.
1. How many types of music do you know? Make a list with your partner.
4. Read what Kelly says and follow her instruction.

a.
b.
c.
d.
e.
f.
g.
PICTIONARY
nce
audie
il
gues
20
LISTENING
5.
gerb
Whats your name?

How old are you?
Where did you study?
Have you got a girl/boyfriend?
Where do you live?
Have you got any brothers or sisters?
What are your favorite activities?
6.
Listen and check the questions Kelly asked.

Listen to the interview and choose the correct alternative to
complete the sentence.
The reporter is interviewing _______________________________
a. a movie star.
b. a sports star.
c. a music star.
UNIT 1
Pictionary
audience: pblico, espectadores
gerbil: gerbo
guest: invitado/a
4. ++ Read what Kelly says and the
possible questions with the class. Give
them a few minutes to tick the
questions they think Kelly will ask.
(L.A: to predict from context).
listeninG

students to check which questions
Kelly asked.
answers: b., d., f.
6. + 6 If necessary play the recording
again for students to identify the
interviewee.
(L.A: to identify a character).
answers: c.
UNIT 1
41
Listen to the interview again and complete the fact file.
7.
Name: LilChris
after listeninG
Age:
Type of music:
10. ++ In pairs, students exchange

information about their music
preferences and find out if they have
the same tastes in music. Remember
not to interrupt them while they are
doing a speaking activity; it is better to
make notes of the most common
mistakes and to correct them at the
end of the activity.
(L.A: to complete and dramatize a
dialog following a model).
Musical instrument:
N of pets:
N of brothers/sisters
Favorite sport:
Yes or No?
8.
a. He plays hard rock. ___________
b. He has got a girlfriend. ___________
Complete the following sentence with LilChriss plans for the future.
9.
He wants to be _____________________________________________________.
AFTER LISTENING
10. Talk to your partner about your favorite music stars. Use the pattern to
share and compare your opinions and find out if you have the same tastes.
You:
Who is your favorite singer?
Your partner:
___________________________________________.
You:
What kind of music does he / she play?
Your partner:
___________________________________________.
You:
Does he / she play a musical instrument?
Your partner:
No / Yes. He / She plays _____________.
11. Write an interview with a real music / movie star you like using the
questions in Exercise. 4. Provide real information in the answers.
12.
Listen and practice. Pay special attention to the

pronunciation of the letter b.
Bill wants a gerbil.

Bill wants to be big.
Bill wants to play in a band and record many albums.
CULTURAL
ELEMENTS
WELCOME,
FRIENDS
7. ++ 6 Draw students attention to

the type of information that is required
in each case to complete the factfile: a
number, a type of music, a musical
instrument, etc. Play the recording onc
or twice. Check answers on the board.
(L.A: to find and classify specific
information).
answers: 16. Pop rock. The guitar. Five.
Two. Skateboarding.
21
8. ++ 6 Play the recording again.

Students answer Yes or No. Check
answers orally.
answers: a. No. b. No.
9. ++ 6 This activity concentrates on
LilChriss plans for the future. Play the last
part of the recording again. Check
answers orally.
answers: a. a big artist / as big as
possible.
11. ++ Ask students to get together in

small groups with classmates who like
the same music star. Give them time to
copy the questions and write the
answers from what they know. You can
assign this activity as homework or as a
project, in which case students can
collect information and pictures and
present a role-play of the interview,
including bits of the music their star
sings or plays.
(L.A: to connect the text and their own
realities).
12. + 7 Read the instructions with the
class. Draw their attention to the
production of the sound / b /, with lips
tightly together, and then separating
them suddenly. First, play the recording
and ask students only to listen.
Then, play the recording again for
students to repeat each sentence.
UNIT 1
42
LANGUAGE FOCUS
1. Read these sentences. Pay special attention to the words in bold.

a. When Lil Chris was younger, everyone was going to Rock School.
______________________
Language Focus The Past

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

2. Answer these questions.
a. Which two events can you identify in the sentences?
b. Did they happen at the same time?
3. Choose the correct alternative and complete this general rule:
To express two / three different actions that happened at the same /
different time in the present / past, we use the _______________ tense and
the______________________________tense.
We form the Past Continuous tense with the Present / Past tense of
the verb have / be + verb + -ing / -ed.
13. Fill in the blanks in this paragraph with the Past Continuous of the
verbs in brackets.
When the teacher arrived, the new student (dance) ________________
alone, Jill and Matthew (play) ________________ Hangman, Bill
Reflections
become more effective learners. They
should work on their own, but you may help
and guide them when necessary. Encourage
(do) ________________ his homework, and Sue and Tom (read)

________________ a magazine.
American English:
Practice (verb, noun)
British English:
Practise (verb)
Practice (noun)
14.
Complete the dialog with words from the box.
a. Listen and check.

b. Listen and repeat.
c. Role-play it with your partner.
REFLECTIONS
Great
Really
Guess
Lets
How did I use my previous

knowledge to get the main
idea of the text?
A: ____________ what! LilChris is giving a show on Tuesday!
How many words did I learn?
B: I know. Hes my favourite singer.

A: ____________ go together!
B: ____________? ____________!
You will find more interviews, film reviews, games, quizzes and interesting
information at:
http://news.bbc.co.uk/cbbcnews/default.stm
_____________________
13. ++ 8 Motivate students to complete
the short paragraph applying what they
learned in the Language Focus.
(L.A: to apply a language item)
Answers: was dancing, were playing,
was doing, were reading.
The Past Continuous
22
UNIT 1

how they used their previous knowledge
to get the main idea of the text;
how many words they learned.
14. ++ 8 In pairs, students complete

the dialog with words from the box. Play
the recording several times, first for
them to check that they have the right
answers, and then to listen and repeat.
Give them a few minutes to practice the
dialog and then invite some pairs to
role-play it in front of the class.
Answers: Guess. Lets. Really. Great.
MYTHS AND LEGENDS
UNIT 1
43
Lesson 4
BEFORE READING
1. Since the very beginning of history, human beings have tried to

explain certain things or events. Do you know examples of this? Can
you identify these pictures?
Can you mention some

well-known Chilean
myths or legends?
2. Answer Kellys question.

3. Match the words in the box with their Spanish equivalents (a g).
PICTIONARY
beverage
endurance
reward
a. bebida
b. dbil
c. hojas de rbol o de planta
d. recompensa
e. refugio
f. resistencia
g. viaje
journey
shelter
leaves (noun)
igine
abor
weak
_________________
_________________
_________________
_________________
_________________
_________________
_________________
(v.)
farm
st
fore
er
hunt
4. Have a quick look at the text on page 24 and circle all the cognates.
Then, guess what the story is about.
tribe
CULTURAL
ELEMENTS
WELCOME,
FRIENDS
Before readinG
1. + To introduce the topic of this lesson,
ask students to look at the pictures and
recognize what they illustrate. Ask
them if they know examples of how
human beings have tried to explain
certain things or events. Elicit the
names of other legends.
answers: The pictures illustrate
Chilean legends: El Trauco, El Caleuche,
and universal legends: Atlantis, King
Arthur, Romulus and Remus.
23
2. + Ask students to read Kellys question.

Check their answers orally.
Make notes on the board.
3. ++ Students work in small groups to
match the words and their Spanish
equivalents. Check answers orally.
Invite them to read the words in the
Pictionary too.
answers: beverage a. endurance
f. journey g. leaves c. reward d.
shelter e. weak b.
Pictionary
aborigine: aborigen
forest: bosque
farm (v.): cultivar
hunter: cazador
tribe: tribu
4. + Tell students to have a quick look at
the text to find and write or say the
cognates. This should give them an
idea of what the story is about. They
then make a note of their prediction.
(L.A: to predict content making use of
cognates).
UNIT 1
44
READING
readinG
5. ++ Students read the text once, more
slowly, but only to check their
prediction about the topic of the story
and find supporting information.
Possible answer: The text is about an
old man and his daughter, and a spirit.
6. ++ Read the labels of the diagram
with the class. Then, students read the
text more carefully in order to complete
the diagram.
answers:
type of text: Legend.
topic: The origin of mate.
characters: Yari, her father, and Tup.
time / location: Before the Spanish
arrived in Paraguay.
message: The importance of being
generous. Good actions are always
rewarded.
7. ++ Motivate students to play a
matching game finding the partner for
each tile to form complete sentences.
The shape of the tiles is a clue to the first
or the second part of each sentence. Ask
them to write the sentences in order in
their notebooks, so that they have a
short summary of the text. Encourage
some students to narrate the story to the
rest of the class by reading their
summaries.
See error alert! at the end of the unit.
answer: Yari was a girl that lived in
Paraguay.
Yari stayed with her father because he
was weak.
Tup came to earth and asked Yari
for food.
Tup was surprised and offered Yari
a reward.
YERBA MATE AND THE GUARANI PEOPLE
he Guaran were the aborigines that used

to live in the Paraguayan forest before the
Spanish people arrived. They were nomads
and they used to move around the territory
looking for new lands to farm.
One day, when a tribe was about to move to
a new location, one of the oldest men decided
to stay because he felt tired and weak for the
journey. His daughter Yari stayed with him
because she didnt want to leave him alone. Soon,
they had very little food left. At that moment, the
spirit Tup descended to earth.
He was dressed like a nomadic hunter, and asked
Yari for food and shelter for the night. Very
generously, Yari offered him hospitality and
the last of their food. Her charity surprised the
spirit and he offered her a reward. Yari asked
for something to make her father stronger and

healthier.
Tup grew a green plant with white flowers
with his magic powers.
He taught Yari and her
father to prepare tea
using the plants leaves.
When Yaris father
drank the tea, he felt
much better.
Tup told them to
share the plant with
the rest of the tribe.
Now, this beverage
brings comfort,
health, and
endurance to the Guaran.
Adapted from: Legends of Yerba Mate. n.d. Retrieved June 4th, 2012, from http://guayaki.com/mate/1894/Legends-of-Yerba-Mate.html
5. Read the text and check your prediction in Exercise 4. Support

your ideas.
6. Complete this diagram with the different elements of this text.
Type of text:
_________________
Topic:
____________________
Characters:
________, ________,________
Time / Location:
________________
Message:
________________
7. Find the partner for each tile to form complete sentences. Then write
the sentences in your notebook in the correct order of events.
Did you know that
Chilean mythology is
characterized by a
multitude of beliefs of
the indigenous people and
others of European origin?
th
Tup came to ear
and offered
Yari a reward
that gave her father

comfort and health
Yari stayed
with her father
24
UNIT 1
Tup gave Yari a green plant that gave

her father comfort and health.
Tup told Yari to share the plant with
her tribe.
did you know that
Students read this section on their own,
but help if they ask you. Invite them to
share what they know about Chilean
mythology.
Tup gave Yari

a green plant
because he
was weak
Tup was surprised
to share the plant

with her tribe
and asked
Yari for food
Tup told Yari
that lived
in Paraguay
Yari was a girl
UNIT 1
45
AFTER READING
LANGUAGE FOCUS
Used to

a. The Guaran people used to live in the Paraguayan forest.
b. They used to move around the territory.
c. Tup asked Yari for food and shelter for the night.
d. Tup grew a green plant with white flowers.
2. Which of the sentences in Point 1 refer to
a. a particular situation in the past?
b. a past habit or routine?
When we want to talk about past ________________ , we use ________ + the
infinitive of verbs.
8. Use the clues to complete this dialog between two friends.
A: Are your habits different now that youre a teenager?

B: Absolutely! To begin with, I ____________ (like / cartoons), but
I ____________ (not like) them anymore.
A: What about your activities?
B: I ____________ (stay / home) on weekends, but now I
____________ (prefer / going out) with my friends.
A: Do you still play football?
B: No, I ____________ (play / football), but now I ____________
(play / basketball). How about you?
A: When I was a child, I ____________ (listen to / Miley Cirus).
Now, I ____________ (prefer / Justin Bieber).
B: I ____________ (prefer / Justin Bieber).
9.
First only listen. Then listen and repeat the list of words
and the tongue twister. Pay special attention to the pronunciation of
the letters th.
Earth
father
health
them
with
then
Elizabeths birthday is on the third Thursday of this month.
CULTURAL
ELEMENTS
WELCOME,
FRIENDS
after readinG
______________________
lanGuaGe focus Used to

This section is designed to help students
revise or discover a particular grammar
structure or an interesting item of
vocabulary from the text.
The activities are meant to promote
independent learning, so help, guide and
check, but do not give the answers.
1. Invite the students to analyze
the sentences.
2. Help students to identify the two parts
of the sentences and what they refer to.
25
answer: a. c. and d. b. a. and b.

3. Guide students to complete the rule.
answer: When we want to talk
about past habits or routines, we use
used to + the infinitive of verbs.
______________________
8. ++ Motivate students to use the clues

in parenthesis and complete the
conversation about past habits. Invite
fast learners to dramatize the dialog in
front of their classmates, after they
finish their work.
(L.A: to consolidate a language point).
answer:
a: Are your habits different now that
youre a teenager?
B: Absolutely! To begin with, i used to
like cartoons, but i dont like
them anymore.
a: What about your activities?
B: I used to stay at home on
weekends, but now I prefer going
out with my friends.
a: Do you still play football?
B: No, I used to play football, but
now I play basketball.
How about you?
a: When I was a child, I used to listen
to miley cirus.
Now, I prefer justin Bieber.
See error alert! at the end of
the unit.
9. ++ 9 Draw students attention to
the pronunciation of the letters th (the
tip of the tongue must go between the
teeth, touching the upper teeth). Play
the recording and ask students to listen
and repeat, first the words and then the
tongue twister. You can organize a
competition; the winners are the
students who can say the complete
tongue twister correctly.
UNIT 1
46
10. Myths and legends are two ways of explaining things. Read the
definitions and identify what the pictures represent.
10. + Students read the definitions, paying

special attention to key words: Legend:
human protagonists and fantastic
characters. Myth: supernatural heroes,
gods, superior to human beings.
(L.A: to consolidate lexical items).
Answer: a. Picture a. The Greek myth
of Poseidon, god of the seas.
Picture b. The Chilean legend of
El Caleuche.
b. A legend.
See Background information at the end
of the unit.
he dialog between Tup and Yari.
First, they listen and check, then they
listen and repeat, and finally, they roleplay the dialog in front of their
classmates.
Answer:
Tup: Whats your name?
Yari: My name is Yari.
Tup: Why are you alone with your

father?
Yari: Because he didnt feel well to

go to the other town.
12. +++ FL Motivate fast learners to
continue the dialog in Exercise 11 with
ideas from the text and then encourage
them to share it with their classmates.
Reflections
students read the questions and analyze:
f they had difficulties to do the activities;
if they needed the teachers assistance
during the lesson.
Project
At this point, as a way to consolidate
students learning in this unit, you could
assign a project to be done outside classtime.
a. Which one is a legend and which one is a myth?

b. What is the text about yerba mate, a legend or a myth?
a.
b.
I. Legend: an old story from

the past that is presented as
part of history. One of the
elements is a magic event that
is probably not true. Their
human protagonists generally
interact with fabulous or
fantastic characters.
REFLECTIONS
Did I have problems
to understand the
exercises?
Did I need the teachers
assistance?
YES NO
II. Myth: a traditional story

about supernatural heroes
that explains the origin of
events or things in symbolic
language. The protagonists
are usually gods, superior to
human beings.
In pairs, complete the dialog between Yari and Tupa.
11.

c. Role-play the dialog with your partner.
Tupa:
Whats ________________________________________ name?
Yari:
My ___________________________________________________.
Tupa:
Why are you alone with your _______________________?
Yari:
Because he didnt ___________________________________.
12. FL
Continue the dialog with ideas from the text. Then, act it
out in front of your classmates.
26
UNIT 1
a. Form groups of four students.

b. Ask the groups to choose one of the
two projects, or assign the topics at
random.
c. Prepare one copy of the set of
instructions for each group.
d. Read the instructions carefully and
make sure all your students understand
what they are expected to do.
e. Negotiate the date of the
presentation with them and devote a
class to it.
f. Use the Project evaluation sheet to
mark their work.
Project I: Interviewing a famous star

Imagine you are going to interview your
favorite movie or music star.
Elaborate a set of questions you would like
to ask him / her.
Try to find the true answer for each
question.
Recreate the interview in front of the class.
Project II: A Chilean legend
Choose a Chilean legend.
Analyze its structure and elements.
Look for pictures, photos and other
supporting information.
Make a poster and present the legend to
the class.
UNIT 1
47
MINI - TEST
LISTENING
1.
Listen to the text in Lesson 3 again and number these sentences in the order you hear them.
3 pts
a. _____ I want to be as big as possible.

b. _____ A new star of pop music is visiting our country.
c. _____ I didnt sing before I went to Rock School.
2.
Listen again. Are these statements true (T) or false (F)?
2 pts.,
a. _____ He didnt have singing lessons when he was a boy.
1
2
each
b. _____ His parents encouraged him to sing.

c. _____ He doesnt like animals.
d. _____ He doesnt like sports.
READING
1 pt
3. Read the text in Lesson 4 again and choose the correct answer. What kind of text is it?
a. A piece of news.
b. An extract from a book.
c. An advertisement.
4 pts
4. Read the text in Lesson 4 again and answer the following questions.
a.Where is the story from?
b.Who were the Guaran?
c. What did Tupa make grow?
d.What did Yari prepare?
LANGUAGE
4 pts
5. Complete these sentences with your own ideas. Use the Past Continuous tense.
a. When the telephone rang, I ________________________________________ .
b. When my mother called, my father _________________________________ .
c. We________________________________________ when we met Aunt Shane.
d. The students______________________________ when the teacher arrived.
6 pts
6. Complete this paragraph with used to and the verbs in brackets.

When I was I child, I _________________ (cry) a lot and I ______________ (eat) a lot. I ______________
(go) everywhere with my parents. I ______________ (play) with my friends in the park. We
______________ (play) soccer.
I also ______________ (think) that life was very difficult.
0-5
6 - 10
Keep trying Review!
11 - 15
Well done!
16 - 20
Excellent!
total
score
20 pts
CULTURAL
ELEMENTS
WELCOME,
FRIENDS
mini - test
The mini-tests in lessons 3 and 4 provide
progress and information about any
points that the majority of students may
have problems with. Make sure they
understand what they are expected to do
and then give them time to answer
individually. Check answers orally and
help them work out their score.
Advise students who get less than 50% of
the answers correct, and congratulate
those with good results.
27
answers:
listeninG 6
1. a. 3. b. 1. c. 2.
2. a. True. b. False. c. False. d. False.
readinG
3. b.
4. a. Paraguay. b. The aborigines that
lived in the Paraguayan forest before
the Spanish arrived. c. A green plant.
d. A drink (some tea).
lanGuaGe
5. Answers will vary.
6. used to cry / used to eat / used to go /
used to play / used to play / used to think
UNIT 1
48
CHILES NATIONAL DANCE
Lesson 5
BEFORE LISTENING
1. What are the elements of a countrys culture? Try this Culture Word
Search puzzle and find seven of those elements.
A P DR
UF E ST
HO C J G
E O D MU
I D B VN
PC L OT
R T Z XM
WM H J
F
I
L
S
X
H
U
U
H
V
A
I
R
E
O
Z
D
A
N
C
E
S
T
I
R
U
L
G
P
L
R
E
L
E
J
P
S
U
Z
I
A
V
K
S
GHZ
DT LM
X T MW R
AGEO I
T J HP D
G I ON F
O I NUM
ROBV I
QYOP
T XA
2. Match the name of these dances with the corresponding picture (a e).
breakdance
flamenco
samba
maypole
tango
PICTIONARY
circle
s
dres
ered
flow
ots
g bo
ridin
28
Before listeninG
1. + With students books closed, start a
conversation about the elements of a
countrys culture. Elicit these elements
and make notes on the board. Encourage
students to try the Culture Word Search.
answers:
F E ST
O
O MU
D
C L OT
D
I V A L S
L A N GUAGE
S I C
R E L I G I ON
H E S
user
g tro
ridin
UNIT 1
2. + Ask students to identify the name of

each dance in the pictures.
answers: a. tango. b. samba.
c. flamenco. d. breakdance. e. maypole.
3. ++ Read the words in the box with the
class, then give students time to match
them with their Spanish equivalents.
Check answers orally. Tell students to
read the words in the Pictionary too.
answers: apron b. spurs a. wear c.
Invite students to study the words in

the Pictionary and make sure they
Pictionary
circle: crculo
flowered dress: vestido floreado
riding boots: botas de montar
riding trousers: pantalones de montar
UNIT 1
49
3. Match the words in the box with their Spanish equivalents.
apron
spurs
wear
a. espuelas
- _________________
b. delantal
- _________________
c. llevar puesto, usar ropa - _________________
4. Read what Kelly says and answer her question.
Im preparing a
presentation about the
national Chilean dance. Can
you help me? Which dance is
it? In your notebook, write
what you know about it.
LISTENING
5.
6.
Listen to the recording and check if you were right about the
national Chilean dance.
Listen again and write the correct alternative.
a. The dance was declared official in __________________.
i. 1969
ii. 1979
iii. 1959
b. People usually dance it for __________________ celebrations.

i. Christmas
ii. Easter
iii. Independence Day
c. Movements consist of circles and __________________.
i. semicircles
ii. triangles
iii. rectangles
CULTURAL
ELEMENTS
WELCOME,
FRIENDS
4. + Read the instruction and refer

students to the protagonist of the book,
Kelly and her Chilean friend, Ignacio.
Ask them to guess which dance Kelly is
going to write about and to make a few
notes of what they know about it. Do
not check answers at this stage.
29
listeninG

5. + 11 Play the recording for students
to check their answer in Exercise 4.
answers: The Chilean cueca.
6. ++ 11 Read the statements with

the class and draw students attention
to the type of information that is
required to choose each alternative,
for example: years, names of
celebrations, description, etc.
Then play the recording again.
answers: a. ii. b. iii. c. i.
UNIT 1
50
Number the elements as they are mentioned in the recording.
7.
British English:
Trousers
e
g
AFTER LISTENING
LANGUAGE FOCUS
Adverbs of sequence
1. Number these events in the order they happened.

a. _____ Kelly called Ignacio.
b. _____ Ignacio talked about the clothes and instruments.
c. _____ Ignacio mentioned the Chilean national dance.
d. _____ Ignacio talked about the movements.
2. Replace the numbers in the sentences with an adverb from the box.
After that
Finally
First
Then
3. Complete this rule.

When we talk about actions or events that happen one after the other, we
can indicate the order with a particular type of adverbs or adverb phrases,
such as ___________ , ___________ , ___________ , and ______________ .
30
UNIT 1
______________________
meaning. (Compare with Spanish caro /

coro). Play the recording two or three
times; first, students only listen and then,
they listen and repeat.
8. ++ Motivate students to think

about what Ignacio told Kelly about the
cueca. Invite them to complete the
paragraph with an adverb of sequence.
(L.A: to practice a language point).
10. + In groups of three or four, students

answer Ignacios questions.
Check answers orally with the whole
class. Accept the use of Spanish if
necessary.
9. + 12 Help students notice that the

words in this exercise contain different
vowels; these sounds are very important,
because they can produce differences in
American English:
Pants
after listeninG
______________________
lanGuaGe focus adverbs of

sequence
1. Invite students to revise the sentences
and identify the order in which the
events happened in the conversation.
answers: a. 1. b. 4. c. 2. d. 3.
2. Motivate students to replace the
number with a word from the box, to
express the correct sequence of the
information.
answers: 1. First. 2. Then. 3. After
that. 4. Finally.
3. Ask students to complete the rule,
writing the adverbs of sequence.
answers: When we talk about actions
or events that happen one after the
other, we can indicate the order with a
particular type of adverbs or adverb
phrases, such as first, then, after
that, and finally.
7. + 11 Help students name the items

illustrated: a. boots. b. shirt. c. chamanto.
d. dress. e. harp. f. spurs. g. hat,
h. guitar.
Ask students to listen to the recording
again and number the items in the order
they are mentioned.
answers: a. 6. b. 2. c. 3. d. 8. e. 10.
f. 7. g. 1. h. 11.
11. + Ask students to make a list of

traditional Chilean dances and the region
they are from. You can draw the chart
below on the board.
reality).
name of dance:
region of origin of the dance:
clothes:
description:
UNIT 1
51
8. Fill in the blanks in this paragraph about the cueca.
____________, the men invite the women to join them and offer
them their arm. ____________________ , the couples walk around the
promenade. ____________, the couples stand facing each other about
three meters apart. ____________the couples clap their hands to the
rhythm of the music and begin to dance.
9.
First only listen and then listen and repeat. Pay special
attention to the vowels.
back
beginning
bird
a. Is it important to know
about the traditional
music and dances of your
country?
b. What other traditional
Chilean dances do
you know?
symbol
The batter with the butter is the batter that is better!
10. Answer Ignacios questions in your group.

11. Make a list of traditional Chilean dances and the region they are from.
Listen and repeat these questions.
12.
a.
b.
c.
d.
13.
What is the name of the dance?

Where is it from?
What clothes do people wear?
When do people dance it?
Talk to your partner to compare the lists you made in Exercise 11

and exchange information. Use the questions in Exercise 12 as clues.
14. FL With the information you collected, write a short paragraph

about a dance you choose.
This dance is called ____________ and it is from ____________. People
dance it ____________. They wear/dont wear ____________. The musical
instruments that are used are _______________________________________.
REFLECTIONS
What difficulties did I have to
What were the key words I
used to get the general ideas?
CULTURAL
ELEMENTS
WELCOME,
FRIENDS
31
12. ++ 13 Play the recording for students

to listen, repeat and practice the
questions they can use to ask about
a dance.
14. ++ FL Students write a short

paragraph about a dance they know
well, using the information in Exercises
11 and 12. You can assign this activity for
homework. The following class, invite
some students to read their work aloud.
13. +++ Students compare and exchange

information about Chilean traditional
dances with their partners, using the
questions they practiced. Encourage
some pairs to share the information they
collected with their classmates.
(L.A: to imitate a model to exchange
cultural information).
Reflections
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 difficulties they had to understand
the text;
the key words they used to get the
general idea of the text.
UNIT 1
52
notes
k,
oc er
r
d
t
ar por
H
l ly l re
Ke hoo
sc
EPISO DE 1:
THE COMPETITION
___________________________
___________________________
___________________________
___________________________
___________________________
___________________________
___________________________
___________________________
___________________________
___________________________
___________________________
___________________________
___________________________
___________________________
32
UNIT 1
___________________________
___________________________
___________________________
___________________________
___________________________
___________________________
___________________________
___________________________
___________________________
___________________________
Kelly hardrock, school

reporter
Help students identify the connection
between the characters that have
appeared in the lessons and those in the
cartoon. Motivate them to read the story
on their own and help only if they ask you
to. You can ask some students to
summarize the story, in Spanish if
necessary.
UNIT 1
53
Notes
___________________________
___________________________
___________________________
___________________________
___________________________
___________________________
___________________________
___________________________
___________________________
___________________________
___________________________
___________________________
___________________________
CULTURAL
ELEMENTS
WELCOME,
FRIENDS
33
___________________________
___________________________
___________________________
___________________________
___________________________
___________________________
___________________________
___________________________
___________________________
___________________________
___________________________
UNIT 1
54
SYNTHESIS
TEST YOUR KNOWLEDGE

READING: NATIONAL HOLIDAYS
1. Work in pairs.
a. Choose a traditional
Chilean celebration.
b. Find information about
the activities, traditional
food, music, and dances.
c. Design a brochure like the
one in Lesson 2, including
all the information you
collected.
d. Find pictures or make
drawings to decorate the
brochure.
e. Read and show the
brochure to your
classmates.
f. Exchange brochures with
the other groups.
2. Revise the contents of this
unit; identify and evaluate
the exercises that helped
you learn.
Check the Learning Objectives for this

unit on page 9. Use these symbols to
reflect your performance.
Reading
Listening
Speaking
Writing
Countries around the world have national holidays. They are, of course, on
different days, but the ways people celebrate are sometimes the same.
The United States have three holidays that are the same in the rest of the
world: Easter Sunday, Christmas Day and New Years Day. The national
holiday is on July 4th. There are many parades with bands. People cook
and eat food outside their houses and after that they have a night of
concerts and fireworks.

Americans also have another national holiday, Thanksgiving Day, the fourth
Thursday in November. On this day, people usually eat some of the foods
that they served at the first feast: turkey, potatoes, pumpkin, etc.
In France, the national holiday is on July 14th. There are big parades with
soldiers, and airplanes fly in the sky. People dance in the streets and many
events like concerts or operas are free on that day.
Mexican people celebrate their independence on September 16th. School
children march in parades and there are bands and mariachi music
everywhere. People eat traditional food called chiles en nogada on this day.
1. Underline the correct alternative to finish the sentence.

a. a letter to a friend.
c. an advertisement .
b.a piece of news.

d.a description.
2. Read the text and find information to support or

contradict these statements.
a. National holidays are on the same day in all
countries.
b. In the United States, there are many parades and
fireworks on the fourth Thursday in November.
c. Americans usually eat traditional food on
Thanksgiving Day.
d. French people dont have to pay for events on the
14th of July.
e. American, French and Mexican people celebrate
their national holiday with parades.
3. Read the text again and match the words in bold with
one of these pictures (a d).
34
synthesis
The activities in this section are meant to

consolidate and apply the contents of the
unit. Ask students to read the instructions
carefully and make sure they all
understand what they are expected to do.
Set a date for the presentations.
Ask students to check the Learning
Objectives at the beginning of the unit and
then use the symbols to reflect their
performance.
Explain to students that the purpose of

this section is to help them revise contents
and evaluate their performance in the
whole unit. Read the instructions and make
sure they all understand what they are
expected to do in each activity. Encourage
them to give honest answers to detect their
strengths and weaknesses. Check students
results and revise any points that the
majority of them had problems with.
5 pts
4 pts
__________
__________
__________
__________
UNIT 1
test your KnoWledGe
1 pt
The text is ___________________
answer:
readinG
1. d.
2. a. No, they are on different days. b. No,
this is on the national holiday, on the 4th
of July. c. Yes, they eat some of the foods
that they served at the first feast: turkey,
potatoes, pumpkin. d. Yes; many events
like concerts or operas are free on that
day. e. Yes. USA: there are many parades
with bands / France: There are big
parades with soldiers / Mexico: School
children march in parades.
3. a. parade. b. fireworks. c. pumpkin.
d. feast.
LISTENING A DRUMMING STAR
4.
Drumming wonder Mark Lung, 12, is starting a

Chilean tour with the Philharmonic Orchestra this
week. Listen to the interview and identify the
following information.
5 pts
Answer the following questions

and check your progress in this
unit. Tick the box that is
true for you.
a. N of hours that he plays every day: ___________

b. Person he admires:
___________
c. Favorite composer:
___________
d. Favorite place:
___________
e. Dream for the future:
___________
5.
Read these sentences and listen to the recording.

Underline the incorrect information in some of them.
a. Its the first time Mark visits the country.
b. His father is a composer and a pianist.
c. He would like to play the drums on the moon.
reading
3 pts
LANGUAGE
6. Complete the following sentences with the correct

frequency adverb.
language
2 pts
a. People celebrate with parades

b. You can participate in this celebration in winter
c. or in the second version in summer.
d. and traditional music.
speaking / writing
3 pts
a. Independence Day in Chile

b. Favorite kind of music / singer
c. Traditional dances in Chile
0-6
7 - 13
Keep trying Review!
14 - 21
Well done!
Can I give examples?

Can I use everyday English?
Can I talk and write about

celebrations and traditions?
ORAL EXPRESSION
Not too bad
Do I understand the teacher?

Do I understand oral texts?
Can I recognize the sequence of

events in a text.
c. In the USA, children ___________ miss Halloween

celebrations. (0%)
Great!
Can I identify specific information in

a text?
Do I recognize different people

speaking?
b. In Brazil, people ___________ celebrate Carnival

with water. (100 %)
8. Choose a topic and tell your partner three bits of

information about it.
Can I understand instructions?

Do I understand the general meaning
of texts?
Can I use my previous knowledge to
predict the content of a text?
listening
3 pts
a. In Chile, children ___________ dance cueca at school

in September. (90 %)
7. Connect the beginning of sentences (a. and b.)

with their endings (c. and d.).
SELF-EVALUATION
Can I role-play a situation with

my partner?
project/group work
Did I like to work in a group?
Was the topic interesting?
Did I work more than my partners?
Help!
22 - 26
Excellent!
total
score
26 pts
CULTURAL
ELEMENTS
WELCOME,
FRIENDS
listeninG 14
4. a. two or three. b. his father. c. Chopin.
d. Venice. e. to be a scientist, travel
into space, perform on the moon.
5. a. Correct. b. His father is a performer
and a teacher. c. Correct.
lanGuaGe
6. a. usually. b. always. c. never.
7. People celebrate with parades and
traditional music.
You can participate in this celebration
in winter or in the second version in
summer.
35
oral eXPression
8. Students do this activity in pairs and
evaluate their partners performance
using one of the three markers.
Encourage honest marking.
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. Offer help, advice, and remedial
work when necessary.
UNIT 1
55
UNIT 1
56
TRANSCRIPTS
listeninG - HOLIDAYS AND CELEBRATIONS
readinG - A CHILEAN CELEBRATION
Pronunciation
Kelly:
Mike:
Kelly:
Mike:
Kelly:
Ana:
Kelly:
Ana:
Kelly:
Elizabeth:
Kelly:
Elizabeth:
Kelly:
Francisco:
Kelly:
Francisco:
So, tell me Mike, what is your favorite celebration?

Well, my favorite celebration is Halloween.
Why Halloween?
Cause we wear costumes and go trick-or-treating; I
love playing tricks! It's wicked!
And you, Ana?
I like all the celebrations in Brazil, but my favorite one
is Carnival.
What do you like about Carnival?
I love the parades, dancing samba and playing with
water in the street all night long! I never miss this
celebration!
Do you have a favorite celebration, Elizabeth?
Oh, yes! Christmas is my favorite. It is the day when
families get together for big parties.
And what do you like most about it?
I love the food, the tree, and of course, receiving
presents!
Francisco, can you tell us about your country?
The most important celebration in my country is
Independence Day. It's great that we have two days
off, 18 and 19th September.
And what do you do in those days?
People usually go to the fondas to listen to national
music and eat traditional food. Children often fly kites
this time of the year. Sometimes it rains, but we love
this holiday anyway!
holidays and celeBrations
Pronunciation
1st
2nd
11th
12th
th
21st
20
3rd
13th
22nd
4th
14th
23rd
holidays and celeBrations
oral Practice
A: What's your favorite celebration?
B: It's Independence Day. It's wicked!
A: Do you usually fly kites?
B: Sure! I love it!
The celebrations began in 1778.

In 1919, a big fire damaged the church.
In 1925, the communities finished the church.
readinG - A CHILEAN CELEBRATION
oral Practice
A:
B:
How do people celebrate Independence Day?

They eat traditional food, dance the national dance, and
fly kites.
When do people celebrate Independence Day?
They celebrate it on the 18th and 19th of September.
A:
B:
listeninG - TOP OF THE POPS

Kelly:
LC:
Kelly:
LC:
Kelly:
LC:
Kelly:
LC:
Kelly:
LC:
Kelly:
LC:
Kelly:
LC:
Kelly:
5th
19th
LC:
Kelly:
LC:
Kelly:
Our guest became famous after he appeared on a

program called Rock School. Now, he is about to
release his new album which includes the song Figure
It Out.
His name is Lil' Chris. Hello, Chris, how are you today?
Hi, everybody. I'm fine, thank you.
How old are you, Lil' Chris?
I'm 16.
Did you have singing lessons when you were younger?
I never sang before I went to Rock School.
Who encouraged you to go on Rock School?
Well everyone was going there, so I wanted to do
the same.
And what type of music do you play?
Pop rock or pop punky, something like that. It's
definitely not hard rock.
Do you play any musical instruments?
The guitar.
Do you have any pets?
Oh, yes. I've got five gerbils.
What can you tell us about your family? Have you got
any brothers or sisters?
A brother of six and a sister of eighteen.
The question I can't leave out: Have you got a
girlfriend?
No.
What is your favorite sport?
UNIT 1
57
LC:
Kelly:
LC:
Skateboarding.
Just to finish now, what are your plans for the future?
I want to be as big as possible, try to (fade)
Pronunciation
Bill wants a gerbil.

Bill wants to be big.
Bill wants to play in a band and record many albums.
readinG - MYTHS AND LEGENDS
oral Practice
Tup:
Yari:
Tup:
Yari:
Ignacio:
Kelly:
Guess what? Lil'Chris is giving a show on Tuesday!

I know. He's my favourite singer.
Let's go together!
Really? Great!
Ignacio:
readinG - MYTHS AND LEGENDS
Kelly:
Ignacio:
Pronunciation
Earth
father health
them
with
then
Elizabeth's birthday is on the third Thursday of this month.
What's your name?

My name is Yari.
Why are you alone with your father?
Because he didn't feel well to go to the other town.
listeninG - CHILE'S NATIONAL DANCE
oral Practice
A:
B:
A:
B:
10
Kelly:
Ignacio:
Kelly:
Ignacio:
Kelly:
Ignacio:
Kelly:
Ignacio:
Kelly:
11
Al
Ignacio? It's me, Kelly. I'm preparing a report on
Chilean traditions for my school magazine. Can you
help me?
Hi, Kelly! Well, I'll do my best. What do you need to
know?
Is there a national Chilean dance?
Yes, the national Chilean dance is called the cueca. It
was declared our official dance in September, 1979.
Can you dance it?
Oh! Wellmore or less. We usually dance it at school
as part of the independence celebrations.
Can you tell me more? Is it difficult?
No, not really. The movements consist of circles and
semicircles.
How interesting! Do the dancers wear special clothes?
chamanto, riding trousers, a short jacket, riding
boots, and spurs. The women wear a flowered dress
with an apron.
And the music?
The traditional cueca uses the harp and the guitar,
but there are many variations. I think the piano is
also used.
Can you send me some photos by e-mail? I would like
to include them in my article. And thanks a million
for all the information.
UNIT 1
58
12
Pronunciation
back beginningw
15
bird
symbol

The batter
with the butter
is the batter
that is better!
13
oral Practice
a.
b.
c.
d.
eXtra test - listeninG - aVril laViGne
What is the name of the dance?

Where is it from?
What clothes do people wear?
When do people dance it?
test your KnoWledGe - listeninG a drumminG star 14

Interviewer: Is this your first time in Chile, Mark?
Mark:
Yes.
Interviewer: How often do you practice?
Mark:
I play for about two or three hours a day.
Interviewer: Is there a special musician that you admire?
Mark:
My dad, he's a great performer and he also teaches.
Interviewer: Do you have a favorite composer?
Mark:
I also study the piano so I really like Chopin.
Interviewer: What's your favourite place in the world?
Mark:
Venice - I had lots of fun moving all my instruments
around by boat along the canals there!
Interviewer: Do you ever make mistakes?
Mark:
Yes, I do, but it's important to forget about mistakes
and concentrate on the good things.
Interviewer: If you could have one wish granted, what would it be?
Mark:
I'd love to be a scientist and travel into space - it'd
be good to perform on the moon.
Interviewer: What advice would you give to young people
beginning to play?
Mark:
When you practice, try to be patient and concentrate.
Don't get upset when you make a mistake.
Presenter: So, Mark, who are you going to tell us about today?
Mark:
Today, I'm going to tell our audience about Avril
Lavigne!
Presenter: Great! What can you tell us?
Mark:
She had her first hit in the summer of 2002, with her
song Complicated.
Presenter: How old was she then?
Mark:
She was only 17.
Presenter: Where is Avril Lavigne from?
Mark:
She was born in a small town in Ontario, Canada,
and she has one brother and one sister. Did you know
that she began to write songs and play the guitar
when she was thirteen or fourteen?
Presenter: Really?
Mark:
Yes.
Presenter: Shall we listen to one of her songs now?
Mark:
Sure!
Presenter: Here's Avril Lavigne and My Happy Ending.
UNIT 1
59
ERROR ALERT!
lesson 1 - holidays and celeBrations.
exercise 9
Adverbs of frequency can occupy different positions in the

sentence. With most verbs, the normal position is between the
subject and the verb, but with the verb to be, the adverb comes
after the verb.
examples:
Pedro occasionally visits us on Sundays. (Normal position).
She is often ill in winter. (To be).
lesson 2 - a chilean celeBration
exercise 11
Help students notice how to say dates.

Its on November the fifth. / Its on the fifth of November.
lesson 3 - toP of the PoPs
exercise 13
Remind students of other collocations with the verb form lets

indicating a suggestion:
Lets have a cup of coffee.
Lets invite Susan.
Lets buy an ice-cream.
Lets visit Arnie, etc.
lesson 4 - myths and leGends
exercise 8
Remind students that we use the verb used to to talk about:

an activity that we did or didnt do regularly in the past, a past
habit;
a situation that was true (or not) in the past.
examples:
the past
Natalia used to work in a shop.
Oscar used to watch a lot of TV.
Paul and Rita used to be married.
There used to be a movie theater here.
I didn't use to go swimming very
often.
Did you use to enjoy video games?
the present
Now she works in a bank.
Now he doesn't watch much TV.
Now they are divorced.
Now there is a supermarket here.
Now I go swimming very often.
No, I didnt, but now I love them.
lesson 5 - chiles national dance
exercise 5
Remind your students that they should not try to understand

every single word in the listening text; guide them to get some
ideas about what they are going to listen to before listening;
then focus on the general ideas or get specific information by
doing the different activities.
UNIT 1
60
BACKGROUND INFORMATION
listeninG
LESSON 1: HOLIDAYS AND CELEBRATIONS
the Brazilian carnival is an annual festival in Brazil held 40
days before Easter. The Brazilian Carnival is unique and different
from others celebrated in the rest of the world. It has distinct
regional manifestations. In general, groups of people dressed in
costumes or special t-shirts parade and dance in the street.
hanukkah, also known as the Festival of Lights, is an eight-day
Jewish holiday beginning on the 25th day of Kislev according to
the Hebrew calendar, which may fall anytime from late November
to late December. It celebrates the re-kindling of the Temple
seven-branch candelabrum at the time of the Maccabee rebellion.
It is observed by the kindling of one light on the first night, two
on the second, and so on.
halloween is a holiday celebrated on the night of October 31.
Traditional activities include trick-or-treating, bonfires, costume
parties, visiting "haunted houses" and carving jack-o-lanterns.
The term Halloween is shortened from All-hallow-even, as it is
the eve of "All Hallows' Day", All Saints' Day. Irish and Scottish
immigrants carried versions of the tradition to North America in
the nineteenth century. Halloween is now celebrated in several
parts of the Western world, including Latin America.
christmas is an annual holiday that celebrates the birth of
Jesus. The celebration is influenced by various other secular
customs like earlier winter festivals. The date as a birth date for
Jesus is traditional, and is not considered to be his actual date of
birth.
saint Valentine's day is a holiday on February 14. It is the
traditional day on which lovers express their love for each other;
sending Valentine's cards, donating to charity or gifting candy.
The holiday is named after two early Christian martyrs named
Valentine.
ramadan is a Muslim religious observance that takes place
during the ninth month of the Islamic calendar. The name
Ramadan is taken from the name of this month and is
derivedfrom an Arabic word for intense heat, scorched ground,
and shortness of rations. It is considered the most venerated and
blessed month of the Islamic year. Prayers, fasting, charity, and
self-accountability are especially stressed at this time, and are
kept throughout the month.
LESSON 4: MYTHS AND LEGENDS

El Trauco is a troll who lives in the woods of Chilo. It has a
powerful magnetism that attracts young and middle-aged
women. Men of Chilo fear El Trauco, as his gaze can be deadly.
The Caleuche is a large ghost ship sailing the seas around Chilo
at night. It appears as a beautiful and bright white sailing ship,
with the sounds of a party on board, which quickly disappears
after people see it. It is crewed by the drowned or by fishermen
and sailors who were kidnapped to serve and work as human
slaves by three mythological figures: the sirena chilota, the Pincoya
and the Pincoy.
atlantis was an ideal civilization located in an island beyond the
Strait of Gibraltar, in the Atlantic Ocean. The Atlanteans lived in a
golden age of harmony and abundance, until the gods started to
intermarry with humans and the Atlanteans became greedy.
Angered by all this, Zeus sent a series of earthquakes that made
Atlantis sink into the sea.
arthur became the King of the Britons when he was able to pull
out a sword in a stone that Merlin had set using his magic powers.
As a king, Arthur gathered knights around him, fought against the
Saxons, and searched for a lost treasure, which they believed
would cure all ills - the Holy Grail. Arthur's base was at a place
called Camelot. His knights met at a Round Table. With his sword
called Excalibur, Arthur defeated many enemies. Queen
Guinevere was Arthur's beautiful wife.
romulus and remus were the twin sons of Mars, the god of
war and of a Latin princess. Mars was afraid the twins could take
his throne, so he abandoned them
on the banks of the Tiber River and left them to die. A female wolf
found the twins and fed them her own milk until some shepherds
rescued them. As adults, the boys built a city in the place where
they had been born. Each brother ruled a part of the city. After a
terrible fight, Romulus killed Remus. This left Romulus's hilltop
called Palatine the center of the new city. The city was named
Rome after Romulus.
Poseidon is one of the twelve Olympian deities of the pantheon
in Greek mythology whose main domain is the ocean. He is
known as God of the Seatamer of horses and as Earth-Shaker
due to his role in causing earthquakes.
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COMPLEMENTARY ACTIVITIES
Lesson 1: hoLidays and CeLeBRaTions
1. Look at this table and write sentences about Bill, Sue, Jane, and Tim, using always, usually, often,
sometimes or never.
Example: Bill / cinema: Bill often goes to the cinema.
Goes to the
Does
Cinema
Seaside
Disco
His / Her homework
The cleaning
Bill
50%
70%
0%
30%
30%
Sue
0%
30%
10%
100%
100%
Jane
30%
0%
70%
90%
15%
Tim
10%
30%
10%
80%
90%
a. Sue / cinema
d. Bill / cleaning
g. Tim / disco
j. Jane / cleaning
b. Jane / disco
e. Sue / homework
h. Bill / seaside
k. Tim / cinema
c. Tim / homework
f. Jane / homework
i. Sue / seaside
l. Bill / disco
Lesson 2: a ChiLean CeLeBRaTion
2. Read the following text and complete the summary below.

Shichi-go-san festival is held every year on November
15th. Girls at the ages of 3 and 7, and boys at the ages of
of 3 and 5 are blessed at the temple. On this day, children
put on their formal clothes,the traditional kimono. They
show appreciation for good growth and wish for better
future growth. The children receive a candy bag which
contains three long stick candies called Chitoseame, and
as a souvenir of their record of growth, their parents take
pictures and put them in an album.
This festival is called ________________. It is celebrated in ________________ every ________________. On this

day, the children wear ________________ and receive ________________ with ________________, called
________________. Parents take ________________ and put them in an ________________.
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62
Lesson 3: Top of the Pops
3. Match the names of the musical instruments in the box and the pictures. What other instruments can
you add to the box?
clarinet
drums
flute
keyboard
synthesiser
trumpet
piano
saxophone
violin
c
b
g
i
Lesson 4: Myths and Legends
4. Work in groups of four.

a. Look at the pictures.
b. Take turns to say what is different.

Example: In the past, they didnt use to/ They used to

Nowadays, we
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63
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64
Lesson 5: Chiles National Dance
5. Read the definitions below (a e) and find the name of each dance on page 28 of your book.
a
le
It is a street dance sty
hip
that originated in the
hop movement among
African American and
in the
Puerto Rican youths
York
South Bronx of New
1970s.
City during the early
to funk
It is normally danced
it is
or hip hop music, and
hip
the best known of all
hop dance styles.
b
It is a Spanish
musical genre
with strong, rh
ythmic
undertones an
d is often
accompanied
with a style of
dance charac
terized by
intricate hand
and footwork.
in.
razilian orig
dance of B
al
ic
hm
yt
rh
It is a lively,
d
It is a form of
folk dance fro
m western Euro
pe,

especially Engl
and, Sweden,
and Germany.
Dancers perfo
rm circle danc
es around a ta
ll pole
which is deco
rated with garla
nds, painted st
ripes,
flowers, flags
, and other em
blems.
e
d a
al dance an
It is a soci
iginated in
nre that or
musical ge
a and in
s, Argentin
Buenos Aire
soon
Uruguay. It
Montevideo,
the world.
the rest of
spread to
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EXTRA TEST
readinG
FESTIVE CUSTOMS
Valentines Day: It is named after St Valentine. It is celebrated on 14th February. Charles, Duke of Orleans,
was the man who started the custom of sending Valentine cards. He sent the earliest Valentine card in
history to his wife while he was a prisoner in the Tower of London in 1415.
Thanksgiving: It is a popular autumn custom in Canada and the United States. The tradition began in
1621 as a way of giving thanks for a good harvest. In the USA, Thanksgiving is celebrated on the fourth
Thursday in November, and in Canada on the second Monday in October. A Thanksgiving meal consists of
turkey with cranberry sauce and sweet pumpkin pie.
Halloween: In the 1840s, people began to make lanterns from pumpkins. Now this is a popular tradition
in North America. Lots of people put a lantern in their window on the night of 31st October as a decoration.
Christmas: Fir trees were first decorated at Christmas time in the 16th century in Germany. People used
paper roses, apples, and sweets to decorate them. Martin Luther had the idea of adding candles. In 1840,
Queen Victorias husband, Prince Albert, introduced Christmas trees into England.
1. Read the text and complete the table
4 pts
Date
Festivity
14th February
4th Thursday in November
Halloween
24th December
2. Read the text again. Match the name of the festivity in column A with the items in column B.
a
6 pts
Candles
Christmas
Fir trees
Haloween
Lanterns
St. Valentines Day
Greeting cards
Thanksgiving
Pumpkin pie
Turkey
3. Answer these questions

a. Who started the St. Valentines tradition?
b. When do people celebrate Thanksgiving in Canada?
c. Who put candles on a Christmas tree for the first time?
3 pts
UNIT 1
66
listening
AVRIL LAVIGNE
4. What is the program about? Tick ( ) the correct alternative.
a. _____ A famous movie star.
c. _____ A famous singer.
1 pt
b. _____ A famous sportsperson.

d. _____ A famous artist.
5. Listen to the recording again. Are these statements true (T) or false (F)?
Correct the false information.
3 pts
a. _____ Avril Lavigne is American.

b. _____ She began to sing when she was a teenager.
c. _____ She plays the piano.
6. Listen once more and underline the correct alternative.
4 pts
a. She had her first hit in 2002 / 2001.

b. She was born in a big / small city.
c. She has two / three brothers and sisters.
d. Complicated is her first / latest hit.
ORAL EXPRESSION
Work with your partner to produce a conversation following these instructions.
A: Ask about Bs favourite music star.
B: Answer.
A: Ask about the kind of music the star sings / plays.
B: Answer.
A: Ask if the star plays a musical instrument.
B: Answer.
HELP!
NOT TOO BAD
GREAT
Less than 50%
50 - 70%
80 - 100%
0 - 8
9 - 13
Keep trying Review!
14 - 17
18 - 21
Well done!
Excellent!
total
score
21 pts
UNIT 1
67
ANSWERS
comPlementary actiVities
1. a.Sue never goes to the cinema.
b. Jane usually goes to the disco.
c. Tim usually does his homework.
d. Bill sometimes does the cleaning.
e. Sue always does her homework.
f. Jane usually does her homework.
g. Tim sometimes goes to the disco.
h. Bill usually goes to the seaside.
i. Sue sometimes goes to the seaside.
j. Jane usually does the clearning.
k. Tim sometimes goes to the cinema.
l. Bill never goes to the disco.
2. Shichi-go-san November year the traditional Kimono
- a candy bag three stick candies Chitoseame pictures
- album.
3. a. clarinet. b. flute. c. piano. d. violin. e. keyboard. f. drums.
g. saxophone. h. synthesizer. i. trumpet.
4. Possible answers:
They didnt use to have computers. Nowadays, we have
computers.
They didnt use to use calculators. Nowadays, we use to use
calculators.
They used to use an abacus. Nowadays, we dont use an
abacus.
They didnt use to have whiteboards. Nowadays, we have
whiteboards.
They used to have blackboards. Nowadays, we dont have
blackboards.
They used to write with fountain pens. Nowadays, we write
with pens and pencils.
They didnt use to make Powerpoint presentations.
Nowadays, we make Powerpoint presentations.
They didnt use to have interactive boards. Nowadays, we
have interactive boards.
They used to write on little boards. Nowadays, we write in
our notebooks.
5. a. break dance. b. flamenco. c. samba. d. maypole. e. tango.
eXtra test
1.
readinG
Date
Festivity
14th February
Valentines Day
4th Thursday in November
Thanksgiving Day
31st October
Haloween
24th December
Christmas
2.
St. Valentine - greeting cards
Thanksgiving - pumpkin pie, turkey
Halloween - lanterns
Christmas - candles, fir trees
3.
a. Charles, Duke of Orleans
b. On the second Monday of October
c. Martin Luther
listeninG
15
4. c.
5. a. False. She is Canadian.
b. True.
c. False. She plays the guitar.
6. a. 2002. b. small. c. two. d. first.
oral Production
a: Who is your favourite music star?

B: _____________ (Bs favourite)
a: What kind of music does ____________ sing / play?
B: _____________.
a: Does __________ play a musical instrument?
B: Yes, he / she plays the _________. / No, he / she doesnt.
SUGGESTED YEAR PLANNING 8

Unit 2 self - Care
time: 20 class hours for the main body of text. 3 hours for
evaluation. 3 class hours for consolidation and complementary
activities. 1 class hour for the cartoon strip.
oral expression
topic: Self-care, looking after oneself
Written expression
UNIT 22
UNIT
68
strategies
Affirmative, negative, and interrogative sentences

Modal verbs
How much? / How many?
If clauses
The Future tense
Indirect object pronouns

To use the context, mimicry, and familiar words to infer the possible meaning of new words.
To discriminate sounds 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.
strategies
Affirmative, negative, and interrogative sentences

Modal verbs
If clauses
The Future tense
Indirect objet pronouns
To skim a text to get the general idea.
To scan the text in order to identify specific information.
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.
Communicative
functions
morphosyntactic
elements
Pronunciation
To express possibility,
obligation, and no
obligation.
To express quantity.
To talk about the future.
To express cause and
result.
Affirmative,
negative, and
interrogative
sentences
Modal verbs
The Future tense
How much? / How
many?
If clauses
Indirect objet
pronouns
English phonemes /s, , To use everyday fixed phrases and sentences in personally
t, b, , , /.
relevant contexts.
Numbers
To use high frequency words and the thematic vocabulary of the
Instructions
To use expressions associated with the communicative functions
of the level in personally relevant contexts.
To discriminate, imitate, and repeat sounds.
incorporate pronunciation patterns.
strategies
strategies
Affirmative, negative, and interrogative sentences.

Modal verbs
The Future tense
If clauses
Indirect objet pronouns
Write related ideas using sentence connectors.

Complete dialogs and sentences.
Write instructions.
UNIT 2
69
Learning Abilities
Expected Outcome
Attitudes
Resources
Evaluation
Indicators
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
feelings, physical
activities, study habits.
The use of modal verbs
to express possibility
and obligation, if
clauses.
information.
Effective use of writing
skills as a means of
communication.
To appreciate the
importance of a
healthy diet and
good habits to
preserve our
health.
To accept and
respect life and
human dignity.
Articles from
magazines and
web pages.
Dialogs.
Questionnaires.
A radio program.
Tongue twisters.
Web pages.
reflections
Metacognition
(Students book
pp.14, 18, 22, 26, 31)
minitests
Listening (Students
book, pp. 19, 27,
Tracks 1, 6)
Reading (Students
book, pp. 19, 27)
Language (Students
book, pp. 19, 27 )
synthesis (Students
book, p. 34)
test your knowledge
Listening (Students
book, p. 34 , Track 14)
Reading (Students
book, p. 34)
Language (Students
book, p. 34)
selfevaluation
(Students book, p. 35)
extra test
Reading (Teachers
book, p. 65)
Listening (Teachers
book, p. 65, Track 15)
Oral expression
(Teachers book, p. 65)
Evaluate their
performance in
the lesson.
Identify specific
information.
Discriminate
between correct
and incorrect
information.
Identify speakers.
Identify the
correct sequence
of information.
Use and apply
language and
vocabulary.
Exchange
information about
sports.
Describe a sport.
UNIT 2
70
UNIT 2
36
in this Unit yoU Will...

listen and identify specific information in
a radio program and in a dialog related
to healthy habits and self-care by:
- using previous knowledge to predict
content,
- identifying intonation patterns,
- relating ideas with sentence connectors,
- discriminating between main and
secondary ideas.
read and identify main ideas and explicit
information in a questionnaire, an article
UNIT 2
from a magazine, and a web page about

healthy habits and self-care by:
- using key words to identify text
organization,
- recognizing type of text from visual
clues,
- relating cause and effect,
- identifying logical order of ideas.
express possibilities, obligations, and
suggestions role-playing communicative
situations about:
- healthy habits and self-care,
- addictions and teens problems.
write short paragraphs related to

addictions and self-care:
- using words related to feelings and
moods, physical activities, study habits,
- expressing advice and suggestions,
- reporting the results of a survey.
UNIT 2
71
SELF - CARE
listen and find specific information in a radio
program and in a dialog related to healthy habits
and self-care by:
using previous knowledge to predict content,

identifying intonation patterns,
relating ideas with sentence connectors,
discriminating between main and secondary ideas.
read and identify main ideas and explicit information

in a questionnaire, in an article from a magazine, and
in a web page about healthy habits and self-care by:
express possibilities, obligations, and suggestions by

role-playing communicative situations about:
healthy habits and self-care,
addictions and teens problems.
write short paragraphs related to addictions and
self-care:
using words related to feelings and moods,
physical activities, and study habits,
expressing advice and suggestions,
reporting the results of a survey.
using key words to identify text organization,

recognizing type of text from visual clues,
relating cause and effect,
identifying logical order of ideas.
GETTING READY
1. Look at the pictures. Which of the people can be considered active? Why?
2. Think about yourself. Do you consider yourself active?
3. In your group, ask and answer Question 2 and find out if you are active teens.
37
Getting ready
To introduce the topic of this unit, start a
conversation with your students about
how they spend their free time.
1. Invite students to look at the pictures
on page 36 and ask them to decide
which of the people in the pictures can
be considered active and why. Accept
Spanish if necessary.
Answers: a.; c.
2. Make students consider their own
situation and identify similarities and
differences between them and the
people in the pictures.
3. In groups of four or five, students ask

and answer the question and decide if
they are active.
UNIT 2
72
1. Write C for countable and U for uncountable next to each word.
___ time
___ books
___ milk
___ pencils
___ meat
___ chairs
___ butter
___ friends
___ oil
___ sugar
___ bread
___ flour
___ apples
___ cars
___ houses
___ salt
___ cheese
___ tea
___ tomatoes
___ carrots
___ rice
___ honey
___ water
___ birds
2. Choose the correct alternative.

a. They only brought a few / a little meat for the barbecue.
b. There are only a little / a few oranges left.
c. I felt better after I drank a little / a few hot milk.
d. Mum needs a little / a few more strawberries for the jam.
e. Id like a few / a little more cookies, please.
3. Use the verbs in the box to complete these sentences with the
Future tense.
have
38
go
(not) play
start
travel (not) work
UNIT 2
PreParation for the Unit

before starting this unit, students
need to know:
countable and uncountable nouns,
the Simple Past tense,
vocabulary related to healthy life and
physical activities,
some adverbs of frequency.

discuss the exercises that have to be done
in pairs or groups; encourage them to
reflect and be honest to do those that
require individual responses.
UNIT 2
73
a. The astronauts _____________ to Mars next year.
b. Bob _____________ lunch with me tomorrow.
c. I _____________ football with you next Saturday.
d. Mr. Green _____________ in the school library.
e. They _____________ a party next week.
f. The party _____________ at 7.30.
4. Look at the pictures. Circle the unhealthy food in red (DANGER!).
5. Answer these questions about your habits. Use the adverbs in

the box.
everyday
sometimes
never
a. How often do you eat junk food?
_____________
b. How often do you eat healthy food?
_____________
c. How often do you do physical exercise?
_____________
d. How often do you sleep eight hours a day?
_____________
e. How often do you study for hours the day before a test? _________
SELF
- CARE
WELCOME TO MY
COUNTRY
Answers
1. U - time, C - books, U - sugar, U - milk,
C - pencils, C - chairs, U - meat, U butter, U - bread, C - friends, U - flour,
C - apples, U - oil, C - cars, U - salt, C houses, U - cheese, U - rice, U - tea, C
- tomatoes, U - honey, C - carrots, U
water, C birds.
2. a. a little. b. a few. c. a little. d. a few.
e. a few.
3. a. will travel. b. will have. c. wont play.
d. wont work. e. will have. f. will start.
4. Soft drink, pizza, hot dog, French fries,
candies, hamburger.
5. Will vary
39
UNIT 2
74
HOW FIT ARE YOU?
Lesson 1
BEFORE READING
1. Which of these pictures show people in good physical condition?
2. Read Kelly s list and tick ( ) the main suggestions to be fit.
PICTIONARY
cake
hips
fit
ets
swe
walk
40
a. ____ Do sports regularly.

b. ____ Drink alcohol.
c. ____ Drink lots of milk.
d. ____ Eat fast food.
e. ____ Eat three balanced healthy meals a day (milk,
vegetables, fruits, meat).
f. ____ Follow a routine of regular exercise (twenty minutes a
day, forty-five minutes three times a week, etc.).
g. ____ Sleep at least 8 hours a day.
h. ____ Smoke.
i. ____ Spend hours in front of the TV or the computer.
j. ____ Use drugs.
3. How fit are you? Read the questions and answer Yes or No.
a. ________ Do you eat a balanced diet?
b. ________ Do you get enough exercise?
c. ________ Do you get enough sleep?
4. Have a quick look at the text on page 41 and circle all the familiar words in
it. In what categories can you organize them?
Example: activities, food, numbers, etc.
5. Have a quick look at the text on page 41 and choose the correct
option to finish the sentence.
The text is ________
a. a piece of scientific research. b. an interview. c. a questionnaire.
UNIT 2
before readinG
1. + Ask students to look at the pictures
and identify which of them show
people in good physical condition.
Invite them to explain their choices.
(L.A: to relate the topic and their
previous experience).
answers: 1. a., c. and e. show people
in good physical condition; the person
in b. is overweight; the child in d. is
undernourished.
2. ++ Tell students to read Kellys list and

choose the main conditions to be fit. They
have to discriminate between correct
and incorrect information. Then they can
check their answers in pairs.
previous knowledge).
answers: 2. a. c. e. f. g.
UNIT 2
75
READING
Fitness means being in good physical condition, healthy, and strong and is usually
associated with exercise, but that is not the whole picture. In order to keep fit, you
have to eat well, sleep well, and also feel good about yourself.
Answer these questions about a typical week

and find out how fit you are.
1. How often do you eat fresh fruit and vegetables?
b. Twice.
c. Once.
a. Every day.
d.
Never.
2. How often do you eat sweets, chocolate, cake or chips?

b. Twice.
c. Once.
a. Every day.
d.
Never.
3. How often do you play sports or go swimming?

b. Twice.
c.
a. Three times or more.
Once.
d.
Never.
4. How many kilometers do you walk a week?

a. More than 15.
b. 10 to 15.
5 to 10.
d.
Less than 5.
5. How many hours of TV do you watch a day?

b. 5 to 10.
c.
a. Less than 5.
10 to 15.
d.
More than 15.
6. How many hours of sleep do you have?

b. 7 to 8.
a. More than 8.
5 to 7.
d.
Less than 5.
c.
c.
Now find out your fitness score!
25 30 points
Excellent! You are very fit. You eat a balanced
diet, you get lots of exercise and you get the right
amount of sleep.
Fitness score
1. a = 5
2. a = 0
3. a = 5
4. a = 5
5. a = 5
6. a = 5
b=2
b=1
b=4
b=4
b=3
b=2
c=1
c=3
c=1
c=2
c=1
c=1
d=0
d=5
d=0
d=0
d=0
d=0
15 25 points
Good! You are quite fit and healthy. But watch
what you eat, get a little more exercise and dont
stay up too late then youll be really fit.
8 15 points
Not great! You should get more exercise and you
should go to bed earlier! Try to eat a more balanced
diet. Youll feel and look much better!
0 8 points
Oh, dear! But dont worry its not difficult to get
fit. Eat lots of fruit and vegetables and dont eat
too many sweet things. Get lots of exercise and
then youll want to sleep more!
SELF
- CARE
WELCOME TO MY
COUNTRY
3. + Make students reflect on their

situations and decide how fit they are by
answering yes or no to the questions.
Check orally.
(L.A: to relate the topic and their own
reality).
4. ++ Ask students to have a quick look
at the text they are going to read, find
words they know or look or sound
similar in Spanish, and try to put them
into categories.
(L.A: to organize information).
41
5. + Students have a quick look at the

text and predict what type of text it is
from three alternatives. Do not check
answers at this point.
(L.A: to predict type of text from visual
clues).
the Pictionary. Make sure they
Pictionary
cake: torta, queque
chips: papas fritas
fit: en forma, sano/a
sweet: caramelo
walk: caminar
UNIT 2
76
6. Read the text and check your answer in Exercise 5.
7. Read the text, answer the questions and take note of your score.
AFTER READING
readinG
8. With your partner, discuss your scores and reflect on your physical
condition. What aspects do you need to improve?
9. In your group, talk about the questionnaire. In what areas did you get
a good score? What aspects need more attention? Follow the pattern.
6. + Ask students to read the

questionnaire once and check their
prediction in Exercise 5.
answers: c.
A: What are you doing well?

B: I __________ and I also __________.
A: What are your main problems?
B: Oh, I think I need to __________ and __________. How about you?
LANGUAGE FOCUS
7. ++ Read the introduction of the quiz

aloud and make sure all the students
understand it. Then, students read the
questions again carefully, answer them,
and find out their scores.
1. Read these sentences from the text and other examples.

a. How many kilometers did you walk last week?
b. How many hours of TV do you watch a day?
c. How much water do you drink a day?
2. Revise the sentences again and identify the things that you can count,
and the things that you cant count.
We use __________ to ask about things that we can count (countable)
and __________ to ask about things that we cant count (uncountable).
after readinG
10. Complete the following questions with How much or How many.
8. + Ask students to compare their scores

with their partners and draw
conclusions.
Who is in better physical condition? You
may ask the scores to the whole class
and make notes on the board; do this
only if you are sure there are no
students who might feel embarrassed.
(L.A: to use previous knowledge to
draw conclusions).
9. ++ Form groups of four or five students.
Invite them to revise the scores they got
and talk about the areas they should pay
more attention to in order to improve
their physical condition. Explain how to
follow the pattern to exchange opinions
and make suggestions. Dont interrupt
students while they are doing speaking
activities to correct their English. It is
better to take notes of the most common
and important mistakes and correct
them at the end of the activity.
(L.A: to reflect on the topic and express
opinions and suggestions following
a model).
American English:
Kilometers
British English:
Kilometres
a. ________________ milk do you drink a day?

b. ________________ hours a day do you play computer games?
c. ________________ times a week do you play sports?
d. ________________ kilometers do you walk a day?
11. Ask your partner the questions in Exercise 10 and decide if he / she is
in good physical condition. Then, complete the following paragraph.
I think ______________ is in good / bad physical condition because he / she
______________, ______________ and ______________. To improve his / her
condition he / she should ______________ and ______________.
42
UNIT 2
______________________
lanGUaGe foCUs How much? /

How many?
vocabulary from the text. The activities are
meant to promote independent learning,
so help, guide and check, but do not give
the answers.
1. Ask students to read the sentences
from the text and other examples.
Guide their attention to the question
words.
2. Help students relate each question to

the kind of noun - countable or
uncountable.
3. Ask students to complete the general
rule.
answer: We use how many to ask
about things that we can count
(countable) and how much to ask
about things that we cant count
(uncountable).
______________________
UNIT 2
77
First listen. Then listen and repeat each sentence.
12.
How many hours do you sleep every night?
How much sugar do you put in your tea?
How much water do you drink a day?
How many kilometers do you walk in a week?
13.
the box.
13. ++ 17 Invite students to complete

the dialog with the expressions in the
box. Play the recording once for them
to check. Then, tell them to listen and
repeat. Finally, choose some pairs to act
it out in front of their classmates.
Answers: a week. What about you?
but I love. come with me. Lets.
Complete the following dialog with the expressions in

What about you? but I love a week come with me lets
A: How many times __________ do you do physical exercise?

B: Well, two or three days a week. ________________________?
A: I never do exercise, __________ watching sports on T.V.
B: Why dont you __________ instead?
A: OK. __________ go!
14. FL The pictures illustrate eight words that were mentioned in the
lesson. Can you find them in the Word Search puzzle?
S
D
N
R
X
F
A
E
I
S
A
G
F
I
I
U
E
O
I
K
E
X
Y
R
V
I
N
N
Q
H
F
P
L
L
B
E
H
E
Z
V
Y
O
H
A
F
G
R
I
B
R
V
T
S
R
S
G
I
W
N
O
M
M
U
C
A
E
S
N
O
I
D
S
K
Z
X
A
E
I
I
M
T
W
J
Q
U
N
I
N
Z
O
Z
S
U
O
T
K
E
E
E
Y
U
V
X
H
V
E
X
L
D
W
S
E
G
D
O
U
E
L
A
T
X
I
V
H
A
N
T
Y
E
K
S
L
X
S
K
K
Z
I
K
F
H
S
K
P
V
P
E
T
H
E
E
T
A
L
O
C
O
H
C
C
N
T
C
E
V
G
A
J
R
S
P
O
R
T
S
B
R
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U
H
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R
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Q
V
D
K
T
T
Z
Q
H
V
M
P
P
B
R
X
M
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G
Z
I
E
P
A
B
L
W
B
O
K
T
Z
L
N
F
H
N
U
14. + FL Motivate fast learners to relate

the pictures to words that appeared in
the text and to try and find them in the
Word Search puzzle.
Answers:
REFLECTIONS
What were the most serious
problems I had when speaking
in English?
What did I find most useful in
the content of this lesson?
SELF
- CARE
WELCOME TO MY
COUNTRY
10. ++ Tell students to identify which of

the nouns in the sentences are
countable (hours, kilometers) and
which are uncountable (milk, time)
Then refer them to the Language Focus
to complete the questions.
(L.A: to consolidate a grammar point).
Answers: a. How much. b. How
many. c. How many. d. How many.
See Error alert! at the end of the unit.
11. ++ In pairs, students ask and answer
the questions they completed in
43
Exercise 10 and then they complete the

paragraph.
reality).
students only to listen. Draw their
attention to the falling intonation of
the questions and tell them to
represent that with a falling arrow
before the last word of each question.
Play the recording again for them to
listen and repeat.
(L.A: to identify an intonation pattern;
to imitate a model).
Reflections
notebooks. Students read the questions
and identify:
the most important problems they had
when speaking;
how they managed to connect the topic of
the lesson to their own lives.
UNIT 2
78
WHOS IN CONTROL?
You can share this information with your

students:
See BACKGROUND INFORMATION at the end
of the unit.
BEFORE LISTENING
In your
opinion, which of
the following
statements are true?
a. The use of the Internet
can be an addiction.
b. The Internet is taking the
place of sports or games.
c. Computer games can
make children violent and
aggressive.
d. Teens spend more time in
cyberspace than in the
real world.
e. Computer games are
too much fun.
before listeninG
1. + In groups, students answer the
questions. Encourage them to use
English as much as possible, but accept
experiences).
3. + Ask students to answer Kellys question

and decide which of the statements are
true. Do not check answers at this stage.
(L.A: to predict content).
4. + Tell students they are going to listen
to a radio program. Ask them to try and
guess who is going to speak. Do not
check answers at this point.
1. Answer these questions in your group.

a. What do you think of computer games?
b. Do you play any of them?
c. How many hours a week do you play them?
2. With your partner, match the words and expressions in box A with
their Spanish equivalent in box B.
A
at least
get rid of
instead of
take the place of
spend
too much
B
demasiado
pasar (tiempo)
en vez de
librarse de
por lo menos
reemplazar

4. You are going to listen to a radio program. Guess who is going to speak.
a. A worried mother
b. A teenager
c. A doctor
5. With your partner, make a list of cognates that you think you will hear.
2. ++ Students work in pairs to find the

Spanish equivalent of the key words and
expressions. Remind them to have a look
at the words in the Pictionary too.
answers: at least = por lo menos. get
rid of = librarse de. instead of = en
lugar de. spend = pasar (tiempo). take
the place of = reemplazar. too much =
demasiado.
Invite the students to study the words
in the Pictionary. Make sure they
PiCtionary
computer game: juego de computador
exercise: hacer ejercicios
teen: adolescent
time: tiempo, hora
fun: entretencin, entretenido/a
Lesson 2
LISTENING
Listen to the recording and check your guess in Exercise 4.
6.
PICTIONARY
me
r ga
pute
com
Listen to the recording again.
7.
a. Check if you hear the ideas in Exercise 3.

b. Which of them are true, according to the radio program?
cisin
exer
fun
8.
Listen to the recording again and number the statements in the

order you hear them.
a. ____ The games are too much fun.
b. ____ I have been a computer addict since I was ten.
teen
c. ____ I cant get rid of my habit.

d. ____ Internet can be an addiction.
time
44
UNIT 2
5. + Tell students to think of the questions

they have answered and the key words
they have learned to predict the cognates
they think will appear in the text.
listeninG

6. + 18 Play the recording once and ask
students to check their guesses in
Exercise 4. Remind them that this first
listening is only to check their
predictions; it is not necessary for them
to understand every single word.

answers: b.
7. ++ 18 Ask students to listen to the
recording again. First, they check if they
hear the ideas in Exercise 3. Then, play
the recording again for them to identify
which of the statements are true.
(L.A: to validate predictions; to find
specific information).
answers: All of them are true.
9.
a.
c.
In the recording, the speaker is:

narrating a story.
b.
describing a situation.
d.
giving instructions.
giving advice.
______________________
AFTER LISTENING
lanGUaGe foCUs Indirect Object

Pronouns
1. Invite students to read the sentences
from the text and other examples,
paying special attention to the words
in bold.
2. Motivate students to choose a phrase
from the box to replace the words in
bold in Point 1.
answers: a. the teenagers. b. video games.
c. David. d. my friends and I.
3. Tell them to choose an alternative to
complete the sentences in Point 2.
answers: a. ii.; b. i.
4. Now, students are ready to complete
the rule with the information in Points 1
and 2.
An indirect object pronoun replaces
the noun that is the recipient of the
verb's action in a sentence.
10. In your group, decide which of these paragraphs best summarizes the text.
a. David is a computer addict. He plays video games so
much that he doesnt have time to exercise or make
friends. He thinks computer games have made him
antisocial and they can make people violent too, but
the problem is that they are too much fun.
b. David is a computer addict. He plays video games so
much that he doesnt have time to exercise or make
friends. He doesnt think computer games have made
him antisocial. He doesnt think that games make people
violent either; he just thinks they are too much fun.
LANGUAGE FOCUS
Indirect object pronouns
1. Read these sentences from the text and other examples. Pay special
attention to the words in bold.
a. The net is taking the place of sports or games for some of them.
b. Nobody takes them seriously.
c. David doesnt think computer games have made him antisocial.
d. The teacher gave us some very difficult homework.
2. Choose a phrase from the box to replace the words in bold in Point 1.
David My friends and I The teenagers Video games
3. Choose an alternative to complete these sentences.

a. The words in bold in Point 1 are _____________________ .
i. nouns.
ii. pronouns.
iii. verbs.
iv. adjectives.
b. The words in the box in Point 2 are __________________ .
i. nouns.
ii. pronouns.
iii. verbs.
iv. adjectives.
American English:
Advice (noun, verb)
British English:
Advise (verb)
Advice (noun)
______________________

An indirect-object ____________ replaces the ____________ that is the
recipient of the verbs action in a sentence.
11. Replace the underlined parts with the correct indirect pronoun.
a. My mother is buying flowers for my grandma.
b. Tom cant understand the homework.
c. Kathy cant come to the cinema with you and me.
d. This letter is for Sam.
e. The teacher is talking to the students.
REFLECTIONS
How much did I use my previous
knowledge to understand the
text?
Which words were familiar
to me?
SELF
- CARE
WELCOME TO MY
COUNTRY
8. +++ 18 Students listen to the

recording again and number the
statements in the order they hear them.
(L.A: to organize information).
answers: a. 4. b. 2. c. 3. d. 1.
9. + Ask students to listen again and
recognize what the speaker is doing in
the recording.
(L.A: to identify the communicative
purpose of the text).
answers: c.
45
after listeninG
10. ++ Form groups of three or four
students to analyze and decide which of
the paragraphs best summarizes the text.
You can also use this exercise as a
competition, finding out how many
groups could give the right answer.
(L.A: to summarize information).
answers: b.
11. ++ Refer students to the Language

Focus to identify what the sentences
refer to.
(L.A.: to consolidate a grammar point.
answers: a. her. b. it. c. them. d. him.
e. them. .
refleCtions
should work on their own, but you may help
and guide them when necessary. Encourage
how much they used their previous
knowledge to understand the text.
which words were familiar to them.
UNIT 2
79
UNIT 2
80
First only listen. Then listen and repeat.
12.
a. These sentences:
They study thirty to forty hours.
I am fifteen.
I play twenty-five hours a week.
b. These numbers.
13 30 14 40 15 50 16 60 17 70 18 80 19 90
Complete the dialog with the expressions in the box.
13.

addict
real world
spend
too much
whats
A: _________ Davids problem, do you think?

B: He spends _________ time on the Internet.
A: Do you think he is a computer _________?
B: I think he needs to _________ more time in the ___________________.
14. Which of the words in the box have similar meanings and which
ones have opposite meanings? Use a dictionary if necessary.
anti-social decent friendly generous hardworking
honest kind
obedient
lazy
obstinate
mean
sociable
nasty
social
naughty
nice
stubborn
unkind
15. FL Which of the words in Exercise 14 would you use to describe

these people?
a. Molly likes to share everything she has with other people. She is
________________ .
b. Ned never gets angry. Hes always calm and relaxed. He is
________________ .
c. Paula doesnt like to go out. She spends a lot of time on the
computer. She is ________________ .
d. Oscar never admits he is wrong. He is ________________ .
e. Rita doesnt like to work at all. She is ________________ .
46
UNIT 2
12. + 19 First, play the recording and ask

students only to listen. Then play the
recording again for students to repeat
each sentence and the pairs
of numbers.
practice the dialog and invite some pairs

to role-play it in front of the class.
(L.A: to consolidate language and
imitate a model).
Answers: Whats. too much. addict.
spend. real world.

the dialog about Davids problem using
the words and expressions in the box.
Play the recording once for them to
check. Then, play the recording with
pauses for them to listen and repeat.
Finally, give them a few minutes to
14. ++ Motivate students to identify the

words that have similar meaning
(synonyms) and the words that have
opposite meaning.
Invite some of them to write the pairs on
the board. Ask the rest to guess or
identify what they express.
Answers:
Synonyms: honest decent, sociable
friendly, stubborn obstinate.
Opposites: anti-social social,
hardworking lazy, unkind kind,
mean generous, nasty nice,
naughty obedient.
15. +++ Ask students to read the
sentences carefully. Then, invite them to
choose an adjective in Exercise 14 to
describe each people.
Answers: a. generous. b. nice.
c. antisocial. d. obstinate. e. lazy.
UNIT 2
81
MINI - TEST
READING
1. Read the text in Lesson 1 again and complete the following chart.
Good for ones health
4 pts
Not good for ones health
2. Are these people really fit (RF), quite fit (QF), or not fit (NF)?
3 pts
a. Polly always eats a balanced diet, she never does exercise, and usually stays up too
late at night. ____
b. Ben always eats a balanced diet, always does lots of exercise, and sleeps eight hours
every night. ____
c. Chris always eats a lot of fast food, never does exercise, and watches T.V. until late
every night. ____
3 pts
LISTENING
3.
Listen to the recording in Lesson 2 again and complete the sentences with the words
in the box.
computer games
Internet
violent
a. The use of the ____________ can be an addiction.

b. Playing ____________ stops me from exercising and playing basketball.
c. Many of the games are very ____________.
4.
3 pts
Listen again and circle the correct alternative.

a. I began to be an addict when I was ten / twelve.
b. I play for twenty-five / thirty-five hours a week.
c. I have no / lots of friends.
2 pts
LANGUAGE
5. How much or how many? Complete the questions.

a. _________ hours do you watch TV a day? b. _________ money do you spend a month?
2 pts
6. Complete these sentences with the correct indirect pronoun.

a. I cant do the exercise. Can you explain it to ____________ , please?
b. Where are Tom and Peter? I cant see ________ .
0-3
4-8
Keep trying Review!
9 - 13
Well done!
14 - 17
Excellent!
total
score
WELCOME TO MY COUNTRY
mini - test
progress and information to the teacher
about any points that the majority of the
students may have problems with. Make
sure they understand what they are
expected to do and then give them time
to answer individually.
17 pts
47
answers:
readinG
1. Good for ones health
Eat fresh fruit and vegetables
Play sports and walk
not good for ones health
Eat sweets and chocolates
Watch TV a lot of time till late at night
2. a. QF. b. RF. c. NF.
listeninG 18
3. a. Internet. b. computer games.
c. violent.
4. a. ten. b. twenty-five. c. lots.
lanGUaGe
5. a. how many. b. how much.
6. a. me. b. them.
UNIT 2
82
LEARNING TO LEARN
Lesson 3
BEFORE READING
1. Read the dialog and choose your favorite ending, a or b. Which of the
children is doing the correct thing?
before readinG
Hi, Mary. What

are you doing?
Introduce the topic asking your students

to read the name of the lesson and
eliciting ideas about the content of the
text. Invite them to look at the words in
the Pictionary and connect them with the
topic of the lesson. Start a conversation
about their study habits and then invite
them to look at the picture story and
identify:
the location (a boys bedroom, a girls
bedroom);
the characters (a boy and a girl / two
students / two friends);
the situation (the children are talking on
the phone, they are classmates, they
have a test in three days time, the boy
wants to go cycling, the girl is studying);
the special ending of the story (two
possibilities for students to choose).
1. + Students choose one of the endings
and compare with their partners. Are
they similar?
reality).
2. + Students give their opinions and
give reasons for their choice. Encourage
them to use English as much as
possible, but allow the use of Spanish if
necessary.
reality).
3. ++ Students work in pairs to find the
meaning of the words in a dictionary.
Remind them that the dictionary may give
them several options, from which they will
have to choose according to the context,
once they read. Check answers orally.
Hi. Im studying
for the test.
I know.
I always study
a little every
day.
The test
is in three
days time!
Im going to
study the night
before. Come
on! Lets go
cycling!
PICTIONARY
ke
awa
brain
Yes! Lets go.
Why dont
you come
and study
with me?
step
tired
lan
ks p
wee
48
UNIT 2
answers: a. lograr. b. descanso,

recreo. c. fecha tope. d. auto-estima.
e. paso. f. desperdiciar.
PiCtionary
awake: despierto/a
tired: cansado/a
brain: cerebro
week's plan: plan semanal
step: paso
4. + Remind students to find clues that

can help them decide the type of text
this is: lay-out, colors, illustrations, etc.
Do not check answers at this point.
(L.A: to predict type of text).
5. + Tell students to have a quick look at
the text and identify cognates and
words they already know. With this
quick look, they can predict one bit of
information they will find in the text.
(L.A: to predict content from cognates
and familiar words).
UNIT 2
83
2. Compare your ending with your partners. Are they similar?
3. With your partner, find the meaning of these words in the dictionary.
a. achieve
c. deadline
e. step
b. break
d. self-esteem
f. waste
4. Have a quick look at the text below. What kind of text is it?
a. A newspaper article.
c. A doctors prescription.
American English:
organization
b. Tips in a teenagers magazine.

d. An advertisement.
British English:
organisation,
organization
5. Pay special attention to all the familiar words in the text. Underline them
and predict one piece of information you will find in it.
READING
Yes!
Plan your time carefu

lly. Good time organi
zation helps you lea
and well.
rn fast
Plan your school wo
rk step by step, wit
h
deadlines that are
to achieve. This wil
possible
l give you more sel
f-esteem.
Make a study timeta
ble three weeks bef
ore your exams, and
free time to relax and
leave
have fun.
Have a short break
every 45 minutes wh
ile you study. Stand
walk around, youll
up and
feel more awake!
Prepare a weeks pla
n with all your activit
ies (school, meals,
fun, etc,). You will
study,
see where you are
wasting time that you
to study or read.
can use
Revise little and oft
en (every day, every
two days, every thr
ee days).
No!
l feel
your exams! You wil
urs the day before
Dont study for ho
ll.
we
rk
wo
in wont
tired and your bra
aks. You will not
g period without bre
Dont study for a lon
ll.
on very we
ious
remember informati
re stressed and anx
ch. You will feel mo
Dont worry too mu
well.
and will not learn
lot in a short time.
Dont try to learn a
ask for help.
blems by yourself,
Dont try to solve pro
s magazine,
school. Just for teen
September). Back to
9/10, 14-16.
Adapted from: (2010,
6. Read the text quickly and check if your option in Exercise 4 was correct.
7. Read the text again and identify the incorrect actions in the dialog in
Exercise 1.
8. Match the actions in column A (a d) with their consequences in
column B (i iv).
A
B
a. Make a timetable.
i. Youll feel anxious.
b. Have short regular breaks. ii. Youll feel more awake.
c. Study the night before.
iii. You wont remember information well.
d. Worry too much.
iv. Youll have time to relax, have fun, and study.
SELF
- CARE
WELCOME TO MY
COUNTRY
readinG
6. + Students read the text quickly and
check if their option about the type of
text was correct and if the information
they predicted is actually in the text.
Check answers orally
(L.A: to validate predictions and
identify type of text).
answers: b.
7. ++ Students read the text again, now
more carefully, to identify the incorrect
actions in the picture story.
49
(L.A: to find and match specific

information).
answers: Study for hours the night
before your exams.
8. ++ Students read the text again to
form logical relations between the
sentences in columns a and b,
according to the text.
information).
answers: a. iv.; b. ii.; c. iii.; d. i.
UNIT 2
84
AFTER READING
LANGUAGE FOCUS

a. You will see where you are wasting time.
b. You will feel tired and your brain wont work well.
after readinG
______________________
2. What do the sentences refer to?
lanGUaGe foCUs the future tense

vocabulary in the text. The activities are
the answers.
1. Revise the examples from the text with
your students.
2. c.
3. To refer to future events, we use will /
wont + the infinitive of the verb.
a. Past events.
10. Read aloud the sentences in the text

that include examples of vocabulary
related to feelings or moods: Youll feel
more awake; you will feel tired; you will
feel more stressed. Ask students to
identify how the people in the pictures
feel, using the words in the box. This
will help them solve the crossword
puzzle.
(L.A: to consolidate thematic
vocabulary).
b. Habits.
c. Future events.
3. Complete this statement.

To refer to_____________ events, we use _______ / _______ + the infinitive
of the verb without to.
9. In pairs, imitate the recommendations in the text to add two more.

a. _____________________________________
b. _____________________________________
10. How do these people feel? Find the correct word for each picture
and then complete the Crossword puzzle.
angry bored confused excited happy sad scared
______________________
9. ++ In pairs, students add one

affirmative and one negative
recommendation to the list of studying
tips. Motivate students to share their
own experiences when they study.
Explain that their tips may be very
useful to other students.
(L.A: to consolidate vocabulary and
grammar, relating the content of the
text to their own reality).
answers: Will vary. Check the use of
the Future tense, both affirmative and
negative form.
The Future tense
b
c
g
a
50
UNIT 2
answers: a. confused. b. bored.

c. scared. d. sad. e. happy. f. excited.
g. angry.
11. +++ Form groups of four students and
ask them to ask and answer questions
about feelings in different situations. Give
an example of how to use the pattern and
demonstrate with a student.
vocabulary and imitate a model).
answers:
example:
a: When do you feel scared?
b: I feel scared when I hear strange

noises in the night.
a: How do you feel when you have a
test the following day?
b: I feel anxious.
the instructions. You can ask some
students to mime the instructions in
front of the class for them to guess.
UNIT 2
85
11. In your group, ask and answer questions about feelings in different
situations. Use this pattern and the situations below (a f).
A: When do you feel _____________?

B:I feel _____________ when _____________ / when I _____________ .
A: How do you feel when you _____________?
B:I feel _____________.
a. You have a test tomorrow.
b. Its the first day of your vacation.
c. You dont understand your
teacher.
12.
d. You have a lot of homework.

e. You get a good mark in a test.
f. A friend doesnt want to help
you with your homework.
REFLECTIONS
Listen and repeat. Pay attention to accentuation

and intonation.
a.
b.
c.
d.
e.
What difficulties did I have

when talking about my feelings?
Dont worry too much.

Make a timetable.
Prepare a weeks plan.
Have regular breaks.
Dont study for hours.
How well did I work in my

group?
13.
Read the dialog below.
a. Infer the meaning of the underlined expressions. Whats their
Spanish equivalent?
A: Whats the matter? You dont look very happy.

B: I have a very difficult test tomorrow.
A: Why dont you ask for help?
B: I did, but nobody can help me today!
14. FL Read this joke. Do you understand it? Describe another funny
situation making a drawing or writing a paragraph.
Whats the
problem? Do you
feel tired, stressed,
exhausted?
Mm, its clear;

you have
Oh! Yes!
Thats exactly homeworkitis. Is it serious?
how I feel.
Does it have a
cure?
Sure! You must do

your homework, now!
I think Im going to get
a second opinion!
SELF
- CARE
WELCOME TO MY
COUNTRY
13. ++ 22 First, students read the dialog

and infer the meaning of the underlined
expressions. Ask them to find equivalent
expressions in Spanish. Check answers
orally. Then, ask them to listen and
repeat; give them a few minutes to
practice and invite some pairs to roleplay the dialog in front of the class.
(L.A: to infer meanings; to imitate a
model).
Answers:
Whats the matter? = Qu (te) pasa?
Ask for help = pedir ayuda
51
14. ++ FL Motivate fast learners to read

the joke. Make sure they understand it;
ask them to write or draw a short one
themselves, illustrating a funny situation.
(L.A: to connect the text and their
own reality).
Reflections

notebooks.
Students read the questions and reflect on:
the difficulties they had when talking
about their feelings;
how well they worked in their groups.
UNIT 2
86
HELP FOR YOU!
Lesson 4
BEFORE LISTENING
before listeninG
What should you do if

you have a problem?
Choose an alternative.
1. ++ Read the statements aloud and

make sure students understand them.
Form groups of four or five students and
ask them to discuss the statements and
decide whether they are true or false.
Check answers orally. Answers may vary
depending on students opinions. You can
also elicit more teen problems and make
notes on the board.
previous experiences).
1. Discuss these statements in your group and decide whether they are
true (T) or false (F).
a. ____ If I tell an adult that my friend is taking drugs, Im a bad friend.
b. ____ Boys are more likely to get into trouble than girls.
c. ____ Theres nothing I can do if my friends offer me drugs.
a. Talk to your parents.
c. Talk to a friend.
b. Call a TV or radio program.

d. Nothing at all.
3. Youre going to listen to a radio program. Guess the problem that will
be discussed.
a. Alcoholism b. Anorexia
c. Drug addiction
d. Depression
4. Match each word in A (a e) with its Spanish equivalent in B (i v)

A
a. stay away
b. avoid
c. get rid of
d. sort of
e. risk
i.
ii.
iii.
iv.
v.
B
deshacerse
riesgo
casi
evitar
mantenerse alejado
LISTENING
2. + Draw students attention to Kellys

question and ask them to choose an
alternative. Invite some groups to share
their answers and ask them to give
reasons for their choices. There are no
right or wrong answers.
3. + Tell students they are going to listen to
a radio program and ask them to try and
guess the problem that will be mentioned.
Do not check answers at this stage.
4. + Give students a few minutes to match
the key words and their Spanish
equivalent. Tell them to look at the
Pictionary too.
answers: a. - v. b. - iv. c. - i. d. - iii. e. - ii.
PiCtionary
drug: droga
nervous: nervioso/a
offer: ofrecer
turn around: darse vuelta
Listen to the recording and check your guess in Exercise 3.
5.
Listen to the recording again and circle the type of text.
6.
a. An advertisement
PICTIONARY
drug
a. Say
b. Choose
c. Change
ous
nerv
8.
r
offe
i. the subject.
ii. no, thanks.
iii. your friends.
Someone offers me drugs.
oun
n ar
52
c. A news report
Listen to the recording once more and number the sentences in

the order you hear them.
a.
tur
b. An advice program
Listen to the recording again and match the phrases.
7.
c.
I dont like drugs.
b.
You can keep your principles.
d.
Stay away from drugs.
UNIT 2
listeninG

5. + 23 Play the recording once and ask
students to check their prediction in
Exercise 3.
answers: c. Drug addiction.
6. + 23 Play the recording again for
students to identify the type of text.
(L.A: to identify type of text).
answers: b.
7. ++ 23 Read the phrases aloud with

the class. Then students listen to the
recording again, this time more
carefully, and match them.
information).
answers: a. ii. b. iii. c. i.
recording once more and number the
sentences in the order they hear them. Warn
them that what they hear may be slightly
different from the written sentences.
UNIT 2
87
AFTER LISTENING
LANGUAGE FOCUS
Possibility Obligation - No obligation
1. Read the sentences. What do the parts in bold express?

Possibility Obligation No obligation
a. You must avoid risk situations.

b. You do not have to talk.
c. You can change the subject.
a. Use ____ to give someone strong advice or to express a strong obligation.
b. Use ____ to say that something is not necessary.
c. Use ____ to indicate a possibility.
9. Complete the sentences with one of the verbs in the Language Focus.
a. You ________ make good choices.
b. You ________ to say yes to be accepted by your friends.
c. You ________ always find new and better friends.
10. Complete the dialog between Kelly and her friend with your own ideas.
Well, you can ______ or ______ , but
you dont need to ______. What do
you think?
What can you do if a friend

offers you drugs?
I think
______.
SELF
- CARE
WELCOME TO MY
COUNTRY
(L.A: to relate written and spoken

language; to organize information).
answers: c.; b.; d.; a.
after listeninG
______________________
lanGUaGe foCUs Possibility obligation - no
obligation
Dont forget that this section is designed to
help students revise or discover a particular
grammar structure or an interesting item
of vocabulary in the text, and that the
activities are meant to promote
53
independent learning, so help, guide and

check, but do not give the answers.
1. Revise the sentences from the text
with the class. Help them discover
what the underlined parts express.
answers: a. obligation. b. No
obligation. c. possiblity.
2. Guide students to complete the
general rule.
answers: a. must. b. do not have to.
c. can.
______________________

Focus to complete the sentences.
(L.A: to consolidate a grammar point).
answers: a. must. b. dont have. c. can.
10. +++ Tell students to look at the
pictures and identify the people, the
place, and the situation. Then, in pairs,
students complete the dialog between
Kelly and her friend with their own
ideas. Choose some pairs to share their
work with their classmates.
(L.A: to connect content and their
own reality).
UNIT 2
88
REFLECTIONS
What were the most serious
problems I had when writing
in English?
11. ++ Form groups and ask students if

they know any other useful tips to say
no to drugs. Invite the groups to write
a short piece of advice and to share the
information with their classmates.
They can write this on the board or
read it aloud. Help with vocabulary
and check their sentences before they
share them with the class.
(L.A: to use information to write a
guided paragraph).
Reflections
notebooks.
the most serious problems they had
when writing in English;
how many of the new words they used
when doing the exercises.
students only to listen. Draw their
attention to the different pronunciation
of the letters ch / t / and sh / /. Then
play the recording again for students
to repeat each word and then the
tongue twister.
(L.A: to identify two English
phonemes; to imitate a model).
How many of the new words

can I use?
11. Do you know any other useful tips to say no to drugs? In your group,
write a short piece of advice.
If you want to say no to drugs, you must ___________, ___________ , and
____________. You can also ____________ and ____________.
12.
First only listen. Then listen and repeat the words and the
tongue twister.
choose
choice
change
should
If Stu chews shoes, should Stu

choose the shoes he chews?
13.
Complete the dialogs with phrases from the box.

c. Choose one dialog and act it out in front of the class.
get rid of sort of Whats the matter with got a point
i. A: Hey! You look sad!

____________ you?
B: My girl / boyfriend doesnt
want to see me any more!
iii. A: Have you finished your

homework?
B: Well, ____________. I couldnt
do all the exercises.
ii. A: My mother says the music is

too loud and I think shes
____________; my ears hurt!
B: Yes, mine too!
iv. A: We must ____________ these

clothes. We never wear them!
B: OK, but please let me keep
this sweater.
14. FL In pairs, revise the content of the lesson and write a slogan or
advertisement against drugs. Then, share your work with your
classmates.
54
UNIT 2
13. ++ 25 Ask students to look at the

pictures and read the dialogs. Then, they
complete them with the phrases in the
box. Remind students that the
expressions may be used in colloquial,
informal situations, and that they are
very useful in everyday life.
(L.A: to consolidate key expressions; to
imitate a model).
Answers: i. Whats the matter with. ii.
got a point. iii. sort of. iv. get rid of.
14. +++ FL Motivate fast learners to

create a slogan or advertisement
against drugs. Encourage them to use
information from the text and their
own ideas, and to share the product of
their work with the class.
(L.A: to reflect on the content of the
text and relate it to their own
experiences).
UNIT 2
89
MINI - TEST
READING
1. Read the text in Lesson 3 again. Are these statements true (T) or false (F)?
a. ___ You should study for three hours before a test.
b. ___ Making a study plan helps you know if you are wasting time.
c. ___ When you feel anxious, you dont do well in tests.
3 pts
2. Match the verbs in box A with a noun in box B.
3 pts
feel
make
waste
anxious
time
a timetable
LISTENING
3.
begin
change
speak
4.
1 pts
Listen to the recording in Lesson 4 again and circle the words you hear.
decrease
stay
turn
have
want
increase
watch
keep
work
Listen again. How many people called the program?

a. Two girls.
b. Three boys.
c. A girl and a boy.
5 pts
LANGUAGE
5. Rewrite these sentences using must, have to or can.

a. It is possible for you to get a good mark.
3 pts
You _______________.
b. It's an obligation to stop the car at the red light.
You _______________.
c. The doctor ordered you to stay in bed.
You _______________.
5 pts
6. Complete the sentences using the adjectives in the box.

Example: I feel impatient when I have to wait for a long time.
angry
anxious
bored
happy
sad
a. I ______________ when I have a test.

b. I ______________ when I get a good mark.
c. I ______________ when I dont like a game.
d. I ______________ when I get a bad mark.
e. I ______________ when a friend doesnt help me.
0-5
6 - 10
Keep trying Review!
11 - 15
Well done!
16 - 20
Excellent!
total
score
mini - test
and then give them time to answer
individually.
answers:
readinG
1. a. False. b. True. c. True.
20 pts
55
2. feel anxiety; make a timetable; waste

time.
listeninG 23
3. change, have, stay, keep, want.
4. c.
lanGUaGe
5. a. You can get a good mark. b. You
must stop the car at the red light. c. You
must stay in bed.
6. Students write sentences like the
example using the adjectives in the box.
answers:
a. feel anxious. b. feel happy. c. feel
bored. d. feel sad. e. feel angry.
UNIT 2
90
Make sure your students are familiar with
the concept of bullying (certain students
frighten or hurt weaker students). Start a
conversation - in Spanish if necessary about this controversial topic, and ask
them if they have had the opportunity to
witness or even if they feel they have ever
been the victims of bullying.
before readinG
BULLYING YOU ARE NOT ALONE

Which of
these situations
seem familiar to you?
a. My classmates call me
names.
b. Nasty students damage
my things.
c. Old students intimidate
young students.
d. Someone is making
abusive phone calls.
e. Someone is sending
offensive phone texts.
f. Someone is posting
insulting messages
on the Internet.
1. ++ Students read Kellys question in

small groups and try to understand the
descriptions of the situations.
(L.A: to connect the topic with their
4. + Students predict what the text is

about. Do not check answers at this point.
BEFORE READING

2. Look at the pictures. Can you identify any of the situations in Kellys list?
3. Before reading the text, find the meaning of these words in

the dictionary.
a. pick on
d. safe
2. + Students recognize and match the

situations in exercise 1 and the pictures.
(L.A: to connect written information and
pictures that represent it).
answers: a. Picture a. b. Picture a.
c. Picture d. d. Picture b. e. Picture b.
f. Picture b.
3. ++ You can ask the whole class to look
up all the words in a dictionary, or you
can divide the class into six groups and
assign one word to each group. Remind
them that they will only be able to get
the exact meaning of the word when
they see it in context, in the text they
are going to read.
answers: a. elegir. b. aparato.
c. desagradable. d. seguro/a.
e. culpar. f. secuencia filmada.
Lesson 5
b. device
e. blame (v)
c. nasty
f. footage
4. What are you going to read about?

PICTIONARY
fight
cell
hone
READING
5. Read the text and check if your were right in Exercise 4.

6. Read the text again and identify which paragraph (I IV) refers to
these points (a d).
skin
upse
56
a. Insulting phone calls.

b. Bullying facts.
c. Bullying in the future.
a. Ways to solve the problem.

b. People who suffer bullying.
c. A special type of bullying.
d. A definition of bullying.
Paragraph ______
Paragraph ______
Paragraph ______
Paragraph ______
UNIT 2
PiCtionary
cell phone: telfono celular
fight: pelea
skin: piel
upset: molesto/a
readinG

5. + Students read the text and check
their prediction. Check answers orally.
answers: b.
6. ++ Students read the text again, more

carefully and find which paragraph
refers to the topics mentioned.
(L.A: to find general information
in paragraphs).
answers: a. III. b. II. c. IV. d. I.
UNIT 2
91
I. Bullying often starts when

people pick on something
It
about you that is different.
can be how big you are, the
color of your skin, or how
you are doing at school.
or
Dont show you are angry
.
upset, and dont fight back
If you do this, think that
they can blame you.
II. Bullying can happen to

almost anyone. They are all
ordinary and nice students
who meet a very nasty
person.
III. If this happens to you,
tell someone you trust: a
friend, a teacher, and/or
your parents. During breaks
and lunchtime, try to stay
in safe areas of the school
with many other people. If
someone hurts you, tell a
teacher immediately and
make sure you tell your
parents.
IV. A special type of bullying

is cyber bullying, which uses
electronic devices such as
.
cell phones and computers
Happy slapping is a new
form of bullying where
a
bullies film the attacks on
cell phone camera and then
they share the videos with
their friends. These attacks
are illegal, so you must
report them to a teacher, a
parent, or even the police
as soon as possible. They
can use any footage on cell
phones as evidence of the
attacks.
7. Read the text again and write what you should and shouldnt do if
you are bullied.
Should
Shouldnt
American English:
Cell phone
British English:
Mobile phone
8. What kind of bullying is happy slapping?

9. What is the purpose of this web page?
a. To tell stories.
b. To inform children what to do.
c. To exchange ideas about bullying.
SELF
- CARE
WELCOME TO MY
COUNTRY
7. +++ Ask students to read the text

again, find what they should and
shouldnt do if they are bullied and write
the suggestions in the corresponding
column of the chart.
(L.A: to find and classify specific
information).
Answers:
Should:
tell someone you trust.
stay in safe areas.
tell a teacher or your parents.
Shouldnt:
show you are angry.
fight back.
57
8. ++ Students identify the definition of

happy slapping in the text.
Answers: It is a form of bullying in
which the person that is attacked is
filmed on a cell phone camera.
9. ++ Students recognize the purpose of
the webpage.
(L.A: to identify communicative
purpose of text).
Answers: b.
UNIT 2
92
AFTER READING
10.
First only listen. Then listen and repeat the words and the
tongue twister.
back
be
bully
bullying
mobile
A big black bug bit a big black bear
LANGUAGE FOCUS
If clauses
1. Revise these sentences from the text. Pay attention to the word in bold.
a. If this happens to you, tell someone you trust.
b. If someone hurts you, tell a teacher immediately.
c. If you do this, think that they can blame you.
2. How many parts can you identify in each sentence?
3. Which part of the sentence does the word in bold introduce?
a. A condition. b. A result. c. A consequence. d. A reason.
4. Complete the rule.
When we want to indicate a ____________ and give an instruction in
a sentence, we use the word ____________ at the beginning of the
sentence and the ____________ to give the instruction.
11.
Join a sentence in box A with a sentence in box B.

Form conversations beginning with What can I do if....?
A a. You see someone bullying a friend.
b. Someone sends you abusive text messages.
B i. You must tell your parents or even the police!
ii. You must tell your teacher or somebody you trust.

c. Role-play the dialogs with your partner.
12. Read the statement below and translate it into Spanish. Do you agree?
Everyone has the right to be respected and the responsibility to
respect others
You can find more useful information about this topic on the Internet at:
http://www.bullying.org/
http://www.stopbullyingnow.hrsa.gov/
after readinG
each word and the tongue twister,
paying special attention to the
pronunciation of / b /, produced with
both lips put tightly together and then
separating them with force.
______________________
lanGUaGe foCUs If Clauses

vocabulary in the text. The activities are
58
UNIT 2

the answers.
1. Tell students to revise the sentences
from the text, drawing their attention
to the word in bold.
2. Help them notice that each sentence is
constituted by two parts: two subjects,
two verbs.
3. Students should discover that the word
if introduces a condition. (si esto
ocurre).
4. Ask some students to complete the
rule on the board.
answers: When we want to indicate a
condition and give an instruction in a
sentence, we use the word if at the

beginning of the sentence and the
Imperative to give the instruction.
______________________
11. ++ 27 Read the instructions with
the class and model a dialogue with a
student. Give them a few minutes to
write the different dialogues. Play the
tape once for them to check, and then
play it again for them to listen and
repeat. Let them rehearse the dialogues
in pairs and ask some students to
roleplay them in front of the class.
(L.A: to consolidate a grammar point;
to imitate a model).
UNIT 2
93
13. How much did you learn about bullying? Try this quiz!
YOU ARE WALKING TO

SCHOOL AND SOME
BULLIES ASK FOR YOUR
MONEY. DO YOU GIVE
THEM THE MONEY?
YOU ARE ON THE SCHOOL
PLAYGROUND AND
SOMEONE HITS YOU. DO
YOU HIT HIM / HER BACK?
A BULLY FINDS YOU ALONE

AND STARTS BEATING
YOU. DO YOU SHOUT FOR
ATTENTION AND RUN AWAY?
ONE OF YOUR BEST
FRIENDS STARTS TO
BULLY YOU. DO YOU TELL
YOUR PARENTS?
A BULLY THREATENED
YOUR LITTLE BROTHER.
DO YOU CONFRONT THE
BULLY?
FINAL MESSAGE:
BULLYING IS SOMETHING
WE ALL NEED TO THINK
ABOUT.
WORKING TOGETHER, WE
CAN MAKE THE LIVES OF
YOUNG PEOPLE BETTER.
YOU SEE SOMEONE

BEING BULLIED. DO
YOU ASK FOR HELP?
REFLECTIONS
How did the exercises help me
14. FL Add two more questions to the quiz describing any other
bullying situations.
On what ocasions did

l show respect for my
classmatesopinions?
SELF
- CARE
WELCOME TO MY
COUNTRY
12. Tell students to read the statement and

translate it into Spanish. Ask them if
they agree.
Answers: May vary, but it is highly
desirable that all students agree with
the statement.
Todos tenemos derecho a ser respetados
y la responsabilidad de respetar a los
dems.
13. ++ Encourage your students to find
out how much they learned about
bullying by answering the quiz and
getting the final message.
59
vocabulary; to relate content and own

reality).
14. ++ FL Motivate fast learners to add
two more questions to the quiz and ask
them to their classmates.
(L.A: to expand content and
vocabulary).
Reflections
should work on their own but you may

notebooks.
how the exercises helped them
the occasions in which they showed
respect for their classmates opinions.
UNIT 2
94
notes
k,
oc r
r
e
d
ar port
H
lly l re
Ke hoo
sc
EPISO DE 2:
FITNESS CLASS
___________________________
___________________________
___________________________
___________________________
___________________________
___________________________
___________________________
___________________________
___________________________
___________________________
___________________________
___________________________
___________________________
___________________________
___________________________
___________________________
___________________________
___________________________
___________________________
___________________________
___________________________
___________________________
___________________________
___________________________

reporter
cartoon. Help them revise what happened
in the previous episode of the cartoon. You
can ask these questions:
Who is the girl in the cartoon?
What is her connection with Chile?
What happened in the previous episode?
Where was she?
UNIT 2
95
Notes
___________________________
___________________________
___________________________
___________________________
___________________________
___________________________
___________________________
___________________________
___________________________
___________________________
___________________________
___________________________
___________________________
___________________________
___________________________
Motivate them to read this episode on

their own and help only if they ask you to.
You can ask some students to summarize
the episode, in Spanish if necessary.
___________________________
___________________________
___________________________
___________________________
___________________________
___________________________
___________________________
___________________________
___________________________
UNIT 2
96
TEST YOUR KNOWLEDGE
SYNTHESIS
1. Prepare a survey.
READING: HEALTH ADVICE FOR TEENS
a. Work in groups of three

students and write five
questions you can ask to
find out if a person is a
computer addict.
b. Write a questionnaire like
the one on page 41.
c. Apply your questionnaire
to as many of your
classmates as you can.
d. Write a short paragraph to
summarize the results.
e. Present all the information
in a poster and display it
in the classroom.
you learn.
1. Read the text and relate sentences in box A (a d) with

sentences in box B (i iv).
Reading
Listening
Speaking
Writing
You drink lots of milk.

You eat diet food.
You skip meals.
You take vitamins.
a.
b.
c.
d.
i. You cant eat twice of everything.

ii. You cant replace food.
iii. You will eat a lot at the next meal.
iv. Your bones will be strong.
2. Read the text again and underline the incorrect

information.
a. You can eat all the diet food you want.
b. It is better to eat a snack instead of vegetables.
c. You must replace sugar by sweeteners.
d. You must eat three balanced, healthy meals a day.
62
synthesis

UNIT 2
test yoUr KnoWledGe

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.
4 pts
answers:
readinG
1. a. iv. b. i. c. iii. d. ii.
2. a. , b. and c. are incorrect.
listeninG 28
3. a. ii. b. iii.
4. a. Speaker 3. b. Speaker 1. c. Speaker 2.
d. Speaker 1. e. Speaker 3.
4 pts
3.
Listen to the recording and tick () the best alternative.

a. The speakers are
i. ___ asking for advice.
ii. ___giving their opinion.
iii. ___ telling a story.
4.
2 pts
b. The speakers are

i. ___ parents.
ii. ___ teachers.
iii. ___ teenagers.
Listen to the recording once more and write who

says the following statements, Speaker 1, 2 or 3.
a. ___ The Internet is amazing.
b. ___ I dont use the computer for fun.
c. ___ I use the computer for all kinds of things.
d. ___ I only use it for sending and receiving e-mails.
e. ___ I spend a lot of time watching videos.
Check your progress in this unit

marking the box that is true for you.
5 pts
I can relate cause and effect.
listening
5. Complete the following questions with How much

or How many.
a. ____________________ water do you drink a day?
b. _________________ hours do you spend on the Internet?
c. ________________ times do you revise before a test?
3 pts
6. Match the two parts of the sentences below.
3 pts
i. but they are very

violent.
ii. because I find them
boring.
iii. and artificial
sweeteners.
7. Match the sentences in A with the sentences in B
using if.
A: a. Someone starts calling you names.
b. A bully demands your money.
c. Someone sends you an insulting text message.
B: i.Dont fight with him / her.
ii. Tell your parents or even the police.
iii. Tell an adult you trust.
I can relate ideas.
language
I can give examples.

I can apply new vocabulary.
I can use everyday English.
3 pts
speaking / writing
I can organize ideas to write short

paragraphs.
I can reproduce short dialogs.
project/group work
ORAL EXPRESSION
8. Give your classmate two affirmative and two

negative instructions to help him / her learn better.
Not too bad

15 - 21
Well done!
I can follow instructions.

I use my previous knowledge to
understand texts.
I infer information from intonation
patterns.
a. I dont like computers

b. Avoid fast food
c. I like computer
games,
0-6
7- 14
Keep trying Review!
reading
I can organize a text in logical order.

I understand the general idea(s) of
texts.
LANGUAGE
Great!
SELF-EVALUATION
4 pts

Did I enjoy the topic?
Did I help my partners?
Help!
22 - 28
Excellent!
total
score
28 pts
lanGUaGe
5. a. How much. b. How many.
c. How many.
6. a. ii. b. iii. c. i.
7. a. If... + iii. b. If... + i. c. If... + ii.
oral eXPression
8. Students do this activity in pairs and
evaluate their partners performance.
Encourage honest marking.
63
self - eValUation

weaknesses. Make sure they all
and give them enough time to answer
the questions. Encourage students to
give honest answers and show interest in
their results.
UNIT 2
97
LISTENING COMPUTERS IN MY LIFE
UNIT 2
98
TRANSCRIPTS
readinG - HOW FIT ARE YOU?
David:
16
Pronunciation
How many hours do you sleep every night?

How much sugar do you put in your tea?
How much water do you drink a day?
How many kilometers do you walk in a week?
readinG - HOW FIT ARE YOU?
listeninG - WHO'S IN CONTROL?
19
Pronunciation
17
oral Practice
A:
B:
A:
B:
A:
Many of the games are very violent, but nobody

takes them seriously. They are just fun! That is the
main problem with the games that they are too
much fun!
How many times a week do you do physical exercise?

Well, two or three days a week. What about you?
I never do exercise, but I love watching sports on T.V.
Why don't you come with me instead?
OK. Let's go!
a. These sentences:
They study thirty to forty hours.
I am fifteen.
I play twenty-five hours a week.
b. These numbers.
13 - 30 14 - 40 15 - 50
19 - 90
17 - 70
18
Presenter: The use of the Internet can be an addiction, like

alcoholism or drug use. Researchers say that Internet
addicts spend at least thirty to forty hours online
every week. They are worried particularly about
young people because the net is taking the place of
sports or games for some of them. Nowadays, teens
spend more time in cyberspace than in real world
with friends and family! What can you say about this,
David? Do you think you are a computer addict?
David:
Er.well I think I began to be a computer addict
when I was ten. Now Im fifteen, and I can't get rid of
my habit. I try, but the games are so cool!
Presenter: How many hours do you play?
David:
These days I play for about twenty-five hours a week.
I play computer games instead of exercising and
playing basketball.
Presenter: Do you spend time with friends?
David:
No, I don't have time.
Presenter: Do you think you are antisocial?
David:
No! Not at all. I have lots of friends at school.
Presenter: Do you play violent computer games?
16 - 60
20
oral practice
A:
B:
A:
B:
What's David's problem, do you think?

He spends too much time on the Internet.
Do you think he is a computer addict?
I think he needs to spend more time in the real world.
readinG - LEARNING TO LEARN
Pronunciation
Don't worry too much.

Make a timetable.
Prepare a week's plan.
Have regular breaks.
Don't study for hours.
21
18 - 80
UNIT 2
99
22
oral Practice
A:
B:
A:
B:
What's the matter? You don't look very happy.

I have a very difficult test tomorrow.
Why don't you ask for help?
I did, but nobody can help me today!
listeninG - HELP FOR YOU!
23
Presenter: This is WPST 97.5, HELP FOR YOU! You've got

questions? We've got answers! Hello! What's your
name?
Kevin:
Hi, I'm Kevin.
Presenter: How are you, Kevin? What's the matter with you?
Kevin:
WellI really don't like drugs, but two of my friends
do, and they want me to try them.
Presenter: How old are you?
Kevin:
I'm fourteen.
Presenter: OK, Kevin. Do you want to stay healthy? Then stay
away from drugs.
Kevin:
How can I do that?
Presenter: You must avoid situations of risk or you can get rid of
those friends.
Kevin:
What?
Presenter: It is simple, Kevin! One of the most important things
you can choose is your friends. You should keep your
principles and just say NO! Thank you for calling,
Kevin.
Kevin:
Thank you!
Presenter: Good afternoon, who's calling?
Girl:
Hello, my name's Lily.
Presenter: Have you got a problem?
Lily:
Well, sort of. I don't know what to do or say when
someone offers me drugs.
Presenter: Well, it's easy. Say no, thanks. This technique is
fundamental, but you can also change the
conversation or talk and talk and talk about
anything else!
Lily:
Sometimes I get very nervous.
Presenter: You've got a point there, but in those cases you don't
have to talk. You can look the other way, turn
around or start a conversation with someone else.
Any other calls?
24
Pronunciation
First only listen. Then listen and repeat the words and the tongue
twister.
choose choice change should
If Stu chews shoes, should Stu choose the shoes he chews?
25
oral Practice
A: Hey! You look sad! What's the matter with you?

B: My boyfriend doesn't want to see me any more!
A: My mother says the music is too loud and I think she's got a
point! My ears hurt!
B: Yes, mine too!
A: Have you finished your homework?
B: Well, sort of. I couldn't do all the exercises.
A: We must get rid of these clothes. We never wear them!
B: O.K. But please let me see them before giving them away.
UNIT 22
UNIT
100
readinG - BULLYING - YOU ARE NOT ALONE

26 Pronunciation
back
be
bully
bullying
A big black bug bit a big black bear.
mobile

27 oral Practice
A: What can I do if I see someone bullying my best friend?

B: I'm not sure, but I think you must tell your teacher or
somebody you trust.
A: And if someone sends me offensive text messages?
B: You must tell your parents or even the police!
I think the Internet is amazing; I use my computer

most of the time to chat with other people. I spend a
lot of time watching videos, surfing sport pages, and
listening to music. Without computers our lives would
be really boring!
Presenter: This was the opinion of three teenagers like you.
What is your opinion? Phone us and tell us! Our
number is (fade)
eXtra test - listeninG - BAD SLEEP CAN

AFFECT STUDENTS' GRADES 29
Jane:
Tom:
Jane:
test yoUr KnoWledGe

listeninG - COMPUTERS IN MY LIFE
Patsy:
28
Presenter: Most teens use computers now, but what for? Would
their lives be different without them? We talked to
three teenagers to find out. Danny, what do you use
your computer for?
Danny: Computers are not very important for me. I don't like
computer games or chat rooms, so I don't use the
computer for fun. I hate looking for information on
the Internet; I think it's boring and not as quick and
easy as reading books. I have a computer at home,
but I only use it for sending and receiving e-mails.
Presenter: What about you, Kim?
Kim:
Computers are very important in my life. I've got one
at home and everyone in my family uses it. I use the
computer for all kinds of things: homework, chat,
e-mails, games. I can't imagine my life without it!
Presenter: Tell us about your situation, Patsy.
Tom:
Jane:
Tom:
Jane:
Tom:
Jane:
How many hours do you sleep every night, Tom?

I don't know, between 7 and 9 hours. Why do you
ask, Jane?
Because my mother told me that teenagers who don't
sleep enough will probably get bad grades at school.
Why does she say that? How does she know?
Well, she is a teacher, and she applied a questionnaire
in her class. She says that students that get lower
grades are those who sleep less, and they find it very
difficult to concentrate during the day.
Mm, sounds right. What else did she discover?
She also found out that those students snore every
night and have a hard time waking up in the
morning. They are always falling asleep in class!
I never thought that sleeping well was so important.
So, Tom, are you sleeping enough?
UNIT 2
101
ERROR ALERT!
lesson 1 - HOW FIT ARE YOU?
exercise 10
Let students know that some nouns are countable with one meaning
and uncountable with another meaning.
examples:
a fish, countable (animal) / some fish, uncountable (food); a coffee,
countable (a cup of coffee) / some coffee, uncountable (the
liquid); a paper, countable (newspaper or document) / some paper,
uncountable (material); a glass, countable (container) / some glass,
uncountable(material), etc.
exercise 9
imperatives.
Correct
Fry in hot oil.
incorrect
You fry in hot oil.
Correct
Dont mix with the other ingredients.
incorrect
Not mix with the other ingredients.
exercise 9
Students may tend to put to after modal verbs. Explain that can,
must, could, should, would, etc. are followed by an infinitive
without to.
examples:
Correct
I could buy some vegetables for tomorrow.
incorrect
I could to buy some vegetables for tomorrow.
exercise 7
Students may tend to put to after should. Explain that modal

verbs such as can, must, should, would, etc. are followed by an
infinitive without to.
Correct
I can make a cake.
incorrect
I can to make a cake.
UNIT 22
UNIT
102
listeninG - WHOS IN CONTROL?
the first ComPUter
ENIAC, short for Electronic Numerical Integrator And Computer,
was the first general-purpose electronic computer. It was the first
high-speed, purely electronic, Turing-complete, digital computer
capable of being reprogrammed to solve a full range of computing
problems; earlier machines had been built with only some of
these properties. ENIAC was designed and built to calculate
artillery firing tables for the U.S. Army's Ballistic Research
Laboratory.
The contract was signed on June 5, 1943 and Project PX was
constructed by the University of Pennsylvania's Moore School of
Electrical Engineering from July, 1943. It was unveiled on
February 14, 1946 at Penn, having cost almost $500,000. ENIAC
was shut down on November 9, 1946 for a refurbishment and a
memory upgrade, and was transferred to Aberdeen Proving
Ground, Maryland in 1947. There, on July 29 of that year, it was
turned on and was in continuous operation until 11:45 p.m. on
October 2, 1955.
PhotoCoPiable
material
103
LessOn 1: HOW fit aRe YOu?
1. In pairs, ask and answer questions to complete the missing information in each paragraph.
STUDENT A
If you want to be healthy, perhaps you need to go on a
diet. Start the day by drinking (1) ___________water
or orange juice, a cup of coffee or tea, and no sugar!
For lunch, you should eat (3) ___________ grilled fish
with some green vegetables.
If you are still hungry, eat (5) ___________fruits or
nuts. And to drink, just water! It has no calories, so you
can drink as much as you want. For dinner, have some
soup and bread. You can also have a cup of coffee.
Questions
(1) How much / How many water or juice
do I need to drink in the morning?
(3) How much / How many grilled fish
should I eat for lunch?
(5) How much / How many fruits can I eat?
STUDENT B
If you want to be healthy, perhaps you
Questions
(2) How much / How many cups of
coffee or tea should I drink?
(4) How much / How many green
vegetables should I eat at
lunchtime?
(6) How much / How many water
can I drink?
the day by drinking a glass of water or
need to go on a diet. Start

orange juice, (2)
____________ coffee or tea, and no sug

ar!
For lunch, you should eat some grilled

green vegetables.
If you are still hungry, eat two or three
fish with (4) ____________

fruits or nuts. And to drink,
just water! It has no calories, so you can
drink
(6) ____________. For dinner, have som

e soup and bread. You can
also have a cup of coffee.
LessOn 2: WHOs in COntROL?
2. How do you spend your free time? How often do you?

a. Prepare a quiz about free-time activities and apply it to some friends.
Use these prompts as clues.
At home: work / study at the weekend; go away; stay late in bed; watch TV / movies; play video
games; chat with friends, etc.
Sports: play a sport; go to the gym; watch sports on TV
Culture: go to a concert / visit a museum / read, etc.
Friends: visit friends; meet other people; visit relatives; go out with your parents, etc.
b. Present the information in graphs, charts, diagrams or any other visual organizer. Draw separate
organizers for each category above.
c. Report your results in class.
photocopiable
material
104
Lesson 3: Learning to Learn
3. Match the halves in A and B to form instructions.

A
Listen
in the test.
Read
your time.
Dont cheat
the door, please.
Dont waste
to the teacher.
Make
your books.
Open
a timetable for the week or month.
Close
the exercises carefully.
Lesson 4: Help for You!
4. Complete the following sentences with must, mustnt, can or dont have (to).
a. At our school, we ________________ wear a uniform. We ________________ wear jeans, sweaters and
sneakers, but we ________________ wear piercings or tattoos.
b. When the traffic lights are red, you ________________ stop.
c. When you finish, you ________________ turn the lights off.
d. If you travel to the U.S.A., you ________________ take your passport, but if you go to Argentina you
________________ take it. You ________________ take your identity card.
Lesson 5: Bullying - You are not Alone
5. Look at the picture of Jims room and write a list of suggestions for him.
Example: Jim should make his bed. He should.
PhotoCoPiable
material
105
EXTRA TEST
readinG
SOFT DRINKS CAUSE DENTAL EROSION
A study from the Academy of General Dentistry
stated that prolonged exposure to soft drinks can
cause the loss of enamel in our teeth, and even a
short exposure can cause dental erosion.
Many people only worry about the sugar content
of soft drinks or they think that diet drinks contain
less sugar, but diet drinks contain also phosphoric
and citric acids that can cause dental erosion.
According to Kenton Ross, a dentist from the
Academy, drinking any type of soft drinks is risky
to the health of our teeth.
Many of the soft drinks people consume contain

nine to twelve teaspoons of sugar and have an
acidity that is near the level of battery acid.
For example, one type of cola ranked 2.39 on the
acid scale, compared to battery acid, which is 1.0.
The study recommends that people limit
consumption of soft drinks to meals and to drink
them with a straw, which reduces the contact of
soda with their teeth.
The study also found that products that come
from beer are non-carbonated and do not contain
the acids that harm teeth, but that non-colas can
cause more dental erosion than colas.
1. Have a quick look at the text. What kind of text is it? Tick () an option..
1 pt
a. _______ An extract from a novel b. _______ A scientific article

c. _______ A news report
d. _______ An advertisement
2. Read the text carefully and complete the sentences.
4 pts
a. When you drink a lot of soft drinks, you can lose the _______________________.
b. Many people think that diet drinks contain _________________________________.
c. We should use a _________________________________ when we drink soft drinks.
d. Products that come from beer do not _____________________________ our teeth.
3. Read the text once more and find this information.
a. Two kinds of acids:
___________________________________________________________.
b. Dr. Rosss profession:
___________________________________________________________.
c. Content of sugar in soft drinks: ___________________________________________________________.

d. Acidity in one type of cola:
___________________________________________________________.
e. Acidity in battery acid:
___________________________________________________________.
5 pts
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106
listeninG
BAD SLEEP CAN AFFECT STUDENTS GRADES
4. Listen to the recording. What kind of text is it? Tick () an option.
a. _______ A class
b. _______ A conversation
c. _______ A lecture
d. _______ A radio program
1 pt
5. Listen to the recording again. Number the sentences in the order you hear them.
a. _______ I dont know.
b. _______ How does she know?
c. _______ Sleeping well was important.
d. _______Those students snore.
4 pts
6. Listen to the recording again. Are these statements true or false? Correct the false
information.
a. _______Tom sleeps six hours every night.
b. _______ Adolescents who sleep well get good marks.
c. _______ Janes mother is a doctor.
d. _______ Students who sleep badly cant concentrate in class.
e. _______ Sleeping well is very important for teenagers.
5 pts
ORAL EXPRESSION
Interview your partner to find out how fit she / he is. Then change roles and answer your
partners questions.
A: _____________________________ milk _____________________________ drink every day?
B: ______________________________________________________________________________________________.
A: _____________________________ fruit _____________________________ eat every day?
B: ______________________________________________________________________________________________.
A: _____________________________ kilometers _____________________________ walk every day?
B: ______________________________________________________________________________________________.
A: _____________________________ hours of TV _____________________________ watch every day?
B: ______________________________________________________________________________________________.
A: _____________________________ (not) very healthy!
HELP!
NOT TOO BAD
GREAT
Less than 50%
50 - 70%
80 - 100%
0 - 7
8 - 12
Keep trying Review!
13 - 16
17 - 20
Well done!
Excellent!
total
score
20 pts
UNIT 2
107
ANSWERS
ComPlementary aCtiVities
1. student a
(1) How much. (2) How much. (5) How many.
student b
(2) How many. (3) How many. (6) How much.
2. Will vary.
3. Listen to the teacher.
Read the exercises carefully.
Dont cheat in the test.
Make a timetable for the week or month.
Open your books.
Close the door, please.
4. a. dont have to, can, mustnt. b. must. c. must. d. must,
dont have to, can.
5. Will vary.
eXtra test
readinG
1. b.
2. a. enamel of our teeth. b. less sugar. c. straw. d. harm.
3. a. phosphoric and citric. b. dentist. c. 9 to 12 teaspoons.
d. 2.39. e. 1.0.
listeninG
4. b.
5. a. 1. b. 2. d. 3. c. - 4.
6. a. False. Tom sleeps between seven and nine hours every night.
b. True. c. False. Janes mother is a teacher. d. True.
e. True.
oral eXPression
Possible answers:
a: how much milk do you drink every day?
b: Two / Three glasses.
a: how much fruit do you eat every day?
b: A little. / A lot.
a: how many kilometers do you walk every day?
b: Half / One / Two / Three.
a: how many hours of TV do you watch every day?
b: One / Two / Three.
a: that's (not) very healthy!

Unit 3 different liVes
time: 20 class hours for the main body of the text. 3 hours for
evaluation. 3 class hours for consolidation and
complementary activities. 1 class hour for the cartoon strip.
oral expression
topic: Life in other countries and communities

Different languages and customs
School life in other countries
Written expression
UNIT 3
108
Morphosyntactic elements
strategies
Can / Could
Superlatives
Conditionals

To use context, mimicry and familiar words to predict possible meaning of new words.
To relate oral and written version of words, phrases, and sentences.
comprehension.
strategies
Can / Could
Superlatives
Conditionals
To scan the text to identify specific information.
communicative
functions
Morphosyntactic pronunciation
elements
strategies
To talk about life in other

countries.
To talk about national
celebrations.
To use American and
British English.
To make requests.
To express cause and
results.
Can / Could
Superlatives
Conditionals

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 discriminate, imitate, and repeat phonemes.
incorporate pronunciation patterns.
English phonemes
/ , i /.
Superlatives
Languages
Dates
strategies
Can / Could
Superlatives
Conditionals

UNIT 3
109
Learning Abilities
Expected Outcome
Attitudes
To identify speakers.
To identify purpose of a
message.
To extract specific
information.
To use key words to get
the general meaning.
To use key words to
identify general
meaning.
To identify reference
markers.
To use cognates to
predict content.
To distinguish main and
secondary ideas.
To complete a paragraph.
To write sentences.
To complete a fact file.
To exchange information.
To express opinions.
Acquisition of
languages, customs,
and school life.
The use of conditionals,
comparatives and
superlatives, can / could
in questions.
biographica
information.
Effective and efficient
use of writing skills as a
means of
communication.
Appreciating the
importance and
value of different
cultures.
Appreciating the
importance of
English as an
effective means of
communication.
Resources
Internet articles.
Chat messages.
Reports.
Conversations.
Evaluation
Indicators
reflections
Metacognition
(Students book
pp. 70, 73, 78, 81)
Minitests
Listening
(Students book,
pp. 75, 83, Tracks
30, 35)
Reading
(Students book,
pp. 75, 83)
Language
(Students book,
pp. 75, 83
synthesis
(Students book,
p. 90)
test your
knowledge
Listening
(Students book,
p. 90, Track 43)
Reading
(Students book,
p. 90)
Language
(Students book,
p. 90)
self-evaluation
(Students book,
p. 91)
extra test
Reading (Teachers
book, p. 148)
Listening
(Teachers book,
p. 148, Track 44 )
Oral expression
(Teachers book,
p.148)
Evaluate their
performance in
the lesson.
Identify specific
information.
Discriminate
between correct
and incorrect
information.
Use and apply
language and
vocabulary.
Exchange
information about
cultural elements
and life in other
countries.
Make comparisons.
Talk about
countries,
languages,
nationalities.
UNIT 3
110
UNIT 3
64
in tHis Unit yoU Will...

listen and identify specific information
in an interview, a dialogue, and a
conversation related to life in other
countries and communities by:
- identifying speakers,
- identifying purpose of a message,
- extracting specific information,
- using key words to get the
general meaning.
UNIT 3
read and identify main ideas in an

Internet article and an extract from a
book about life in other countries and
communities by:
- using key words to identify general
meaning,
- identifying reference markers,
- using cognates to predict content,
- distinguishing main and
secondary ideas.
exchange information and express

opinions in short dialogs about:
- life in other countries,
- personal experiences,
- English as an international language.
write a short paragraph and complete a
fact file:
- comparing life in different places,
- describing a funny celebration and
a festival,
- using vocabulary related to the unit.
UNIT 3
111
DIFFERENT LIVES
listen and identify specific information in an
interview, in a dialog, and in a conversation related
to life in other countries and communities by:
identifying speakers,
identifying purpose of a message,
extracting specific information,
using key words to get the general meaning.
read and identify main ideas in an Internet article

and in an extract from a book about life in other
countries and communities by:
exchange information and express opinions in short

dialogs about:
life in other countries,
personal experiences,
English as an international language.
write a short paragraph and complete a fact file:
comparing life in different places,
describing a funny celebration and a festival,
using vocabulary related to the unit.
using key words to identify general meaning,

identifying reference markers,
using cognates to predict content,
distinguishing main and secondary ideas.
GETTING READY
1. In your group, look at the pictures of the
children and answer the following questions.
a. What can you see in the pictures?
b. What are the children doing?
c. What countries do you think they are from?
d. Are they similar or different from Chile?
2. Make a list of countries that you think are very

similar to Chile, and another one of countries
that are very different. Share your ideas with
other groups.
65
Getting ready
1. Introduce the unit asking your
students to look at the pictures and
answer the questions in groups. Make
sure they focus their attention on the
differences among the pictures, but
that they also find some similarities
(for example, they are all children,
they look different; they all seem to be
happy). Encourage students to use
English as much as possible, but allow
Answers:
a. Children from all over the world.
b. Some of them are playing, some of

them are at school; some of them
seem to be celebrating; some of
them are playing with snow.
c. Some of them come from an oriental
country; some of them come from a
very cold place (a country near the
pole, in Europe or North America);
some of them come from South
America (Chile, because they are
wearing Chilean school uniforms);
some of them come from India
or Pakistan.
d. They are very different, except from
the Chilean children
2. Ask your students to make a list of

countries that they think are very
similar to Chile, and one of countries
that are very different.
Then, invite them to compare their
lists and share their reflections with
the other groups.
UNIT 3
112
1. Use the clues to make comparisons.

a. Fruit and vegetables / healthy / chips
________________________________________________
b. The countryside / quiet / a big city

________________________________________________
c. Parachuting / dangerous / running

________________________________________________
d. Jamaica / hot / UK
________________________________________________
e. Math / difficult / history

________________________________________________
f. Riding a bicycle / easy / driving a car

________________________________________________
2. Choose from the box to form an adverb that describes the actions in
the pictures.
careful
66
loud
patient
quick
slow
sweet
a. Pete waited ________ for the fish to bite.
b. Anna poured the hot tea _____________ .
c. Paulo drives ________ . He doesnt want

to have an accident.
d. My sister shouts ______________ when

shes angry.
UNIT 3
preparation for tHe Unit

Before starting this unit, students
need to know:
to use comparatives,
to express how actions are performed,
vocabulary related to countries,
nationalities and languages,
vocabulary related to places in the city.
UNIT 3
113
3. Match the countries and the nationalities.
Chile
Ireland
China
France
Japan
Germany
Spain
UK
USA
American British Chilean Chinese French German

Irish
Japanese
Spanish
4. Look at the pictures and write the words.

church
museum
square
park
school
train station
a. ____________________
b. ____________________
c. ____________________
d. ____________________
e. ____________________
f. ____________________
DIFFERENT
LIVES
WELCOME,
FRIENDS

Answers:
1. a. Fruit and vegetables are healthier
than chips.
b. The countryside is quieter than a
big city.
c. Parachuting is more dangerous
than running.
d. Jamaica is hotter than the UK.
67
e. Math is more difficult than history.

f. Riding a bicycle is easier than
driving a car.
2. a. patiently. b. carefully. c. slowly.
f. loudly.
3. Chile Chilean. China Chinese.
Ireland Irish. Japan Japanese.
Spain Spanish. UK British. USA
American.
4. a. park. b. church. c. school. d.
square. e. train station. f. museum.
UNIT 3
114
EXPERIENCES IN A
FOREIGN COUNTRY
Before listeninG
Have
you got a friend
who is living in Europe?
Where abouts?
Name three characteristic
of that country.
Why do people decide to live
in another
country?
Lesson 1
BEFORE LISTENING
1. Answer Kellys questions in your group.

2. Draw a line from the names to the countries in the map.
IrelandUnited KingdomSpainItalyFranceGermany
1 + In groups, students read and

answer Kelly's questions.
(L.A: to relate topic of the lesson with
students' own reality).
2. ++ Invite students to read the
list of countries and then locate them
on the map.
(L.A: to relate previous knowledge to
the topic).
answers: See the map.
3. Think about life in Chile and complete the sentences. Then, compare
answers with your partner.
PICTIONARY
4. +++ Students think about three

positive and three negative things of
living in another country and then
complete the chart.
(L.A: to relate topic with students'
own reality).
5. +++ Explain to students that they
are going to listen to a text about life
in one of the countries mentioned in
Exercise 2. Ask them to guess the
name of the country after looking at
the words in the Pictionary.
b. Something sad in Chile is ___________________________________.

c. Something interesting in Chile is ____________________________.
cliff
3. ++ Invite students to reflect on their

own reality. Ask them to think about
life in Chile and complete the
sentences. Then, ask them to compare
answers with their partners.
own reality).
a. Something nice in Chile is ___________________________________.
4. With your partner, think about three positive and three negative
things about living in another country and complete the chart.
cras
The best
er
jump
The worst
scap
land
woo
68
5. You are going to listen to a text about life in one of the countries in
Exercise 2. Do the words in the Pictionary give you any clues?
UNIT 3
(L.A: to use previous knowledge and

visual clues to predict content).
pictionary
Cliff: acantilado
Crash: golpear, chocar
Jumper: sweater
listeninG

6. + 30 Play the recording.
Students listen and confirm or correct
their guess in Exercise 5.
answers: The girl is talking
about Ireland.
UNIT 3
115
LISTENING
6.
Listen to the text and confirm or correct your guess in Exercise 5.

What country is the girl talking about?
7.
What kind of text is it? Tick () the correct alternative.

a. A piece of news. ____b. An interview. ____ c. An advertisement. ____
8.
Listen to the text again. Check if the ideas you mentioned in

Exercise 4 were mentioned.
9.
Listen to the text and number these aspects in the order they are
mentioned.
a.____ Where to go.
b.____ Gabrielles daily activities.
c.____ Things she doesnt like.
d.____ Her opinion.
10.
after listeninG
______________________
Listen to the paragraph about the Aran Islands and tick the
correct information.
a. Clothes that people wear.
i. __ Woollen jumpers. ii. __ Jeans and jackets. iii. __ Light clothes.
b. Language they speak.
i. __ English.
ii. __ Irish.
iii. __ Gaelic.
c. Means of transport they use.

i. __ Cars.
ii. __ Carriages.
iii. __ Bicycles.
d. Things you can see at Connemara.

i. __ Mountains.
ii. __ Beaches.
iii. __ Forests.
AFTER LISTENING
LANGUAGE FOCUS
Superlatives
1. Read these sentences from the text. Pay attention to the words in bold.
a. My saddest feeling is when...
b. The nicest place to visit is...
2. What do these words express?
American English:
jumper (dress)
British English:
jumper (sweater)
3. Read and complete the rule.

When we want to state that something is at the highest or the lowest
degree, we use ______________ adjectives.
To form the superlative of short adjectives, we add ______________ to
the adjectives.
Exception: the superlative forms of good and bad are ______________
and ______________ .
DIFFERENT
LIVES
WELCOME,
FRIENDS
69
7. ++ 3030 Students listen to the

recording again to identify the
kind of text.
(L.A: to identify type of text).
answers: b. An interview.
9. +++ 3030Invite students to listen

again and number the aspects in the
order they are mentioned.
(L.A: to recognize specific information).
answers: b.; c.; a.; d.
8. ++ 30
30 Play the recording again. Ask
students to listen and check if they
hear their list in Exercise 3.
(L.A: to identify specific information).
10. +++ 30 If necessary, play the

recording again. Then ask students to
listen and tick the correct information.
(L.A: to identify correct information).
answers: a. - i. b. - iii. c. - ii. d. - i.
lanGUaGe focUs - superlatives

Remind students that this section is
meant to help them revise or discover a
particular grammar structure by
themselves.
1. Ask students to revise the examples,
in bold.
2. Help students identify the type of
answers: A comparison.
3. With information from Points 1. and
2. students complete the rule.
answers: When we want to state that
something is at the highest or the
lowest degree, we use superlative
adjectives.
To form the superlative of short
adjectives, we add est to the
adjectives.
exception: the superlative forms of
good and bad are best and worst.
______________________
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.
UNIT 3
116
11. Use the information in the chart to answer the questions.
Size
(km2)
Temp.
Celsius
Italy
301,270
16
France
543,965
15
Ireland
70,273
Country
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. ++ Students use the information from
the chart to answer the questions.
(L.A: to extract information from a chart).
Answers: a. France. b. Ireland.
c. Germany. d. Ireland.
Did you know that
the Irish language is a

Celtic language and part
of the Indo-European
languages that derive
from Latin? English is a
Germanic language, part
of the Saxon languages.
It doesnt come from
Latin.
13. ++
dialog with the phrases in the box.
(L.A: to consolidate vocabulary and
language structures by completing
a dialogue).
Answers:
A: What is the best thing about
living abroad?
B: That Christmas is in winter and
making a snowman is really cool!
A: Whats the best place to go?
B: In my opinion, the nicest place to
visit is the mountains.
b. the smallest? _________________

c. the hottest?
_________________
d. the coldest? _________________
The best thing

My saddest feeling
The nicest place to visit
The easiest exercise to do
The worst thing
the box.
In pairs, complete the dialog with the phrases in
In my opinion living abroad really cool
Reflections
32 In pairs, students complete the
17
a. the largest? _________________
First only listen. Then, listen and repeat each phrase.
12.
13.
A: What is the best thing about _________________?
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
Encourage students to keep a record of their
answers in a special section of their notebooks.
The students read the questions and identify:
the difficulties they had in answering
questions from a chart;
how much they needed the teacher's
assistance.
12. + 31 Students first only listen. Then,

they listen and repeat after each phrase.
(L.A: to imitate a model of
pronunciation).
Germany 357,121
Which country is
B: That Christmas is in winter and making a snowman is

_________________!

B: _________________ , the nicest place to visit is the mountains.
14. Replace the phrases in the dialog with your own ideas. Then practice
and role-play it in front of your classmates.
15. FL How much do you know about the world? Complete and ask the
following questions to your partner. Add more examples. Then
change roles.
a. What is the _________________ river in Chile? (long)
70
REFLECTIONS
b. What is the _________________ mountain in South America? (high)
What difficulties did I have

to answer questions from a
chart?
c. What is the _________________ city in Argentina? (large)
How much did I need the

teachers assistance?
e. What is the _________________ place in Chile? (dry)
d. What is the _________________ place in the world? (cold)
UNIT 3
14. +++ Motivate students to replace

the phrases with their own ideas and
then role-play the dialog in front of
their classmates.
(L.A: to consolidate vocabulary by
completing and dramatizing a dialog).
15. FL Motivate fast learners to play a
quiz game. Ask them to complete and
ask the questions to a partner and add
more examples. Then, they change
roles.
vocabulary through a game).
Answers:
a. What is the longest river in Chile?
The Loa.
b. What is the highest mountain in
South America? Aconcagua.
c. What is the largest city in
Argentina? Buenos Aires.
d. What is the coldest place in the
world? The Pole.
e. What is the driest place in Chile?
The Atacama desert.
INTERNATIONAL ENGLISH
UNIT 3
117
Lesson 2
BEFORE READING
2. + Students answer the questions.

(L.A: to relate the topic with students'
own reality).
1. Read the dialog between Kelly and Fernando.

Yes,
their first language,
their home language.
Native
language?
Whats your
parents native
language, Fernando?
Spanish,
of course. My
parents and I are native
Spanish speakers.
3. + Ask students to work with their

partners and find the cognates that
appear in the article.
(L.A: to identify cognates).
answers: language, native, second,
official, international, communication,
popular, incorporated, modern,
example, pajamas, important,
importance, cinema, music, television.

a. What language(s) did you learn at home as your first or native language?
Mapudungun
Aimara
French
Quechua
Rapa Nui
Greek
Italian Spanish
English
b. Is Spanish your first or second language?

c. Can you notice any differences between the way you and your
parents speak Spanish?
4. ++ Invite students to look at the

words in the Pictionary and make sure
they understand their meaning.
d. Apart from English, are you learning any other foreign languages?
Italian French Portuguese
German Other(s): ______, ______.
3. Kelly, Ann, and Andy did a research project for the school magazine
about English as an international language. With your partner, find and
copy the cognates that appear in the article on page 72.
PICTIONARY
alow
bung
4. Make sure you understand the meaning of the words in the Pictionary.
5. Before reading the childrens work, tick the statements that you think
are true.
a. ___ More than 300 million people speak English around the world.
pictionary
bungalow: casa de un piso, no pareada
cartoons: dibujos animados
pajamas: pijama
sitcom: serie de TV en episodios, acerca de
situaciones de la vida diaria
oon
cart
mas
paja
b. ___ English has more native speakers than Chinese and Spanish.
c. ___ All English words come from the same origin.
sitco
d. ___ Everybody speaks English in the same way.

DIFFERENT
LIVES
WELCOME,
FRIENDS
Before beginning the class, and while

your students still have their books
closed, start a conversation about the
importance of English all over the world,
and also about the different status it has
in different countries.
You may need additional information on
this topic.
end of the unit.
71
Before readinG
1. + Ask your students to read the dialog
between Kelly and Fernando. Help
students infer and then explain the
concepts of: native language, first
language, native speaker. Elicit students'
ideas about this topic.
understand the meaning of key words).
5. +++ Before reading, ask your students

to tick the statements that they think are
true. Do not check answers at this stage.
predict content).
UNIT 3
118
READING
IS ENGLISH AN
INTERNATIONAL LANGUAGE?
by Kelly Hardrock
Nowadays, more than 300,000,000 people speak English. People

speak English as their first or native language, in countries such as
the United Kingdom, the United States, Australia or New Zealand. In
other countries like Pakistan, India, Guyana or South Africa, English
is not the mother tongue, but people speak it as a second language. In
Canada, they have two official languages, English and French.
Since the beginning of the XX century, English

has become the main language of international
communication. Although Mandarin Chinese and Spanish
both have more native speakers, English is certainly the
worlds most popular language in the world.
English is today an open language. It has incorporated
words from Latin, Greek, and many modern languages.
For example, many words derive from Hindi, such as
pajamas and bungalow.
In Latin American and European countries, English is a
very important foreign language and people usually learn
it at school.
The importance of English has grown since the World
Wars of the last century. The cinema, music, and
television have helped take American culture into
many countries that listen to American music and watch
American films, sit-coms, and cartoons.
There are, of course, various small differences between

the English that people use in different parts of the
world. There are also numerous different accents, none
of which is better than the others.
The most common differences in English are between
American and British English, but in Australia, Scotland,
and Ireland there are also differences in vocabulary.
For a long time, people around the world have
considered English as the worlds most important
language.
Has this process finished? Only time will answer
this question.
Adapted from: Barber, C., Beal, J. & Shaw, P. (2009)
(2nd Ed.)The English Language: A Historical Introduction.
Cambridge: Cambridge University Press.
6. Read the text and check or correct your predictions in Exercise 5.

7. Are these statements true (T) or false (F)? Correct the false statements.
a. ____ In India, people speak English as their first language.
b. ____ Chinese is the most widely spoken language in the world.
c. ____ People do not learn English at school in Latin America.
d. ____ English is very popular all over the world thanks to the cinema.
e. ____ In Canada, people speak English and Spanish.
72
UNIT 3
readinG
6. + Students read the text quickly and
check or correct their predictions in
Exercise 5.
answers: a. True. b. False. c. False.
d. False.
See BACKGROUND INFORMATION at
the end of the unit.
7. ++ Students read the text again, this
time more carefully. Then, they decide
if the statements are true or false and
correct the false information.
(L.A: to discriminate between correct

and incorrect information).
answers: a. False. English is not the
mother tongue, but people speak it as
a second language. b. True. c. False. In
Latin America, English is an important
language and it is taught at schools.
d. True. e. False. They speak English
and French.
8. +++ Ask students to read the text
again and then choose the correct
answer for each question.
answers: a. - i. b. - ii. c.- iii.
UNIT 3
119
8. Circle the correct answer (i iii) for these questions (a c).
a. How many people speak English?
i. 300 / 400 million.ii. 900 million / 1 billion. iii. 1.5 / 1.6 billion.
b. Which two languages have more native speakers than English?
i. Spanish, French.ii. Spanish, Chinese. iii. Russian, French.
c. What language do the English words pajamas and bungalow
originally come from?
i. Italian.
ii. German.
REFLECTIONS
______________________
Did I use my previous

knowledge to understand the
text?
lanGUaGe focUs languages

Remember that this section is meant to
help students revise or discover a
themselves.
answers:
2. They refer to languages.
3.
Did I connect the topic to my

own reality ?
iii. Hindi.
AFTER READING
9. In your group, answer Kellys questions. Then share your conclusions

with your classmates.
LANGUAGE FOCUS
Languages
Do you think
English is important
for you and your family?
Why?
1. Read these sentences from the text. Pay special attention to the
words in bold.
a. More than 300,000,000 people speak English.
b. In Canada, they have two official languages: English and French.
c. It has incorporated words from Latin, Greek, and many modern
languages.
a. What do the words in bold in Point 1 refer to?
b. Can you say the name of the countries?
3. Write the name of the language:
China - ____________ France - ____________
Germany - ____________
Greece - ____________ Italy -
Japan -
____________
USA -
____________
____________
Russia - ____________ Spain - ____________
Language
China
Chinese
Greece
Greek
Russia
Russian
France
French
Italy
Italian
Spain
Spanish
Germany
German
Japan
Japanese
USA
English
4. We can form the name of languages

by adding -ish, -ese, or -an to the
name of the country. There are a few
exceptions to this rule, as in the case of
Greece - Greek; or france - french.

We can form the name of languages by adding _________ , __________ ,
or____________ to the name of the country. There are a few exceptions
to this rule, as in the case of ____________ - ____________ ; ____________ -
______________________
____________ ; or ____________ - ____________ .

10. Make a list of more countries and their languages. Compare lists in
your group.
DIFFERENT
LIVES
WELCOME,
FRIENDS
reflections
students reflect on their language process
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.
if they used their previous knowledge to
if they connected the topic to their own
reality.
Country
73
after readinG
9. + In groups, the students answer
Kelly's questions and reflect on the
topic of the text. Then, they share
their conclusions with the rest of their
classmates.
(L.A: to relate topic with own reality).
answers: Will vary.
10. ++ Motivate students to look for

information and more examples to add
to the table in the Language Focus.
(L.A: to use study skills).
possible answers: See examples in
the BACKGROUND INFORMATION
section at the end of the unit.
UNIT 3
120
11. Match the English words below (i - viii) with their countries of origin
(a - e).
Did you know that
11. ++ Invite students to work in pairs

and identify the origin of the words in
the list. Encourage them to use the
dictionary to answer.
(L.A.: to develop study skills)
Answers:
France: ballet, giraffe.
Germany: delicatessen.
Greece: rhino.
Italy: parachute, piano.
Spain: banana, chocolate.
there are many English

words pronounced
differently from the way
they are spelt?
There are about 400
words in English whose
spelling is wholly
irregular.
Unfortunately, many
of them are among the
most frequently used.
Despite many attempts
to reform the English
spelling system, no
changes have been made
since the 16th century
- mainly because nobody
can agree on the best
alternative!
Did you know that

For more information on this section, see
12.
b. Germany
d. Italy
v.
ii. banana
vi. parachute
iii. chocolate
vii. giraffe
iv. delicatesen
viii. piano
e. Spain
rhino
First only listen. Then listen and repeat the names

of languages.
Chinese
English
Japanese
13.
c. Greece
i. ballet
French
Russian
German
Italian
Spanish
With your partner, put the following dialog in order.

Then, practice and role-play it in front of your classmates.
B:
A:
A:
B:
B:
A:
12. + 33 Play the recording. Ask

students to first only listen. Then,
ask them to listen and repeat the list
of languages.
(L.A: to imitate a pronunciation model).
13. +++ 34 Invite students to work with
their partners and put the dialog in order.
Then, motivate them to practice and
role-play it in front of the class.
(L.A: to organize information to
complete a dialog; to consolidate
vocabulary and a language structure).
Answers:
A: How many people speak English
around the world?
B: I'd sayabout 300 million people.
A: In what countries is it the official
language?
B: In Britain, the USA, Australia,
New Zealand
A: Who use it as a second language?
B: People in India, Pakistan and
South Africa.
a. France
___ Id sayabout 300 million people.

___ In what countries is it the official language?
___ Who use it as a second language?
___ In Britain, the USA, Australia, New Zealand
___ People in India, Pakistan and South Africa.
___ How many people speak English around the world?
14. FL The most common differences in English are between American and
British English. Use these words in British English to replace the words in
bold in American English in these sentences. The pictures may help you.
biscuits
garden
lift
lorry
sweets
taxi
a. Can you call me a cab? Its too late to walk. ________________

b. Look! That is a beautiful yard. ________________
c. Can you tell me where the elevator is, please? ________________
d. Im hungry! Ive got some cookies in my bag. ________________
e. This truck has traveled all over the USA carrying food. ________________
f. My little brother loves eating candies. ________________
74
UNIT 3
14. FL Refer fast learners to the last

paragraph of the text and motivate
them to replace the words in bold in
the sentences (American English) by
their equivalent words in British
English. Explain that the pictures may
help them.
Answers: a. taxi. b. garden. c. lift.
d. biscuits. e. lorry. f. sweets.
See Error alert! at the end of the unit.
UNIT 3
121
MINI - TEST
LISTENING
1.
Why is Gabriella living in Ireland?

a. Her parents like the country.
c. She is studying there.
2.
2 pts
Listen to the text in Lesson 1 again and circle the correct answer to this question.
b.Her father is studying there.
d.Her father is working there.
4 pts
Listen to the text again. Are these statements true (T) or false (F)?
a. ____ Gabriellas father is studying in Ireland. b. ____ She doesnt like living in Ireland.
c.____ The country has a lot of places to visit. d. ____ There arent many lakes in Ireland.
READING
5 pts
a. When did English become important?
b. What languages have more speakers than English?
c. In what areas is English very important?
d. From what languages has English incorporated new words?
e. Do we know if this situation will continue?
4. Read the text again carefully and complete the table.
Countries
3 pts
Category
The USA, Britain, Australia

Second language
Foreign language
LANGUAGE
5. Fill in the blanks with the superlative form of the adjectives in the box.
big
a. The Vatican is the

b. The Nile is the
c. Antarctica is the
d. Sahara is the
e. Everest is the
high
cold
long
5 pts
small
country in the world.

river in the world.
place in the world.
desert in the world.
mountain in the world.
0-3
4-8
Keep trying Review!
9 - 12
Well done!
13 - 19
Excellent!
total
score
19 pts
DIFFERENT
LIVES
WELCOME,
FRIENDS
Mini - test
The mini-tests in lessons 1 and 2 provide

material to check and revise students'
progress and information 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.
answers:
listeninG 30
1. d.
2. a. False. b. False. c. True. d. False.
75
readinG
3. a. Since the beginning of the XX
century. b. Chinese and Spanish.
c. cinema; television; music.
d. From Latin, Greek, Hindi and many
other modern languages. e. No.
4.
Countries
Category
The USA, Britain, Australia
Native language / mother tongue
Pakistan, India, Guyana, South Africa
Second language
European and Latin American countries Foreign language
lanGUaGe
5. a. smallest. b. longest. c. coldest.
d. biggest. e. highest.
UNIT 3
122
DO YOU LIKE JOKES?
Lesson 3
BEFORE LISTENING
1. Look at the pictures. Choose the funniest joke and compare with
your partner.
Before listeninG
end of the unit.
1. + Tell students to look at the pictures
and choose the funniest joke. Then , ask
them to compare with their partners.
You can make a survey with students'
preferences and present the results in a
graph on the board. Brainstorm some
other ideas for a joke.
(L.A: to relate topic to students'
own reality).
Look!
Your shoelace is untied.
2. ++ Invite students to answer the

questions.
own reality).
3. ++ Motivate your students to
unscramble the words to find the
name of one of the most popular
customs in Europe and America, when
people play jokes on each other. At this
stage, you may need to give them
some additional information.
end of the unit.
infer meaning).
answers: April Fool's Day.
4. +++ Invite students to make a list of
words or expressions they would
expect to hear in a text about jokes.
Brainstorm their ideas and write a list
on the board.
make predictions).
2. What kind of jokes do you like the most? Tick your choice.
a. ___ Innocent jokes.
b. ___ Dirty jokes.
c. ___ Jokes about cultural customs.d. ___ Jokes that dont harm anybody.
PICTIONARY
h
laug
3. Unscramble the words below to find the name of a popular day in Europe
and America, when people play jokes on each other. Is it mentioned in
the recording?
LRAPI
left-
lace
shoe
76
FLOOS
YDA
d
ande
4. What words or expressions would you expect to hear in a text about

school jokes? Make a list with your partner.
5. Have a look at the words in the Pictionary. If necessary, find their
meanings in Spanish.
UNIT 3
5. + Ask students to read the words in

the Pictionary and find their meaning
in Spanish in a dictionary, if necessary.
pictionary
laugh: reir
left-handed: zurdo
shoelace: cordn de zapato
listeninG

6. + 35 Play the recording. Ask students
to listen and check their predictions in
Exercises 3 and 4. This first listening is only
to get the general meaning. Remind
students that they do not need to
understand every single word.
UNIT 3
123
LISTENING
6.
Listen to the recording and check your predictions in Exercises 3

and 4.
7.
Listen to the recording again and tick () the correct option.
in Scotland, April Fools

Day is actually celebrated
for two days? The second
day is devoted to jokes
that involve the posterior
region of the body. It is
called Taily Day.
The father is
a. ____ giving information.
c. ____ advertising a product.
8.
Did you know that
b. ____ telling a story.

d. ____ reporting news.
Who said what? Write A (Ann) or D (Daddy).

a. ____ What do you need?
b. ____ Everybody plays jokes on their friends.
c. ____ It doesnt seem very funny.
d. ____ There was a TV show about spaghetti trees.
e. ____ Only left-handed people could eat hamburgers.
9.
after listeninG
Which of these statements contains incorrect information?

Underline it and support your answers.
American English:
hamburger
a. The father cant help Ann.

b. On April Fools Day, everybody plays jokes.
c. The radio and TV also participate.
d. People wanted to make the Big Ben digital.
e. One of the most famous jokes was in France.
10. + Ask students to reflect on any

connections between jokes and
people's lives. Elicit their ideas.
Encourage the use of English as much
as possible, but allow the use of
Spanish if necessary. Remember that
the objective of the activity is to
relate information, not to use the
language.
reflect on a topic).
British English:
beefburger
AFTER LISTENING
10. Can you notice any connections between jokes and peoples lives?
LANGUAGE FOCUS
Requests and permission

a. Can you help me with my homework?
b. Can you tell me about it?
c. Could you give some examples?
d. Can I ask you a few questions?
2. What do the questions in Point 1 have in common?
______________________
To make ____________ in English in a polite way, or to ask for
lanGUaGe focUs Request and

permission
____________ to do something, we use ______________ or _____________ =

Is it OK to do something?
DIFFERENT
LIVES
WELCOME,
FRIENDS
7. + 35 Play the recording again. Ask

students to listen and tick the correct
answer.
(L.A: to recognize correct information).
answers: b.
8. ++ 35 Play the recording again. Tell
students to listen and relate the
speakers to what they say.
(L.A: to identify speakers).
answers: a. D. b. D. c. A. d. D. e. D.
9. +++ 35 Play the recording again.
This time, students listen and identify

Draw students' attention to the different
words used in each variety of English.
Remind them that both the British and
the American versions are correct, but
that they should choose one variety and
stick to it.
77
the statements that contain incorrect

information. Ask them to support
their answers.
(L.A: to recognize incorrect
information).
answers: a. The father knows a lot
about the topic.
d. People complained about that.
e. It was in the USA.
did you know that
For more information on this section, see

meant to help them revise or discover a
themselves.
1. Ask students to revise the examples.
information required, and then answer
the questions.
answers: They are all questions. They
use can / could. They express a request
or permission.
3. After identifying the differences, they
complete the rule.
answers: To make requests in English
in a polite way, or to ask for permission
to do something, we use can or could =
Is it OK to do something?
______________________
UNIT 3
124
11.
Is there
Listen to the dialog and practice it with your partner.
a similar celebration
Then role-play it in front of your classmates.
in your country?
A: Do you know any funny jokes to play on our friends?
Do you know about the
B: We can tell a friend there is a test today when he or she
28th December? When was
arrives at school.
the last time someone played
a trick on you?
A: It doesnt seem very funny...
The last time someone
B: Or we can tell our friends we ordered pizza and it is about to
played a trick on me was
arrive at school.
________________ because
________________.
A: That seems more interesting!
12. Read Anns questions and tell your partner.

13.
Listen and repeat these dates.

April the 1st
March the 3rd
August the 5th
May the 15th
September the 22nd
July the 23rd
14. FL Can you solve the Crossword puzzle about this funny celebration?
The clues are the words you need to complete the sentences below.
11. ++ 36 Students listen to the dialog

and practice it with a partner. Then,
invite some pairs to role-play it in front
of their classmates. It is important to
share with students the importance of
these activities which will give them an
opportunity to learn and practice social
and communicative skills. Take an active
role in pair formation so that students
do not always work with the same
people.
(L.A: to participate in a dialog to
practice an intonation model).
12. + Ask students to read Ann's questions
and talk with their partners. Invite
some students to share their answers
with the whole class.
(L.A: to connect the topic to students'
own reality).
Reflections
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.
Across
2. People celebrate this on ___________ the 1st every year.
4. The British government wanted to make the famous Big Ben _________ digital.
6. There were very strange plants in ___________.
8. This celebration originated in ___________.
Down
1. An advertisement said that only left-handed people could eat _________.
3. On this day, everybody plays ___________.
5. ___________ and TV also participate.
7. A TV show said people could find spaghetti in ___________.
1
2
3
REFLECTIONS
What were my main problems
when I had to speak in English?
In what way did I show
support to my partner?
78
4
5
7
6
8
UNIT 3
the main problems they had to speak in

English;
in what way they showed support to their
partners.
13. + 37 Students first only listen.
Then, they listen and repeat the list
of dates.
(L.A: to consolidate a pronunciation
model).
14. FL Motivate fast learners to solve

the crossword about this funny
celebration (April Fool's Day). Explain
that the clues are the words they
need to complete the sentences below.
(L.A: to consolidate vocabulary).
Answers: Across: 2. April. 4. clock. 6.
Switzerland. 8. France.
Down: 1.hamburgers. 3. jokes.
5. radio. 7. trees.
UNIT 3
125
FESTIVALS
AROUND THE WORLD
Lesson 4
The Tomatina Festival
Coopers Hill Cheese Rolling
The Battle of Oranges
The Festival of the Pig
3. +++ Ask students to write the name

of the festival that corresponds to
each picture.
(L.A: to relate pictures and
information).
answers: a. The Tomatina Festival.
b. Coopers Hill Cheese Rolling. c. The
Battle of Oranges. d. The Festival of
the Pig.
a. What kind of
festivals do you know?
b. Have you been to
any strange or funny
festivals?
B E F OR E R E A DI NG
4. + Invite students to read the texts

quickly and make a list of cognates
they find in them to predict what the
events are about.
(L.A: to use cognates to predict content).
answers: August, converge,
celebrate, traditional, paella, music,
dance, kilos, tomatoes, fruit, hours,
magically, normal, festival, May,
ceremonies, violently, competitors,
carnival, famous, events, second,
center, area, strange, competition,
important, national, imitation.
1. Kelly is writing an article on different festivals around the world.

Answer her questions.
2. Have a look at the names and the pictures above. What do these
events have in common?
3. Write the name of the festival that corresponds to each picture.
PICTIONARY
a
_________________________________
orks
firew
_________________________________
ay
midd
12:00
PM
age
saus
c
_________________________________
d
_________________________________
4. Read the texts on page 80 quickly and make a list of cognates you
find in them. Can you say what the events are about?
hy
squis
stick
DIFFERENT
LIVES
WELCOME,
FRIENDS

end of the unit.
Before beginning the class, talk with your
students about different festivals around
the world. Ask them to mention some
they know, and also some they have
heard about. Then, ask them to
remember if they know of any strange
festivals in Chile or abroad.
79
Before readinG
1. + Explain to students that Kelly is
writing an article on different festivals
around the world and she has some
questions.
(L.A: to relate topic with previous
knowledge).
2. ++ Tell students to take a look at the
names and pictures and then to identify
what these events have in common.
(L.A: to infer information from titles
and visuals).
La Tomatina Festival is about throwing

tomatoes at other people.
Cooper Hill Cheese Rolling is about
running after a piece of cheese.
The Battle of Oranges is about
throwing oranges at other people.
The Festival of the Pig is about
imitating the sounds of pigs.
pictionary
fireworks: fuegos artificiales
midday: medioda
sausage: salchicha
squishy: blando
sticky: pegajoso
UNIT 3
126
R E AD IN G
FESTIVALS AND EVENTS

I La Tomatina - The Worlds
Biggest Food Fight
Each year, on the last
Wednesday of August, about
10,000 people converge to
the Spanish town of Buol.
Fireworks light the sky and
people celebrate with parties
on the streets with wine and
traditional paella. Music
plays and people dance, but
they are there for one thing
only - to throw about 7
million kilos of sticky, squishy
tomatoes.
At midday, a lot of trucks
carry the red fruit into the
main Town Square. A few
hours later, the town square
magically returns to normal.
II Coopers Hill Cheese Rolling

People celebrate this
festival on the last
weekend in May in
Gloucestershire, England.
The race begins when
the master of ceremonies
violently throws a piece of
s
petitors then throw themselve
cheese down a hill. All the com
er keeps the cheese.
winn
The
se.
chee
the
after
down the hill
competition, but there are a few
Children cant take part in the
12 and one for girls. They are
uphill races, one for boys under
!
well
as
ing
rtain
ente
slower, but
III The Battle of Oranges
IV The Festival of the Pig
Ivreas carnival, in Italy, is

one of the most famous in
the world because of the
Battle of Oranges. People
throw oranges at each other
and oranges fly everywhere.
It takes place in early
January and lasts for 5 days,
from Thursday to Tuesday,
with several parades and
events, a lot of parties, food
events, and music in the
streets every day.
On the second Sunday of

August, in the small village
of Trie Sur Base, center
of the largest pig area in
France, people celebrate a
very strange festival. There
are piglet races, a pork
sausage-eating contest, and
a competition for the best
pig outfit. Theres music
and dancing, but the most
important event of the day
is the national pig imitation
competition.
Adapted from: Dodson, P. (2002) Our

Featured Bizarre festivals. Retrieved June
5th, 2012, from: http://www.2camels.
com/festivals/bizarre-festivals.php
80
readinG
5. + Students read the text quickly
and confirm or correct their ideas
in Exercise 2.
answers: They are all strange and
funny festivals. They are all celebrated
by doing funny things.
UNIT 3
6. ++ Students read the text carefully

and find the words (a - d) in it. Then,
they choose the best meaning.
(L.A: to infer meaning from context).
answers: a. - ii. b.- iii. c.- iii. d. - iii.
Festival
7. ++ Invite your students to complete

the chart with information from the
article.
(L.A: to extract information from a text).
answers:
Date
To honor...
Last Wednesday of August
The tomato
Cooper's Hill Cheese Rolling Gloucestershire, England
Last weekend in May
Cheese
The Battle of Oranges
Ivrea, Italy
Early January
Oranges
The Festival of the Pig
Trie sur Baise, France
Second Sunday of August
The pig
La Tomatina
Location
Buol, Spain
UNIT 3
127
5. Read the article quickly and confirm or correct your ideas in Exercise 2.
6. Read the article carefully and find the words below (a d). Tick ()
the best meaning.
a. converge
i. stay
ii. meet
iii. play
Did you know that
the ending -shire means

county? For example,
Hampshire, Yorkshire
(the county of Hamp, the
county of York).
b. throws
i. kicks with his / her feet
ii. catches with his / her hands
iii. sends with his / her hand
c. piglet
i. child
ii. baby horse
iii. baby pig
d. outfit
i. a group of people working together
ii. a set of equipment
iii. a set of clothes that you wear together
REFLECTIONS
What were the main problems I
had to understand the text?
How much did the exercises
help me understand?
7. Read the article again and complete this chart.
Festival
Location
Date
In honor of...
8. Read the article once more and answer these questions.

a. In what countries do people celebrate in the same month?
__________________________________________________________
b. Why are La Tomatina and The Battle of Oranges similar?

__________________________________________________________
c. Which festival has a special event for children?

__________________________________________________________
d. Which festival is celebrated in winter?
American English:
truck
British English:
lorry
__________________________________________________________
DIFFERENT
LIVES
WELCOME,
FRIENDS
8. +++ Students read the text again

and then answer the questions.
(L.A: to identify specific information in
a text).
Answers: a. In Spain and France.
b. Because in both of them people
celebrate throwing a fruit. c. Cooper's
Hill Cheese Rolling. d. The Battle of
Oranges (in Europe, in the north
hemisphere, it is winter in January).
Reflections

81

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 main problems they had to understand
the text;
how much the exercises helped them
understand the text.
Did you know that

own and share comments in their
groups. For more information on this
section, see page 7 of the Introduction.
American v/s British English
different words used in each variety of
English. Remind them that both the
correct, but that they should choose
one variety and stick to it.
UNIT 3
128
AF T E R R E AD IN G
LANGUAGE FOCUS
Superlative of long adjectives
1. Revise these sentences from the text. Pay special attention to the
words in bold.
Ivreas carnival is one of the most famous in the World.
...but the most important event of the day...
after readinG
______________________
2. What kind of adjectives are they? Choose an alternative.

a. short
b. long
lanGUaGe focUs superlatives of long adjectives

themselves.
in bold.
2. Tell students to answer the questions.
answers: b.
3. Students complete the rule.
answers: To form the superlative of
long adjectives, we use the +
most + adjective.

To form the superlative of long adjectives we use ________ +
______________ + adjective.
9.
Listen and repeat the words. Pay attention to the different

vowel sounds.
cheek
cheese
chip
sheet
chin
pick
teeth
pig
tee
tick
sheep
tip
10. Which festival from the article do you like the most? Complete the
following dialog and ask your partner to guess the name! Then
change roles.
A: Whats the ___________________ thing about this _____________?

B: For me, the ________________ about this festival is ______________!
11.
First listen to the dialog. Then practice it with your partner

and role-play it in front of your classmates.
12. FL Fill in the blanks in these sentences with the superlative form of
an adjective from the box.
______________________
beautiful
cold
difficult
intelligent
large
a. Helen was the _______________ woman in ancient Greece.
9. +
Students first listen and then listen
and repeat the words, paying attention
to the difference in the vowel sounds.
(L.A: to imitate a model of pronunciation).
38 Play the recording.
b. Tokyo is _______________ city in the world.

c. Chinese is the _______________ language in the world.
d. Winter is _______________ season of the year.
e. What is the _______________ animal in the world?
82
10. +++ Motivate students to think

about which festival from the article
they liked more. Then, asked them to
complete the dialogue and make their
partners guess which festival they are
talking about.
(L.A.: to consolidate vocabulary; to
participate in a guided dialogue)
11. ++ 39 Ask students to listen to the
recording. Encourage them to practice
and then role play the dialog in front
of the class. Remember not to
interrupt students while they are
doing a speaking activity to correct
them. It is better to make notes of the
peel
ship
UNIT 3
most important mistakes and then

correct them at the end of the class.
(L.A: to imitate a spoken model).
answers: Will vary.
12. +++ FL Invite fast learners to read
the sentences carefully and then fill in
the blanks with the correct form of a
superlative adjective in the box. Ask
some of them to write the sentences
on the board to provide additional
examples to the rest of the students.
(L.A.: to use and apply a new
language structure)
answers: a. most beautiful. b. the

largest. c. most difficult.
d. the coldest. e. most intelligent.
UNIT 3
129
MINI - TEST
LISTENING
3 pts
1. Listen to the recording in Lesson 3 again and number the sentences in the order you hear them.
a. ____ The most common trick is to point down
b. ____ I know about a very funny one.
c. ____ People play jokes on their friends.
3 pts
2. Listen to the recording again and match the countries (a c) with the jokes (i iii).
a. Britain
b. Switzerland
c. The USA
i.
ii.
iii.
Left-handed hamburger
Digital clock
Spaghetti trees
READING
5 pts
a. Where do people celebrate throwing tomatoes?
__________ _____________________ __________ _____________________ ________________________________
b. What does the winner get at Coopers Hill festival?
__________ _____________________ __________ _____________________ ________________________________
c. What do people do during the Carnival of Ivrea?
__________ _____________________ __________ _____________________ ________________________________
d. What is the most important event at the Pig Festival?
__________ _____________________ __________ _____________________ ________________________________
3 pts
4. Read the text once more and find the following information.
a. Two fruits: ________________, ________________
b. An animal: ________________
LANGUAGE
3 pts
5. Complete the sentences with the superlative form of the adjectives in brackets.
a. The rolling cheese race is _______________________ event of the festival.
(strange)
b. The pig imitation is ______________________ competition for the Pig Brotherhood. (funny)
c. La Tomatina is _______________________ food fight in the world.
0-5
6-9
Keep trying Review!
(good)
10 - 14
15 - 17
Well done!
Excellent!
total
score
DIFFERENT
LIVES
WELCOME,
FRIENDS
Mini - test
The mini-tests in Lessons 3 and 4

provide material to check and revise
students' progress and information
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
enough time to answer individually.
17 pts
83
answers:
listeninG 35
1. c. a. b.
2. Britain - Digital clock. Switzerland Spaghetti trees.
The USA Left-handed hamburger.
readinG
3. a. In Spain. b. A cheese. c. They
throw oranges. d. The pig imitation.
4. a. tomatoes, oranges.
b. pig.
lanGUaGe
5. a. the strangest. b. the funniest.
c. the best.
UNIT 3
130
DO YOU STUDY HARD?
Lesson 5
BE F O R E L IS T E N IN G
1. Look at the pictures and say what you can see in them.
2. Answer the following questions.
a. At what time do you arrive at school every day?
b. At what time do you return home?
c. How much time do you study a day?
3. Compare with your partner. Are your answers similar or different?
4. Hyojung Song is a new student at the International School. Guess the
correct sequence of her daily activities in Korea.
a. ____ Hyojung watches TV.
b. ____ Hyojung returns home.
c. ____ Hyojung finishes classes.
d. ____ Hyojung revises the content of the previous class.
e. ____ Hyojung revises the content of the day.
PICTIONARY
d
atten
relax
f. ____ Hyojung starts classes.

g. ____ Hyojung does homework.
h. ____ Hyojung plays with her sister.
5. Have a look at the words in the Pictionary. If necessary, find their
Spanish equivalent in a dictionary.
e up
wak
84
Before listeninG

1. + Tell your students to look at the pictures

and say what they can see in them.
(L.A: to infer information from visuals).
answers: They are students in
different parts of a school.
2. + Tell students to answer the
Questions.
(L.A: to relate topic and own reality).
UNIT 3
3. ++ Ask students to compare their

answers with their partners. Make
them find differences and similarities.
(L.A: to relate topic and own reality).
4. +++ Explain to your students that
Hyojung Song is a new student at The
International School. Make them
guess the correct sequence of her daily
activities in Korea. Do not check
answers at this stage.

make predictions).
5. + Before listening, tell the students to
read the words in the Pictionary and
find their Spanish meaning in a
dictionary, if it is necessary.
(L.A: to develop study skills).
pictionary
attend: asistir
relax: relajarse
wake up: despertar
UNIT 3
131
L IS T ENI NG
6.
Listen to the recording. Confirm or correct your predictions in Exercise 4.
7.
Listen to the recording again and write the name of the speaker.
a. Classes
start at
8:30.
b. What time
do you finish
school?
e. We have to
c. Is it the same d. What will you work very hard.
in Chile?
do next year?
Fernando
8.
Hyojung
Kelly
Listen to the recording again. Underline the false bits of

information in each sentence.
a. In Korea, Hyojung usually wakes up at 6:00.
b. She stays at school until 3:30.
c. She never revises the content of previous class.
d. She hasnt got time to relax.
e. Hyojung and her sister cant play after doing their homework.
9.
Did you know that
a typical day of a high

school Korean student
begins at 8:00 am and
finishes at midnight?
Listen again and fill in the blanks.

a. _________________ of all, I revise what we learned.
b. We finish the _________________ with another revision.
c. When do you have time to _________________, listen to
_________________ , or relax?
d. I need to pass a _________________________________test.

e. Any mistakes can affect your possibilities _____________________.
DIFFERENT
LIVES
WELCOME,
FRIENDS
listeninG

6. ++ 4040Ask students to listen to the
recording and confirm or correct their
predictions in Exercise 4.
(L.A: to identify the correct sequence
of events).
answers: a. 1. b. 6. c. 5. d. 3. e. 4. f.
2. g. 7. h. 8.
40
40 Students listen to the
7. ++
recording again and relate each
speaker with what they say.
85
(L.A: to relate speakers and speech).

answers:
a. Hyojung. b. Fernando. c. Kelly.
40 e. Hyojung
d. Fernando.
8. +++ 40 Motivate students to listen
to the recording again to identify the
false bits of information in each
sentence.
(L.A: to identify incorrect information).
answers:
a. In Korea, Hyojung usually wakes up
at 6:00. (6:30).
b. She stays at school until 3:30. (3:00).
c. She never revises the content of the

previous class. (everyday).
d. She hasnt got time to relax.
(She has time to relax).
e. Hyojung and her sister cant play
after doing their homework.
(Their parents allow them to play).
9. +++ 40 Play the recording once
more for students to complete the
sentences.
(L.A: to identify and extract specific
information).
answers: a. First. b. activities,
c. play, music. d. very difficult; at
university.
did you know that
UNIT 3
132
Are there any
differences between
Chilean and Korean
students?
AF T E R L IS T E N IN G
10. Read Kellys question. Then answer it with your partner.

LANGUAGE FOCUS
Conditionals

a. If we return to Korea, Ill attend high school.
b. If you get an 80 or 90%, near the maximum, your classmates will
ask what problem you had.
c. If you have any problems with your homework, Ill help you.
d. If you dont study hard, you will fail the exam.
a. How many parts can you identify in each sentence?
b. Which of them is a condition?
c. Which of them is a consequence?
d. Which word is used to link both parts?
To connect a _______________ and a _______________ we use the word

________________.
We use different verb forms in each part of these sentences. After

if we use the ________________ tense for the clause that states the
condition and the ________________ tense for the clause that states
the consequence.
11. Match the two halves to make conditional sentences.

A
a.
b.
c.
d.
e.
If you study hard,

If you dont understand maths,
If my brother passes the exam,
My father will give me a reward
Hyojung will attend university
B
i. he will be very happy.
ii. you will get good results.
iii. if I do well in my exams.
iv. if she passes a difficult test.
v. I will help you with your homework.
86
after listeninG
10. + Invite students to read Kelly's
question and then answer it with their
partners.
______________________
lanGUaGe focUs conditionals
meant to help them revise or discover
a particular grammar structure by
themselves.
UNIT 3
1. Ask students to revise the

examples, paying special attention
to the words in bold.
information required, and then
answer the questions.
answers: a. Two. b. The first part.
c. The second part. d. If.
3. The students complete the rule. To
connect a condition and a
consequence we use the word if.
We use different verb forms in each
part of these sentences. After if we
use the present tense for the
clause that states the condition and
the future tense for the clause

that states the consequence.
______________________
11. + Refer students to the Language
Focus to relate the two halves to make
conditional sentences.
(L.A: to use and apply a new language
structure).
answers: a. - ii. b. - v. c. - i. d. - iii. e. - iv.
UNIT 3
133
12. Complete the following sentences with your own ideas.
a. If Tom ____________________________________________________________,
we will be late!
b. If Susan ___________________________________________________________,
her mother will be very happy.
c. My father will not be very happy __________________________________
____________________________________________________________________.
d. If we study all night, we ___________________________________________.
e. If I eat too much chocolate, I ______________________________________.
First only listen. Then listen and repeat this part of Pablo
Nerudas poem If you forget me.
13.
American English:
Elementary school
If little by little you stop loving me,

.
I will stop loving you little by little
14.
British English:
Primary school
With your partner, make questions and answers about

future situations. Follow the pattern.
A: What will happen if
your father gets a job abroad?
you dont pass the exams?
a new classmate from Korea arrives at your school?
you get a new bicycle?
B: If _____________________, I _____________________. How about you?
A: I ___________________________________________________________________.
15. FL Think about the conversation among the children, answer the
following questions and then share your ideas with your classmates.
a.
b.
c.
d.
What language are they speaking?

Why?
Do you think English is important for you?
Share your reflections with your classmates.
http://www.world-english.org/how_to_learn_english.htm
DIFFERENT
LIVES
WELCOME,
FRIENDS
12. ++ Tell students to complete the

sentences with their own ideas.
(L.A: to consolidate a new language
structure).
different words used in each variety
of English. Remind them that both the
correct, but that they should choose
one variety and stick to it.
87

they listen and repeat this part of Pablo
Neruda's poem, If you forget me.
(L.A: to practice and imitate an
intonation model).
14. +++ 40 Students work in pairs
making questions and answers about
future situations. They may follow the
pattern and imitate the recorded dialog.
(L.A: to consolidate a language
structure).
15. FL Encourage fast learners to reflect

on the girls conversation girls and
then answer the questions.
(L.A: to connect topic and own reality).
UNIT 3
134
notes
k,
oc er
r
d
t
ar por
H
l ly l re
Ke hoo
sc
EPISO DE 3:
INNOCENTS DAY
___________________________
___________________________
___________________________
___________________________
___________________________
___________________________
___________________________
___________________________
___________________________
___________________________
___________________________
___________________________
___________________________
___________________________
UNIT 3
___________________________
___________________________
___________________________
___________________________
___________________________
___________________________
___________________________
___________________________
___________________________
___________________________
Kelly Hardrock,
school reporter
comic strip. Help them revise what
happened in the previous episode of the
comic strip.
UNIT 3
135
Notes
___________________________
___________________________
___________________________
___________________________
___________________________
___________________________
___________________________
___________________________
___________________________
___________________________
___________________________
___________________________
___________________________
___________________________
___________________________
___________________________
___________________________
___________________________
___________________________
___________________________
___________________________
___________________________
___________________________
___________________________
UNIT 3
136
TEST YOUR KNOWLEDGE
SYNTHESIS
1. Work in pairs.
READING
a. Invent or find information

about a funny festival in
your area or in Chile.
b. Complete the fact file
about the event.
NAME:
PLACE:
DATE:
PURPOSE:
MAIN EVENTS:
c. Stick the file on a piece of
color cardboard.
d. Collect pictures or make
drawings to illustrate your
work.
e. Present it to your
classmates.
you learn.
Reading
Speaking
90
Listening
THE
AVOCADO
FESTIVAL
The California Avocado

Festival began in 1986.
Did you know that
when the Aztec ruler
Moctezuma presented
d avocados
a gift to Spanish explorer Cortez in 1519, he include
of Carpenteria,
nts
inhabita
The
jewels?
and
silver,
gold,
with
along
year with an
California, in the USA, commemorate this fact every
if you mention
event completely centered on the avocado. In fact,
event, the
any other fruit or vegetable at this annual October
of Guacamole.
Bowl
Largest
Worlds
the
into
you
throw
will
people
largest
third
the
is
County
Barbara
Santa
Why avocados? Well,
r? Because
avocado producer in North America. Why in Octobe
of the
statistics show that October is one of the sunniest months
rainfall.
of
amount
least
the
with
year,
festivals in
The Avocado Festival has become one of the largest
music, and great
California with three days of fabulous food, terrific
safe family fun.
lots of chips and
The Avocado Festival is free for all to enter. Besides
ities.
avo-tiv
friendly
some
in
part
take
dip, visitors can
ole and various
Of course theres a competition for the best guacam
event is the
other recipes (ice cream and brownies), but the biggest
contest and pop
Best Dressed Avocado. Theres also a photography
art show, where anything avocado goes.
Holy guacamole!
ofest.com
For more info call 805/684-0038 or visit http://www.av
www.avofest.com
n.d.. Retrieved June
Adapted from: California Avocado Festival History.
3rd, 2012, from: http://avofest.com/history
1. Have a quick look at the text. What kind of text is it?
Writing
a. A piece of news.
b. A letter.
c. An advertisement.
d. An extract from a
brochure.
UNIT 3
syntHesis
Objectives at the beginning of the unit
and then use the symbols to reflect
their performance.
test yoUr KnoWledGe

Explain to students that the purpose of this
section is to help them revise contents and
evaluate their performance in the whole
unit. Read the instructions and make sure
they all understand what they are expected
to do in each activity. Encourage them to
give honest answers in order to detect their
strengths and weaknesses.
Check students' results and revise any points
that the majority of them had problems with.
1 pt
2. Read the text carefully and find the following

information.
5 pts
________________________
Name of the festival: _______
Date and place of celebration:
SELF-EVALUATION
unit. Put a tick in the box that is
true for you.
_____________________
________________________
Year of origin: ______________
__________
es and main events: ______________
Activiti
information:
Number where you can get
___________
reading
I understand the general meaning
of texts.
LISTENING - Living in Australia
3.
Listen and tick () the correct option. .

a.The recording is
b.John is
i. a dialog.
i. giving information.
ii. a personal report.
ii. asking for a favor.
iii. a piece of news.
iii. telling a story.
4 pts
I use cognates to get the general

meaning.
4.
Listen to the recording again and choose the

correct alternative.
3 pts
I understand texts.
I understand my classmates.
listening
I can identify speakers.

I use my previous knowledge to
understand a text.
a. Australia is very similar to England / Ireland.

b. Australian / English people are very nice.
c. Sometimes the weather is too cold / hot.
LANGUAGE
5. Fill in the blanks in Richards story with the

superlative form of the adjectives in brackets.
UNIT 3
137
language
5 pts
Richard is ____________ (intelligent) boy in the world.

Hes also ____________ (generous) boy in town. His
canary is ____________ (good) singing bird. One
day, his mother took Richard to the shops and
said to him Choose the present you prefer. Even
____________ (expensive) one, if you want.
Richard chose __________ (cheap) stereo in the store
to listen to music when his canary is silent.
I can use superlatives

I can say / write conditional
sentences.
I can use the Present Perfect tense.
I can recognize American and British
English.
speaking / writing
I can talk and write about life in
other countries.
I can participate in conversations.
I can share my opinions and
reflections with my classmates.
ORAL EXPRESSION
6. Say three positive things about living in another

country.
0-6
Great!
Not too bad
Help!
7- 13
14 - 21
22 - 25
Keep trying Review!
Well done!
Excellent!
6 pts
project/group work
Did I like the topics?
Was it difficult to find information?
total
score
Was it difficult to present the work?
25 pts
DIFFERENT
LIVES
WELCOME,
FRIENDS
answers:
readinG
1. d.
2. name of the festival: The California
Avocado Festival.
date and place of celebration:
October, Carpenteria, California.
year of origin: 1986.
activities and main events: avotivities, recipe competitions,
photography contest, pop-art shows.
number where you can get
information: 805/684-0038.
91
listeninG 43 43
3. a. - i. b. - i.
4. a. England. b. Australian. c. hot.
lanGUaGe
5. the most intelligent / the most
generous / the best / the most
expensive / the cheapest
oral eXpression
6. Make sure students express their
ideas in a clear and proper way.
self - eValUation
honest answers and show interest in
their results.
UNIT 3
138
TRANSCRIPTS
listeninG
EXPERIENCES IN A FOREIGN COUNTRY
listeninG
30
Presenter: Every month, Kelly Hardrock, our school reporter,

interviews someone who is living in another country
about their experiences and impressions. This
month, she is interviewing Gabriela, who is talking
about her life in Ireland.
Kelly:
Gabriela, why do you live in Ireland?
Gabriela: Because my father works for the Production
Department of SOFT-EX, an international
computer company.
Kelly:
And what do you do there?
Gabriela: I study and I help my mother at home. I go to school
and my brother goes to a college in Dublin.
Kelly:
What are the best things about being in Ireland?
Gabriela: The best thing is that I meet lots of nice friends from
different countries, such as Italy, Germany, France, and
Ireland, of course!
Kelly:
And what are the worst things about being
in Ireland?
Gabriela: Well, nothing really bad. My saddest feeling is when I
have to say good-bye to my friends because theyre
returning to their countries.
Kelly:
Whats the best place to visit in Ireland?
Gabriela: Ireland is full of beautiful places. In my opinion, the
nicest place to visit is the Aran Islands. People are
really nice there. They make jumpers with sheep
wool and they speak Gaelic. They use horses and
carriages to get around. Its something really special
to be there in front of the cliffs, and hear how the
ocean crashes against the rocks. I really love this
place, and also the Connemara area. Its lovely and
full of lakes and mountains.
Kelly:
Thank you very much, Gabriela; that was
really interesting.
31
pronunciation
a. The best thing

b. My saddest feeling
c. The nicest place to visit
d. The easiest exercise to do
e. The worst thing
listeninG
32
oral practice
A: What is the best thing about living abroad?

B: That Christmas is in winter and making a snowman is
really cool!
B: In my opinion, the nicest place to visit is the mountains!
readinG INTERNATIONAL ENGLISH
33
pronunciation
Chinese English French German

Italian Japanese Russian Spanish
readinG INTERNATIONAL ENGLISH
34
oral practice
A:
B:
A:
B:
A:
B:
How many people speak English around the world?

Id sayabout 300 million people.
In what countries is it the official language?
In Britain, USA, Australia, New Zealand
Who use it as a second language?
People in India, Pakistan, and South Africa.
listeninG DO YOU LIKE JOKES?

Ann:
Father:
Ann:
35
Daddy, can you help me with my homework?

Of course, what do you need?
Our teachers told us to collect information about a
particular or strange custom in our country. Do you
know any?
UNIT 3
139
Father:
Ann:
Father:
Well, I know about a very funny one!

Tell me about it!
In Britain and in the United States, there is a special day in
the year when people play jokes on each other. Everybody
plays jokes on their friends on April 1st and even the
newspapers, the radio, and television participate.
Ann:
What kind of jokes are you talking about?
Father: Oh, jokes just for fun. Nobody wants to hurt anybody.
The most common trick is to point down to a friends
shoe and say: Your shoelace is untied.
Ann:
Well ... I dont find that very funny...
Father: And sometimes the radio or television invent crazy
stories.
Ann:
Oh! That sounds more interesting! Do you remember
any good ones?
Father: Sure! I still remember when the BBC in Britain said
the government was making the famous Big Ben
clock digital, and lots of people called to say they
didnt agree with the idea! Another time, there was a
T.V. show about spaghetti trees in Switzerland, but
one of the funniest jokes was in the United States.
Ann:
Tell me about it!
Father: A famous restaurant put an advertisement in
newspapers and magazines for a special lefthanded hamburger. The ad said that only lefthanded people could eat that hamburger!
April the 1st

March the 3rd
38
pronunciation
cheek cheese sheet teeth tee sheep peel

chip chin pick pig tick - tip - ship
readinG FESTIVALS AROUND THE WORLD
39
oral practice
A: Whats the funniest thing about this festival?

B: For me, the funniest thing about this festival is that you
imitate a pig!
listeninG DO YOU STUDY HARD?

Kelly:
Hyojung:
Fernando:
Hyojung:
Fernando:
A: Do you know any funny jokes to play on our friends?

B: We can tell a friend there is a test today when he or
she arrives at school.
A: It doesnt seem very funny.
B: Or we can tell our friends we ordered pizza and it is
about to arrive at school.
A: That seems more interesting!
pronunciation
readinG FESTIVALS AROUND THE WORLD
36
oral practice
August the 5th

September the 22nd
May the 15th
July the 23rd
Hyojung:
Fernando:
Hyojung:
37
Kelly:
Fernando:
40
Tell me, Hyojung, at what time do you wake up

when you are in Korea?
I usually wake up at 6:30 to watch TV before going
to school, because classes start at 8:30. First of all I
revise what we learned the previous class.
What time do you finish school?
We stay at school until 3:00. We finish the activities
with another revision of the contents of the day.
When do you have time to play, listen to music,
or relax?
Well, fortunately, my sister and I can play after
doing the homework.
What will you do next year?
If we return to Korea, I'll attend high school, but
first I need to pass a very difficult test. The test is
very competitive and any mistakes you make can
affect your possibilities at university, so you have to
work very hard. Can you imagine? If you get an 80
or 90%, near the maximum, your classmates will
ask what problem you had
Is it the same in Chile?
Are you kidding? To begin with(fade)
UNIT 3
140
41
pronunciation
If little by little you stop loving me,

I will stop loving you little by little.
42
oral practice
A: What will happen if your father gets a job abroad?

B: Mm, if my father gets a job abroad, I will live in another
country. How about you?
A: I will learn another language!
test yoUr KnoWleGde - listeninG

LIVING IN AUSTRALIA 43
Robert: John, why are you living in Australia?
John:
Well, my mothers parents live in Sydney; we moved
there and we live with them.
Robert: Do you like it?
John:
Oh, yes! I like it very much. It is very similar to
England.
Robert: What do you do in your free time?
John:
Well, I spend time with my family and we also travel
around the country. I usually go to Queensland and do
bungee jumping or white-water rafting. Its very nice!
Robert: What are the best things about living in Australia?
John:
The best thing is that you meet friends from all over
the world.
Robert: And do you have any Australian friends?
John:
Oh, yes. Australians are nice and friendly and it is
easier if you speak the same language.
Robert: What are the worst things about living in Australia?
John:
Sometimes the weather is too hot, but there arent
really bad things.
Robert: Whats the funniest thing that has happened to you?
John:
Once I found a lizard in the swimming pool, and I
thought it was a baby crocodile!
eXtra test - listeninG test NEW YORK CITY AT CHRISTMAS TIME
44
Interviewer: What can you tell us about your stay in New York
City?
Girl:
New York is a beautiful city, especially during the
Christmas season. There are Christmas decorations
everywhere.
Interviewer: Where did you stay?
Girl:
I stayed with my cousins in Long Island.
Interviewer: What do you remember most about the visit?
Girl:
The first time I went shopping for Christmas. I saw a
huge tree with lights all over it. There was an
enormous statue and an ice-skating rink. I love
skating!
Interviewer: What other places did you visit?
Girl:
We took a boat to go to the Statue of Liberty and
we climbed to the top. Wow! It was beautiful.
Interviewer: What are the best things about living in New York?
Girl:
New York City has a lot of places to visit. You can go
to Central Park or to the Metropolitan Museum. Its
great! The kids section is amazing.
Interviewer: For you, what is the worst thing about living in New
York?
Girl:
It is very cold in December, thats the worst thing,
but the Christmas trees with lights all around them
make you feel warmer.
ERROR ALERT!
listeninG EXPERIENCES IN A FOREIGN COUNTRY
lanGUaGe focUs
Spelling of Superlatives
correct: saddest, hottest, fattest , etc.
incorrect: sadest, hotest, fatest, etc.
correct: rainiest, funniest, happiest, etc.
incorrect: rainyest, funnyest, happiest, etc.
readinG - INTERNATIONAL ENGLISH
exercise 15
Draw students attention to the two different pronunciation/

spelling/words 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.
listeninG - DO YOU LIKE JOKES?
exercise 9
correct: hamburger
incorrect: hamburguer
Watch out for more incorrect language transfer from Spanish.
readinG - FESTIVALS AROUND THE WORLD
exercise 4
FALSE COGNATE
Contest = concurso (NOT contestar)
Draw students attention to more examples of false cognates.
listeninG - DO YOU STUDY HARD?
exercise 4
FALSE COGNATE
Attend = asistir (NOT atender)
UNIT 3
141
UNIT 3
142
1
listeninG - EXPERIENCES IN A FOREIGN

COUNTRY
Irish (Gaeilge) is a Goidelic language of the Indo-European

language family, originated in Ireland and historically spoken by
the Irish. Irish is now spoken natively by only a small minority of
the Irish population, but still has a visible symbolic and
important role in the life of the Irish state. It enjoys
constitutional status as the national and first official language
of the Republic of Ireland and it is an official language of the
European Union. Irish is also an officially recognised minority
language in Northern Ireland.
2
readinG - INTERNATIONAL ENGLISH
native language: primary or first language spoken by an

individual.
second language: the second language a student has learned
or is in the process of learning after a first language has already
been learned.
foreign language: a language not spoken by the people of a
foreign place. For example, English is a foreign language in
Japan. It is also a language not spoken in the country of the
person referred to; that is, an English speaker living in Japan can
say that Japanese is a foreign language to him or her.
languages spoken in each country of the World
afghanistan: Dari Persian, Pashtu (both official), Turkic
algeria: Arabic (official), French, Berber dialects
andorra Cataln (official), French, Castilian, Portuguese
argentina: Spanish (official), English, Italian, German, French
armenia: Armenian 98%, Yezidi, Russian
australia: English 79%, native and other languages
austria: German (official nationwide);
azerbaijan: Azerbaijani Turkic 89%, Russian 3%, Armenian
2%, other 6% (1995 est.)
Bahamas:English (official), Creole (among Haitian immigrants)
Bahrain: Arabic, English, Farsi, Urdu
Bangladesh: Bangla (official), English
Barbados: English
Belarus: Russian
Belgium: Dutch (Flemish), French, German
Belize: English (official), Spanish, Mayan
Bhutan: Dzongkha (official), Tibetan dialects, Nepalese
Bolivia: Spanish, Quechua, Aymara (all official)

Bosnia and Herzegovina: Bosnian, Croatian, Serbian
Botswana: English 2% , Setswana, Kalanga, Sekgalagadi 3%,
Brazil: Portuguese (official), Spanish, English, French
Brunei: Malay (official), English, Chinese
Bulgaria: Bulgarian, Turkish, Roma
Burkina faso: French (official); native African (Sudanic)
Burundi: Kirundi and French (official), Swahili
cambodia: Khmer(official), French, English
cameroon: French, English (both official); African languages
canada: English , French (both official)
cape Verde: Portuguese, Creole
central african republic: French (official), Sangho (lingua
franca, national), tribal languages
chad: French, Arabic (both official); Sara;
chile: Spanish, Mapudungun, Aymara
china: Standard Chinese (Mandarin/Putonghua), Yue
(Cantonese), Wu (Shanghaiese), Minbei (Fuzhou), Minnan
(Hokkien-Taiwanese), Xiang, Gan, Hakka dialects, minority
languages
colombia: Spanish
comoros: Arabic and French (both official), Shikomoro
congo, democratic republic: French (official), Lingala,
Kingwana, Kikongo, Tshiluba
congo, republic of: French (official), Lingala, Monokutuba,
Kikongo, many local languages and dialects
costa rica: Spanish (official), English
cte d'ivoire French (official) and African languages
(Dioula esp.)
croatia: Croatian 96%,
cuba: Spanish
cyprus: Greek, Turkish (both official); English
czech republic: Czech
denmark: Danish, Faroese
djibouti: French and Arabic (both official), Somali, Afar
dominica: English (official) and French patois
dominican republic: Spanish
east timor: Tetum, Portuguese (official); Bahasa Indonesia,
English; other indigenous languages, including Tetum, Galole,
Mambae, and Kemak
ecuador: Spanish (official), Quechua, other Amerindian
languages
egypt: Arabic (official),
el salvador: Spanish, Nahua
equatorial Guinea: Spanish, French (both official); pidgin
English, Fang, Bubi, Ibo

Eritrea: Afar, Arabic, Tigre and Kunama, Tigrinya
Estonia: Estonian (official), Russian
Ethiopia: Amharic, Tigrigna, Orominga, Guaragigna, Somali,
Arabic, English
Fiji: English (official), Fijian, Hindustani
Finland: Finnish, Swedish (both official); Sami- (Lapp)
France: French
Gabon: French (official), Fang, Myene, Nzebi, Bapounou/
Eschira, Bandjabi
Gambia: English (official), Mandinka, Wolof, Fula, other
indigenous
Georgia: Georgian (official), Russian, Armenian , Azerbaijani
Germany: German
Ghana: English (official), African languages
Greece: Greek
Grenada: English (official), French patois
Guatemala: Spanish, Amerindian languages
Guinea: French (official), native tongues (Malink, Susu, Fulani)
Guinea-Bissau: Portuguese (official), Creole, African languages
Guyana: English (official), Amerindian dialects, Creole, Hindi,
Urdu
Haiti:Creole and French (both official)
Honduras: Spanish (official), Amerindian dialects
Hungary: Magyar
Iceland: Icelandic, English, Nordic languages
India: Hindi , English, Bengali, Gujarati, Kashmiri, Malayalam,
Marathi, Oriya, Punjabi, Tamil, Telugu, Urdu, Kannada,
Assamese, Sanskrit, Sindhi (all official); Hindi/Urdu; 1,600+
dialects
Indonesia: Bahasa Indonesia (official), English, Dutch,
Javanese
Iran: Persian and Persian dialects, Turkic and Turkic dialects
Iraq: Arabic (official), Kurdish (official in Kurdish regions)
Ireland: English, Irish (Gaelic) (both official)
Israel: Hebrew (official), Arabic, English
Italy: Italian (official)
Jamaica: English, Jamaican Creole
Japan: Japanese
Jordan: Arabic (official), English
Kazakhstan: Kazak, Russian
Kenya: English (official), Swahili (national)
Kiribati: English (official), I-Kiribati (Gilbertese)
Korea, North: Korean
Korea, South: Korean
Kosovo: Albanian (official), Serbian (official), Bosnian,
Turkish, Roma
Kuwait: Arabic (official), English

Kyrgyzstan: Kyrgyz, Russian (both official)
Laos: Lao (official), French, English, various ethnic languages
Latvia: Latvian (official), Russian, Lithuanian
Lebanon: Arabic (official), French, English, Armenian
Lesotho: English, Sesotho (both official); Zulu, Xhosa
Liberia: English (official), some 20 ethnic-group languages
Libya: Arabic, Italian
Liechtenstein: German (official), Alemannic dialect
Lithuania: Lithuanian (official), Russian, Polish
Luxembourg: Luxermbourgish (national) French, German
(both administrative)
Macedonia: Macedonian, Albanian (both official); Turkish,
Roma, Serbian
Madagascar: Malagasy and French (both official)
Malawi: Chichewa (official), Chinyanja, Chiyao, Chitumbuka,
Chisena
Malaysia: Bahasa Melayu (Malay, official), English, Chinese
dialects
Maldives: Maldivian Dhivehi (official); English spoken by most
government officials
Mali: French (official), Bambara 80%, numerous African
languages
Malta Maltese and English (both official)
Mauritania: Hassaniya Arabic (official), Pulaar, Soninke,
French, Wolof
Mauritius English (official), Creole , Bojpoori, French
Mexico Spanish, various Mayan, Nahuatl, indigenous languages
Micronesia English (official, common), Chukese, Pohnpeian,
Yapase,
Moldova: Moldovan
Monaco: French (official), English, Italian, Mongasque
Mongolia: Mongolian; Turkic and Russian
Montenegro: Serbian/Montenegrin
Morocco: Arabic (official), Berber dialects
Mozambique: Portuguese (official), Emakhuwa, Xichangana
Myanmar: Burmese, minority languages
Namibia: English 7% (official), Afrikaans
Nauru: Nauruan (official), English
Nepal: Nepali (official), Maithali, Bhojpuri
Netherlands: Dutch, Frisian (both official)
New Zealand: English, Maori (both official)
Nicaragua: Spanish (official); indigenous languages
Niger: French (official), Hausa, Djerma
Nigeria: English (official), Hausa, Yoruba, Ibo,
Norway: Norwegian,
Oman: Arabic (official), English, Baluchi, Urdu, Indian dialects
UNIT 3
143
UNIT 3
144
pakistan: Urdu, English (both official); Punjabi, Sindhi
palau: Palauan
panama: Spanish (official), English
papua new Guinea: Tok Pisin
paraguay: Spanish, Guaran (both official)
peru: Spanish, Quchua (both official); Aymara
philippines: Filipino (based on Tagalog), English (both official)
poland: Polish
portugal: Portuguese
Qatar: Arabic (official); English
romania: Romanian (official), Hungarian, German
russia: Russian, others
rwanda: Kinyarwanda, French, and English (all official)
samoa: Samoan, English
san Marino: Italian
saudi arabia: Arabic
senegal: French (official); Wolof, Pulaar, Jola, Mandinka
serbia: Serbian (official); Romanian,
singapore: Mandarin, English, Malay
slovakia: Slovak
slovenia: Slovenian
somalia: Somali (official), Arabic, English, Italian
south africa: English, IsiZulu, IsiXhos, Afrikaans
spain: Spanish, Catalan, Galician, Basque
sudan: Arabic (official), Nubian
suriname: Dutch (official), Surinamese (lingua franca), English
widely spoken, Swaziland English, siSwati (both official)
sweden: Swedish
switzerland: German, French, Italian (all official)
syria: Arabic (official); Kurdish, Armenian, Aramaic
taiwan: Chinese (Mandarin, official), Taiwanese (Min)
tajikistan: Tajik (official), Russian
tanzania: Swahili, English (both official)
thailand: Thai, English
togo: French
tonga: Tongan
trinidad and tobago: English, French, Spanish, Chinese
tunisia: Arabic, French
turkey: Turkish, Kurdish
Uganda: English (official), Ganda or Luganda,
Ukraine: Ukrainian
United arab emirates: Arabic (official), Persian, English,
Hindi, Urdu
United Kingdom: English, Welsh, Scots Gaelic
United states: English, Spanish
Uruguay: Spanish
Uzbekistan: Uzbek, Russian
Venezuela: Spanish (official), numerous indigenous dialects

Vietnam: Vietnamese (official
yemen: Arabic
Zambia: English (official); about 70 other indigenous
languages
Zimbabwe: English (official), Shona, Ndebele (Sindebele),
numerous dialects
Adapted from: Languages Spoken in Each Country of the World (n.d.) Retrieved July 26,
2012 from Infoplease.com http://www.infoplease.com/ipa/A0855611.
html/#ixzz21jsUAPOA
listeninG - DO YOU LIKE JOKES?
April Fools' Day or All Fools' Day, although not a holiday, is a

notable day celebrated in many countries on April 1st. The day is
marked by the commission of hoaxes and other practical jokes
of varying sophistication on friends, enemies, and neighbors, or
sending them on fools' errands, the aim of which is to
embarrass the gullible. Traditionally, in some countries, the
jokes only last until noon. If you play a trick on someone after
this time, you are the April Fool. Elsewhere, for example, in
France, the jokes may last all day.
The history of April Fool's Day is not totally clear. Some believe it
evolved in several cultures at the same time, from celebrations
involving the first day of spring. The closest point in time that
can be identified as the beginning of this tradition is 1582, in
France. The tradition eventually spread to England and Scotland
in the eighteenth century. It was later introduced to the English
and French American colonies.
readinG - FESTIVALS AROUND THE WORLD
Gloucestershire is a county in South West England. The county

comprises part of the Cotswold Hills, part of the flat fertile
valley of the River Severn, and the entire Forest of Dean. The
county town is the city of Gloucester, and other principal towns
include Cheltenham, Stroud, Cirencester, and Tewkesbury. When
considered as a ceremonial county, Gloucestershire borders the
preserved county of Gwent in Wales, and in England the
ceremonial counties of Herefordshire, Worcestershire,
Warwickshire, Oxfordshire, Wiltshire, Somerset, and Bristol. As
an administrative county, it excludes the area covered by the
South Gloucestershire unitary authority. According to a 2002
campaign by the charity Plantlife, the county flower of
Gloucestershire is the Wild Daffodil.
http://en.wikipedia.org/wiki/Gloucestershire
listeninG - DO YOU STUDY HARD?
South Korea has one of the most successful educational models

in the world, based on the high quality of the teachers and on
an intensive system of revision and memorization. This is the
result of almost fifty years of state planning.
Private institutes are found all over Korea. Some institutes are
well-known with many branches, while others are small and
short-lived. The majority of classes are conducted early in the
morning and in the evening. Most classes have between 10 to
25 students.
Some pupils are university students, but the majority are school
students. These institutes tend to have the highest standards of
achievement in Korea, and most instructors have years of
teaching experience. The pay, status, and benefits offered by
these institutes are among the best in Korea.
Many full-time English teachers teach part-time as well, either
at another institute or with privately arranged classes. Many
English teachers take on private students.
UNIT 3
145
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Material
146
Lesson 1: eXPeRienCes in A FoReiGn CounTRY
1. Complete the following paragraph about your city with superlative adjectives.
Im from _______________. Its a very beautiful city full of interesting places. The _______________
place to visit is _______________, but if you want to go shopping, the _______________ prices are at
_______________. There are also a lot of places to eat and drink. The _______________ restaurant in
town is _______________ and if you want to have a coffee the _______________ cafe is
_______________. The ________________ building in my city is ______________ and the
_______________ building is on _______________ Street.
The _______________ thing about my town is _______________ I definitely dont like it!
2. Compare your town with the Aran Islands and complete the fact file:
My town
Aran Islands
Language:
Language:
Clothes:
Clothes:
Means of transport:
Means of transport:
Geographical features:
Geographical features:
Lesson 2: inTeRnATionAL enGLisH
3. Change the words in bold in the sentences, which are in American English, into British English.
Choose from the words in the box.
sellotape
petrol
queues
luggage
trousers
a. When I traveled to Miami I lost all my baggage at the airport.

b. My mother hates going to the bank. There are always very long lines.
c. Have you got any scotch tape?
d. We are late because we ran out of gas.
e. My closet is a mess.
f. These pants are very old.
wardrobe
4. In Australia, Scotland, and Ireland there are differences in English vocabulary. Match the words (i v)
with the correct pictures (a e).
a. Scottish English
i. loch
ii.
lassie
iii.
lad
iv.
Kirk
v.
ben
b
a
b. Australian English
i. barbie
ii.
drapes
iii.
lollies
iv.
mozzie
v.
roo
Lesson 3: Do You Like Jokes?
5. With your partner, make a list of jokes to celebrate April Fools Day with your classmates. Explain the
jokes and make drawings to illustrate them. Remember that you mustnt harm anybody.
Example: Tell your teacher you did your homework, but the dog ate it! Ha ha ha!
photocopiable
material
147
pHotocopiaBle
Material
148
EXTRA TEST
READING - HISTORY OF THE ENGLISH LANGUAGE
HISTORY OF THE ENGLISH LANGUAGE

n family of languages.
The English language belongs to the Germanic branch of the Indo-Europea
Germany (Saxons and
Around the fifth century AD, Germanic-speaking peoples from northwest
Angles) and Jutland (Jutes) invaded Eastern England.
These people spoke Germanic dialects that formed

Old English. The Norman conquest of England in
1066 greatly influenced the evolution of the
language. For about 300 years after this, the
Normans used Anglo-Norman as the language of
the court, law, and administration. The Normans
heavily influenced what we call Middle English.
Later, during the English Renaissance, many words
came directly from French, Latin and Greek.
Early Modern English began around the
Elizabethan period.
Many French words are similar to English (though
pronunciations are often quite different) because
English absorbed a large vocabulary from Norman

and French, after the Norman Conquest. As a result,
a large portion of English vocabulary derived from
French, with some spelling differences (word
endings, use of old French spellings, etc.), as well as
occasional differences in meaning. The
pronunciation of French words in English has
become completely different and follows a typically
Germanic pattern of stress. Native speakers of Latin
languages, for example, that do not understand
any Germanic languages, often still cannot
distinguish between spoken English and Dutch.
http://en.wikipedia.org/wiki/English_language
pHotocopiaBle
Material
149
1. Read the text and tick () the correct answer. What kind of text is this?
i. ________ An extract from a book.
ii. ________ An extract from a novel.
iii. ________ An encyclopaedia article.
1 pt
2. Read the text again and underline the incorrect information in each sentence.
a. English is part of the Latin languages.
b. The Roman conquest influenced the evolution of the language.
c. The Normans heavily influenced what we call Modern English.
d. Only a few English words come from French.
e. English follows a typically French pattern of stress.
5 pts
3. Read the text again and answer the questions.

a. What did Germanic people invade?
b. Where did they come from?
c. What languages did they speak?
d. Where did the Normans use Anglo-Norman?
4 pts
LISTENING - NEW YORK CITY AT CHRISTMAS TIME

4. Listen and complete the sentence with one of the options (a c).
The recording is __________________________________
a. a survey.
b. a conversation between two friends.
c. an interview.
5. Listen again and circle the correct alternative.
a. New York is a beautiful / grateful city.
b. The girl stayed in Long / Large Island.
c. There was an enormous / famous statue.
d. We took a boat / bus to go to the Statue of Liberty.
e. It is very cold / hot in December.
6. Listen again. Are these statements true (T) or false (F)?
a. ________ The girl stayed with family.
b. ________ She doesnt like skating.
c. ________ You can visit many places in New York.
d. ________ The best thing about Christmas time in New York is the weather.
1 pt
5 pts
4 pts
pHotocopiaBle
Material
150
WRITING
7. Write a short paragraph about a festival. Do not forget to include the following items:
a. name of the festival
b. place and date of celebration
c. in honor of
d. main events
ORAL EXPRESSION
6 pts
6 pts
8. Express three reasons why English is important to you.
0 - 8
9 - 18
Keep trying Review!
19 - 26
27 - 32
Well done!
Excellent!
total
score
32 pts
UNIT 3
151
ANSWERS
coMpleMentary actiVities
3. a. luggage. b. queues. c. sellotape. d. petrol.
e. wardrobe. f. trousers.
4. a. i. Picture c. ii. Picture a. iii. Picture b. iv. Picture e.
v. Picture d.
b. i. Picture e. ii. Picture a. iii. Picture d. iv. Picture b.
v. Picture c.
eXtra test
readinG
1. iii.
2. a. English is part of the Germanic languages.
b. The Norman conquest influenced the evolution of the
language.
c. The Normans heavily influenced what we call Middle
English.
d. Many English words come from French.
e. English follows a typically Germanic pattern of stress.
3. a. East of England.
b. They came from northwest Germany (Saxons and Angles)
and Jutland (Jutes).
c. They spoke Germanic dialects.
d. They used it in court, law, and administration.
listeninG
4. c.
5. a. beautiful. b. Long. c. enormous. d. boat. e. cold.
6. a. True. b. False. c. True. d. False.
WritinG
7. Check that students organize the information properly and

that they include all the information required.
oral eXpression
8. Make sure students express their ideas correctly.

unit 4 PeoPLe and PLaces
time: 20 class hours for the main body of the text. 3 hours for
evaluation. 3 class hours for consolidation and
complementary activities. 1 class hour for the cartoon strip
oral expression
Listening comprehension
topic: People who made an important contribution to society

Places
Inventions and discoveries
Written expression
UNIT 4
152
strategies
Prepositions of time and place

Conditionals
Adverbs of manner
Connectors

To use context, mimicry, and familiar words to predict possible meaning of new words.
To relate oral and written version of words, phrases and sentences.
comprehension.
strategies

Conditionals
Adverbs of manner
Connectors
To scan the text to identify specific information.
communicative
functions
morphosyntactic Pronunciation
elements
strategies
To talk about people who

made an important
contribution to society.
To talk about discoveries.
To talk about places
around the world.
Prepositions of
time and place
Conditionals
Adverbs of
manner
Connectors

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
To discriminate, imitate, and repeat phonemes.
incorporate intonation patterns.
English phonemes
/w/, / t /.
Short sentences.
A limerick.
strategies

Conditionals
Adverbs of manner
Connectors

UNIT 4
153
Learning Abilities
To identify speakers.
To identify the purpose of
a message.
To extract specific
information.
To use key words to get
the general meaning.
To identify type and
purpose of a text.
To use cognates to
predict content.
To identify text
organization.
To distinguish main and
secondary ideas.
To discriminate between
inferences and
statements.
To complete a map.
To complete a
biography.
To give biographical
information.
Expected Outcome
Attitudes
Acquisition of
Appreciating the
importance of
discoveries, inventions,
events and people
in the past as part
professions, and places.
The use of tense
of our cultural
markers, prepositions of heritage.
Appreciating the
time and place.
importance of
inventions and
biographical
information.
technological
development of
Effective and efficient
use of writing skills as a
last century.
means of
communication.
Resources
A biography.
Articles from
magazines and
web pages.
An interview.
A radio program.
Evaluation
reflections
Metacognition
(Students book pp.
98, 102, 107,109,
114)
minitests
Listening
(Students book,
pp. 103, 111,
Tracks 47, 52)
Reading (Students
book, pp. 103, 111)
Language
(Students book,
pp. 103, 111)
synthesis
(Students
book, p. 118)
test your
knowledge
Listening
(Students book,
p. 118, Track 57)
Reading (Students
Book, p. 118)
Language
(Students book,
p. 118)
self-evaluation
(Students book,
p. 119)
extra test
Reading (Teachers
book, p. 192)
Listening (Teachers
book, p. 192,
Track 58)
Oral expression
(Teachers book,
p. 192)
Indicators
Evaluate their
performance in
the lesson.
Identify specific
information.
Discriminate
between correct
and incorrect
information.
Identify
supporting
information.
Use and apply
language and
vocabulary.
Exchange
information
about past
events.
Talk about
people and
places
UNIT 4
154
UNIT 4
92
in this unit you WiLL...

listen and identify specific information
in an interview and a TV show related
to famous people and past events by:
- identifying speakers,
- identifying purpose of a message,
- extracting specific information.
- using key words to get the general
meaning of a text.
read and demonstrate comprehension
of main and specific information in an
article from a magazine, in a biography,
UNIT 4
and in an Internet article related to

famous people and places by:
- identifying type and purpose of a text,
- using cognates to predict content,
- identifying text organization,
- distinguishing main and secondary
ideas,
- discriminating between inferences
and statements.
express biographical information and
descriptions in short monologs and
dialogs about:
- famous people from the past,
- famous places in the world.
write and complete a time line and a

short biography: narrating biographical
events about famous people from
the past.
PEOPLE AND PLACES

listen and find specific information in an interview
and in a TV show related to famous people and past
events by:
identifying speakers,
identifying purpose of a message,
extracting specific information,
using key words to get the general meaning.
read and demonstrate comprehension of main and

specific information in an article from a magazine,
in a biography, and in an Internet article related to
famous people and places by:
distinguishing main and secondary ideas,

discriminating between inferences and statements.
express biographical information and descriptions in
short monologs and dialogs about:
famous people from the past,
famous places in the world.
write and complete a time line and a short
biography:
narrating biographical events about famous
people from the past.
identifying type and purpose of the text,

using cognates to predict content,
identifying text organization,
GETTING READY
1. Answer the following questions in your group.
a. Do you recognize the people in the pictures? Who are they?
b. Can you name other important people from the past?
c. What do you know about them?
2. In one minute, in your group, complete the chart with the name of famous people who
correspond to each area. Then, compare your answers with other groups.
History
Science
Inventions
Arts
93
Getting ready
1. Introduce the topic of the unit talking
about important people in the world.
Brainstorm names from your students
and write a list on the board. You can
divide them into people from the past
and people from the present.
Ask your students if they know the
people in the pictures and what
information they know about them. At
this stage, you may need some
additional information.
the end of the unit
Answers: Albert Einstein, Isabel

Allende, Teresa of Calcutta, Benjamin
Franklin.
2. You can organize a competition
among your students. Divide the class
in groups of four or five and allow one
minute to complete the chart with the
names of as many famous people as
they know corresponding to each area.
Then compare their results. The
winner is the group with the most
correct names in each slot.

UNIT 4
155
UNIT 4
156
1. Match the sentences (a d) and the pictures.

a. She won the Nobel Peace
Prize in 1979.
Helen Keller
b. They built the first successful

airplane in 1903.
Albert Einstein
c. He developed the theory of

General Relativity.
Mother Teresa
d. She was the first deaf blind person

to earn a Bachelor of Arts degree.
The Wright brothers
2. Use the verbs in Exercise 1 to fill in the gaps in the following sentences.
after
at
before
in
on
My friend Janet was born _________ December 22nd _____ 3 oclock

_________ the morning. She lives in Rochester, in the United States.
She goes to the International High School. _________ that, she

attended the Lincoln Elementary School. She usually arrives _________
8 oclock _____ the morning, from Monday to Friday. _____ weekends,
she likes visiting her grandparents in the country. She usually arrives
_________ 9 _____ the evening and leaves _________ Sunday morning.
_________ Saturday, she often goes shopping with her grandma.
_________ that , they sometimes go to a restaurant. _________
summer, they often go to the beach.
94
UNIT 4
PreParation For the unit

Before starting this unit, students need
to know:
to identify important people from the past;
prepositions of time;
to use the connectors and, because, but,
and so;
vocabulary related to geographical places.

answers:
1. a. Mother Teresa. b. The Wright brothers.
c. Albert Einstein. d. Helen Keller.
2. on, at, in, Before, at, in, on, at, in, on,
on, after, In.
UNIT 4
157
3. Link these pairs of sentences into one using a connector from the box.
and
because
but
so
a. I couldnt sleep. I drank a glass of hot milk.

_____________________________________________________________.
b. Melissa went to the party. Melissa wanted to see Peter.
_____________________________________________________________.
c. My sister likes swimming. My sister doesnt like dancing.
_____________________________________________________________.
d. We want to go to the cinema. We dont like that movie.
_____________________________________________________________.
4. Look at the pictures. Find the words in the Word Search puzzle and
write them on the lines.
a. _____________
c. _____________
V N D
R O
Q T
D E
S N A Z
T N Q
S M V
g. _____________
D Q G D P G A Y G
G X
R N B
K D Z
Y O
N N
K A
L W F
e. _____________
b. _____________
W V
L Q V
C O O
F W D U H V
R O F
F
U C
C C
R O Q W A K
P M R U C
Y H M E M A Q Q F
B N W A
O V Q R
H U R
H K A
A M N Y A D T
E O F M H B
C N O U P D S
N P
G
L
Z U Y
d. _____________
B G
V A
U N
Y W W W
Y U X
f. _____________
Z D
i. _____________
h. _____________
PEOPLE
AND
PLACES
WELCOME
TO MY
COUNTRY
3. a. I couldnt sleep, so I drank a glass of

hot milk.
b. Melissa went to the party because
she wanted to see Peter.
c. My sister likes swimming, but she
doesnt like dancing.
d. We want to go to the cinema but we
dont like that movie.
95
4. W V Z S A J D Q G D P G A Y G
B
J
S
B
K
F
T
L
Y
O
H
U
Y
N
S
Q
N
R
D
E
S
W
H
V
K
L
C
P
C
T
A
X
Z
K
E
F
M
Q
A
G
N
L
V
P
Z
J
V
A
R
S
E
R
S
E
O
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N
T
V
R
Y
L
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M
E
A
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S
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A
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M
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I
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A
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Q
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A
W
D
UNIT 4
158
FOLK HEROES
Lesson 1
BeFore readinG
Why are these
characters famous?
What do they represent?
1. + You can start the class while

students still have their books closed,
asking them to define the cognate
legendary in groups. Elicit the different
ideas and write them on the board.
Then, come to an agreement about the
definition.
(L.A: to use cognates to understand
the text).
answers: legendary = legendario
(que tiene relacin con una leyenda;
que tiene mucha fama o prestigio).
2. ++ Tell your students to open their
books and look at the pictures on page
96. Ask them if they recognize any of
the legendary characters in the
pictures.
(L.A: to relate previous knowledge
and visuals).
answers: All of them are legendary.
All of them are believed to have
existed in reality. They were so famous
that their stories became a legend.
a. Robin Hood. b. El Zorro. c. Daniel
Boone. d. Pocahontas. e. Robinson
Crusoe. f. Joan of Arc.
3. ++ Ask your students to identify
where the legendary characters
come from by matching the
information provided.
relate information).
answers:
El Zorro - California, USA. Daniel Boone
- Kentucky, USA. Robin Hood Nottingham, England. Pocahontas
Virginia, USA. Robinson Crusoe York,
England. Joan of Arc Orleans, France.
BE F O R E R E AD IN G
1. In your group, can you define the cognate legendary?

PICTIONARY
2. Look at the pictures. Do you recognize any of the legendary

characters in them?
arro
band
3. Where do they come from? Match and compare with your partner.
Daniel Boone
Robin Hood
El Zorro
Joan of Arc
Robinson Crusoe
Pocahontas
bow
California, USA
Kentucky, USA
Orleans, France
cabin
trail
96
Nottingham, England
Virginia, USA
York, England
4. Answer Fernandos questions.

5. Have a quick look at the text on page 97 and underline all the
cognates. Can you predict what the text is about? Make notes.
UNIT 4
4. +++ Tell students to read and

answer Fernando's questions. Elicit
their answers and choose the best one
to write it on the board.
Accept the use of Spanish, but help
students put their ideas in English.
(L.A: to relate information).
Possible answers: They are
legendary. They fought for justice. They
have appeared in books and films, etc.
5. + Ask students to give a quick look at

the text and identify all the cognates.
Then, invite them to predict what the
text is about.
(L.A: to use cognates to predict topic).
UNIT 4
159
R E A DI NG
6. Read the following texts quickly and write the name of the character.
ES
FOLK HERO
I.________________________
He is a legendary English hero.
He lived in Sherwood Forest,
in Nottingham, with his band.
Stories about him and his
adventures began to appear in
the XIV century, but the facts
are uncertain. He was probably
born in 1160. He fought against
injustice and robbed the rich to
give to the poor.
He was also a brave fighter and
was very good with his bow
and arrow. His wife was Maid
Marion and his main enemy was
the Sheriff of Nottingham, who
always tried to capture him, but
never could.
II.________________________
He is often called the most famous
pioneer and frontier hero. He
explored the area of Kentucky, USA.
He was born in Pennsylvania, USA
on November 2, 1734. When he
was young, he never went to school
or learned how to read or write. He
spent most of his time hunting.
The Indians captured and released
him four times, but he built a
cabin in Kentucky, and moved his
family there.
In 1775, he led an expedition that
opened a trail through Kentucky.
In 1799, he moved west again, into
Missouri, and died on September
26, 1820.
Today his image is a mixture of fact
and legend.
III._______________________
He was born in Madrid in 1793,
but then he emigrated to
America with his parents,
Alejandro Vega and Elena
Felicidad. They settled in
California and became rich.
Then, he returned to Spain
to study art and science at
Madrid University, but he always
considered California his home.
When he was back in America,
he discovered that the mayor
used his position and influence
to exploit and rob the poor. He
decided to change the situation
and adopted a secret identity.
He wore a black mask and rode
a black horse, Tornado. His
friend Bernardo pretended to
be a deaf mute and spied for
him.
Robin Hood
Daniel Boone
El Zorro
Adapted from: The Adventures of Daniel Boone. n.d. Retrieved June 6th, 2012, from: http://www.
earlyamerica.com/lives/boone/
Adapted from: Wass, J. (2003) The story of Robin Hood. Retrieved June 6th, 2012, from: http://
homepages.paradise.net.nz/lucyjack/robinhood/story.html
Adapted from: Baugh, M. (2004)The Legacy of the Fox: A Chronology of Zorro. Retrieved June 6th,
2012, from: http://www.pjfarmer.com/woldnewton/Zorro.htm
7. What are the texts about?

a. Three imaginary characters.
b. Three real characters.

PEOPLE
AND
PLACES
WELCOME
TO MY
COUNTRY
Pictionary
arrow: flecha
band: banda (de ladrones)
bow: arco
cabin: cabaa
trail: sendero / senda
readinG
6. + Tell students to read the texts
quickly and identify the name of the
character that corresponds to
each paragraph.
97
(L.A: to use scanning to identify

general information).
answers: a. Robin Hood. b. Daniel
Boone. c. El Zorro.
7. + Ask your students to choose the
correct alternative and compare it with
their predictions in Exercise 5.
(L.A: to identify general topic).
answers: b.
UNIT 4
160
8. Who is who? Copy the statements into the corresponding part of
the chart.
Robin Hood
El Zorro
REFLECTIONS
knowledge to understand
the text?
Did I learn new
vocabulary connected to
the topic?
YES NO
Daniel Boone
8. ++ Read the statements with the

class. You can ask the whole class to
place all the statements under the
corresponding character, or you can
divide the class into three groups and
ask each group to find either:
a. the statements related to one character, or
b. the character corresponding to three
of the statements (Group 1 : a., b., c.
Group 2: d., e., f. Group 3: g., h., i.).
(L.A: to identify specific information to
complete a graphic organizer).
answers:
Robin Hood: a., e.
Daniel Boone: b., c., g., i.
El Zorro: d., f., h.
a. He was good with his bow and arrow.

b. He liked to hunt.
c. He didnt know how to read or write.
d. He was a good rider.
e. He robbed the rich to give to the poor.
f. He wore a mask.
g. He built his house.
h. He had a friend who spied for him.
i. He was a prisoner of the Indians.
9. Are these statements facts (F) or inferences (I)?

d. ____ Daniel Boone knew the
a. ____ Robin Hood was married.
Indians well.
b. ____ The facts about Robin
e. ____ El Zorro rebelled against
Hoods life are not certain.
the authorities.
c. ____ Daniel Boone was not an
9. +++ Explain to your students that

there are things we can find in the texts
and there are other things we can infer
from them. Then, ask them to read the
text again if necessary, and decide if the
facts are statements (S) or inferences (I)
(L.A: to distinguish between facts
and inferences).
answers:
Statements: b. f.
Inferences: a. c. d. e.
reFLections
students reflect on their language
process and to raise their awareness of
how they develop their strategies to
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.
f. ____ El Zorros horse was
educated person.
called Tornado.
10. Write the words corresponding to these pictures.

a. A ___ ___ ___ ___
b. B ___ ___
c. C ___ ___ ___ ___
d. I ___ ___ ___ ___ ___

e. F ___ ___ ___ ___ ___
f. M ___ ___ ___
98
UNIT 4
Students read the questions and

identify:
if they used their previous
knowledge to understand the text;
if they learned new vocabulary
connected to the topic.
aFter readinG
10. + Ask your students to write the
name of the things that appear in the
pictures. Explain that all the words
appeared in the text.
(L.A: to relate pictures and
meanings).
answers:
a. Arrow. b. Bow. c. Cabin.
d. Indian. e. Forest. f. Mask.
LANGUAGE FOCUS
UNIT 4
161
Connectors
1. Read these sentences from the text. Pay special attention to the words
in bold.
a. When he was young, he never went to school or learned how to
read or write.
b. He was born in Madrid in 1793, but then he emigrated to America.
(L.A: to identify the order of a verse/

to imitate a model of intonation).
Answers: a. 1. b. 4. c. 3. d. 2. e. 5.

a. How many parts can you identify in the sentences in Point 1?
b. How are they connected?
c. What do the words in bold in Point 1 mean?
i. soon after that
Did you know that

ii. at the time that

When we want to connect two ideas related to time, we can use the
adverbs ___________ and ___________ .
Did you know that
First listen. Then listen and repeat.
11.
d
medieval minstrels and balla
singers that traveled all
over England spread many
Robin Hood stories? These
a. The show starts at 8:30.

b. I was born on June 24th, 1998.
c. They were born in 1962.
12.
In pairs, number these lines in order to form a verse of a

well known ballad. Can you guess who the ballad is about? Then listen
and repeat.
a. _____ A bonny fine maid of a noble degree,
b. _____ For she was a gallant dame.
documents, together with

other early ballads, provide
t
most of what we know abou
Of
Robin Hood and his doings.
the real Robin Hood, we know
nothing.
c. _____ Maid Marian called by name,

d. _____ Did live in the north, of excellent worth,

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.
e. _____ With a hey down down a down down.

13. FL Choose your favorite cartoon character and fill in the chart.
Name
Country
Clothing
Famous for
American English:
traveled
British English:
travelled
PEOPLE
AND
PLACES
WELCOME
TO MY
COUNTRY
______________________
Language Focus - Connector

grammar structure by themselves.
in bold.
2. a. Two. b. With when and then.
c. then i. when ii.
3. When we want to connect two ideas
related to time, we can use the
adverbs then and when.
______________________
13. FL Motivate fast learners to think

about and choose their favorite
cartoon character and fill in the chart.
(L.A: to consolidate vocabulary).
99
11. + 45 Play the recording and ask

students to listen. Then they listen and
repeat.
pronunciation).
12. ++ 46 In pairs, students put the
lines in order to form a verse of a
ballad about Robin Hood's life. Play
the recording and ask students to
listen. Then they listen and repeat.
Don't tell them the name of the
character. Make them guess from the
content of the ballad.
UNIT 4
162
A MAGIC ROLE
Lesson 2
BeFore ListeninG
1. + Start a conversation among your
students about the picture on page
100. Ask them to identify the main
character in it.
identify information).
answers: Harry Potter.
There are
many movies
inspired by this
character. My friend Sarah
interviewed the actors who
play two of the principal
roles in the movies. Who
are they? Look at the
picture and tick their
names.
2. + Ask students if they know the

actors name and his age.
make predictions).
end of the unit.
3. ++ Students read what Kelly says
and make their predictions. Do not
check answers at this stage.
predict content).
4. +++ Ask your students to guess the
questions they think Kelly asked the
actors. Do not check answers at this
point.
predict content).
5. + Make sure students read the words
in the Pictionary and revise their
meaning.
(L.A: to relate words and pictures).
Pictionary
magic: magia
pastime: pasatiempo
starsign: signo zodiacal
1. One of the most famous magic movie characters is the boy who
appears in the picture below. Can you identify him?
2. Do you know the actors name and his age?
3. Read what Kelly says, answer her question, and follow her instructions.
a. _____ Daniel Radcliffe
b. _____ Elijah Wood
c. _____ Orlando Bloom
d. _____ Emma Watson
e. _____ Hillary Duff
f. _____ Dakota Fanning
PICTIONARY
ic
mag
4. Which of these questions do you think Sarah asked them? Mark them
with a tick ().
a. _____ Have you got a nickname?
b. _____ How old are you?
ime
past
c. _____ Where were you born?

d. _____ What is your favorite food?
n
tarsig
e. _____ How many brothers and sisters have you got?
5. Read the words in the Pictionary and check their meaning.
100
UNIT 4
ListeninG

6. + 47 Students listen to the interview
and check their predictions in Exercise
3. Remind them of the importance of
paying special attention to all the
familiar words they can identify.
answers: a. d.
7. + 47 Help students recognize the
purpose of the interview.
(L.A. to recognize purpose of a text).
answers: c.
8. ++ 47 Students listen to the

interview again and check if Kelly
asked any of the questions they ticked
in Exercise 4.
answers: a. c.
recording again and complete the
chart.
(L.A: to complete a graphic organizer)
UNIT 4
163
L I S T E NI NG
6.
Listen to the interview and check your predictions in Exercise 3.

Pay special attention to all the familiar words you hear.
10. +++ Students listen to the

recording once more and identify the
corresponding actor.
answers: a. Emma Watson.
b. Daniel Radcliffe.
What is the purpose of the interview? Tick () an alternative.
7.
a. _____ To talk about Harry Potters books.

b. _____ To talk about Harry Potters movies.
c. _____ To talk about the actors everyday lives.
8.
Listen again. Did Sarah ask any of the questions you ticked in
Exercise 4?
Listen to the interview again and complete the chart.
9.
Name

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.
Nickname
Born on
American English:
movie star
Starsign
Brothers / sisters
British English:
film star
Pets
Favorite pastimes
10.
Listen once more and write the names.

a. ____________________________ would like to act with Brad Pitt.
b. ____________________________ would like to be invisible.
A F T ER LI S T E NI NG
LANGUAGE FOCUS
Imaginary situations
1. Read these sentences from the interview and other examples.

a. What would you do with magic powers?
b. I would act with Brad Pitt in Harry Potter!
c. I would be invisible.
Did you know that
Harry Potters author,

J.K. Rowling, created so
many new words that
there is a glossary of
terms that appear in the
Harry Potter stories?
2. What do these sentences refer to?

a. A real situation.
b. An imaginary situation.
aFter ListeninG
______________________
3. What verb form do you notice in the examples?

LanGuaGe Focus - imaginary

situations
To talk about __________ situations, we use __________ + the verb.
PEOPLE
AND
PLACES
WELCOME
TO MY
COUNTRY
101
answers:
name
nickname
Born on
starsign
Brothers / sisters
Pets
Favorite Pastimes
did you know that

Daniel Radcliffe
Emma Watson
Dan
Em
23rd July, 1989
15th April, 1990
Leo
Aries
Only child
A brother
Two dogs - Binka and Nugget Two cats: Bubbles and Domino
Play Station and football
Playing hockey

themselves.
1. Ask students to revise the
examples, paying special attention to
the word in bold.
answers: b.
3. Students identify the verb used in the
examples.
answers: Would.
4. Students complete the rule.
answers:
To talk about imaginary situations,
we use would + the verb.
_____________________
UNIT 4
164
11. What would you do with magic powers? Complete the sentences.
a. I would like to _________________________________________________.
b. I would ________________________________________________________.
c. I ________________________________________________________________.

Focus and ask them to complete
the sentences.
(L.A. to consolidate language
structures).
First only listen to the tongue twister. Then listen and repeat
12.
How much wood would a woodchuck chuck

if a woodchuck could chuck wood?
13.
12. + 48 First, students only listen.

Then, they listen and repeat the
tongue twister.
(L.A. to imitate an intonation pattern).
In pairs, use the sentences in bubbles A and B to write a

dialog between Fernando and Kelly and then role-play it in front of
your classmates.
A
Would you
It would be
great!
No, I cant stand romantic
comedies.
I prefer action movies.
like to go to the cinema?

Would you like to see the
new movie at the Royal?
13. +++ 49 In pairs, students use the

sentences in bubbles A and B to write a
dialog between Fernando and Kelly.
Then, they role-play it in front of their
classmates. Remember to take an active
role in pair formation, so that students
do not always work with the same
partner, to take full advantage of the
variety of learning styles and abilities.
You can also ask your students to vote
for the best performance.
(L.A. to consolidate vocabulary and
language structures).
Answers:
Kelly: Would you like to go to the
cinema?
Fernando: It would be great!
Kelly: Would you like to see the new
movie at the Royal?
Fernando: No, I can't stand romantic
comedies. I prefer action movies.
14. +++ Ask students to form groups of
four and follow the instructions to
prepare a role-play, interviewing their
favorite star.
You can also assign this exercise as
homework for the next class or as a
project, with formal evaluation.
vocabulary).
11. What would you do with magic powers? Complete the sentences.
a. I would like to _________________________________________________.
b. I would ________________________________________________________.
c. I ________________________________________________________________.
First only listen to the tongue twister. Then listen and repeat
12.

13.
In pairs, use the sentences in bubbles A and B to write a

dialog between Fernando and Kelly and then role-play it in front of
your classmates.
A
Would you
It would be
like to go to the cinema?
great!
No, I cant stand romantic
Would you like to see the

new movie at the Royal?
Kelly:
comedies.
I prefer action movies.
_____________________________________________________________.
Fernando: _____________________________________________________________.
Kelly:
_____________________________________________________________.
Fernando: _____________________________________________________________.
REFLECTIONS
What were the main problems
I had when forming questions
and answers in English?
What can I do to overcome
them in the future?
a. Imagine you interview your favorite actor or pop-music star.

b. Elaborate a set of questions you would like to ask him / her.
c. Try to find the true answers for each question.
d. Recreate the interview in front of your class.
15. FL Match these items with the actors. Write DR or EW.
a. _____ Two dogs.
b. _____ Aries.
c. _____ Two cats.
d. _____ Hockey stick.
e. _____ Football ball.
f. _____ Leo.
g. _____ Play Station.
h. _____ Brad Pitt.
102
Kelly:
UNIT 4
_____________________________________________________________.
Fernando: _____________________________________________________________.
Kelly:
_____________________________________________________________.
Fernando: _____________________________________________________________.
REFLECTIONS
What were the main problems
I had when forming questions
and answers in English?
What can I do to overcome
them in the future?
a.
b.
c.
d.
15. FL Match these items with the actors. Write DR or EW.

a.
b.
c.
d.
e.
f.
g.
h.
102
Imagine you interview your favorite actor or pop-music star.

Elaborate a set of questions you would like to ask him / her.
Try to find the true answers for each question.
Recreate the interview in front of your class.
_____ Two dogs.

_____ Aries.
_____ Two cats.
_____ Hockey stick.
_____ Football ball.
_____ Leo.
_____ Play Station.
_____ Brad Pitt.
UNIT 4
Reflections
Students read the questions and
identify:
the main problems they had when
forming questions and answers
in English;
the actions they can take
to overcome these problems in
the future.
15. FL Encourage fast learners to relate

each actor with the items in the list.
Answers:
Daniel Radcliffe: a. e. f. g.
Emma Watson: b. c. d. h.
UNIT 4
165
MINI - TEST
READING
3 pts
a. Why was Robin Hood so popular among poor people?
b. Why is Daniel Boone called a frontier hero?
c. Why did El Zorro wear a mask?
6 pts
2. Write the words in the box in the correct column.

secret hunter archery expedition forest horse rider
Robin Hood
Daniel Boone
El Zorro
LISTENING
3. Listen to the recording in Lesson 2 again and write the name, Daniel or Emma.
a. _______________ In Oxford.
b._______________ Im an only child.
c._______________ 23rd July, 1989.
d._______________ Ive got two cats.
4 pts
4. Listen to the recording again and circle the correct alternative.
4 pts
a. Daniel Radcliff was born in London / Bolton.

b. He loves Play Station and football / basketball.
c. Emma Watson was born in 1999 / 1990.
d. Her brother is younger / older than her.
LANGUAGE
4 pts
5. Complete the dialog about an imaginary situation.
A: What famous actor ____________ you like to ____________? (meet)

B: I ____________ like to ______________ _______________ _______.
6. Complete these sentences. Use when or then.
4 pts
a. My parents lived in France and in Italy, and ____________ they returned to Chile.
b. I loved to do science projects____________ I was at school.
0-8
9 - 14
Keep trying Review!
15 - 19
Well done!
20 - 25
Excellent!
total
score
25 pts
PEOPLE
AND
PLACES
WELCOME
TO MY
COUNTRY
mini - test
material to check and revise students'
and then give enough time to answer
individually.
103
answers:
readinG
1. a. Because he gave them what he
robbed from rich people.
b. Because he opened a trail (path) in
the frontier with the Indian territory.
c. Because he had a secret identity.
2.
ListeninG 47
3. a. Emma. b. Daniel. c. Daniel. d. Emma.
4. a. London. b. football. c. 1990.
d. younger.
LanGuaGe
5. would / meet. would / meet.
6. a. then. b. when.
Robin Hood
Daniel Boone
Archery, forest
Hunter, expedition
El Zorro
Horse rider, secret
UNIT 4
166
FLORENCE NIGHTINGALE,
A WOMAN OUT OF HER TIME
Lesson 3

a. Do you know the women in the pictures?
b. What do they have in common?
2. Make a list of other important women you know.
3. Read the text on page 105 quickly and underline the cognates you
find. What is the story about?
PICTIONARY
rd
awa
a. A famous musician.
b. A famous doctor.
c. A famous nurse.
d. A famous writer.
4. Read the words in the Pictionary and then find them in the text.
coffin
5. Find the meaning of the words in the Pictionary in this list.

a. A prize.
b. A box that contains a dead body.
c. A person who takes care of sick people, usually in hospital.
d. Woman.
e. Soldier.
f. A stone over a grave that shows the name, age, etc. of the person
buried there.
lady
nurs
eant
serg
ston
tomb
http://www.distinguishedwomen.com/
104
BeFore readinG
1. + Ask students to look at the pictures
and then answer the questions.
the topic).
answers: Isabel Allende, Sor Teresa de
los Andes, Gabriela Mistral. They are all
important Chilean women.
2. + Tell students to make a list of other
important women they know and the
area they stand out in.
the topic).
UNIT 4
3. ++ Make students read the text

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

the Pictionary and then find them in
the text.
UNIT 4
167
R E A D I NG
MA
A WO
N OUT OF HER TIM

E
Florence Nightingale was born on May 12 ,

1820 in Florence, Italy. Her family was
rich and her father taught her at home.
In 1844, she had the idea to work in
hospitals. She wanted to be a nurse,
but her parents did not want her
to become one. She confronted
them firmly and she worked as a
nurse at Salisbury Royal Infirmary.
She became an expert on hygiene
quickly.
In 1853, she found her first paid
job. She worked until October, 1854
and then went to help nurse the British
soldiers of the war in Crimea. The soldiers
thought that Florence Nightingale was a great
lady, so when she returned to Britain, she was a
heroine.
People wrote songs about her and Queen Victoria
and Prince Albert gave her an award.
In 1859, Florence wrote a small book called Notes
on Nursing, with a special section about taking
th
care of babies. The book sold millions of

copies all over the world.
In 1860, she opened the Nightingale
Training School for nurses at St
Thomas Hospital in London, where
Florence almost invented modern
nursing as we know it today.
In 1861, Florence became ill. She
could not walk anymore and for the
next 30 years she continued working
hard from her home at 35 South Street,
in London.
By 1896, she was so frail that she couldnt
leave her bedroom.
On August 13, 1910, she fell asleep and died
quietly.
She was buried in the family grave at East Wellow.
Six sergeants of the British Army carried her
coffin.
Her only memorial is a line on the family
tombstone F. N. Born 1820. Died 1910. She lived
for ninety years and three months.
Adapted from: Bostridge, M. (February 2nd, 2011). Florence Nightingale: the Lady with the Lamp. Retrieved June 7th,
2012, from: http://www.bbc.co.uk/history/british/victorians/nightingale_01.shtml
6. Read the text and check your prediction in Exercise 3.

7. Read the text again and complete the following fact file:
Name:
Date of birth:
____________________________________
___________________________
Place of birth: _________________________________________________

Studies: _______________________________________________________
Profession: ___________________________________________________
Place of work: ________________________________________________
Book published: ______________________________________________
Other interesting information: _______________________________
Date of death: ________________________________________________
PEOPLE
AND
PLACES
WELCOME
TO MY
COUNTRY
Pictionary
award: premio / reconocimiento
coffin: fretro / atad
lady: dama
nurse: enfermera
sergeants: sargentos
tombstone: lpida
5. +++ Students match each word in
the Pictionary with its meaning.
answers: nurse: c. lady: d. award:
a. coffin: b. sergeants: e. tombstone: f.
105
readinG
6. + Students read the text quickly, just
to check their predictions in Exercise 3.
answers: c.
7. ++ Read the headings with the class
and make sure students know the type
of information required to complete the
fact file. Check answers on the board.
answers:
name: Florence Nightingale.
date of birth: May 12th, 1920.
Place of birth: Florence, Italy.

studies: at home.
Profession: nurse.
Place of work: Salisbury Royal Infirmary;
the war in Crimea.
Book published: Notes on Nursing.
other interesting information: Queen
Victoria and Prince Albert gave her an
award; she opened the Nightingale
Training School for nurses in London; she
invented modern nursing; she got ill and
couldn't walk, but worked from home for
30 years.
date of death: August 13, 1910.
UNIT 4
168
8. Answer these questions with one word.
8. ++ Invite students to read the

sentences and find one word in the
text to describe the way in which the
actions were performed.
(L.A.: to identify specific information)
answers: a. Firmly. b. Quickly.
c. Hard. d. Quietly.
a. How did Florence confront her parents? _______________

b. How did Florence become an expert on hygiene? _______________
c. How did she work after she became ill? _______________
d. How did she die? _______________
9. Are these statements inferences (I) or facts (F)?
Did you know that
Florence Nightingale was

the founder of the modern
nursing profession?
She was also a pioneer
statistician; she invented
the pie chart.
a. _____ Florence didnt go to school.

b. _____ Her parents didnt want her to be a nurse.
c. _____ Her book was very popular all over the world.
d. _____ She met Queen Victoria and Prince Albert.
LANGUAGE FOCUS
9. +++ Ask students to read again if

necessary and then distinguish
Inferences from Statements.
(L.A: to distinguish inferences and
statements).
answers: a. I. b. S. c. I. d. l.
Prepositions of place
1. Revise these sentences from the text and other examples.

a. Florence was born on May 12th, 1820 in Florence, Italy.
b. She opened the Nightingale Training School for nurses at St Thomas
Hospital.
c. She continued working from her home at 35 South Street, in London.
d. A war started in Crimea, on the coast of the Black Sea.
2. What do the words in bold mean? What is their equivalent in Spanish?
3. Complete the rule with in - at - on.
We use _____ with full addresses, special places, institutions, or events.
We use _____ with countries, cities, rooms, or buildings.
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.
We use _____ with floors of buildings, coasts, or surfaces.

10. Look at the pictures. In your notebook, write sentences that describe
them using the correct preposition of place.
aFter readinG
______________________
LanGuaGe Focus - Prepositions of

place
grammar structure by themselves.
in bold.
answers: en.
3. They complete the rule with in - at - on.
We use at with full addresses, special
places, institutions, or events. We use in
with countries, cities, rooms, or
buildings. We use on with floors of
buildings, coasts, or surfaces.
______________________
106
UNIT 4
10.++ Refer students to the Language

Focus. Then, ask them to look at the
pictures and write sentences in their
notebooks that illustrate them, using
the correct preposition of place.
(L.A: to use a new language structure).
answers:
a. Kelly is at school; b. Ema is in Santiago;
c. Fernando lives at 465, King St.
UNIT 4
169
11. Write notes about your own life. Think about important dates and
facts and complete the fact file.
Name
Date and place of birth
City or town
School
Other activities
12.
With the information in Exercise 11, talk to your partner

about your life. Use these questions as clues. Listen to the example.
A: I was born in ____________________________, how about you?

B: I ____________________________.
A: I started school in ____________________________.
B: Where do you live?
A: I live ____________________________.
13.
REFLECTIONS
YES NO
Did I have difficulties

to give biographical
information?
First only listen. Then listen and repeat.

There was a young lady in Ickenham

knowledge to do the
tasks?
Who went on a bus to Twickenham.
14. FL Underline the most important sentences in the text on page 105
and write a brief summary of Florence Nightingales biography.
Florence Nightingale was born in 1820. Her father...
PEOPLE
AND
PLACES
WELCOME
TO MY
COUNTRY
11. + Invite students to write notes about

their own life. Tell them to think about
important dates and facts and then
complete the fact file.
(L.A: to relate topic to students' own lives).
12. +++ 50 Motivate students to use
the information in Exercise 11 to
exchange information in pairs. Tell
them to use the questions as clues.Ask
them to listen to the example.
(L.A: to consolidate vocabulary
and language).
107
Reflections
them when necessary.
Encourage students to keep a record
of their answers in a special section of
their notebooks.

if they had difficulties to give
biographical information;
if they used previous knowledge to do
the tasks.
they listen and repeat the tongue twister.
(L.A: to imitate a pronunciation model).
14. FL Encourage fast learners to
underline the most important
sentences in the text and write a brief
summary of the biography. Ask some
students to share their work with the
whole class to provide a model for
their classmates.
(L.A: to organize information to
elaborate a biography).
UNIT 4
170
PEOPLE THAT CHANGED
PEOPLE
Lesson 4
Do you
know the difference
between an invention
and a discovery?
Discuss your ideas
with your partner.
BeFore ListeninG
1. + Start the lesson eliciting students'
ideas about the difference between an

invention and a discovery. Invite them
to discuss ideas with their partners
and come to an agreement. Encourage
students to use English as much as
possible, but allow Spanish if
necessary as this is a stage in which
you are not checking speaking skills.
Do not check answers at this stage.
the topic).
2. ++ Ask students to write the word

next to its definition in English.
infer meaning).
answers:
discovery: something new, learned or
found in nature.
invention: created thing, a thing that
somebody created, especially a device
or process.
3. ++ Tell students to write the name that
corresponds to each picture.
(L.A: to use visual clues to relate
information).
answers:
a. T.A. Edison. b. Marie Curie.
c. The Wright brothers. d. Albert
Einstein.
1. Answer Fernandos question.

2. Can you write the word next to its definition?
a. ________________________ : something new, learned or found in nature.
b. _____________________ ___ : created thing, a thing that somebody
created, especially a device or process.
3. Write the name of the inventor or discoverer under the
corresponding picture (a d).
The Wright brothers Marie Curie
T.A. Edison Albert Einstein
a
PICTIONARY
______________________________________ ______________________________________
fligh
kite
light
bulb
______________________________________ ______________________________________
ion
mot amera
re c
pictu
aph
nogr
pho
ine
vacc
108
4. Read the following sentences and write a name from Exercise 3.

a. His inventions and discoveries helped other people
b. She won a Nobel Prize.
c. He made important contributions to science.
d. They could imitate birds.
____________
____________
____________
____________
5. Have a look at the pictures and the words in the Pictionary. Can you
predict the content of the text?
UNIT 4
4. +++ Ask students to read the

sentences and then relate them to a
character in Exercise 3. Do not check
answers at this point.
(L.A.: to use previous knowledge to
predict content)
5. + Tell students to have a look at the
pictures, read the words in the
Pictionary, and then predict the
content of the text.
(L.A: to use visuals to predict content).
Pictionary
kite: volantn
flight: vuelo
light bulb: ampolleta
motion picture camera: cmara de cine
phonograph: fongrafo
vaccine: vacuna
UNIT 4
171
L I S T E NI NG
6.
7.
Listen to the recording. Check your answers in Exercise 4 and your

aFter ListeninG
______________________
Listen to the recording again and choose the best answer.

a. What kind of text is it?
i. A radio quiz.
ii. A radio interview.
LanGuaGe Focus Adverbs

of manner
Remember that this section is meant
to help students revise or discover a
particular grammar structure
by themselves.
in bold.
2. Students identify the information
required.
answers: a.
3. Adverbs of manner tell us how
something happens. We make most
of them by adding the particle -ly to
the corresponding adjective.
b. What are the people doing?

i. They are talking about themselves.ii. They are representing a role.
8.
Listen to the recording again and underline the correct alternative.

a. I was born in 1867 / 1967. I graduated when I was 16 and won a
medal / prize. I did my first scientific work in 1819 / 1890. I received the
Nobel Prize in Physics / Chemistry.
b. I define myself as an inventor / vendor. I invented more than 100 / 1,000
different things, like the telegraph / phonograph. I always said: Genius
is 1 / 100 % inspiration and 19 / 99 % perspiration.
A F T ER LI S T E NI NG
LANGUAGE FOCUS
Adverbs of manner
1. Read these sentences from the text and other examples. Pay special
attention to the words in bold.
a. I discovered the radio accidentally.
b. I can really define myself as an inventor.
c. She confronted her parents firmly.
d. She died quietly.
2. What do the words in bold express? Choose an alternative.
a. They express how something happens.
b. They express the time when something happens.
c. They express the place where something happens
______________________
REFLECTIONS
Adverbs of manner tell us___________________ . We make most of them

by adding the particle _______ to the corresponding adjective.
YES NO
How much did the

exercises help me
How much did I use my
previous knowledge to
PEOPLE
AND
PLACES
WELCOME
TO MY
COUNTRY
ListeninG

6. + 52 Play the recording once.
Students listen and check their
answers: a. T. A. Edison.
b. Marie Curie. c. Albert Einstein.
d. The Wright Brothers.
109
7. ++ 52 Students listen again and

circle the correct answer.
(L.A: to identify general information).
answers: a. i. b. ii.
8. +++ 52 Play the recording once
more. Students listen and underline
the correct alternative.
answers:
a. 1867, medal, 1890, Physics.
b. inventor, 1,000, phonograph, 1, 99.
reFLections
them when necessary.
Encourage students to keep a record
of their answers in a special section of
their notebooks.
how much the exercises helped them
knowledge to understand the text.
UNIT 4
172
9.
sentences.
First only listen. Then listen and repeat the following
a. Hes a clown doctor.

b. Shes a tennis player.
c. Edison was a famous inventor.
d. He is the most important scientist in the world.
10.
Complete the conversation with the phrases in the box

and then check with the recording. Practice in your group and then
role-play it in front of your classmates.
Wow!
Lets start!
quiz for you
the most points
about
_________________.
I have a
______________
kids!
______________ !
What quiz, Kelly?
For each correct answer, one point.

The player who scores _____________ is
the winner, OK.?
Pay attention
But whats
the quiz
_____________ ?
Inventions.
___________ !
500000 - 400000 BC
3000 BC
3500 BC
abacus
110
computer
fireworks
1000
1600 - 1700
1450
Internet
printing press telephone
1920
1850 - 1880
telescope
_________________________
_________________________
_________________________
_________________________
_________________________
_________________________
_________________________
_________________________
fire
_________________________
11. FL Look at the pictures of inventions. Locate them on the timeline.
1969
wheel
UNIT 4
53 the recording. The

9. + 53 Play
students first only listen. Then they
listen and repeat the sentences.
pronunciation).
(L.A.: to dramatize a communicative

situation)
Answers: quiz for you. Wow. Pay
attention. the most points. about.
Lets start!
10. +++ 54 Ask

54 students to complete
the conversation with the phrases in
the box. Then, play the recording for
them to check their answers. You may
also encourage some groups to
dramatize the conversation in front of
their partners.
11. FL Motivate fast learners to look at

the pictures of the inventions and
then locate them on the timeline.
the topic).
Answers: fire, wheel, abacus;
fireworks, printing press, telescope,
phone, computer, Internet.
UNIT 4
173
MINI - TEST
READING
4 pts
a.Where was Florence Nightingale born?
b.When did she start working?
c.What famous persons did she meet?
d.What did she write?
2 pts
2. Find the words in column A in the text and match them with their meaning in column B.
A
Nurse
Award
B
A prize
A person who takes care of sick people
LISTENING
4 pts
3. Listen to the text in Lesson 4 again and number these sentences in the order you hear them.
a.____ I studied mathematics.
b.____ I changed the way people lived.
c.____ My mother taught me.
d.____ I couldnt go to university.
3 pts
4. Listen to the recording again and write the corresponding name, Marie Curie or T. A. Edison.
a. __________________________ didnt go to school.
b. __________________________ made a discovery by accident.
c. __________________________ invented a lot of things.
LANGUAGE
5. Complete the sentences with the correct preposition.

4 pts
a.He flew from Japan. Hes probably ______ Sydney now.

b.Were you ______ Toms party last night?
c.He lives ______ Australia.
d.We live ______ this address.
0-4
5-9
Keep trying Review!
10 - 13
Well done!
14 - 17
Excellent!
total
score
PEOPLE
AND
PLACES
WELCOME
TO MY
COUNTRY
mini - test
The mini-tests in Lessons 3 and 4
provide material to check and revise
students' progress and information
about any points that the majority of
students may have problems with.
Make sure they understand what they
are expected to do and then give
enough time to answer individually.
17 pts
111
answers:
readinG
1. a. In Italy. b. In 1844.
c. Queen Victoria and Prince Albert.
d. A book on nursing.
2. Nurse: A person who takes care of
sick people. Award: A prize.
ListeninG 52
3. a. 2. b. 4. c. 3. d. 1.
4. a. T.A. Edison. b. Marie Curie.
c. T.A. Edison.
LanGuaGe
5. a. in. b. at. c. in. d. at.
UNIT 4
174
A SPECIAL PLACE FOR
CHILDREN
Lesson 5
1. Look at the pictures and read the title of the text. Tick your idea of a
Childrens Republic.
a. ___ A place where children choose the authorities.
b. ___ A place like a city where children can play.
c. ___ A place where only children live.
PICTIONARY
g
uildin
doll
re
squa
3. Choose five words to support your prediction and then compare

them with your partner.
______________________________
______________________________
______________________________
le
stab
mer
stea
112
2. Have a quick look at the text on page 113 and underline all the
cognates. Can you say what it is about?
______________________________
______________________________
4. Make sure you understand the words in the Pictionary.
UNIT 4
BeFore readinG
1. + Start the lesson telling students to
have a quick look at the pictures and
read the title of the text. Then, ask
them to tick their idea of a Children's
Republic.
(L.A: to predict content from titles
and visuals).
answers: a.
2. ++ Ask students to read the text

quickly and underline all the cognates.
Tell them to read the cognates aloud
and, with this information, try to
predict what the text is about. Do not
check answers at this point.
(L.A: to use cognates to
predict content).
answers: miniature, minutes,
extends, hectares, students, visit,
authorities, government, basic,
functioning, important, institutions,
republic, different, palaces, public,
restaurants, station, real, areas,
R E A DI NG
ENS
CHILDR
UNIT 4
175
REPUBLIC
There is a place in Argentina where kids

can play at being adults and enjoy the main places of a real city.
I: ____________________________________
This miniature world is only ten minutes from
the city of La Plata, in Buenos Aires, and extends
over 53 hectares.
When students visit it, they can choose the
authorities of the Children government and
see the basic functioning of the most important
institutions of the country.
The Childrens Republic has thirty five different
buildings. There are castles, palaces, public
buildings, a chapel, restaurants, a railway station,
and other places like in a real city.
The republic has three different areas.
II: ____________________________________
The central Civic Center has streets, monuments,
and buildings. Around the main square, there is a
bank, the Cathedral, the City Hall, restaurants, a
Post Office, and the Palace of Culture.
There is also an International Museum of Toys
with two thousand five hundred dolls from fifty
countries around the world. It is the kids favorite
place.
The House of Parliament and the Palace of
Justice are opposite the Central Square. The city
also has a radio studio, Republic Radio. It is
the first radio in the country where children can
participate.
III: ___________________________________
Within this area, there is a little forest with varied
trees, and there is also an artificial lake with small
islands. There is also an educational farm with a
stable. There, children can learn how to milk a
cow and how to manufacture cheese.
IV: ___________________________________
In this area, visitors can take a boat ride on a
Mississippi-style paddle steamer, take a tour in
the local train, or enjoy the aquarium.
The Amphitheater is opposite the artificial lake.
It imitates an ancient Greek theater. During
weekends, children present their plays and live
music and there are also aquatic animal shows.
Adapted from: Republic of the Children. (2012). Retrieved
June 7th, 2012, from: http://en.wikipedia.org/wiki/
Republic_of_the_Children
PEOPLE
AND
PLACES
WELCOME
TO MY
COUNTRY
central, monuments, bank, cathedral,

office, culture, international, favorite,
parliament, justice, opposite, radio,
studio, participate, varied, artificial,
educational, manufacture, visitors,
tour, train, aquarium, amphitheater,
imitates, theater, present, music,
aquatic, animal shows.
3. +++ Ask students to choose five
words to support their predictions in
Exercise 2 and then compare with
their partners.
113
(L.A: to use cognates to support

predictions).
Tell students to read the words in the
Pictionary and check that they have
interpreted the pictures correctly.
Pictionary
building: edificio
doll: mueca
square: plaza
stable: establo
steamer: barco a vapor
UNIT 4
176
5. Have a quick look at the text and check your predictions in Exercises 2
and 3. Can you say what kind of text it is?
a. An interview.
5. + Ask students to have a quick look at

the text and decide the kind of text it is.
(L.A: to identify kind of text).
Answers: b.
American English:
Theater
British English:
Theatre
b. An article.
6. Write the correct title for each paragraph.

Rural area
Location
hectares
9. +++ Explain to students that these

are pictures of places they can find in
the City of Children. Tell them to read
the text carefully and then write the
name of the places.
(L.A: to extract specific information to
complete a map).
Answers: a. Castle. b. Railway
Station. c. Lake. d. Farm. e. Stadium.
F. Amphitheater.
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.
Urban area
53
dolls
3
buildings
35
areas
8. Answer the following questions with Yes or No.

a. Is the Childrens Republic near the city of La Plata?
b. Can children choose the authorities?
c. Is the Museum of Toys a popular place?
d. Can children learn how to make cheese?
____________
____________
____________
____________
9. Look at the pictures. Find the name of these places in the text.
7. ++ Students recognize which

number corresponds to each item.
Answers: 2,500 - dolls. 53 - hectares.
3 - areas. 35 - buildings.
8. +++ Ask students to answer the
questions with or.
Answers: a. Yes. b. Yes. c. Yes. d. Yes.
Recreational area
7. Read the text again and match the numbers and nouns.
2,500
6. ++ Students read the text again and

then choose the correct title for each
paragraph.
(L.A: to identify general information).
Answers: A: Location. B: Urban Area.
C: Rural Area. D: Recreational Area.
c. A short story.
C_______________________________
c
REFLECTIONS
R_________________ S____________
L_______________________________
F_______________________________
What were the main difficulties I

had to match visuals and words?
How much did I use my previous
knowledge to do the tasks?
S_______________________________
114
A_______________________________
UNIT 4
Reflections
them when necessary. Encourage
students to keep a record of their answers
in a special section of their notebooks.

the main difficulties they had when
completing a map;
knowledge to do the tasks.
UNIT 4
177
A F T ER R E A DI NG
LANGUAGE FOCUS
Prepositions of place

a. This miniature world is only ten minutes from the city of La Plata.
b. Around the main square of the Civic Center, there is a bank.
c. Inside the Palace of Culture, there is an International Museum of Toys.
d. The House of Parliament is opposite the Central Square.
2. What do the words in bold express?
a. time
b. location
_________, ____________, _______, _______ are prepositions of place.
around
10.
from
inside
opposite
In pairs, exchange information about a place you would

like to visit in the Childrens Republic. Use the pattern below and then
change roles.
A: Which place would you like to visit in the Childrens Republic?

B: Id like to visit ___________________________________.
A: Why?
B: Because ___________________________________. How about you?
11.
First only listen. Then listen and repeat the tongue twister.
You know New York.
You need New York.
You know you need unique New York.
12. FL Suppose that you are creating a city or country for children and
teens. What buildings, organizations, and places would you include?
Make a list with your partner.
PEOPLE
AND
PLACES
WELCOME
TO MY
COUNTRY
aFter readinG
______________________
LanGuaGe Focus - Prepositions of
place
themselves.
in bold.
2. Ask students to identify the type of
answers: b.
115
3. Students complete the rule. Around,

from, inside and opposite are
prepositions of place.
______________________
10. +++ 55 In pairs, students exchange
information about a place they would
like to visit in the Children's Republic.
Tell them to use the pattern provided
and then change roles.
(L.A: to exchange information).
11. + 56 Students first only listen.

Then, they listen and repeat the
tongue twister.
pronunctiation).
12. FL Explain to your students that
they have to suppose that there is a
city or country for children and teens.
Ask them to work in pairs and write a
list of the buildings, organizations,
and places they would include in it.
UNIT 4
178
notes
k,
oc er
r
d
t
ar por
H
l ly l re
Ke hoo
sc
EPISO DE 4:
THE MOST USEFUL INVENTION
___________________________
___________________________
___________________________
___________________________
___________________________
___________________________
___________________________
___________________________
___________________________
___________________________
___________________________
___________________________
___________________________
___________________________
___________________________
___________________________
___________________________
___________________________
___________________________
___________________________
___________________________
___________________________
___________________________
___________________________

reporter
cartoon. Help them revise what happened
in the previous episode of the comic strip.
UNIT 4
179
Notes
___________________________
___________________________
___________________________
___________________________
___________________________
___________________________
___________________________
___________________________
___________________________
___________________________
___________________________
___________________________
___________________________
___________________________
___________________________
___________________________
___________________________
___________________________
___________________________
___________________________
___________________________
___________________________
___________________________
___________________________
UNIT 4
180
TEST YOUR KNOWLEDGE
SYNTHESIS
a. Find out about a famous
Chilean woman. (She
can be alive). Search the
Internet or visit libraries
to look for information
in history books,
encyclopedias, magazines,
etc.
b. Find out important dates
and facts about her life
and what she did / does
for the country.
c. Write a short biography
and prepare an oral
presentation about the
person you chose.
d. Prepare posters and bring
pictures, photographs,
etc. to make your
presentation more
attractive.
you learn.

Reading
Listening
Speaking
Writing
READING THE FIRST INVENTION
I _____________________________________
In ancient times, people invented new
machines, materials, and ways of doing
things, but no one knows what the first
invention was.
Prehistoric inventors found ways to make and keep fires burning. They
invented ways to grow plants for food and learned how to tame animals.
Other great prehistoric inventions were the wheel, pottery, and ways to
build houses.
II _____________________________________
One great invention was the printing
press. A German named Johannes
Gutenberg invented a press to print
books in the 1400s. Books became much
more common and helped other inventors make new things.
After the invention of the steam engine around 1700, inventors made
many new machines. They invented locomotives, steamboats, and all
kinds of factory machines.
Another great invention, the internal combustion engine, led to the
invention of automobiles in the late 1800s.
The discovery of electricity led to many wonderful inventions. Many
scientists studied electricity. An American inventor named Thomas A.
Edison invented the electric lamp, the phonograph, and other things that
use electricity, in the late 1800s.
III _____________________________________
No one knows the names of prehistoric
inventors. Until the 1900s, most inventors
worked alone. Today, most inventions
come from scientists and engineers who work in teams. Most of them
work for universities, government agencies, or big companies.
Adapted from: Inventions and discoveries. n.d. Retrieved June 7, 2012, from:
http://www.historyworld.net/wrldhis/PlainTextHistories.asp?groupid=1406&Hist
oryID=ab23&gtrack=pthc
1. Read the text and choose a title for each paragraph.

a. What were the greatest inventions?
b. What was the first invention?
c. Who are the inventors?
118
synthesis
The activities in this section are meant
to consolidate and apply the contents
of the unit. Ask students to read the
instructions carefully and make sure
they all understand what they are
expected to do.
Objectives at the beginning of the unit
and then use the symbols to reflect
their performance.
UNIT 4
test your KnoWLedGe

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
57
1. I - b. II - a. III - c.
2. a. 4. b. 6. c. 2. d. 5. e. 1. f. 3.
2 pts
2. Number these inventions in chronological order.

3 pts

unit. Put a tick in the box that is
true for you.
reading
LISTENING - A famous explorer
3.
Listen to the story and tick () who is

speaking:
Pedro de Valdivia
4.
1 pt
Do I understand the general

meaning of texts?
Can I infer the meaning of a new
word from the context?
Can I distinguish a fact from an
inference?
Christopher Columbus
4 pts
Circle the correct alternative.
Can I identify speakers?

Can I use my previous knowledge to
understand a text?
b. He was sure the Earth was __________________.

i.sound.
ii.round.
iii.found.
Are these statements true (T) or false (F)?
listening
Do I understand texts?
Do I understand my classmates?
a. He began to travel when he was ________________.

i.13.
ii.16.
iii.18.
5.
SELF-EVALUATION
3 pts
language
a. _____ He was born in America.

b. _____ He discovered a new continent.
Can I use would?

Can I use new vocabulary?
c. _____ He made four trips.
Can I use prepositions of time

and place?
Can I play games?
LANGUAGE
6. Cross out (X) the incorrect phrases:
3 pts
speaking / writing
a. in February b.on 5:00 oclock c.at California

d.on May 2
e.on Friday
f.on October
Can I talk and write about a famous

person from the past?
Can I give biographical information?
ORAL EXPRESSION
7. What would you do with magic powers? Say three

sentences.
Great!
0-5
Keep trying
6- 11
Review!
Not too bad

12 - 16
Well done!
Can I talk about an imaginary

situation?
3 pts
Help!
17 - 19
Excellent!
project / group work

total
score
Did I find useful information?

Did I work well in my group?
Did I enjoy doing the tasks?
19 pts
PEOPLE
AND
PLACES
WELCOME
TO MY
COUNTRY
ListeninG
57
3. Christopher Columbus
4. a. - i. b. - ii.
5. a. False. b. True. c. True.
LanGuaGe
6. b. c. f.
oraL eXPression
Check that students say clear and

correct sentences. Pay special
attention to the use of would to
express imaginary situations.
119
seLF - eVaLuation
honest answers and show interest in
their results.
UNIT 4
181
UNIT 4
182
TRANSCRIPTS
readinG - FOLK HEROES
45
readinG - FOLK HEROES
46
Sarah:
E.W.:
Sarah:
E.W.:
Sarah:
E.W.:
Sarah:
E.W.:
Pronunciation
The show starts at 8:30.
I was born on June 24th, 1998.
They were born in 1962.
oral Practice
A bonny fine maid of a noble degree,
Did live in the north, of excellent worth,
Maid Marian called by name,
For she was a gallant dame.
With a hey down down a down down
ListeninG - A MAGIC ROLE

Sarah:
D.R.:
Sarah:
D.R.:
Sarah:
D.R.:
Sarah:
D.R.:
Sarah:
D.R.:
Sarah:
D.R.:
What can you tell us about your family?

I live with my mother and with my younger brother Alex.
Do you like animals?
Yes! I love cats Ive got two: Bubbles and Domino
What are your favorite pastimes?
I love playing hockey.
What would you do with magic powers?
I would... I would act with Brad Pitt in Harry Potter! It
would be great!
48
49
Pronunciation
First only listen to the tongue twister. Then listen and repeat.
47
Your name is Daniel Radcliffe, but have you got a nickname?

Oh! Sure! Everybody calls me Dan.
O.K. Dan. When were you born?
I was born on the 23rd of July, 1989.
So, your star sign is Leo. Where were you born?
In London.
Have you got any brothers or sisters?
No, Im an only child.
What about your everyday life? Have you got a pet?
Two dogs - Binka and Nugget.
What do you like doing in your free time?
I love PlayStation and football - I support Fulham
Football Club.
Sarah: What would you do with magic powers?
D.R.: I would like to be invisible!
Sarah: And you, Emma, have you got a nickname?
E.W.: Yes, my nickname is Em.
Sarah: When and where were you born?
E.W.: I was born on April the 15th, 1990, in Oxford. My star
sign is Aries.
oral practice
Kelly:
Would you like to go to the cinema?
Francisco: It would be great!
Kelly:
Would you like to see the new movie at the Royal?
Francisco: No, I cant stand romantic comedies.
Kelly:
What kind of movies do you like?
Francisco: I prefer action movies.
READING - FLORENCE NIGHTINGALE,

A WOMAN OUT OF HER TIME 50
a:
B:
a:
B:
a:
oral Practice
I was born in 1995; how about you?
I was born in 1996.
I started school in 2000.
Where do you live?
I live in the center of the city.
UNIT 4
183
ListeninG - PEOPLE THAT CHANGED PEOPLE
READING - FLORENCE NIGHTINGALE,

A WOMAN OUT OF HER TIME 51
53
Pronunciation
There was a young lady in Ickenham
Who went on a bus to Twickenham.

Presenter:
52
Welcome to our Quiz show Who is Who. Today

we have three people famous for their inventions,
discoveries and contribution to society. Guess their
identities and phone 212 35 70 with your answer.
Heres character 1.
Character 1
(Marie Curie): I was born in Warsaw, in 1867. I graduated from a
Russian liceum when I was 16 and won a gold
medal. I did my first scientific work in 1890. I couldnt
go to the university because I was a woman, so in
1891 I went to Paris. I studied mathematics, physics
and chemistry and became the first female professor.
I discovered radioactivity and radium by accident. In
1903, I received the Nobel Prize in Physics.
Character 2
(T. A. Edison): I was born in Ohio, U.S.A., in 1847. My mother
taught me reading, writing and arithmetic. I can
really define myself as an inventor. Throughout my
life, I invented more than 1,000 different things
that changed the way people lived! My greatest
inventions include the light bulb, the phonograph,
the motion-picture camera, electric batteries
Ah! I also improved the telephone! How could I do
all that? .Well, as I always said: Genius is 1%
inspiration and 99% perspiration .
Pronunciation
Hes a clown doctor.
Shes a tennis player.
Edison was a famous inventor.
He is the most important scientist in the world.

54
oral practice
Kelly: I have a quiz for you, kids!
Ann: Wow! What quiz, Kelly?
Kelly: Pay attention. For each correct answer, one point. The
player who scores the most points is the winner, O.K.?
Andy: But whats the quiz about?
Kelly: Inventions. Lets start!
readinG - A SPECIAL PLACE FOR CHILDREN
a:
B:
a:
B:
55
oral Practice
Which place would you like to visit in the Childrens Republic?
Id like to visit the educational farm.
Why?
Because Id like to see and feed the animals. How about you?

56
Pronunciation
You know New York.
You need New York.
You know you need unique New York.
UNIT 4
184
test your KnoWLedGe

ListeninG - Who am i?
Presenter:
Character:
57
Good evening, ladies and gentlemen. Today we

are talking to a very important character from
the past. He is perhaps the most famous
navigator and explorer and today he will tell us
about his experiences. Sir, what can you tell us
about your life?
Good evening. I was born in Italy in 1451. My father
was a merchant and when I was 13 I found sea
journeys very exciting, so I began to travel to many
lands. I was absolutely sure that the earth was round
and King Ferdinand and Queen Isabella of Spain gave
me money to find a new route to China. I had three
ships: The Nia, the Pinta and the Santa Maria. On
12th October, 1492, the Pinta first spotted what I
called San Salvador. Next, we arrived in Cuba and
finally we went to a place I called Hispaniola. I made
four trips in all, but I never knew I had f
ListeninG test:
an imPortant scientist
58
Presenter: Good evening, ladies and gentlemen. This is our

section People who Changed our Lives, with
Professor Edward Wilson. Good evening, Professor
Wilson.
Professor: Good evening, everybody. Today, Im going to talk
about a very important scientist, perhaps the most
important one of the last century.
Presenter: Are you talking about Albert Einstein?
Professor: Exactly.
Presenter: What can you tell us about him, Professor Wilson?

Professor: He was born in Ulm, Germany, in 1879. A curious fact
is that he found school very boring, so he often
skipped classes to play his violin!
Presenter: Did he want to become a musician?
Professor: To be honest, I dont know. Probably he didnt. His
main concern was to learn about the rules that
govern the world. In 1921, he won the most famous
prize in science, the Nobel Prize.
Presenter: Why was he so important?
Professor: He put his ideas together in the theory of relativity.
His theories made him famous, but only a few people
could understand them.
Presenter: Have other people used his work?
Professor: After he died, other scientists proved that he was
right and they are still working on his theories. He
revolutionized science and helped new scientists
come into the atomic age!
Presenter: Thanks, Professor Wilson.
cLassroom LanGuaGe
Greetings:
See page 22 of this book.
59
ERROR ALERT!
Lesson 1 - FOLK HEROES
FALSE COGNATE
Mayor = alcalde (NOT: mayor)
Lesson 3 - A WOMAN OUT OF HER TIME

She found her first paid job (NOT: work)
Lesson 4 - PEOPLE THAT CHANGED PEOPLE
exercise 8
Perspiration (NOT: transpiration)

Watch out for more incorrect language transfer from Spanish.

Kids favorite place (NOT: kidss)
Draw students attention to the correct spelling of plural genitives.
UNIT 4
185
UNIT 4
186
albert einstein
Albert Einstein (March 14, 1879 April 18, 1955) was a Germanborn theoretical physicist. He is best known for his theory of
relativity and specifically massenergy equivalence, E = mc2.
Einstein received the 1921 Nobel Prize in Physics "for his services
to Theoretical Physics, and especially for his discovery of the law
of the photoelectric effect."
Einstein's many contributions to physics include his special theory
of relativity, which reconciled mechanics with electromagnetism,
and his general theory of relativity, which extended the principle of
relativity to non-uniform motion, creating a new theory of
gravitation. His other contributions include relativistic cosmology,
capillary action, critical opalescence, classical problems of statistical
mechanics and their application to quantum theory, an explanation
of the Brownian movement of molecules, atomic transition
probabilities, the quantum theory of a monatomic gas, thermal
properties of light with low radiation density (which laid the
foundation for the photon theory), a theory of radiation including
stimulated emission, the conception of a unified field theory, and
the geometrization of physics.
Works by Albert Einstein include more than fifty scientific papers
and also non-scientific books. Einstein is revered by the physics
community, and in 1999 Time magazine named him the Person
of the Century. He is probably the most recognized scientist in
history, as well as one of the most important, counted among or
even surpassing the achievements of Galileo, Isaac Newton, and
Charles Darwin. In wider culture the name Einstein has become
synonymous with genius.
isabel allende
As written by Isabel Allende in http://www.isabelallende.com/
roots_frame.htm:
It is very strange to write one's biography because it is just a list
of dates, events, and achievements. In reality the most important
things about one's life happen in the secret chambers of the
heart and cannot be included in a list like this. I think that my
most significant achievement is not my writing, but the love I
share with my family. But in this web-site we need to have my
bio: students and journalists request it often.
name: Isabel Allende
nationality: Chilean
date of Birth: August 2, 1942
Journalist: 1964 - 1974 in Chile: Women's magazine Paula,
children's magazine Mampato, television shows, documentaries.

1975 - 1984 in Venezuela: Newspaper El Nacional.
author: Published articles in newspapers and magazines in
America and Europe; lecture tours in America and Europe; speech
tours in universities and colleges; literature workshops in the USA.
Taught Literature at the University of Virginia, Charlottesville; at
Montclair College, New Jersey; at the University of California,
Berkeley Short stories for children and humor books, Chile
1972-73 Short story for children, Venezuela 1983, La Gorda
de Porcelana.
theater plays in chile: El Embajador, 1971; La Balada del Medio
Pelo, 1973; Los Siete Espejos, 1974.
Books: The House of the Spirits, (novel) Spain, 1982; Of Love and
Shadows, (novel) Spain, 1984; Eva Luna, (novel) Spain, 1985;
Stories of Eva Luna, (short stories) Spain, 1989; The Infinite Plan,
(novel) Spain, 1991; Paula, (novel) Spain, 1994; Aphrodite (recipes,
stories and other aphrodisiacs) Spain, 1997; Daughter of Fortune,
(novel) Spain, 1999; Portrait in Sepia,(novel) Spain, 2000; The City of
the Beasts (young adult novel) Spain, 2002; My Invented Country,
(novel) Spain, 2003; Kingdom of the Golden Dragon, (young adult
novel) Spain, 2003; Forest of the Pygmies, (young adult novel) 2005;
Zorro, (novel) Spain, 2005; Ins of My Soul, (novel) Spain, 2006; The
Sum of Our Days, (novel) Spain, 2007; The Island Beneath the Sea
(novel), 2010; Maya's Notebook (novel), 2011.
Latest awards:
Chilean National Prize for Literature (Chile, 2010).
Hans Christian Andersen Literature Award (Denmark, 2011).
mother teresa of calcutta (1910-1997)
She was born on 26th August 1910 in Skopje, a city situated at
the crossroads of Balkan history.
At the age of eighteen, she left her home in September 1928 to
join the Institute of the Blessed Virgin Mary, known as the Sisters
of Loreto, in Ireland. There she received the name Sister Mary
Teresa after St. Thrse of Lisieux. In December, she departed for
India, arriving in Calcutta on 6th January 1929.
On 10th September 1946, Mother Teresa established a religious
community, Missionaries of Charity, dedicated to the service of
the poorest of the poor.
On 7th October 1950 the new congregation of the Missionaries of
Charity was officially established in the Archdiocese of Calcutta.
In order to respond better to both the physical and spiritual
needs of the poor, Mother Teresa founded the Missionaries of
UNIT 4
187
Charity Brothers in 1963, in 1976 the contemplative branch of

the Sisters, in 1979 the Contemplative Brothers, and in 1984 the
Missionaries of Charity Fathers.
On 5th September 1997 Mother Teresa's earthly life came to an
end. She was given the honour of a state funeral by the
Government of India and her body was buried in the Mother
House of the Missionaries of Charity. Her tomb quickly became a
place of pilgrimage and prayer for people of all faiths, rich and
poor alike. On 20th December 2002 Pope John Paul II approved
the decrees of her heroic virtues and miracles.
Benjamin Franklin
Benjamin Franklin is known by many as a founding father of
America, a philosopher, a scientist, and a writer. Throughout his
glorious lifetime, Franklin made many contributions to humanity,
but his most famous is still that of lightening and its connection
to electricity.
In 1774, after completing many other projects like the Franklin
stove, Poor Richards Almanac, and many other inventions, Franklin
began to experiment with electricity. In 1752, during a dangerous
electrical storm, Franklin flew a kite with a metal key at the bottom
of the string. A bolt of lightening hit the kite, and a spark of
electricity flew from the key. Franklins theory was proven.
robin hood
There are several versions of the Robin Hood story. The Hollywood
one is that of an incredibly handsome man - Errol Flynn - clothed
in garments of Lincoln green, fighting and outwitting the evil
Sheriff of Nottingham.
However, the first known literary reference to Robin Hood and his
men was in 1377, and the Sloane manuscripts in the British
Museum have an account of Robin's life which states that he was
born around 1160 in Lockersley in Yorkshire. No such place exists
in either Yorkshire or Nottinghamshire but there is a Loxley in
Staffordshire. Another chronicler has it that he was a Wakefield
man and took part in Thomas of Lancaster's rebellion in 1322.
One certain fact is that he was a North Country man, with his
traditional haunts as an outlaw in Sherwood Forest and a coastal
refuge at Robin Hood's Bay in Yorkshire.
Pocahontas
Pocahontas (later known as Rebecca Rolfe, c. 1595 March
1617) was a Virginian Indian. She was the daughter of Powhatan,
the paramount chief of a tribal nation in the Tidewater region of
Virginia. In a well-known historical anecdote, she is said to have

saved the life of an Indian captive, Englishman John Smith, in
1607 by placing her head upon his own when her father raised
his war club to execute him.
Her story has been romanticized over the years, and she is the
subject of art, literature, and film
daniel Boone
Daniel Boone (November 2, 1734 September 26, 1820) was an
American pioneer, explorer, and frontiersman whose frontier
exploits made him one of the first folk heroes of the United
States. Boone is most famous for his exploration and settlement
of what is now Kentucky, which was then part of Virginia Despite
some resistance from American Indian tribes, in 1775 Boone
blazed his Wilderness Road through the Cumberland Gap in the
Appalachian Mountains from North Carolina and Tennessee into
Kentucky.

Harry Potter is a series of seven fantasy novels written by British
author J. K. Rowling. The books chronicle the adventures of the
eponymous adolescent wizard Harry Potter, together with Ron
Weasley and Hermione Granger, his best friends. The central
story arc concerns Harry's struggle against the evil wizard Lord
Voldemort, who killed Harry's parents in his quest to conquer the
wizarding world, after which he seeks to subjugate the Muggle
(non-magical) world to his rule.
Since the release of the first novel Harry Potter and the
Philosopher's Stone in 1997 (Harry Potter and the Sorcerer's Stone
in the United States), the books have gained immense popularity,
critical acclaim, and commercial success worldwide. The series
has spawned films, video games, and Potter-theme merchandise.
As of April 2008, the seven-book series has sold more than 375
million copies and has been translated into more than 64
languages. The seventh and last book in the series, Harry Potter
and the Deathly Hallows, was released on 21 July 2007. Publishers
announced a record-breaking 12 million copies for the first print
run in the U.S. alone.
The success of the novels has made Rowling the highest-earning
novelist in history. English language versions of the books are
published by Bloomsbury in the United Kingdom, Scholastic
Press in the United States, Allen & Unwin in Australia, and
Raincoast Books in Canada.
UNIT 4
188
There are seven books in the Harry Potter series:

Harry Potter and the Philosopher's Stone (26 June 1997)
Harry Potter and the Chamber of Secrets (2 July 1998)
Harry Potter and the Prisoner of Azkaban (8 July 1999)
Harry Potter and the Goblet of Fire (8 July 2000)
Harry Potter and the Order of the Phoenix (21 June 2003)
Harry Potter and the Half-Blood Prince (16 July 2005)
Harry Potter and the Deathly Hallows (21 July 2007)

marie curie (born Maria Sk odowska; also known as Maria
Sk odowska-Curie; November 7, 1867 July 4, 1934) was a
physicist and chemist of Polish upbringing and, subsequently,
French citizenship. She was a pioneer in the field of radioactivity,
the first twice-honored Nobel laureate (to this day, the only one
to win the award in two different sciences) and the first female
professor at the University of Paris.
She was born in Warsaw, Poland, Russian Empire, and lived there
until she was 24. In 1891, she followed her elder sister to study in
Paris, where she obtained her higher degrees and conducted her
scientific work. She founded the Curie Institutes in Paris and
Warsaw. She was the wife of fellow-Nobel-laureate Pierre Curie
and the mother of a third Nobel laureate, Irne Joliot-Curie.
While an actively loyal French citizen, she never lost her sense of
Polish identity. Madame Curie named the first new chemical
element that she discovered (1898) Polonium after her native
country, and in 1932 she founded a Radium Institute (now the
Maria Sk odowska-Curie Institute of Oncology) in her home
town, Warsaw.
the Wright brothers, orville (19 August 1871 30 January
1948) and Wilbur (16 April 1867 30 May 1912), were two
Americans who are generally credited with inventing and
building the world's first successful airplane and making the first
controlled, powered, and sustained heavier-than-air human
flight on 17 December 1903. In the two years afterward, the
brothers developed their flying machine into the first practical
fixed-wing aircraft. Although not the first to build and fly
experimental aircraft, the Wright brothers were the first to invent
aircraft controls that made fixed wing flight possible.
The brothers' fundamental breakthrough was their invention of
three axis-control, which enabled the pilot to steer the aircraft
effectively and to maintain its equilibrium. This method became
standard on fixed wing aircraft of all kinds.
They gained the mechanical skills essential for their success by

working for years in their shop with printing presses, bicycles,
motors, and other machinery. Their work with bicycles in
particular influenced their belief that an unstable vehicle like a
flying machine could be controlled and balanced with practice.
thomas alva edison (February 11, 1847 October 18, 1931)
was an American inventor and businessman who developed
many devices that greatly influenced life around the world,
including the phonograph and a long lasting light bulb. Dubbed
The Wizard of Menlo Park by a newspaper reporter, he was one
of the first inventors to apply the principles of mass production to
the process of invention, and therefore is often credited with the
creation of the first industrial research laboratory.
Edison is considered one of the most prolific inventors in history,
holding 1,093 U.S. patents in his name, as well as many patents
in the United Kingdom, France, and Germany.
Edison became a telegraph operator after he saved threeyear-old Jimmie MacKenzie from being struck by a runaway
train. Jimmie's father, station agent J.U. MacKenzie of Mount
Clemens, Michigan, was so grateful that he trained Edison as a
telegraph operator.
In 1866, at the age of 19, Thomas Edison moved to Louisville,
Kentucky, where as an employee of Western Union he worked the
Associated Press bureau news wire. Edison requested the night
shift at work which allowed him plenty of time to spend at his
two favorite pastimes - reading and experimenting.
Some of Edison's earliest inventions were related to telegraphy,
including a stock ticker. His first patent was for the electric vote
recorder, (U. S. Patent 90,646), which was granted on June 1,
1869.

The Republic of Children was built 53 years ago in the town of
Manuel Gonnet, near La Plata in the province of Buenos Aires.
After two years, it was finally opened on 26th November 1951. It
is considered the most important childrens enterprise in Latin
America and the first thematic park in America. It was founded
with a double purpose: entertainment and learning.
Story goes that when Walt Disney visited the place, he was
inspired to build Disneyland in California.
UNIT 4
189
ANSWERS
comPLementary actiVities
eXtra test
1.
across
2. cabin
5. Tornado
6. trail
7. Madrid
9. California
down
1. sheriff
3. Indians
4. Nottingham
8. Marion
3. a. - v. b. - xii. c. - x. d. - viii. e. - vii. f. - viii. g. - ii. h. - ix. i. vi. j. - iii. k. - ii. l. - i.
4. G M M M T N Q O Y M K S I B S
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readinG
1. b.
2. a. b. d. f. e. a.
ListeninG
4. b.
5. a.France. (Germany). b. piano (violin). c. 1931 (1921).
d. reality (relativity).
6. b. d. c. a. e.
WritinG
7. Check that students organize the information properly to

elaborate a biography.
oraL eXPression
8. Make sure the students express their ideas clearly. Check

fluency and pronunciation.
PhotocoPiaBLe
materiaL
190
Lesson 1: foLK heroes
1. Follow the clues to solve this Crossword puzzle about folk heroes.
1
Across
2. Daniel Boone built one for his family.
5. Name of El Zorro's famous horse.
6. Daniel Boone opened it through Kentucky.
7. El Zorro was born there.
9. El Zorro and his family emigrated there.
Down
1. Robin Hood's famous enemy.
3. People who captured Daniel Boone.
4. Place where Robin Hood lived.
8. Name of Robin Hood's wife.
Lesson 2: a MagiC roLe
2. What would you do at your ideal weekend? Write sentences about this imaginary situation. Use the
verbs in the box.
eat
drink
watch
read
sleep
visit
go
At my ideal weekend I _________________________________________________________________________________.
3. The words in column A are J. K. Rowlings inventions. Can you find their meanings in column B?
A.
a. Wingardium Leviosa
b. Spellotape
c. Quidditch
d. Quaffle
e. Portkey
f. Muggle
g. Hippogriff
h. Foe-Glass
i. Firebolt
j. Arithmancy
k. Gobstones
l. Bludgers
B.
i. Black balls that try to knock players off their brooms in
Quidditch.
ii. Magical creature that has the front legs, wings and head of an
eagle, and the body, hind legs and tail of a horse.
iii. Ancient study of the magical properties of numbers.
iv. The wizarding version of marbles.
v. Spell to make things fly.
vi. Red ball used for scoring in Quidditch.
vii. Object that transports wizards to a prearranged place.
viii. Person totally without magical powers.
ix. Magic mirror in which you can see your enemies.
x. The wizarding national sport. Played on broomsticks by seven
players.
xi. Fastest, most technologically advanced broomstick.
xii. Wizarding repair tape.
Lesson 4: People that Changed People
4. Find the inventions in the pictures in the Word Search puzzle.
G
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Lesson 5: A Special Place for Children
5. Complete the paragraph about your favorite place in the Childrens Republic. Illustrate it with a
beautiful drawing.
My favorite place in the Childrens Republic is the ____________________ because it has
____________________ and ____________________ . This place is located ____________________.
photocopiable
material
191
PhotocoPiaBLe
materiaL
192
EXTRA TEST
READING POCAHONTAS
Pocahontas was a Native American woman. She married an
Englishman, John Rolfe, and went to London where she
became a celebrity.
We know very little about Pocahontas's early childhood. She
was born in Chesterfield County, Virginia. She was the
daughter of Powhatan.
In April 1607, when the English colonists arrived in Virginia and began building settlements,
Pocahontas was about 10 to 12 years old, and her father was the leader of the Powhatan Confederacy.
Pocahontas began a friendly relationship with one of the colonists, John Smith, in the Jamestown
colony, and she often went to the settlement and played games with the boys there. During a time
when the colonists were starving, Pocahontas brought Smith a lot of food that saved many lives.
An injury from a gunpowder explosion forced Smith to return to England in 1609 for medical care. The
English told the natives that Smith was dead. Pocahontas believed Smith was dead until she arrived in
England several years later, as the wife of John Rolfe.
There is no historical record that Smith and Pocahontas were lovers. This romantic version of the story
appears only in fictionalized versions of their relationship.
1. Read the text and tick () the correct answer. What type of text is it?
1 pt
a. ____ A short story.

b. ____ A short biography.
c. ____ A piece of history.
2. Read the text again. Number the events in chronological order.
6 pts
a. ____ Pocahontas arrived in England.

b. ____ Pocahontas made English friends.
c. ____ The English colonists arrived in Virginia.
d. ____ Pocahontas gave food to English colonists.
e. ____ Pocahontas got married.
f. ____ John Smith returned to England.
3. Read the text again. Are these sentences facts (F) or inferences (I)?
a. ____ Pocahontas became very famous in England.
b. ____ Pocahontas was very important to English colonists.
c. ____ John Smith returned to England because he was injured.
d. ____ Pocahontas believed John Smith was dead.
e. ____ Pocahontas and John Smith did not have a romantic relationship.
5 pts
PhotocoPiaBLe
materiaL
193
LISTENING AN IMPORTANT SCIENTIST

4. Listen to the recording and tick () the best answer. Who is the interviewee?
1 pt
a. ____ A very famous scientist.

b. ____ A university professor.
c. ____ A famous journalist.
5. Listen again and underline the incorrect information in each sentence.
4 pts
a. Albert Einstein was born in France.

b. When he was a child, he often played the piano.
c. He won the Nobel Prize in 1931.
d. His most famous theory is called the theory of reality.
6. Listen again and number the sentences in the order you hear them.
5 pts
a. ____ Only a few people could understand them.

b. ____ He found school very boring.
c. ____ He put his ideas together.
d. ____ He often skipped classes.
e. ____ He revolutionized science.
WRITING
7. Think about important dates and facts of your own life and then write a short biography.
Mention your name, date and place of birth, age when you started school, place where
you live, and any other important facts.
6 pts
SPEAKING
8. Talk about a place you would like to visit. Include information about all the things you
would do there, the places you would visit, and any other interesting information.
0 - 9
10 - 19 20 - 27
Keep trying Review!
Well done!
28 - 34
Excellent!
6 pts
total
score
34 pts
UNIT 4
194
Notes
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195
Notes
___________________________
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___________________________
LOOk
LOOk
LOOk
LOOk
LOOk
it up! 1
it up! 2
it up! 3
it up! 4
it up! 5
My Beautiful Jamaica
Firefighter
A Vampires Night Out
The Invention of the Bicycle
Her Plans for Next Year
___________________________
___________________________
___________________________
___________________________
___________________________
Issue 2 2012
THIS MAGAZINE IS YOURS TO KEEP.
___________________________
___________________________
___________________________
___________________________
___________________________
___________________________
___________________________
___________________________
___________________________
___________________________
___________________________
ANEXOS LIBRO 8 (112-128):ANEXOS LIBRO 8 08-08-11 10:35 Pgina 114
196
LOOk it up! 21
Word search
Alphabetical order
Notes
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___________________________
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one hundred and eighty-four
___________________________
research tips
Some words have two
definitions, check both
definitions in context.
114
184
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.
date
197
185
A Read the text on the opposite page and put the words in bold in alphabetical order.
_______________________________________
Notes
research tips
_______________________________________
_______________________________________
In dictionaries and most

reference books, words
are ordered in
alphabetical order. For
words that start with the
same letter, go to the
second or third letter.
_______________________________________
_______________________________________
_______________________________________
_______________________________________
_______________________________________
___________________________
___________________________
___________________________
___________________________
Which word comes first? Put the words in the box in alphabetical order.
Check them in your dictionary.
___________________________
mountain
famous
beaches
forests
reggae
_______________
people
river
music
painted
blue
_______________
B
_______________
_______________
___________________________
F
P
_______________
_______________
_______________
_______________
___________________________
R
___________________________
_______________
_______________
___________________________
lOOk it up!
___________________________
Look up cricket in the dictionary extract.

Which meaning corresponds to the text?
Macmillan Essential Dictionary For Learners of American English. Macmillan Education, 2003, p.162
Answers:
A. coffee; cover; cricket; guess; houses;
Jamaica; places; waterfalls.
B. beaches, blue; famous, forests;
mountain, music; painted, people;
reggae, river.
www.factmonster.com
www.infoplease.com
one hundred and eighty-five
suggested
web links
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185
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115
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198
LOOk it up! 32
Word search
Phrasal verbs
Notes
A Read the text and underline a firefighters obligations.

___________________________
A day in the life of a
___________________________
___________________________
firefighter
his week were looking at what it takes to be a firefighter and

were talking to Charlie, who has been a firefighter for
nearly six years.
___________________________
Im lucky because I really love my job. I enjoy working

in a team and I get along with my co-workers. I also like
the contact I have with the public; its great to know that
what I do makes a difference. I have to work on
the weekend a lot, because this is when the
majority of incidents happen.
___________________________
___________________________
Occasionally the work can be frustrating because we get hoax

phone calls from people who say they have a problem, but when
we arrive, theres nothing there. We cant ignore any emergency
call and we have to go to investigate, but we discover that they
have just made up a story for fun.
___________________________
___________________________
m
___________________________
___________________________
At nother
very dangerous. Sometimes people
doingtimes
it forthe
as job
longcan
as Ibecan.
. I love
are injured because they couldnt get away from the fire quickly
enough. The hardest part of my job is when I see people who are
hurt.
Our work is often very physical, so we have to keep ourselves in good shape. I love
my job and Ill carry on doing it for as long as I can.
___________________________
___________________________
___________________________
___________________________
___________________________
___________________________
___________________________
___________________________
___________________________
___________________________
___________________________
___________________________
___________________________
one hundred and seventy-two
___________________________
116
research tips
Phrasal verbs (verb + preposition) use the same
verb but have different meanings. Look up the
verb in the dictionary and you should find the
meaning. Many dictionaries have a section
specifically for phrasal verbs.
172
Answers:
A. To work on the weekend; can't ignore
an emergency call; to investigate; keep
themselves in good shape.
date
199
B Find the correct phrasal verb in the text for these synonyms.
escape
Notes
have a good relationship

invent
continue
___________________________
___________________________
C Re-write the sentences using the correct phrasal verb from exercise B.
1 I cant continue with this homework. Its too difficult!
___________________________
2 Laura invented an excuse, because she didnt want to go to the party.
___________________________
3 I have a very good relationship with my brother, but I dont have a good relationship with my
sister.
___________________________
4 The police officer locked the robber in the room, so he couldnt escape.
___________________________
___________________________
___________________________
lOOk it up!
___________________________
___________________________
web links
www.usingenglish.com
www.foreignword.com
one hundred and seventy-three
___________________________
suggested
Phrasal verbs can really help you improve your

vocabulary and understanding of English. In
groups, look up the verb get in a dictionary. You
will see that there are many different phrasal
verbs that use this verb. Start to compile your
own mini-dictionary of phrasal verbs. You can
illustrate the verbs, write the translation and
write example sentences to help you remember
the meaning. Continue to add to your phrasal
verb dictionary every time you see a new one.
Swap your dictionary with your friends to see if
they have found different ones.
117
173
B. escape= get away

have a good relationship = get along with.
invent = make up
continue = carry on.
C.
1. I can't carry on with this homework.
It's too difficult!
2. Laura made up an excuse, because she
didn't want to go to the party.
3. I get along very well with my brother,
but I don't get along with my sister.
4. The police officer locked the robber in
the room, so he couldn't get away.
___________________________
___________________________
___________________________
___________________________
___________________________
___________________________
___________________________
___________________________
___________________________
___________________________
___________________________
___________________________
___________________________
200
LOOk it up! 23
Word search
Looking up pronunciation
Notes
Read the text. Do you think the story is funny? Why? Why not?
Look up unfamiliar words in a dictionary.
___________________________
t was about two oclock in the morning when Count

Iperfect
Cadaver opened his castle door. It was raining and very dark - the
night for
___________________________
a walk! Count Cadaver walked in the direction of the

town. Two thin men were sitting on the cemetery wall, but Count
Cadaver didnt stop and talk to them. Some rats were eating the
trash around a trash can, but Count Cadaver didnt notice them.
The night was cold and the Count wanted a glass of blood. He
hurried through the town to the Cavern Lounge. A tall
woman was standing near the door. She smiled at Count
Cadaver, but he didnt speak to her. He pushed open the door
and went to his favorite place. Some old men were playing
dominoes. A young man and his girlfriend were kissing in the corner.
Three of the Counts friends were playing cards. Count Cadaver didnt say
Hello to anyone. He just went over to the counter. A glass of Blood Light,
please, he said. And you can forget the peanuts. Im on a diet.
___________________________
___________________________
___________________________
___________________________
___________________________
___________________________
Look up the words in the dictionary and write them using the Phonetic Alphabet.
castle
___________________________
cadaver
___________________________
place
cemetery
___________________________
___________________________
___________________________
___________________________
___________________________
___________________________
___________________________
___________________________
___________________________
___________________________
___________________________
one hundred and seventy
___________________________
Notice this symbol.

This signals that the stress
falls on the first syllable,
so we say castle.
research tips
___________________________
___________________________
Ksl
To help check how to say words, it is

useful to learn the pronunciation key in
your dictionary. It might seem a little
complicated at first, but it will be worth
the effort.
118
170
Answers:
B.
date
201
C Read them aloud.

Notes
D Whats the difference in the pronunciation of the letter c?

count
cadaver
___________________________
research tips
cemetery
The pronunciation of English words can

be complex because they often sound
very different to how they are written.
Check the pronunciation with a
dictionary or an Internet link.
place
___________________________
___________________________
Write the words in the correct box according to the pronunciation of the letter c in each
___________________________
E word.
castle
city
/k/
face
cold
place
___________________________
can
___________________________
/s/
___________________________
___________________________
___________________________
___________________________
lOOk it up!
suggested
web links
Scan the text for words you dont know

how to pronounce. Go to your
dictionary or an Internet homepage on
English pronunciation and look them up.
Practice saying the words.
www.soundsofenglish.org
www.audioenglish.net
one hundred and seventy-one
___________________________
119
171
___________________________
___________________________
___________________________
___________________________
D. count, cadaver (/k/);

cemetery, place (/s/).
E.
/k/
castle
can
cold
___________________________
___________________________
/s/
city
face
place
___________________________
___________________________
___________________________
___________________________
___________________________
___________________________
___________________________
202
LOOk it up! 54
Word search
Checking for pronunciation.
Notes
Read the text. Close your book and write everything you remember about the topic.
A Compare with a partner.

___________________________
___________________________
The Invention
of the
___________________________
Bicycle
___________________________
Written by Rebecca Bond
___________________________
___________________________
___________________________
___________________________
___________________________
___________________________
___________________________
___________________________
___________________________
___________________________
___________________________
___________________________
___________________________
___________________________
___________________________
___________________________
one hundred and seventy-six
___________________________
___________________________
Little by little, more inventors made the bicycle

better. They added pedals. They made wheels out
of metal and rubber. They discovered better ways to
steer and to brake.
Then one day someone had an idea and the bicycle

was born! Leonardo da Vinci, a very famous artist,
inventor and scientist, thought a bicycle seemed
like a good invention. He made the first drawing of
a bicycle. That was about 500 years ago.
Unfortunately, he died before his idea became a
real machine, but it was still a good idea, and other
people decided to work on it.
About 100 years ago, they started making bicycles

that looked very much like the bicycles we ride
today. They were very good bicycles. Suddenly,
everyone wanted a bicycle! Bicycles were a quick
and easy way to get around and, most of all, they
were fun. All the bicycle-building stores were very
busy. They had a lot of business!
About 300 years ago (200 years after Leonardo did

his drawing), somebody finally made the first
bicycle. It wasnt like the bicycles we have today. It
had wooden wheels and it didnt have any pedals.
Instead of pedaling, the rider sat on the seat and
rolled along by pushing his feet on the ground. It
wasnt perfect, but it was a good start.
___________________________
___________________________
A long time ago nobody had a bicycle. Nobody

rode a bicycle to school or to work, or to the park
just for fun. Nobody even thought about bicycles.
There were no bicycles!
120
176
Today people all around the

world ride bicycles. They ride
them on dirt roads in small
towns and on crowded streets in
big cities. In some cities there
are so many bicycle riders that it
seems like everyone is riding a
bicycle! Well done, Leonardo!
research tips
Remember that some unfamiliar
words may be verbs in different
tenses and they may be irregular.
date
203
Notes
B Look up the base form of these verbs in a dictionary.
seemed _______________________________
decided _______________________________
made _________________________________
rolled _________________________________
died __________________________________
added _________________________________
became _______________________________
discovered _____________________________
thought _______________________________
rode __________________________________
___________________________
___________________________
___________________________
___________________________
Look up the pronunciation of these words on an Internet pronunciation site or a

Dictionary CD-ROM. Try to pronounce each word. Then read it out loud from the text.
seemed
died
decided
asked
___________________________
discovered
___________________________
research tips
___________________________
You can check the pronunciation of

regular and irregular verbs in the
dictionary or on a dictionary CD-ROM.
___________________________
lOOk it up!
___________________________
Leonardo da Vinci also

invented the helicopter...
web links
suggested
___________________________
Leonardo da Vinci also

invented the helicopter...
http://www.englishclub.com/pronunciation/index.htm
http://www.surfnetkids.com/davinci.htm
one hundred and seventy-seven
Look up more information about Leonardos

inventions. Prepare a presentation about any of
his inventions that interest you. Check the
spelling and pronunciation of past tense verbs in
your dictionary before the presentation.
121
177
Answers:
B. seem; make; die; become; think;
decide; roll; add; discover; ride.
C. / simd, daId, dI`saIdId, st,
/
___________________________
___________________________
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___________________________
___________________________
___________________________
___________________________
___________________________
___________________________
___________________________
___________________________
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204
LOOk it up! 45
Word search
Inferring meaning
Notes
A Scan the text and answer the questions below.

___________________________
Sharon Hiphops Katrina Association
Her Plans for Next Year
___________________________
___________________________
___________________________
___________________________
urricane Katrina was one of the costliest and

deadliest hurricanes in the history of the
United States. It was the sixth-strongest Atlantic
hurricane ever recorded. Katrina formed in late
August during the 2005 Atlantic hurricane season
and caused devastation along much of the northcentral Gulf Coast of the United States, New
Orleans, Louisiana, and in coastal Mississippi.
Singer and movie star Sharon Hiphop founded an
association to help the families who lived through this
disaster. She explained to us the association's plans.
___________________________
___________________________
___________________________
Reporter: Tell us Sharon, what will the association

do next year?
Sharon: Thank you for asking. We have many
plans for the children and their families. First, well
organize a school club. This club will provide help for
school children and help for schools. Second, well
have a concert in August to raise money for the
association. This money will help to build more houses
or buy the necessary furniture for the houses. Finally,
well organize a marathon, so we can raise money for
medical assitance. We really have great plans.
I love this charity work. You can make other people
happy. I invite all the readers to help and make
donations. You can make the children and their
families very happy!"
Katrina: Kids & Family Association

Information: 001-800-kidshelp
kidsandfamily@sharonhelpkatrina.org
Bank of USA
Account number: 00345-927921
1 What happened in August 2005?

2 What does Sharon Hiphop do?
___________________________
3 What are the associations plans for next year?
j
j
___________________________
___________________________
___________________________
___________________________
___________________________
___________________________
___________________________
___________________________
___________________________
___________________________
___________________________
___________________________
___________________________
___________________________
one hundred and seventy-four

ne hundred and seventy-four
___________________________
122
1 What type of text is it?

1 What type of text is it?
2 Looking at the images and title, what is it about?
2 Looking at the images and title, what is it about?
3 What is the objective of this text?
3 What is the objective of this text?
4 Who is the intended audience?
4 Who is the intended audience?
research
researchtips
tips
You
Youcan
caninfer
inferwhat
whata atext
textisisgoing
goingtotobe
beabout
aboutby
byobserving
observing
images
imagesand
andkey
keywords
wordsininthe
thetitle.
title.You
Youcan
canalso
alsoinfer
inferthe
the
meaning
meaningofofunfamiliar
unfamiliarwords
wordsbybyusing
usingyour
yourprevious
previousknowledge
knowledge
ofofthe
thetopic.
topic.
174
Answers:
A.
1. An interview.
2. A natural disaster.
3. To explain the association's plans.
4. People who can make donations.
date
205
Look up the words in your dictionary, an encyclopedia or the Internet. Then circle
B T (True) or F (False).
1 Tropical storm and hurricane are synonyms.
2 The word late in the text refers to not being punctual.
3 Mississippi refers to a river in the US.
4 Coast is always written with a capital letter.
Notes
___________________________
___________________________
Use your dictionary, an encyclopedia or the Internet to find more information about
C Hurricane Katrina. Write the information below.
___________________________
___________________________
___________________________
___________________________
___________________________
___________________________
___________________________
___________________________
www.wikipedia.com
www.nature.com
___________________________
one hundred and seventy-five
Work
in groups.and
Do on
some
encyclopedias
theresearch
Internet.about
Createnatural
an
disasters
in your
country.
Look
for information
association
to help
victims,
create
a poster for in
encyclopedias
the
Internet.
Create an
your campaignand
andon
give
a small
presentation.
association to help victims, create a poster for
your campaign and give a small presentation.
web links
suggested
lOOk it up!
Work ink
groups.
Do some research about natural
lOO
it up!
disasters in Chile. Look for information in
123
175
B. 1. T; 2. F; 3. T; 4. F.
___________________________
___________________________
___________________________
___________________________
___________________________
___________________________
___________________________
___________________________
___________________________
___________________________
___________________________
___________________________
___________________________
206
eValUatioN iNStrUMeNtS
These evaluation instruments are assessment tools you can use to
measure students' work. They are scoring guides that seek to
evaluate a student's performance based on the sum of a full range
of criteria rather than a single numerical score.
The evaluation instruments provided here include:
Rubrics
Questionnaires
Observation sheets
The instruments included in this section differ from traditional
methods of assessment in that they examine students in the actual
process of learning, clearly showing them how their work is being
evaluated. They communicate detailed explanations of what
constitutes excellence throughout a task and provide a clear
teaching directive.
The instruments' strength is their specificity, which means that
individual students can fall between levels, attaining some but not
all standards in a higher level. And while scores can be translated
into final grades, it is important that we remind students that not
every score counts.
These instruments are meant, above all, to inform and improve
teachers' instruction while giving students the feedback they need
to learn and grow.
These instruments can also be used in peer assessment and then
used to provide feedback.
Prior to assessment, the evaluation instruments can be used to
communicate expectations to students. During the assessment
phase, they are used to easily score a subjective matter.
After an instrument is scored, it should be given back to students
to communicate to them their grade and their strengths and
weaknesses.
Students can use them to see the correlation between effort and
achievement. Sharing the instruments with students is vital as the
feedback empowers students to critically evaluate their own work.
Advantages of using a variety of

evaluation instruments
Teachers can increase the quality of their direct instruction
by providing focus, emphasis, and attention to particular

details as a model for students.
Students have explicit guidelines regarding
teacher expectations.
Students can use these instruments as a tool to develop
their abilities.
Teachers can reuse these instruments for various activities.
Complex products or behaviors can be examined efficiently.
They are criterion referenced, rather than norm referenced.
Evaluators ask, "Did the student meet the criteria for
Level 4? rather than How well did this student do
compared to other students?
Ratings can be done by students to assess their own work,
or they can be done by others, e.g., peers, teachers,
instructors, U.T.P. people, etc.
Applying Evaluation Instruments
Self- assessment
Give copies to students and ask them to assess their own progress
on a task or project. Their assessment should not count toward a
grade. The point is to help students learn more and produce better
final products. Always give students time to revise their work after
assessing themselves.
Peer assessment
Peer-assessment takes some time to get used to. Emphasize the fact
that peer-assessment, like self-assessment, is intended to help
everyone do better work. You can then see how fair and accurate
their feedback is, and you can ask for evidence that supports their
opinions when their assessments do not match yours.
Again, giving time for revision after peer-assessment is crucial.
Teacher assessment
When you assess student work, use the same instrument that was
used for self- and peer-assessment. When you hand the marked
instrument back with the students' work, they will know what
they did well and what they need to work on in the future.
Using the evaluation instruments provided in this section is
relatively easy.
Identify the maximum number of points for achieving the highest
level of quality and assign a number to the students' performance.
Typically, the gradations increase/decrease in 1 point.
The last column shows the actual score assigned to this particular
student, based on his or her actual performance. The overall total
score is assigned by simply adding together the scores.
Once you have worked out students' scores, you can express them in
207
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 15 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.
Extended-Response Reading
Use this instrument in any lesson that invites students to

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

students' behavior. This rubric is meant to offer information on
students' attitude and behavior in relation to their classmates and
can be a useful source of information for course council. It can be
applied by teachers or used for peer assessment.
After applying this instrument, make students identify the areas in
which they got higher scores, and also the areas that they should
pay more attention to in the future.
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.
208
Once you have worked out the score of each student, you can
apply this chart to express his/her results:
1 - 2= Unsatisfactory - 3 - 4 = Fair - 5 = Very Good - 6 = Excellent
Project
Use this instrument every time students do a project. Each student

is evaluated along three dimensions, each having to do with the
student's contribution to the work, the final product, and any other
aspects the teacher considers important to assess, such as: how
effectively the student accomplished his or her responsibilities as a
member of the team or the quality of his or her interactions with
the other team members.
These dimensions are assigned a score of 1 through 7; these values
represent increasing degrees of achievement in the particular
dimension. The last column is the actual score assigned to this
particular student, based on his or her actual performance, along
the three dimensions. The overall total score is assigned by simply
adding together the scores corresponding to the three dimensions.
Oral Presentation
Use this instrument two or three times per student during the year.
The students will be evaluated in: Non-verbal skills, Vocal Skills and
Content areas.
The teacher can give each student a copy of the instrument and
then read it with them. The students will improve their
performance if they know in advance what they are expected to
produce and the areas they have to focus their attention on.
To work out the score of each student identify the maximum
number of points for achieving the highest level of quality and
assign a number to the students' performance according to this
scale.
Once you have worked out the score of each student, you can rate
each category according to the scale provided in the instrument.
Self Assessment - General English
This instrument is meant to allow students to recognize and

evaluate their general abilities in relation to English. You can apply
it three times, at the beginning of the year and at the end of each
semester, so that students can identify their level of achievement.
Make students read the descriptions of tasks that they can do and
ask them to check the appropriate areas that indicate how they
rate themselves.
After applying this document, you may inform students if their

results coincide with your ideas about their performance.
Homework
You can use this instrument any time you assign homework. When
applying it, the first step is to provide clear expectations to your
students. After reading the rubric, students are clear on what an
acceptable homework assignment looks like.
The system can improve students' homework skills because
the teacher gives each student attention about their homework;
students can see the opportunities to improve their work;
the teacher has the data required to give a pure homework grade
for homework completion.
At the same time you can also include a reward component. For
example, students who average a grade of 3 or 4 for the month,
can earn an extra mark on the next period.
To work out the score of each student identify the maximum
number of points for achieving the highest level of quality and
assign a number to the students' performance according to this
scale.
0 -1= Unsatisfactory - 2 = Fair - 3 = Very Good - 4 = Excellent.
Feedback
Here are some phrases that are useful for giving feedback and
make comments to your students:
You are developing a better attitude toward your classmates.
You can be very helpful and dependable in the classroom.
You have strengthened your skills in ___.
You are learning to be a better listener.
You are learning to be careful, cooperative, and fair.
You are very enthusiastic about participating.
Your work habits are improving.
You have been consistently progressing.
You are willing to take part in all classroom activities.
Your attitude toward school is excellent.
You are maintaining grade-level achievements.
You work well in groups, planning and carrying out activities.
Your work in the areas of ____ has been extremely good.
You are capable of achieving a higher average in areas of ____.
You would improve if you developed a greater interest in ___.
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PhotocoPiable eValUatioN iNStrUMeNtS

EVALUATING LISTENING COMPREHENSION
Name: ___________________________________ Lesson: ________________________ Date: _______
Skills
Criteria
1
Points
3
Understanding key events or facts.
Understands
one or two
events or key
facts.
Understands
some of the
events or key
facts.
Understands
many events or
key facts,
mainly in
sequence.
Understands
most events in
sequence or
understands
most key facts.
Understanding details.
Gets few or no
important
details.
Gets some
important
details.
Gets many
important
details.
Gets most
important details
and key
language.
Responding appropriately to features such as:

laughter, silence, etc., and / or accentuation,
intonation and, rhythm.
Nearly never.
Sometimes.
Most of the
time.
Nearly always.
Answering questions.
Answers
questions with
incorrect
information.
Answers
questions with
some
misinterpretation.
Answers
questions with
literal
interpretation.
Answers
questions with
interpretation
showing higher
level thinking.
Doing tasks.
Provides limited
or no response
and requires
many questions
or prompts.
Provides some
response to
teacher with
four or five
questions and
prompts.
Provides
insightful
response to
teacher with one
or no questions or
prompts.
At the end of the session, the listener is able to:
Answer factual
questions on
general
information.
Answer factual
questions on
general and
specific
information.
Provides
adequate
response to
teacher with
two or three
questions and
prompts.
Summarize the
beginning,
middle, and end
of the story.
Reveal the
sequence of
events, providing
details on dialog,
and motivation
of characters.
Total points
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EVALUATING READING COMPREHENSION

Name: ___________________________________ Lesson: ________________________ Date: _______
Skills
Criteria
1
Points
3
Understanding key events or facts.
Understands
one or two
events or key
facts.
Understands
some of the
events or key
facts.
Understands
many events or
key facts,
mainly in
sequence.
Understanding details.
Gets few or no
important
details.
Gets some
important
details.
Gets many
important
details.
Identifying characters or topics.
Identifies one
or two
characters or
topics using
pronouns (he,
she, it, they).
Answers
questions with
incorrect
information.
Identifies one
or two
characters or
topics by
generic name
(boy, girl, dog).
Answers
questions with
some
misinterpretation.
Answers
questions with
literal
interpretation.
Answers
questions with
interpretation
showing higher
level thinking.
Provides limited
or no response
and requires
many
questions or
prompts.
Provides some
response to
teacher with
four or five
questions and
prompts.
Provides
adequate
response to
teacher with
two or three
questions and
prompts.
Provides
insightful
response to
teacher with one
or no questions
or prompts.
Answering questions.
Doing tasks.
Understands
most events in
sequence or
understands
most key facts.
Gets most
important details
and key
language.
Identifies many Identifies many
topics or
topics or
characters by
characters by
name in text
name in text
(Ben, Giant).
(Ben, Giant).
Total points
Taken and adapted from: http://www.storyarts.org/classroom/usestories/listenrubric.html
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EXTENDED-RESPONSE READING RUBRIC SELF-ASSESSMENT
Name:
Date:
Class:
I explain the main ideas and important information from the text.
I connect my own ideas or experiences to the authors ideas.
I use examples and important details to support my answer.
I balance the authors ideas with my own ideas.
I explain some of the main ideas and important information from the text.
I connect some of my own ideas and experiences to the authors ideas.
I use some examples and important details to support my answer.
I balance only some of the authors ideas with my own ideas.
I explain only a few ideas from the text.

I summarize the text without including any of my own ideas or experiences.
OR
I explain my own ideas without explaining the text.
I use general statements instead of specific details and examples.
I explain little or nothing from the text.

I use incorrect or unimportant information from the text.
I write too little to show I understand the text.
I write nothing.
I do not respond to the task.
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:
Teachers comments:
Source: http://www.sdst.org/shs/library/resrub.html
Points
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BEGINNERS WRITING
Points
Criteria
Writing has some words. No punctuation. Scribbly letters. A picture.
Writing has short simple sentence(s) on the topic. Some punctuation (full stops and question marks).
Letter size and shape need fixing. Picture matches topic.
Writing has some simple sentences on the topic. Some attempt to put ideas in order.
Some correct, some best guess spelling.
I, capitals, periods, and question marks used correctly most of the time.
Correct printing. Some spacing between words.
Writing has most sentences on the topic. Ideas in order. Sentences with some details and describing words.
Correct spelling of most high frequency words. Most punctuation correct.
Letters and spacing between words are correct.
Writing has all sentences on the topic. Ideas in order. There is a beginning, a middle, and an end.
Many details and interesting words. Correct spelling for all high frequency words.
Correct punctuation; printing and spacing with few errors.
Writing has sentences giving more information about the topic. Beginning, middle, and end with a lot of
information and details. Sentences use interesting and expressive language.
Sentences are put together in a paragraph. Correct high frequency words and some harder words.
Correct punctuation. Neat, well spaced, easy to read.
http://www.isbe.net/assessment/pdfs/reading_extended_rubric.pdf
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PROJECT
NAME(S):
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
Process
Other:
Total:
Teachers comments:
Points
Points
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ORAL PRESENTATION RUBRIC
Your Name: ___________________________________ Group Topic : _______________________________

Group Members: _____________________________________________________________________
Oral Presentation Rubric
Possible Points
Provided depth in coverage of topic.
10
Presentation was well planned and coherent.
10
Personal experience integrated where relevant and

appropriate. Explanations and reasons given for
conclusions.
10
Communication aids were clear and useful.
10
Bibliographic information for others was complete.
10
Total Possible Points.
50
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
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 three countries where a foreign language is spoken and tell a few
interesting points about these countries.
5. Understand and respond to questions asked to me about my name, age,
where I live, and the music I like.
6. Read a simple short paragraph.
7. Write a note to a pen pal telling him / her about myself.
8. Write to my teacher and describe a typical day from the time I get up to
the time I go to bed.
9. Write the correct endings of verbs, when requested, because I understand
which endings go with specific subjects.
Yes
(no assistance)
Yes
(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.
Complete
Neat and easy to read.

Must have date and name.
Must be on time.
Incomplete (directions not followed)
Difficult to read.
Has name, missing the date.
May be on time.
Incomplete
Unorganized and/or difficult to read.

Missing name and date.
Late.
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
Possessive adjectives
Personal pronouns
I
my
you
your
he
his
she
her
it
its
we
our
they
their
Use personal pronouns instead of a noun.

Julie has a red sweater.
She has a red sweater.
Use possessive adjectives before a noun to show possession.
John has a new car.
His car is new.
Possessive s
Add possessive s to a noun to show possession.
My mothers shoes are brown.
ImPERATIvE
Use the imperative to give instructions or orders.
To form the imperative use the verb in its base form.
Listen.
Be quiet, please.
Come to the board.
Open your book on page 10.
ARTICLES: A, An
Im a student.
Hes an architect.
Theres a hospital on that street.
Shes wearing a blue skirt.
Use articles a and an with singular nouns.

Use a when the noun starts with a consonant sound. My father is a farmer.
Use an when the noun starts with a vowel sound. Shes an engineer.
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vERB TO BE
Negative
Affirmative
Question form
I am tall.
I am not strong.
Am I strong?
You are nice.
You arent tall and slim.
Are you tall and slim?
Hes young.
He isnt old.
Is he old?
She is kind and generous.
She isnt tall.
Is she tall?
It is black.
It isnt big.
Is it a cat?
We are talented.
We arent lazy.
Are we lazy?
They are beautiful.
They arent fast.
Are they fast?
Use the verb to be to describe physical appearance and personality.

Is he old? Yes, he is. / No, he isnt. She is kind and generous. You are tall and thin.
PLuRAL nOunS
Singular + s
Singular + ies
Singular + es
Irregular Plural
plumber-plumbers
secretary-secretaries
dress-dresses
child-children
notebook-notebooks
story-stories
watch-watches
man-men
shirt-shirts
party-parties
brush-brushes
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 ending 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
Negative
Question form
There is a small church.
There isnt a disco.
Is there a mall?
There are three stores.
There arent any clubs.
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 isnt a / There arent any to express the idea that something does not 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
a. on
b. in
c. under
OTHER PREPOSITIOnS OF PLACE
a. on the left
b. between
c. on the right
d. next to
e. across from / opposite
CAn
Negative
Affirmative
Question form
I can dance very well.
I cant play the guitar.
Can you play the guitar?
You can skate quite well.
You cant speak Japanese.
Can you speak Japanese?
He can swim.
He cant play soccer.
Can he play soccer?
She can play the guitar.
She cant sing well.
Can she sing well?
It can help the police.
It cant see at night.
Can it see at night?
We can run fast.
We cant cook well.
Can we cook?
They can jump very high.
They cant fly.
Can they fly?
Use can to talk about ability or inability.

Tony can swim, but he cant dance.
Can they swim? Yes, they can. / No, they cant.
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PRESEnT PROGRESSIvE (OR PRESEnT COnTInuOuS)
Negative
Affirmative
Question form
Im watching TV.
Im not watching TV.
Am I watching TV?
Youre shopping.
You arent shopping.
Are you shopping?
Hes wearing shorts.
He isnt wearing shorts.
Is he wearing shorts?
Shes sitting next to her mum.
She isnt sitting next to her mum.
Is she sitting next to her mum?
Its eating.
It isnt eating.
Is it eating?
Were making costumes.
We arent making costumes.
Are we making costumes?
Theyre making hot dogs.
They arent making hot dogs.
Are they making hot dogs?
Use the Present Progressive to talk about what is happening at the moment of speaking.
For example: We are studying English.
For verbs ending in consonant + vowel + consonant, double the last consonant.
For example: sit-sitting; shop-shopping.
For verbs ending in e, take out the e and add ing.
For example: write-writing; dance-dancing.
PRESEnT SImPLE
Affirmative
Negative
Question form
I take a shower at 6:00.
I dont take a shower at 6:00.
Do I take a shower at 6:00?
You get up at 7:00.
You dont get up at 7:00.
Do you get up at 7:00?
He walks home in the afternoon.
He doesnt walk home in the afternoon.
Does he walk home in the afternoon?
She finishes work at 5:30.
She doesnt finish work at 5:30.
Does she finish work at 5:30?
It likes eating fruit.
It doesnt like eating fruit.
Does it like eating fruit?
We go to the museum on Saturdays.
We dont go to the museum on Saturdays.
Do we go to the museum on Saturdays?
They live at Cocoa Beach.
They dont live at Cocoa Beach.
Do they live at Cocoa Beach?
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.
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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)
buy and purchase (verbs)
student and pupil (nouns)
pretty and attractive (adjectives)
sick and ill (adjectives)
quickly and speedily (adverbs)
on and upon (prepositions)
freedom and liberty (nouns)
dead and deceased (adjectives)
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PAST PROGRESSIvE (OR PAST COnTInuOuS)

Negative
Affirmative
Question form
I was singing.
I was not singing.
Was I singing?
You were singing.
You were not singing.
Were you singing?
We were singing.
We were not singing.
Were we singing?
They were singing.
They were not singing.
Were they singing?
He was singing.
He was not singing.
Was he singing?
She was singing.
She was not singing.
Was she singing?
It was singing.
It was not singing.
Was it singing?
The Past Progressive tense (also called the Past Continuous tense) is commonly used in English for actions which were going on
(had not finished) at a particular time in the past.
Use the Past Progressive to indicate that a longer action in the past was interrupted. The interruption is usually a shorter action in
the Simple Past. Remember this can be a real interruption or just an interruption in time.
Examples:
I was watching TV when she called.
When the phone rang, she was writing a letter.
While we were having the picnic, it started to rain.
What were you doing when the earthquake started?
COmPARATIvES (short adjectives and long adjectives)

You can use comparatives to talk about the differences between two things or places or people. They are made from adjectives in two ways:
Short Adjectives
With short adjectives, we make comparatives by adding
-er to the end of the adjective.
Example:
- Your CD player is cheaper than mine.
With some adjectives, we double the last letter:
Example: London is big, but Moscow is bigger.
Long Adjectives
With long adjectives (usually two syllables or more), we add more
before the adjective.
Example:
The French restaurant is more expensive than the Italian restaurant.
Two syllable adjectives that end in -y.

With two syllable adjectives that end in -y, we make the comparative by changing the y to i, and adding -er:
Example: I was angry when I heard the news, but Nick was angrier.
Irregular comparatives
The three main irregular comparatives are:
good - better
bad - worse
far - further
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HAVE TO
Use have to to say that something is obligatory.
Use dont have to to say something is not necessary.
Affirmative
She has to work.
Negative
I do not have to see the doctor.
Question form
Did you have to go to school?
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.
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
Negative
Question form
I can play the piano.
I cannot (can't) play the piano.
Can you play the piano?
She can drive a car.
She cannot (can't) drive a car.
Can she drive a car?
Use can to talk about permission:

Affirmative
Negative
Question form
You can meet her tomorrow.
She can't come to our house.
Can we go to the movies?
(You have permission to meet her).
(She doesn't have permission to visit us).
(Please give us permission to watch a movie).
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MUST
Use must to say that something is essential or necessary.
Subject + must + main verb
Auxiliary must
Subject
Main verb
must
go
home.
You
must
visit
us.
We
must
stop
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.
THE FuTuRE TEnSE (WILL)

Negative
Affirmative
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.
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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
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
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
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
soar
beber
conducir
comer
caer
alimentar
sentir
combatir
encontrar
volar
prohibir
forgive
freeze
get
give
go
grow
hang
have
hear
hide
hit
hold
hurt
keep
know
lay
lead
forgave
froze
got
gave
went
grew
hung
had
heard
hid
hit
held
hurt
kept
knew
laid
led
learn
learnt/learned
leave
lend
let
lie
light
lose
make
mean
meet
pay
put
read
ride
ring
rise
left
lent
let
lay
lit
lost
made
meant
met
paid
put
read
rode
rang
rose
forgiven
frozen
got
given
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
Meaning
Past participle
Past simple
Infinitive
Meaning
Past participle
Past simple
Infinitive
irreGUlar VerbS
perdonar
helar(se)
obtener
dar
ir
crecer
colgar
haber; tener
or
esconder
golpear
sostener
daar
guardar
saber; conocer
poner
liderar
aprender
dejar
prestar
dejar
yacer
iluminar
perder
hacer
significar
encontrar(se)
pagar
poner
leer
montar
sonar
levantarse
run
say
see
sell
send
set
shake
shine
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
ran
said
saw
sold
sent
set
shook
shone
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
run
said
seen
sold
sent
set
shaken
shone
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
Past participle
Past simple
Infinitive
228
correr
decir
ver
vender
enviar
fijar
sacudir
brillar
disparar
indicar
cerrar(se)
cantar
hundir(se)
sentarse
dormir
hablar
deletrear
gastar
estar de pie
robar
pegar
nadar
tomar
ensear
romper
contar
pensar
lanzar
entender
despertar(se)
usar ropa
ganar
escribir
229
theMatic iNDeX
Topics and vocabulary
Celebrations around the world . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . .79
Chilean traditional celebrations. . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . .15
Music around the world . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . .20
Myths and legends . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . .23
Chilean music and dances . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . .28
Healthy habits. . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . .40
Teenagers addictions and problems . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . .44
Study habits . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . .48
Bullying . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . .56
Life in different countries . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . .68
English around the world . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . .71
Festivals around the world . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . .79
Folk heroes . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . .96
People from other countries. . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 100
Famous people from the past . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 104
Famous places. . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 112
Language
Frequency adverbs . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . .15
Connectors: and, because, or . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . .17
The Past Continuous . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . .22
Used to . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . .25
Adverbs of sequence . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . .30
How much / How many . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . .42
Indirect object pronouns. . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . .45
The Future tense. . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . .50
Must, Have to, Can . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . .53
If clauses . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . .58
Superlatives (short adjectives) . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . .69
Superlatives (long adjectives) . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . .82
Countries and languages . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . .73
Can / Could for polite requests . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . .77
First Conditional . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . .86
When / then. . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . .99
Would . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 101
Prepositions of place . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 115
Adverbs of manner . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 109
Prepositions of place . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 115
230
GloSSarY
unit 1
Belief (n): an idea that you are certain is true.
Charity (n): kindness towards other people.
Earth (n): the planet that we live on.
Encourage (v): to make someone more likely to do something.
Farm (v): to grow crops or keep animals as a business.
Forest (n): a large area of trees growing closely together.
Guest (n): a famous person who takes part in a television program or
other entertainment.
Hanukka (n): an eight-day Jewish religious holiday in November
or December.
Heritage (n): the buildings, paintings, customs, etc. which are important
in a culture or society because they have existed for a long time.
mass (n): a religious ceremony in some Christian churches in which
people eat bread and drink wine.
miss (v): to not go to something.
missionary (n): someone who travels to another country to teach people
about the Christian religion.
Release (v): to let the public have news or information about something.
Report (n): a description of an event or situation.
Share (v): to divide something between two or more people.
Treat (n): something special which you buy or do for someone else.
Trick (n): something you do to cheat someone, or to make someone look
stupid as a joke.
Wicked (adj): funny or enjoyable, extremely good.
unit 2
Blame (v): to say or think that someone or something is responsible for
something bad which has happened.
Bored (adj): feeling tired and unhappy because something is not
interesting or because you have nothing to do.
Break (n): when you stop an activity for a short time, usually to rest or
to eat.
Chart (n): a drawing which shows information in a simple way, often
using lines and curves to show amounts.
Fit (adj): healthy, especially because you exercise regularly.
Hurt (v): to cause someone pain or to injure them.
Improve (v): to get better or to make something better.
Insulting (adj): rude and offensive.
net (n): short for the Internet.
Report (v): to describe an event or situation.
Researcher (n): someone who studies a subject in detail in order to
discover new information.
Skip (v): to not do something that you usually do or that you should do.
Survey (n): an examination of peoples opinions or behavior made by
asking people questions.
Sweetener (n): something which is used to make something taste
sweeter.
Threaten (v): to tell someone that you will kill or hurt them, or cause
problems for them if they do not do what you want.
Timetable (n): a list of dates and times that shows when things will
happen.
Trust (v): to believe that someone is good and honest and will not
harm you.
unit 3
Abroad (adv): in or to a foreign country.
Avocado (n): a dark green, oval fruit which is pale green inside and is
not sweet.
Carriage (n): a vehicle with wheels that is pulled by a horse.
Celtic (adj): relating to the people of Ireland, Scotland, and Wales.
Contest (n): a competition or election.
County (n): an area of Britain, Ireland, or the US that has its own local
government.
Custom (n): a habit or tradition.
Foreign (adj): belonging to or coming from another country, not
your own.
Jewel (n): a valuable stone that is used to make jewelry.
mother tongue (n): the first language that you learn when you are
a child.
Race (n): a competition in which people run, ride, drive, etc. against each
other in order to see who is the fastest.
Saxon (adj): relating to or belonging to a people who were originally
from Germany and who came to live in Britain in the fifth and sixth
centuries.
Sit-com (n): a situation comedy.
unit 4
Bury (v): to put a dead body into the ground.
Fighter (n): someone who fights in a war or as a sport.
Folk (adj): the traditional style of art, dancing, etc. among a particular
group of people.
Frail (adj): not strong or healthy.
Grave (n): a place in the ground where a dead body is buried.
Hunt (v): to chase and kill wild animals.
Lead (v): to show someone where to go.
mayor (n): the person who is elected to be the leader of the group that
governs a town or city.
minstrel (n): a travelling musician and singer common between the 11th
and 15th centuries.
nickname (n): a name used informally instead of your real name.
Perspiration (n): the liquid that comes out of your skin when you get hot.
Pioneer (n): someone who is one of the first people to do something.
Ride (n): a journey in a vehicle or train.
Settle (v): to start living somewhere that you are going to live for a
long time.
Spread (v): to communicate information from one person to another.
Trail (n): a path through the countryside, often where people walk.
231
biblioGraPhY
Adams, M.J. et al. (2000). Phonemic Awareness in Young
Children: A Classroom Curriculum. Baltimore, Maryland: Paul H.
Brooks Publishing Co.
Additional bibliography
Burke, J. (2003). Reading Reminders - Tools, Tips, and Techniques.

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

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

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

Boston: Addison Wesley Longman Publishers.
Fox, Gwyneth associated editor et al. (1st ed.). (2007).

Diccionario Macmillan Castillo Espaol Ingls, Ingls - espaol.
Mexico DF: Editorial Macmillan de Mxico S.A. de C.V.
Hamel, B. (1st Ed.). (1998). Dictionary of English-Spanish cognate

words. Bilingual Book Press. USA.
Loyd, S. (2000). The Phonics Handout. Essex: Jolly Learning, Ltd.
Loyd, S., & Werman, S. (2003). Jolly Dictionary. Essex: Jolly
Learning, Ltd.
Mascull, B. (1st Ed.). (1997). Collins cobuild key words in science
and technology. Portsmouth: Heinemann Publishers.
Moon, J. (1st ed.). (2000). Children Learning English. Oxford:
Macmillan Education.
Murphy, R.M. (2nd ed.). (1997). Essential Grammar in Use.
Peregoy, S.F. et al. (3rd ed.). (2005). Reading, Writing and
Learning in ESL. White Plains, NY: Addison Wesley Publishing
Company.
Rauff, R. (1st edition). (1994). Wonderful World of English.
Chicago, IL: World Book, Inc.
Rinvolucri, M. et al. (1st ed.). (1995). More Grammar Games.
Bampfield, A. et al. ( 1st Ed.). (1997). A world of English.

Cambridge, Great Britain: Cambridge University Press.
Deriu, B. (1st Ed.) (1997). The big mistake and other stories.
Barcelona: Ediciones Vicens Vives, Spain.
Escott, J. (2002). Lucky break. Harlow, Essex: Pearson Education
Limited.
Escott, J. (2008). Hannah and the hurricane. Harlow, Essex:
Pearson Education Limited.
Kerr, L. (1st Ed.) (1998) Mission Apollo. Oxford: Oxford University
Press.
Web pages
http://www.johnsesl.com/templates/quizzes/LQ.php
http://www.esl-lab.com/
http://www.manythings.org/el/
http://www.esldesk.com/esl-links/index.htm
http://www.languagegames.org/la/crossword/english.asp
http://www.esl.about.com/cs/listening/
http://www.sikids.com
http://www.gobartimes.org
http://www.energyquest.ca.gov
http://www.englishlistening.com
http://www.tolearnenglish.com
http://www.saberingles.com.ar/
http://www.focusenglish.com/dialogues/conversation.html
http://www.isabelperez.com
http://www.antimoon.com/how/pronunc-soundsipa.htm
232
teSt QUeStioN baNK

Reading comprehension
What type of text is this?

What is the purpose of this text?
What is the text about?
What is the origin of the text?
Who is / are the main character(s) in the story?
Where are the participants / tutors from?
What is (person / place) like?
Who is sending the message?
What is the subject of the message?
Who is the message addressed to?
What can you infer from the name of the lesson?
What can you infer from the pictures?
What do these numbers in the text refer to?
What do these words (pronouns) refer to?
Can you identify these elements in the text? (closing, information,
introduction, opening)
Can you match the text and the pictures?
Which of these sentences are true / false?
Where in the text can you find information about _______?
Which is the best title for the story?
Listening comprehension
What type of text is this?

What is this conversation / presentation / announcement about?
How many people can you hear?
Can you identify the mood of the different speakers?
Who said the following sentences?
Which of these two words did you hear?
Which of these sentences werent mentioned?
In what order are these _____ mentioned?
Which of these sentences did you hear?
Can you match the text and the pictures?
Are these sentences true or false?
Where in the text can you hear information about ____?
Writing
Write a personal profile.

Write an e-mail to your family / best friend.
Write a description of your best friend / a person in your family.
Write a description of your favourite toy / pet / person.
Write a summary of a story youve read / a film youve seen.
Write an announcement promoting extra-curricular activities.
Write a questionnaire / a survey to find out about ______.
Write a reply to the e-mail.
Write an invitation to a party / a lecture / a conference / an

exhibition.
Write a reply accepting / refusing an invitation.
Write a short biography of a person you admire.
Write a composition about ________________.
Write a tourist brochure promoting your area.
Write a short conversation about ____________.
Speaking
Interview your partner to find out about his / her interests /

preferences / habits / activities last summer.
Talk to your partner about an interesting TV programme.
Talk to your partner about interesting / unforgettable experiences
you have had.
Talk to your partner about a book youve read / a film youve seen.
Talk to your partner about your favourite food / drink / place in
Chile / football team / football player / book / film / film star.
Talk to your partner about your plans for this weekend / next
summer / the future.
Look at this picture with your partner and ask and answer
questions about what you see.
Describe your best friend / a person in your family / a classmate.
Talk to your partner about how you are feeling now.
Talk to your partner about the things you are doing now.
Talk to your partner about your favourite celebration.
Talk to your partner about the things you can / cant do.
Grammar and vocabulary
Complete these sentences with the (verb tense) of the verbs

in brackets.
Fill in the blanks in this text with the (verb tense) of the verbs in
brackets.
Fill in the blanks in this text with the (verb tense) of the verbs in the
box.
Fill in the blanks in this text with the words in the box.
Find the opposite / synonyms of these words in this text.
Classify these words under the corresponding category.
Match these words and their definitions.
Change these sentences / this paragraph into (verb tense).
Circle the verbs in the (verb tense) in this paragraph.
Circle the words in this paragraph that refer to physical descriptions
/ moods.
Answer these questions or respond to these statements using (verb
tense or verb).
Complete the diagram with words related to___________.
EDICIN ESPECIAL PARA EL MINISTERIO DE EDUCACIN - PROHIBIDA SU COMERCIALIZACIN

Travelers 8º Guia Del Profesor

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Travelers 8º Guia Del Profesor

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GUA DIDCTICA DEL DOCENTE

Lina Alvarado Jantus

EDICIN ESPECIAL PARA EL MINISTERIO DE EDUCACIN

GUA DIDCTICA DEL DOCENTE

Lina Alvarado Jantus

Travelers 8 bsico - Gua Didctica del Docente

Lina Alvarado Jantus.

Reimpresin 2013 Ediciones Cal y Canto Ltda.

Ediciones Cal y Canto Ltda.

All rights reserved; no part of this publication may be reproduced, stored in a

UNIT 3: DIFFERENT LIVES . . . . . . . . . . . . . . . . . . . 108-151

UNIT 2: SELF - CARE . . . . . . . . . . . . . . . . . . . . . . . . . . 68-107

UNIT 4: PEOPLE AND PLACES . . . . . . . . . . . . . . . . 152-192

TRAVELERS MAGAZINE. . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 195-205

PLAN OF THE BOOK

GETTING READY .......................................................................................................... 9

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

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

PEOPLE AND PLACES

GETTING READY ........................................................................................................ 93

BIBLIOGRAPHY ........................................................................................................... 136

DESCRIPTION OF THE COURSE

It also has other advantages, such as:

structure in the text and analyze how it works, going through

Learning styles. Travelers considers that there are different

homework or use it as an informal test, which they can answer

Further suggestions for evaluation

Introducing Travelers to your students

LEARNING PROGRESS MAPS AS SUPPORT MATERIAL FOR TEACHING 11

The Chilean Ministry of Education has presented the community

Learning progression and diversity

requires that teachers share with their students the learning

In the context of promoting life-time learning, it is more and

This model contrasts with the type of evaluation that, in

The methods to obtain information about the learning are well

The feedback is to get a mark. Although, according to this

So, what actually happens in the classroom when evaluation is

Of course, teachers can collect this information through the

Key principles of evaluation for learning

be questionable, because different individuals naturally

What Learning Progress Maps are not

They express knowledge and abilities, that is to say, the competences

They indicate what we value as learning goals and the sequence in

They are presented as concrete descriptions of learning and offer

They are not checklists for test correction.

They provide a guiding framework for teaching: they let users

How many Maps have been prepared?

Learning English is a challenging and attractive activity at any

Secondary Education. Each level describes the expected learning

useful point of reference to describe the learning of children who do

English progress map

How can one recognize the level of learning? Examples

recognizes the communicative function of compound verb

Apply different criteria to form pairs and groups: sometimes

Occasionally, ask either troublesome or faster learners to act as

Students learn best when they are actively involved in the

SOME BASIC TEACHING REMINDERS

Some methodological suggestions for skill

- Present key vocabulary and structures, and write them on

- Present key vocabulary and structures, and write them on

- Make use of the FL (Fast learners) activities or the cartoon

THE INTERNET IN THE LANGUAGE CLASSROOM

Information collection and analysis

Some commands and instructions (Teacher)

c. _Joke about cultural customs d. _Jokes that don't harm anybody

tsrat _____ wsim _ og _____

hwas _____ korw _ awcth _ lcaen _____