7_10_6_2_2

UNIT 242

REFLECTIONSWhat new words did I learn?

In what instances did I showinitiative?

8. Complete each blank with a question word and ask your partner thequestions. Then change roles.

_______ do people celebrate in your region? (event)

_______ does it take place? (time)

_______ is it celebrated? (place)

_______ do people do? (activities)

9. Listen and repeat. Pay special attention to the beginning of thewords.

where when what

who why whose whom

PEOPLE PLACES ACTIVITIES

10. Fill in the blanks in these questions.

a. ________ do you ________ for your birthday?

b. ________ do you ________ on holiday?

c. ________ do you ________ for tests?

d. ________ do you ________ on Sundays?

e. ________ do you ________ in summer?

11. Listen and repeat the questions in exercise 10.

12.Ask and answer the questions in your group.

13. Read the text on page 41 and find words to make word mapswith these headings:FL

L A N G U A G E F O C U S Question words

1. Study these questions related to the text.Where is La Tirana Festival celebrated? When does it take place?What do the activities include?

2. Complete this general rule.

We use definite types of words called question words to askquestions about place - (______), time - (______), things - (______).

AFTER READING

UN

IT 2

76

AFTER READING__________________________

LANGUAGE FOCUS - Question WordsDon't forget that this section is designed

to help students revise or discover a

particular grammar structure by

themselves.

1. Ask the students to revise the

questions, paying special attention to

the words in bold.

2. Make the students identify the type of

information each question word

requires, and then complete the rule.

Answers: where; when; what.__________________________

8. ++ Students complete each blank

with a question word and then ask and

answer the questions in pairs. Make

sure that they change roles, so that

both have the opportunity to ask and

answer.

(L.A: to relate content and own

reality).

Answers: what; when; where; what.

9. + First play the recording and

ask the students only to listen. Then

play the recording again for them to

repeat each word, paying special

attention to the pronunciation of the

initial sound, similar to Spanish hueso,

huaso, huincha.

(L.A: to imitate a model paying

attention to an English phoneme).

See Error Alert! of at the end of the

Unit.

10.++ Students use the question words

in the Language Focus to complete

the questions in a logical way.

(L.A: to relate a language item and

own reality).

16

Answers:

a. What do you do for your

birthday?

b. Where do you go on holiday?

c. When do you study for the tests?

d. What do you do on Sundays?

e. What do you wear in summer?

11.+ Students listen and check the

questions they completed in exercise

10, and then listen and repeat.

(L.A: to imitate a model).

REFLECTIONS

The purpose of this activity is to help

students reflect on their learning process

and to raise their awareness of how they

develop their own learning strategies to

become more effective learners. They

should work on their own but you may

help and guide them when necessary.

Encourage them to keep a record of their

answers in a special section of their

notebooks.

The students read the questions and

identify:

a. the new words they learnt.

17

MINI - TESTMINI - TEST

WELCOME TO MY COUNTRY 43

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

LISTENING

2. Who said what? Write Tracy or Ari next to each sentence.

a. _______ Everything is made of clay.

b. _______ We walked for about two hours.

c. _______ We took amazing photos.

3. Why do Tracy and Ari speak in English?

3 pts

4. Read the text in lesson 2 and match numbers and words.72 24 200

people hours kilometers

5. Read the text and say why these sentences are false.a. La Tirana is in the Atacama region.b. People dance and sing during the day.c. The most important event of the festival is a mass.

READING

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

LANGUAGE AND VOCABULARY

On our last vacation, my family and I ________ to Chiloe and ________ the festivity of Nazareno

de Caguach. The celebrations ________ with a ceremony outside the church. Then, we ________

a procession. People ________ the religious figures out of the church and ________ with them

around the town.

7. Complete each question according to the answers.

a. _________ do you do on Saturdays? I play football with my friends.

b. _________ are you going to go on vacation? I’m going to go to the seaside.

c. _________ is your birthday? It’s in June.

d. _________ is your sweater? I left it at school.

e. _________ do you wear a swimsuit? In summer.

3 pts

2 pts

3 pts

6 pts

3 ptsPerú Chile USA Canada Australia England

begin celebrate see take travel walk

0 - 7Keep trying

8 - 14

Review!

15 - 19

Well done!

20 - 25

Excellent!

total score

25 pts

5 pts

UN

IT 2

77

b. the instances in which they showed

initiative.

12.++ Students ask and answer the

questions in their groups, answering

with what is true for them.

(L.A: to relate content and own

reality).

13. +++ Ask fast learners to create

word maps on the board with the

headings provided. Encourage them to

illustrate different types of connections

between the words and to include

graphic support. Check and ask the rest

of the class to copy the maps.

(L.A: to classify key lexical items).

Possible words to include:

People: saint, princess, Spaniards,

conquerors, father, priest, pilgrims.

Activities: singing, dancing,

procession, festival.

Places: town, Chile, La Tirana,

Tamarugal, temple, grave.FL

MINI - TEST

The mini-tests provide material to check

and revise students’ progress and, at the

same time, information to the teacher

about any points that the majority of the

students may have problems with. Make

sure they understand what they are

expected to do and then give them time to

answer individually.

Answers

LISTENING

1. Not mentioned: Peru; Canada; Australia

2. a. Tracy. b. Ari. c. Tracy.

3. They speak in English because they

come from English speaking countries:

USA and England.

READING

4. 72 - kilometers; 24 - hours; 200 -

people.

5. a. La Tirana is in the Tarapaca region.

b. People dance and sing 24 hours a

day. c. The most important event of

the festival is the procession.


6. traveled; celebrated; began; saw; took;

walked.

7. a. What. b. Where. c. When. d. Where.

e. When.

13

UNIT 244

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

Aymara Chango Chono Diaguita

Mapuche Ona Picunche

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

3. Look up these words in a dictionary.hunter sailor

4. Relate each indigenous group in the chart above to theircharacteristics in the bubbles.

BEFORE L ISTENING

Sailors Hunters Nomads Warriors

Fishermen Shepherds Farmers

1. Answer Matt’s questions.

North of Chile Center of Chile South of Chile

Who lived in Chile before the Spaniards arrived?

What is the meaning of the wordmapuche?

sailor

nomad

hunter

fisherman

PICTIONARY

farmer

THE PEOPLE OF THELAND Lesson 3

UN

IT 2

78

BEFORE LISTENING

1. + Introduce the topic of the lesson

telling the students that, after visiting

their father, Kelly and Matt continue

their trip and are now visiting the

south. Invite students to name places

the children are visiting. Tell them that

the boy is particularly interested in our

country and has some questions for

them. Make them read Matt's

questions and elicit the meaning of the

word mapuche. Make notes on the

board but do not check at this point.

(L.A: to predict topic from the context).

2. +++ Refer the students to Chilean

history and tell them to read the names

of Chilean aborigines. Ask them to

write the names in the correct column,

according to the place they lived. Invite

some students to come to the board to

check the exercise.

(L.A: to connect content with previous

knowledge).

Answers:

North of Chile

Aymaras Changos Diaguitas

Center of Chile

Mapuches Picunches

South of Chile

Onas Chonos

3. ++ Read the words in the bubbles

with the class. Ask students to look

them up in a dictionary and find their

equivalent in Spanish. Check orally.

Make reference to what students may

have learnt in Social Studies.

(L.A: to understand key words).

Answers: sailors = navegantes; hunters

= cazadores.

PICTIONARY

farmers: granjeros

fishermen: pescadores

hunters: cazadores

nomads: nómades

sailors: marineros/navegantes

4. ++ Students associate the

indigenous groups in exercise 2 with

the characteristics in exercise 3.

(L.A: to relate content to previous

knowledge).

Answers:

Sailors: changos, chonos, onas;

Hunters: mapuches, onas;

Nomads: onas, changos, chonos;

Warriors: mapuches;

Fishermen: changos, chonos;

Farmers: mapuches, aymaras, diaguitas.

nomads = nómades; warriors =

guerreros; ritual = ritual; mask =

máscara; canoe = canoa; fishermen =

pescadores; shepherds = pastores;

farmers = granjeros.

5. + Encourage students to make a list of

cognates they think will appear in the

text. Do not check answers at this point.

(L.A: to make predictions from context).

Answers: Will vary.


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

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

11.Look for information about one important ethnic group in Chile andcomplete this diagram.

L ISTENING

AFTER L ISTENING

Location

Food

Ceremoniesand traditions

Language

Name

a. central region

b. north region

c. south region

Did you know that …Captain Fitz Roy called

Aysén the area of the

south of Chile because it

is the place where the “ice

ends”?

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

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

to music.

10. Listen again and identify the incorrect information.a. All the groups lived in the same area.b. They ate the same food.c. They were sedentary.d. All of them used the same weapons.e. They wore masks and painted their bodies in religious ceremonies.

UN

IT 2

79

LISTENING

6. + Play the recording and ask the

students to check their answers in

exercise 1. (L.A: to validate predictions)

Answers: Indigenous people;

Mapuche means the people of the land.

7. + The students listen to the recording

again and choose the correct alternative.

(L.A: to identify correct and incorrect

information).

Answers: c.

Did you know that…

Let students read this section on their

own and share comments in their groups.

For more information on the Did you know

that… section see page 7 of the

Introduction.

8. + Read the question with the class

and help the students identify the type

of information that is required. Play

the recording again.

(L.A: to identify specific information).

Answers: eight.

18

9. ++ Read the statements with the

class; then the students listen to the

recording again and identify the words

that are not mentioned.

(L.A: to discriminate between correct

and incorrect information).

Answers: Not mentioned: a. persons.

b. region. c. fishermen. d. boats, south.

e. swords. f. faces, listened to music.

10.++ Make the students read the

sentences and decide which are false.

Play the recording again for them to

check their answers. Check orally. First

students only indicate which

statements contain incorrect

information and then correct it.


information).

Answers: a. False. b. True. c. False.

d. True. e. True.

Incorrect: a. They lived in the

Araucanía, Bío Bío and the Lakes

regions. c. They were not sedentary,

they were nomads.

AFTER LISTENING

11.+++ Form groups of three or four

students and encourage them to find

information about one important

ethnic group in Chile and complete

the diagram. Allow them to look for

information in books in Spanish or

encyclopaedias; you can assign this

task as homework or use it as a

project, in which case the groups must

assign specific tasks to each member

of the group and present a product on

an agreed date.

(L.A: to relate topic and personal

knowledge).

UNIT 246

REFLECTIONSDid I have difficulties tounderstand the text?

Did I need the teacher’sassistance?

YES NO

14. Use the following clues to write questions in the Past Tense.Listen, check and then repeat the questions. a. Where - the Alacalufes – sail.b. What - these indigenous people – eat.c. the Onas - an important spiritual life – have.d. What - the Onas – for their ceremonies – do.e. the Yamanas – harpoons – use.

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

FL

L A N G U A G E F O C U S Questions in the Past Simple Tense

1. Study these examples from the text.Where did the Alacalufes live?Did the Onas eat molluscs?


To ask __________ in the _________ tense in English, we use the

auxiliary _________ and the base form of the __________.

Did you know that …the name of Tierra del

Fuego comes from the

bonfires that the first

European explorers

observed from their ships?

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

A: What Chilean ethnic groups do you know?

B: The __________, the __________ and the _____________.

A: Where do/did the ____________ live?

B: They live (d) in ________________.

A: What language do/did they ____________?

B: They ________________.

A: What are/were their main traditions?

B: They ________________________________________________.

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

Mr. Tongue Twister tried to train his tongue to twist and turn,

and twit and twat, to learn the letter “T”.

UN

IT 2

80

12. ++ Invite students to exchange

information with their classmates,

asking questions about their work. Make

sure all groups have the opportunity to

ask and answer questions.

(L.A: to relate content to previous

knowledge).

Answers: Will vary.


Let students read this section on their own

and share comments in their groups. For more

information on the Did you know that…

section see page 7 of the Introduction.

13.+ First play the recording and ask

the students only to listen. Then play the

recording again for them to repeat the

tongue twister, paying special attention

to the pronunciation of the letter t, with

strong contact between the front part of

the tongue and the alveolar ridge.

(L.A: to imitate a model).__________________________

LANGUAGE FOCUS – Questions in theSimple Past TenseRemember that this section is designed to

promote independent learning, so help,

guide and check, but do not give the answers.

1. Tell the students to revise the

examples from the text.

2. Help them to complete the rule.

Answers: questions; Past; did; verbs.

See Error Alert! at the end of the unit.__________________________

14.+++ Ask the students to use

the clues to write questions in the

Past tense. Elicit some examples. Play

the recording for them to check and

then listen and repeat the questions.

(L.A: to consolidate a language point

and connect it with previous

knowledge).

20

19

Answers:

a. Where did the Alacalufes sail?

b. What did these indigenous people

eat?

c. Did the Onas have an important

spiritual life?

d. What did the Onas do for their

ceremonies?

e. Did the Yámanas use harpoons?

15. ++ Fast learners work in pairs,

asking and answering the questions

in exercise 14.

(L.A: to role-play a dialogue).

REFLECTIONS

The students should work on their own but

you may help and guide them when

necessary. Encourage them to keep a record

of their answers in a special section of their

notebooks.


identify:

a. the difficulties they had to understand

the text.

b. how much they needed the teacher’s

assistance.FL

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

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

3. Look at the pictures in the text on page 48 and answer Matt’s questions.

4. Find these words in the text. Match them with a synonym from the box.a. encourage b. performc. upcoming d. engagement


BEFORE READING

Music Literature Painting

winner

soloist

prize

musician

PICTIONARY

Easter Island

future arrangement stimulate do

FROM CHILE TO THEWORLD Lesson 4

Who are the people inthe pictures?

What do they have incommon?

UN

IT 2

81

BEFORE READING

1. + Draw students' attention to Matt's

questions in the bubble. Elicit their

answers and make notes on the board.

(L.A: to relate content and previous

knowledge).

Answers: Claudio Arrau; Gabriela

Mistral; Cristina Gallardo-Domas;

Nicanor Parra; Lily Garafulic; Roberto

Bravo; Roberto Matta; Verónica

Villarroel. They are all famous Chilean

artists.

2. + Ask the students to answer the

question in pairs. Make a chart on the

board to check answers.

(L.A: to relate content and previous

knowledge).

Answers: Music: Claudio Arrau,

Cristina Gallardo Domas, Roberto

Bravo, Verónica Villarroel; Literature:

Gabriela Mistral, Nicanor Parra;

Painting: Lily Garafulic, Roberto

Matta.

3. ++ Read Matt's questions on page

48 aloud. Help students to understand

them, clarifying the meaning of the

verb stand out; elicit answers, but do

not correct at this stage.

(L.A: to predict content from visual

clues).

4. +++ Ask students to find the words

in the text and then match them with

a synonym from the box. Tell them to

observe the words that precede and

follow the one they are studying, to

identify its context and clarify its

meaning.


Answers: a. stimulate. b. do.

c. future. d. arrangement.

See Cultural Background Information

at the end of the unit.

PICTIONARY

prize: premio

winner: ganador

Easter Island: Isla de Pascua

musician: músico

soloist: solista

In 1999, Ms. Teave won the first prize in the Claudio Arrau International

Piano Competition. In 2001, she won a competition in Spain. She was

also the first prize winner in the 2004 Cleveland Institute Competition.

Most recently, in 2006, she was the winner in the Corpus Christi

International Competition.

In Chile, she has performed as a soloist with the country’s main

orchestras.

Upcoming engagements include solo concerts in the United States,

Japan and Antarctica.

Ms. Teave obtained her Masters of Music degree at the Cleveland

Institute of Music in 2005 and continues her studies with Sergei Babayan.

http://www.chicagoclassicalmusic.org/taxonomy/term/72?page=13

EditEdit ViewView FavoritesFavorites ToolsTools HelpHelp

Start

InternetInternet

I t etI t et

http://www.chicagoclassicalmusic.org/taxonomy/term/72?page=13

MAHANI TEAVEAddressAddress

LinksLinksGoGoBackBackSearchSearch FavoritesFavorites

InternetInternet

Who is the girlin the photo?In what area

does shestand out?

UNIT 248

Mahani Teave is a native of Easter Island (Chile). Her father is a

native and her mother is American. She began her studies in the

island with Erica Putney. In 1992, she met the Chilean pianist

Roberto Bravo who encouraged her to study in Valdivia, where

she obtained her Bachelor’s degree in Music in 2001 and became

the island’s first classical musician.

UN

IT 2

82

READING

5. + The students read quickly through

the text just to check their answers in

exercise 3.

(L.A: to validate predictions).

Answers: The girl in the photo is

Mahani Teave, the first classical

musician from Easter Island.

6. +The students identify the type of

text they are going to read.

(L.A: to identify type of text).

Answers: b.

7. ++ The students read the text

carefully and discriminate between

correct and incorrect information.


information).

Answers: a. True. b. False. c. False.

d. True. e. False.

8. +++ Students read the text again

and identify the name of a person who

had a very important role in Mahani's

life.

(L.A: to find and support specific

information).

Answers: Roberto Bravo was a very

important person for Mahani Teave,

because he discovered her and

encouraged her to study music in the

continent.

9. +++ Students read the text again

and find information to complete the

chart. They check the answers in pairs.

(L.A: to find and classify information).

Answers:

Year Fact

1992 Met Roberto Bravo

1999 Won Claudio Arrau

Competition

2001 Won a prize in Spain

2004 Won a prize in Cleveland

2005 Obtained Music degree

2006 Studied with Sergei

Babayan

10. +The students read the text once more

and identify a characteristic for each

noun. Help them find the words, making

it clear that in English the characteristics

(or adjectives) are the words that go

immediately before the nouns.

(L.A: to find key words).

Answers: a. classical. b. Chilean.

c. first. d. international.

REFLECTIONS








Encourage them to keep a record of their


notebooks.


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

a. ___________ musician

b. ___________ pianist

c. ___________ prize

d. ___________ competition

READING

5. Read the text quickly and check if you had the right informationabout Mahani. Remember that the familiar words you can find in thetext help you to get the general meaning of it.

6. What kind of text is it? Choose the best alternative.a. A short story b. A biography c. A news report

7. Are these statements true or false?a. _____ Mahani Teave was born on Easter Island.b. _____ Mahani Teave's parents are from Easter Island and England.c. _____ Her first teacher was Roberto Bravo.d. _____ She studied music in Valdivia.e. _____ At the moment she is studying at the Cleveland Institute of Music.

8. Read the text and identify a very important person in Mahani Teave’slife. Explain your answer with information from the text.

9. Complete this chart with information from the text.

REFLECTIONSHow much did the exerciseshelp me to understand the text?

What were the most seriousproblems I had?

Year Fact

1992

1999

2001

2004

2005

2006

AFTER READING

11.Complete this summary of the text.

_________ was born on __________. Her parents are from __________.

She studied __________. In __________ she met __________ and went

to __________________ to continue studying. In __________ she won

two important __________. She has performed in many places, like

________ and __________. She is famous because she is __________.

UN

IT 2

83


analyze:

a. how much the exercises helped them

to understand the text.

b. their main difficulties in the reading

comprehension exercises.

AFTER READING

11.+++ Do the summary orally first,

then students write it.

(L.A: to elaborate a summary).

Answers: Mahani Teave; Easter Island;

Easter Island and the United States;

with Erica Putney; 1992; Roberto

Bravo; Valdivia; 1999; competitions;

Japan; the Antarctica; Easter Island's

first classical musician.

UNIT 250

A: What do you call a person who ________________ ?

B: A(n)____________________

12. In pairs, choose a famous Chilean artist you know well and complete his / her biography.

_______ was born in _______ (year) in _______ (place).

He / She studied ______ in _______ and is famous because _______.

His / her most important paintings / sculptures / books / songs are ____.

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

14. In pairs, put these sentences in order to form a dialogue aboutprofessions. Listen, check and then act it out in front of yourclassmates replacing the parts underlined. a. And what about you?b. I don’t know yet. My mother wants me to be a musician and dad

wants me to be a lawyer.c. I want to be a famous football player!d. So, what profession would you like to have in the future?

15. Vocabulary game! Close your book and ask your partnerquestions about professions.FL

paints pictures? plays football? sails ships?

looks after people’s teeth?

L A N G U A G E F O C U S Suffixes to indicate professions

1. Read these sentences from the text and other examples.

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

2. Complete this rule.

We can form the name of jobs and professions by adding the

particles: _____, __________, _____________ and ___________

to verbs and nouns.American English:

Favorite

British English: Favourite

UN

IT 2

84

__________________________

LANGUAGE FOCUS - Suffixes to indicateprofessionsThe activities are meant to promote

independent learning, so help, guide and

check, but do not give the answers.

1. The students revise the examples.

2. Help the students complete the rule to

form the name of jobs and professions

from verbs and nouns. Clarify the

meaning of suffix.

Answers: -ian;- ist; -er;- or.

See Error Alert! of at the end of the Unit.__________________________

American v/s British English

Draw students’ attention to the two

different spellings of the same word used

in each variety of English. Remind them

that both the British and the American

versions are correct, but that they should

choose one variety and stick to it.

12.+++ The students work in pairs

and choose a famous artist they know

well to complete his / her short

biography.

(L.A: to write a short text).

13.+ First play the recording and


play the recording again for students

to repeat, paying special attention to

the pronunciation of the beginning of

the words. Help them notice and

produce the difference between / ∫ /

in shoes and / t∫ / in choose, chews.

(L.A: to identify and produce English

phonemes).

14.++ The students work in pairs and

put the dialogue about professions in

order. Remember not to interrupt

21 students during speaking activities. It

is better to take notes of the main

mistakes and then correct them at the

end of the activity. Ask some pairs to

role-play the dialogue.


Answers: d. b. a. c.

15. +++ Vocabulary game!

Games are important while teaching a

foreign language because they

motivate students to apply them to

different situations. Encourage fast

learners to ask questions to their

partners about professions.

Play the recording to and the clues.

Example:

A: What do you call a person who

sails ships?

B: A sailor.

(L.A: to relate content, previous

knowledge and own reality).

22FL



1. Listen to the recording in Lesson 3 again and circle the numbers that you hear.a. 700,000 - 7,000,000 c. 4.6 - 0.46b. 80 - 8 d. 873 - 87.3

LISTENING

0 - 9Keep trying

10 - 15

Review!

16 - 20

Well done!

21 - 27

Excellent!

total score

27 pts

4 pts

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

4. Read the text again and find the following information:

a. The place where Mahani was born. ____________________

b. Her mother’s nationality. ____________________

c. The famous Chilean pianist that helped Mahani. ____________________

d. The year she obtained her degree. ____________________

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

READING 5 pts

5. Complete the questions with the Interrogative form of the Simple Past Tense.

a. Where _______ Mahani Teave _______ her studies? (begin)

b. What _______ Roberto Bravo _______ to help her? (do)

c. When _______ she _______ her degree? (obtain)

d. What _______ she _______ in Cleveland? (win)

6. Complete the sentences with the name of the profession.

a. Isabel Allende is a very famous ________________________. She writes beautiful novels.

b. Did you see Di Caprio’s film? He is an excellent ________________________.

c. She loves science! I think she wants to be a ________________________.

LANGUAGE AND VOCABULARY4 pts

3 pts

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

6 pts

5 pts

UN

IT 2

85

MINI - TEST

The mini - tests provide material to check

and revise students’ progress and, at the

same time, information for the teacher



sure the students understand what they

are expected to do and then give them

time to answer individually.

Answers

LISTENING

1. a. 700,000. b. 8. c. 4.6. d. 87.3

2. c.

READING

3. a. Her mother is American.

b. Her father on a native.

c. She began her studies on the island

with Erica Putney.

d. Upcoming engagements include

the Antarctica.

18

e. She continues her studies with

Serguei Babayan.

4. a. Easter Island. b. American.

c. Roberto Bravo. d. 2005. e. Japan,

USA and the Antarctica.


5. a. did, begin. b. did, do. c. did, obtain.

d. did, win.

6. a. writer. b. actor. c. scientist.

UNIT 252

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

1. Answer the following questions in your group.a. How can you travel from one Chilean city to another? b. How can you travel from one continent to another?c. How can foreigners travel to Chile? d. How can you travel to and in the south of Chile?

2. Look at the pictures and identify the means of transport. The wordsbelow can help you, but you have to unscramble them first.

arc trca clebyic nelpa phsi

riant rotmoceycl sub

3. Which city do you think they are visiting? How? By car? By train? Byship?

4. Work with your partner and check the meaning of these phrases thatlook and sound very similar in Spanish.

a. market b. local variety c. botanical gardend. nature sanctuary e. native species f. typical dish

BEFORE L ISTENING

swan

on your right

on your left

eagle

PICTIONARY

bridge

VISITING THE SOUTH Lesson 5

UN

IT 2

86

BEFORE LISTENING

1. + Start the lesson telling the students

that Kelly and Matt continue their trip

and are now visiting a beautiful city in

the south. Before listening, they

answer the questions in exercise 1.

Guide students’ answers to the type of

information requested: means of

transport. Check orally and make notes

on the board.

You can travel _____ by _____.

(L.A: to connect topic and previous

knowledge).

2. + Invite the students to look at the

pictures and identify the means of

transport unscrambling the words in

the box. Check orally. Additionally, you

can make students identify the most

important means of transport in their

area / city / town; the most

comfortable; the most useful for them,

etc.


Answers: car; cart; bicycle; plane;

ship; train; motorcycle; bus.

3. + Elicit names of beautiful cities in the

south of Chile. The students guess

which city the children are visiting and

by what means of transport. Do not

check at this point.

(L.A: to predict content from previous

experience).

4. ++ Students work in pairs to check

the meaning of the phrases that look

very similar in Spanish.

(L.A: to identify cognates).

Answers: a. mercado. b. variedad

local. c. jardín botánico. d. santuario

de la naturaleza. e. especies nativas.

f. plato típico.

LISTENING

5. + Tell the students they are

going to listen to the recording once,

just to identify the name of the city.

Remind them that this first listening is

only to check their predictions in

exercise 3.


Answers: the city is Valdivia.

6. + The students read the names of the

places in the pictures. Then they listen

again and number the places in the

order they hear them.

(L.A: to identify sequence).

Answers: a. - d. - c. - b.

7. ++ Read the statements and the

alternatives with the class. Play the

recording again for students to choose

the alternative that best completes each

statement. Then they check in pairs.


information).

Answers: a. iii. b. iii. c. ii.

23

ab

c

de

f

g

h

ij

8. Listen again and find the ingredients for curanto that the speakermentions.


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

6. Listen to the recording again and number the places in the orderyou hear them.

7. Listen again and choose the alternative that best completes eachstatement.a. The speaker is

i. a bus driver. ii. a teacher. iii. a tour guide.b. In the fluvial market you can see

i. penguins. ii. seals. iii. sea lions.c. If you visit the market, you will find

i. toys. ii. restaurants. iii. books.

L ISTENING

http://www.southamerica.cl/Chile/Food.htm

Did you know that …Chili is the name of a

traditional Mexican dish?

a

Calle-Calle riverb

Universidad Austral

c

Bridge

d

Fluvial market

UN

IT 2

87



and share comments in their groups. For

more information on the Did you know


Introduction.

8. + First ask students to identify the

food in the pictures. (a. meat;

b. chicken; c. red/green pepper;

d. onion; e. tomato; f. corn; g. carrots;

h. potatoes; i. pumpkin; j. seafood).

Tell the students to concentrate on the

ingredients for curanto that the

speaker mentions and to identify them

in the pictures. Play the recording

again.

After checking the exercise, ask

students to think about other typical

Chilean dishes and to try and find the

ingredients in the pictures. You can

also ask students to classify the

ingredients, for example: vegetables,

meat, fish, etc.

(L.A: to find specific information).

Answers: a. h. j.

Did you know that …Benji is another name for

bungee jumping?

UNIT 254

AFTER L ISTENING

L A N G U A G E F O C U S Prepositions of movement

1. Read these examples from the text.It is possible to walk along the river, … and walk around the wonderfulbotanical garden. From above, you will see at the same time threevolcanoes, the Pacific Ocean, and the river.

2. What do the words in bold indicate?

3. Read and complete:

Prepositions are the words that we use to indicate location or

movement. __________, __________ and __________ are prepositions

of movement. They indicate in what direction the action is performed.

along abovex x round

aroundabout

10.Look at the pictures and complete the sentences with the correctpreposition.

a. The plane is flying __________ the world.

b. The plane is flying __________ the clouds.

c. The people are riding __________ the river.

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

A: Means of transport

B: Adventure sports

boat bus kayak plane ship taxi train

bungee jumping canopying hiking kayaking

rafting skating skiing trekking

UN

IT 2

88

9. ++ Ask the students to identify the

items in the boxes that the speaker

doesn't mention. To make the task easier,

you can tell them to tick the items they do

hear first, and then listen again to check

the ones that are not mentioned. After

checking the exercise, start a

conversation about the adventure sports

that they can practice in their area.

(L.A: to identify correct / incorrect

information).

Answers:

Not mentioned A: plane, ship, taxi,

train.

Not mentioned B: bungee jumping,

skating, skiing.

AFTER LISTENING__________________________

LANGUAGE FOCUS - Prepositions ofmovementThis section is designed to help students

revise or discover a particular grammar

structure or an interesting item of

vocabulary from the text.

The activities are meant to promote

independent learning, so help, guide and

check, but do not give the answers.

1. Ask the students to revise the

examples from the text, paying special

attention to the words in bold.

2. Help them find the answer to the

question, but don’t take an active part.

Answers: The words in bold indicate

location or movement.

3. Students complete the statement.

Check orally.

Answers: along; above; around.__________________________




For more information on the Did you know


Introduction.

10.+ The students look at the pictures and

complete the sentences with a

preposition from the Language Focus.

(L.A: to consolidate a language item).

Answers: a. around. b. above.

c. along.




to repeat each pair of words, paying

special attention to the pronunciation

of the first sounds: / d / complete

contact between the front part of the

tongue and the alveolar ridge,

releasing the air suddenly; / D / close

contact between the front part of the

tongue and the upper teeth, releasing

air with friction.

(L.A: to distinguish and produce two

English phonemes).

24

A: How can you __________ to Valdivia from this city?

B: You can take a or you can go by .

A: Can I _________ by ?

B: Sure! But you can’t _________ or _________ .


REFLECTIONSWhat did I most enjoy in thislesson?

What can I do to do better inthe next unit?

11. Listen and repeat. Pay attention to the different initial sounds ofthe words.

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

13.Work with your partner. He/she must draw as you give oralinstructions following the examples given in exercise 10. Change roles.

Examples:

There are ___________ along ____________________ .

There is ___________ at _________________ .

There _________ a _________ around the ___________ .

There are _________________.

There __________________________.

14. Use the image code to find out the names of more outdoor activities.FL

a. r pp ll ng

b. p r ch t ng

c. sn wb rd ng

d. s rf ng

e. m t cr ss

f. w nds rf ng

g. p r p nt ng

h. l g

a = e = i = o = u =

Dan - than

day - they

did - this

does - thus

doze - those

UN

IT 2

89

12.+ Form pairs and ask students to

complete the dialogue using the clues

in the pictures. Play the recording once

for them to check and then again for

them to listen and repeat. Choose

some pairs of students to act the

dialogue in front of their classmates.


Answers:

A: How can you go to Valdivia from

this city?

B: You can take a bus or you can go

by plane.

A: Can I go by car?

B: Sure! But you can’t take the train

or a ship.

13.+++ Students work in pairs giving

and receiving instructions to make a

drawing using the prepositions they

saw in this lesson. Explain how to

follow the examples given. Make sure

they change roles, so that both

students in a pair give and receive

instructions. The students check the

exercise by showing the drawings to

their partners.

(L.A: to exchange information).

25

14.+ Encourage fast learners to

decipher the code and find out the

name of eight outdoor activities. You

can also ask them to bring some

pictures illustrating these activities, as

homework for the following class.

(L.A: to consolidate key words).

Answers: a. rappelling. b. parachuting.

c. snowboarding. d. surfing.

e. motorcross. f. windsurfing.

g. parapenting. h. luge.

See Background Information at the

end of the Unit.

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.


reflect about:

a. the aspects of the lesson they found

more useful or interesting.

b. the actions they can take to improve

their performance in the future.

FL

EPISODE 2: LOST!

EPISODE 2: LOST!

Kelly, M

att and

the Time Machine

Kelly, M

att and

the Time Machine

‘

UN

IT 2

90

Kelly, Matt and the Time

Machine

Help students remember what they know

about the characters and the situation in

the previous episode: Kelly and Matt

Hardrock came to Chile to visit their father

and meet their Chilean cyber-friend

Ignacio. They found a strange box, pushed

the handle and something strange

happened.

Encourage students to read this episode

on their own and invite them to

summarize it, in Spanish, if necessary.

Notes

___________________________

___________________________

___________________________

___________________________

___________________________

___________________________

___________________________

___________________________

___________________________

___________________________

___________________________

___________________________

___________________________

___________________________

___________________________

___________________________

___________________________

___________________________

___________________________

___________________________

___________________________

___________________________

___________________________

___________________________

UN

IT 2

91

Notes

___________________________

___________________________

___________________________

___________________________

___________________________

___________________________

___________________________

___________________________

___________________________

___________________________

___________________________

___________________________

___________________________

___________________________

___________________________

___________________________

___________________________

___________________________

___________________________

___________________________

___________________________

___________________________

___________________________

___________________________

Valparaíso is a very important

Chilean port. There are lots of

interesting places you can visit

and activities you can do. There

are forty five hills in Valparaíso

and you can use the fifteen

funiculars to visit them.

Near the main square there are

some famous museums and there

is also a replica of an old sailing

ship in the Muelle Prat.

There are also many old book stores and shops where people

can buy antiques, typical products and souvenirs.

If you go to the harbor, you can see lots of beautiful sea birds

such as pelicans and seagulls, and also pigeons.

In summer, a lot of visitors come from all over the world

because there are many attractions : Quinta Vergara, Plaza

Victoria and Viña del Mar, which is a seaside holiday resort

next to Valparaíso.Visitors can take a ride on the typical carriages called Victorias,

rent a bicycle or go around the bay on a boat.

1. Read the text and put a tick (correct information) or a cross(incorrect information), next to the following sentences.a. ____ It is far from the sea.b. ____ It is a place with a lot of hills.c. ____ It is a city with cultural attractions.d. ____ It is a good place for shopping.e. ____ You can use different means of transport.

UNIT 258

2. Read the text again and complete the diagram.

In this unit, did I learn...

SYNTHESISSYNTHESIS TEST YOUR KNOWLEDGETEST YOUR KNOWLEDGE

READING: VALPARAÍSO

Places you can visit_____________________________________________

Things you can buy_____________________________________________

Activities you can do_____________________________________________

Birds you can see_____________________________________________

VALPARAISO

5 pts

4 pts

LISTENING·to extract specific informationfrom a text? In which lessons?

·to discriminate between true andfalse information? With whatexercises?

·to recognize the sequence ofevents? Which words helped me?

READING·to relate content with previousknowledge? When?

·to infer meaning of words fromthe context? In which text?

·to identify the type of text?Which was it?

SPEAKING·to ask and answer questions inthe Past Tense?

LANGUAGE·to recognize professions?Which?

·to use the Past Simple Tense?To do what?

·to use question words? Which?

VALUES·to appreciate our culture andtraditions? With what texts?

WRITING·to present information in agraph?

·to elaborate a summary?

UN

IT 2

92

SYNTHESIS

Revise the contents of Unit 2 with your

students and help them to analyze and

reflect on which exercises and activities

helped them achieve the learning

outcomes.

TEST YOUR KNOWLEDGE

Explain to the students that the purpose

of this section is to help them revise

contents and evaluate their performance

in the whole unit. Read the instructions

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 – VALPARAÍSO1. a. ✘. b. ✔. c. ✔. d. ✔. e. ✔.

2. Places you can visit: main square,

famous museums, ship replica, hills,

the harbor.

Things you can buy: antiques,

typical products, souvenirs.

Activities you can do: use the

funiculars, go to the harbor, see sea

birds, take a ride on carriages, rent

bicycles.

Birds you can see: pelicans, seagulls,

pigeons.

LISTENING – VISITING ANOTHER CITY 3. a.

4. a. iii. b. i. c. iii. d. i.

Language

5. a. musician. b. painter. c. writer.

d. sailor.

6. when, did, play, did, win.

26

LANGUAGE

5. Read the descriptions and write the jobs.a. My father plays many musical instruments.

M __________________b. Leo paints beautiful pictures.

P __________________c. Alice writes interesting novels.

W __________________d. Those peoples sail through the south channels.

S __________________

6. Complete the following dialogue in the Past Tenseusing the words in the box.


Check your progress in this unitmarking the box that is true for you.

SELF-EVALUATIONSELF-EVALUATION

I can understand instructions.I understand the general idea(s) oftexts.I can make and check predictions.

I can identify specific information.

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

I can solve puzzles and play games.

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

Did I work more than my partners?

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

I can follow instructions.I understand the general idea(s) ofspoken texts.

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

LISTENING: VISITING ANOTHER CITY

7. Answer these questions. Then role-play aconversation with your classmate.a. Where do you live?b. What do you do in your free time?c. When is your birthday?

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

3. Listen and identify the purpose of the conversation.a. To give information. b. To give instructions.c. To request information. d. To make an invitation.

4. Listen again and choose the best alternative to complete the sentences.a. Tom tells his friend that he is going to stay

i. 2 months. ii. 2 weeks. iii. 2 days. b. Tom’s bus arrived in the

i. morning. ii. afternoon. iii. evening.c. He is going to his uncle's place on

i. Friday. ii. Sunday. iii. Monday.d. He is going back to his city by

i. bus. ii. train. iii. car.

2 pts

4 pts

4 pts

5 pts

3 pts

did did win play when

listening

language

speaking / writing

project / group work

reading

ORAL EXPRESSION

0 - 6Keep trying

7 - 13

Review!

14 - 21

Well done!

22 - 27

Excellent!

total score

27 pts

Help!Great! Not too bad

UN

IT 2

93

ORAL EXPRESSION

Motivate students to evaluate their

partner's performance seriously and

honestly.

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.

LISTENING - HIGH AND DRY

Presenter: This is our section “Travel blogs” with our reporter

Jim Robinson. Where are you this week, Jim?

Jim: Hi! I’m in the middle of the Atacama desert, in the

north of Chile, at 2,600 meters above sea level. I’m

with two young visitors. What are your names and

where do you come from?

Ari: Hello, I’m Ari Richardson and I come from Durango,

USA.

Tracy: My name is Tracy Coward and I’m from Liverpool,

England.

Jim: How did you arrive here?

Tracy: I arrived here after a 20-hour bus journey from the

capital, Santiago.

Jim: And you, Ari?

Ari: I came by car from Antofagasta.

Jim: Do you like San Pedro?

Tracy: Oh, yes! I love it! Everything is made from clay, even

the church!

Ari I like it very much too, but I prefer the geysers at El

Tatio.

Jim: Where is El Tatio?

Ari: About 100 kilometers from here. I got up at 3 in the

morning to go there!

Jim: Tell us about the places you visited, Ari.

Ari: I went to the Valle de la Luna. We walked for about

two hours to watch the sunset over the valley. And it

started to snow! It was so strange to see snow in the

desert!

Jim: And you, Tracy?

Tracy: I went into the desert with a guy who works for the

NASA. He pointed out constellations and planets with

a laser pointer. We could see the rings of Saturn and

we took amazing photos of the moon through his

telescope. We didn’t get back until after 5 am.

Jim: Thank you, friends. Next week …

Pronunciation

Listen and repeat. Pay special attention to the ending of the

verbs.

answered – arrived – helped – listened – prepared – recognized

– studied – talked – traveled – walked – worked

completed – pointed – repeated – started – visited

Oral practice

A: Where are you from?

B: I’m from Scotland.

A: How did you arrive here?

B: I took a bus from the capital.

A: Do you like this place?

B: Oh, yes! I love it!

READING - LA TIRANA FESTIVAL

Pronunciation

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

words.

Oral practice

A: What do you do for your birthday?

B: Where do you go on holiday?

C: When do you study for the tests?

D: What do you do on Sundays?

E: Where do you go in summer?

17

where when what

who why whose whom

16

15

1413

TRANSCRIPTS

UN

IT 2

94

UN

IT 2

95

LISTENING - THE PEOPLE OF THE LAND

Guide: In Chile, nearly 700,000 people belong to an indigenous

group. They represent 4.6% of the total population.

Kelly: Do they belong to the same group?

Guide: There are eight indigenous groups.

Matt: Which one is the most important?

Guide: Well, the Mapuche, or people of the land, represent 87.3%

of the indigenous population.

Kelly: Do they live in this area?

Guide: No. They live in the Bio-bio, Araucanía and Lakes regions.

Matt: Who are the original people of this region?

Guide: Here in the south, the Alacalufes, the Onas, and the Yámanas.

Matt: What can you tell us about the Alacalufes?

Guide: They were hunter nomads and sailed in their canoes

through the south channels. They ate marine mammals

and molluscs.

Kelly: How did they hunt the animals?

Guide: They used harpoons, the same as the Yámanas who were

also sailors and nomads.

Matt: Did they live in the same area?

Guide: The Yámanas lived between the Strait of Magellan and

Cape Horn.

Matt: What about the Onas?

Guide: They were also hunters and nomads. They lived in Tierra del

Fuego and ate the guanaco and molluscs. All the groups of

the region had an important spiritual life. They celebrated

many ceremonies and rituals and they wore masks,

painted their bodies and danced… Any other questions?

Pronunciation

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

Mr. Tongue Twister tried to train his tongue to twist and turn, and

twit and twat, to learn the letter T.

Mr. Tongue Twister

tried to train his tongue

to twist and turn,

and twit and twat,

to learn the letter T.

Mr. Tongue Twister tried to train his tongue to twist and turn, and

twit and twat, to learn the letter T.

Oral Practice

Kelly: Where did the Alacalufes sail?

Guide: They sailed through the South channels.

Matt: What did these indigenous people eat?

Guide: They ate molluscs and seafood.

Kelly: Did the Onas have an important spiritual life?

Guide: Yes, they did.

Matt: What did the Onas do in their ceremonies?

Guide: They wore masks and painted their bodies.

Kelly: Did the Yámanas use harpoons?

Guide: Yes, they did.

READING - FROM CHILE TO THE WORLD

Pronunciation

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

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

If Stu chews shoes,

should Stu choose

the shoes he chews?

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

Oral practice

A: What do you call a person who paints pictures?

B: A painter!

A: What do you call a person who plays football?

B: A football player!

A: What do you call a person who sails ships?

B: A sailor!

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

B: A dentist!

22

21

20

19

18

LISTENING - VISITING THE SOUTH

Guide: …During this tour, we’re going to visit the most

typical and important places in Valdivia. Let’s start our

trip!

On your left, you can see the Calle-Calle river. After the

tour, you can walk along the river, or take a boat or a

kayak. Now, on your right, you will see the fluvial

market, with our local variety of fish and fruit. We’ll

stop now to visit the market pets, the sea lions!

Guide: OK, across from the market you can see a bridge. After

we cross it, we will see the Universidad Austral, on the

right; we’re going to visit it and walk around the

botanical garden.

Guide: Good news! We’ll finish our tour in the market, where

you can find some typical restaurants and try the

Curanto, a typical dish made with seafood, meat and

potatoes. Ah! Just one more thing before we go to have

lunch: If you want to rent a horse in the Fundo Teja

Norte, or buy a ticket for a rafting experience, just

contact us. You can also try canopying, kayaking,

hiking, and trekking. Our city offers a lot of possibilities

for practicing sport adventures.

Pronunciation

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

the words.

• Dan • than

• day • they

• did • this

• does • thus

• doze • those

Oral practice

A: How can you go to Valdivia from this city?

B: You can take a bus, or you can go by plane.

A: Can I go by car?

B: Sure! But you can’t take the train or a ship.

TEST YOUR KNOWLEDGE

Listening - Visiting Another City

George Hello.

Tom Hi, George. This is Tom. I’m visiting my grandmother.

George Tom, hi! How are you?

Tom Fine. We arrived here today. The bus arrived at 5:15 in

the morning

George Five in the morning!

Tom Yes, really early, so we’re in the city and we are going

to stay here for two nights.

George Oh, where? In a hotel?

Tom No, we’re in my grandmother’s house now. On Monday

we are going to move to my uncle’s place.

George And when are you coming back?

Tom On Friday. We are going to go to the bus station and

get the earliest bus. My cousins are coming with me.

And how are things over there? How’s Patricia? I tried

to ring her yesterday but she didn‘t answer… (fade)

LISTENING TEST - INTO THE ATACAMA

Alan: So, Paul, where did you go last summer?

Paul: I visited the Atacama desert, in the north of Chile.

Alan: How did you get there from Antofagasta?

Paul: I went on a bus tour.

Alan: Did you like it?

Paul: Yes! Did you know that for miles there are no people

and that it never ever rains in some areas?

Alan: Did you visit any special places in the desert?

Paul: I went to an astonishing oasis town. Its called Peine.

Alan: What did you find there?

Paul: Well, let me see … first, the amazing ruins of a city

from the time of the Spanish conquerors, where you

could see the oldest church in Chile!

Alan: Really!

Paul: Also, there is a natural pool made out of the rocks.

That is the place where all the locals meet. And of

course, Los Flamencos National Reserve. There, we saw

hundreds of flamingos and other local bird species.

Alan: Wow!

27

26

25

24

23

UN

IT 2

96

UN

IT 2

97

LISTENING - HIGH AND DRYLanguage Focus

The simple past form of regular verbs ends in -ed. Most verbs are

regular, but many common verbs have irregular past forms.

For example: be= was, were; become= became; buy= bought;

shoot= shot; think= thought; keep= kept, etc.

READING - LA TIRANA FESTIVALExercise 9

Help your students with the pronunciation of the sound / w /;

they must try to avoid producing a Spanish / g / sound; a

comparison with Spanish huaso, hueso, huelga,huerto, etc. may

help.

LISTENING - THE PEOPLE OF THE LANDLanguage Focus

Warn students that questions in the Simple Past use the auxiliary

did, and the verb in infinitive without to.

Did he pass the exam? Correct

He passed? Incorrect

Did he passed? Incorrect

READING - FROM CHILE TO THE WORLDLanguage Focus

Tell students to try and learn professions in groups of similar

words, with pictures, etc., but not the words in isolation.

There are some common suffixes in professions, such –er

(teacher, lawyer, gardener, etc.) and –ist (pianist, dentist,

scientist), but there are also some less usual ones, like –ant

(accountant, shop assistant, civil servant, flight attendant), -man

(postman, fireman, dustman, barman, fisherman), -ess

(waitress, hostess, Headmistress), -ive (representative,

detective), -ee (trainee, employee, etc.).

ERROR ALERT!

UN

IT 2

98

1

Tradition

Memorial Day is a United States federal holiday that is observed

on the last Monday of May (observed in 2008 on May 26). It was

formerly known as Decoration Day. This holiday

commemorates US men and women who have died in military

service to their country. It began first to honor Union soldiers who

died during the American Civil War. After World War I, it was

expanded to include those who died in any war or military action.

2

Mahani Teave's latest presentations:

• Teatro Municipal de Temuco, Chile, Mayo 2007.

• Santiago and Valparaíso, Chile, Enero 2007.

To find updated information on Mahani's presentations, visit:

http://www.mahaniteave.com

3

Luge

Luge is the name of a sport whick involves racing with sleds. It

is a competition in wich these sleds race against a timer.

It originated in Switzerland, in the mid-to-late nineteenth

century.

It was included in the Olympic Winter Games in 1964.

BACKGROUND INFORMATION

PHOT

OCO

PIAB

LE

MAT

ERIA

L

99

COMPLEMENTARY ACTIVITIES

STUDENT A

The Yi people in (2) ___________have a holiday called (3)

__________ every year from August 5 to 8. Why do we have

this holiday? Because we have a myth,

(6) _________________, Yi people had a wrestling

competition. One Yi person was very strong and kind but he did

something to the devil, so the devil sent lots of locusts to the

area and destroyed the crops. (7)_________ guided the Yi

people. He told them to hold torches to kill the locusts. So, the Yi

people killed all the locusts. The Yi people still have this holiday.

It’s very important, even though there are no locusts anymore.

When everybody holds the torches (10) _______, the streets

look like a fire dragon. The view is great. Lots of people come to

our area to enjoy the friendly Yi people’s Torch Day.

Questions

2. Where …

3. What …

6. When …

7. Who…

10. When …

STUDENT B

(1)___________ in China have a holiday called Torch Day

(4) ____________. Why do we have this holiday? Because

we have (5) ____________.Three thousand years ago in

August, Yi people had a wrestling competition. One Yi person

was very strong and kind but he did something to the devil, so

the devil sent lots of locusts to the area and destroyed the

crops. Then Zhige Arlon guided the Yi people. He told them to

hold torches to kill the locusts. So, the Yi people killed (8)

______.The Yi people still have this holiday. It’s very

important, even though there are no locusts anymore. When

everybody holds (9)________ at night, the streets look like

a fire dragon. The view is great. Lots of guests come to our area

to enjoy the friendly Yi people’s Torch Day.

Questions

1. Who …

4. When …

5. Why …

8. What …

9. What …

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

2. Stepping back in time - A day in the life of a Victorian family!

You are going to find out about the Poslett family, who lived in Victorian England in 1874.

a. Go online and type in www.victorians.asp-host.co.uk/day/home.htmThe web site is going to tell you all about their daily routine.

b. Click on A day in the life of on the left hand side of the page, and this will show you their familytree. Now, find out about their daily routine by clicking on the days of the week on the left side ofthe page, and then answer the questions.i. What time did John get up on Monday?ii. What did Alice do on Tuesday when she got home?iii.What did Frank learn at school on Tuesday?iv. What did Elizabeth do on Saturday morning? v. What did all the family have on Sunday evening?

LESSON 2: LA TIRANA FESTIVAL

LESSON 3: THE PEOPLE OF THE LAND

PHOT

OCO

PIAB

LE

MAT

ERIA

L 100

ROLE CARD A

You are an inventor. Last

week you invented a

machine that does English

homework!

ROLE CARD BYou’re a famous politician.You became president ofyour country and everybodythinks you were a very goodpresident.

ROLE CARD CYou are a very famoussailor. You sailed aroundthe world and now you liveon your boat.

ROLE CARD D

You are a marathon runner.

You won the New York

marathon in 2007. You run

30 km every day, even on

Sundays. You are very tired!

3. In your group, give clues to your partners and make them guess what you do.

Don’t say the name of your profession!

ROLE CARD E

You are an artist. You are

very poor because you only

sell one painting every

year.

ROLE CARD FYou are a swimmer. Youwon two gold medals inthe Sydney Olympics. Youcan swim 100 meters in 54seconds!

ROLE CARD GYou are a translator forthe United Nations. You live in New York andcan speak eight differentlanguages, some of themAfrican!

ROLE CARD H

You are a famous film

director. You live in

Hollywood and make only

action films. Christian Bale

and Dwayne Johnson are

your best friends!

apples bananas bread carrots cauliflower chicken eggs fish

grapes lemon lettuce milk onion oranges peach

pineapple pumpkin tomatoes watermelon

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

a b c d e f

g h i j k l

m n o p q r s

LESSON 4: FROM CHILE TO THE WORLD

LESSON 5: VISITING THE SOUTH

PHOT

OCO

PIAB

LE

MAT

ERIA

L

101

READING - NICANOR PARRA, CHILEAN POET

Nicanor Parra was born in 1914 in Chillan, a small town in the south of Chile. His father was aschool teacher. In 1933 he entered the Instituto Pedagógico of the University of Chile, and got hisdegree as a teacher of mathematics and physics in 1938. Cancionero sin Nombre, his first book,appeared in 1937. After teaching in Chilean secondary schools, in 1943 he went to BrownUniversity in the USA to continue his studies in physics. He returned to Chile in 1946. In 1952 Parra began to teach Theoretical Physics in Santiago. He created the so called “anti-poetry” and he read his poetry in England, France, Russia, Mexico,Cuba, and the United States. He also published several books, including one in collaboration withhis great compatriot, Pablo Neruda.

http://www.kalin.lm.com/parra.html

1. What kind of text is it? Circle the correct alternative.a. a short storyb. a biographyc. a piece of newsd. an advertisement

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

3. Complete the table with the missing information.

1 pt

4 pts

7 pts

Year Event

1914

He entered the Instituto Pedagógico

1937

1938

He went to the U.S.A.

1946

1952

EXTRA TEST

PHOT

OCO

PIAB

LE

MAT

ERIA

L 102

LISTENING - INTO THE ATACAMA

1. Listen to the recording and circle the correct alternative.

Did Paul like his trip? YES NO

2. Listen to the recording again and identify the following information.

a. Name of country : __________________________________________

b. Name of town: __________________________________________

c. Means of transport: __________________________________________

d. Name of bird: __________________________________________

3. Listen and complete.

a. Paul traveled to Atacama last __________________.

b. He visited the oldest __________________ in Chile.

c. The local people meet at a natural __________________.

d. He could see flamingos and other __________________.

27

ORAL EXPRESSION HELP! NOT TOO BAD GREAT

(LESS THAN 50%) (50 – 70%) (80 – 100%)

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

1 pt

4 pts

4 pts

0 - 5Keep trying

6 - 10Review!

11 - 15Well done!

16 - 21Excellent!

total score

21 pts

UN

IT 2

103

EXTRA TEST

READING1. b.

2. a. Nicanor Parra is a Chilean writer.

b. He is a teacher of physics and maths.

c. He studied in Santiago and the USA.

d. His father was a school teacher.

3.

YEAR EVENT

1914 He was born in Chillan.

1933 He entered the Instituto Pedagógico.

1937 His first book appeared.

1938 He got his degree as a teacher.

1943 He went to the USA.

1946 He returned to Chile.

1952 He began to teach in Santiago.

LISTENING 1. Yes

2. a. Chile. b. Peine. c. tourist bus. d. flamingo.

3. a. summer. b. church. c. pool. d. birds.

ORAL EXPRESSION

Check that your students properly use the interrogative form and

vocabulary related to the topic.

27

Answers


1. Student A:2. Where do the Yi people have a holiday?

3. What is the name of the holiday?

6. When is this holiday?

7. Who guided the Yi people?

10. When do they hold the torches?

Student B1. Who has a holiday in China?

4. When do they have a holiday?

5. Why do they have this holiday?

8. What did they kill?

9. What do they hold?

2.

i. He got up at 5:30 am.

ii. She went shopping with Edwin.

iii.He learnt reading, writing, arithmetic, geography,

grammar, history.

iv. She went to the market.

v. They had a bath.

3. Communicative activity.

4.

a. eggs. b. milk. c. lettuce. d. bread. e. carrots. f. onion.

g. fish. h. pumpkin. i. tomatoes. j. cauliflower. k. apples.

l. bananas. m. oranges. n. pineapple. o. watermelon.

p. chicken. q. lemon. r. grapes. s. peach.

SUGGESTED YEAR PLANNING

UNIT 3 THE WORLD OF SPORTS

Minimum Obligatory Contents

Topic

Sports and sports events

Listening Comprehension

Morphosyntactic Elements

• Past Simple Affirmative, Interrogative and

Negative.

• Past Continuous.

• Present Perfect.

• Comparatives.

Strategies

• To use previous experience and knowledge

of the topic.

• To identify key words to get the general

idea.

• To use the context, mimicry and familiar

words to infer the possible meaning of

new words.

• To relate new and old information.

• To discriminate phonemes that can

interfere with comprehension.

• To relate oral and written versions of

words, phrases and sentences.

• To integrate written expression by writing

words in order to consolidate key thematic

vocabulary.

• To integrate oral and written expression

through the use of short phrases and

sentences to show listening

comprehension.

Reading Comprehension

Direct language



Negative.



• Comparatives.

Strategies

• To use context and previous knowledge of

the language to predict development of

the text.

• To skim a text to get the general idea.

• To scan the text in order to identify specific

information.

• To relate explicit information to make

simple inferences.

• To use lexical knowledge to infer the

meaning of new words.

• To look up meaning of key words in the

dictionary.

• To integrate written expression to

consolidate key lexical and grammatical

items.

• To integrate the oral and written version of

words and sentences to learn their

pronunciation and spelling.

• To use Spanish to show understanding

when necessary.

Oral Expression

Communicative functions

• To exchange personal information.

• To give instructions.

Morphosyntactic elements

• Simple Past Affirmative, Interrogative and

Negative.



• Comparatives.

Lexical Elements

• 500 high frequency words in oral texts.

Pronunciation

• English phonemes.

Strategies

• To regularly use everyday fixed phrases

and sentences in personally relevant

contexts.

• To use high frequency words and the

thematic vocabulary of the level in

personally relevant contexts.

• To use expressions associated with the

communicative functions of the level in


• To integrate listening as basic input for

interaction.

• To integrate reading as a source of

information to produce oral texts.

• To discriminate, imitate and repeat

phonemes.

• To relate written and spoken version of

sounds to identify and incorporate

pronunciation patterns.

Written Expression



Negative.



• Comparatives.

Include punctuation marks such as: period

and capital letters.

Include 300 most frequent words in written

texts.

Strategies

• To imitate models to write own sentences.

• To use connectors to link sentences

coherently.

• To write answers to questions.

• To replace information in model texts with

personal information.

UN

IT 3

104

UN

IT 3

105

• Acquisition of

vocabulary related to

sports and physical

exercises.

• The use of the Past

Continuous and

comparative adjectives.

• Make comparisons.

• Effective and efficient

use of writing skills as a

means of

communication.

Expected Outcome Time

• 20 class hours for

the main body of

text.


evaluation.


consolidation and

complementary

activities.

• 1 class hour for

cartoon strip

section.

Resources

• Internet articles

and web pages.

• Encyclopaedia

entries.

• Reports about

personal

experiences.

Attitudes

• Appreciate and

value the role of

sports and

physical activities

for our health.

• Acceptance and

respect for

disabilities and

disabled people.

Evaluation

Reflections

• Metacognition

Minitests

• Listening

• Reading

• Language

Synthesis

Test your

Knowledge

• Listening

• Reading

• Language

• Oral expression

Self-evaluation

Reading and

Listening tests

Observation sheets

Rubrics

Learning Abilities

• To match oral text with

visual clues.

• To discriminate sounds.

• To identify speakers.

• To predict content from

pictures.

• To use previous

knowledge to predict

content.

• To discriminate between

correct and incorrect

information.

• To infer topic from

cognates.

• To write a short

paragraph about a

favorite sport.

• To use new vocabulary.

• To prepare a summary.

• To ask and answer

questions.

• To play games.

• To talk about personal

experiences.

UNIT 33UNITTHE WORLD

OF SPORTS

IN THIS UNIT YOU WILL USE

THE FOLLOWING TEXT-TYPES:

Reading

• Internet article

• Encyclopaedia article

• Web page

Listening

• A conversation

• Personal reports

YOU WILL DEVELOP THESE

ABILITIES

Listening

• To match oral text with visual

clues.

• To discriminate sounds.

• To identify speakers.

Reading

• To predict content from pictures.

• To use previous knowledge to

predict content

• To discriminate between correct

and incorrect information.

• To extract specific information

from a text.

• To infer topic from cognates.

Writing

• To write a short paragraph about a

favorite sport.


• To prepare a summary.

Speaking

• To ask and answer questions

• To play games

• To talk about personal experiences

YOU WILL LEARN THE

FOLLOWING LANGUAGE

• Words that have similar meaning

• Comparative adjectives

• Past Continuous tense

• Words related to sports,

paralympic sports and outdoor

activities

YOU WILL PAY SPECIAL

ATTENTION TO THESE VALUES:

• Appreciation of the role of sports

and physical activities for our

health

• Acceptance and respect for

disabled people

UNIT 3

UN

IT 3

106

THE WORLD OF SPORTSTHE WORLD OF SPORTS

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

2. Two of the sports in the pictures are Olympicsports and two of them are not. Write theirnames under the corresponding column.

3. With your partner, add the names of somemore sports to each column.

GETTING READY

YOU WILL LEARN THEFOLLOWING LANGUAGE:

·Words that have similarmeaning.

·Comparative adjectives.·Words related to sports,paralympic sports and outdooractivities.

·The Past Continuous Tense.

YOU WILL DEVELOP THESEABILITIES:



·Appreciation of the role of sports

and physical activities for our

health.

·Acceptance and respect for

disabled people.

IN THIS UNIT YOU WILL USETHE FOLLOWING TEXT-TYPES:READING·An Internetarticle.

·An encyclopediaarticle.

·A web page.

LISTENING·A conversation.·Personalreports.

LISTENING·To match oral texts with visualclues.

·To discriminate sounds.·To identify speakers.

READING·To predict content from pictures.·To use previous knowledge topredict content.

·To discriminate between correctand incorrect information.

·To infer the topic from cognates.·To extract specific information froma text.

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

WRITING·To write a short paragraph abouta favorite sport.

·To use new vocabulary.·To prepare a summary.

Olympic Sports Not Olympic Sports

61

UN

IT 3

107

GETTING READY

1. Introduce the unit drawing students’

attention to the pictures. Ask them to

identify them.

Answers: surfing; hockey; cricket;

golf.

2. Two of the sports in the pictures are

Olympic sports and two of them are

not. Ask students to write their names

under the corresponding column in the

chart.

Answers: Olympic: hockey, golf; not

Olympic: cricket; surf.

3. Ask students to add the names of some

more sports to each column.

Answers: may vary.


end of the unit.

tent

sprint

ANCIENT GREEK GAMES Lesson 1

UNIT 362

settlement

olive crown

PICTIONARY

Greek

BEFORE READING

1. Answer these questions in your group.

a. Do you practice a sport? Is it an Olympic sport?b. Have you participated in sport competitions? Where?

2. Read what Dan says and answer his question.

3. Look at the picture in the text. What country is it related to?

4. Read the title of the text. What is it about? Choose a topic from the list.

a. Favorite pastimesb. Sports and competitionc. Children's favorite activities

5. In your group, make a list of familiar words you expect to find in thetext. Then, classify them in the categories below.

sports games athletic competitions

spectators winners

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

READING

7. Read the text quickly. Did you choose the right topic in exercise 4?

8. Read the text again and check if you find the words in your list.

9. Read the text again and identify which paragraph is about:

a. ___ Place of origin

b. ___ Participants

c. ___ Types of sports

d. ___ Prizes

Practicing sports is my favorite activity. Mydream is to participate in

the Olympic Games.What do you know about

the origin of thesegames?

UN

IT 3

108

BEFORE READING

1. + Start a conversation about sports.

Ask your students to answer questions

in groups and then invite them to share

their experiences with their classmates.

Allow Spanish if necessary.

(L.A: to talk about personal experiences).

Answers: may vary according to

students’ experiences.

2. ++ Now, invite students to read Dan’s

questions. Brainstorm students’ ideas

about the origin of the Olympic Games.

It would be a good moment to remind

students that Dan is one of Kelly

Hardrock’s friends, and the one who is a

sports fan. Invite students to deduce

the reason he is introducing the

contents of the lesson.

(L.A: to use previous knowledge to

understand the topic of a text).

Answers: Will vary.


end of the unit.

3. ++ Tell the students to look at the

picture. Ask them if they can relate it to

a country.

(L.A: to use visuals to infer content of a

text).

4. +++ Ask students to read the title of

the text. Then, tell them to make

inferences about the topic. Do not

check answers at this point.

(L.A: to infer topic of a text from titles).

5. +++ Invite students to make a list of

familiar words they expect to find in

the text.

Then, ask them to classify the words in

categories.

(L.A: to use cognates to predict

content).

6. ++ Refer students to the Pictionary

section before reading the text. Make

sure all of them understand the

meaning of the words.

(L.A: to relate pictures and meanings).

PICTIONARY

Greek: griego/griega

Settlement: poblado, asentamiento

sprint: carrera

tent: carpa

olive crown: corona de olivo

READING

7. + Ask students to read the text quickly

and confirm or correct their predictions

in exercises 3 and 4. Remind students

that this first reading is only to check

their ideas. They do not need to

understand every single word.

(L.A: to use scanning to get the

general content of a text).

Answers: 3. Greece; 4. b.

THE WORLD OF SPORTS 63

10.Read the text once more and choose the correct answer.

a. Where did the Ancient Olympic Games take place?i. In Olympiaii. In different cities in Greeceiii.In different countries

b. What was the only sport event in the first Olympics in 776 BC? i. A boxing matchii. A horse raceiii.A short race

c. How often did the Ancient Olympics take place?i. Every yearii. Every two yearsiii.Every four years

d. What did the winners of sports events get?i. A gold medalii. An olive crowniii.Money

ANCIENT GREEK GAMES

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

A. The Greeks took games of all kinds very seriously, but especially physical athleticcompetitions. There were a lot of athletic competitions in Greece. The most famous of

these were the Olympic Games.B. Olympia was an ancient settlement in Greece where the Olympic

Games started. The games were in honor of Zeus, King of the Gods.The games were part of a great five day festival held every four years. C. The first Olympic Games were in about 776 BC.D. In those days the only event was a short sprint, from one end of thestadium to the other. Over the years there were four days of many differentcompetitions.E. Young men from rich families didn't have to work and met at theOlympic Games. They competed for prizes and for the favor of the gods.F. The events were the same kind as in the Olympics today: running,jumping, throwing the javelin, throwing the discus, horse racing, themarathon. But the competitions were only for men. G. The spectators came from all over Greece to watch the events. Theyhad to pitch their tents or sleep outside. Only men, boys and

unmarried girls attended the Olympic Games. H. Winners won crowns of sacred olive branches.

UN

IT 3

109

8. + Now the students read the text

again, this time more carefully, and see

if they find the words from their list in

exercise 5.

(L.A: to apply skimming to identify

information in a text).

9. ++ The students read the text again

and identify the content of each

paragraph.

(L.A: to identify general information in

a text).

Answers: a. - B. b. – E. c. – D. d. – H.

10.+++ Ask students to read the text

again if it is necessary, and then to

choose the correct answer for each

question.

(L.A: to identify specific information

in a text).

Answers: a. – i. b. – iii. c. – iii. d. – ii.

L A N G U A G E F O C U S Synonyms

1. Read this sentence from the text.Young men from rich families met at the Olympic Games andcompeted for prizes and for the favor of the gods.

2. Which words would you use to replace the words in bold?

3. Complete the statement:

Words that have the same meaning are __________________________.

UNIT 364

13.Find the words in bold in the text and replace them with a synonymfrom the box.

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

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

Dan: I took part in ____________________________.

Friend: Really? Did you win a prize?

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

AFTER READING

celebration divinities put up single wealthy

12. Listen and practice. Notice the pronunciation of the endings of theverbs.

/id/ /t/ /d/

INV

ITE

D,C

OM

PET

ED, V

ISIT

ED

JU

MPED, LIKED, WATCHED

PLA

YE

D, H

AP

PEN

ED,R

AIS

ED

Did you know that …all wars stopped for one

month every four years,

because of the Ancient

Olympics?

UN

IT 3

110

AFTER READING

11.+++ The students work in

pairs and complete the dialogue with

their own ideas. Encourage them to

act their dialogues in front of their

classmates.

(L.A: to talk about personal

experiences related to sports).

Answers: Will vary according to


12.+ Pronunciation. Invite students

to find the correct pronunciation of the

verbs in the labyrinth. Then play the

recording and make them check their

answers and repeat the verbs.

(L.A: to discriminate sounds).

13.++Ask the students to find the

words in bold in the text, and then to

replace them by a word in the box.

(L.A: to recognize specific information

in a text).

Answers: festival= celebration; rich=

wealthy; gods= divinities; pitch= put

up; unmarried= single

See Error Alert!, at the end of the unit.




more information on this section see page

7 of the Introduction.

__________________________

LANGUAGE FOCUS – SynonymsRemember that this section is designed to

help students revise or discover a

particular language item. The activities are

meant to promote independent learning,

so help, guide and check them, but do not

29

28

provide the answers.

Answers: synonyms.

Synonyms are different words with

identical or at least similar meanings.

Words that are synonyms are said to be

synonymous, and the state of being a

synonym is called synonymy. __________________________

14.+ Refer students to the Language

Focus and invite them to find the

synonyms of the words in the Word

Search puzzle. Allow them to use a

dictionary if necessary.

(L.A: to apply a new language

structure).

Answers:


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

15.Complete this summary of the text in your notebook.

The Olympic Games started in ________ (place) in ________ (year).

They were in honor of ________. At the beginning, there was only

________. The competitors were ________ and they won ________.

The spectators were ________ and ________ that came from ________.

16. Read the names of sports in the box. Put them in the correctsection of the Venn diagram.FL

award coliseum competition holy take part viewer

boxing chariot racing discus high jump

horse racing javelin long jump marathon

running in armor 100 meters sprint swimming

AncientSports

ModernSports

Ancient &Modern Sports

D M F I H S J H E Z E V G L ZO E J I R R P P F Z R A T P FN G R H V Z S E I B O O Z S QA D V C A T C R C L P Z P B CV G F G A A P J A T R T S S OP G F D A S P J A T A T S S MP U I Y H G G O X G Q T F P PR U L Z B X X F O G V A O R EM T O A H W M H T V L S M R TQ N L E L K N T I A B B V M EX E D Z U V E V A L X D P C WW V B E J F R R C S U O M A FM E P W U X G K B U V M U V CM L Y Q R X X Y E G S G H C WD B Z Z R W D U X T I D D G F

REFLECTIONS

What were the main problemsI had to complete a summary?

How much did I need theteacher's assistance to do thetask?

UN

IT 3

111

COMPETE: take part

EVENT: competition

PRIZE: award

SACRED: holy

SPECTATOR: viewers

STADIUM: coliseum

15.+++ Encourage students to copy

and complete the short summary in

their notebooks with the missing

information from the text. Check orally.

(L.A: to organize information to

elaborate a summary).

Answers: Greece; about 776 BC; Zeus;

short sprint; young men; olive crowns;

men and unmarried girls; all over

Greece.

REFLECTIONS





become more effective learners.


identify:

a. the main problems they had in organizing

information to complete a summary.

b. how much they related their previous

knowledge to do the task.

16. Invite fast finishers to complete

the diagram about Ancient and

Modern Sports.


solve a task).

Answers:

Ancient Sports: chariot racing; running

in armour;

Modern sports: swimming; long jump;

high jump

Ancient and modern sports: discus;

horse racing; marathon; javelin; 100

meter sprint; boxing

This is a list of Ancient Olympic Events:

Boxing, Equestrian events, Chariot

racing, Riding, Pankration, Pentathlon,

Discus, Javelin, Jump, Running,

Wrestling.

FL

UNIT 366

BEFORE L ISTENING

1. In groups discuss these questions.

a. Do you run fast? b. When do you think you would run the fastest?

i. to escape from a fight or war?ii. to carry a message or news to someone iii.to win a sport competitioniv.other ____________________________

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

THE FIRST MARATHON Lesson 2

war

plain

hill

PICTIONARY

army

Athens Sparta Marathon Greece

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

a. Spartan b. Persian c. Greek

4. Read what Kelly says and answer her question.

5. Study the words in the Pictionary.

My brother Matt is training to compete in avery hard race. Can youguess what race it is?

a. A marathon. b. A short distance race. c. A long distance race.

UN

IT 3

112

BEFORE LISTENING

1. + Ask the students to form groups and

discuss questions a. and b. Then, invite

one student to share their comments

with the other groups.


involve into the topic of the lesson).



2. + Ask students to look at the map and

to locate the places in the box. Invite

them to reflect on the possibility of

running between Marathon and

Athens, and between Marathon and

Sparta. Before doing the task, you may

need to share some additional

information and geography facts with

your students.


infer content).


end of the unit.

3. ++ Tell your students that they are

going to listen to a recording about a

man called Pheidippides. Brainstorm

students’ predictions about his

nationality.

(L.A: to predict content from previous

knowledge).

See Error Alert!, at the end of the

unit.

4. +++ Now, students read what Kelly

says and answer her questions. Draw

students’ attention to the phrase “very

hard race” and ask them to give

examples of this kind of competition.


make predictions).

5. + Draw students’ attention to the

words in the Pictionary. Make sure all

of them understand their meaning.

Allow the use of a dictionary if

necessary.

(L.A: to relate words and pictures).

PICTIONARY

Plain: planicie

Army: ejército

War: Guerra

Hill: colina

LISTENING

6. + Ask the students to listen to

the recording and check their

predictions in exercise 3. Remind them

that this first listening is only for them

to confirm or correct their predictions.

They do not need to understand every

single word.

(L.A: to get the general meaning of a

text).

Answers: b.

30

L A N G U A G E F O C U S The Past Continuous

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

When the Persian army arrived, the Greek soldiers were waitingfor them.The Persians tried to capture the Greek people who werewaiting in Athens.

2. Which two events can you identify in the sentences?

3. Choose the correct alternative to complete the sentence:To express two / three actions that happened at the same / different

time in the present / past, we use the Past Continuous Tense and thePast Simple Tense. We form the Past Continuous Tense with thepresent / past tense of the verb have / be + verb + ing / ed.


6. Listen to the recording. Can you identify the speakers in theconversation?

a. A professional marathon runner and a coach.b. Students and a teacher.c. A messenger and Greek men.

7. Listen again and fill in each blank with the best alternative.

a. There was a big war in __________ BC.

i. 49 ii. 490 iii. 1490

b. Pheidippides ran to Sparta for __________ days.

i. two days ii. two hours iii. twenty hours

c. Pheidippides ran __________ kilometers to Athens.

i. 40 ii. 4 iii. 44

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

i. 1696 ii. 1796 iii. 1896

8. Listen once more and put the events in the correct order.

a. ___ Pheidippides ran to Sparta.

b. ___ Pheidippides returned to Marathon.

c. ___ Pheidippides died.

d. ___ The spartans didn’t want to help.

L ISTENING

AFTER L ISTENING

REFLECTIONS

What difficulties did I havewhen listening to a recording?

How many correct answerscould I identify?

UN

IT 3

113

7. ++ Play the recording again. Ask the

students to listen carefully and choose

the best alternative to fill in the blanks.


Answers: a. - ii. b. – i. c. – i. d. – iii.

8. +++ The students listen to the

recording again and put the events in

the order they happened.

(L.A: to identify the sequence of events).

Answers: a. d. b. c.

REFLECTIONS


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.


identify:

a. The difficulties they had when

listening to the recording.

b. The number of correct answers they

could identify.

AFTER LISTENING__________________________

LANGUAGE FOCUS –

The Past ContinuousRemember that this section is designed to

help students revise or discover a

particular language item. The activities are

meant to promote independent learning,

so help, guide and check them, but do not

provide the answers.

1. The students read the sentences from

the recording. Draw their attention to

the words in bold.

2. Now, students identify the two

different events in the sentences.

Answers: The Persians arrived / The

soldiers were waiting for them.

The Persians tried to capture the Greek

people / The Greek people were waiting

in Athens.

3. The students choose the correct

alternative to make the rule.

Answers: To express two actions that

happened at the same time in the past,

we use the Past Continuous tense. We

form the Past Continuous tense with the

past tense of the verb be + verb + ing.__________________________

You may also give some additional

information about this tense, such as:

We use the Past Continuous tense to refer to

the long action and the Simple Past Tense to

express the short action that happened

while the long action was going on.

When we want to link these two

sentences, we usually use while to

introduce the sentence in Past Continuous,

and we usually use when to introduce the

sentence in Simple Past Tense.

UNIT 368

9. Complete the sentences. Use the Past Continuous or the Simple PastTense.

a. While Pheidippides ____________ (run), the Persians attacked.

b. When Pheidippides ____________ (arrive), the Persians were coming.

c. The people ____________ (wait) when the army captured the city.

d. The postman was running when he ____________. (die)

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

You: Who was the first ____________?

Your partner: A man called ____________.

You: Where was he from?

Your partner: ____________. From a city called ____________.

You: What made him and his city so famous?

Your partner: He _________ and _________ to try and save his

____________.

11.Put the events in order so that you can write your own version of thestory in your notebook.

a. In the city of Marathon, there was a man called Pheidippides.b. In 490 BC there was a war between the Persians and the Greeks.c. When he arrived there, he told the news and then died.d. The Spartans did not want to help the Greeks.e. The Greeks sent him to Sparta.f. The Persians lost the battle and tried to capture Athens.g. Pheidippides ran to Athens to tell them the Persians were coming.

12. How much did you learn about the first marathon? Try thiscrossword!FL

Down1. City where the first Ancient

Olympic Games were held. 2. City where Pheidippides died. 3. People that did not want to

help the Greeks.

Across4. Profession of the first

marathon winner in moderntimes.

5. Large empire of the AncientWorld.

6. City in Greece. Pheidippideswas born there.

Clues

4

5

6

3

1

2

American English: Practice(verb and noun)

British English: Practise(verb)Practice(noun)

http://www.britishcouncil.org/kids-stories-first-marathon.htm

UN

IT 3

114

9. ++ Refer students to the Language

Focus to complete the sentences. Check

on the board.

(L.A: to use and apply a new language

structure).

Answers: a. was running. b. arrived.

c. were waiting. d. died.

10.+++ Invite the students to

work in pairs and to complete the

dialogue about the topic of the lesson.

Encourage some pairs to role-play the

dialogue in front of their classmates.

(L.A: to ask and answer questions

about the topic of the lesson).

Answers:

A: Who was the first marathon runner?

B: A man called Pheidippides.

A: Where was he from?

B: From Greece. From a city called

Marathon.

A: What made him and his city so

famous?

B: He ran and ran to try to save his

people.

Oral expression You may also use this

exercise as oral practice.

11.++ Encourage your students to put

the sentences in order to write their

own version of the story.

(L.A: to identify the sequence of

events; to write a short story).

Answers: b. a. e. d. f. g. c.

12. Invite the students to find out

how much they learnt about the first

marathon. Allow them to work in pairs

to solve the crossword.

(L.A: to consolidate new vocabulary

by playing a game).

FL

31

Answers:

Down

1: Olympia. 2: Athens. 3: Spartans.

Across

4: postman. 5: Persia. 6: Marathon.



1. Read the text in lesson 1 again and answer the questions with at least two words.

a. Where is Olympia? ____________________________________

b. When did the Olympic Games begin? ____________________________________

c. Who were the competitors? ____________________________________

2. Read the text again. In the paragraph in parenthesis find a synonym for these words:

a. town (B): ___________________________________________

b. awards (E): ___________________________________________

c. went (G): ___________________________________________

READING

3 pts

LISTENING

3. Listen to the text in lesson 2 again and circle the correct alternative.a. Persia was a huge empire / nation.b. The Persian soldiers were waiting at the foot / the top of the hill.c. Spiridon Louis was a fireman / postman.

4. Listen to the recording again and choose the best alternative.The conversation is about:a. the war between Greeks and Persians. b. the origin of the Olympic Games. c. the origin of a first sport event.

LANGUAGE

3 pts

3 pts

attack enter feel fight wait

0 - 2Keep trying

3 - 5

Review!

6 - 10

Well done!

11 - 16

Excellent!

total score

16 pts

2 pts

5 pts

Many years ago, in 490 BC,

a. When the Persians arrived in Marathon, the Greek soldiers ______________________

b. While the Greeks were waiting for help, the Persians _______________________________

c. When the enemy sent a messenger, the soldiers ___________________________________

d. While the people were waiting, Pheiddipides ______________________________ the city.

e. While the postman was running, he ________________________________________ tired.

5. Complete the following sentences using the verbs in the box in the Past Continuous Tenseor in the Simple Past Tense.

UN

IT 3

115

MINI - TEST

The mini-tests provide material to check and

revise students' progress and, at the same

time, information to the teacher about any

point that the majority of the students may

have problems with. Make sure they

understand what they are expected to do

and then give them time to answer.

Answers

READING

1. a. In Greece

b. About 776BC

c. Young men

2. a. settlement.

b. prize.

c. attended.

LISTENING

3.a. empire

b. top

c. postman

4.c.

LANGUAGE

5. a. the Greek soldiers were waiting.

b. the Persians attacked. c. the

soldiers were fighting. d. Pheidippides

entered the city. e. he felt tired.

30

STICKS AND BALLS Lesson 3

BEFORE READING

1. Look at the pictures. What do these people have in common?

2. Match each picture with the name of the sport.a. Swimming b. Running c. Tennisd. Motocross e. Golf f. Football

3. Answer Dan's questions.

4. Some of the people in the pictures need some equipment to play.Can you match the equipment and the sports?

Tennis Football Golf Hockey Baseball

stick

UNIT 370

puck

pitcher

net

goalkeeper

PICTIONARY

base

5. Have a quick look at the text and identify all the cognates you can find.

6. Look at the words in the Pictionary and guess what sports they areconnected with.

ab

c

d e

f

g

i

j

h

In your opinion, what are the most

popular sports in Chile? Rankthem from 1 - 10.

(1 is the most popular) __ basketball __ cycling

__ football __ tennis, etc. Are there any sports that

are only played in Chile?

UN

IT 3

116

BEFORE READING

1. + Start the lesson talking about famous

sports people in Chile. Brainstorm

names of sportspeople and the sports in

which they stand out in.


understand the topic of the lesson).

Answers: They are all famous sports

people


2. + Ask the students to identify the

people in the pictures and to relate

them to the name of the sport.


relate information).

Answers: Nicole Perrot, golf; Fernando

González, tennis; Matías Fernández,

football; Kristel Köbrich, swimming;

Francisco “Chaleco” López, motocross;

Erika Olivera, running.

3. ++ Ask the students to answer Dan‘s

questions. Encourage some of them to

share their answers with their

classmates.

(L.A: to relate topic of the lesson with

students' reality).

Answers: Will vary.


end of the Unit.

4. +++ Invite your students to look at

the pictures and identify which of the

sports require special equipment.

Brainstorm names of equipment

related to the sports and write the

words on the board.


make predictions).

Possible answers: Tennis: b.,

i. (other: net, trainers). Football: a,

c. (other: gloves for goalkeepers).

Golf: d, j (other: tee, golf shoes).

Hockey: g (other: leg pads, ball (puck

for ice hockey). Baseball: h, f,

e (other: ball, special clothes, leg pads)

5. + Tell the students to skim the text

and find all the cognates. Invite some

students to write the list of words on

the board, in order to check the

exercise. Elicit more cognates related to

the topic and add them to the list on

the board.


Possible answers: territory;

opponent; goal; racquet; variation;

original; period.

6. ++ Draw students' attention to the

words in the Pictionary and the list of

cognates. Ask them to guess what

sport the words are connected with.

(L.A: to use pictures and cognates to

make predictions).

Answers: base - baseball; goalkeeper

- football; net - tennis; pitcher -

baseball; puck - ice-hockey; stick -

hockey / ice-hockey.


READING

7. Read the names of sports in the box and choose the one that correspondsto each description in the text. There are more names than you need.

8. Read the text quickly and check if you find the sports you predictedin exercise 6.

football baseball rugby cricket basketball hockey

softball ice hockey volleyball tennis golf squash

9. Read the text again and complete the chart with the name of the sport.

Equipment Sport

bat

gloves

helmet

leg pad

racquet

stick

____________________________: Playersuse a racquet to hit a ball over a net sothat the ball lands in the oppositecourt and cannot return. Matchesconsist of sets of games, with amaximum of five sets for men and threesets for women. The court may be grassor clay. The doubles court is bigger thanthe singles court.

____________________________: This is afaster variation of the original game, inthree twenty minute periods. The aim is to shoot the rubber puck into theopponent's goal. Goalkeepers need a lot of extra protection because the puck travelsat high speed.

Source: Pocket Encyclopedia, DK Publishing, INC. www.dk.com

____________________________: Two

teams of nine take turns to bat and

field. The batter has three attempts to

hit the ball that the pitcher throws and

then run around all the bases. The

batter can only run when the ball lands

within “fair territory” (inside the bases).

____________________________: Two teams

of eleven players use a stick to drive the

ball into their opponent's goal.

Goalkeepers need helmets, gloves and leg

pads. The ball can travel at 160 km/h.

American English: Soccer

British English: Football

UN

IT 3

117

READING

7. + Ask the students to skim the text

and check if they find the sports they

predicted in exercise 6.

(L.A: to apply skimming to validate

predictions).

Answers: baseball; hockey; tennis;

ice hockey.

8. + The students now read the text

more carefully. Then they read the

sports in the box and choose the name

that corresponds to each description.


Answers: a. Baseball. b. Hockey.

c. Tennis. d. Ice hockey.


Draw students' attention to the two

different words used in each variety of

English. Remind them that both the

British and the American versions are

correct, but that they should choose one

variety and stick to it.

9. ++ Ask the students to read the text

again and then complete the chart

with the name of the sport that is

related to each piece of equipment.

(L.A: to find and extract specific

information to complete a chart).

Answers:

Equipment Sport

bat baseball, cricket

gloves baseball,

helmet ice hockey, baseball,

cricket

leg pad ice hockey, cricket,

football

racquet tennis

stick hockey, ice hockey

L A N G U A G E F O C U S Comparatives (short adjectives)

1. Read these sentences from the text and other examples.The doubles court is bigger than the singles court.This is a faster variation of the original game.Ice hockey games are longer than grass hockey ones.

2. Answer these questions.a. What are these sentences expressing?

i. A preference ii. A comparison iii. A choiceb. How do they do that?


To express _________ in English, we use a special form of adjectives

called _________.

To form the _________ we add _________ to the adjectives.

Note: Good and bad are exceptions to this rule. Better is the comparative ofgood and worse is the comparative of bad.

UNIT 372

10.Read the text again and find the answer to these questions.

a. In which sport are there nine players per team? ________________.

b. How fast can a hockey ball travel? ________________.

c. How many sets does a tennis match have? ________________.

d. How long does an ice hockey game take? ________________.

AFTER READING

11. In pairs, read the names of sports in the box. Choose one and write ashort description like the ones in the text.

There are _____________ teams on the field. There are ____________

players in each team on the field. The players wear ____________

and use ____________. The aim is to ____________. The team that

____________ wins ____________.

basketball football golf rugby table tennis voleyball

Did you know that …golf is the only sport that

man has played on the

moon?On 6th February 1971, Alan

Shepard hit a golf ball on

the moon‘s surface.

REFLECTIONS

Did I have any problems towrite a description?

Did I use my previousknowledge to do the task?

UN

IT 3

118

10.+++ The students read the text

again, if necessary, and answer the

questions.

(L.A: to find specific information).

Answers: a. Baseball. b. 160 km/h.

c. Five (men); three (women).

d. 60 minutes.




For more information on this section see

page 7 of the Introduction.

AFTER READING

11.++ Ask the students to work in pairs

and look at the list of sports in the box.

Then, make them choose one and

write a short description as in the

example given.

(L.A: to write a short description).

Answers: Will vary, according to

students' choices.

__________________________

LANGUAGE FOCUS – Comparatives(short adjectives)Keep in mind that this section is designed

to help students discover a particular

grammar or language structure by

themselves. Help and guide them but do

not provide the answers.

1. Ask the students to read the sentences

from the text and other examples.

Draw their attention to the words in

bold.

2. Now the students revise the examples

again and answer the questions.

Answers: a. ii. b.: by using -er and

than

3. Help the students to complete the

general rule.

Answers: To express comparisons in

English, we use a special form of

adjectives called comparatives.

To form the comparative we add -er to

the adjectives.__________________________

See Error Alert!, at the end of the Unit.

REFLECTIONS



and toraise their awareness of how they





Encourage students to keep a record on


notebooks.


identify:

a. If they had problems to write a description.

b. If they used their previous knowledge

to do the task.

12.+ Refer students to the Language

Focus to write comparisons choosing

an adjective from the box.

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


12.Write comparisons using the adjectives in the box.

a. baseball teams - hockey teams _____________________________.

b. hockey - ice hockey _____________________________.

c. a hockey ball - an icehockey puck _____________________________.

d. _____________ - _____________ _____________________________.

13. Interview your partner about sports. Ask the questions below and makenotes of his/her answers in your notebook. Then listen and practice

a. What's your favorite sport? b. What's your favorite team? c. Who's your favorite sportsperson? Why?d. Which sports do you practice? How often?

14.Use your notes to tell the class about your partner.

15. Listen and repeat. Notice the ending / ∂ r / in the following words.

better quieter calmer shorter taller nicer slower faster

16. Vocabulary Game. Fill in the blanks to complete the names of thesports. Pay attention to the clues.FL

big calm easy funny nice slow small

c __ c l __ __ g

a

s __ __ __ b __ a __ __ __ n g

b

g __ __ f

c

__ u __ __ i n g

d

c __ __ m b __ n g

e

__ __ r __ b __ __ s

f

UN

IT 3

119

Possible answers:

a. Baseball teams are smaller than hockey

teams. b. Hockey is calmer than ice

hockey. c. A hockey ball is slower than an

ice hockey puck. d. Will vary.

13.+++ Tell the students to work

in pairs. Encourage them to interview

their partners about sports, asking the

questions and making notes of the

answers in their notebooks. Invite

some pairs to role-play the interview

in front of their classmates to provide

a model.

(L.A: to exchange information about

sports).

14.+++ Encourage some students to

tell the class about their partners.

Motivate them to use the pattern

provided.

(L.A: to give information about

sports).



play the recording again to allow

students to repeat after listening to

33

32

each word, paying special attention to

the pronunciation of the final sound.


16. Vocabulary Game. Invite fast

learners to fill in the blanks to

complete the names of the sports.

Draw their attention to the clues.

(L.A: to use vocabulary related to the

topic).

Answers: a. cycling.

b. snowboarding. c. golf. d. running.

e. climbing. f. aerobics.

FL

UNIT 374

1. Kelly is preparing an article on x-sports. Answer her questions.

2. In pairs, decide which of the feelings in the box can be related to x-sports.

BEFORE L ISTENING

AN EXTREME EXPERIENCE Lesson 4

amazing amusing calm dangerous

exciting relaxing scary stressful

roller coaster

landscape

float

dive

cord

PICTIONARY

breeze

3. Look at the pictures and read the actions. Can you match theactivities involved with each sport?

Example: To feel the wind around. - Picture a.To smell the flowers.To float towards the ground.To see the landscape from above.To go up and down.To perform amazing balancing acts and jumps.

What are x-sports? Have you everpracticed an x-sport?

What x-sports canpeople practice in Chile?

a b

c d

e f

UN

IT 3

120

BEFORE LISTENING

1. + Before beginning, draw students'

attention to the name of the lesson. Start a

conversation about extreme experiences

and elicit names of extreme activities or

sports. You may give them some additional

information. See Background

Information at the end of the Unit. Then,

ask them to answer Kelly's questions.


understand the topic of the lesson).


students' experiences.

2. ++ Now, the students work in pairs

and decide which of the words in the

box can be related to x-sports.

(L.A: to relate key words to the topic

of the lesson).


students' opinions.

3. +++ Invite the students to read the

sentences and relate them to the

pictures.

(L.A: to relate texts and pictures).

Answers: a. to feel the wind around.

b. to float towards the ground. c. to see

the landscape from above. d. to go up

and down. e. to smell the flowers. f. to

perform amazing balancing acts and

jumps.

4. ++ Tell the students they are going

to listen to three children from the

International School talking with Kelly

about the first time they practiced an

x-sport. Invite them to guess their

feelings about this experience.


predict content).

5. + Before playing the recording, ask the

students to read the words in the

Pictionary. Make sure all of them

understand their meaning. If necessary,

allow the use of dictionaries.

PICTIONARY

diving: clavados en el agua

cord: cuerda

float: flotar

breeze: brisa

landscape: campiña, paisaje

roller coaster: montaña rusa de un parque

de diversiones

LISTENING

6. + Play the recording. Tell the

students to confirm or correct their

predictions in exercise 4. Remind them

to pay special attention to all familiar

words they can identify, in order to get

the general meaning of the text.


Answers: Speaker A and Speaker B

liked the experience; Speaker C didn't

like the experience.

34


4. Three children from the International School are talking to Kellyabout the first time they practiced an x-sport. Do you think theyliked the experience?

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

6. Listen to the recording and check if your prediction in exercise 4 wascorrect. Pay special attention to all familiar words you can identify.

7. Listen to the recording again and relate each picture to the speaker.

8. Who said what? Match the speakers with the sentences.Andy Dan Ann

a. ___ I just closed my eyes and jumped.

b. ___ It's a new experience.

c. ___ I can see the beautiful landscape.

d. ___ At first I was really scared.

e. ___ I began to go up and down.

e. ___ In contact with nature.

L ISTENING

cycling

Speaker __________________

parachuting

Speaker __________________

white water rafting

Speaker __________________

REFLECTIONS

What were the main problemsI had to identify speakers?

How much did I relate thetopic to my own reality?

a b

c

UN

IT 3

121

7. ++ Play the recording again.

Ask the students to relate each picture

to the speaker.

(L.A: to relate words and pictures).

Answers: a. Speaker B. b. Speaker A.

c. Speaker C.

8. +++ Play the recording once more.

Ask the students to listen and relate

the speakers with the sentences.

(L.A: to relate speakers with speech)

Answers: Andy: a. Dan: b., c., f; Ann:

d., e.

REFLECTIONS


students reflect on their language

process and to raise their awareness of

how they develop their strategies to




Encourage students to keep a record of


notebooks.


identify:

30 a. The main problems they had to

identify speakers

b. How much they could relate the topic

to their own reality.

L A N G U A G E F O C U S Comparatives (long adjectives)

1. Read the sentences from the text and other examples, paying specialattention to the words in bold.a. This was more amazing.

b. It is more relaxing than when you are inside a car.

2. Answer these questions.a. What do the words amazing, relaxing, exciting refer to?

i. a thing ii. a quality iii. an actionb. How many syllables do these words have?

i. One ii. Two iii. More than twoc. Are these words short or long?


In English, there are short and _____ adjectives. To form the

comparative of _____ adjectives, we use _____ + adjective (+ _____)

9. In pairs, put the dialogue in order. Then, practice and role-play itin front of your classmates.

B: Sure!A: I sure did. Our country has fantastic places to do that.A: I went to the south. It was amazing!B: Groovy! Did you do water rafting?A: Hi, guys! Do you want to see my photos?

10. First only listen. Then listen and repeat the tongue twister. Notethe difference in the vowel sound.

The batter with the butter is the batter that is better!

11.Read what Dan says. Then do the interview and write notes in yournotebook. Next class, report the results to the class.

12. In your notebook, make a list of other extreme sports and theequipment needed, as in the example:

Snowboarding - board, helmet, goggles

FL

UNIT 376

You are going to interview someone who

practices an x-sport. Preparethe questions in your group;ask about the name of the

sport, the kind of equipmentrequired, the place where

he/she practices it, his / herfavorite aspects, etc.

http://www.britishcouncil.org/kids-topics-sports.htm

AFTER L ISTENING

UN

IT 3

122

AFTER LISTENING

__________________________

LANGUAGE FOCUS – Comparatives(long adjectives)This section is designed to help students

discover a particular language or grammar

structure by themselves, so help and guide

them but do not give the answers.

1. The students read the sentence from

the text and other examples, paying

special attention to the words in bold

that express the comparative form for

long adjectives.

2. After revising the examples, the

students answer the questions.

Answers: a. ii. b. iii. c. long.

3. Now, the students complete the rule.

Answers: In English, there are short

and long adjectives. To form the

comparative of long adjectives, we use

more + adjective (+ than).__________________________

See Error Alert!, at the end of the Unit.

9. ++ Invite the students to work

in pairs and put the dialogue in order.

Then, encourage them to practice and

role-play it in front of their classmates.

(L.A: to talk about personal

experiences).

Answers:

A: Hi, guys! Do you want to see my

photos?

B: Sure!

A: I went to the south. It was amazing!

B: Groovy! Did you do water rafting?

A: I sure did. Our country has fantastic

places to do that.

10.++ First play the recording and



36

35

to repeat the tongue twister, paying

special attention to the different

vowel sounds and to the weak vowel

in -er.


11.++ Explain to your students that

they are going to prepare an interview

to someone who practices an x-sport.

Give them instructions to prepare the

questions in their groups; draw their

attention to all the aspects Dan wants

them to include in the interview. You

can assign this exercise as homework

or miniproject. Ask them to apply the

interview and write notes in their

notebooks. Next class, motivate each

group to report the results to the class.

(L.A: to consolidate vocabulary and

grammar, relating content and own

reality).

Answers: Will vary.

12. Encourage fast learners to write a

list of more extreme sports and the

equipment needed, as in the example:

Snowboarding - board, helmet,

goggles.

(L.A: to consolidate new vocabulary).

Answers: Will vary.

FL



1. Read the text in lesson 3 again and choose the best alternative.

The text is taken froma.a book b.a sports magazine c.an encyclopedia d.a dictionary

READING

0 - 5Keep trying

6 - 10

Review!

11 - 15

Well done!

16 - 20

Excellent!

total score

20 pts

2 pts

3. Listen to the recording in lesson 4 again and find the correct order of the events.

a. Andyi. He pulled the cord ii. He closed his eyes iii. He jumped

b. Dani. He gets on his bike ii. He smells the flowers iii. He feels the breeze

c. Anni. She felt excited ii. She felt terror iii. She went up and down

4. Listen again and identify the comparisons the children make for each activity.

a. Parachuting i. being on a roller coasterb. Cycling ii. driving a carc. Rafting iii. diving

LISTENING

5. Write comparisons using the two adjectives in brackets.

Example: A lion is bigger than a mouse, but the mouse is more intelligent.a. a bicycle and a car (small - fast)b. parachuting and cycling ( dangerous - relaxing)c. Icehockey and grass hockey (exciting - safe)

6. Make comparisons using the adjectives in the box.

a. Scuba diving - swimmingb. Tennis - ice hockeyc. Walking - rafting

LANGUAGE

3 pts

3 pts

3 pts

2. Read the text again and find information to correct these statements.

a. In baseball, the batter can run after he hits the ball.b. Tennis is always played on the same kind of court.c. Ice hockey is not dangerous for goalkeepers.

3 pts

amazing relaxing popular

6 pts

UN

IT 3

123

MINI - TEST

The mini-tests provide material to check

and revise students' progress and, at the

same time, information for the teacher



sure they understand what they are

expected to do, play the recording again

for the listening part and give them time

to answer individually.

Answers:

READING

1. c.

2. a. The batter can only run when the

ball lands in fair territory. b. The court

may be grass or clay. c. Goalkeepers need

extra protection because the puck travels

at high speed.

LISTENING

3. a. Andy: ii, iii, i. b. Dan: i, ii, iii. c. Ann: ii,

iii, i.

4. a. - iii. b. - ii. c. - i.

LANGUAGE

5.a. A bicycle is smaller than a car, but

the car is faster.

34

b. Parachuting is more dangerous than

cycling, but cycling is more

relaxing.

c. Ice hockey is more exciting than

grass hockey, but grass hockey is

safer.

6. Will vary. Accept any coherent

comparison.

UNIT 378

THE PARALYMPIC WORLD Lesson 5

BEFORE READING

3. Read what Dan says and answer his question.

4. Find the meaning of the words in the box in the dictionary.

5. Have a quick look at the text and find all the cognates.

leg

knee

disabled

PICTIONARY

athlete

You are going to read a text about a

paralympic athlete. Look at the picture in the text andread the title. Can you guess

the discipline this athlete stands out in?

1. Look at the pictures and answer these questions with your partner.

a. Is there anything special about these people?b. What do you think 'Paralympic' means?

2. In pairs, think about the sports and physical activities that you couldpractice in these situations.

a. Without a leg.b. Without the hands.c. Blind.d. Without the fingers.e. Without a foot.f. Without the legs.

amputee beneath by chance disability

impaired limbs shatter

UN

IT 3

124

BEFORE READING

Before beginning the lesson, start a

conversation among your students about

the paralympic world. Elicit students ideas

about this concept and brainstorm names

of famous disabled people they know (no

matter whether they are sportspeople or

not). At this stage, you may need

additional information on this topic.


end of the unit.

1. + Ask the students to look at the

pictures and answer the questions with

their partners.

(L.A: to connect the topic with

previous knowledge).


students‘ opinions.

2. + Make students reflect on the

question. Ask them to think about the

activities and sport they could practice

if they were in the situations described.

Elicit their ideas.

(L.A: to relate the topic and their

experiences).

Answers: Will vary.

3. +++ Now, tell the students to read

what Dan says and answer his

question.

(L.A: to predict content from visual clues).

Answers: Do not check answers at this

point.


4. +++ Before reading, ask students to

look for the words in the dictionary and

then to find them in the text. Make sure

all of them understand their meanings.

(L.A: to develop study skills).

PICTIONARY

Amputee: amputado

Impaired: impedido

Limbs: extremidades

By chance: por casualidad

Shatter: destrozar

Disability: discapacidad

5. + Ask students to read the text quickly

and find all the cognates.


Answers: double; record; meters; pair;

fiber; doctors; amputated; incredible;

attitude; artificial; real; rugby; water-

polo; tennis; enthusiast; athlete;

university; rehabilitation; competed;

millions; medalist; character;

ambassador; sport.

Oscar Pistorius, the double amputee world recordholder over 100, 200 and 400 meters, does notconsider himself as impaired. “I'm not disabled”, he says, “I just don't have any legs.”He runs on a pair of fiber legs. He was only 11months old when doctors amputated his limbsbeneath the knee.Oscar has an incredible attitude to his disability,exclaiming: “When people ask me what's it likehaving artificial legs, I reply I don't know. What's itlike having real legs?”Pistorius, a rugby, water polo and tennis enthusiast,became an athlete by chance in January 2004when he shattered one of his artificial knees on therugby field.

He went to the University of Pretoria for rehabilitation.“ Before that, I hated athletics” he says. Only eightmonths later he competed at the Athens Paralympics.He says: “Some people think they are disabledbecause they have one or two disabilities. But whatabout the millions of abilities they have? OK, youcan't run or jump but there are so many things youcan do.”Oscar Pistorius is not only a gold medalist and worldrecord holder with no legs. He is an outstandingathlete, a real character and a true ambassador fordisability sport.


READING

6. Read the text and check if you were right about the discipline.

7. Read the text again and decide if these statements are true or false.

a. Oscar Pistorius was born in Europe.b. He can run faster than most non disabled people.c. He can’t imagine how life with real legs is.d. He has liked athletics since he was a boy.e. It took him a long time to become an athlete.

8. Read the text carefully again and find what the words in bold refer to.

himself

he

that

they

Source: http://bestuff.com/stuff/oscar-pistorius

American English: Fiber

British English: Fibre

T H E F A S T E S T T H I N G O N N O L E G SName: Oscar Pistorius

Sport: AthleticsFrom: Pretoria, South Africa

Date of Birth: 22 November 1986

UN

IT 3

125

READING

6. + Tell the students to read the text

and check if they were right about the

discipline.

(L.A: to validate predictions through

skimming).

Answers: Athletics. Oscar Pistorius.


Draw students' attention to the two

different spellings of the same word used

in each variety of English. Remind them

that both the British and the American

versions are correct, but that they should

choose one variety and stick to it.

7. +++ Invite the students to read the

text again and then decide if the

statements are true or false. You may

also ask them to justify their options

with information from the text, as a

way to check their comprehension.

(L.A: to discriminate between correct

and incorrect information).

Answers:

a. False. He was born in South Africa.

b. True.

c. True.

d. False. When he was a boy he hated

athletics.

3. False. It took him eight months.

8. +++ Now the students read the text

carefully again and find what the words

in bold refer to.

himself Oscar Pistorius

he Oscar Pistorius

that The accident where he

shattered his artificial

knees playing rugby.

they Some disabled people

Did you know that …the prefix para refers to

the competition for

disabled people inparallel to the Olympic

Games?

UNIT 380

AFTER READING

9. Find the words in column A in the text and match them with theirmeaning in column B.

A B

impaired an arm or a leg

limb crushed

merely having a mental or physical problem

shattered only, simply

10. In your group, reflect on the text you read. What conclusion(s) canyou reach?

11.Complete the summary of the text about Oscar Pistorius.

Do you know any paralympic athletes?

What kind of disability does he / she have?What nationality is he / she?

In what discipline does he / she stand out?

Do you know any details of his/her life?

REFLECTIONS

Did I express my ideas in arespectful way?

Did I show respect and supportfor everyone's opinions?

12. In your group, exchange information about the topic. Use thequestions as clues.

OSCOSCARARPISPISTORIUSTORIUS

Oscar Pistorius is known as .

He was born in

in . At the age of he had his

amputated. In he

went to for rehabilitation and

became an .

Eight months later, he .

Nowadays, he can . In future

Games, he plans to .

UN

IT 3

126

9. +++ Ask students to find the words

in column A in the text. Then encourage

them to match these words with their

meanings in column B.

(L.A: to infer meaning from the

context).

Answers: impaired: having a mental

or physical problem; limb: an arm or a

leg; merely: only, simply; missing:

that is not present; shattered: crushed.

AFTER READING

10. +++ In groups, the students reflect on

the text they read and then share the

conclusions they reach with the rest of the

group. At this stage, it would be a good

idea to draw students' attention to the

title of the reading text. Ask them if they

find it correct to refer to a person as a

“thing”, and what the meaning of the

nickname is for them. You may also give

students some additional information

about this very remarkable athlete.

(L.A: to discuss a topic; to reach

conclusions; to accept and respect

everybody's opinions).


students' conclusions. See

Background Information at the end

of the unit.

REFLECTIONS








Encourage students to keep a record of their


notebooks. The students read the questions

and identify:

a. If they expressed their ideas in a

respectful way.

b. If they showed respect and support for

everyone's opinions.






11. ++ With information from the text,

the students complete the summary of

the text about Oscar Pistorius.

(L.A: to summarize information).

Answers: the fastest thing on no legs;

Pretoria, South Africa; 1986; 11 months;

legs; January 2004; University of

Pretoria; athlete; entered a competition;

run 100, 200 and 400 meters; attend the

next Paralympic Games.

12. +++ In groups, the students

exchange information about the topic.

Tell them to use the questions as clues.

(L.A: to exchange information about

the topic of the lesson).__________________________

LANGUAGE FOCUS – The Simple Present- Negative formDo not forget that this section is designed

37

L A N G U A G E F O C U S The Present Simple - Negative form

1. Read these sentences from the text.He does not regard himself as physically impaired.I just don't have any legs.I don't know.

2. What kind of sentences are they? Choose the correct alternative.a. Affirmative b. Negative c. Interrogative

3. Complete the general rule.

To form the _________ form of the _______ tense, we use _______ or

_______ + ______ and the infinitive of the _______ without _______.


13. In your notebook, write the answers in exercise 12 in the negative form.

14. Listen and repeat. Pay special attention to the pronunciation ofthe negative auxiliary.

He doesn't regard himself as impaired.He doesn't have any legs.He doesn't imagine life with legs.

15.Create a poster to advertize the Paralympic Games in Chile.

a. Think about what you now know about the Paralympic Games andParalympic athletes in Chile: date and place of games, name ofmain competitors, disciplines, etc.

b. If it is necessary, search the Internet or look for information inmagazines or newspapers.

c. Before you put the poster together, agree on the message youwant to communicate about the Paralympic Games.

d. Organize the information you have and create a poster that reallyworks.

e. Display your poster in the class.

16. Look at the symbol of the Beijing Paralympics.

Your task is to design a new international Paralympic logo. You willneed to think about:a. what ideas and values your logo represents;b. what colours and symbols you will use.Good luck!

FL

Did you know that …the logo of the ParalympicGames in Beijing 2008 isa stylised figure of anathlete in motion, implyingthe tremendous efforts adisabled person has tomake in sports and indaily life? The emblemincorporates Chinesesymbolism, calligraphyand the Paralympic spirit.It also reflects theintegration of heart, bodyand spirit. The threecolors represent the sun(red), the sky (blue) andthe earth (green).

UN

IT 3

127

to promote students' independent

learning, so help, guide and check, but

don't take an active part.

1. The students revise the sentences from

the text.

2. After revising the examples, they

choose an answer for the question.

Answers: b.

3. Now the students complete the general

rule.

Answers: To form the negative form

of the Present tense, we use do or

does + not and the infinitive of the

verb without s.__________________________

13. ++ Encourage students to apply

what they learnt in the Language Focus

to write the answers to in exercise 12 in

the negative form in their notebooks.

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

Answers: a. I don’t know any famous

paralympic athlete. b. He doesn’t use a

wheel chair. c. He is not Chilean. d. He

doesn’t play tennis. e. I don‘t know

any details of his/her life.

14. + First the students only listen.

Then, they listen and repeat paying

special attention to the pronunciation

38

of the negative auxiliary.

(L.A: to imitate a model of

pronunciation, accentuation and

intonation).

15. +++ Encourage students to create

a poster to advertise the Paralympic

Games in Chile. You can assign this

exercise as homework or treat it as a

mini-project.

a. Tell them to think about everything

they know of the Paralympic Games

and paralympic athletes in Chile.

b. Make them search the Internet or

look for information in newspapers

and magazines.

c. In groups, the students put the

information together. Encourage them

to create a poster that really works.

d. Put special emphasis on the message

the students want to transmit.

e. Allow students to share their work

and display their posters in a visible

area of the classroom or the school.

(L.A: to relate topic of the lesson to

students' own reality).






16. Invite fast learners to look at the

symbol of the Beijing Paralympics

carefully. Tell them that their task is to

design a new logo for the Paralympic

movement. Invite them to share their

work with their classmates. You may

display their work in the classroom.

(L.A: to consolidate vocabulary and

grammar, relating content and own

reality).

Answers: Will vary.

FL

EPISODE 3: WHERE ARE THE PLAYERS?

EPISODE 3: WHERE ARE THE PLAYERS?

Kelly, M

att and

the Time Machine

Kelly, M

att and

the Time Machine

UN

IT 3

128

Kelly, Matt and the Time

Machine

Help students identify the connection

between the topic of the unit and the

episode. Read the title of the episode and

the introductory paragraph with them to

make sure they understand the setting of

the children's adventures. Motivate

students to read the story on their own

and help them only if they ask you to.

Encourage fast learners to summarize the

story, and allow Spanish if necessary.

Notes

___________________________

___________________________

___________________________

___________________________

___________________________

___________________________

___________________________

___________________________

___________________________

___________________________

___________________________

___________________________

___________________________

___________________________

___________________________

___________________________

___________________________

___________________________

___________________________

___________________________

___________________________

___________________________

___________________________

___________________________

UN

IT 3

129

Notes

___________________________

___________________________

___________________________

___________________________

___________________________

___________________________

___________________________

___________________________

___________________________

___________________________

___________________________

___________________________

___________________________

___________________________

___________________________

___________________________

___________________________

___________________________

___________________________

___________________________

___________________________

___________________________

___________________________

___________________________

1. Read the text and identify:a. He came close to winning Wimbledon in 2000,

but didn't reach the final.b. The origin of the score system in tennis.c. A great male tennis player.d. The woman that won more titles at Wimbledon.e. The kind of court where this tournament is played.

2. Read the text again. Match the phrases in columns A and B.

Tennis started in France nearly 1,000 years ago. The

game was originally played in the courtyards of royal

palaces, using the walls (like squash) instead of a net.

The score system (15, 30, 40) is probably based on the

four quarters of a clock face.

One of the most important tennis tournaments is

Wimbledon. It is the only Grand Slam tournament which is

played on grass. Open tennis started at Wimbledon in 1968. It means that

amateurs and professionals can play in the Championships. In

2000, the Russian amateur Vladimir Voltchkov came to the

semi-finals.Pete Sampras is the most successful male player in Wimbledon. He

won the tournament seven times. Even more impressive is

women's champion Martina Navratilova with nine victories.

The prize money for the 2008 Championship was approximately

£ 11 million. Of this, the men's singles champion receives

£ 750,000 and the women's singles champion receives £750,000.

Wimbledon is the only tournament free from sponsorship.

This means that there are no advertisements around

the courts.

ATTITUDES·Appreciation of the role ofsports and physical activities forour health.

·Acceptance and respect fordisabled people.

UNIT 384

SYNTHESISSYNTHESIS TEST YOUR KNOWLEDGETEST YOUR KNOWLEDGEREADING: TENNIS

5 pts

4 pts

LISTENING·To match an oral text with visualclues.

·To discriminate sounds.·To identify speakers.

READING·To predict content from pictures.·To use previous knowledge topredict content.

·To discriminate between correctand incorrect information.

·To infer topic from cognates.

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

LANGUAGE·Words that have similar meaning.·Comparative adjectives.·Words related to sports,paralympic sports and outdooractivities.

WRITING·To write a short paragraph abouta favorite sport.

·To use new vocabulary.·To prepare a summary.

Revise the lessons of thisunit. In this unit I learnt …

B

1. £750,0002. 1,000 years ago3. £750,0004. 1968

A

a. When tennis started. b. An important year for the

Wimbledon tournament.c. Money that the women's

champion gets.d. Money that the men's

champion gets.

UN

IT 3

130

SYNTHESIS

Revise the contents of Unit 3 with your

students and help them to analyze and

reflect on which exercises helped them

achieve the learning objectives.

TEST YOUR KNOWLEDGE

Explain to your students that the purpose

of this section is to help them revise

contents and evaluate their performance

in the whole unit. Read the instructions

and make sure all the students


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 – TENNIS1. a. Vladimir Voltchkov. b. The quarters

of a clock face. c. Pete Sampras.

d. Martina Navratilova. e. Grass.

2. a. - 2. b. - 4. c. - 3. d. - 1.

LANGUAGE


Check your progress in this unitmarking the box that is true for you.

SELF-EVALUATIONSELF-EVALUATION

I can relate the topic with myprevious knowledge.

I understand the general meaning ofthe texts.I can predict the content of a textfrom cognates.

I can identify specific information ina text.

I can use my previous knowledge tounderstand the texts.I can use new vocabulary.

I find exercises easy.

I can understand instructions.

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

Did I support my partners?

I can talk and write about sports.I can role-play dialogues.

I understand the teacher.

I understand the oral texts.I recognize participants in aconversation.

LISTENING: THE MOST POPULAR SPORT

5. Write comparisons using the adjectives in the box.

a. Football - golf ____________________________________________b. Oscar Pistorious - other athletes____________________________________________c. Parachuting - cycling____________________________________________d. Water rafting - an amusement park____________________________________________

3. Listen to the recording and fill in the blanks inthe following sentences.

a. __________ is the most __________ in the world.

b. Each __________ tries to control the __________.

c. The __________ is to ________________________.

4. Circle the parts of the body that are used whenplaying this sport.

6 pts

5 pts

4 pts

ORAL EXPRESSION

5 pts

3 pts

arms fingers ear elbow eyes feet

chest hand head knee legs nose thigh

fast slow exciting cold big small easy

old young interesting dangerous difficult

listening

language

speaking / writing

project / group work

reading

0 - 14Keep trying

115 - 21

Review!

22 - 27

Well done!

28- 32

Excellent!

total score

32 pts

6. Rewrite these sentences in the negative form.a. My friends and I like sports.____________________________________________b. Susan plays hockey every week.____________________________________________c. My father reads the newspaper in the morning.____________________________________________

Help!Great! Not too bad

7. Give a short description of your favorite sport.

UN

IT 3

131

LISTENING – THE MOST POPULAR SPORT

3. a. Football, popular sport. b. player,

ball. c. aim, score a goal.

4. chest; feet; head; legs, thighs

5. Will vary.

LANGUAGE

6. a. My friends and I don't like sports.

b. Susan doesn't play hockey every

week. c. My father doesn't read the

newspaper in the morning.

SELF-EVALUATION

The purpose of this section is to allow

students to reflect on their strengths and

weaknesses. Make sure all the students


and give enough time to answer the

questions. Encourage students to give

honest answers and show interest in their

results.

39

READING - ANCIENT GREEK GAMESOral practice

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

Dan: I took part in the athletic competition.

Friend: Really? Did you win a prize?

Dan: I was the winner in the long jump competition. I got

a gold medal!

READING - ANCIENT GREEK GAMESPronunciation

Listen and practice. Notice the pronunciation of the endings of

the verbs

Invited - competed - visited.

Jumped - liked - watched.

Played - happened - raised.

LISTENING - THE FIRST MARATHONTeacher: So, boys and girls, who wants to run the city

marathon?

Girl: I do!

Boy: I do, too!

Teacher: And you, Matt?

Matt: Sure! I am training really hard. Who was the first

marathon runner?

Teacher: He was a Greek man called Pheiddipides. He was a

messenger.

Matt: Really?

Teacher: In 490 BC, Persia was a huge empire, and it wanted

to capture Athens, in Greece.

Matt: What happened?

Teacher: When the Persian army arrived at the Plain of

Marathon, the Greek soldiers were waiting at the top

of a hill. The Greeks sent a messenger, Pheidippides,

from Marathon to Sparta to get help. He ran for two

days over the mountains, but the Spartans did not

want to fight, so he returned to Marathon.

Matt: What happened to the Greeks?

Teacher: They attacked the Persian army.

Matt: And what happened?

Teacher: Pheidippides had another job. Now he ran 40

kilometres to Athens to tell them that the Persians

were coming. When he arrived, very tired, he told

the news and then he died.

Matt: Poor him!

Teacher: In 1896, another Greek runner won the first

marathon race of the modern Olympic Games. His

name was Spiridon Louis and, like Pheidippides a

long time before, he was also a postman!

LISTENING - THE FIRST MARATHONOral practice

Girl: Who was the first marathon runner?

Boy: A man called Pheidippides.

Girl: Where was he from?

Boy: From Greece, from a city called Marathon.

Girl: What made him and his city so famous?

Boy: He ran and ran to try and save his people.

READING - STICKS AND BALLSOral practice

Girl: What's your favorite sport?

Boy: Football.

Girl: And your favorite team?

Boy: It's Colo-Colo

Girl: Who's your favorite sportsperson?

Boy: I like Matias Fernandez

Girl: Why?

Boy: Because he plays very well and he is also very nice.

Girl: Which sports do you practice?

Boy: I play volleyball at school.

Girl: How often do you play?

Boy: Twice a week.

READING - STICKS AND BALLSPronunciation

Listen and repeat. Notice the ending in the following words.

better - quieter - calmer - shorter - taller - nicer - slower - faster

LISTENING - AN EXTREME EXPERIENCEKelly: So, Andy, have you ever practiced an extreme sport?

Andy: Oh, yes!

Kelly: Please, tell us about it.

Andy: Well, this was more amazing and scary than the

school diving team!

Kelly: Why was it so scary?

34

33

32

31

30

30

29

28

UN

IT 3

132

TRANSCRIPTS

UN

IT 3

133

Andy: To begin with, there was no pool at the bottom. I

just closed my eyes and jumped. When I opened

them again, I saw the ground getting closer and

closer. I could hear and feel the wind around me.

Then, I pulled the cord and, suddenly, I was calm

again... and I was floating towards the ground.

Kelly: And you, Dan? Have you had any extreme sports

experiences?

Dan: Never, but every time I get on my bike, it's a new

experience. I love to feel the cool breeze on my face, I

can see the beautiful landscape, smell the flowers,

and be in contact with nature. It is nicer and more

relaxing than when you are inside a car!

Kelly: Of course it is! What do you think Ann? Do you like

extreme sports?

Ann: I hate them!

Kelly: Oh! Tell us about your experience

Ann: You know I can't swim, so at first I was really scared,

and then I began to go up and down. A roller coaster

at an amusement park is more exciting!

LISTENING - AN EXTREME EXPERIENCEOral practice

A: Hi, guys! Do you want to see my photos?

B: Sure!

A: I went to the south. It was amazing!

C: Groovy! Did you do water rafting?

A: I sure did. Our country has fantastic places to do that.

LISTENING - AN EXTREME EXPERIENCEPronunciation

First only listen. Then listen and repeat the tongue twister. Note

the difference in the vowel sound.

The batter with the butter is the batter that is better.

READING - THE PARALYMPIC WORLDOral practice

A: Do you know any famous paralympic athletes?

B: Sure. Robinson Mendez, for example.

A: What kind of disability does he have?

B: He can't walk. He uses a wheelchair.

A: What nationality is he?

B: He is Chilean.

A: In what discipline does he stand out?

B: He plays tennis, and he is the best paralympic tennis

player in Latin America.

READING - THE PARALYMPIC WORLDPronunciation

Listen and repeat. Pay special attention to the pronunciation of

the negative auxiliary.

He doesn't consider himself as impaired.

He doesn't have any legs.

He doesn't imagine life with legs.

TEST YOUR KNOWLEDGE

LISTENING - THE MOST POPULAR SPORTKelly: Dan, what is your favourite sport?

Dan: I like all sports, but I really love swimming.

Kelly: Don't you like football? I think it is the most popular

sport in the world.

Dan: Sure! I like football very much too.

Kelly: What can you tell me about it?

Dan: Well, I know that the game is played mainly with

your feet, but you can also use other parts of your

body, like your thighs, your chest or your head.

Kelly: Can you use your hands?

Dan: No. Goalkeepers are the only players that can use

their hands.

Kelly: What is the aim of the game?

Dan: Each team tries to control the ball. The aim is to score a

goal, and the team that scores more goals wins the match.

LISTENING TEST - FAMOUS ATHLETESBoy: What are you doing, Nicky?

Girl: I'm reading about one of the most important

Olympic athletes.

Boy: Who are you talking about?

Girl: Carl Lewis.

Boy: Why is he so famous?

Girl: He was one of the fastest runners in history and was

40

39

38

37

36

35

UN

IT 3

134

READING - ANCIENT GREEK GAMESExercise 13

Synonym (noun) (NOT: synonymous= adjective)

Watch out for more incorrect language transfers from

Spanish

LISTENING - THE FIRST MARATHONExercise 3

Greece /country – Greek /nationality (NOT: Grecian)

Watch out for more incorrect applications of suffixes.

READING - STICKS AND BALLSExercise 1

Sports: deportes

Sportspeople: deportistas (NOT: sportive/sportist people)


Spanish.

Language Focus

Good and bad are exceptions to the rule. Better is the

comparative of good (NOT: gooder) and worse is the

comparative of bad.(NOT: bader)

Hot – Hotter; sad – sadder; big – bigger;; fat – fatter

(NOT: hoter; sader; biger; fater)

Rainy – rainier; happy – happier; funny – funnier; cloudy

– cloudier; dirty – dirtier

(NOT: rainyer; happyer; funnyer; cloudyier; dirtyer)

Watch out for more examples of spelling rules.

LISTENING - AN EXTREME EXPERIENCEDangerous – more dangerous (NOT: dangerouser)

Amusing – more amusing (NOT: amusinger)

Watch out for more incorrect applications of a grammar

structure.

READING - THE PARALYMPIC WORLDExercise 3

Athletics (NOT= athletism)


Spanish

ERROR ALERT!

also very good at the long jump; he played

American football too!

Boy: Did he get any medals?

Girl: Lots of medals! He got nine gold medals and one

silver medal, ten in total.

Boy: Have you heard about Kelly Holmes?

Girl: Who is she?

Boy: Well, she was a very important Olympic athlete too.

Girl: Where is she from?

Boy: The United Kingdom. She was very good at running

and has a blue belt in judo. She also played

volleyball!

Boy: Did she get any medals?

Girl: She got three Olympic medals! Two gold medals

and one bronze medal.

UN

IT 3

135

1 GETTING READY - OLYMPIC SPORTS

The Olympic sports comprise all the sports contested in the

Summer and Winter Olympic Games. The current Olympic

program consists of 35 sports with 53 disciplines and more than

400 events. The Summer Olympics include 28 sports with 38

disciplines, and the Winter Olympics include 7 sports with 15

disciplines.

The International Olympic Committee (IOC) establishes a

hierarchy of sports, disciplines and events. A sport or discipline

is included in the Olympic program if the IOC determines that it

is widely practiced around the world, that is, the number of

countries that compete in a given sport is the indicator of the

sport's prevalence. The IOC's requirements reflect participation

in the Olympic Games as well. To be able to be competed at the

Olympics, for instance, an event must be practiced in at least 50

and 35 countries, on three continents, by men and women,

respectively.

Summer sports: aquatics, archery, athletics, badminton,

baseball, basketball, boxing , canoeing / kayaking , cycling,

equestrian, fencing, football, gymnastics, handball, hockey,

judo, modern pentathlon, rowing, sailing, shooting, softball

table tennis, taekwondo, tennis, triathlon, volleyball,

weightlifting, wrestling.

Winter sports: biathlon, bobsleigh, curling, ice hockey, luge,

skating, skiing.

RECOGNIZED SPORTS:

Climbing, bridge, golf, roller skating, surfing and others have been

demonstrated at the Winter Olympic Games for several years, have

never been included on the official Olympic program, but are

recognized by the International Olympic Committee (IOC).

The International Sports Federations (IFs) that administer these

sports must ensure that their statutes, practice and activities

conform with the Olympic Charter.http://www.olympic.org/uk/sports/index_uk.asp

2 READING - ANCIENT GREEEK GAMES

Once every four years, men from all over Greece came to

compete in a great athletic festival in Elis, in western Greece

(women were not allowed to compete). This was called the

Olympic games because the place was called Olympia. It was a

religious festival to honor the Greek gods Zeus and Hera. We

don't know when men first began celebrating the Olympic

Games, but they were certainly already doing it in the time of

Homer, by 776 BC. And they were celebrated from then on,

every four years without fail, until people converted to

Christianity and the Roman Emperor Theodosius banned the

games in 393 AD. The games were so regular that people used

them to date by. They would say, I was born in the second year

of the twenty-fourth Olympiad (starting from 776 BC). When it

was time for the games, the rulers of Elis sent out messengers

all over Greece and to the Greek colonies around the Black Sea

and the Mediterranean. They declared a truce throughout the

Greek world for a month. No matter who you had a war with,

you had to stop the war and let their athletes and performers

go through your city-state safely to get to the Olympic Games.

Each city-state paid for a few athletes from their city to travel to

Elis. Only men who were pretty rich could be in the Games, so

they could afford to take so long off work, and also pay a

trainer.http://www.historyforkids.org/learn/greeks/games/olympics.htm

3 LISTENING - THE FIRST MARATHON

The first two decades of the fifth century BC marked one of the

great turning points in world history. These were the years of

the Persian and Greek wars. In 546 BC the powerful Persian

Empire extended from Asia to Egypt to what is now Turkey. This

great empire built the first Suez Canal, which linked the

Mediterranean Sea with the Red Sea.

on the other hand, Greece consisted of a scattering of

independent city-states called poleis (polis). These early city-

states spawned the democratic ideas that have persisted into

modern times. Athens eventually became the largest and most

prosperous polis. Another Greek polis, Sparta, was not so

democratic. They kept their kings and maintained a

conservative, regimented society built around military training

and the art of war.

The Persian/Greek War

Over the years the Persian Empire expanded to the Mediterrean Sea.

In the process some Greek settlements were conquered. By the year

490 BC, the Persian Army was ready to expand their territory and

move into Europe. They landed a large force just outside of Athens,

on the plains of Marathon, and prepared for attack.

BACKGROUND INFORMATION

UN

IT 3

136

The Role of Pheidippides

The Athenians, vastly outnumbered, desperately needed the

help of Sparta's military base to help fend off the attack. Time

was short, so the Athenian generals send Pheidippides (or

Philippides), a professional runner, to Sparta to ask for help.

Sparta agreed to help but said they would not take the field

until the moon was full, due to religious laws. This would leave

the Athenians alone to fight the Persian Army. Pheidippides ran

back to Athens (another 140 miles!) with the disappointing news.

Immediately, the small Athenian Army (including Pheidippedes)

marched to the plains of Marathon to prepare for battle.

The Battle of Marathon

The Athenian Army was outnumbered 4 to 1 but they launched

a surprise offensive thrust which at the time appeared suicidal.

But by day's end, 6400 Persian bodies lay dead on the field

while only 192 Athenians had been killed. The surviving

Persians fled to sea and headed south to Athens where they

hoped to attack the city before the Greek Army could re-

assemble there.

Pheidippides was again called upon to run to Athens (26 miles

away) to carry the news of the victory and the warning about

the approaching Persian ships. Despite his fatigue after his

recent run to Sparta and back and having fought all morning in

heavy armor, Pheidippides rose to the challenge. Pushing

himself past normal limits of human endurance, he reached

Athens in perhaps 3 hours, delivered his message and then died

shortly thereafter from exhaustion.

Sparta and the other Greek polies eventually came to the aid of

Athens and in the end they were able to turn back the Persian

attempt to conquer Greece.

4 READING - STICKS AND BALLS

Exercise 3

Cricket has been an established team sport for hundreds of

years and is thought to be the second most popular sport in the

world, after football (soccer). More than 100 countries are

affiliated to the International Cricket Council, cricket's

international governing body. The sport's modern form

originated in England, and is most popular in the present and

former members of the Commonwealth. In many countries

including Bangladesh, India, Pakistan, Sri Lanka and the

English-speaking countries of the Caribbean, cricket is the most

popular sport. In Australia, while other sports are more popular

in particular areas, cricket has been described as the "national

sport" and has had a role in forming the national identity. It is

also a major sport in England, New Zealand, South Africa and

Zimbabwe. Many countries also have well-established amateur

club competitions, including the Netherlands, Kenya, Nepal and

Argentina.

5 LISTENING - AN EXTREME EXPERIENCE

Exercise 1

Extreme Sports are non-traditional sports and activities that

require participants to combine athletic skill with pronounced

risk. It is difficult to determine exactly when the term extreme

sports came to refer to certain modern sports, but many believe

it can be traced to the early 1970s, when rock climbing and

marathon running-then considered extreme-gained popularity.

Several reasons have been cited for the growth of extreme

sports since that time. Extreme sports may have gained

popularity in the late 20th century as a reaction to the

increased safety of modern life. Lacking a feeling of danger in

their everyday activities, people may have felt compelled to

seek out danger or risk. Another reason for increased

participation in extreme sports is enhanced sports technology.

For example, the invention of sticky rubber-soled climbing

shoes and artificial climbing walls broadened the appeal of rock

climbing. And advances in ski design allowed more skiers to

attempt extreme feats previously thought impossible.

Definition of Extreme Sports

The definition of extreme sports is not very clear. Generally

speaking, extreme sports are activities that are associated with

an adrenaline rush that is felt by the participant. These

activities are often dangerous and any mistake could result in

injury or even death. Extreme sports are usually done by

individuals rather than teams. During the 1970's and 1980's,

the term "extreme sports" was almost exclusively used for

sports that had high risks involved and often resulted in death.

The history of extreme sports is a very interesting topic and

shows how it developed into the huge craze that it is. Today,

however, extreme sports also include activities that give a

feeling of an adrenaline rush not necessarily putting the

participant's life in danger.

Examples of Extreme Sports

Extreme sports cover a vast assortment of activities. A few of

the more common types include; mountain biking, climbing

and drag racing. Other kinds of extreme sports have developed

from a familiar activity. For example, skiing is a common sport.

More aggressive versions of skiing, such as barefoot skiing and

extreme skiing, have developed over the years.http://www.catalogs.com/info/outdoor/what-are-extreme-sports.html

6 READING - THE PARALYMPIC WORLD

Exercise 1

The International Paralympic Committee (IPC) is the

international governing body of sports for athletes with a

disability. It supervises and coordinates the Paralympic Summer

and Winter Games and other multi-disability competitions, of

which the most important are World and Regional

Championships. The IPC also supports the recruitment and

development of athletes at a local, national and international

level across all performance levels.

What are the Paralympic Games?

The Paralympic Games take place once every four years, and are

held immediately after the Olympic Games in the same

locations, using the same facilities. The Paralympic Winter

Games are held two years after each summer Paralympic Games

- again in the same venue and using the same facilities as the

equivalent Olympic Games.

UN

IT 3

137

2. What do they like doing?

Paul likes _____________________. Sue likes _____________________.

Tim _____________________. Lee _____________________.

Liz _____________________. Jane _____________________.

PHOT

OCOP

IABL

EMA

TERIA

L 138


1. Choose a word from the box to complete the sentences.

a. In this competition athletes had to take part in five events. It is called the _____________________ .

b. Before the competition athletes had to swear an oath in front of a statue of the god ____________ .

c. The _____________________ was the place where the horse and chariot races took place.

d. On the fourth day a very violent competition called _____________________ wrestling happened.

e. The special race where athletes ran and wore armour was called the _________________________

_______________________________________________________________________________________

pentathlon pankration Zeus hippodrome hoplitodromus

Paul Sue Tim Lee Liz Jane

LESSON 1: ANCIENT GREEK GAMES

LESSON 2: THE FIRST MARATHON

PHOT

OCO

PIAB

LE

MAT

ERIA

L

139

3. Guess the sport! Use the pictures as clues.

a. For this sport you need a cap, some goggles and a swimsuit.

b. To play this game you need a ball, a racquet and special shoes.

c. For this activity you need a wetsuit and a large board.

d. For this game you need a helmet, a special stick and some skates.

e. All you need for this activity is a pair of trainers and a tracksuit.

f. To do this you need a helmet and some pads for your knees andelbows.

4. Here there are four different sports and below there are twelve different things. Which three things doyou need for each sport?

CLIMBING SKIING SURFING TABLE TENNIS

paddles

board

ski boots

helmet

rope

ball

skis

harness

wetsuit

sunscreen

poles

net

LESSON 3: STICKS AND BALLS

LESSON 4: AN EXTREME EXPERIENCE

PHOT

OCO

PIAB

LE

MAT

ERIA

L 140

5. Try this Olympic puzzle!

Across

1. A team sport with five players per team. (10)

5. An event where athletes try to jump the highest. (8)

7. A racquet sport. (6)

9. First place in the Olympics. (4)

10. Third place in the Olympics. (6)

12. Swimming pool event. (6)

13. A very long running race. (8)

14. A race where runners jump an obstacle. (7)

Down

1. An event where athletes fight with gloves. (6)

2. Second place in the Olympics. (6)

3. An event where athletes swim, run, and cycle. (9)

4. City of 2004 Summer Olympics. (6)

6. A team sport with eleven players per team. (6)

8. City of 2000 Summer Olympics. (6)

11. Fastest time ever. (6)

LESSON 5: THE PARALYMPIC WORLD

1 2 3 4

5

6

7 8

9

10 11

12

13

14

PHOT

OCO

PIAB

LE

MAT

ERIA

L

141

READING: THE MODERN OLYMPIC GAMES

1. Read the text and choose the best answer.

a. In the 1896 Games the competitors didn't include any i. women. ii. Americans. iii. non-professional athletes.

b. How often do the Olympics take place? i. Every six years ii. Every four years iii. Every three years

c. The summer Olympics were held in 2004 in i. Athens ii. Sydney iii. Atlanta

d. Which two countries won a lot of medals at the Olympics even though their populations are notvery big? i. Russia and Brazil ii. South Africa and Pakistan iii. Australia and Cuba

2. Read the text again and answer these questions.

a. When did the famous sport event begin again in modern times?

__________________________________________________________________________________.

b. Who was the organizer of the modern version of the Olympic Games?

__________________________________________________________________________________.

c. How many competitors took part in the first version of the Modern Olympic Games?

__________________________________________________________________________________.

d. Mention four disciplines included in the first Modern Olympic Games.

__________________________________________________________________________________.

e. In what year did the Games return to their place of origin?

__________________________________________________________________________________.

EXTRA TEST

On 6 April 1896 one of the world's most famous

sporting events returned to Athens, Greece: the

Olympic Games. A Frenchman, Pierre de Coubertin, was responsible for

organizing the return of the Olympics in the 1890s. The

1896 Games in Athens involved 280 participants from

thirteen different countries. There were 43 different

events including athletics, swimming, gymnastics,

cycling, wrestling, fencing, shooting and tennis.

However, the 1896 Games were very different from the

Olympics of today: there were no female competitors,

winners received silver instead of gold medals, and the

participants included a few tourists who were in

Athens at the time and were allowed to compete.

The 1896 Games included what is possibly the most

famous event in the modern Olympics: the marathon.

In much more recent times, the Olympics returned to

Athens in August 2004. There were record numbers of

participating countries (201) and events (301).

Just as in 1896, American athletes performed very

strongly: the US won more medals than any other

country. China came second in the medals table, and

Russia third. Two countries with relatively small

populations also showed their sporting ability:

Australia (20 million) came fourth in the medals table,

and Cuba (11 million) finished in the eleventh position.

Source: www.insideout.net.

4 pts

5 pts

PHOT

OCO

PIAB

LE

MAT

ERIA

L 142

LISTENING

3. Listen and answer. What kind of text is it?

a. An interview.b. A conversation.c. A piece of news.

4. Listen to the recording. Write CL for Carl Lewis or KH for Kelly Holmes.

a. _____ : very good at long jump.

b. _____ : blue belt in judo.

c. _____ : plays volleyball.

d. _____ : got nine gold medals.

5. Listen again. Decide if the sentences are true or false.

a. _____ Carl Lewis is the fastest runner in history.

b. _____ Carl Lewis has got nine medals in total.

c. _____ Kelly Holmes is American.

d. _____ Kelly Holmes didn't get a silver medal.

ORAL PRODUCTION

6. Think of a sport that is particular to Chile, and not played in many other places and talk about it. Use these questions as clues.

a. What is it called? b. What are the rules? c. What sort of equipment do you need? d. Why is it popular in Chile?

36

1 pts

4 pts

4 pts

8 pts

0 - 5

Keep trying6 - 11

Review!

12 - 19

Well done!

20 - 26

Excellent!

total score

26 pts

UN

IT 3

143

EXTRA TEST

READING1. a. - i.; b. - ii.; c. - i.; d. - iii.

2. a. In 1896; b. A Frenchman, Pierre de Coubertin; c. 280

participants; d. Any of these: athletics, swimming, gymnastics,

cycling, wrestling, fencing, shooting and tennis; e. In 2004.

LISTENING3. b.

4. a. CL; b. KH; c. KH; d. CL.

5. a. False; b. False; c. False; d. True.

ORAL PRODUCTION

6. Check fluency, pronunciation and correct ideas expressed with

correct sentences.

Answers


1. a. pentathlon; b. Zeus; c. hippodrome; d. pankration; e.

hoplitodromus

2. a. Paul likes football; b. Sue likes swimming; c. Tim likes

skateboarding; d. Lee likes basketball; e. Liz likes dancing;

f. Jane likes aerobics

3. a. swimming; b. tennis; c. surfing; d. ice-hockey; e.

running; f. American football

4. climbing: rope/ poles/ harness; skiing: ski boots / helmet /

skiis; surfing: board / wetsuit / sunscreen; table - tennis:

net / paddles / ball.

5. Across: 1. basketball; 5. highjump; 7. tennis; 9. gold;

10. bronze; 12. diving; 13. marathon; 14. hurdles.

Down: 1. boxing; 2. silver; 3. triathlon; 4. Athens; 6.

hockey; 8. Sydney; 11. record.

UN

IT 4

144

SUGGESTED YEAR PLANNING

UNIT 4 HOME SWEET HOME

Minimum Obligatory Contents

Topic

The environment and looking after it

Listening Comprehension


• Present continuous

• Collocations

• Future Tense

• Express future possibility

Strategies

• To use previous experience and knowledge

of the topic

• To identify key words to get the general

idea.

• To use the context, mimicry and familiar

words to infer the possible meaning of

new words.

• To relate new and old information.

• To discriminate phonemes that can

interfere with comprehension.

• To relate oral and written versions of

words, phrases and sentences.

• To integrate written expression by writing

words in order to consolidate key thematic

vocabulary.

• To integrate oral and written expression

through the use of short phrases and

sentences to show listening

comprehension.

Reading Comprehension

Direct language



• Collocations

• Future Tense


Strategies

• To use context and previous knowledge of

the language to predict development of

the text.

• To skim a text to get the general idea.

• To scan the text in order to identify specific

information.

• To relate explicit information to make

simple inferences.

• To use lexical knowledge to infer the

meaning of new words.

• To look up meaning of key words in the

dictionary.

• To integrate written expression to

consolidate key lexical and grammatical

items.

• To integrate the oral and written version of

words and sentences to learn their

pronunciation and spelling.

• To use Spanish to show understanding

when necessary.

Oral Expression

Communicative functions

• To exchange personal information

• To give instructions



• Collocations

• Future Tense


Lexical Elements

• 500 high frequency words in oral texts.

Pronunciation

• English phonemes

Strategies

• To regularly use everyday fixed phrases

and sentences in personally relevant

contexts.

• To use high frequency words and the

thematic vocabulary of the level in


• To use expressions associated with the

communicative functions of the level in


• To integrate listening as basic input for

interaction.

• To integrate reading as a source of

information to produce oral texts.

• To discriminate, imitate and repeat

phonemes.

• To relate written and spoken version of

sounds to identify and incorporate

pronunciation patterns.

Written Expression



• Collocations

• Future Tense


Include punctuation marks such as: period

and capital letters.

Include 300 most frequent words in written

texts.

Strategies

• To imitate models to write own sentences.

• To use connectors to link sentences

coherently.

• To write answers to questions.

• To replace information in model texts with

personal information.

UN

IT 4

145

• Acquisition of

vocabulary related to the

environment and

environmental problems

• The use of the

Imperative form and

Future Tense

• Express suggestions and

future probabilities

• Effective and efficient

use of writing skills as a

means of

communication.

Expected Outcome Time


the main body of

text


evaluation


consolidation and

complementary

activities

• 1 class hour for

cartoon strip

section.

Resources

• Internet articles

and web pages

• A radio

Advertisement

• A survey.

• Radio news.

Attitudes

• To reinforce

positive attitudes

towards the

environment.

• To identify, reflect

and offer solutions

to environmental

problems.

Evaluation

Reflections

• Metacognition

Minitests

• Listening

• Reading

• Language

Synthesis

Test your

Knowledge

• Listening

• Reading

• Language

• Oral expression

Self-evaluation

Reading and

Listening tests

Observation sheets

Rubrics

Learning Abilities


visual clues.

• To recognize purpose of a

text.

• To discriminate between

facts and opinions.

• To infer meaning of

words from the context.

• To identify purpose and

type of text.

• To relate content and

personal knowledge.


pictures.

• To distinguish facts and

ideas.

• To write a short

interview.

• To complete a paragraph.


• To express opinions.

• To report news and

problems.

• To give instructions.

• To apply a survey.

HOME SWEET HOME

IN THIS UNIT YOU WILL USE

THE FOLLOWING TEXT-TYPES:

Reading

• Article

• Web site

Listening

• Interview

• Radio advertisement

• News report

YOU WILL DEVELOP THESE

ABILITIES

Listening

• To predict content from visual

clues

• To recognize purpose of a text

• To discriminate between facts and

opinions

Reading

• To infer meaning of words from

the context

• To identify purpose and type of

text

• To relate content and personal

knowledge

• To predict content from picture

• To distinguish facts and ideas

Writing

• To write a short interview

• To complete a paragraph

• To use new vocabulary

Speaking

• To express opinions

• To report news and problems

• To give instructions

• To apply a survey

YOU WILL LEARN THE

FOLLOWING LANGUAGE

• The Present Continuous

• The Future Tense

• Obligations

• Words related to the environment

and environmental problems



• Reinforcement of positive

attitudes towards the

environment.

• Identification, reflection and the

offering of solutions to

environmental problems.

UNITUNIT 44UNIT 4

UN

IT 4

146

1. What differences can you find in the pictures?

2. Do they show the same places?

3. With your partner, make a list of the main problems that affect our world and specially our country.

GETTING READY

YOU WILL LEARN THEFOLLOWING LANGUAGE:

·The Present Continuous.·The Future tense.·Can to ask questions.·Words related to the environmentand environmental problems.

·Obligations.

YOU WILL DEVELOP THESE ABILITIES:



·Reinforcement of positive

attitudes towards the

environment.

·Identification, reflection and

possible solutions to

environmental problems.

IN THIS UNIT YOU WILL USETHE FOLLOWING TEXT-TYPES:READING·An article.·A web site.

LISTENING·An interview.·A radioadvertisement.

·A news report.

LISTENING·To predict content from visual clues.·To recognize the purpose of a text.·To discriminate between facts andopinions.

READING·To infer meaning of words from thecontext.

·To identify purpose and type of text.·To relate content and personalknowledge.

·To predict content from pictures.·To distinguish facts and ideas.

SPEAKING·To express opinions.·To report news and problems.·To give instructions.·To do a survey.

WRITING·To write a short interview.·To complete a paragraph.·To use new vocabulary.

HOME SWEET HOMEHOME SWEET HOME

87

UN

IT 4

147

GETTING READY

Introduce the topic of the unit

drawing students' attention to the

pictures. Start a conversation about

environmental problems. Brainstorm

students' ideas about this topic so

that you know how much they know

about it.

1.Make the students find the differences

among the pictures. Allow the use of

Spanish.

2.Ask them to identify the places that

are shown in the pictures.

3.Tell the students to work in pairs and

make a list of problems that they think

are affecting the country. Invite them

to share their reflections with their

classmates.

rainforest

pour

UNIT 488

BEFORE L ISTENING

1. Are the following sentences true or false?

a. Human beings are making rainforests disappear.b. Lots of animal and plant species are dying.c. The world's climate is changing.

2. The pictures illustrate important environmental problems. Can youfind their names in the box?

air pollution acid rain

ocean pollution ozone layer depletion

oil tanker

harm

PICTIONARY

hang

WHAT ARE WE DOING TO OUR PLANET? Lesson 1

3. Which of these problems are affecting your city/area/country?

4. Read what the school reporter, Kelly Hardrock, says.

5. Study the pictures and the words in the Pictionary. Can you predictwhat the text is about?

a b

c d

What is EarthDay? Choose an answer:

a. a day when we celebrateour planet's birthday.

b. a day when we solve theplanet's problems.

c. a day when we reflectabout our planet's

problems.

UN

IT 4

148

BEFORE LISTENING

1. ++ Tell the students to work in

groups and reflect about statements a.

- c. Then, invite some groups to share

their comments with their classmates.

(L.A: to relate the topic and their own

reality).

2. +Tell the students to look at the pictures

that illustrate important environmental

problems and ask them to relate them to

their names in the box.

(L.A: to relate pictures and topic).

Answers: a. air pollution. b. acid rain.

c. ocean pollution. d. ozone layer

depletion.

3. ++ Now, ask the students to answer

the question. Elicit some actions the

students do to take care of our planet.

(L.A: to relate the topic and their own

reality).


students' own experiences.

4. +++ To continue with the topic of

the class, ask the students to read what

the school reporter, Kelly Hardrock,

says. Elicit students' ideas about Earth

Day and write them on the board.

You may need some additional

information on this topic. See

Background information, at the end

of the unit.

(L.A: to predict content from the

context).

5. +++ Before playing the recording,

tell the students to look at the pictures

and the words in the Pictionary. Make

sure they understand the meaning of

the words and invite them to make

predictions about the topic of the text.

(L.A: to predict content from visual

clues).

PICTIONARY

tanker: barco petrolero

pour: derramar

harm: dañar

hang: colgar

rainforest: selva tropical

LISTENING

6. + Play the recording. Tell the

students to listen and check their

predictions about Earth Day.


Answers: c.

7. ++ Ask the students to identify the

kind of text they listened to.

(L.A: to identify type of text).

Answers: c.

41

L A N G U A G E F O C U S The Present Continuous

1. Read the sentences from the text. Are they similar or not? Why?…a lot of people are feeling the environment is in real trouble.…human beings are causing much of that trouble.

2. What do you think the sentences refer to? Choose an alternative.a. They refer to events that happened in the past.b. They refer to events that are happening at this time.c. They refer to events that will happen in the future.

3. Complete the following statement.

We use the _______ tense of to be + verb+ _________ to talk about

things that are occurring during a period of time in the present.

HOME SWEET HOME 89

LISTENING

AFTER L ISTENING

6. Listen to the text once and see if you were right.

7. What kind of text did you hear?

a. A conversation b. An interview c. An advertisement

8. Match phrases in column A with phrases in column B.

A BOil tankers over the most important citiesEating fish is participate in Earth Day projectsSmog is hanging dangerous to human healthEverybody can are pouring oil into the oceans

9. Choose the correct alternative to fill in the blanks.

a. Tankers are pouring __________ of gallons of oil into the oceans.

i. hundreds ii. thousands iii. millions

b. The destruction of rainforests is endangering __________ of animals.

i. thousands ii. dozens iii. a lot

c. Each Earth __________ we take care of our planet's problems.

i. week ii. month iii. Day

Did you know that …humans are reducing

some fish species by up

to 10% of their original

population?

UN

IT 4

149

8. ++ The students listen to the text

again and match the phrases in column

A with the phrases in column B.

(L.A: to relate information).

Answers:

Oil tankers are pouring oil into the oceans;

Eating fish is dangerous to human health;

Smog is hanging over the most important

cities; Everybody can participate






9. +++ Play the recording once more.

The students listen and choose the

correct alternative to fill in the blanks.


Answers: a. iii. b. i. c. iii.

AFTER LISTENING__________________________

LANGUAGE FOCUS – The PresentContinuousRemember that these activities are

designed to help students revise or

discover by themselves a particular

grammar structure or an interesting item

of vocabulary from the text.

1. Invite students to revise the sentences

from the text.

2. They identify what they refer to.

Answers: b.

3. Encourage students to complete the rule.

We use the Present tense of to be +

verb + ing to talk about things that

are occurring during a period of time in

the present.__________________________

UNIT 490

10. With your partner, follow the pattern below and ask and answerquestions about the text. Then, listen and practice with your own ideas.

a. A: Where is ___________ ___________ (hang) ?

B: ___________ is ___________ over ___________

b. A: What is ___________ (pollute) the ___________?

B: ___________ is ___________ the ___________.

c. A: ___________ are tankers ___________ (do) ?

B: Tankers ___________ ___________.

11. Match the words in column A with words in column B, to form collocations.

A Bglobal disasteracid effectozone warmingoil convertergreen house rainecological layercatalytic spill

12. Listen and repeat.

What are you doing after class?They´re waiting for the next act.The actors are learning their lines.

13. In your group, think about the environment in your city/area. Whatproblems are affecting it most? Use the pattern below to share youropinions. Then, listen and check your ideas.

A: Do you think climate __________ in our area?

B: __________.

A: How is __________ affecting our environment?

B: Temperatures are __________.

A: Can you mention some consequences of __________?

B: Glaciers are __________, rainfall is __________ and there aremore __________.

14. Translate the collocations in exercise 11 into Spanish and add moreto the list.FL

REFLECTIONSWhat problems did I have toexchange information with myclassmates?

How much did I connect thetopic to my everyday life?

American English: Garbage

British English: Rubbish

UN

IT 4

150

13. +++ In groups, the students reflect

about the environment in their

city/area. They identify the problems

that are affecting it and complete the

dialogue with their own ideas.

Encourage some of them to dramatize

the dialogue in front of their classmates.

(L.A: to dramatize a dialogue).


students' ideas.

REFLECTIONS





become more effective learners.

Invite them to reflect and identify:

a. the problems they had to exchange

information with their classmates.

b. how much they connected the topic of

the lesson to their everyday life.

14. Invite fast learners to translate the

collocations in exercise 11 into Spanish

and add more to the list.

(L.A: to identify collocations related to

the topic of the lesson).

FL

10. ++ Ask the students to work in

pairs. Refer them to the Language Focus

and to the text to complete the

questions and answers about

environmental problems. Encourage

students to add their own ideas.

(L.A: to complete and dramatize a

dialogue following a model).

Answers: a. A: Where is smog

hanging?

B: Smog is hanging over the most

important cities.

b. A: What is polluting the water?

B: The oil is polluting the water.

c. A: What are tankers doing ?

B: Tankers are pouring oil into the

oceans.


Draw students' attention to the different

words used in each variety of English.

Remind them that both the British and the

American versions are correct, but they

should choose one variety and stick to it.

11. + Tell students to read the words in

columns A and B and then make pairs

to form collocations related to

problems that affect our environment.

(L.A: to identify collocations related

to the topic).

Answers: global warming; acid rain;

ozone layer; oil spill; greenhouse effect;

ecological disaster; catalytic converter.


12. + First the students listen. Then

they listen and repeat the sentences

paying special attention to the

pronunciation of the contraction.

(L.A: to discriminate accentuation

patterns).

43

42

7_10_6_2_2

Documents

Transcript of 7_10_6_2_2