8 Basico - Ingles - Profesor

GUÍA DIDÁCTICA PARA EL PROFESOR

INGLÉS

básico

Lina Alvarado Jantus Teacher of English Instituto Profesional Chileno-Británico

2010 © Ediciones Cal y Canto Ltda. Guía Didáctica para el Profesor Travelers 8º básico Original text © Lina Alvarado Jantus. Teache T eacherr of Englis English h Instituto Profe Profesional sional Chileno-Británico Chileno-Británico.. Methodological support Ana Manonellas Balladares. Postgraduate Diploma of Education Monash University - Melbourne Australia. Original illustratio illustrations ns Design

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

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

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

Nº de Inscripción Inscripción:: ISBN:

171.756 978-956-8623-54-8

All rights reserved; no part of this publication may be reproduced, stored in a retrieval system, transmitted in any form, or by any means, electronic, mechanical, photocopying, photocopying, recording, recording, or otherwise, without the prior written permission of the publisher. Impreso RR Donnelley Se terminó de imprimir esta 1ª edición de 7.650 ejemplares en el mes de enero de 2009.

3

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

UNIT 1: CUL CULTURAL TURAL ELEMENTS ELEMENTS . . . . . . .26-65 .26-65 Transcr Tr anscripts ipts . . . . . . . . . . . . . . . . . . . . . . . . . . . . . .54 .54 Errorr Alert! . . . . . . . . . . . . . . . . . . . . . . . . . . . . . .57 Erro Backgroun Backg round d Information Information . . . . . . . . . . . . . . . .58 Complementary Activities . . . . . . . . . . . . . . .59 Extra Test . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . .63 Answers . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . .65

UNIT 3: DIFFERENT LIVES . . . . . . . . . .104-143 Transcr Tr anscripts ipts . . . . . . . . . . . . . . . . . . . . . . . . . . . . .132 .132 Error Alert! . . . . . . . . . . . . . . . . . . . . . . . . . . . . .135 Background Information . . . . . . . . . . . . . . .136 .136 Complementary Activities . . . . . . . . . . . . . .138 Extra Test Test . . . . . . . . . . . . . . . . . . . . . . . . . . . . . .140 Answers . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . .143

UNIT 2: SELF - CARE . . . . . . . . . . . . . . . .66-10 .66-103 3 Transcr Tr anscripts ipts . . . . . . . . . . . . . . . . . . . . . . . . . . . . . .94 .94 Errorr Alert! . . . . . . . . . . . . . . . . . . . . . . . . . . . . . .97 Erro Backgroun Backg round d Information Information . . . . . . . . . . . . . . . .98 Complementary Activities . . . . . . . . . . . . . . .99 .99 Extra Test Test . . . . . . . . . . . . . . . . . . . . . . . . . . . . . .101 Answers . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . .103

UNIT 4: PEOPLE AND PLACES . . . . . .144-183 Transcr Tr anscripts ipts . . . . . . . . . . . . . . . . . . . . . . . . . . . . .172 .172 Error Alert! . . . . . . . . . . . . . . . . . . . . . . . . . . . . .175 Background Information . . . . . . . . . . . . . . .176 Answers . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . .179 .179 Complementary Activities . . . . . . . . . . . . . .180 Extra Test Test . . . . . . . . . . . . . . . . . . . . . . . . . . . . . .182

TRAVELER TRA VELERS S MAGAZINE MAGAZINE . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 185-195 185-195 EVALU EVA LUA ATION INSTRUMENTS (Photocopiable). . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 196 LANGUAGE LANGUA GE REFERENCE . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 209 IRREGULAR VERBS . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 218 BIBLIOGRAPHY. . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 221

4

PLAN OF THE BOOK

UNIT

1

T IT N I U N

2

NAME PAGES

CULTURAL ELEMENTS 8 - 33

NAME PAGES

SELF - CARE 34 - 59

Listening HOLIDAYS HOLIDA YS AND CELEBRATIONS . . . . . . . . . . . . . . . . . . . .1 . 10 TOP OF THE THE POPS . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . .18 CHILE’S NATIONAL NATIONAL DANCE . . . . . . . . . . . . . . . . . . . . . . . . .2 . 26 Reading A CHILEAN CELEBRATION . . . . . . . . . . . . . . . . . . . . . . . . . .1 . 13 MYTHS AND LEGENDS LEGENDS . . . . . . . . . . . . . . . . . . . . . . . . . . . .2 . 21

Listening ROL? . . . . . . . . . . . . . . . . . . . . . . . . . . . . . .40 TR WHO’S IN CON T HELP FOR YOU! . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . .48 Reading HOW FIT ARE YOU? . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . .36 G TO LEARN . . . . . . . . . . . . . . . . . . . . . . . . . . . . . .44 ING ARNIN LEA LE G - YOU ARE NO T ALONE . . . . . . . . . . . . . . . . . .52 ING YIN BULL Y

Oral production to use everyday English . . . . . . . . . . . . . . . . . . . . . . . . . . .1 .12 to talk about a topic . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 16

n ion Oral productio .49 n . .4 ion atio gation and no obligat oblilig y, ob bilit y, sib resss possi pre exp to ex sh . . . . . . . . . . . . . . . . . . . . . . . . . . .50 glilish Eng da y En ryd to use every ns . . . . . . . . . . . .54 ion atio uat itu e sit tive ativ ica munic omm pla y com e-p rolleto ro

Written production to organize ideas to complete paragraphs paragraphs . . . . .16 / 29 to present information in graphic organizers organizers . . . . . .2 .23

Written production es . . . . . . . . . . . .42 nce enttenc uess and sen alogue dia te di lete to comple ns . . . . . . . . . . . . . . . . . . . . . . . . . . . . . .46 ion uctio tru insstr e in ite to writ

Language and vocabulary adverbs of frequency . . . . . . . . . . . . . . . . . . . . . . . . . . . . .1 .12 connectors . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . .1 .15 the Past Simple Tense Tense . . . . . . . . . . . . . . . . . . . . . . . . . . . . .2 . 23 words related to traditional celebrations, music and dances . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . .2 .26

Language and vocabular y rdss . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . .38 on word tio uessti que moods gs, mo ling elin fee ed to fe ate elat rdss rel word .39 es . . . . . . . . . . . . . . . . . . . . . . . . . . . . .3 ties viti tivi acti al ac ica hyssic and phy .49 modal verbs . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . .4

5

U NI T 3

NAME PAGES

DIFFERENT LIV ES 60 - 85

T U NI

4

NAME PAGES

PEOPLE AND PLACES 86 - 111

Listening EXPERIENCES IN A FOREIGN COUNT RY . . . . . . . . . . . .62 DO Y OU LIK E JOK ES? . . . . . . . . . . . . . . . . . . . . . . . . . . . . . .70 DO Y OU ST UDY HARD? . . . . . . . . . . . . . . . . . . . . . . . . . . . .78

Listening A MAGIC ROLE . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . .92 PEOPLE THA T CHANGED PEOPLE . . . . . . . . . . . . . . . . .100

Reading INT ERNAT IONAL ENGLISH . . . . . . . . . . . . . . . . . . . . . . . . .65 FEST IV ALS AROUND T HE WORLD . . . . . . . . . . . . . . . . . .73

Reading FOLK HEROES . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . .88 FLORENCE NIGH TINGALE - AWOMAN OU T OF HER TIME .97 A SPECIAL PLACE FOR CHILDREN . . . . . . . . . . . . . . . . .104

Oral production to exchange inf ormation . . . . . . . . . . . . . . . . . . . . . . . . . .64 to express opinions . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . .72

Oral production to talk about imaginary situations . . . . . . . . . . . . . . . . .93 to give biographical information . . . . . . . . . . . . . . . . . .99

Written production to complete a f act file . . . . . . . . . . . . . . . . . . . . . . . . . . . . .76 to write sentences . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . .81

Written production to complete a biography . . . . . . . . . . . . . . . . . . . . . . . . . .99 to complete a time line . . . . . . . . . . . . . . . . . . . . . . . . . . .102

Language and vocabulary superlatives . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . .63 the Present Perf ect tense . . . . . . . . . . . . . . . . . . . . . . . . . .67 words in American and British English . . . . . . . . . . . . .68 conditional sentences . . . . . . . . . . . . . . . . . . . . . . . . . . . .80

Language and vocabular y prepositions of time and place . . . . . . . . . . . . . . . . .91/98 words to express inventions and professions . . . . .100

BIBLIOGRAPHY . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . .112 TRAVELERS MAGAZINE . . . . . . . . . . . . . . . . . . . . . . . . . . .113 IRREGULAR VERBS . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 125 WEB PAGES . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . .128

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

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

The course aims to: • develop reading and listening comprehension skills, providing students with techniques that will allow them to understand oral and written texts not only in English, but also in other subjects and in their everyday life. • allow students to communicate orally and in writing at very elementary levels. • improve learning skills. • help students realize English is an important tool for getting and exchanging information, knowledge and culture. • educate in a broader sense by providing information about Chile, South America, the English-speaking countries and the world at large, encouraging students to think, analyze and question. Travelers consists of a Student’s Book, a Teacher’s Book and a CD.

Student’s Book The course is topic-based and contains a conductive thread:

Conductive thread The text has a conductive thread represented by children of the same age and level of the intended readers. They are present in different situations according to the topics of the unit. These children include English native speakers related to Chile, and also Chilean children. They interact throughout the book among them and also with other people. Special emphasis has been made on presenting girls and boys participating in similar ways and occasions. At the end of each unit there is an illustrated cartoon strip whose main characters are the same as those in the lessons included in each unit. This kind of resource has been included mainly because children of all ages enjoy this material and also because the visual aspects effectively help the comprehension process.

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

UNIT 1: UNIT 2: UNIT 3: UNIT 4:

CULTURAL ELEMENTS. SELF - CARE. DIFFERENT LIVES. PEOPLE AND PLACES.

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


grammar structure or interesting items of vocabulary related to the text. The activities are meant to promote independent learning, and to make students figure out grammar, word formation and vocabulary rules by themselves. • Speaking and writing skills. All the lessons include speaking and writing activities which give students the opportunity to apply and consolidate the contents of the lesson, and also connect them with their own reality. These activities help students to see language as a necessary tool to carry out the tasks and give grammar and vocabulary a clear purpose. • Vocabulary. The active vocabulary in each unit is what the students may need to understand the texts and carry out the different tasks . There is also development of students’ passive vocabulary by including a rich variety of lexis in the texts. Also in the pre-reading and pre-listening activities there are explicit suggestions to work with cognate words; the teacher should constantly remind students to make use of these words to facilitate comprehension. • Language focus. Travelers deals with grammar only after a certain structure has appeared in a reading or listening text and it is likely to be encountered again in other texts. Students are asked to find or revise the example(s) of the structure in the text and analyze how it works, going through a guided process of discovery. • Synthesis is a section that plays an important role. It can be a useful tool for clarifying particular problems, and for creating a more comprehensive, overall perspective on a specific subject. It gives students a chance to revise what they have learnt and done in the unit, connecting the activities with the skills developed. • Evaluation is an ongoing process in Travelers, and an integral part of learning. It takes the form of both student evaluation and teacher evaluation. This is done informally after lessons 2 and 4 in each unit, through the Minitest section. It helps students revise their performance in the reading, listening and language activities and also allows teachers to make further use of the reading and listening texts. Reflections is a special section that helps students think about their learning process and to raise their awareness of how they develop their own learning strategies to become more effective learners. It also enables students to become independent learners as well as independent thinkers. Teachers

are strongly recommended to train and help students to reflect on their learning process and should encourage them to keep tidy notes of the activities in class, of any extra work done, of tests, quizzes, homework, handouts, vocabulary records, etc., so that they can have easy access to all this information whenever they need to use it again, when they study at home or when they revise for tests. More formal evaluation is done at the end of each unit through the Test your Knowledge and Self-evaluation sections. In the Test your Knowledge section students revise contents and evaluate their performance in the whole unit. The Self-evaluation section allows students to reflect on their strengths and weaknesses. It provides feedback on how much they have learnt, putting them in a position to make an assessment of their work. By getting involved in their evaluation, learners come face to face with their learning problems and consciously try to tackle them. Students are asked to evaluate their performance, their participation, their products, and the working arrangement. • Learning styles. Travelers considers that there are different learning styles in a classroom, so different kinds of activities have been included. - Visual learners need visuals in the classroom, for example: posters, realia, flash cards, visual organizers, etc. - Auditory learners learn better by listening, and like working in pairs and small groups. - Kinesthetic learners learn through physical activities like competitions, board games, role-plays, etc. - Tactile learners like board and card games, projects, etc. • Values. Value-enhancing topics such as equality, health, respect, the environment, etc., appear explicitly throughout the course. Through guided questions and simple discussions, students are encouraged to reflect about and form opinions on broader social issues concerning their lives and the world around them. Cultural differences are also highlighted at relevant points in the course as well as particular aspects of English-speaking countries such as information related to historical and geographical facts, cultural heritage, teenage lifestyles, etc. in order to raise students’ awareness of the target culture, and develop a richer perspective of their own culture. • Other small but interesting sections in the units are: Did you know that …? The aim of this section is to provide more information on the main topic of the lesson and interest students in finding more information on their own. Throughout the book students and teachers will also find website-


based resources to expand their knowledge of specific subjects. American v/s British English. Special notes show students the differences between American and British English in writing, pronunciation and vocabulary. Students are frequently confused with the different spelling or pronunciation and the idea of this explanation is to show them that both ways are perfectly acceptable.

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

• A list of useful websites for the teacher and the students. • Four extra tests. • The activities included in the book are classified according to their level of difficulty. This is shown in the Teacher’s Book with the following icons: Low= + Medium= ++ High= +++

CD The CD includes all the material for the listening tasks, including pronunciation, listening and listening test material. The transcripts of the recordings are included in the appendix Transcripts, at the end of each unit.

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

Collaborative Work In project-based learning, students work in teams to explore realworld problems and create presentations to share what they have learnt. This approach has many benefits for students, including: • Deeper knowledge of subject matter; • Increased self-direction and motivation; • Improved research and problem-solving skills. Additionally, it gives the teacher the grounds for evaluating w hat students have learnt and how they apply that knowledg e to reallife situations. The book has projects for students to complete. Each relates to the unit and asks students to try and answer a question or solve

9

a problem - one that has relevance for them and that they might have to deal with one day in real life. Let students choose their own group – there is nothing worse than being stuck with someone you do not get along with. Give them enough time to prepare the project. Praise and reward good presentations and extra effort made.

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

Learner training This concept has to do with developing students’ awareness of how they learn and how they develop their learning strategies so that they become more effective and independent learners. Teachers should encourage students to analyze their learning process, making them think about their learning, what problems they have and how they could improve their performance, so that they can take the appropriate steps to optimize their learning. Special attention should be paid to the training of students in pair and group work, emphasizing the importance of everyone’s contribution and the respect for the ideas of classmates.

Mixed ability Travelers caters for mixed-ability classes in a variety of ways. The teacher needs to develop techniques which allow students of all levels to benefit from the lesson. Individual feedback is advisable in any class, but in a mixed-ability class, this attention to detail can increase student satisfaction. The teacher should always try to make some mental, if not written, notes about each student in such classes. As the course progresses and opportunities arise, the teacher should congratulate individual students on their improvements and make tactful suggestions on areas to work on. A few sentences during general monitoring are better than nothing. These details show that the teacher is aware of individual needs of students. Additionally, each lesson in Travelers offers at least one activity that can be done by fast learners, while the rest of the class is finishing a task.

Games Games are important when learning a foreign language because they are motivating and help students to sustain the effort of learning. However, games are the means and not the end – they are a way of making learning more entertaining and should not be treated as time fillers. Each game in this book is there for a purpose and needs teacher supervision and sometimes prior preparation.

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

Evaluation and Assessment In Travelers, evaluation is ongoing and an integral part of the learning process. It takes the form of both student evaluation and teacher evaluation.

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

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


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

A mark should be given to each of the three components below. The final mark should be the average of these three marks: 1. Classwork. Taking into account general attitude, participation, cooperation with classmates and work done. 2. Projects. A project evaluation sheet (photocopiable) is provided in the appendix Evaluation Instruments. 3. Tests. There are three tests per unit. These tests assess listening and reading comprehension, as well as specific language items studied and practiced in the units.

the units in connection with projects and activities, or with contents the students find interesting in the lessons. - Role-plays. Choose any of the dialogues, give groups time to practice and invite two or three groups to present. - Questionnaires. Prepare a short questionnaire at the end of a unit on the content of the different texts. Assign it for homework or use it as an informal test, which they can answer looking at the texts – they do not need to know the information by heart, but should know how to find it! - Bulletin board displays. Ask students to collect photos, pictures, cutouts on a chosen topic, add a short text about them following a model you can provide, and assign a place in the classroom or the school for them to display their work. - Written quizzes based on the written or oral texts used in class, that may include: fill in the blanks with or w ithout words given, put words in order to form sentences, correct the mistake (grammar or information), etc. - Contests and games. Bingo with vocabulary words or verb tenses, find as many words as you can in x minutes under different categories, find information in the dictionary, how much do you know about ...?

Further Suggestions for Evaluation

Introducing Travelers to your Students

As evaluation is an ongoing process, apart from the formal tests provided in the Student‘s Book, remember to evaluate students’ performance in every activity they carry out, making notes of their problems and achievements, keeping a record of their participation, giving them informal marks that you can put together and average at the end of a term, using the evaluation instruments provided in the Evaluation Instruments Appendix, at the end of the book. You may also agree with them to consider their self-evaluation at the end of each unit, monitoring their performance and using the marks they give themselves as part of their official marks.

Before starting Unit 1, introduce students to the course, the components and methodology. Explain the importance of their participation, the work organization into individual, pair and group work, the role of self-evaluation, etc.

Additionally, here are a few suggestions that you can adapt for different contents and use at different moments of your lessons, and that you can mark according to the level of difficulty, time students spend preparing and presenting, etc. - Mini-presentations by small groups of students. Give them time to gather information, suggest they use patterns you provide or that have appeared in the lesson, help them rehearse the presentation, correcting pronunciation, and invite two or three groups to present. This activity can be used in all

Bibliography

Teacher Evaluation Teacher evaluation combines formative and summative instruments. The following suggestions could be considered to reach a final mark for each student.

Travelers Magazine At the end of the book there is a magazine with attractive articles and challenging activities to be used by the students on their own, whenever they feel interested. They are meant to provide students with fun, general information and useful training in study skills.

Both the Teacher’s Book and the Student’s Book offer suggestions of materials that can be used for reference. Some of these materials can be found in the Centro de Recursos de Aprendizaje (CRA) in each school.

11

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

12

The Chilean Ministry of Education has presented the community with a new curricular tool, the Learning Progress Maps. It is possible that the teachers may have a lot of information about them, from different and probably more complete sources than those provided here 13. This brief and concise document does not intend to be exhaustive nor replace any of those sources. It only wishes to present the Maps in a very specific context, that of a particularly specific training in evaluation for learning, as in that area they can be very useful in the different steps of that training. This is a brief introduction to the Maps that considers the inclusion principle that guides them, the way in which they are presented, an example and some details to understand their pedagogical and evaluative usefulness. Rather than theoretical or conceptual details, special importance is given to the elements that facilitate their use by teachers.

Introduction The Learning Progress Maps have been developed to show teachers, students and parents the way in which learning progresses along school life, and especially the expected direction for each of the areas of the curriculum. They are neither a new curriculum nor a curricular alternative, but are based on the existing Curricular Framework. Their objective is to describe the types of learning promoted by the Fundamental Objectives and the Obligatory Minimum Contents, and to indicate the characteristics of their development from 5 th Year of Primary Education to 4th year of Secondary Education. The Maps can be used in the day-to-day classroom work to establish the students’ position, their differences and their learning needs. Once this reflection and awareness task is done, it is possible to design a variety of teaching strategies to cater for the students’needs. 11

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

Evaluation for Learning in Practice It is important to distinguish Evaluation for Learning as a particular model that is different from the traditional interpretations of evaluation. Here is a summary of its main characteristics. In this conception, evaluation: • is considered an intrinsic part of teaching and learning. • requires that teachers share with their students the learning achievements expected from them.

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

11



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

aspects, the teachers are involved in the collec tion of information about their students’learning and motivate them to revise their work critically and constructively. The methods to obtain information about the learning are well known and they are mainly: • To observe the students and listen to them when they reason and describe their work. • To ask students open questions, inviting them to explore their ideas and reasoning. • To propose ideas that require students to use certain abilities or to apply ideas. • To ask students to communicate their ideas not only in writing but also through drawings, artefacts, actions, dramatizations and concept maps. • To discuss key words and analyze how they must be used. Of course, teachers can collect this information through the methods identified above, and then use it to improve learning. The use of this information requires that teachers and students make decisions and act: they must decide on the next steps in the learning process and help students get started. It is of the utmost importance to remember that it is the students who must do the walking; consequently, the students who are more involved in the process will better understand how to extend and improve their learning. A plan that involves the students in the judgement of their own work – instead of being passive to face the judgements of teachers – has higher probabilities of raising the learning and achievement standards. This is a different conception of “feedback”. The “food” the teacher offers is a portrait of the objective to reach, of the standard or goal towards which the student must aim and which, in this way, constitutes a point of comparison for his / her work. The role of the teacher – and what constitutes the core of teaching – is to provide the students with the skills and strategies required to take the steps they need to improve their own learning.

Key Principles of Evaluation for Learning Evaluation is a process that allows the recollection of evidence on the learning achieved by the students at a given moment. The object of the evaluation is the work produced by the student, never the student. • The key dimensions of learning from the point of view of the learning area and the learning level of the students constitute the criteria used for the evaluation of learning.


• The criteria must be shared with the students so that they know and understand them, and for them to direct their work accordingly. • Self-evaluation and peer-evaluation must be done using pre-established criteria. If this does not happen their validity will be questionable, because different individuals naturally evaluate according to their own personal criteria. • It must be remembered that evaluation necessarily involves value judgements. This happens when a teacher assigns a

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

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

What LPMs are not

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

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

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

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

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

They are not checklists for test correction.

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

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

How many LPMs have been prepared? Each area of the curriculum has sub-divisions that represent topics or abilities that must be developed during school life. A Map has been designed for each of them.

language, contributes to the understanding of the mother tongue, and at the same time it widens the opportunities to access information in other areas of study.

Presentation of the Maps English Our country’s active participation in different areas of the international sphere, together with the changes produced by globalization, make the learning of English essential to successfully face the demands of society in the XXI century. Learning English is a challenging and attractive activity at any age, but particularly for young people who see it as a tool to access information and technology and as a means of communication with other realities and cultures. Learning English or any other foreign

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


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

Reading Progress Map The aim of the English curriculum is to get students to use and apply the language in different tasks that imply they can understand oral and written texts, and solve simple

communicative situations orally or in writing. From this point of view, four English Learning Maps have been designed, around the following linguistic abilities: • Reading • Listening • Writing • Oral Expression The Maps of English have been designed using the international standards of the Common European Framework (CEF) for teaching, learning and evaluating languages, and those of the Association of Language Testers of Europe (ALTE). CEF level A2 and ALTE 1 (Waystage User) are associated to level 4, which describes the expected learning achieved by the majority of the students by the end of 8th year Básico; level B1 and ALTE 2 (Threshold user) are associated to level 6, which describes the expected learning achieved by the majority of students by the end of 4th Medio. To describe progress in reading comprehension, the Reading M ap is organized around two dimensions:

a. Text-types. In this dimension the progression is given by the complexity of the topics the students read about and the complexity of the language used in the texts. There is progression from concrete to abstract topics, and from language expressed in simple sentences to language expressed in compound sentences of intermediate complexity.

b. Reading abilities. This dimension includes the students’ capacity to extract specific information, to infer information and to show global comprehension of what they have read. The Map describes how these reading abilities become more complex from one level to the next, also in relationship with the increasing complexity of the texts read. In the light of these dimensions, the Map describes a student’s reading comprehension progress, from the ability to identify some highlighted information, to make simple inferences and state the main topic of a very short, simple text (in level 3), to end up being able to reach a higher level of inference and a deeper understanding of linguistically and conceptually more complex texts. (level 6).


English Progress Map Identifies explicit and implicit messages and incorporates knowledge of the topic and of the English language to build up the

Level 7 main meaning. Understands texts that include a variety of simple and medium complexity structural patterns and are related Outstanding to personal interest topics.

Level 6

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

Level 5

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

Level 4

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

Level 3

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

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

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

Level 4

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

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

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


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

Travelers helps the teacher in this task through a number of carefully designed exercises, very clear tasks, and opportunities for the students to check and evaluate their own work.

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

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

One of the reasons for bad discipline is usually students’inability to cope with the tasks. The noisiest students will demonstrate their frustration by means of loud outbursts and disruptive behaviour, while the rest of the class may remain passive. To avoid discipline problems, these preventative strategies are suggested: - Careful planning, so that students realize there is a feeling of purpose which keeps their attention on the task in hand. - Clear instructions, given very simply and assertively so that students know exactly what to do.

Working with big classes These ideas may help you deal with a big class and allow you to put into practice the suggestions for activities in the lessons. • At the beginning of the year, discuss and establish, together with the class, a few class rules. Ask different groups to write them on pieces of poster board and display them permanently on a wall. They may be written in Spanish and little by little turned into English, or they may be written in English and accompanied by pictures illustrating them. • Involve the whole class when giving instructions, explanations or when checking answers, but try to use pair and group work as often as possible. • Train your students to work in pairs or groups from the very beginning, little by little, first only in pairs, doing simple tasks such as making lists of words, looking up words in a dictionary, preparing a couple of questions, etc., then move on to more complex tasks, and finally start asking them to work in groups. • An important part of the training period should be to ask them to move quickly and with as little noise as possible. Do not ask the whole class to form groups or pairs at the same time, but do it by rows and praise the row that does it best. • Try and use a variety of working arrangements: pairs with the student next to them, with the student behind, with the student in the row opposite, etc., or form pairs with simple action games, such as forming two big circles, asking them to move in different directions and stop when you say so: their partner is the person they are standing opposite to at that moment, etc.


• At the beginning, ask students to form pairs or groups with the people near them, but eventually ask them to move around more. When they have been trained in pair and group work, you may ask the whole class to leave their seats and move around the classroom to work with different partners, gathering information or opinions, carrying out a survey, etc. • Apply different criteria to form pairs and groups: sometimes put together students of similar levels and assign different tasks according to their levels; at other times, form mixedability pairs or groups, so that stronger students may help weaker ones; take an active part in the formation of groups, but occasionally, let students choose who they want to work with. Take these opportunities to emphasize the importance of cooperation and respect for everyone’s ideas, abilities and contributions. • Give short, clear instructions, and always check that students have understood what they have to do by asking them to repeat your instructions – in Spanish if necessary. You may ask the best students to write short reminders of the steps of the activity on the board. • Provide a clear model of what pairs or groups have to do with one or two students in front of the class before they begin working on their own. • Assign a clear time limit for each activity – and keep to it! Do not ask “Are you ready?”as most probably the answer will be a loud NOOO!, even if they are ready. • After you have given and checked instructions for the activities, start walking around the classroom, going from group to group as quickly as possible. Repeat the instructions if you see that most of the students have not understood or are not doing what they are supposed to be doing. • Agree with the class on a code you will use to indicate that they have to stop doing the activity, stop talking and get ready to check results. For example, you may stand in a particular place in the classroom; or you may raise your hand and as students see you they have to do the same; or you may count from five to one, etc. In general, avoid shouting, as loud noises tend to generate louder responses.

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

Pairwork and groupwork This type of work encourages students to share their skills and knowledge, and learn from each other. It also increases students’ involvement and active participation, as well as developing positive attitudes. It is important to share with the students the importance of these activities which will give them an opportunity to learn the social and communicative skills required to work with other people: acceptance of other ideas, responsibility, commitment, cooperation, respect for turn taking, etc. The teacher should take an active role in group formation, so that the students do not always work with the same people, to take full advantage of the variety of learning styles and abilities. Students should assume different roles each time (coordinator, secretary, researcher, presenter, artist, writer, etc.).


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

Some methodological suggestions for skill development Developing listening skills • Follow the organization of activities into before, while and after listening. • Before listening: - Introduce and get students involved in the topic of the text. Elicit what they know about it and help them relate it to their own experiences. Make use of the illustrations provided and / or use your own. - Use this introduction of the topic to present key vocabulary and structures, and write them on the board. - Invite students to predict the content and to formulate hypotheses of what will appear in the text. - Do these activities quickly and take advantage of the interest created to continue with the listening activities. • Listening: - Play the recording once or twice for students to check their predictions and hypotheses. Accept other information they may have gathered, but do not go into details at this stage, just concentrate on the general idea. - Remind students of cognate words, which they can identify more easily when they listen, and which help comprehension and consequent task realization. - Read and clarify instructions with the class, and do the different listening activities one by one, concentrating on the task assigned and checking answers after each successive listening. Every time students listen to the text, they should have a clear purpose and task, provided in the instructions, which will help them focus their attention and identify the information required. - Help students recognize different supporting elements in the spoken texts: intonation, voice pitch, pauses, emphasis, background noise, etc. • After listening: - Help students summarize the text orally and / or in writing using the models provided. - Encourage reinforcement of vocabulary and grammar that appeared in the text, always using the context and providing further examples or similar contexts.


- Discuss the topic of the lesson, help students reflect on the contents and highlight the values presented, making them notice the connections with their own reality. - Make students evaluate their own performance in the lesson. a. Did their predictions help them understand the text? b. How did they do in the different listening activities? c. What new words, expressions or structures did they learn in this lesson? Can they use them in other situations?

Developing reading skills • Follow the organization of activities into before, while and after reading. • Before reading: - Introduce and get students involved in the topic of the text. Elicit what they know about it and help them relate it to their own experiences. Make use of the illustrations provided and / or use your own. - Use this introduction of the topic to present key vocabulary and structures, and write them on the board. - Invite students to predict the content and to formulate hypotheses of what will appear in the text. - Always ask students to give a quick look at the text and identify the cognate words and the words they already know. This will help them formulate more informed hypotheses and also help them feel less insecure when facing a new text. - Draw students’ attention to the structure of the text: layout, punctuation, titles, subtitles, etc., to identify the type of text they will be reading, all of which will also provide clues that will help them understand the text. - Do these activities quickly and take advantage of the interest created to continue with the reading activities. • Reading: - First ask students to read the text quickly to check their predictions and hypotheses. Accept other information they may have gathered, but do not go into details at this stage, just concentrate on the general idea. - Remind students of cognate words, which they can identify easily, and which help comprehension and consequent task realization. Present false cognates if there are any in the text. - Read and clarify instructions with the class, and do the different reading activities one by one, concentrating on the task assigned and checking answers after each successive reading. Every time

students read the text, they should have a clear purpose and task, provided in the instructions, which will help them focus their attention and identify the information required. - Help students recognize different supporting elements in the written texts: text organization, reference markers, letter types, graphic support, punctuation marks, illustrations, etc. - Remind students of some general characteristics of text organization: main ideas are usually at the beginning of each paragraph, connectors give important clues –and indicates addition, but , however indicate contradiction, because indicates a reason, or indicates alternatives, etc. • After reading: - Help students summarize the text orally and / or in writing using the models provided. - Encourage reinforcement of vocabulary and grammar that appeared in the text, always using the context and providing further examples or similar contexts. - Discuss the topic of the lesson, help students reflect on the contents and highlight the values presented, making them notice the connections with their own reality. - Make use of the FL (Fast learners) activities or the cartoon strip episode in the Student’s Book and of the complementary activities in the Teacher’s Book to provide further practice in a freer context, either for the whole class or for faster, keener students. Invite them to make comments on the contents and share them with the rest of the class. - Encourage students to make use of the Reflections section to evaluate their own performance in the lesson.

Developing oral expression • At the beginning of the course, prepare a poster / posters with the class, showing the expressions they must use as part of the classroom interaction. You may use different colours to classify them into: a. Greetings: Good morning, good afternoon, hello, hi, goodbye, bye. How are you today? I’m (not) very well, thank you. And you? Teach them to address you as Mr. / Miss / Mrs. plus your surname. b. Asking for help or clarification: How do you say / spell / pronounce ...?, Can you help me, please? Can you repeat, please? Can you play the recording again, please? Can I / we use the dictionary / the computer? Can I work with ...? Can you tell / give me ...?


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

CLASSROOM LANGUAGE

Developing written expression • Always provide a model for students to follow. Go from simple, very guided activities to more complex ones: just words that students use to fill in blanks, or exercises in which they put words in order to form sentences, short answers to simple questions, using a pattern given and substituting some elements, etc. • Make students aware of punctuation marks and connectors to be used. • Check written work while walking around the classroom, or collect notebooks, or provide the correct versions on the board or on a transparency.

59

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

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

The date A: What day is it today? B: It’s Monday / It’s Tuesday / It’s Wednesday / It’s Thursday / It’s Friday / It’s Saturday / It’s Sunday A: What’s the date today? B: It’s (Monday) March 9th.

The weather A: What’s the weather like today? B: It’s sunny / It’s cloudy / It’s hot / It’s cold / It’s nice and warm / It’s nice and cool. It’s raining / It’s snowing.

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

Encouragement (TEACHERS) Well done! Good! Excellent! Good work! Congratulations!

The time A: What’s the time? / What time is it? B: It’s one o’clock. / It’s two o’clock. / It’s three o’clock. / It’s ten o’clock. / It’s twelve o’clock. A: What’s the time? / What time is it? B: It’s quarter past nine. It’s half past ten. It’s five past eleven./ It’s ten past twelve / It’s twenty past one/ It’s twenty five past two. A: What’s the time? / What time is it? B: It’s a quarter to eight. It’s twenty five to nine / It’s twenty to ten/ It’s ten to three/ It’s five to four.

21

Some Commands and Instructions (TEACHERS) Add more words. Answer the questions. Be quiet. Check your answers Check your predictions. Close the door. Come to the board. Compare your answers. Compare your answers in your group. Complete the paragraph. Complete the sentences. Complete the summary. Complete the table. Copy the instructions. Cross out the words you do not hear. Discuss the ideas in your group. Do exercise 1. Do not write in ink. Do not write in your book. Fill in the blanks. Find examples in the text. Find out who wrote this poem. Find the cognates in the text. Go to the board. Identify the best description. Listen to the recording. Listen. Look. Look at the pictures. Look up these words in the dictionary. Make a list. Make a list of topics. Make some notes. Match the pictures. Name three activities. Open the window. Open your books. Pay attention, please. Put the pictures in order. Read the instructions. Read the sentences. Select the correct answer. Silence, please.


Sit down. Stand up. Talk to your partner. That’s all for today, thank you. Work in groups of 4. Work in groups of three or four. Work with your partner. Write the sentences.

Turn taking and permissions: (STUDENTS) It’s your turn. Sorry, it’s my turn. Excuse me, can I say something? Excuse me; can I leave the room for a minute? Can I talk to you after the class? May I go to the bathroom?

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


THE INTERNET IN THE LANGUAGE CLASSROOM Nowadays, in the era of the information revolution and the widespread use of the Internet in almost all spheres of life, it seems that using computer technology in the teaching process is more and more accepted and widespread. The Internet can serve as a teaching medium, and be a rich source of materials of any kind (texts, pictures, sounds, music and films). It can also serve as a basis for their lessons, instead of relying on texts from the coursebook only. Internet-assisted lessons may supplement teaching by adding another dimension to the classroom. Students can use web resources to gather information on various topics or prepare to present a topic. The Internet gives great possibilities for students’ individual work, allowing them to work at their own pace, on the materials they choose themselves, giving them variety and choice and offering an attractive and interactive learning environment. This is largely achieved by the use of communication tools such as email, chat or discussion groups. Due to these widely accessible and inexpensive tools, any student can communicate with people from different parts of the world.

How Useful is the Internet in the Classroom? • Students do online reading, listening, writing or speaking and thus improve their skills. • Students encounter grammatical structures in real contexts. • The potential of communication tools may be exploited through e-mail, chat, discussion groups, videoconferencing. • Activities demanding collaboration can be developed. • Internet-assisted instruction fosters learner independence. • Individual students find partners and can write e-mail letters to them. • Collaborative work between schools can be developed.

How does the Internet Help the Teacher? • Teachers can gather information about different and varied topics: facts, figures, and formulas; book reviews; historical archives; authors; collaborative projects; lesson plans. • E-mailing, for example, can serve the goals of the teacher reinforcing structures and lexis, enlarging students’ knowledge of the world and practicing the conventions of writing. • Teachers can easily find opportunities for professional development through up-to-date resources and seminars.

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

Some Tips to Develop Internet-safe Lessons • Never start lessons by having students use search engines on their own. • Ask students to find very specific information, not just surf. • Always tell students to write down the URLs of the sites they use for reports in a bibliographical format. • Don’t send the entire class to the same site at the same time. • When possible, try to preview sites before students visit them. • URLs of web sites change all the time so try the links yourself first.


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


USING THE TB

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

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

The active vocabulary that students may The transcription of the listening texts, the need to understand the texts and carry out pronunciation exercises and the oral the different tasks in each lesson. practice activities are at the end of the unit. 35

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

The learning abilities to develop in each activity.


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

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

The answers for each activity.

Reflections

FL : Fast Learners.

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

: Fast Learners. Activity for keener or faster students. FL

The students read the questions and identify: • The main problems they had to speak in English. • In what way they showed support to their partners.

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

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

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

26 1 T I

N U

SUGGESTED YEAR PLANNING UNIT 1 CULTURAL ELEMENTS Minimum Obligatory Contents Topic

Cultural diversity Listening Comprehension Morpho-syntactic elements

• Affirmative, negative and interrogative sentences • The Simple Past • Sequence markers • Adverbs of frequency Strategies

• To use previous experience and knowledge of the topic. • To identify key words to get the general idea. • To use context, mimicry and familiar words to predict possible meaning of new words. • To relate new and old information. • To distinguish phonemes that can interfere with communication. • To relate oral and written version of words, phrases and sentences. • To integrate written production by writing words to consolidate key lexical items. • To integrate oral and written expression through the use of short phrases and sentences to show comprehension. Reading Comprehension Language: direct and metaphorical Morpho-syntactic elements

• Affirmative, negative and interrogative sentences • The Simple Past • Sequence markers • Adverbs of frequency Strategies

• To use context and previous knowledge of the language to predict development of the text. • To skim the text to identify the general idea. • To scan the text to identify specific information.

• To relate explicit information to make simple inferences. • To use previous knowledge of words to infer the meaning of new words. • To look up the meaning of key lexical items in the dictionary. • To integrate written expression to consolidate thematic vocabulary and key grammatical items. • To integrate the written and spoken version of words to learn their pronunciation and spelling. • To incorporate oral and written expression through the use of phrases and short sentences. • To use Spanish to show comprehension when necessary. Oral Expression Communicative functions

• To talk about a topic. • To talk about national celebrations. Morpho-syntactic elements

• Affirmative, negative and interrogative sentences. • The Past Simple. • Sequence markers. • Adverbs of frequency. Lexical elements

• 500 words of high frequency in oral texts. Pronunciation

• English phonemes. Strategies

• To use everyday fixed phrases and sentences in personally relevant contexts. • To use high frequency words and the thematic vocabulary of the level in personally relevant contexts. • To use expressions associated with the communicative functions of the level in personally relevant contexts.

• To integrate listening as basic input for interaction. • To integrate reading as a source of information to produce oral texts. • To discriminate, imitate and repeat phonemes. • To relate written and spoken version of sounds to identify and incorporate intonation patterns. Written Expression Morpho-syntactic elements

• Affirmative, negative and interrogative sentences • The Simple Past • Sequence markers • Adverbs of frequency • Punctuation marks such as: full stop and capital letters. • 400 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.

27 1 T I

N U

Learning Abilities

Expected Outcome

• To listen and identify

• Acquisition of

Attitudes

Resources

• To appreciete the

• Brochures. • Legends. • Personal reports

Evaluation

Reflections • Metacognition general and specific vocabulary related to importance of information, implicit and traditional celebrations, preserving cultural Minitests explicit. music and dances. expressions. and conversations. • Listening • To read and identify • The use of the Simple • To accept and • Interviews. • Reading • Tongue twisters. • Language general and specific Present and Simple Past, respect cultural • Phone information. adverbs of frequency and social Synthesis • To say short simple and sequence markers. diversity. conversations. Test your • Effective exchange of • Dialogues. messages about the Knowledge • Paragraphs about • Listening topics of the lessons. information. • To write short simple • Effective use of writing favorite activities. • Reading • Information in a • Language messages about the skills as a means of topics of the lessons. communication. graphic organizer. • Oral expression • To understand high • Paragraphs about Self-evaluation frequency words and the future plans. Reading and thematic vocabulary of Listening tests the lessons in oral and Observation sheets written texts. Rubrics • To develop awareness of cultural diversity and respect for the English language.

Time • 20 class hours for

the main body of text. • 4 class hours for evaluation. • 3 class hours for consolidation and extra activities. • 1 class hour for the comic strip.

28 1 T I

N U

UNIT

1

IN THIS UNIT YOU WILL USE THE FOLLOWING TEXT-TYPES: LISTENING • Personal reports • An interview • A telephone conversation READING • A brochure • A legend

YOU WILL DEVELOP THESE ABILITIES LISTENING • To use previous knowledge to

predict content • To identify specific information • To recognize participants in a communicative situation • To discriminate between main and secondary ideas READING • To identify type and purpose of a

text • To infer meaning of words from the context • To recognize textual elements • To identify the sequence of events SPEAKING • To talk about a topic • To use everyday English WRITING • To organize ideas to complete

paragraphs • To present information in graphic organizers

YOU WILL LEARN THE FOLLOWING LANGUAGE • • • •

The Past Simple Tense Sequence markers Adverbs of frequency Words related to traditional celebrations, music and dances.

YOU WILL PAY SPECIAL ATTENTION TO THESE VALUES: • The importance of preserving our

cultural expressions • Acceptance and respect for cultural and social diversity

29 1 T I

CULTURAL ELEMENTS

IN T HIS UNIT Y OU W ILL USE T HE F OLLOW ING T EXT -T YP ES:

YOU WILL DEVELOP THESE

WRITING

ABILITIES:

READING

LIST ENING

LISTENING

·a brochur e ·a legend

· personal report s · an interview · a telephone conver sat ion

· to use previous knowledge to predict content · to identify specific information · to recognize participants in a communicative situation · to discriminate between main and secondary ideas

· to organize ideas to complete paragraphs · to present information in graphic organizers

YOU WILL LEARN THE

READING

FOLLOWING LANGUAGE:

· t o ident ify t yp e and pur pose of a t ex t · t o infer meaning of w or ds from the cont ex t · t o recognize text ual element s · to identify t he sequence of ev ents

· the Past Simple Tense · sequence markers · adverbs of frequency · words related to traditional celebrations, music and dances

SPEAK ING

· t o talk about a t opic · t o use ev er yd ay English

AL PECI ALUES: A Y S P E V L S WIL TO THE YOU N o u r IO T N e r v i n g A T TE f p r e s o t a n c e i o n s. m p o r s o r · t h e i r a l e x p r e s r e s p e c t f y. c u l t u t a n c e a n d a l d i v e r s i t i p c · a c c e r a l a n d s o c u l t u

GETTING READY 1. Match

the sentences with the people in the photos.

2. Complete with your information.

a. Hi, I'm Peter. I'm from California, in the USA. b. I'm Ahmed. I'm from Cairo, in Egypt. c.

I'm Akemi. I'm from Kyoto, in Japan. Sadhvi. I'm from Calcutta, in India.

d. I'm

Hello, I'm ___________________. Paste your photo

I'm from __________________ , in _____________________ .

here

9

GETTING READY 1. In the first class, you can introduce the

2. Help the students complete the

topic of the unit by starting a conversation among the students about the elements that are part of their culture. Elicit what they consider part of their cultural background: language, food, traditions, dress codes, etc. and make notes on the board. Ask the students to look at the pictures and match the people with what they are saying, as a way of relating physical appearance, language and place of origin.

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

N U

30 1 T I

HOLIDAYS AND

N U

CELEBRATIONS

Lesson 1

BEFORE LISTENING 1. Look

at the pictures and find the names of the special occasions. Which of them do you celebrate?

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

b c a

PICTIONARY d

Christmas tree: árbol de navidad folk music: música folclórica party: fiesta samba: samba water ballon: bombita de agua 1.

Introduce the topic of the lesson before the students open their books. Ask them what people usually celebrate (birthdays, Christmas, national days, etc.), and what they usually do on these occasions (eat special food, send cards, dance, etc.). Then ask the students to look at the pictures and try to identify the name of the celebrations in them. (L.A: to predict content from pictures). Answers: a. Carnival. b. Hanukkah. c. Halloween. d. Christmas. e. St. Valentine’s Day. f. Ramadan.

2.

+ Read the words in the box aloud with

the class. Give the students a few minutes to match them with the pictures. (L.A: to understand key words from pictures). Answers: a. costumes. b. trick or treat. c. traditional food. d. parade. e. presents.

f

2. Match the pictures below with the words in the box. costumes

parades

traditional food

presents

trick or treat

e e a s t r s t m C h r i

+

See Error alert! at the end of the unit.

e

i c m u s f o l k b

a

c

y p a r t

b a s a m l lo o n r b a w a t e

10

3.

UNIT

d

1

In pairs students make lists of possible cognates related to the topic. (L.A: to predict content from context / topic). Possible answers: celebration, festival, tradition, activity, carnival, etc. +

e

4.

Introduce Kelly Hardrock to your students; tell them that she is an American girl who works as a reporter for the school magazine. She is a student at an international school with children from all over the world. Kelly is interviewing some of her school mates about their favorite celebrations; read the instruction aloud and ask the students to guess what celebrations they are going to mention; make notes of their predictions on the board. (L.A: to predict content from context). +

31 1 T I

3. With your partner, make a list of cognates related to the topic of

N U

holidays and celebrations in your notebook. 4. Kelly Hardrock, the International school reporter, talked to some

students from all over the world about their favorite celebrations. Can you guess which celebrations they mentioned?

++

8.

+++

LISTENING 5.

6.

Listen to the recording. Did you guess any of the celebrations? Listen to the recording again and match the pictures of the children with the celebration they are talking about.

Francisco, Chile

Ana, Brazil

Mike, US A

Elizabe th, UK

Independence Day Halloween Christmas

7.

Carnival

Listen again and put information in the corresponding slots in the chart. (some slots will be empty).

Celebration

Activities

Cloth es

Special e lements

Halloween

Big parties

Tree and _________

_________food

8.

Listen and identify the incorrect information in the sentences. a. Mike’s favorite celebration is Halloween because he loves playing

with water. b. Ana’s favorite activity

during Carnival are the parades. Elizabeth doesn’t like Christmas food. d. In Chile, the most important celebration is Christmas. c.

CULTURAL ELEMENTS

LISTENING See Transcript at the end of the unit. 5.

1

Play the recording once for students to check their predictions. Explain that in this first listening they should only concentrate on the names of celebrations that they can hear. It is not necessary for them to understand the whole text. (L.A: to validate predictions). Answers: Halloween; Carnival; Independence Day; Christmas. +

6.

1

11

Play the recording again and ask the students to match the children and the celebration they are talking about. Guide students’ attention to clue words like: costumes, trick, tree, special food, military parades, etc. (L.A: to match oral, visual and written information). Answers: Mike – Halloween; Ana – Carnival; Elizabeth – Christmas; Francisco – Independence Day. +

1

Invite the students to copy the table in their notebooks and to complete it as they listen to the recording again. Let them know that some slots will be empty. (L.A: to find and classify specific information). Answers: Halloween - Trick-or-treating - costumes - x. Carnival - Parades, dancing samba, playing with water - x - x. Christmas - Big parties; families get together, - x - Tree, food, presents. Independence Day - Go to the fondas, listen to national music, fly kites - x Food (traditional), two days off.

7.

1

Ask the students to read and try to identify the incorrect information. Play the recording once more for students to check their answers. (L.A: to find specific information and identify wrong information). Answers: a. He loves playing tricks, not playing with water. b. Ana’s favorite activities during carnival are the parades, dancing samba and playing with water, not the presents. c. Elizabeth loves Christmas food. d. In Chile, the most important celebration is Independence Day, not Christmas.

32 1 T I

A F T E R L I S T E N I N G

N U

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

Frequency adverbs

AFTER LISTENING ______________________

1. Read these sentences from the text. a. We always enjoy our Carnival games. b. I never miss this celebration. c. Children often fly kites this time of the year. d. Sometimes it rains.

LANGUAGE FOCUS– Frequency Adverbs 1. Students revise the sentences from the

2. Complete the general rule. We use words like _____________, _____________to express the frequency in which we do certain things.

text. Draw their attention to the words in bold. Guide them to discover what they express. If necessary, explain the meaning of frequency , which is associated to routine , habit, an activity that is performed regularly . 2. Help the students to complete the general rule. We use words like always, never; usually, to express the frequency with which we do certain things. 3. Elicit other frequency adverbs and tell the students to complete the scale. Answers: 70-50% often; 40-30% sometimes; 20-10% hardly ever. ______________________

3. Complete the scale with a frequency adverb: always

usually

_________

_________

never

100%

90-70%

70 – 40 %

30 – 10%

0%

9. How do you celebrate Independence Day? What special activities do you do? Complete the following letter to a friend. In Chile, Independence Day is celebrated on the ______________. We have

Did y ou know t hat … one o f the mos t trad itional celebra tions in Chile is Cuasimodo ? On the Sunda y a f ter Eas ter, pries ts take the hol y sacramen ts to the people who can ’ t go to church.

______________ days off school. People usually go to ______________ to ______________ and to eat ______________ and fly ______________. There are also ______________. 10.

Listen and repeat these ordinal numbers.

1st, 2nd, 3rd, 4th, 5th, 11th, 12th, 13th, 14th, 19th, 20th, 21st, 22nd , 23rd

11. Read the following dialogue and match the underlined parts with the words in the box. Listen, check and repeat. Then role - play it with your partner. yes

really good

A: What’s

your favor ite celebration? Independence Day. It’s wicked! A: Do you usually fly kites? B: Sure! I love it! B: It’s

9.

Help students think how they celebrate Independence Day; ask them what special activities they do, what they drink or eat, what kind of music they listen to, etc. Then, they complete the letter. Encourage some students to read it aloud. (L.A: to relate the content of the text and their own reality). Answers: May vary. See Error alert! at the end of the unit. ++

2

First play the recording and ask the students only to listen. Then play the recording again for them to listen and repeat each ordinal number. (L.A: to imitate a model).

10. +

3

In pairs, the students read the dialogue and match the meaning of the parts underlined with the words in the box. Then, ask some pairs to act it in

11. +++

What are the most serious problems I had when writing in English? When did I need the teacher’s assistance?

12

UNIT

12. FL Choose a celebration and find this information: a. How your classmates celebrate it. b. How often they do certain activities to enjoy the celebration.

1

front of the class. Additionally, you can ask the students for the equivalent everyday expressions that they use in Spanish and for more examples. (L.A: to imitate a model; to roleplay a dialogue). Answers: wicked-really good; sure-yes. Encourage fast learners to find out how much they know about celebrations around the world. If you have enough time, you can ask your students to add more questions to the quiz. (L.A: to realte topic to previous knowledge).

12. FL

Did you know that…

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

The students read the questions and identify: • the most important problems they had when writing. • how much they needed the teacher’s assistance when doing the exercises.

33 1 T I

A CHILEAN CELEBRATION BEFORE 1. Read

N U

Lesson 2

READING

Traditions and celebrations are very important and vary from country to country. They show us the way people live and different ways of celebrating special dates. What different kinds of celebrations do you know?

what Fernando says and answer his question.

2. Look at the pictures and identify the type of celebration. a. sports 3. Look

a.

c.

b. religious

c. historic

iv i t y f e s t

at the text on page 14 and decide where it comes from. S NE WS ECEE OF NEW A PI PIEC

A sc ienti fi c ar t ic l e

b.

An encyclopedia entr y

f i r e

d.

A t rav a v el gu i dd e

s m a s

pairs, find the meaning of these words in the dictionary. a. leave b. damage c. reach d. heritage e. mass

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

u e r e s c

CULTURAL ELEMENTS

BEFORE READING 1.

Introduce the topic of this lesson reading aloud what the boy says on page 13. Explain that he is one of Kelly’s classmates at the International school and that he has a question for them. Start a conversation about different kinds of celebrations. Allow students to use Spanish if necessary. (L.A: to relate the topic and their experiences).

2.

13

+ Give students a few minutes to look

at the pictures and identify the type of celebration they show. Invite them to mention different religious festivities in different parts of Chile and abroad. (L.A: to relate pictures and topic).

+

Answers: b. 3.

Help the students identify the type and origin of the text. Draw their attention to the colors, the format, the web address at the bottom, but do not give the correct answer yet. (L.A: to predict type of text). +

Write the words on the board while students look them up in a dictionary. Ask different volunteers to write the meanings. Allow them to write all the possible meanings and then choose the most appropriate when they read the text. (L.A: to understand key words). Answers: a. partir / abandonar. b. dañar / daño. c. alcanzar, alcance. d. herencia / patrimonio; e. misa / masa Draw students’ attention to the Pictionary and remind them that this is a kind of glossary that will appear in all the lessons, showing the meaning of key words that appear in the texts. They can use it at any time during the lesson. Invite students to study the words in the Pictionary and make sure they understand their meaning. ++

PICTIONARY

r y i o n a m i s s

4. In

4.

34 1 T I

READING

N U

A CHILEAN CELEBRATION

One of the most important religious festivities in the south of Chile is the festivity of Nazareno del Caguach. It takes place in Chiloé, (1) that it doesn’t appear on maps. People can reach it after two hours of navigation from Achao, or they can take a boat that leaves at around six in the morning from Dalcahue . The first traditional celebration began in 1778 when a Franciscan missionary, Hilario Martinez, brought (2) from Spain and five communities of the island began to adore it with special devotion.

In 1919, a big fire damagedalmost all the church but the community managed to rescue the original image. In 1925, the five communities of the island finished the construction of (3) which is today part of the World Heritage. Since then, people celebrate this important festivity every August 30 and also on the third Sunday of January, in the summer version of the festivity. The celebrations begin at 11 in the morning with a mass outside the church, accompanied by (4) . After lunch, there is a procession. Local people take the statues and religious figures from the church and parade them around the town.

Taken from: http://www.interpatagonia.com/iglesiaschiloe/caguach_i.html 5. Read the text and check your predictions. 6. Read the text again and

answer these questions.

a. How can people get to the island? b. When did the

celebrations begin? What happened in 1919? d. How do people celebrate? c.

14

Ask the students to read the text quickly and check their predictions in exercise 3. Explain that the objective of this first reading is only to confirm or correct the idea they had about the content. It is not necessary for them to understand the whole text. (L.A: to validate predictions). +

Answers: d. 6.

Read the questions with the class. Give students some time to read ++

1

the text more carefully to find and underline the answers. Check orally. (L.A: to find specific information). Answers: a. by boat, from Achao or from Dalcahue. b. in 1778. c. A big fire damaged almost all the church. d. With a mass and a procession.

READING 5.

UNIT

7.

+++ You can ask the whole class to find

supporting information for the sentences, or you can divide the class in four groups and give each group a sentence, which they then share with the class. (L.A: to find specific supporting information).

Answers: a. You can reach it after two

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

Give students time to read the text again and identify where the sentences should go. (L.A: to organize information in a text). Answers: a. - 2. b. - 1. c. - 4. d. - 3. ++

35 1 T I

7. Read

the text and find information that supports these sentences. a. You can’t arrive by car or bus. b. The present church is not the original one. c. People celebrate this festivity twice a year. d. Celebrations don’t begin early in the morning.

8. Put

N U

these sentences in the blanks in the text.

a. the image of Jesus of Nazareth b. on an island so small c.

traditional music and singing

d. The present temple

American English:

9. Read the text again. Which of the words underlined corresponds to

each of the following definitions? a. worship, love deeply and respect highly. b. harmed, injured. c. a group of people following each other in an orderly way, taking part in a religious ceremony. d. display, exhibit. A F T E R

Encyclopedia British English:

Encyclopaedia

READING

L AN G UA G E F O C U S

Connectors

1. Read

the sentences from the text, paying special attention to the words in bold. …the Franciscan missionary Hilario Martínez took the image from Spain and five communities began to adore … …the community rescued the image of Jesus because a big fire damaged almost all the old church. People can reach Caguach from Achao, or they can take a boat from Dalcahue.

2. Which of the words introduces: a. an alternative idea?

__________________________________ .

b. an additional idea?

__________________________________ .

c.

a reason?

__________________________________ .

3. Complete this general rule.

When we want to express ______________ ideas, or to combine ______________, we use a set of words called sentence ______________.

CULTURAL ELEMENTS

9.

++ Read the definitions with the class

and then ask them to read the text again and find the corresponding words. (L.A: to organize information in a text). Answers: a. adore. b. damaged. c. procession. d. parade.

AFTER READING ______________________ LANGUAGE FOCUS – Connectors

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

15

1. Invite the students to revise the

sentences from the text, paying special attention to the words highlighted. 2. Help the students to discover the answers. Answers: a. or. b. and. c. because. 3. Guide the students to complete the general rule. When we want to express additional ideas, or to combine sentences, we use a set of words called sentence connectors. ______________________

36 1 T I

10. Match

N U

sentences in A and B using and, because, or. People can celebrate in August.

A

It is not easy to go to Caguach. There is a mass outside the church.

10. + Refer the students to the Language

Focus to match sentences in A and B. (L.A: to reinforce a language aspect). Answers: People can celebrate in August and / or in summer. It is not easy to go to Caguach because it doesn’t appear in maps. There is a mass outside the church and there is a procession. Form groups of three or four students and encourage them to talk about an important festival or celebration they know. Show them how to follow the pattern to exchange information. (L.A: to imitate a model). Answers: Will vary according to students’choices. See Error alert! at the end of the unit.

People can celebrate in summer. It doesn’t appear on maps.

11. In your group, talk about an important festival or celebration you

know. Follow the pattern.

A: Do you know the name of an important celebration? B: Yes, the ___________. A: Where is it celebrated? B: In ___________, every ___________. A: What do people do? B: They ___________.

YES NO

11. ++

Did the exercises help me to understand the text?

12. With the information you collected in exercise 11, complete the

following paragraph about a festivity or celebration in your area.

How did I show support to my classmates?

This festival is celebrated in ___________(place) every ___________ (date). It is celebrated in honor of ___________. Celebrations include ___________and ___________. People usually ___________ (any useful information). 13. Read

the paragraph to your classmates.

Listen and repeat.

14.

The celebrations began in 1778. In 1919, a big fire damaged the church. In 1925, the communities finished the church. 15.

Invite the students to complete the paragraph about one of the festivities or celebrations they discussed in exercise 11. (L.A: to complete a paragraph).

12. ++

13. ++ Ask some of the students to read

There is a procession.

B

Listen and repeat this dialogue.

A: How do people celebrate Independence Day ? B: They eat traditional food, dance the national dance and fly kites. A: When do people celebrate Independence Day ? B: They celebrate it on the 18th and 19th of September . 16. FL

Substitute the highlighted words with your own ideas. Practice and then role-play the dialogue with your partner.

16

UNIT

1

their paragraphs aloud. (L.A: to dramatize a narration). Draw students’ attention to the parts highlighted in the dialogue and motivate them to change them with information about a festivity in their area. They work in pairs to practice the dialogue and then roleplay it in front of the class. (L.A: to dramatize a dialogue).

16. ++ FL 4

The first time you play the recording the students only listen. Then play the recording again for students to repeat after each question and answer, paying special attention to normal rhythm and accentuation. (L.A: to imitate a model).

14. +

5

Tell students to read the dialogue in silence first. Then play the recording for them to listen and repeat. (L.A: to imitate a model).

15. +

REFLECTIONS

The purpose of this activity is to help students reflect on their learning process and to raise their awareness of how they develop their own learning strategies to become more effective learners. They should work on their own but you may help and guide them when necessary. Encourage them to keep a record of their answers in a special section of their notebooks. The students read the questions and analyze: • how the exercises helped them to understand the text. • in what way(s) they showed support to their classmates.

37 1 T I

MINI - TEST

N U

LISTENING

Listen to the text in lesson 1 again and identify where Ana and Francisco come from.

1.

Argentina

2.

Brazil

Chile

Peru

the USA

Venezuela

Listen again and fill in the blanks. a. I

love ______________ !

b. Families get together for big c.

______________ .

People have ______________ days off.

READING 3. Read the text in lesson 2 and write the event that corresponds to each year. a. 1778: _______________________

b. 1919:

_______________________

1925: _______________________

d. 1970:

_______________________

c.

4. Read

the text again and answer the following questions. kind of festivity does the text describe? b. How does the celebration begin? a. What

LANGUAGE 5. Complete the following sentences with an adverb of frequency. a. People

_______________________ eat special food to celebrate Christmas. (100%)

b. We _______________________ c.

miss a party. (0%)

Students _______________________ dance the Cueca at schools in September. (50 %)

d. Children _______________________fly

6. Connect

kites in September in Chile. (90%)

these pairs of sentences using and , or , because .

a. For Halloween, children wear costumes.

For Halloween, children play tricks. b. We can’t get to Caguach early in the morning.

The trip takes two hours. People can celebrate in winter. People can celebrate in summer. d. People can celebrate twice. There is a summer and a winter version of the festival. c.

Keep trying Review!

Well done!

Excellent!

CULTURAL ELEMENTS

MINI - TEST The mini-tests in lessons 1 and 2 provide material to check and revise students’ progress and inform 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. Check answers orally and help them work out their score. Advise students who get less than 50% of the answers correct, and congratulate those with good results.

17

Answers: LISTENING 1 1. Ana - Brazil; Francisco - Chile. 2. a. Accept any of the following: playing

tricks / the parades / dancing samba / playing with water / the food / the tree / receiving presents. b. parties. c. two. READING 3. a. 1778: celebrations began. b. 1919: fire damaged the church. c. 1925: people

finished the new church. 4. a. religious. b. with a mass outside the church.

LANGUAGE 5. a. always. b. never. c. often. d. usually. 6. a. For Halloween, children wear costumes and play tricks. b. We can’t get

to Caguach very early because the trip takes two hours. c. People can celebrate in winter or in summer. d. People can celebrate twice because there is a summer and a winter version of the festival.

38 1 T I

N U

TOP OF THE POPS BEFORE

A new star is visiting our country for the first time and I’m going to interview him. Choose the questions that you think I’m going to ask him:

BEFORE LISTENING 1.

2.

3.

+ Introduce the topic of this lesson

by talking about music with your students. Find out how much they know about the topic and elicit words related to it. Form pairs of students to make lists of different types of music. You can use this exercise as a competition. Check orally and congratulate winners. (L.A: to connect the topic with their previous experiences).

LISTENING

1. How many types of music do you know? Make a list with your partner. 2. Think about all the familiar words related to music that you know and write them under these headings. Instrument

People

Guitar

Types

Singer

Rock

Other

Band

3. Match these words with the definitions. a. career to make a record available for people to buy. b. release to give an incentive to do something. c. impress job or profession. d. encourage to be noticed and admired. 4. Read what Kelly says and follow her instruction. a. What’s your name? b. How old are you? c. Where did you study? d. Have you got a girl/boyfriend? e. Where do you live? f. Have you got any brothers or sisters? g. What are your favorite activities?

Ask a student to copy the chart on the board. Elicit some examples to put under each category and then give pairs a few minutes to add words. Check on the board. (L.A: to understand key words). Possible answers: Instrument: Guitar, Piano, Drums, Trumpet, Bass. People: Singer, Piano player/Pianist, Drummer, Soloist, Lead singer. Types: Rock, Techno, Reggae, Reggaeton, Salsa. Other: Band, Group, Star, Fan, Groupie. +

Students work in small groups matching the words and their definitions. Draw their attention to the Pictionary, too. (L.A: to understand key words). Answers: a. job or profession. b. to make a record available for people to buy. c. to be noticed and admired. d. to give an incentive to do something. Invite students to study the words in the Pictionary and make sure they understand their meaning.

Lesson 3

e i e n c a u d

LISTENING

5. i l g e r b

6. Listen to the interview and choose the correct alternative. The reporter is interviewing a: a. movie star. b. sports star. c. music star.

s t g u e

18

++

UNIT

Listen and check the questions Kelly asked.

1

PICTIONARY

LISTENING See Transcript at the end of the unit.

audience:público, espectadores gerbil: gerbo guest: invitado/a 4.

+

6.

+

Read what Kelly says and the possible questions with the class. Give them a few minutes to tick the questions they think Kelly will ask. (L.A: to predict from context). ++

6

Play the recording once for students to check which questions Kelly asked. (L.A: to validate predictions). Answers: b., d., f.

5.

6

If necessary play the recording again for students to identify the interviewee. (L.A: to identify a character). Answers: c.

39 1 T I

Listen to the interview again and complete the fact file.

7.

Name:

N U

Lil ’ C h r i s

AFTER LISTENING

Age: Type of music:

In pairs, the students exchange information about their music preferences and find out if they have the same tastes in music. Remember not to interrupt the students while they are doing a speaking activity. It is better to make notes of the most common mistakes and to correct them at the end of the activity. (L.A: to complete and dramatize a dialogue following a model).

10. ++

Musical instrument: Nº of pets: Nº of brothers/ sisters Favorite sport:

8.

Yes or No? plays hard rock. b. He has got a girlfriend. a. He

Complete the following sentence with Lil’Chris’s plans for the future.

9.

He wants to be _____________________________________________________ . A F T E R

LISTENING

10. Talk to your partner about your favorite music stars. Use the pattern to

share and compare your opinions and find out if you have the same tastes.

You:

Who is your favorite singer?

Your partner:

_____________.

You:

What kind of music does he / she play?

Your partner:

_____________.

You:

Does he / she play a musical instrument?

Your partner:

No / Yes. He / She plays _____________.

Ask students to get together in small groups with classmates who like the same music star. Give them time to copy the questions and write the answers from what they know. You can assign this activity as homework or as a project, in which case the students can collect information and pictures and present a roleplay of the interview, including bits of the music their star sings or plays. (L.A: to connect the text and their own realities).

11. ++

11.Write

an interview with a real music / movie star you like using the questions in Ex. 4. Provide real information in the answers.

12.

Listen and practice. Pay special attention to the pronunciation of the letter b.

Bill wants a gerbil. Bill wants to be big. Bill wants to play in a band and record many albums. CULTURAL ELEMENTS

19

7.

6

Draw students’ attention to the type of information that is required in each case to complete the factfile: a number, type of music, a musical instrument, etc. Play the recording once or twice. Check on the board. (L.A to find and classify specific information). Answers: 16; pop rock; the guitar; five; two; skateboarding. ++

6

Play the recording again. Students answer Yes or No. Check orally. (L.A: to discriminate between correct and incorrect information). Answers: a. No. b. No. 8.

++

9.

++

6

This activity concentrates on Lil’Chris’s plans for the future. Play the last part of the recording again. Check orally. (L.A: to find specific information). Answers: a. a big artist / as big as possible.

7

Read the instructions with the class. Draw their attention to the production of the sound / b /, with lips tightly together, and then separating them suddenly. First play the recording and ask the students only to listen. Then play the recording again for students to repeat each sentence. (L.A: to imitate a model).

12. +

40 1 T I

13.

N U

Complete the dialogue with words from the box.

a. Listen and check. b. Listen

and repeat.

c. Then, role-play it with your partner. Great

A: ____________ B: I

Guess

Let's

what? Lil’Chris is giving a show on Tuesday!

know. He’s my favourite si nger.

A: ____________

go together!

B: ____________? 14.

Really

____________!

Grade these music styles from 1 to 5 according to your preferences (1: you hate it; 5: you love it).

American English: Practice (verb, noun)

British English: Practise (verb) Practice (noun)

folk 15. FL

rock

reggae

classical

reggaeton

How much do you remember about the lesson? Try this crossword! 2 1

Across

1.

Lil’Chris has got five: g ___________.

3.

“Figure it Out”is his first: a ___________.

4.

It is the type of music Lil’Chris doesn’t

6.

This lesson is about: m ___________.

8.

Lil Chris’s profession: s ___________.

3

play: h ___________.

How did I use my previous knowledge to get the main idea of the text? How many words did I learn?

4

5 Down

6

2.

Lil’Chris’s favourite sport: s ___________.

5.

This is Lil’Chris’s instrument: g ________.

7.

This is a classical instrument :

7

8

p ___________.

You will find more interviews, film reviews, games, quizzes and interesting information at: http://news.bbc.co.uk/cbbcnews/default.stm 20

8

In pairs, the students complete the dialogue with words from the box. Play the recording several times, first for them to check that they have the right answers, and then to listen and repeat. Give them a few minutes to practice the dialogue and then invite some pairs to roleplay it in front of the class. (L.A: to imitate a model). Answers: Guess; Let’s; Really; Great.

13. ++

14. + Students grade the music styles from

1 to 5 according to their preferences (1: they hate it; 5: they love it). Invite them

UNIT

1

to share and compare the information with their classmates. (L.A: to connect the text and their own reality).

The students read the questions and analyze: • how they used their previous knowledge to get the main idea of the text. • how many words they learnt.

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.

15.

Motivate fast learners to find out how much they remember about the lesson. Ask them to solve the crossword. (L.A: to consolidate vocabulary). Answers: Across: 1. gerbils. 3. album. 4. hard

rock. 6. music. 8. singer. Down: 2. skateboarding. 5. guitar. 7. piano.

41 MYTHS AND LEGENDS

1 T I

N U

Lesson 4

BEFORE READING

1. Since the very beginning of history, human beings have tried to explain certain things or events. Do you know examples of this? Can you identify these pictures?

to read the words in the Pictionary too. (L.A: to identify the meaning of key words). Answers: beverage – a.; endurance – f.; journey – g.; leaves – c.; reward – d.; shelter – e.; weak – b. Invite students to study the words in the Pictionary and make sure they understand their meaning.

Can you mention some well-known Chilean myths or legends?

PICTIONARY

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

2. Answer Kelly’s question. 3. Match the words in the box with their Spanish equivalents in the list below. beverage

reward

shelter

4. e r i g i n a b o

endurance journey leaves weak

s t f o r e

t e r h u n

4. Have a quick look at the text and identify all the cognates. Then, guess what the story is about.

i e t r b

CULTURAL ELEMENTS

of this lesson, ask the students to look at the pictures and recognize what they illustrate. Ask them if they know examples of how human beings have tried to explain certain things or events. Elicit the names of other legends. (L.A: to connect the topic and their previous knowledge). Answers: The pictures illustrate universal legends: Atlantis, King

21

Arthur, Romulus and Remos; and Chilean legends: La Pincoya, El Caleuche.

BEFORE READING 1.

the text to find and write or say the cognates. This should give them an idea of what the story is about. They then make a note of their prediction. (L.A: to predict content making use of cognates).

f a r m

a. bebida b. débil c. hojas de árbol o de planta d. recompensa e. refugio f. resistencia g. viaje

+ To introduce the topic

+ Tell students to have a quick look at

Ask the students to read Kelly’s question. Check their answers orally. Make notes on the board. (L.A: to connect the topic and their previous knowledge).

2.

+

3.

++ Students work in small groups to

match the words and their Spanish equivalents. Check orally. Invite them

42 1 T I

READING

N U

READING 5.

Students read the text once, more slowly, but only to check their prediction about the topic of the story and find supporting information. (L.A: to validate predictions). Possible answer: The text is about an old man and his daughter, and a spirit. ++

YERBA MATE AND THE GUARANI PEOPLE something to make her father stronger and he Guaraní were t he aborigines that lived hier. in the Paraguayan forest before the Spanish healt used his magic Tupá people arrived. T hey were nomads and to grow a green wers po w ne for looking they mo ved around the territory plant with w hite farm. to lands flo wers. He taught Yari One day, w hen a tribe was a bout to mo ve to a and her father to to decided men oldest the of ne w location, one prepare tea using the stay because he felt tired and weak for the plant’s lea ves. When him with journey. His daug hter Yari stayed father drank t he Yari’s Soon alone. ve him lea to want didn’t because s he felt muc h he tea they had very little to eat. At that moment, t he Tupá told better. earth. to spirit Tupá descended them to s hare t he Dressed like a nomadic hunter, Tupá asked Yari plant wit h t he rest of for food and shelter for the nig ht. Extremely the tribe. Now, this he t and ty hospitali offered him generous, Yari brings comfort, beverage last of her food. Her charity surprised the spirit endurance to Guaraní people. and health for asked and he ga ve her a re ward. Yari

T

5. Read the text and check your prediction. Support your ideas.

6.

++ The

students read the text more carefully in order to complete the diagram. Check the labels with them. (L.A: to find and classify specific information). Answers: Type of text: Legend. Topic: The origin of mate. Characters: Yari, her father, Tupa. Time / Location: Before the Spanish

arrived in Paraguay. Message: The importance of being generous. Good actions are always rewarded.

6. Complete this diagram with the different elements of this text.

Type of text: _________________ Topic: ____________________

Characters: ________, ________,________

Time / Location: ________________

7. Find the partner for each tile to form complete sentences. Then write the sentences in your notebook in the correct order of events.

Did y ou know t hat … Chilean m y tholog y is charac terized b y a mul ti tude o f belie fs o f the indigenous people and o thers o f European origin ?

r t h Tupá came to ea and o f fered Yari a re ward

that gave her father comfort and health Yari stayed with her father

7.

Motivate the students to play a matching game finding the partner for each tile to form complete sentences. The shape of the tiles is a clue to the first or the second part of each sentence. Ask them to write the sentences in order in their notebooks, so that they have a short summary of the text. Encourage some of the students to “narrate” the story to the rest of the class by reading their summaries. (L.A: to match sentences that summarize the text). See Error alert! at the end of the unit. Answer: Yari was a young girl that lived in the Paraguayan forest. Yari stayed with her father because he was weak. ++

Message: ________________

22

UNIT

T upá gav e Y ar i a gr een plant because he was weak

Tupá was surprised to share the plant with the tribe

and asked Yari for food Tupá told Yari

t ha t l ived in Paragua y Yar i was a g ir l

1

Tupa came down to earth and asked Yari for food. Tupa was surprised and offered Yari a reward. Tupa gave her a green plant that gave her father comfort and health. Tupa told her to share the plant with her tribe. Did you know that…

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

AFTER READING ______________________ LANGUAGE FOCUS – The Past Tense

This section is designed to help students revise or discover a particular grammar structure or an interesting item of vocabulary from the text. The activities are meant to promote independent learning, so help, guide and check, but do not give the answers. 1. Tell the students to revise the examples from the text. Guide their attention to the time in which the events happened.

43 1 T I

A F T E R R E A D I N G

N U

LANGUAGE FOCUS

The Past Simple tense

1. Read these examples from the text. Pay special attention to the words in bold. Tupa came down to earth. / Tupa used his magic. They moved around the territory. / Tupa gave Yari a reward. 2. What is the difference between used, moved, and came, gave? 3. Remember what you studied in 7th grade and complete this general rule.

We use the Past Simple tense to narrate events that happened in the ____. To form the _______of regular verbs, we add ____ / ___to the base form of the verb. There is no rule to form the ________ of ________ verbs.

8. Complete the following text with the past tense of the verbs in brackets.

The Añañuca is a typical flower that grows in the north of Chile. The legend says that Añañuca _________ (be) a young girl who _________ (live) in a little town. One day, a Spanish miner _________ (arrive) at the town and they _________ (meet). They _________ (fall) in love but the miner _________ (leave) the town and never _________ (come) back. Añañuca _________ (die) and immediately the valley _________ (be) full of red flowers. The people _________ (name) the flowers in her memory.

9.

First only listen. Then listen and repeat the list of words and the tongue twister. Pay special attention to the pronunciation of the letters th. Earth

father

health

them

with

then

Elizabeth’s birthday is on the third Thursday of this month.

CULTURAL ELEMENTS

2. Help the students complete the

general rule. We use the Past Simple tense to narrate events that happened in the past. To form the past tense of regular verbs, we add -ed / -ied to the base form of the verb. There is no rule to form the Past tense of the irregular verbs. ______________________

8.

23

Before doing this exercise, refer students to the list of irregular verbs at the end of the book. Then ask them to complete the text with the past tense of the verbs in brackets. Check orally or on the board. (L.A: To consolidate a grammar aspect completing sentences). Answer: was – lived – arrived – met – fell – left – came – died – was - named ++

9.

9

Draw students’ attention to the pronunciation of the letters th (the tip of the tongue must go between the teeth, touching the upper teeth). Play the recording and ask the students to listen and repeat, first the words and then the tongue twister. You can organize a competition to find the students who can say the complete tongue twister correctly. (L.A: to imitate a model). ++

44 1 T I

10.Myths and legends are two ways of explaining things. Follow the

N U

path from the words to the definitions and decide: What is the text, a myth or a legend? L E G

E N D

H

M Y T

The students follow the colour code to move through the maze and discover the correct definitions of myth and legend. The winners read the definitions aloud. (L.A: to consolidate lexical items through a game). Answer: Legend: B; Myth: A

10. +

10

In pairs, students complete the dialogue between Tupa and Yari. Then they listen and check, then listen and repeat. Finally they roleplay the dialogue in front of their classmates. (L.A: to imitate a model).

11. ++

stor y a bout su pe natura l heroes t hat ex p lai ns t he origi n of e ve nts or t hi ngs i n s ym bo lic la nguage. T he protago nists are usua l l y gods, su perior to huma n beings.

A: A traditio na l

Answer:

Tupa: What’s your name? Yari: My name is Yari. Tupa: Why are you alone with your father? Yari: Because he didn’t feel well to go to the other town. Motivate fast learners to continue the dialogue in exercise 11 with ideas from the text and then encourage them to share it with their classmates. (L.A: to imitate a model and express their own ideas).

12. +++

YES NO

In pairs, complete the dialogue between Yari and Tupa.

11.

Did I have problems to understand the exercises?

a. b. c.

Did I need the teacher’s assistance?

B: An old story from the past that is presented as part of history. One of the elements is a magic event that is probably not true. Their human protagonists generally interact with f abulous or f antastic characters.

Listen and check. Listen and repeat. Role-play it with your partner.

Tupa:

What’s ___________ name?

Yari:

My ___________.

Tupa:

Why are you alone with your ___________?

Yari:

Because he didn’t ___________.

FL

REFLECTIONS

The students read the questions and analyze: • if they had difficulties to do the activities. • if they needed the teacher’s assistance during the lesson. PROJECT

At this point, as a way to consolidate students’ learning in this unit, you could assign a project to be done outside classtime. a. Form groups of 4 students. b. Ask the groups to choose one of the two projects, or assign the topics at random.

Continue the dialogue with ideas from the text. Then, act it out in front of your classmates.

12. FL

24

UNIT

1

c. Prepare one copy of the set of

instructions for each group. d. Read the instructions carefully and make sure all your students understand what they are expected to do. e. Negotiate the date of the presentation with them and devote a class to it. f. Use the Project evaluation sheet to mark their work. I. Interviewing a famous star Ask students to imagine they are going to interview their favorite film or pop-music star.

Elaborate a set of questions they would like to ask him / her. Try to find the true answer for each question. Recreate the interview in front of the class. II. A Chilean Legend Make students choose a Chilean legend. Analyze its structure and elements. Look for pictures, photos and other supporting information. Make a poster and present the legend to the class.

45 1 T I

MINI - TEST

N U

LISTENING

1.

Listen to the text in lesson 3 again and put the information in the order you hear it. a. _______ I

want to be as big as possible.

b. _______ A c.

new star of pop music is visiting our country.

_______ I didn’t sing before I went to Rock School. Listen again and decide if the statements are true or false.

2.

a. He didn’t have singing lessons when he was a boy. b. His parents encouraged him to sing. c.

He doesn’t like animals.

d. He doesn’t like sports. READING

3. Read

the text in lesson 4 again and choose the correct alternative. What kind of text is it? b. An extract from a book. c. An advertisement.

a. A piece of news. 4. Read

the text in lesson 4 again and answer the following questions. b. Who were the Guarani? is the story from? c. What did Tupa make grow? d. What did Yari prepare? a. Where

LANGUAGE

5. Fill in the blanks in this dialogue. A: Who ________________

your ________________ music star?

B: My _____________________________________________________________________ . A: What ________________ B: He

of ________________ does he / she ________________?

/ She _______________________________________________________________ .

6. Complete the following paragraph with the Past Simple Tense of the verbs in brackets.

The young music star Rihanna _________(be) born in 1988, in Barbados. She _________(live) there until 2004, when she _________(go) to New York. In 2005, she _________(record) her first album and _________(win) many prizes. In 2006, Rihanna _________ (reach) the first place on the Billboard list with her second album.

Keep trying Review!

Well done!

Excellent!

CULTURAL ELEMENTS

MINI - TEST 2 The mini-tests in lessons 3 and 4 provide material to check and revise students’ progress and information to the teacher about any points that the majority of the students may have problems with. Make sure they understand what they are expected to do and then give them time to answer individually. Check answers orally and help them work out their score. Advise students who get less than 50% of the answers correct, and congratulate those with good results.

25

Answers: LISTENING 6 1. a. 3. b. 1. c. 2. 2. a. true. b. false. c. false. d. false. READING 3. b. 4. a. Paraguay. b. The aborigines that

lived in the Paraguayan forest before the Spanish arrived. c. a green plant. d. a drink (some tea). LANGUAGE 5. A: Who is your favorite music star? B: My favourite music star is

________.

A: What kind of music does he /

she play / sing? B: He / she _________. 6. was; lived; went; recorded; won; reached.

46 1 T I

CHILE’S NATIONAL

N U

DANCE

Lesson 5

BEFORE LISTENING 1. What are the elements of a country’s culture? Try this Culture Word

Search and find seven of those elements.

R J G H Z A P D R F H D U P D T L M U F E S T I V A L S X T MW R HO C J G L A N G U A G E O I E O D MU S I C P Z T J H P D I DB V N X R E L I G I ON F P C L O T H E S R A O I N UM R T Z XM U O T E V R O B V I WM H J U Z I L K Q Y O P E S T X A

2. Match

the name of these dances with the corresponding picture.

breakdance

e c i r c l

flamenco

samba

maypole

tango

b

a

s d r e s r e d e w f lo o t s g b o r id i n

g r id i n

26

BEFORE LISTENING 1.

2.

+ Begin this lesson while the students

still have their books closed. Start a conversation about the elements of a country’s culture. Elicit these elements and make notes on the board. Encourage students to try the Culture Word Search. (L.A: to connect the topic with their own experience). Answers: festivals, language, music, clothes, food, dances, religion.

3.

s e r s t r o u

UNIT

c

d

e

1

Ask the students to identify the name of each dance in the pictures. (L.A: to connect the text with their previous knowledge). Answers: a. tango. b. samba. c. flamenco. d. breakdance. e. maypole. +

++ Read the words in the box with the

class, then give students time to match them with their Spanish equivalents. Check orally. Tell students to read the words in the Pictionary too. (L.A: to find meaning of key words). Answers: apron – b.spurs – a. wear – c.

Invite students to study the words in the Pictionary and make sure they understand their meaning. PICTIONARY

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

47 1 T I

3. Match the words in the box with their Spanish equivalents.

apron

spurs

wear

I'm preparing a presentation about the national Chilean dance. Can you help me? Which dance is it? In your notebook, write what you know about it.

a. espuelas b. delantal c.

llevar puesto, usar ropa

4. Read

N U

what Kelly says and answer her question.

LISTENING 5.

Listen to the recording and check if you were right about the national Chilean dance.

6.

Listen again and choose the correct alternative. a. The dance was declared official in i. 1969

ii. 1979

b. People usually dance it for i. Christmas c.

__________________. iii. 1959

__________________ celebrations. iii. Independence Day

ii. Easter

Movements consist of circles and __________________. i. semicircles ii. triangles iii. rectangles

CULTURAL ELEMENTS

4.

Read the instruction and refer students to the protagonist of the book, Kelly and her Chilean friend, Ignacio. Ask them to guess which dance Kelly is going to write about and to make a few notes of what they know about it. Do not check at this stage. (L.A: to predict the content by answering questions). +

27

LISTENING See Transcript at the end of the unit. See Error alert! at the end of the unit. 5.

11

Play the recording and make students check their answer in exercise 4. (L.A: to validate predictions). Answers: The Chilean cueca. +

6.

11

Read the statements with the class and draw students’attention to the type of information that is required to choose each alternative, for example: years, names of celebrations, etc. Then play the recording again. (L.A: to find specific information and solve a multiple choice exercise). Answers: a. ii. b. iii. c. i. ++

48 1 T I

7.

N U

Identify the things that are mentioned in the recording. b

7.

11

Help students to name the items illustrated: a. boots; b. shirt; c. handkerchief; d. chamanto; e. guitar; f. sandals; g. skirt; h. jeans; i. dress; j. flute; k. shoes; l. spurs; m. sweater; n. hat; o. harp; p. violin; q. saxophone; r. costume; s. piano. Ask the students to listen to the recording again and tick the things that are mentioned. (L.A: to find specific information identifying objects in pictures). Answers: a.; b.; c.; d.; e.; i.; l.; n. +

e

h American English:

f

Pants

j

British English:

g

Trousers

i k

n

m

l

AFTER LISTENING 8.

9.

o

12

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

In groups of three or four, the students answer Ignacio’s questions. Check orally with the whole class. Accept the use of Spanish if necessary. (L.A: to connect the text and their experiences and knowledge).

p

Ask the students to make a list of traditional Chilean dances and the region they are from. You can draw this chart on the board. (L.A: to connect the text and their own reality). Name of dance: Region of origin of the dance:

r q s

28

++

10. +

d

c

a

UNIT

1

13

Play the recording for students to listen, repeat and practice the questions they can use to ask about a dance. (L.A: to imitate a model).

11. ++

Students compare and exchange information about Chilean traditional dances with their partners, using the questions they practiced. Encourage some pairs to share the information they collected with their classmates. (L.A: to imitate a model to exchange cultural information).

12. +++

The students write a short paragraph about a dance they know well, using the information in exercise 11. You can assign this activity for homework. The following class, invite some students to read their work aloud. (L.A: to complete a paragraph using information obtained).

13.++

49 A F T E R L I S T E N I N G 8.

First only listen and then listen and repeat. Pay special attention to the vowels. back

beginning

bird

symbol

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

9. Answer Ignacio’s questions in your

10.Make a list of

1 T I

a. Is it important to know about the traditional music and dances of your country? b. What other traditional Chilean dances do you know?

N U

group.

traditional Chilean dances and the region they are from.

Listen and repeat these questions. What is the name of the dance? Where is it from? What clothes do people wear? When do people dance it?

11. a. b. c. d.

12. Talk to your partner to compare the lists you made in exercise 10 and

exchange information. Use the questions in exercise 11 as clues.

13.With the information you collected, write a short paragraph about a

dance you choose. This dance is called ____________and it is from ____________. People dance it ____________. They wear/don’t wear ____________. The musical instruments that are used are ____________. Match the text-message expressions in A with their meaning in What does this text-message say? Rewrite it in everyday English.

14. FL B.

A: m8

cu

2nite

B: before

HOW TOWN

2

later

ru

l8tr

mate

b4r see you

are you

tonight

RU M8? I M I N

2NITE

RU GOING

DANCE? C AL L M E B4

7.

CU L8R.

Call

Menu

What difficulties did I have to understand the text? What were the key words I used to get the general ideas?

CULTURAL ELEMENTS

Talk with your students about the way in which they communicate with their friends. Draw their attention to the special language of textmessages. Is it the same as everyday language? Allow the use of Spanish, as it is important to elicit some examples they know in their own language. Explain that text messages in English also use a different language. Encourage them to relate each expression with its meaning, and then rewrite the text message. (L.A: to interpret clues to write a message).

14. + FL

29

Answers: m8= mate; cu= see you;

2nite= tonight; ru= are you; l8tr= later; b4r= before. How are you, mate? I am in town tonight. Are you going to dance? Call me before 7:00. See you later. REFLECTIONS

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

Encourage them to keep a record of their answers in a special section of their notebooks. The students read the questions and analyze: • the difficulties they had to understand the text. • the key words they use to get the general idea of the text.

50 1 T I

N U

Notes

k , c o r r d r o r t e a H p l ly o l r e e K h o s c

1: DE 1: EPISODE TI TION COMPE TI THE COMP THE

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

Kelly Hardrock, school reporter Help students identify the connection between the characters that have appeared in the lessons and those in the cartoon. Motivate them to read the story on their own and help only if they ask you to. You can ask some students to summarize the story, in Spanish if necessary.

51 1 T I

N U

Oh, no! I’m going craz y about your interv iew for t he schoolmag, and all you can think of is to come here as a...what can I call you?

Sau what?

Notes ___________________________

I m a Sau-sau dance r. And don’t worr y about the interview. I sent it by e-mail this morning.

Sau-sau. It’s a traditional dance f rom Easter Island, in Chile . I heard about it last year when I visited m y f ather. Ignacio, m y Chilean f riend, sent me more information and some pictures b y e-mail.

Did he explain how to dance it, too?

___________________________ ___________________________ ___________________________ ___________________________ ___________________________ ___________________________

Yes! T he women move their hands sof t ly while moving their hips. Of course, it’s a dance for couples, and the problem is I haven’t got a partner yet!

Don’t look at me like that! Forget it! I’m Chilean but I’m not going to dance without m y pants!

___________________________ W hat a pit y! I was thinking about our next f ront page.

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

52 1 T I

SYNTHESIS

N U

Revise this unit. Can you identify the exercises that helped you to: LIST ENING

·find specif ic inf or mation in a t ext ? ·identif y speakers in a conversation? ·recognize t he cor re ct sequence of event s?

AT TI T UDE S

·r ef lect and apprecia te t he v alue of t r aditional celebr ations as par t of our cult ur e?

TEST YOUR KNOWLEDGE READING: NATIONAL HOLIDAYS

Count ries ar ound t he w or ld ha v e nat ional holida y s. T he y are, of course, on dif fer ent day s but t he w a y s people celebr at e ar e sometimes the same. he T he Unit ed St ates ha v e t hree holida y s that are the same in t he r est of t i onal nat The y . Da ’ s Year w Ne y and Da i stmas Chr a y, w orld: Easter Sund holida y is on 4t h July . T here ar e man y par ades w ith bands. People cook and eat food out side t heir houses and aft er t hat t he y ha ve a nig ht of concert s and fir ewor ks. Americans also ha v e another nat ional holida y, T hank sg iving Da y, t he f our t h T hursday in No vember . On this da y people usually eat some of the foods that t he y ser v ed at the f ir st f east : t urk e y , potat oes, pumpk in, etc. In France, the nat ional holiday is on 14t h July . Ther e are big par ades w it h soldier s, and airplanes f ly in t he sky . People dance in t he street s and man y e v ents lik e concert s or operas are fr ee on t hat da y . Me xican people celebrat e t heir independence on 16th Sept ember. School children march in par ades and t here ar e bands and mar iachi music e v ery w here. People eat t r aditional f ood called chi le s en no g ada on t his da y .

READING

·identify type and purpose of a text? ·infer meaning of a word from the context ? ·recognize textual elements?

1. Identify the correct alternative to finish the sentence.

The text is ___________________ a. a letter to a friend. c.

b. a

an advertisement.

piece of news.

d. a description.

2.

Read the text and find information to support or contradict these statements. a. National holidays are the same day in all countries. b. In the United States, there are many parades and fireworks on the fourth Thursday in November. c. Americans usually eat traditional food on Thanksgiving Day. d. French people don’t have to pay for events on the 14th of July. e. American, French and Mexican people celebrate their national holiday with parades.

3.

Read the text again and match the words in bold with a picture.

SPEAKING ·t alk about t raditions and celebrations?

WRITING

·comple te a paragraph abou t a topic?

LANGUAGE

·use the Past Simple tense? ·use connectors?

a

32

SYNTHESIS Revise the contents of Unit 1 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.

UNIT

b

c

d

1

Encourage them to give honest answers to detect their strengths and weaknesses. Check students’ results and revise any points that the majority of them had problems with. Answer: READING 1. d. 2. a. No, they are on different days. b. No,

this is on the national holiday, on the 4th of July. c. Yes, they eat some of the foods that they served at the first feast: turkey, potatoes, pumpkin. d. Yes; many events like concerts or operas are free on that day. e. Yes. USA: there are

many parades with bands / France: There are big parades with soldiers / Mexico: School children march in parades. 3. a. parade. b. fireworks. c. pumpkin. d. feast. LISTENING

14

See Transcript at the end of the unit. 4. a. two or three. b. his father. c. Chopin. d. Venice. e. to be a scientist, travel into space, perform on the moon. 5. a. Correct. b. His father is a performer and a teacher. c. Correct.

53 LISTENING – A DRUMMING STAR

4.

Drumming wonder Mark Lung, 12, is starting a Chilean tour with the Philharmonic Orchestra this week. Listen to the interview and identify the following information. a. Nº

of hours that he plays every day: ___________

SELF-EVALUATION Answer the following questions and check your progress in this unit. Tick the box that is true for you.

b. Person he admires: ___________ c.

5.

Favorite composer: ___________

d. Favorite place:

___________

e. Future dream:

___________

Can I understand instructions? Do I understand the general meaning of the texts?

Read these sentences and listen to the recording. Identify the incorrect information in some of them. a. It’s the first time Mark visits the country. b. His father is a composer and a pianist. c. He would like to play the drums on the moon.

LANGUAGE

6. Complete the following sentences with the correct

Can I use my previous knowledge to predict the content of a text? Can I identify specific information in a text?

Do I understand the teacher? Do I understand the oral texts?

frequency adverb.

Do I recognize different people speaking?

a. In Chile, children

Can I recognize the sequence of a text?

___________dance cueca at school in September. (90 %)

b. In Brazil, people

___________ celebrate Carnival with water. (100 %)

c.

In the USA, children ___________miss Halloween celebration. ( 0%)

the beginning of sentences (a. and b.) with their endings (c. and d.). a. People celebrate with parades b. You can participate in this celebration in winter c. or in the second version in summer. d. and traditional music.

Can I give examples? Can I use everyday English ?

7. Connect

Can I talk and write about celebrations and traditions? Can I roleplay a situation with my partner?

ORAL EXPRESSION

8. Choose

a topic and tell your partner three bits of information about it. a. Independence Day in Chile b. Favorite kind of music / singer c. Traditional dances in Chile

Great!

Keep trying Review!

Not too bad

Well done!

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

Help!

Excellent! CULTURAL ELEMENTS

LANGUAGE 6. a. usually. b. always. c. never. 7. People celebrate with parades and

traditional music. You can participate in this celebration in winter or in the second version in summer. ORAL EXPRESSION 8. Students do this activity in pairs and

evaluate their partner’s performance using one of the three markers. Encourage honest marking.

33

SELF - EVALUATION The purpose of this section is to allow students to reflect on their strengths and weaknesses. Encourage them to give honest answers and show interest in their results. Offer help, advice and remedial work when necessary.

1 T I

N U

54 1 T I

N U

TRANSCRIPTS LISTENING - HOLIDAYS AND CELEBRATIONS

1

READING - A CHILEAN CELEBRATION

4

Pronunciation So, tell me Mike, what is your favorite celebration? Well, my favorite celebration is Halloween. Why Halloween? Cause we wear costumes and go trick-or-treating; I love playing tricks! It's wicked! And you, Ana? Kelly: I like all the celebrations in Brazil, but my favorite Ana: one is Carnival. What do you like about Carnival? Kelly: I love the parades, dancing samba and playing with Ana: water in the street all night long! I never miss this celebration! Do you have a favorite celebration, Elizabeth? Kelly: Elizabeth: Oh, Yes! Christmas is my favorite. It is the day when families get together for big parties. And what do you like most about it? Kelly: Elizabeth: I love the food, the tree and of course, receiving presents! Francisco, can you tell us about your country? Kelly: Francisco: The most important celebration in my country is Independence Day. It's great that we have two days off, 18 and 19th September. And what do you do in those days? Kelly: Francisco: People usually go to the “fondas” to listen to national music and eat traditional food. Children often fly kites this time of the year. Sometimes it rains but we love this holiday anyway!

Kelly: Mike: Kelly: Mike:

HOLIDAYS AND CELEBRATIONS

Listen and repeat these ordinal numbers. 1st 2nd 3rd 4th 5th 13th 14th 19th 20th 21st

Oral Practice A: What's your favorite celebration? B: It's Independence Day. It's wicked! A: Do you usually fly kites? B: Sure! I love it!

READING - A CHILEAN CELEBRATION

A: B: A: B:

How do people celebrate Independence Day? They eat traditional food, dance the national dance and fly kites. When do people celebrate Independence Day? They celebrate it on the 18th and 19th of September.

LISTENING - TOP OF THE POPS Kelly:

LC: Kelly: LC: Kelly: LC: Kelly: LC:

11th 22nd

12th 23rd

5

Oral Practice

2

Pronunciation

HOLIDAYS AND CELEBRATIONS

Listen and repeat. The celebrations began in 1778. In 1919, a big fire damaged the church. In 1925, the communities finished the church.

Kelly: LC:

3

Kelly: LC: Kelly: LC: Kelly:

6

Our guest became famous after he appeared on a program called Rock School. Now he is about to release his new album which includes the song “Figure It Out”. His name is Lil' Chris. Hello, Chris, how are you today? Hi, everybody. I'm fine, thank you. How old are you, Lil' Chris? I'm 16. Did you have singing lessons when you were younger? I never sang before I went to Rock School. Who encouraged you to go on Rock School? Well …everyone was going there, so I wanted to do the same. What type of music do you play? Pop rock or pop punky, something like that. It's definitely not hard rock. Do you play any musical instruments? The guitar. Do you have any pets? Oh, yes. I've got five gerbils. What can you tell us about your family? Have you got any brothers or sisters?

55 1 T I

N U

LC: Kelly: LC: Kelly: LC: Kelly: LC:

A brother of six and a sister of eighteen. The question I can't leave out: Have you got a girlfriend? No. What is your favorite sport? Skateboarding. Just to finish now; what are your plans for the future? I want to be as big as possible, try to … (fade)

READING - MYTHS AND LEGENDS

10

Oral Practice Tupa: Yari: Tupa: Yari:

What's your name? My name is Yari. Why are you alone with your father? Because he didn't feel well to go to the other town.

LISTENING - CHILE'S NATIONAL DANCE 7

LISTENING - TOP OF THE POPS Pronunciation

Listen and practice. Pay special attention to the pronunciation of the letter b. Bill wants a gerbil. Bill wants to be big. Bill wants to play in a band and record many albums.

LISTENING - TOP OF THE POPS

8

Oral Practice Guess what? Lil'Chris is giving a show on Tuesday! I know. He's my favourite singer. Let's go together! Really? Great!

A: B: A: B:

READING - MYTHS AND LEGENDS

9

Pronunciation

First only listen. Then listen and repeat the list of words and the tongue twister. Pay special attention to the pronunciation of the letters th. Earth

father health

them

with

then

Elizabeth's birthday is on the third Thursday of this month.

11

Ignacio: Aló Ignacio? It's me, Kelly. I'm preparing a report on Kelly: Chilean traditions for my school magazine. Can you help me? Ignacio: Hi, Kelly! Well, I'll do my best. What do you need to know? Is there a national Chilean dance? Kelly: Ignacio: Yes, the national Chilean dance is called the cueca. It was declared our official dance in September, 1979. Can you dance it? Kelly: Ignacio: Oh! Well…more or less. We usually dance it at school as part of the independence celebrations. Can you tell me more? Is it difficult? Kelly: Ignacio: No, not really. The movements consist of circles and semicircles. How interesting! Do the dancers wear special Kelly: clothes? Ignacio: The men wear a Chilean huaso hat, a shirt, a chamanto, riding trousers, a short jacket, riding boots, and spurs. The women wear a flowered dress with an apron. And the music? Kelly: Ignacio: The traditional cueca uses the harp and the guitar but there are many variations. I think the piano is also used. Can you send me some photos by e-mail? I would like Kelly: to include them in my article. And thanks a million for all the information.

56 1 T I

N U

LISTENING - CHILE'S NATIONAL DANCE

12

Pronunciation

First only listen and then listen and repeat the words and the tongue twister. back beginning bird

symbol

LISTENING TEST - AVRIL LAVIGNE

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

LISTENING - CHILE'S NATIONAL DANCE

13

Oral Practice a. b. c. d.

I'd love to be a scientist and travel into space - it'd be good to perform on the moon. Interviewer: What advice would you give to young people beginning to play? When you practice, try to be patient and concentrate. Mark: Don't get upset when you make a mistake.

Mark:

What is the name of the dance? Where is it from? What clothes do people wear? When do people dance it?

TEST YOUR KNOWLEDGE LISTENING - A DRUMMING STAR

14

Interviewer: Is this your first time in Chile, Mark? Yes. Mark: Interviewer: How often do you practice? I play for about two or three hours a day. Mark: Interviewer: Is there a special musician that you admire? My dad, he's a great performer and he also teaches. Mark: Interviewer: Do you have a favorite composer? I also study the piano so I really like Chopin. Mark: Interviewer: What's your favourite place in the world? Venice - I had lots of fun moving all my instruments Mark: around by boat along the canals there! Interviewer: Do you ever make mistakes? Yes, I do, but it's important to forget about mistakes Mark: and concentrate on the good things. Interviewer: If you could have one wish granted, what would it be?

15

Presenter: So, Mark, who are you going to tell us about today? Today, I'm going to tell our audience about … Avril Mark: Lavigne! Presenter: Great! What can you tell us? She had her first hit in the summer of 2002, with her Mark: song “Complicated”. Presenter: How old was she then? She was only 17. Mark: Presenter: Where is Avril Lavigne from? She was born in a small town in Ontario, Canada, Mark: and she has one brother and one sister. Did you know that she began to write songs and play the guitar when she was thirteen or fourteen? Presenter: Really? Yes. Mark: Presenter: Shall we listen to one of her songs now? Sure! Mark: Presenter: Here's Avril Lavigne and “My Happy Ending”.

57 1 T I

ERROR ALERT!

N U

LISTENING - HOLIDAYS AND CELEBRATIONS

LISTENING - CHILE’S NATIONAL DANCE

Exercise 9

Exercise 5

Adverbs of frequency can occupy different positions in the sentence. With most verbs, the normal position is between the subject and the verb, but with the verb to be, the adverb comes after the verb, for example: Pedro occasionally visits us on Sundays. (Common position). She is often ill in winter. (To be).

READING - A CHILEAN CELEBRATION Exercise 11

Help students notice how to say dates: It’s on November the fifth or It’s on the fifth of November

LISTENING - TOP OF THE POPS Exercise 13

Remind students of other collocations with the verb form let’s indicate a suggestion: Let’s have a cup of coffee. Let’s invite Susan. Let’s buy an ice - cream. Let’s visit Arnie, etc.

READING - MYTHS AND LEGENDS Exercises 7, 8, 9

The spelling of the simple past form of regular verbs ends in -ed . Most verbs are regular, but many common verbs have irregular past forms. For example, be= was, were; become= became; buy= bought; shoot= shot; think= thought; keep= kept, etc.

Remind your students that they should not try to understand every single word in the listening text; guide them to get some ideas about what they are going to listen to before listening; then focus on the general ideas or get specific information by doing the different activities.

58 1 T I

N U

BACKGROUND INFORMATION LISTENING HOLIDAYS AND CELEBRATIONS The Brazilian Carnival is an annual festival in Brazil held 40

Ramadan is a Muslim religious observance that takes place

days before Easter. The Brazilian Carnival as a whole exhibits some differences with its counterparts in Europe and other parts of the world, and within Brazil it has distinct regional manifestations. In general, groups of people dressed in costumes or special t-shirts parade and dance in the street.

during the ninth month of the Islamic calendar. The name "Ramadan" is taken from the name of this month and is derived from an Arabic word for intense heat, scorched ground, and shortness of rations. It is considered the most venerated and blessed month of the Islamic year. Prayers, fasting, charity, and self-accountability are especially stressed at this time, and are kept throughout the month.

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

Jewish holiday beginning on the 25th day of Kislev according to the Hebrew calendar, which may fall anytime from late November to late December. It celebrates the re-kindling of the Temple seven-branch candelabrum at the time of the Maccabee rebellion. It is observed by the kindling of one light on the first night, two on the second, and so on. Halloween is a holiday celebrated on the night of October 31.

Traditional activities include trick-or-treating, bonfires, costume parties, visiting "haunted houses" and carving jack-o-lanterns. The term Halloween is shortened from All-hallow-even, as it is the eve of "All Hallows' Day", All Saints' Day. Irish and Scottish immigrants carried versions of the tradition to North America in the nineteenth century. Halloween is now celebrated in several parts of the Western world - Ireland, the USA, Canada, Puerto Rico, and the United Kingdom and occasionally in parts of Australia and New Zealand. Christmas is an annual holiday that celebrates the birth of

Jesus. Christmas festivities often combine the commemoration of Jesus' birth with various secular customs, many of which have been influenced by earlier winter festivals. The date as a birth date for Jesus is traditional, and is not considered to be his actual date of birth. Saint Valentine's Day is a holiday on February 14. It is the

traditional day on which lovers express their love for each other; sending Valentine's cards, donating to charity or gifting candy. It is very common to present flowers on Valentine's Day. The holiday is named after two early Christian martyrs named Valentine.

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

COMPLEMENTARY ACTIVITIES LESSON: HOLIDAYS AND CELEBRATIONS

1. Look at this table and write sentences about Bill, Sue, Jane and Tim, using always, usually, often, sometimes, hardly ever or never. Example: Bill / cinema: Bill often goes to the cinema. Goes to the

Does His / her HOMEWORK

THE CLEANING

CINEMA

SEASIDE

DISCO

Bill

50%

70%

0%

30%

30%

Sue

0%

30%

10%

100%

100%

Jane

30%

0%

70%

90%

15%

Tim

10%

30%

10%

80%

90%

a. Sue / cinema d. Bill / cleaning g. Tim / disco j. Jane / cleaning

b. Jane / disco e. Sue / homework h. Bill / seaside k. Tim / cinema

c. Tim / homework f. Jane / homework i. Sue / seaside l. Bill / disco

LESSON: A CHILEAN CELEBRATION

2. Read the following text and complete the summary below. Shichi-go-san festival is held on November 15 th. Girls at the age of 7 and 3, boys at the age of 5 are blessed at the temple. On this day, children put on their formal wear, like the traditional kimono. They show appreciation for good growth and wish for better future growth. The children have a candy bag which contains 3 long stick candies called Chitoseame in their hand, and as a souvenir of their record of growth, their parents take pictures and put them in an album.

This festival is called ________________. It is celebrated in ________________every ________________in honor of ________________and ________________. On this day, they wear ________________and receive ________________with ________________. Parents take ________________and make an ________________.


LESSON: TOP OF THE POPS

3. Match the musical instruments in the box and the pictures. How many more instruments can you add to the box?

clarinet

drums

flute

keyboard

synthesiser

trumpet

piano

saxophone

violin

c b a

f

d

e

g i

h


LESSON: MYTHS AND LEGENDS

4. Past Simple Tense Bingo a. Ask the students to draw a grid with nine squares (big enough to write in) in their notebooks. b. Write a list of the infinitive of irregular verbs on the board with the help of the class. The students should choose nine and write one in each square. Tell them to write in random squares, not left to right or top to bottom. Possible list (1): begin – become – buy – come – cut – do – drink – drive – eat - fall - fly - give - have

- go - grow - leave - meet - see - sing - spend - take - teach - write Past Tense list (2): began - became - bought - came - cut - did - drank - drove - ate - fell - flew - gave

- had - went - grew - left - met - saw - sang - spent - taught - took - wrote c. Tell the class you are going to say the past form of each verb (List 2). They should cross out the infinitive of the verb when they hear the past form called. Do not call the verbs in order. Check them off as you call them so that you don’t repeat any words. The first person to get three in a row across or down (not diagonally), or the complete grid, shouts Bingo! Their completed grids should look something like this:

O G N I B fa l l mee t come

beg in ta k e spend

go f l y see


LESSON: CHILE’S NATIONAL DANCE

5. Read the definitions below and find the name of each dance on page 26 of your book. t yle I t is a s tree t dance s hip tha t origina ted in the g hop mo vemen t amon frican A merican and A in the Puer to Rican you ths ork Sou th Bron x o f Ne w Y 1970s. Ci t y during the ear ly o funk I t is normall y danced t it is or hip hop music, and hip the bes t k no wn o f all hop dance s t yles. a

b

It is a Spanish musical genr e w ith str ong, r hy thmic under tones an d is of ten accompanied w ith a sty le of dance char act er ized by intr icate hand and f ootw or k .

origin. o f Brazilian ce n da al ic rh y thm I t is a li vel y, c

It is a f or m of f olk dance f ro m w ester n Eu r ope, especially Engl and, Sw eden and Ger many . Dancer s per f or m cir cle dances ar oun d a tall pole w hich is decor ated w ith gar lands, pain ted str ipes, f l ow er s, f lags and othe r e mblems. d

d a l dance an I t is a socia gina ted nre tha t ori musical ge and s, A rgen tina re i A os en in Bu I t soon , Urugua y. o de vi te on in M e world. e res t o f th th to d a re sp e


EXTRA TEST READING FESTIVE CUSTOMS Valentine’s Day: It is named after St Valentine. It is celebrated on 14th February. Charles, Duke of Valentine’s Orleans, was the man who started the custom of sending Valentine Valentine cards. He sent the earliest Valentine Valentine card in history to his wife while he was a prisoner in the Tower of London in 1415. Thanksgiving: It is a popular autumn custom in Canada and the United States. The tradition began in 1621 as a way of giving thanks for a good harvest. In the USA Thanksgiving Thanksgiving day is celebrated on the fourth Thursday in November, and in Canada on the second Monday in October. A Thanksgiving meal consists of turkey with cranberry sauce, and sweet pumpkin pie. Halloween: In the 1840’s people began to make lanterns from pumpkins. Now this is a popular tradition in North America. Lots of people put a lantern in their window on the night of 31st October as a decoration. Christmas: Fir trees were first decorated at Christmas time in the 16th century in Germany. People used paper roses, apples, and sweets to decorate them. Martin Luther had the idea of adding candles. In 1840, Queen Victoria’s husband, Prince Albert, introduced Christmas trees into England.

1. Read the text and complete the table Date

Festivity

14th February 4th Thursday in November Halloween 24th December

2. Match the name of the festivity in column A with the items in column B according to the text. A

B Candles

Christmas

Fir trees

Halloween

Lanterns

St. Valentine

Greeting cards

Thanksgiving

Pumpkin pie Turkey Tu rkey

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

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

Listening AVRIL LAVIGNE 1. What is the program about? Choose the correct alternative alternative.. a. a famous movie star b. a famous sportsperson c. a famous singer d. a famous artist 2. Listen to the recording again and decide if the sentences are true or false. Correct the false information. a. Avril Lavigne is American. b. She began to sing when she was a teenager. c. She plays the piano. 3. Listen once more and circle the correct alternative. a. She had her first hit in 2002 / 2001. 2001. b. She was born in a big / small city. small city. c. She has two / three brothers and sisters. d. “Complicated ” is her her first / latest hit. ORAL EXPRESSION Work with your partner to produce a conversation following following these instructions. A: Ask about B’s favourite music star. B: Answer. A: Ask about the kind of music the star sings / plays. B: Answer. A: Ask if the star plays a musical instrument. B: Answer. N

Less than 50%

Keep trying Review!

50 - 70%

Well done!

80 - 100%

Excellent!

65 1 T I

ANSWERS

N U

COMPLEMENTARY ACTIVITIES 1. a. Sue never goes to the cinema. c inema. b. Jane usually goes to the disco. c. Tim usually does his homework. d. Bill sometimes does the t he cleaning. e. Sue always does her homework. f. Jane usually does her homework. g. Tim hardly ever goes to the disco. h. Bill usually goes to the seaside. i. Sue sometimes goes to the seaside. j. Jane usually does the clearning. k. Tim hardly ever goes to the cinema. l. Bill never goes to the disco. 2.Shichi-go-san; November; year; girls; boys; traditional

kimono; a candy bag; pictures; album. 3.a. clarinet. b. flute. c. piano. d. violin. e. keyboard. f. drums. g. saxophone. h. synthesizer. i. trumpet. 4.Will vary. 5.a. break dance. b. flamenco. c. samba. d. maypole. e. tango.

EXTRA TEST READING 1. Date

Festivity

14th February

Valentine’ss Day Valentine’

4th Thursday in November

Thanksgiving Day

31st October

Halloween

24th December

Christmas

2.

St. Valentine: greeting cards Thanksgiving: pumpkin pie, turkey Halloween: lanterns Christmas: candles, fir trees 3. a. Charles, Duke of Orleans b. On the second Monday of October c. Martin Luther

LISTENING

15

1. c. 2. a. False (She is Canadian.); b. True. c. False (She plays the guitar.) 3. a. 2002. b. small. c. two. d. first.

ORAL PRODUCTION A: Who is your favourite music star? B: _____________ (B’s favourite) A: What kind of music does ____________ sing / play? B: _____________. A: Does __________ play a musical instrument? B: Yes, he / she plays the _________. / No, he / she doesn’t.

66 2 T I

N U

SUGGESTED YEAR PLANNING 8º UNIT UN IT 2 SE SELLF - CA CARE RE Minimum Obligatory Contents Topic

• Look Looking ing after onesel oneself f Listening Comprehension Morpho-syntactic elements

• Affirmative, negative and interrogative interrogative sentences • Mod Modal al verbs verbs • Question wor words ds • Senten Sentence ce connecto connectors rs Strategies

• To use previous experience experience and knowledge of the topic • To identify key words to get the general idea. • To use the context, mimicry mimicry and familiar words to infer the possible meaning of new words. • To relate new and old information. • To discriminate discriminate phonemes phonemes that can interfere with comprehension. • To relate oral oral and written versions versions of words, phrases and sentences. • To integrate written expression by writing words in order to consolidate key thematic vocabulary. • To integrate oral oral and written expression expression through the use of short phrases and sentences to show listening comprehension. Reading Comprehension Language: direct Morpho-syntactic elements

• Affirmative, negative and interrogative interrogative sentences • Mod Modal al verbs verbs • Question wor words ds • Senten Sentence ce connecto connectors rs Strategies

• To use context and previous knowledge of the language to predict development of the text.

• To skim a text to get the general general idea. • To scan the text in order order to identify specific information. • To relate explicit explicit information to make make simple inferences. • To use lexical knowledge 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 version of words and sentences to learn their pronunciation and spelling. • To use Spanish to show understanding when necessary.

• 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.

Oral Expression Communicative functions

Strategies

• To express express possibility possibility Morpho-syntactic elements

• Affirmative, negative and interrogative sentences • Mod Modal al verb verbss • Ques Questio tionn words words • Sente Sentence nce connecto connectors rs • Up to 500 words words of high frequency frequency in oral texts. Pronunciation

• Engli English sh phonem phonemes es Strategies

• To use everyday fixed fixed phrases and sentences in personally relevant contexts. • To use high frequency frequency words and the thematic vocabulary of the level in personally relevant contexts. • To use expressions expressions associated with the communicative functions of the level in personally relevant contexts. • To integrate listening as basic input for interaction.

Written Expression

• Writ Writee ideas with sentence connectors. connectors. • Compl Complete ete dialogues and sentences. sentences. • Writ Writee instructio instructions ns Morpho-syntactic elements

• Affirmative, negative and interrogative sentences • Punctua Punctuation tion marks marks such as: period and capital letters. • 400 most frequent frequent words words in written texts. • To imitate models models to write write own sentences. • To use connectors to link sentences coherently. • To write answers answers to questions. questions. • To replace informati information on in model texts with personal information.

67 2 T I

N U

Learning Abilities

Expected Outcome

Attitudes

Resources

Evaluation

Time

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

• Acquisition of vocabulary related to feelings, physical activities, study habits • The use of modal verbs to express possibility and obligation, if clauses (1) • Effective exchange of information. • Effective use of writing skills as a means of communication.

• To appreciate the importance of a healthy diet and good habits to preserve our health • To accept and respect life and human dignity

• Articles from magazines and web pages • Dialogues • Questionnaires • Radio programs • Tongue twisters • Web pages

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

• 20 class hours for the main body of text • 4 class hours for evaluation • 3 class hours for consolidation and extra activities • 1 class hour for the comic strip

68 2 T I

N U

UNIT

2

IN THIS UNIT YOU WILL USE THE FOLLOWING TEXT-TYPES: READING • a questionnaire • an article from a magazine • a web-page LISTENING • a radio program • a dialogue

YOU WILL DEVELOP THESE ABILITIES READING • To use key words to identify text

organization • To recognize type of text from visual clues • To relate cause and effect • To identify logical order of ideas LISTENING • To use previous knowledge to

predict content • To identify intonation patterns • To relate ideas with sentence connectors • To discriminate between main and secondary ideas SPEAKING • To express possibility, obligation

and no necessity • To role-play communicative situations • To use everyday English WRITING • To organize ideas with sentence

connectors • To complete dialogues and sentences • To write instructions

YOU WILL LEARN THE FOLLOWING LANGUAGE

YOU WILL PAY SPECIAL ATTENTION TO THESE VALUES:

• Modal verbs to express possibility,

• The importance of a healthy diet

obligation and no necessity. • Question words for countable and uncountable nouns. • Sentence connectors: and, but and because. • Words related to: feelings and moods, physical activities, study habits. .

and habits to preserve our body. • Respect for life and human dignity.

69 2 T I

N U

SELF - CARE

IN T HIS UNIT YOU W ILL USE T HE F OLLOW ING TEXT-TY PES: READING

LIST ENING

·a questionnaire ·an article fr om a magazine ·a web-page

· a radio progr am · a dialogue

YOU WILL LEARN THE FOLLOWING LANGUAGE: · modal verbs to express possibility, obligation and no obligation · question words for countable and uncountable nouns · words related to: feelings and moods, physical activities,study habits

YOU WILL DEVELOP THESE ABILITIES: LISTENING · to use previous knowledge to predict content · to identify intonation patterns · to relate ideas with sentence connectors · to discriminate between main and secondary ideas

WRITING · to complete dialogues and sentences · to write instructions

SPEAK ING

· to ex pr ess possibility , obligation and no obligat ion · to r ole-play communicat iv e sit uat ions · t o use ev er yd ay English

READING

· to use k ey w ords t o ident ify t ex t or ganization · to r ecognize t ype of t ext f ro m visual clues · to r elat e cause and eff ect · t o ident if y logical or der of ideas

IAL SPEC VALUES: PA Y E L S IL E H W T O T YOU d i e t T ION N a l t h y E e T h A T o f a o u r b o d y. t y. e c n a i e t n d i g n i m p o r r e s e r v · T h e a b i t s t o p a n d h u m a h a n d c t f o r l if e e · R e s p

GETTING READY 1. Look at the

pictures and decide which of the people can be considered “active”. Why?

2. Think about yourself. Do you consider yourself “active”? 3. In your group, ask and answer the question above and find out if you are active teens.

35

GETTING READY

To introduce the topic of this unit, start a conversation with your students about how they spend their free time. 1. Invite students to look at the pictures on page 34 and ask them to decide which of the people in the pictures can be considered “active”and why. Accept Spanish if necessary. Answers: a.; c. 2. Make students consider their own situation and identify similarities and differences between them and the people in the pictures.

3. In groups of four or five students, the

students ask and answer the question and decide if they are active.

70 2 T I

N U

HOW FIT ARE YOU? BEFORE

Lesson 1

READING

1. Which of these pictures show people in good physical condition?

b

a

d

c

e

2. Read Kelly’s list and choose the main suggestions to be fit.

do sports regularly drink alcohol drink lots of milk eat fast food eat three balanced healthy meals a day (milk, vegetables, fruits, meat) follow a routine of regular exercise (twenty minutes a day, forty-five minutes three times a week, etc.) sleep at least 8 hours a day smoke spend hours in front of the TV or the computer use drugs

3. How fit are you? Read the questions and answer yes or no. a. ________ Do you eat a balanced diet? e c a k

b. ________ Do you get enough exercise? c. ________ Do you get enough sleep?

s c h i p

4. Have a quick look at the text on page 37 and identify all the familiar words in it. In what categories can you organize them? (Example: activities, food, numbers, etc.)

f it

5. Have a quick look at the text you are going to read and choose the correct option to finish the sentence.

e t s s w e

The text is ________ a. a piece of scientific research. b. an interview. c. a questionnaire.

w a l k

36

UNIT

2

in good physical condition, the food she is eating is not very healthy,

BEFORE READING 1.

Ask the students to look at the pictures and identify which of them show people in good physical condition. Make them explain their choices. (L.A: to relate the topic and their previous experience). Answers: a., c. and e. show people in good physical condition; the person in b. is overweight; the child in d. is undernourished. Motivate them to discuss that although the girl in c. looks +

2.

++ Tell the students to read Kelly’s list

and choose the main conditions to be fit. They have to discriminate between correct and incorrect information. Then they can check their answers in pairs. (L.A: to relate the topic and their previous knowledge). Answers: a.; c.; e.; f.; g.

71 2 T I

READING

N U

Fitness means “being in good physical condition, healthy and strong” and is usually associated with exercise, but that is not the whole picture. In order to keep fit, you have to eat well, sleep well and also feel good about yourself.

Answer these questions about a typical week and find out how fit you are.

1. How often do you eat fresh fruit and vegetables? a. Every day b. Twice c. Once

d. Never

2. How often do you eat sweets, chocolate, cake or chips? a. Every day b. Twice c. Once

d. Never

3. How often do you play sports or go swimming? a. Three times or more b. Twice c. Once

d. Never

4. How many kilometers do you walk a week? a. More than 15 b. 10 to 15 c. 5 to 10

d. Less than 5

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

d. More than 15

6. How many hours of sleep do you have? a.More than 8 b. 7 to 8

d. Less than 5

c. 5 to 7

Now find out your fitness score!

! e r o m p e e l s o t t n a w l l ’ u o y n e h t . p e e l s f o t n u o m a d n a e s i c r e x e f o s t o l t e G . s g n i h t t e e w s y n a m o o t t a e t ’ n o d d n a s e l b a t e g e v d n a t i u r f f o s t o l t a E . t i f t h g i r e h t t e g u o y d n a e s i c r e x e f o s t o l t e g u o y , t e i d t e g o t t l u c i f f i d t o n s ’ t i – y r r o w t ’ n o d t u B ! r a e d , h O d e c n a l a b a t a e u o Y . t i f y r e v e r a u o Y ! t n e l l e c x E s t n i o p 8 – 0 s t n i o p 0 3 – 5 2 ! r e t t e b h c u m k o o l d n a l e e f l l ’ u o Y . t e i d d e c n a l a b e r o m a t a e o t y r T ! r e i l r a e d e b o t o g d l u o h s 0 = d 1 = c 2 = b 5 = a . 6 u o y d n a e s i c r e x e e r o m t e g d l u o h s u o Y ! t a e r g t o N 0 = d 1 = c 3 = b 5 = a . 5 0 = d 2 = c 4 = b 5 = a . 4 s t n i o p 5 1 – 8 . t i f y l l a e r e b l l ’ u o y n e h t – e t a l o o t p u y a t s 0 = d 1 = c 4 = b 5 = a . 3 t ’ n o d d n a e s i c r e x e e r o m e l t t i l a t e g , t a e u o y t a h w 5 = d 3 = c 1 = b 0 = a . 2 h c t a w t u B y . h t l a e h d n a t i f e t i u q e r a u o Y ! d o o G 0 = d 1 = c 2 = b 5 = a . 1 s t n i o p 5 2 – 5 1 e r o c s s s e n t i F

SELF - CARE

Make students reflect on their situations and decide how fit they are by answering yes or no to the questions. Check orally. (L.A: to relate the topic and their own reality). 4. ++ Ask the students to have a quick look at the text they are going to read, find words they know or look or sound similar in Spanish and try to put them into categories. (L.A: to organize information). 3.

+

5.

37

The students have a quick look at the text and predict what type of text it is from three alternatives. Do not check at this point. (L.A: to predict type of text from visual clues). Invite the students to study the words in the Pictionary. Make sure they understand their meaning. +

PICTIONARY

cake: torta, queque chips: papas fritas fit: en forma, sano/a sweet: caramelo walk: caminar

72 2 T I

N U

6. Read

the text and check your answer in exercise 5.

7. Read

the text, answer the questions and take note of your score.

A F T E R

READING 6.

READING

8. With your partner, discuss your scores and reflect on your physical

condition. What aspects do you need to improve? 9. In your group, talk about the questionnaire. In what areas did you get

Ask students to read the questionnaire once and check their predictions in exercise 5. (L.A: to validate predictions). +

a good score? What aspects need more attention? Follow the pattern. A: What B:

I __________ and I also __________.

A: What B:

Answers: c.

are you doing well? are your main problems?

Oh, I think I need to __________ and __________. How about you?

L A NG UA G E FO C U S

7.

Read the introduction of the quiz aloud and make sure all the students understand it. Then the students read the questions again carefully, answer them, and find out their scores. (L.A: to find specific information). Answers: Will vary. ++

How much / How many?

1. Read

these sentences from the text and other examples. How many kilometers did you walk last week? How many hours of TV do you watch a day? How much water do you drink a day?

2. Revise

the sentences again and identify the things that you can count, and the things that you can’t count.


We use __________ to ask about things that we can count (countable) and __________to ask about things that we can’t count (uncountable).

AFTER READING 8.

9.

Ask the students to compare their scores with their partners’ and draw conclusions. Who is in better physical condition? You may ask the scores to the whole class and make notes on the board; do this only if you are sure there are no students who might feel embarrassed. (L.A: to use previous knowledge to draw conclusions).

10.Complete the following questions with

+

Form groups of four or five students. Invite them to revise the scores they got and talk about the areas they should pay more attention to in order to improve their physical condition. Explain how to follow the pattern to exchange opinions and make suggestions. Don’t interrupt students while they are doing speaking activities to correct their English. It is better to take notes of the most common and important mistakes and correct them at the end of the activity. ++

How much or How many .

American English:

a.

________________ milk do you drink a day?

Kilometers

b.

________________ hours a day do you play computer games?

British English:

c.

________________ times a week do you play sports?

d.

________________ kilometres do you walk a day?

Kilometres

11.Ask

your partner the questions in exercise 10 and decide if he / she is in good physical condition. Then complete the following paragraph. I think ______________is in good / bad physical condition because he / she ______________ , ______________and ______________. To improve his / her condition he / she should ______________and ______________.

38

UNIT

2

(L.A: to reflect on the topic and express opinions and suggestions following a model). ______________________ LANGUAGE FOCUS – How much / How many?

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

1. Ask the students to read the sentences

from the text and other examples. Guide their attention to the question words. 2. Help the students relate each question to the kind of noun - countable or uncountable. 3. Ask students to complete the general rule. Answers: how many; how much. ______________________

73 2 T I

12.

First listen. Then listen and repeat each sentence. How many hours do you sleep every night? How much sugar do you put in your tea? How much water do you drink a day? How many kilometers do you walk in a week?

13.

Complete the following dialogue with the expressions in the box. a. Listen and check. b. Listen and repeat. c. Role-play it with your partner.

What about you?

but I love

a week

N U

come with me

A: How

many times __________ do you do physical exercise?

B: Well,

two or three days a week. ________________________ ?

A: I

let’s

never do exercise, __________ watching sports on T.V.

B: Why

don’t you __________ instead?

A: OK. __________

go!

Motivate fast learners to relate the pictures with words that appeared in the text and to try and find them in the Word Search puzzle.

14. + FL

14. FL The pictures illustrate 8 words that were mentioned in the

lesson. Can you find them in the Word Search puzzle? S D N R X F A E I S A G F I I

U E O I K E X Y R V I N N Q H

17

Invite students to complete the dialogue with the expressions in the box. Play the recording once for them to check. Then tell them to listen and repeat. Finally, choose some pairs to act it in front of their classmates. (L.A: to imitate a model). Answers: a week; What about you?; but I love; come with me; Let’s.

13. ++

F P L L B E H E Z V Y O H A F

G R I B R V T S R S G I W N O

M M U C A E S N O I D S K Z X

A E I I M T W J Q U N I N Z O

Z S U O T K E E E Y U V X H V

E X X I L V D H W A S N E T G Y D E O K U S E L L X A S T K

K Z I K F H S K P V P E T H E

E T A L O C O H C C N T C E V

G A J R S P O R T S B R G I O

U H Y R I Q V D K T T Z Q H V

M P P B R X M O B G G Z I E P

A B L W B O K T Z L N F H N U

Answers:

What were the most serious problems I had when speaking in English? What did I find most useful in the content of this lesson?

SELF - CARE

39

REFLECTIONS 10. ++ Tell students to identify which of

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

11. ++

(L.A: to connect the text and their own reality). 16

Play the recording once for students only to listen. Draw their attention to the falling intonation of the questions and tell them to represent that with a falling arrow before the last word of each question. Play the recording again for them to listen and repeat. (L.A: to identify an intonation pattern; to imitate a model).

12. +

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: • the most important problems they had when speaking. • how they managed to connect the topic of the lesson to their own lives.

74 2 T I

N U

WHO’S IN CONTROL?

Lesson 2

BEFORE LISTENING

You can share this information with your students: See Error Alert! at the end of the unit.

In your opinion, which of the following statements are true? a.The use of the Internet can be an addiction. b. The Internet is taking the place of sports or games. c.Computer games can make children violent and aggressive. d.Teens spend more time in cyberspace than in the real world. e.Computer games are too much fun.

BEFORE LISTENING 1.

2.

In groups, the students answer the questions. Encourage them to use English as much as possible, but accept Spanish if necessary. (L.A: to relate the topic and their experiences). +

1. Answer these questions in your group. a. What do you think of computer games? b. Do c.

you play any of them? How many hours a week do you play them?

2. With your partner, match the words and expressions in box A

with

their Spanish equivalent in box B. A at least

get rid of

instead of

take the place of

spend

too much

B demasiado pasar (tiempo)

en vez de

librarse de

por lo menos

reemplazar

3. Answer Kelly’s question. 4. You are going to listen to a radio program. Guess who is going to speak. a. A worried mother

b. A

teenager

c. A doctor

5. With your partner, make a list of cognates that you think you will hear.

++ Students work in pairs to find the

LISTENING

Spanish equivalent of the key words and expressions. Remind them to have a look at the words in the Pictionary too. (L.A: to understand key words). Answers: at least = por lo menos; get rid of = librarse de; instead of = en lugar de; spend = pasar (tiempo); take the place of = reemplazar; too much = demasiado. Invite the students to study the words in the Pictionary. Make sure they understand their meaning.

6.

7.

e g a m u t e r p m c o

Listen to the recording and check your guess in exercise 4. Listen to the recording again. if you hear the ideas in exercise 3. b. Which of them are true, according to the radio program? a. Check

g c i s i n e x e r

8.

Listen to the recording again and number the statements in the order you hear them. a. ____ The games are too much

f u n

b. ____ c.

t e e n

fun.

I have been a computer addict since I was ten.

____ I can’t get rid of my habit.

d. ____

Internet can be an addiction.

t im e

40

UNIT

2

PICTIONARY

Computer game: juego de computador Exercise: hacer ejercicios Teen: adolescent Time: tiempo, hora Fun: entretención, entretenido/a 3.

5.

+Ask students to answer Kelly’s question

and decide which of the statements are true. Do not check at this stage. (L.A: to predict content). 4.

+Tell

the students they are going to listen to a radio program. Ask them to try and guess who is going to speak. Do not check at this point. (L.A: to predict content).

Tell students to think of the questions they have answered and the key words they have learnt to predict the cognates they think will appear in the text. (L.A: to predict content).

LISTENING See Transcript at the end of the unit. 6.

to understand every single word. (L.A: to validate predictions).

+

18

Play the recording once and ask the students to check their guesses in exercise 4. Remind them that this first listening is only to check their predictions. It is not necessary for them +

Answers: b. 7.

18

Ask the students to listen to the recording again. First, they check if they hear the ideas in Exercise 3. Then, play the recording again for them to identify which of the statements are true. (L.A: to validate predictions; to find specific information). Answers: all of them are true. ++

75 9.

2 T I

In the recording, the speaker is: a. narrating a story b. giving instructions c. describing a situation d. giving advice

A F T E R

N U

LISTENING

______________________

10.In your group, decide which of these paragraphs best summarizes the text. a.

David is a computer addict. He plays video games so much that he doesn’t have time to exercise or make friends. He thinks computer games have made him antisocial and they can make people violent too, but the problem is that they are too much fun.

LANGUAGE FOCUS – The Present Simple tense

This section is designed to help students revise or discover a particular grammar structure or an interesting item of vocabulary from the text. The activities are meant to promote independent learning, so help, guide and check, but do not give the answers. 1. Help your students revise the sentences from the text. 2. Have them notice that the sentences in this group use the same verb tense. 3. Guide them to identify what the sentences refer to: 1. a present state of facts; 2. a general scientific truth. 4. Students complete the general rule: We use the Simple Present tense to express a present state of facts and or a general scientific rule. ______________________

b. David is a computer addict. He plays video games so

much that he doesn’t have time to exercise or make friends. He doesn’ t think computer games have made him antisocial. He doesn’t think that games make people violent either, he just thinks they are too much fun.


The Present Simple tense

1. Revise these sentences. Internet addicts spend at least thirty to forty hours online. These days I play for about twenty-five hours a week. Teens spend more time in cyberspace than in the real world. I play computer games instead of exercising and playing basketball. 2. Notice the following sentences too. Pandas come from China. Cars produce a lot of pollution.

American English: Advice (noun, verb)

3. What do the sentences refer to? a. A general scientific rule. b. Events that are happening at the moment. c. A present state of facts.

British English: Advise (verb) Advice (noun)

4. Complete the rule

We use the _____ tense to express _____ and / or _________________. 11.Read the following sentences and answer: a. Which of them refer to a present state of facts? b. Which of them refer to a general scientific rule? i. Water boils at 100º C. ii. The Earth goes round the Sun. iii. Teens use the Internet too much. iv. Teens don’t spend much time with their families.

Refer the students to the Language Focus to identify what the sentences refer to. (L.A.: to consolidate a grammar point. Answers: a. iii.; iv.; b. i.; ii.

11. ++ How much did I use my previous knowledge to understand the text? Which words were familiar to me?

SELF - CARE

41

REFLECTIONS 8.

9.

18

Now the students listen to the tape again and number the statements in the order they hear them. (L.A: to organize information). Answers: d. – 1. b. – 2. c. – 3; a. – 4. +++

+ Ask the students to listen again and

recognize what the speaker is doing in the recording. (L.A: to identify the communicative purpose of the text). Answers: d.

AFTER LISTENING Form groups of three or four students and make them analyze and decide which of the paragraphs best summarizes the text. You can also use this exercise as a competition, finding out how many groups could give the right answer. (L.A: to summarize information).

10. ++

Answers: b.

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: • how much they used their previous knowledge to understand the text. • which words were familiar to them.

76 2 T I

12.

First only listen. Then listen and repeat. These sentences: They study thirty to forty hours. I am fifteen. I play twenty-five hours a week. b. These numbers.

N U

a.

19

First play the recording and ask the students only to listen. Then play the recording again for students to repeat each sentence and the pairs of numbers. (L.A: to imitate a model).

12. +

13 – 30

14 – 40

16 – 60

17 – 70

18 – 80

19 – 90

13.

Complete the dialogue with the expressions in the box. Listen and check. b. Listen and repeat. c. Role-play the dialogue with your partner. a.

addict

real world

A: _________ David’s

20

In pairs, the students complete the dialogue about David’s problem using the words and expressions in the box. Play the recording once for them to check. Then play the recording with pauses for them to listen and repeat. Finally, give them a few minutes to practice the dialogue and invite some pairs to roleplay it in front of the class. (L.A: to consolidate language and imitate a model). Answers: What’s; too much; addict; spend; real world.

13. ++

15 – 50

spend

too much

problem, do you think?

B:

He spends _________ time on the Internet.

A:

Do you think he is a computer _________?

B:

what’s

I think he needs to _________ more time in the ___________________.

14.Prepare a survey. - HOW MANY HOURS A

a.

WEEK DO YOU ? 10-15

0-10

20-25

15-20

?

- DO YOU NO

YES

Work in groups of three students and think of five questions you can ask in order to find out if a person is a computer addict. b. Write a questionnaire like the one on page 37. Use it as a model and make a copy for everyone in your group. c. Apply your questionnaire to as many of your classmates as you can. d. Draw a pie chart graph as in the example to represent the results of each question. s 0 - 10 = 10% 10 - 15 = 15% h 0 1 15 - 20 = 25% 20 - 25 = 50% h s 5 20- 25 hs

f.

Write a short paragraph to summarize the results, like this:

0 - 1 1 0

1 5 - 2 0 h s

In my class, ______ (Nº or %) of the students spend ______ (Nº) hours ______ (eg. chatting, playing computer games, surfing the web). ______ (%) of them spend ______ (Nº) hours with the computer and

Preparing a survey. You can assign this exercise as homework, or treat it as a mini-project during class time. Read the instructions aloud and make sure all the groups understand what they are expected to do. a. Students work in groups of three and think of five questions they can ask in order to find out if a person is a computer addict. b. They write a questionnaire like the one on page 37; they write a copy for everyone in their group. c. Individually, the students apply the questionnaire to their classmates. Encourage them to ask as many students as they can. d. The students draw a graph with the results of each question. Make sure your students are familiar with the different kinds of graphs they can use: pie chart, bar graph, line graph, etc.

______ (%) spend ______ (Nº hours) ______. I think that (only)

14. +++

______ (Nº) of my classmates can be considered computer addicts. 15. FL

42

UNIT

Present all the information in a poster and display it in the classroom.

2

e. The students write a short

paragraph to summarize the results. Show them how to follow the pattern in the book. (L.A: to consolidate lexical and grammatical content; to relate a topic to their own reality). Encourage fast learners to present all the information in a poster and display it in the classroom. (L.A: to summarize information; to prepare graphic organizers).

15. + FL

77 2 T I

MINI - TEST

N U

READING 1. Read

the text in lesson 1 again and complete the following chart.

Good for one’s health

2. Are

Not good for one’s health

these people really fit, quite fit or not fit ?

a. Polly always eats a balanced diet; she never does exercise and usually stays up too late at night. b. Ben always eats a balanced diet, always does lots of exercise and sleeps eight hours every night. c.

Chris always eats a lot of fast food, never does exercise and watches T.V. until late every night.

LISTENING 3.

Listen to the recording in lesson 2 again and complete the sentences with the words in the box. computer games

a. The use of the

Internet

violent

____________ can be an addiction.

b. Playing ____________ stops me from exercising and playing basketball. c.

Many of the games are very ____________.

4. Listen and circle the correct alternative. a. I

began to be an addict when I was ten / twelve.

b. I play for c.

twenty - five / thirty - five hours a week.

I have no / lots of friends.

LANGUAGE 5. How much or

how many ? Complete the questions.

a. ____________ hours

do you watch TV a day?

b. ____________ money

do you spend a month?

6. Match

each sentence (a. and b.) with what it represents (i. and ii.). too much fast food. b. Water freezes when it reaches 0º C. i. A general scientific rule. ii. A present state of facts. a. Teenagers don’t do enough exercise and eat

Keep trying Review!

Well done!

Excellent! SELF - CARE

MINI - TEST The mini-tests in lessons 1 and 2 provide material to check and revise students’ progress and information to the teacher about any points that the majority of the students may have problems with. Make sure they understand what they are expected to do and then give them time to answer individually.

43

Answers: READING 1. -Good for one’s health

Eat fresh fruit and vegetables Play sports and walk -Not good for one’s health Eat sweets and chocolates Watch TV a lot of time till late at night 2. a. quite fit; b. really fit; c. not fit.

LISTENING 18 3. a. Internet. b. computer games. c. violent. 4. a. ten. b. twenty-five. c. lots. 5. a. how many. b. how much. 6. a. – ii. b. - i.

78 2 T I

LEARNING TO LEARN

N U

BEFORE

the children is doing the correct thing? Hi, Mary. What are you doing?

Introduce the topic asking your students to read the name of the lesson and eliciting ideas about the content of the text. Invite them to look at the words in the Pictionary and connect them with the topic of the lesson. Start a conversation about their study habits and then invite them to look at the picture story and identify: • the location (a boy’s bedroom, a girl’s bedroom) • the characters (a boy and a girl / two students / two friends) • the situation (the children are talking on the phone, they are classmates, they have a test in three days’ time, the boy wants to go cycling, the girl is studying) • the special ending of the story (two possibilities for students to choose)

2.

3.

endings and compare with their partner’s. Are they similar? (L.A: to relate the topic and their own reality). Students give their opinions and give reasons for their choice. Encourage them to use English as much as possible, but allow the use of Spanish if necessary. (L.A: to relate the topic and their own reality). ++ Students

work in pairs to find the meaning of the words in a dictionary. Remind them that the dictionary may give them several options, from which they will have to choose according to the context, once they read. Check orally. (L.A: to understand key words).

Hi. I’m studying for the test.

I know. I always study a little every day.

The test is in three days’ time!

I’m going to study the night before. Come on! Let’s go cycling! k e a w a

n b r a i

Yes! Let’s go.

Why don’t you come and study with me?

s t e p

t ir e d

+ Students choose one of the

+

READING

1. Read the dialogue and choose your favorite ending, a or b. Which of

BEFORE READING

1.

Lesson 3

p l a n k ' s w e e

44

a

b

UNIT 2

Answers: a. lograr. b. descanso, recreo. c. fecha tope. d. auto-estima. e. paso. f. desperdiciar.

+

5.

+ Tell students to have a quick look at

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

awake: despierto/a tired: cansado/a brain: cerebro week's plan: plan semanal step: paso

Remind students to find clues that can help them decide the type of text this is: lay-out, colors, illustrations, etc. Do not check at this point. (L.A: to predict type of text).

4.

the text and identify cognates and words they already know. With this quick look they can predict one bit of information they will find in the text. Do not check at this point. (L.A: to predict content from cognates and familiar words).

79 2 T I

2. Compare your ending with your partner’s. Are they similar?

N U

3. With your partner, find the meaning of these words in the dictionary. a. achieve

b. break

c.

d. self-esteem

deadline e. step

f.

waste

4. Pay special attention to all the familiar words in the text. Underline them

American English: organization

and predict one piece of information you will find in it. 5. Have a quick look at the text below. What kind of text is it? a. A

British English: organisation, organization

b. Tips in a teenagers’ magazine.

newspaper article. c. A doctor’s prescription.

d. An

advertisement.

READING

Y e s!

P lan y ou r t im e c ar ef ully . G oo d t im e o rg ani za t i on f as t and w ell. help s y ou t o lear n P lan y ou r s ch o ol w or k s te p b y s te p , w i th d ead li nes t t o ac hi ev e. T hi s w hat ar e p os s i b l e i ll gi ve y ou mo re s elf -es te em. Mak e a s tu d y t im et ab le t hr ee w eek s b ef or e y ou r e f re e t im e t o r elax and h x ams , and leav e av e f un. Hav e a s ho r t b re ak ev er y 4 5 mi nut es w hi le y ou s tu d y. S t w alk ar ou nd , y ou and up and ’ ll f eel mo re aw ak e! P re p ar e a w eek ’s p lan w it h all y ou r ac ti v i t i e s ( sc h o ol , me f un, et c, ). Y ou w i als , s tu d y, ll s ee w her e y ou ar e w as ti n g t im t o s tu d y o r r ead . e t hat y ou c an us e R ev is e li tt l e and o ft e n ( ev er y d ay , ev er y t wo d ay s, ev e r y t hr ee d ay s) .

6. Read the text quickly 7. Read

No !

l l fee l your e xam s ! You w i ur s t he da y be fore Don ’ t s tud y for ho l. n won ’ t wor k we l l l no t t ired and your bra i hou t brea k s. You w i t w i iod r pe ng a lo or y f ud t s t n ’ Do t ion ver y we l l. s e s sed and an x iou remem ber in forma u w i l l fee l more s tr . Yo c h mu oo y t Don ’ t worr we l l. and w i l l no t learn e. a lo t in a s hor t t im n Don ’ t tr y to lear f, a s k for he lp. e l ur s yo b y pro b lem s Don ’ t tr y to so l ve mber 2006. s maga zine ) , Se pte J-1 4 ( Ju st f or teen ool, sch to k Bac : Ada pted f rom

and check if your option in exercise 5 was correct.

the text again and identify the incorrect actions in the dialogue.

8. Match

the actions in column A with their consequences in column B. A

a. Make

a timetable. b. Have short regular breaks. c. Study the night before. d. Worry too much.

B i.

You’ll feel anxious. ii. You’ll feel more awake. iii. You won’t remember information well. iv.You’ll have time to relax, have fun and study. SELF - CARE

(L.A: to find and match specific information). Answers: Study for hours the night before your exams.

READING 6.

The students read the text quickly and check if their option about the type of text was correct and if the information they predicted is actually in the text. Check orally. (L.A: to validate predictions and identify type of text). +

Answers: b. 7.

++ The students read the text again,

now more carefully, to identify the incorrect actions in the picture story.

45

8.

Students read the text again to form logical relations between the sentences in columns A and B, according to the text. (L.A: to find and match specific information). Answers: a. – iv.; b. – ii.; c. – iii.; d. – i. ++

80 2 T I


N U

L A N G UA G E FO C U S

Giving instructions

1. Look at these examples from the text. Make a study timetable. Don’t worry too much.

AFTER READING ______________________

2. Find more examples in the text and classify them into affirmative and negative instructions. Compare the structures.

LANGUAGE FOCUS – Giving instructions

This section is designed to help students revise or discover a particular grammar structure or an interesting item of vocabulary in the text. The activities are meant to promote independent learning, so help, guide and check, but do not give the answers. 1. Revise the examples from the text with your students. 2. Help them complete the general rule. Answers: affirmative; instructions; don’t . ______________________


To give _______________ instructions, we use only the verb. To give negative _______________, we use _______________ + the verb.

9. With your partner, add one affirmative and one negative instruction to the list of studying tips. a. _____________________________________ b. _____________________________________

10.How do these people feel? Find the correct word for each picture and then complete the puzzle. angry

bored

confused

excited

happy

sad

scared

d b c

9.

In pairs, the students add one affirmative and one negative instruction to the list of studying tips. Motivate students to share their own experiences when they study. Explain that their tips may be very useful to other students. (L.A: to consolidate vocabulary and grammar, relating the content of the text to their own reality). Answers: Will vary. Check the use of the Imperative form, both affirmative and negative. See Error Alert! at the end of the unit. ++

10. Read

aloud the sentences in the text that include examples of vocabulary related to feelings or moods: You’ll feel more awake; you will feel tired; you will feel more stressed. Ask the students to identify how the people in the pictures feel, using the words in the box. This will help them to solve the crossword puzzle. (L.A: to consolidate thematic vocabulary).

g a

e

f

46

UNIT

2

Answers: a. confused. b. bored. c. scared. d. sad. e. happy. f. excited. g. angry. 11. +++ Form groups of four students and

ask them to ask and answer questions about feelings in different situations. Give an example of how to use the pattern and demonstrate with a student. (L.A: to consolidate thematic vocabulary and imitate a model). Answers:

Example: A: When do you feel scared?

B: I feel scared when I hear strange

noises in the night. A: How do you feel when you have a test the following day? B: I feel anxious. 21

First play the recording and ask the students only to listen. Then play the recording again for students to repeat the instructions. You can ask some students to mime the instructions in front of the class for them to guess. (L.A: to imitate a model).

12.+

81 2 T I

11. In your group, ask and answer questions about feelings in different

N U

situations. Use this pattern and the situations below. A: When

do you feel _____________?

B:

I feel _____________ when _____________ / when I _____________ .

A:

How do you feel when you _____________?

B:

I feel _____________.

a.

You have a test tomorrow. b. It’s the first day of your holidays. c. You don’t understand your teacher. d. You have a lot of homework. 12.

e. f.

You get a good mark in a test. A friend doesn’t want to help you with your homework.

Listen and repeat each instruction. Pay attention to accentuation and intonation. Don’t worry too much.

What difficulties did I have when talking about my feelings? How well did I work in my group?

Make a timetable. Prepare a week’s plan. Have regular breaks. Don’t study for hours.

13.

Read the dialogue below. Infer the meaning of the underlined expressions. What's their Spanish equivalent? b. Listen and repeat. c. Role-play the dialogue with your partner. a.

A: What’s

the matter? You don’t look very happy. I have a very difficult test tomorrow. A: Why don’t you ask for help? B: I did, but nobody can help me today! B:

14. FL

Read this joke. Do you understand it? Describe another funny situation making a drawing or writing a paragraph.

What’s the problem? Do you feel tired, stressed, exhausted?

Mm, it’s clear; you have Oh! Yes! That’s exactly “homeworkitis”. Is it serious? how I feel. Does it have a cure?

Sure! You must do your homework, now! I think I’m going to get a second opinion!

SELF - CARE

22

First students read the dialogue and infer the meaning of the underlined expressions. Ask them to find equivalent expressions in Spanish. Check orally. Then ask them to listen and repeat; give them a few minutes to practice and invite some pairs to roleplay the dialogue in front of the class. (L.A: to infer meanings; to imitate a model).

13. ++

Answers:

What’s the matter? = ¿Qué (te) pasa? Ask for help = pedir ayuda

47

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

14. ++ FL

REFLECTIONS

The purpose of this activity is to help students reflect on their learning process and to raise their awareness of how they develop their own learning strategies to become more effective learners. They

should work on their own but you may help and guide them when necessary. Encourage them to keep a record of their answers in a special section of their notebooks. The students read the questions and reflect on: • the difficulties they had when talking about their feelings. • how well they worked in their groups.

82 2 T I

N U

HELP FOR YOU! BEFORE

BEFORE LISTENING 1.

What should you do if you have a problem? Choose an alternative.

Read the statements aloud and make sure the students understand them. Form groups of four or five students and ask them to discuss the statements and decide whether they are true or false. Check orally. Answers may vary depending on students’ opinions. You can also elicit more teen problems and make notes on the board. (L.A: to relate the topic and their previous experiences).

Lesson 4

LISTENING

1. Discuss

these statements in your group and decide whether they are true or false. a. If I tell an adult that my friend is taking drugs, I’m a bad friend. b. Boys are more likely to get into trouble than girls. c. There’s nothing I can do if my friends offer me drugs.

++

2. Answer Kelly’s question. a. Talk to your parents.

b. Call a TV or radio program.

c. Talk to a friend.

d. Nothing at all.

3. You’re going to listen to a radio program. Guess the problem that will

be discussed. a. Alcoholism

b. Anorexia

c. Drug addiction

d. Depression

4. Before listening to the text, match each word with its meaning in

Spanish. a. stay away b. avoid c. get rid of d. sort of e. risk

i.

deshacerse

ii. riesgo iii.casi iv.evitar v. mantenerse

alejado

LISTENING

2.

Draw students’ attention to Kelly’s question and ask them to choose an alternative. Invite some groups to share their answers and ask them to give reasons for their choices. There are no right or wrong answers. (L.A: to relate the topic and their previous experiences).

5.

+

Listen to the recording and check your guess. Listen to the recording again and identify the type of text. b. An advice program c. A news report advertisement

6.

a. An

Listen to the recording again and match the phrases.

7.

s d r u g

a. Say

i.

b. Choose

ii.

c.

Change

o u s n e r v 8.

r o f fe

Listen to the recording once more and number the sentences in the order you hear them.

a.

3.

4.

Tell the students they are going to listen to a radio program and ask them to try and guess the problem that will be mentioned. Do not check at this stage. (L.A: to predict content). +

Someone off ers me drugs.

n d a r o u t u r n

48

UNIT

c.

5.

I don’t lik e drugs.

d.

Y ou can k eep y our principles. Stay away f rom drugs.

++

8.

+++

23

23

Read the phrases aloud with the class. Then students listen to the recording again, this time more carefully, and match them. (L.A: to find and match specific information). Answers: a. – ii. b. – iii. c. – i.

7.

Play the recording once and ask the students to check their prediction in exercise 3. Answers: c. Drug addiction. +

b.

2


+ Give students a few minutes to match

the key words and their Spanish equivalent. Tell them to look at the Pictionary too. (L.A: to understand key words). Answers: a. - v. b. - iv. c. - i. d. - iii. e. - ii.

the subject. no, thanks. iii. your friends.

PICTIONARY

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

6.

23

Play the recording again for students to identify the type of text. (L.A: to identify type of text). +

Answers: b.

23 The

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

83 2 T I

A F T E R L I S T E N I N G

LANGUAGE FOCUS

N U

Possibility – Obligation - No obligation

1. Read the sentences. What do the underlined parts express? Possibility

Obligation

No obligation

a. You must avoid risk situations. b. You do not have to talk. c. You can change the subject. 2. Complete this general rule. a. Use ____ to give someone strong advice or to express a strong obligation. b. Use ____ to say that something is not necessary. c. Use ____ to indicate a possibility.

9. Complete the sentences with one of the verbs in the Language Focus. a. You ________make good choices. b. You ________to say yes to be accepted by your friends. c. You ________always find new and better friends. 10.Complete the dialogue between Kelly and her friend with your own ideas. Well, you can ______ or ______ but you don’t need to ______. What do you think?

What can you do if a friend offers you drugs?

I think

______.

SELF - CARE

(L.A: to relate written and spoken language; to organize information). Answers: c.; b.; d.; a.

AFTER LISTENING ______________________ LANGUAGE FOCUS – Possibility Obligation - No obligation

Don’t forget that this section is designed to help students revise or discover a particular grammar structure or an interesting item of vocabulary in the text, and that the activities are meant to promote independent learning, so help, guide and

49

check, but do not give the answers. 1. Revise the sentences from the text with the students. Help them discover what the underlined parts express. Answers: a. obligation. b. No obligation. c. possiblity. 2. Guide the students to complete the general rule. Answers: a. must . b. do not have to. c. can. ______________________ 9.

++ The students refer to the Language

Focus to complete the sentences. (L.A: to consolidate a grammar point).

Answers: a. must. b. don’t have. c. can.

See Error Alert! at the end of the unit. Tell students to look at the pictures and identify the people, the place and the situation. Then, in pairs, the students complete the dialogue between Kelly and her friend with their own ideas. Choose some pairs to share their work with their classmates. (L.A: to connect content and their own reality).

10. +++

84 2 T I

11.Do

N U

you know any other useful tips to say no to drugs? In your group, write a short piece of advice.

What were the most serious problems I had when writing in English?

Form groups and ask the students if they know any other useful tips to say no to drugs. Invite the groups to write a short piece of advice, and to share the information with their classmates. They can write this on the board or read it aloud. Help with vocabulary and check their sentences before they share them with the class. (L.A: to use information to write a guided paragraph).

12.

choice

change

should

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

13. a. b. c.

Complete the dialogues with phrases from the box. Listen and check. Listen and repeat. Choose one and act it in front of the class.

get rid of

sort of

What's the matter with

i

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: • the most serious problems they had when writing in English. • how many of the new words they used when doing the exercises. First play the recording and ask the students only to listen. Draw their attention to the different pronunciation of the letters ch/ t∫ / and sh / ∫ /. Then play the recording again for students to repeat each word and then the tongue twister. (L.A: to identify two English phonemes; to imitate a model).

First only listen. Then listen and repeat the words and the tongue twister. choose

REFLECTIONS

12. +

____________. You can also ____________and ____________.

How many of the new words can I use?

11. ++

24

If you want to say no to drugs, you must ____________, ____________ and

got a point

ii

A: Hey! You look sad!

A: My

mother says the music is too loud and I think she’s

____________ you? B: My girl / boyfriend doesn’t want to see me any more!

B: Yes, mine too!

iii

iv

A: Have you finished your

A: We must ____________ these

homework? B: Well, ____________. I couldn’t do all the exercises.

B: O.K. But please let me see them

____________; my ears hurt!

clothes. We never wear them! before giving them away.

14. FL

In pairs, revise the content of the lesson and write a slogan or advertisement against drugs. Then share your work with your classmates.

50

25

UNIT

2

Ask the students to look at the pictures and read the dialogues. Then they complete them with the phrases in the box. Remind the students that the expressions may be used in colloquial, informal situations, and that they are very useful in everyday life. (L.A: to consolidate key expressions; to imitate a model). Answers: i. What’s the matter with. ii. got a point. iii. sort of. iv. get rid of.

13. ++

Motivate fast learners to create a slogan or advertisement against drugs. Encourage them to use information from the text and their own ideas, and to share the product of their work with the class. (L.A: to reflect on the content of the text and relate it to their own experiences).

14.+++ FL

85 2 T I

MINI - TEST

N U

READING 1. Read

the text in lesson 3 again and decide if the following sentences are true or false.

a. You should study for three hours before a test. b. Making c.

a study plan helps you to know if you waste time. When you feel anxious you don’t do well in tests.

2. Match

the verbs in box A with a noun in box B.

feel

A

make

waste

anxiety

B

time

a timetable

LISTENING 3.

Listen to the recording in lesson 4 again and identify the words that you hear. begin

change

speak

decrease

stay

turn

have want

increase watch

keep

work

4. How many people called the program? a. Two girls

b. Three boys

c. A

girl and a boy

LANGUAGE

these sentences using must , have to or can. is possible for you to get a good mark.

5. Rewrite a. It

You _______________. b. It’s an obligation to stop the car at the red light.

You _______________. c. The doctor ordered you to stay in bed.

You _______________. 6. Complete the sentences using the adjectives in the box. Follow the example. angry

bored

happy

sad

worried

Example: I feel impatient when I have to wait for a long time. a. I

______________ when I have a test.

b. I

______________ when I get a good mark.

c.

I ______________ when I don’t like a game.

d. I

______________ when I get a bad mark.

e. I

______________ when a friend doesn’t help me.

Keep trying Review!

Well done!


MINI - TEST The mini-tests in lessons 3 and 4 provide material to check and revise students’ progress and information to the teacher about any points that the majority of the students may have problems with. Make sure they understand what they are expected to do and then give them time to answer individually. Answers: READING 1. a. False. b. True. c. True.

51

2. feel anxiety; make a timetable; waste

time. LISTENING

23

3. change, have, stay, keep, want.

4. c. LANGUAGE 5. a. You can get a good mark. b. You must stop the car at the red light. c. You

must stay in bed. 6. Students write sentences like the example using the adjectives in the box. Answers: a. feel anxious. b. feel happy. c. feel bored. d. feel sad. e. feel angry.

86 2 T I

BULLYING - YOU ARE NOT ALONE

N U

Which of these situations seem familiar to you? i. My classmates call me names. ii. Nasty students damage my things. iii. Old students intimidate young students. iv. Someone is making abusive phone calls. v. Someone is sending offensive phone texts. vi. Someone is posting insulting messages on the Internet.

Make sure your students are familiar with the concept of bullying (certain students frighten or hurt weaker students). Start a conversation (in Spanish if necessary) about this controversial topic, and ask them if they have had the opportunity to witness or even if they feel they have ever been victims of bullying.

BEFORE

Lesson 5

READING

1. Answer Kelly’s question. 2. Look

at the pictures. Can you identify any of the situations in Kelly’s list?

a

b

c

d

e

f

BEFORE READING 1.

++ The students read Kelly’s question

in small groups and try to understand the descriptions of the situations. (L.A: to connect the topic with their previous experiences).

3. Before reading the text, find the meaning of these words in the

dictionary. a. pick on d. safe

b. e.

device blame (v)

c. nasty f.

footage

4. What's

the text about? phone calls. b. Bullying facts. c. Bullying in the future. a. Insulting

2.

+ The students recognize and match the

situations in exercise 1 and the pictures. (L.A: to connect written information and pictures that represent it). Answers: a. – i, ii. b. – v. c. iii. d. ii, iii. e. – iii. f. i. 3.

4.

t f ig h READING

i le m o b

s k i n

t u p s e

You can ask the whole class to look up all the words in a dictionary, or you can divide the class into 6 groups and assign one word to each group. Remind them that they will only be able to get the exact meaning of the word when they see it in context, in the text they are going to read. (L.A: to understand key words). Answers: a. elegir. b. aparato. c. desagradable. d. seguro/a. e. culpar. f. secuencia filmada. ++

Students predict what the text is about. Do not check at this point. (L.A: to predict content). Invite the students to study the words in the Pictionary. Make sure they understand their meaning.

52

5. Read

the text and check if your were right in exercise 4.

6. Read the text again and identify which paragraph refers to these

points. a. Ways to solve the problem. b. People who suffer bullying. c. A special type of bullying. d. A definition.

UNIT 2

PICTIONARY

cell phone: teléfono celular fight: pelea skin: piel upset: molesto/a

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

+

5.

The students read the text and check their predictions. Check orally. (L.A: to validate predictions). +

Answers: b.

6.

Students read the text again, more carefully and find which paragraph refers to the topics mentioned. (L.A: to find general information in paragraphs). Answers: a. – III. b. – II. c. IV. d. I. ++

87 2 T I

N U

Bullying of ten starts when people pick on something It about you that is dif ferent. can be how big you are, the color of your skin, or how you are doing at school.

I.

or Don’t show you are angry . upset, and don’t fight back If you do this, think that they can blame you.

A special type of bullying is cyber bullying, which uses electronic devices such as en to II. Bullying can happ mobile phones and almost anyone. They are all ” computers. “Happy slapping ents stud ordinary and nice of bullying rm o f new a is who meet a very nasty ks where bullies f ilm the attac person. and ra came e phon on a cell then they share the videos to you, III. If this happens with their f riends. tell someone you trust: a These attacks are illegal, so your /or and her teac a f riend, you must report them to a parents. During breaks and teacher, parent or even the e saf lunchtime, try to stay in police as soon as possible. areas of the school with can use any f ootage on They If le. many other peop as evidence of the iles mob a tell someone hurts you, ks. attac teacher immediately and make sure you tell your I V.

parents.

7. Read

the text again and write what you should and shouldn’t do if you are bullied. should

American English:

shouldn’t

Cellphone British English:

Mobile phone

8.

What kind of bullying is “happy slapping”?

9.

What is the purpose of this web page? a. To tell stories. b. To inform children what to do. c. To exchange ideas about bullying.

SELF - CARE

7.

+++

Ask the students to read the text again, find what they should and shouldn’t do if they are bullied and write the suggestions in the corresponding column of the chart. (L.A: to find and classify specific information).

8.

++

Answers: Should:

9.

++ The

Tell someone you trust Stay in safe areas Tell a teacher or parents Shouldn’t:

Show you are angry Fight back

53

The students identify the definition of happy slapping in the text. (L.A: to find specific information). Answers: It is a form of bullying in which the person that is attacked is filmed on a cell phone camera. students recognize the purpose of the web page. (L.A: to identify communicative purpose of text). Answers: b.

88 2 T I


N U

10.

First only listen. Then listen and repeat the words and the tongue twister. back

be

bully

bullying

mobile

A big black bug bit a big black bear

L AN GUAG E F OC US

If Clauses (1)

1. Revise these sentences from the text. Pay attention to the word in bold. If this happens to you, tell someone you trust. If someone hurts you, tell a teacher immediately. If you do this, think that they can blame you. 2. How many parts can you identify in each sentence? 3. Which part of the sentence does the word in bold introduce? a. A condition. b. A result. c. A consequence. d. A reason. 4. Complete the rule.

When we want to indicate a ____________ and give an instruction in a sentence, we use the word ____________ at the beginning of the sentence and the ____________ form to give the instruction.

11.

Join the sentences in box A with sentences in box B. Form conversations beginning with “What can I do if...”. A

a. You see someone bullying a friend. b. Someone sends you abusive text messages.

B

i. You must tell your parents or even the police! ii. You must tell your teacher or somebody you trust.

a. Listen and check. b. Listen and repeat. c. Role-play the dialogues with your partner. 12.Read the statement below and translate it into Spanish. Do you agree?

“Everyone has the right to be respected and the responsibility to respect others”

You can find more useful information about this topic on the Internet at: http://www.bullying.org/ http://www.stopbullyingnow.hrsa.gov/ 54

AFTER READING 10. +

26 First play the recording and ask

the students only to listen. Then play the recording again for students to repeat each word and the tongue twister, paying special attention to the pronunciation of / b /, produced with both lips put tightly together and then separating them with force. (L.A: to imitate a model). ______________________ LANGUAGE FOCUS – If Clauses

This section is designed to help students

UNIT

2

revise or discover a particular grammar structure or an interesting item of vocabulary in the text. The activities are meant to promote independent learning, so help, guide and check, but do not give the answers. 1. Tell the students to revise the sentences from the text, drawing their attention to the word in bold. 2. Help them notice that each sentence is constituted by two parts: two subjects, two verbs. 3. Students should discover that the word if introduces a condition. (si esto ocurre) .

4. Ask some students to complete the

rule on the board. Answers: condition – if – imperative. ______________________ 27

Read the instructions with the class and model a dialogue with a student. Give them a few minutes to write the different dialogues. Play the tape once for them to check, and then play it again for them to listen and repeat. Let them rehearse the dialogues in pairs and ask some students to roleplay them in front of the class.

11.++

89 13.How much did you learn about

2 T I

bullying? Try this quiz!

N U

YOU ARE WALKING TO SCHOOL AND SOME BULLIES ASK FOR YOUR MONEY. DO YOU GIVE THEM THE MONEY? YOU ARE ON THE SCHOOL PLAYGROUND AND SOMEONE HITSYOU. DO YOU HIT HIM / HER BACK?

A BULLY FINDS YOU ALONE AND STARTS BEATING YOU. DO YOU SHOUT FOR ATTENTION AND RUN AWAY?

ONE OF YOUR BEST FRIENDS STARTS TO BULLY YOU. DO YOU TELL YOUR PARENTS? A BULLY THREATENED YOUR LITTLE BROTHER. DO YOU CONFRONT THE BULLY? FINAL MESSAGE: BULLYING IS SOMETHING WE ALL NEED TOTHINK ABOUT. WORKING TOGETHER, WE CAN MAKE THE LIVES OF YOUNG PEOPLE BETTER.

YOU SEE SOMEONE BEING BULLIED. DO YOU ASK FOR HELP?

How did the exercises help me to understand the text?

Add two more questions to the quiz describing any other bullying situations.

14. FL

On what occasions did I show respect for my classmates’ opinions?

SELF - CARE

(L.A: to consolidate a grammar point; to imitate a model). 12. Tell

students to read the statement and translate it into Spanish. Ask them if they agree. Answers: May vary, but it is highly desirable that all students agree with the statement. “Todos tenemos derecho a ser respetados y la responsabilidad de respetar a los demás”.

55

bullying by answering the quiz and getting the final message. (L.A: to consolidate thematic vocabulary; to relate content and own reality). Motivate fast learners to add two more questions to the quiz and ask them to their classmates. (L.A: to expand content and vocabulary).

14. ++ FL

REFLECTIONS

Encourage your students to find out how much they learnt about

13. ++

The purpose of this activity is to help students reflect on their learning process

and to raise their awareness of how they develop their own learning strategies to become more effective learners. They should work on their own but you may help and guide them when necessary. Encourage them to keep a record of their answers in a special section of their notebooks. The students read the questions and analyze: • how the exercises helped them to understand the text. • the occasions in which they showed respect for their classmates’opinions.

90 2 T I

N U

Notes

k , c r o t e r d r a p o r H l ly r e K e h o o l s c

2: DE 2: EPISO ODE EPIS SS A CL SS S A FITNE S CL TNES FI

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

Kelly Hardrock, school reporter Help students identify the connection between the characters that have appeared in the lessons and those in the cartoon. Help them revise what happened in the previous episode of the cartoon. You can ask these questions: Who is the girl in the cartoon? What is her connection with Chile? What happened in the previous episode? Where was she?

91 2 T I

N U

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

Motivate them to read this episode on their own and help only if they ask you to. You can ask some students to summarize the episode, in Spanish if necessary.

___________________________ ___________________________ ___________________________ ___________________________ ___________________________ ___________________________ ___________________________ ___________________________ ___________________________

92 2 T I

N U

SYNTHESIS Revise the content of Unit 2. Which exercises helped you to:

TEST YOUR KNOWLEDGE READING: HEALTH ADVICE FOR TEENS

HEALT HY EAT ING HABIT S T O ADOPT

LIST ENING

·ident ify sentence connect or s? ·ident ify speak er s in a conver sat ion? ·r ecognize intonation patterns?

AT TI T UDE S

·reflect on t he impor tance of respect ing human dign it y and people’s right t o be r espect ed?

READING

·use key words to organize a text? ·relate cause and effect? ·recognize textual elements?

SPEAK ING

·ask and answer quest ions about physical act ivities?

• Drink lots of water ev ery day . • Drink lots of milk (at least 4 1 / 2 serv ings a day ). Strong bones and healthy teeth are v ery attractiv e! • Find healthy alternativ es to between-meal snack s: carrots instead of cook ies, popcorn or pretzels instead of chips. • Don’t think that f at-f ree or diet foods mean that y ou can eat twice as much. • Mak e sure y ou’re eating three balanced, healthy meals a day . Sk ipping meals can mak e y ou feel so hungry that y ou might ov ereat at the next one.

· wri te a f firma tive and nega ti ve ins truc tions?

·use modal verbs?

58

UNIT

T ak en fr om: htt p:/ /w w w. t eenhealt hf x .c om / answ er s/ teenT ips /t ip _6.ph p

1. Read the text and relate sentences in box A with sentences in box B.

A

a. b. c. d.

You drink lots of milk. You eat diet food. You skip meals. You take vitamins.

B

e. f. g. h.

You can’t eat twice of everything. You can’t replace food. You will eat a lot at the next meal. Your bones will be strong.

WRITING

LANGUAGE

• Av oid artif icial sweeteners. • T ak e a multi-v itamin each day in addition to a healthy diet. Remember,though, v itamins do NOT replace f ood. • Ev en f ast food places hav e healthy options; if av ailable, tak e a look at a nutrition chart.

2. Read the text again and identify the incorrect statements. a. You can eat all the diet food you want. b. It is better to eat a snack instead of vegetables. c. You must replace sugar by sweeteners. d. You must eat three balanced, healthy meals a day.

2

SYNTHESIS Revise the content of Unit 2 with your students and help them to analyze and reflect on which exercises helped them achieve the learning objectives. 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 1. a. – h. b. – e. c. – g. d. – f. 2. a. , b. and c. are incorrect. LISTENING

28

See Transcript at the end of the unit. 3. a. – ii. b. – iii. 4. a. Speaker 3. b. Speaker 1. c. Speaker 2. d. Speaker 1. e. Speaker 3.

93 LISTENING – COMPUTERS IN MY LIFE

Listen to the recording and choose the best alternative.

3.

a. The speakers are

b. The speakers are

i.

asking for advice. ii. giving their opinion. iii. telling a story. 4.

i.

parents. ii. teachers. iii. teenagers.

Listen to the recording once more and identify who says the following statements, speaker 1, 2 or 3. a. The Internet is amazing. b. I don’t use the computer for fun. c. I use the computer for all kinds of things. d. I only use it for sending and receiving e-mails. e. I spend a lot of time watching videos.

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

I can organize a text in a logical order. I understand the general idea(s) of texts. I can relate cause and effect.

LANGUAGE 5. Complete the following questions with

How much

or How many . a. ____________________

water do you drink a day?

b. _________________hours do you spend on the Internet? c.

________________ times do you revise before a test?

I can follow instructions. I use my previous knowledge to understand texts. I infer information from intonation pattern. I can relate ideas.

6. Match

the two parts of the sentences below. i. but they are very violent. b. Avoid fast food c. I like computer games ii. because I find them boring. iii. and artificial sweeteners. a. I don’t like computers

sentences in A with sentences in B using if . starts calling you names. b. A bully demands your money. c. Someone sends you an insulting text message. B:i. Don’t fight with him/her. ii. Tell your parents or even the police. iii. Tell an adult you trust.

I can give examples. I can apply new vocabulary. I can use everyday English.

7. Relate

A:a. Someone

I can organize ideas to write short paragraphs. I can reproduce short dialogues.

ORAL EXPRESSION 8. Give

your classmate two affirmative and two negative instructions to help him / her learn better.

Great!

Keep trying Review!

Not too bad

Well done!

Did I like to work in a group? Did I enjoy the topic? Did I help my partners?

Help!


LANGUAGE 5. a. How much. b. How many. c. How many. 6. a. – ii. b. – iii. c. i. 7. a. If... + iii. b. If... + i. c. If... + ii. ORAL EXPRESSION 8. Students do this activity in pairs and

evaluate their partner’s performance. Encourage honest marking.

59

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

2 T I

N U

94 2 T I

TRANSCRIPTS

N U

READING - HOW FIT ARE YOU?

David:

16

Pronunciation

First listen. Then listen and repeat each sentence. How many hours do you sleep every night? How much sugar do you put in your tea? How much water do you drink a day? How many kilometers do you walk in a week?

READING - HOW FIT ARE YOU?

LISTENING - WHO'S IN CONTROL?

17

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


19

Pronunciation

Oral Practice A: B: A: B: A:

Many of the games are very violent, but nobody takes them seriously. They are just fun! That is the main problem with the games … that they are too much fun!

First only listen. Then listen and repeat. a. These sentences: They study thirty to forty hours. I am fifteen. I play twenty-five hours a week. b. These numbers.

13 - 30 19 - 90

16 - 60

17 - 70


18

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

14 - 40 15 - 50

18 - 80

20

Oral practice A: B: A: B:

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

READING - LEARNING TO LEARN

21

Pronunciation

Listen and repeat each instruction. Pay attention to accentuation and intonation. Don't worry too much. Make a timetable. Prepare a week's plan. Have regular breaks. Don't study for hours.

95 2 T I

N U

READING - LEARNING TO LEARN

22

Oral Practice A: B: A: B:

What's the matter? You don't look very happy. I have a very difficult test tomorrow. Why don't you ask for help? I did, but nobody can help me today!

LISTENING - HELP FOR YOU!

23

Presenter: This is WPST 97.5, HELP FOR YOU! You've got questions? We've got the answers! Hello! What's your name? Hi, I'm Kevin Boy: Presenter: How are you, Kevin? What's the matter with you? Well…I really don't like drugs, but two of my friends Kevin: do and they want me to try them. Presenter: How old are you? I'm fourteen. Kevin: Presenter: OK, Kevin. Do you want to stay healthy? Then stay away from drugs. How can I do that? Kevin: Presenter: You must avoid situations of risk, or you can get rid of those friends. What? Kevin: Presenter: It is simple, Kevin! One of the most important things you can choose is your friends. You should keep your principles and just say NO! Thank you for calling, Kevin. Thank you! Kevin: Presenter: Good afternoon, who's calling? Hello, my name's Lily. Girl: Presenter: Have you got a problem? Well, sort of. I don't know what to do or say when Lily: someone offers me drugs. Presenter: Well, it's easy. Say “no, thanks”. This technique is fundamental, but you can also change the conversation or talk and talk and talk about anything else! Sometimes I get very nervous. Lily:

Presenter: You've got a point there, but in those cases you don't have to talk. You can look the other way, turn around or start a conversation with someone else. Any other calls?


24

Pronunciation

First only listen. Then listen and repeat the words and the tongue twister. choose choice change should If Stu chews shoes, should Stu choose the shoes he chews?


25

Oral Practice a. A: Hey! You look sad! What's the matter with you? B: My boyfriend doesn't want to see me any more! b. A:

My mother says the music is too loud and I think she's got a point! My ears hurt! B: Yes, mine too!

c. A: B:

Have you finished your homework? Well, sort of. I couldn't do all the exercises.

d. A: B:

We must get rid of these clothes. We never wear them! O.K. But please let me see them before giving them away.

96 2 T I

N U

READING - BULLYING - YOU ARE NOT ALONE

26

Pronunciation

First only listen. Then listen and repeat the words and the tongue twister. back be bully bullying A big black bug bit a big black bear.

mobile

READING - BULLYING - YOU ARE NOT ALONE

27

LISTENING TEST: BAD SLEEP CAN AFFECT STUDENTS' GRADES

Oral Practice What can I do if I see someone bullying my best friend? I'm not sure, but I think you must tell your teacher or somebody you trust. A: And if someone sends me offensive text messages? B: You must tell your parents or even the police!

A: B:

Jane: Tom: Jane: Tom: Jane:

TEST YOUR KNOWLEDGE Listening - Computers in my Life

I think the Internet is amazing; I use my computer most of the time to chat with other people. I spend a lot of time watching videos, surfing sport pages, and listening to music. Without computers our lives would be really boring! Presenter: This was the opinion of three teenagers like you. What is your opinion? Phone us and tell us! Our number is … (fade)

Patsy:

28

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

Tom: Jane:

Tom: Jane:

29

How many hours do you sleep every night, Tom? I don't know, between 7 and 9 hours. Why do you ask, Jane? Because my mother told me that teenagers who don't sleep enough will probably get bad grades at school. Why does she say that? How does she know? Well, she is a teacher, and she applied a questionnaire in her class. She says that students that get lower grades are those who sleep less, and then they find it very difficult to concentrate during the day. Mm, sounds right. What else did she discover? She also found out that those students snore every night and have a hard time waking up in the morning. They are always falling asleep in class! I never thought that sleeping well was so important. So, Tom, are you sleeping enough?

97

ERROR ALERT! READING - HOW FIT ARE YOU? Exercise 10

Countable and uncountable nouns. Some nouns are countable with one meaning and uncountable with another meaning. Examples: a fish, countable (animal) / some fish, uncountable (food); a coffee, countable (a cup of coffee) / some coffee, uncountable (the liquid); a paper, countable (newspaper or document) / some paper, uncountable (material); a glass, countable (container) / some glass, uncountable(material), etc.

READING - LEARNING TO LEARN Exercise 9

Imperatives, Fry in hot oil. (Not: “You fry in hot oil”). Don’t mix with the other ingredients (Not: “Not mix with the other ingredients”).

LISTENING - HELP FOR YOU! Exercise 9

Students may tend to put to after modal verbs; explain that can, must , could , should , would , etc. are followed by the infinitive without to. I could buy some vegetables for tomorrow. (Correct). I could to buy some vegetables for tomorrow. (Incorrect).

READING - BULLYING - YOU ARE NOT ALONE Exercise 7

Students may tend to put to after should ; explain that modal verbs such as can, must , should , would , etc. are followed by the infinitive without to. I can make a cake. (Correct). I can to make a cake. (Incorrect).

2 T I

N U

98 2 T I

N U

BACKGROUND INFORMATION LISTENING - WHO’S IN CONTROL? THE FIRST COMPUTER

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

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

COMPLEMENTARY ACTIVITIES LESSON: HOW FIT ARE YOU?

1. In pairs, ask and answer questions to complete the missing information in each paragraph. E NT A ST UD

If y ou w ant t o be heal t h y , per ha ps y ou need t o go on a d iet . St ar t t he d a y b y d ri nk ing ( 1 ) _ _ _ _ _ _ _ _ _ _ _w at er or or ange juice , a cu p of cof fe e or t ea , and no sugar ! F or l unch y ou should eat ( 3 ) _ _ _ _ _ _ _ _ _ _ _ gr ill ed f ish w it h some gr een v eget ables. it s or If y ou ar e st il l hungry , eat (5 ) _ _ _ _ _ _ _ _ _ _ _f ru nut s. And to d ri nk , just w at er ! It hasn’t got an y cal or ies so y ou can d r ink as much as y ou w ant . For d inner , hav e some sou p and br ead . Y ou can al so hav e a cu p of cof fe e.

Questions (1) How much / How many water or juice do I need to drink in the morning? (3) How much / How many grilled fish should I eat for lunch? (5) How much / How many fruits can I eat?

S TU DE N T B

Questions (2) How much / How many cups of coffee or tea should I drink? (4) How much / How many green vegetables should I eat at lunchtime? (6) How much / How many water can I drink?

I f y ou w ant t o be heal th y , per ha ps y ou need to go on a d iet . S ta r t t he d a y b y d ri n k in g a gl ass of w at er or or ange juic e , ( 2 ) _ _ _ _ _ _ _ _ _ _ _ _ c off ee or tea , and no sugar ! F or l unc h y ou shoul d eat some gr il l e d f is h w it h ( 4 ) _ _ _ _ _ _ _ _ _ _ _ _ gr een v eget abl es. If y ou ar e st il l hungr y , eat t wo or t hree f rui ts or nuts. And t o d ri nk , j ust w at er ! I t hasn’t got an y c al ori es so y ou c an d ri nk ( 6 ) _ _ _ _ _ _ _ _ _ _ _ _. F or d in ner, hav e some sou p and br ead . Y ou c an al so hav e a c u p of c off ee.

LESSON: WHO’S IN CONTROL?

2. How do you spend your free time? How often do you…? a. Prepare a quiz about free-time activities and apply it to some friends. Use these prompts as clues: • At home : work / study at the weekend; go away; stay late in bed; watch TV / films; play video games; chat with friends • Sports: play a sport; go to the gym; watch sports on TV • Culture: go to a concert / visit a museum / read • Friends: visit friends; meet other people; visit relatives; go out with your parents b. Present the information in graphs, charts, diagrams or any other visual organizer. Draw separate organizers for each category above. c. Report your results in class.


LESSON: LEARNING TO LEARN

3. Giving instructions. Match the two halves: A

B

Listen

in the test.

Read

your time.

Don’t cheat

the door, please.

Don’t waste

to the teacher.

Make

your books.

Open

a timetable for the week or month.

Close

the exercises carefully.

LESSON: HELP FOR YOU!

4. Complete the following sentences with must , mustn’t , can or don’t have (to). a. At our school, we ________________to wear a uniform. We ________________wear jeans, sweaters and sneakers but we ________________wear piercings or tatoos. b. When the traffic lights are red, you ________________stop. c. When you finish, you ________________turn the lights off. d. If you travel to the U.S.A., you ________________take your passport, but if you go to Argentina you ________________to take it. You ________________ take your identity card.

LESSON: BULLYING - YOU ARE NOT ALONE

5. Look at the picture of Jim’s room and write a list of suggestions for him. Example: He should make his bed.


EXTRA TEST READING SOFT DRINKS CAUSE DENTAL EROSION A study from the Academy of General Dentistry stated that prolonged exposure to soft drinks can cause the loss of enamel in our teeth, and even a short exposure can cause dental erosion. Many people only worry about the sugar content of soft drinks, or they think that “diet" drinks contain less sugar. But diet drinks contain also phosphoric and citric acids that can cause dental erosion. According to Kenton Ross, a dentist from the Academy, drinking any type of soft drinks is risky to the health of our teeth.

Many of the soft drinks people consume contain nine to twelve teaspoons of sugar, and have an acidity that is near the level of battery acid. For example, one type of cola ranked 2.39 on the acid scale, compared to battery acid, which is 1.0. The study recommends that people limit consumption of soft drinks to meals and to drink them with a straw, which reduces soda's contact with the teeth. The study also found that products that come from beer are non-carbonated and do not contain the acids that harm teeth, but that non-colas can cause more dental erosion than colas.

1. Have a quick look at the text and identify what kind of text it is. a. An extract from a novel c. A news report

b. A scientific article d. An advertisement

2. Read the text carefully and complete. a. When you drink a lot of soft drinks you can lose the ______________________. b. Many people think that diet drinks contain ______________________. c. We should use a ______________________when we drink soft drinks. d. Products that come from beer do not ______________________our teeth.

3. Read the text once more and find this information. a. Two kinds of acids:

___________________________________________________________.

b. Dr. Ross’s profession:

___________________________________________________________.

c. Contents of sugar in soft drinks: ___________________________________________________________. d. Acidity in cola drink:

___________________________________________________________.

e. Acidity in battery acid:

___________________________________________________________.

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

LISTENING

29

BAD SLEEP CAN AFFECT STUDENTS’ GRADES 1. Listen to the recording. What kind of text is it? a. A class b. A conversation c. A lecture d. A radio program

2. Listen to the recording again. Number the sentences in the order you hear them. a. I don’t know. b. How does she know? c. Sleeping well was important. d. Those students snore.

3. Listen to the recording again. Decide if these statements are true or false. Correct the false information. a. Tom sleeps six hours every night. b. Adolescents who sleep well get good marks. c. Jane’s mother is a doctor. d. Students who sleep badly can’t concentrate in class. e. Sleeping well is very important for teenagers.

ORAL EXPRESSION Interview your partner to find out how fit she / he is. Then change roles and answer your partner’s questions. A: _____________________________milk _____________________________drink every day? B: ______________________________________________________________________________________________. A: _____________________________fruit _____________________________eat every day? B: ______________________________________________________________________________________________. A: _____________________________kilometers _____________________________walk every day? B: ______________________________________________________________________________________________. A: _____________________________hours of TV _____________________________watch every day? B: ______________________________________________________________________________________________. A: _____________________________(not) very healthy! N

Less than 50%

50 - 70%

80 - 100%

8

Keep trying Review!

Well done!

Excellent!

103 2 T I

ANSWERS COMPLEMENTARY ACTIVITIES 1. Student A

(1) How much. (2) How much. (5) How many. Student B

(2) How many. (3) How many. (6) How much. 2. Will vary. 3. Listen to the teacher. Read the exercises carefully. Don´t cheat in the test. Make a timetable for the week or month. Open your books. Close the door, please. 4. a. don´t have to, can, mustn´t. b. must. c. must. d. must, don´t have to, can. 5. Will vary.

N U

EXTRA TEST READING 1. b. 2. a. enamel of our teeth. b. less sugar. c. straw. d. harm. 3. a. phosphoric and citric. b. dentist. c. 9 to 12 teaspoons. d. 2.39. e. 1.0.

LISTENING 1. b. 2. a. – 1. b. – 2. d. – 3. c. - 4. 3. a. False (Tom sleeps between 7 and 9 hours every night.) b. True. c. False (Jane’s mother is a teacher.) d. True. e. True.

ORAL EXPRESSION Possible answers: A: How much milk do you drink every day? B: Two / Three glasses. A: How much fruit do you eat every day? B: A little. / A lot. A: How many kilometers do you walk every day? B: Half / One / Two / Three. A: How many hours of TV do you watch every day? B: One / Two / Three. A: That's (not) very healthy!

104 3 T I

N U

SUGGESTED YEAR PLANNING 8º UNIT 3 DIFFERENT LIVES Minimum Obligatory Contents Topic

Life in other countries and communities Different languages and customs School life in other countries Listening Comprehension Morpho-syntactic elements

• Superlatives • The Present Perfect • Conditionals Strategies

• To use previous experience and knowledge of the topic. • To identify key words to get the general idea. • To use context, mimicry and familiar words to predict posible meaning of new words. • To relate new and old information. • To distinguish phonemes that can interfere with communication. • To relate oral and written version of words, phrases and sentences. • To integrate written production by writing words to consolidate key lexical items. • To integrate oral and written expression through the use of short phrases and sentences to show comprehension.

• To relate explicit information to make simple inferences. • To use previous knowledge of words to infer the meaning of new words. • To look up the meaning of key lexical items in the dictionary. • To integrate written expression to consolidate thematic vocabulary and key grammatical items. • To integrate the written and spoken version of words to learn their pronunciation and spelling. • To incorporate oral and written expression through the use of phrases and short sentences. • To use Spanish to show comprehension when necessary. Oral Expression Communicative Functions

• To talk about a topic • To talk about national celebrations Morpho-syntactic elements

• Superlatives • The Present Perfect • Conditionals Lexical Elements

Reading Comprehension Language: direct and metaphorical Morpho-syntactic elements

• 500 words of high frequency in oral texts.

• Superlatives • The Present Perfect • Conditionals

Strategies

Strategies

• To use context and previous knowledge of the language to predict development of the text. • To skim the text to identify the general idea. • To scan the text to identify specific information.

Pronunciation

• English phonemes • To use everyday fixed phrases and sentences in personally relevant contexts. • To use high frequency words and the thematic vocabulary of the level in personally relevant contexts. • To use expressions associated with the communicative functions of the level in personally relevant contexts. • To integrate listening as basic input for interaction.

• To integrate reading as a source of information to produce oral texts. • To discriminate, imitate and repeat phonemes. • To relate written and spoken version of sounds to identify and incorporate intonation patterns. Written Expression Morpho-syntactic elements

• Superlatives • The Present Perfect • Conditionals Strategies


105 3 T I

N U

Learning Abilities

Expected Outcome

• To identify speakers. • To identify purpose of a

• Acquisition of

vocabulary related to message. languages, customs and • To extract specific school life. • The use of Conditionals, information. • To use key words to get The Present Perfect, the general meaning. comparatives and • To use key words to superlatives. • Effective exchange of identify general meaning. biographical • To identify reference information. • Effective and efficient markers. • To use cognates to use of writing skills as a predict content. means of • To distinguish main and communication. secondary ideas. • To complete a paragraph. • To write sentences. • To complete a fact file. • To exchange information. • To express opinions.

Attitudes

Resources

Evaluation

Time

• Appreciating the

• Internet articles. • Chat messages. • Reports. • Conversations.


• 20 class hours for

importance and value of different cultures. • Appreciating the importance of English as an effective means of communication.


106 3 T I

N U

UNIT

3

IN THIS UNIT YOU WILL USE THE FOLLOWING TEXT-TYPES: READING • An article from the Internet • An extract from a book LISTENING • An interview • A dialogue • A conversation YOU WILL DEVELOP THESE ABILITIES LISTENING • To identify speakers • To identify purpose of a message • To extract specific information • To use key words to get the general meaning READING • To use key words to identify general meaning • To identify reference markers • To use cognates to predict content • To distinguish main and secondary ideas WRITING • To complete a paragraph • To write sentences • To complete a fact file SPEAKING • To exchange information • To express opinions

YOU WILL LEARN THE FOLLOWING LANGUAGE • • • •

Superlatives The Present Perfect Conditional sentences Words in American and British English

YOU WILL PAY SPECIAL ATTENTION TO THESE VALUES • To learn, appreciate and respect

ways of life in different countries • To reflect on the importance of English all over the world

107 3 T I

N U

DIFFERENT LIVES


YOU WILL DEVELOP THESE

WRITING

ABILITIES:

· to write sentences · to complete a fact file

READING

LIST ENING

LISTENING

·an art icle f rom the Int er net ·an ext ract from a book

· an interview · a dialogue · a conversat ion

· to identify speakers · to identify purpose of a message · to extract specific information · to use key words to get the general meaning

YOU WILL LEARN THE FOLLOWING LANGUAGE:

·superlatives · the Present Perfect · conditional sentences · words in American and British English

SPEAK ING

· to ex change inf or mation · to ex pr ess opinions

READING

· to use key w ords to identify gener al meaning · t o ident if y reference mar k er s · t o use cognates to predict cont ent · t o distinguish main and secondar y ideas

L PECIA ALUES: A Y S V P E L S L c t E WI r e s p e O T H YOU ON T e a n d e s t I a T i c N e p r c o u n t r i A T T E u t, a p l is h t o o f E n g i ff e r e n a r n a b · t o l e o f l if e i n d i m p o r ta n c e s e y h a t w n f le c t o d · t o r e e r t h e w o r l a l l o v

GETTING READY 1. In

your group, look at the pictures of the children and answer the following questions. a. What can you see in the pictures? b. What are the children doing? c. What countries do you think they are from? d. Are they similar or different from Chile?

2. Make

a list of countries that you think are very similar to Chile, and another one of countries that are very different. Share your reflections with the other groups.

61

GETTING READY

1. Introduce the unit asking your students to look at the pictures and answer the questions in groups. Make sure they focus their attention on the differences among the pictures, but that they also find some similarities (e.g.: they are all children, they look different; they all seem to be happy). Encourage students to use English as much as possible, but allow Spanish if necessary.

Answers: a. Children from all over the world. b. Some of them are playing, some of

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

d. It is very different, except from the

picture of Chilean children. 2. Ask your students to make a list of countries that they think are very similar to Chile, and one of countries that are very different. Then, invite them to compare their lists and share their reflections with the other groups. Answers: Will vary.

108 3 T I

EXPERIENCES IN A FOREIGN COUNTRY

N U

Lesson 1

BEFORE LISTENING

BEFORE LISTENING In groups, students read and answer Kelly's questions. (L.A: to relate topic of the lesson with students' own reality).

1 +

Have you got a friend who is living in Europe? Where abouts? Name three characteristic of that country. Why do people decide to live in another country?

1. In your group, answer Kelly's questions. 2. Locate these countries in the map. Ireland

United Kingdom

Spain

Italy

France

Germany

Answers:

Will vary. Invite you students to read the list of countries and then locate them in the map. (L.A: to relate previous knowledge to the topic). Answers: See the map.

2. ++

3. Think about life in Chile and complete the

Make students reflect on their own reality. Ask them to think about life in Chile and complete the sentences. Then, invite them to compare answers with their partners. (L.A: to relate topic with students' own reality).

3. ++

c l i f f

a. Something

nice in Chile is ___________________________________ .

b. Something

sad in Chile is ___________________________________.

c.

Something interesting in Chile is ____________________________.

4. With your partner, think about three positive and three negative

things about living in another country and complete the chart.

h c r a s

The best

e r j u m p

The worst

e s c a p l a n d

Answers:

5. You are going to listen to a text about life in one of the countries of

l w o o

Will vary. 62

Now, students think about three positive and three negative things of living in another country and then complete the chart. (L.A: to relate topic with students' own reality).

sentences. Then compare

answers with your partner.

UNIT

exercise 2. Do the words in the Pictionary give you any clues? 3

4. +++

Answers:

Will vary according to students' own reflections. Explain to students that they are going to listen to a text about life in one of the countries mentioned in exercise 2. Ask them to guess the name of the country after looking at the words in the Pictionary.

5. +++

(L.A: to use previous knowledge and visual clues to predict content). Do not check answers at this point. PICTIONARY

Cliff: acantilado Crash: golpear, chocar Jumper: vestido sin mangas

LISTENING See Transcript at the end of the unit. 30

Play the recording. The students listen and confirm or correct their guess in ex. 5. (L.A: to validate predictions). Answers: The girl is talking about Ireland.

6.+

109 3 T I

LISTENING

6.

7.

What kind of text is it? Choose the correct alternative a. A piece of news.

b. An interview.

Listen to the text and write a number as these aspects are mentioned. a. ____Where to go.

b. ____Gabrielle's daily activities.

c. ____ Things she doesn't like.

d. ____Her opinion.

10.

AFTER LISTENING ______________________

Listen to the paragraph about the Aran Islands and tick the correct information.

a. Clothes that people wear. i. __Woollen jumpers. ii. __Jeans and jackets. iii. __Light clothes. b. Language they speak. i. __English.

ii. __Irish.

iii. __Bicycles.

d. Things you can see at Connemara. i. __Mountains. ii. __Beaches.

iii. __Forests.

A F T E R

LANGUAGE FOCUS - Superlatives

Remind that this section is meant to help students revise or discover a particular grammar structure by themselves. 1. Ask the students to revise the examples, paying special attention to the words in bold. 2. Make students identify the type of information required. Answers: a comparison. 3. With information from 1. and 2. they complete the rule. Answers: best and worst . ______________________

iii. __Gaelic.

c. Means of transport they use. i. __Car. ii. __Carriages.

LISTENING

LANGUAGE FOCUS

Superlatives

1. Read these sentences from the text. Pay attention to the words in bold. My saddest feeling is when... The nicest place to visit is...

American English:

jumper (dress) 2. What do these words express? British English:

jumper (sweater)

3. Read and complete the rule.

To compare more than two things, we use the superlative adjectives. To form the superlative of the short adjectives, we add ______________to the adjective. Exception: the superlative forms of good and bad are ______________and

See Error Alert! at the end of the unit.

______________. DIFFERENT LIVES

30

Now the students listen to the recording again to identify the kind of text. (L.A: to identify type of text). Answers: b. an interview.

7. ++

30

Play the recording again. Ask the students to listen and check if they hear their list in exercise 3. (L.A: to identify specific information).

8. ++

Answers:

Will vary according to students' lists.

30

63

Invite students to listen again and number the aspects in the order they are mentioned. (L.A: to recognize specific information). Answers: b.; c.; a.; d.

9. +++

30

If necessary, play the recording again. Then ask students to listen and tick the correct information. (L.A: to identify correct information). Answers: a. - i. b. - iii. c. - ii. d. - i.

10. +++

c. An advertisement.

Listen to the text again and check if you hear your list in exercise 3.

8. 9.

N U

Listen to the text and confirm or correct your guess. What country is the girl talking about?

American v/s British English

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

110 3 T I

11. Use

N U

the information from the chart to answer the questions. Size (km2)

Country


Let students read this section on their own and share comments in their groups. For more information on this section see page 7 of the Introduction. 11. ++ Now, students use the information

from the chart to answer the questions. (L.A: to extract information from a chart). Answers: a. France. b. Ireland. c. Germany. d. Ireland.

Did y ou know t hat … the Irish language is a Celtic language and par t o f the Indo-European languages tha t derive from La tin ? English is a Germanic language, par t o f the Sa xon languages. It doesn ’t come from La tin.

16°

France

543,965

15°

Ireland

70,273

9°

_________________

a. the

largest?

b. the

smallest? _________________

the hottest?

_________________

d. the coldest?

_________________

c.

17°

12.

First only listen. Then, listen and repeat each phrase. The best thing My saddest feeling The nicest place to visit The easiest exercise to do The worst thing

In pairs, complete the dialogue with the phrases in the box. In my opinion

The purpose of this activity is to help students reflect on their language process and to raise their awareness of how they develop their strategies to become more effective learners. They should work on their own but you may help and guide them when necessary. Encourage students to keep a record of their answers in a special section of their notebooks. The students read the questions and identify: • the difficulties they had in answering questions from a chart. • how much they needed the teacher's assistance.

living abroad

really cool

A:

What is the best thing about _________________?

B:

That Christmas is in winter and making a snowman is _________________!

A: B:

What's the best place to go? _________________the nicest place to visit is the mountains.

14. Replace the phrases in the dialogue with your own ideas. Then

practice and role play it in front of your classmates.

How much do you know about the world? Complete and ask the following questions to your partner. Add more examples. Then change roles.

15. FL

a. Which

is the _________________river in Chile? (long)

What difficulties did I have to answer questions from a chart?

b. Which

is the _________________mountain in South America? (high)

How much did I need the teacher's assistance?

d. Which

is the _________________place in the world? (cold)

e. Which

is the _________________place in Chile? (dry)

64

UNIT

c.

Which is the _________________city in Argentina? (large)

3

31

Students first only listen. Then, they listen and repeat after each phrase. (L.A: to imitate a model of pronunciation). 32

In pairs, students complete the dialogue with the phrases in the box. (L.A: to consolidate vocabulary and language structures by completing a dialogue).

13. ++

301,270

13.

REFLECTIONS

12. +

Italy

Germany 357,121

Which country is …

Temp. ° Celsius

Answers: A: What is the best thing about living

abroad? B: That Christmas is in winter and making a snowman is really cool! A: What's the best place to go? B:In my opinion the nicest place to visit is the mountains.

Motivate students to replace the phrases with their own ideas and then role play the dialogue in front of their classmates. (L.A: to consolidate vocabulary by completing and dramatizing a dialogue).

14. +++

15. FL Motivate fast learners to play a quiz

game. Ask them to complete and ask the questions to a partner and add more examples. Then change roles. (L.A: to consolidate language and vocabulary through a game).

Answers:

Which is the longest river in Chile? The Loa. / Which is the highest mountain in South America? Aconcagua. / Which is the largest city in Argentina? Buenos Aires. / Which is the coldest place in the world? The Pole. / Which is the driest place in Chile? The Atacama desert.

111 INTERNATIONAL ENGLISH BEFORE

3 T I

N U

Lesson 2

READING

Now the students answer the questions. (L.A: to relate the topic with students' own reality). Answers: Will vary.

2. +

1. Read the dialogue between Kelly and Fernando.

Yes, their first language, their home language.

Native language?

What's your parents' native language, Fernando?

Spanish, of course. My parents and I are native Spanish speakers.

3. + Ask the students to work with their

2. Answer

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

these questions.

a. What language(s) did you learn at home as your first or native language? i. Mapudungun

ii. Aimara

iii.

Italian vii. Rapa Nui

v. Spanish

vi. French

viii.

ix. English

iv.

b. Is c.

Greek

Quechua

Spanish your first or second language?

Can you notice any differences between the way you and your parents speak Spanish?

d. Apart from English, are you learning any other foreign languages? i. Italian / French

ii. Portuguese/ German iii. Others:

______, ______.

Invite students to look at the words in the Pictionary and make sure they understand their meaning. (L.A: to infer meaning from visuals).

4. ++

3. Kelly, Ann and Andy did a research project for the school magazine

about English as an international language. With your partner, find the cognates that appear in the article. 4. Make sure you understand the meaning of the

words in the pictionary.

5. Before

reading the children's work, tick the statements that you think are true.

c.

PICTIONARY

bungalow: tipo de casa cartoons: dibujos animados pyjamas: pijama sitcom: serie de TV en episodios.

has more native speakers than Chinese and Spanish.

___All English words come from the same origin.

d. ___All

o o n c a r t

m a s p y j a

a. ___More than 300 million people speak English around the world. b. ___English

w g a l o b u n

m s i t c o

people speak English in the same way. DIFFERENT LIVES

65

Before reading, ask your students to tick the statements that they think are true. Do not check answers at this stage. (L.A: to use previous knowledge to predict content).

5. +++

Before beginning the class, and while your students still have their books closed, start a conversation about the importance of English all over the world, and also about the different status it has in different countries. You may need additional information on this topic. See Background Information at the end of the unit.

BEFORE READING Ask your students to read the dialogue between Kelly and Fernando. Make students infer and then explain the concepts of: native language, first language, native speaker. Elicit students' ideas about this topic. (L.A: to use previous knowledge to understand the meaning of key words).

1. +

112 3 T I

READING

N U

IS IS ENGLISH ENGLISH AN AN INTERNATIONAL INTERNATIONAL LANGUAGE? LANGUAGE? Nowadays, more than 300,000,000 people speak English. People speak English as their first or native language, in countries such as the United Kingdom, the United States, Australia or New Zealand. In other countries like Pakistan, India, Guyana or South Africa, English is not the mother tongue but people speak it as a second language. In Canada they have two official languages: English and French. Since the beginning of the XX century, English has become the main language of international communication. Although Mandarin Chinese and Spanish both have more native speakers, English is certainly the world's most popular language in the World. English is today an 'open' language. It has incorporated words from Latin, Greek and many modern languages. For example, many words derive from Hindi, such as 'pajamas' and 'bungalow'. In Latin American and European countries, English is a very important foreign language and people usually learn it at school.

There are, of course, various small differences between the English that people use in different parts of the world. There are also numerous different accents, none of which is 'better' than the others. The most common differences in English are between American and British English, but in Australia, Scotland and Ireland there are also differences in vocabulary. For a long time, people around the world have considered English as the world's most important language. Has this process finished? … Only time will answer this question…

English importance has grown since the World Wars of the last century. The cinema, music and television have helped to t ake American culture into many countries that listen to American music and watch American films, sit-coms and cartoons.

by Kelly Hardrock Source: Adapted from: English is Great, SBS publishers.

6. Read

the text and check or correct your predictions in exercise 5.

7. Decide if the following sentences are true or false. Correct the false options. a. ____In

India, people speak English as their first language.

b. ____Chinese c.

d. ____English e. ____In

66

UNIT

is the most widely spoken language in the world.

____People do not learn English at school in Latin America. is very popular all over the world thanks to the cinema.

Canada, people speak English and Spanish.

3

READING 6. + The

students read the text quickly and check or correct their predictions in exercise 5. (L.A: to validate predictions). Answers: a. True. b. False. c. False. d. False. See Background Information at the end of the unit.

7. ++ The students read the text again,

this time more carefully. Then, they decide if the sentences are true or false and correct the false information.

(L.A: to discriminate between correct and incorrect information). Answers: a. False. (English is not the mother tongue but people speak it as a second language.) b.True. c. False. (In Latin America, English is an important language and it is taught at schools.) d. True. e. False. (They speak English and French.) Ask students to read the text again and then choose the correct alternative for each question. (L.A: to identify correct information). Answers: a. - i. b. - ii. c.- iii.

8. +++

113 8. Choose a. How

N U

many people speak English?

i. 300 / 400 million b. Which

ii.

900 million / 1 billion

iii. 1.5 / 1.6 billion

two languages have more native speakers than English?

i. Spanish, French c.

3 T I

the correct answer for these questions.

ii. Spanish,

Chinese

iii. Russian,

French

What language do the English words 'pyjamas' and 'bungalow' originally come from? i. Italian

A F T E R

ii. German

______________________

Did I use my previous knowledge to understand the text?

LANGUAGE FOCUS – The Present Perfect

Did I connect the topic with my own reality ?

Remember that this section is meant to help students revise or discover a particular grammar structure by themselves. 1. Ask the students to revise the examples, paying special attention to the words in bold. 2. Make students identify the type of information required, and then answer the questions. Answers: a. - i and ii. b. no. c. yes. 3. After analyzing the examples, the students complete the rules.

iii. Hindi

READING

9. In your group, answer Kelly's questions. Then share your conclusions

with your classmates.

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

Do you think English is important for you and your family? Why?

The Present Perfect

1. Read

these sentences from the text. Pay special attention to the words in bold.

Since

the beginning of the XX century, English has become the main language of international communication. Has this process finished?

2. Answer the following questions. a. What time do these sentences refer to? i. The present.

ii. The past.

iii. The future.

Answers:

b. Are

these actions finished? c. Are they still happening?

To express actions that began in the past but are not finished , we use the Present Perfect tense. To form the Present Perfect tense, we use the present form of have + the Past Participle of the main verb. We use since when we want to express a point in past time and for to express a period of time. ______________________

3. Complete the rules.

To express actions that began in the ____________ but are not ____________, we use the Present Perfect tense. To form the ____________ tense, we use the present form of ____________ + the Past Participle of the main verb. We use ____________ when we want to express a point in past time and ____________ to express a period of time.

10.Find

more examples in the text.

DIFFERENT LIVES

67

Motivate students to find and underline more examples in the text. Elicit their answers orally. (L.A: to recognise a new language structure).

10. +

REFLECTIONS

• if they used their previous knowledge

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

to understand the text. • if they connected the topic with their own reality.

AFTER READING In groups, the students answer Kelly's questions and reflect on the topic of the text. Then, they share their conclusions with the rest of their classmates. (L.A: to relate topic with own reality). Answers: Will vary.

9. +

Answers:

It has incorporated words from Latin; English importance has grown since the World Wars; The cinema, music and television have helped; People have considered English as the world's most important language.

114 3 T I

11.Write the time expressions in the correct column, as in the example.

N U

2003

D id you know that … there are many English words pronounced feren tly from the wa y dif they are spelt? There are abou t 400 words in English whose spelling is wholly irregular. Un fortuna tely many o f them are among the mos t freq uently used. Despite man y a ttempts to reform the English spelling sys tem, no changes have been made since the 16th cen tury - mainly because nobod y can agree on the bes t alternative!

Now, refer students to the Language Focus to put the time expressions in the box in the correct column, as in the example. (L.A: to apply a new language structure). Answers: Since: 4pm, 2003, yesterday; For: an hour, a long time, ten years.

11. ++

33

Play the recording. Ask students to first only listen. Then, ask them to listen and repeat the list of languages. (L.A: to imitate a pronunciation model).

12. +

yesterday

For a long time _________________________________

_________________________________

_________________________________

_________________________________

_________________________________

_________________________________

_________________________________

First only listen. Then listen and repeat the list of languages.

12.

Chinese

English Japanese

13.

French Russian

German

Italian

Spanish

With your partner, put the following dialogue in order. Then practice and role-play it in front of your classmates. B:

A:

B:

I'd say…about 300 million people. In what countries is it the official language? Who use it as a second language? In Britain, the USA, Australia, New Zealand… People in India, Pakistan and South Africa. How many people speak English around the world?

14. FL The most common differences in English are between American and British English. Use these words in British English to replace the words in bold in American English in these sentences. The pictures may help you. biscuits

garden

lift

lorry

sweets

taxi

a. Can you call me a cab? It's too late to walk. ________________ b. Look! That is a beautiful yard. ________________ c. Can you tell me where the elevator is, please? ________________ d. I'm hungry! I've got some cookies in my bag. ________________ e. This truck has traveled all over the USA carrying food. ________________ f. My little brother loves eating candies. ________________

68

UNIT

3

A:

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

ten years

Since 4 pm _________________________________

A:

Answers:


4pm

FOR + a period of time

B:

34

How many people speak English around the world? B: I'd say…about 300 million people. A: In what countries is it the official language? B: In Britain, the USA, Australia, New Zealand… A: Who use it as a second language? B: People in India, Pakistan and South Africa.

a long time

SINCE + a point in the past

A:

Invite students to work with their partners and put the dialogue in order. Then, motivate them to practice and role-play it in front of the class. (L.A: to organize information to complete a dialogue; to consolidate vocabulary and a language structure).

13. +++

an hour

Refer fast learners to the last paragraph of the text and motivate them to replace the words in bold in the sentences (American English) by their equivalent words in British English in the sentences. Explain that the pictures may help them. (L.A: to infer meaning from visuals). Answers: a. taxi. b. garden. c. lift. d. biscuits. e. lorry. f. sweets. See Error Alert! at the end of the unit.

14. FL

115 3 T I

MINI - TEST

N U

LISTENING

1. Listen

to the text in lesson 1 again and choose the correct answer to this question.

Why is Gabriella living in Ireland? a. Because her parents like the country. c. Because she is studying there. 2. Listen

b. Because d. Because

her father is studying there. her father is working there.

to the text again and decide if the sentences are true or false.

a. ____Gabriella's father is studying in Ireland. b. c. ____ The country has a lot of places to visit.

d.

____She doesn't like living in Ireland. ____ There aren't many lakes in Ireland.

READING

3. Read

the text in lesson 2 again and answer the following questions.

a. When did English begin to be important? b. Which

languages have more speakers than English? In which areas is English very important? d. From which languages has English incorporated new words? e. Do we know if this situation will continue? c.

4. Read again carefully and complete the table with information from the text.

Countries

Category

The USA, Britain,Australia Second language Foreign language

LANGUAGE

5. Complete the following sentences with the Present Perfect tense of the verbs in brackets. a. Gabriela

______________ in Ireland for three years. (live) ______________ many beautiful places. (visit) c. The importance of English ______________ since the beginning of the last century. (grow) d. Many languages ______________ English words. (incorporate) e. The cinema, television and music ______________ to spread English around the world. (help) b. She

Keep trying Review!

Well done!

Excellent!

DIFFERENT LIVES

MINI - TEST The mini-tests in lessons 1 and 2 provide material to check and revise students' progress and, at the same time, information to the teacher about any points that the majority of the students may have problems with.. Make sure they understand what they are expected to do and then give enough time to answer individually. Answers: 30

LISTENING 1. d. 2. a. False. b. False. c. True. d. False.

69

READING 3. a. Since the beginning of the XX century. b. Chinese and Spanish. c. cinema; television; music. d. From Latin, Greek, Hindi and many other modern languages. e. No. 4. Countries

Category

The USA, Britain, Australia

Native language/ mother tongue

Pakistan, India, Guyana, South Africa

Second language

European and Latin American countries Foreign language

LANGUAGE 5. a. has lived. b. has visited. c. has grown. d. have incorporated. e. have helped.

116 3 T I

N U

DO YOU LIKE JOKES? BEFORE

Lesson 3

LISTENING

1. Look at the pictures. Choose the funniest joke and compare with your

BEFORE LISTENING

partner.

See Background Information at the end of the unit. 1.+ Tell the students to look at the pictures and choose the funniest joke. Then , ask them to compare with their partners. You can make a survey with students' preferences and present the results in a graph on the board. Brainstorm some other ideas for a joke. (L.A: to relate topic to students' own reality). Answers: Will vary.

Look! Your shoelace is untied.

Invite students to answer the questions. (L.A: to relate topic with students' own reality). Answers: Will vary.

2. ++

2. What kind of jokes do you like the most? Tick your choice. a. ___Innocent jokes.

b. ___Dirty jokes.

c.

d. ___Jokes

___Jokes about cultural customs.

that don't harm anybody.

3. Unscramble the words below to find the name of one of the most popular

days in Europe and America when people play jokes on each other. h l a u g

a. L R A P I

___ ___ ___ ___ ___ L O O S ___ ___ ___ ___ ___ c. Y D A ___ ___ ___ b. F

Motivate your students to unscramble the words to find the name of one of the most popular custom in Europe and America when people play jokes on each other. At this stage, you may need to give them some additional information. See Background Information at the end of the unit. (L.A: to use previous knowledge to infer meaning). Answers: April Fool's Day.

3. ++

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

words or expressions they would expect to hear in a text about jokes. Brainstorm their ideas and write a list on the board. (L.A: to use previous knowledge to make predictions). Answers: Will vary.

d e d h a n l e f t -

4. Which words or expressions would you expect to hear in a text

about

school jokes? Make a list with your partner. l a c e s h o e

70

UNIT

5. Before listening, have a look at

the words in the pictionary. If it is necessary, find their meanings in Spanish.

3

5. + Before listening, ask the students to

take a look at the words in the Pictionary and find the meanings in Spanish in a dictionary, if necessary. (L.A: to infer meaning from visuals). PICTIONARY

Laugh: reir. Left-handed: zurdo. Shoelace: cordón de zapato.


35

Play the recording. Ask the students to listen to it and check their predictions in exercises 3 and 4. This first listening is only to get the general meaning. Remind students that they do not need to understand every single word. (L.A: to validate predictions).

6. +

35

Play the recording again. Ask the students to listen and circle the correct answer. (L.A: to recognize correct information).

7. +

Answers: b.

117 3 T I

LISTENING 6.

Listen to the recording and check your predictions in exercises 3 and 4.

7.

Listen to the recording again and circle the correct answer.

The father is a. giving information. c. advertising a product.

Did y ou know t hat … in Sco tland, April Fool's Da y is ac tuall y celebra ted for two da ys ? The second da y is devo ted to jokes tha t involve the pos terior region o f the bod y. It is called Tail y Da y.

b. telling a story. d. reporting news.

Who said what? Write A (Ann) or D (Daddy)

8.

a. ____ What do you need? b. ____ Everybody plays jokes on c.

N U

their friends.

e. ____ Only left handed people

Make students reflect on any connections between jokes and people's lives. Elicit their ideas. Encourage the use of English as much as possible, but allow the use of Spanish if necessary. Remember that the objective of the activity is to relate information, not to use the language. (L.A: to use previous knowledge to reflect on a topic). Answers: Will vary. ______________________ 10. +

could eat hamburgers.

Which of these statements contains incorrect information? Support your answer. a. The father can't help Ann.

American English: hamburger

b. On April Fool's Day everybody plays jokes. c.

AFTER LISTENING

____ It doesn't seem very funny.

d. ____ There was a TV show about spaghetti trees.

9.

correct, but that they should choose one variety and stick to it. See Error Alert! at the end of the unit.

The radio and TV also participate.

d. People wanted to make the Big Ben “digital”. e. One of the most famous jokes A F T E R

British English: beefburger

was in France.

LISTENING

10.Can you notice any connection between jokes and people's lives? L AN G UA G E F O C U S 1. Read

There is / there was

and compare these pairs of sentences from the text.

a. In 1998, there was a TV show./ There were 'spaghetti trees' on the road. b. Today, there is

a common trick / There are left handed hamburgers

LANGUAGE FOCUS – There is / there was

in a restaurant. 2. Answer

these questions.

a. What is the difference between the sentences in a. b. Do

and b.?

they refer to the same time?

3. Complete the rule

When we talk about the____________, we use there ________ / ________. When we talk about the____________, we use there ________ / ________.

DIFFERENT LIVES

35

Play the recording once more. Tell the students to listen and relate the speakers and their speeches. (L.A: to identify speakers). Answers: a. D. b. D. c. A. d. D. e. D.

8. ++

35

Play the recording again. This time, students listen and identify which of the statements contains incorrect information. Ask them to support their answers. (L.A: to recognize incorrect information). Answers: a. False. (The father knows

9. +++

71

a lot about the topic.) b. True. c. True. d. False. (People complained about that.) e. False. (It was in USA.) Did you know that…

Let students read this section on their own and share comments in their groups. For more information on this section see page 7 of the Introduction. American v/s British English

Draw students' attention to the different in spelling of the same word used in each variety of English. Remind them that both the British and the American versions are

Remind students that this section is meant to help students revise or discover a particular grammar structure by themselves. 1. Ask the students to revise the examples, paying special attention to the words in bold. 2. Make students identify the type of information required, and then answer the questions. Answers: a. there is/there was; there are/there were. b. no, two of them refer to the present and two of them to the past. 3. After identifying the differences, they complete the rule. When we talk about the present , we use there is / are. When we talk about the past , we use there was / were. ______________________

118 3 T I

Is there a similar celebration in your country? Do you know about the 28th December? When was the last time someone played a trick on you? The last time someone played a trick on me was ________________ because

N U

36

The students listen to the dialogue and practice it with a partner. Then, invite some pairs to role play it in front of their classmates. It is important to share with your students the importance of these activities which will give them an opportunity to learn and practice social and communicative skills. Take an active role in pair formation so that students do not always work with the same people. (L.A: to participate in a dialogue to practice an intonation model).

11. ++

Listen to the dialogue and practice it with your partner. Then role-play it in front of your classmates.

11.

A:

Do you know any funny jokes to play on our friends? We can tell a friend there is a test today when he or she arrives at school. It doesn't seem very funny... Or we can tell our friends we ordered pizza and it is about to arrive at school. That seems more interesting!

B: A: B: A:

________________. 12.Read Ann's questions and

tell your partner.

Listen and repeat the list of dates.

13.

April the 1st

March the 3rd

September the 22nd

August the 5th

May the 15th

July the 23rd

Can you solve the crossword puzzle about this funny celebration? The clues are the words you need to complete the sentences below.

14. FL

Across 2.

People celebrate this on the 1st ___________ every year.

4.

The British government wanted to make the famous Big Ben _________ digital.

6.

There were very strange plants in ___________.

8.

This celebration originated in ___________.

Down

Ask students to read Ann's questions and talk with their partners. Invite some students to share their answers with the whole class. (L.A: to connect the topic to students' own reality). Answers: Will vary.

12. +

1.

An advertisement said that only left-handed people could eat _________.

3.

On this day everybody plays ___________.

5.

___________ and TV also participate.

7.

A TV show said people could find spaghetti in ___________. 1 2 3 4 5

What were my main problems when I had to speak in English?

7 6

In what way did I show support to my partner? 8

REFLECTIONS

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

72

UNIT

3

37

The students first only listen. Then, they listen and repeat the list of dates. (L.A: to consolidate a pronunciation model).

13. +

14. FL Motivate fast learners to

solve the crossword about this funny celebration (April Fool's Day). Explain that the clues are the words they need to complete the sentences below. (L.A: to consolidate vocabulary).

Answers: Across: 2- April; 4- clock;

6- Switzerland; 8- France. Down: 1-hamburgers; 3- jokes; 5- radio; 7- trees.

119 3 T I

FESTIVALS AROUND THE WORLD

N U

Lesson 4

Ask students to write the name of the festival that corresponds to each picture. (L.A: to relate pictures and information). Answers: a. Tomatina Festival. b. Cheese Rolling. c. The Battle of oranges. d. The Pig Festival.

3. +++

The Tomatina Festival

Cooper's Hill Cheese Rolling

The Battle of oranges

The Festival of the Pig

BEFORE

a. What kind of festivals do you know? b. Have you been to any strange or funny festivals?

READING

s h y s q u i

Invite students to read the texts quickly and make a list of cognates they find in them to predict what the events are about. (L.A: to use cognates to predict content). Answers: August, converge, celebrate, traditional, paella, music, dance, kilos, tomatoes, fruit, hours, magically, normal, festival, May, ceremonies, violently, competitors, carnival, famous, events, second, center, area, strange, competition, important, national, imitation.

y s t i c k

La Tomatina Festival is about throwing

4. +

1. Kelly is writing an article on different festivals around the world. She

has some questions for you. 2. Have

a look at the names and the pictures. What do these events have in common?

3. Write the name of the festival that corresponds to each picture.

a

_________________________________

o r k s f i r e w

b

_________________________________ a y m i d d

12:00 PM

a g e s a u s c

_________________________________

d

_________________________________

4. Have

a look at the texts and make a list of cognates you find in them. Can you say what the events are about?

DIFFERENT LIVES

See Background Information at the end of the unit. Before beginning the class, talk with your students about different festivals around the world. Ask them to mention some they know, and also some they have heard about. Then, ask them to remember if they know about any strange festivals in Chile or abroad.

tomatoes to other people. 73

BEFORE READING 1.+ Now, explain to students that Kelly is

writing an article on different festivals around the world and she has some questions. (L.A: to relate topic with previous knowledge). Tell students to take a look at the names and pictures and then to identify what these events have in common. (L.A: to infer information from titles and visuals).

2.++

Cooper Hill Cheese Rolling is about

running after a piece of cheese. The Battle of Oranges is about throwing oranges at other people. The Festival of the Pig is about imitating the sounds of pigs. PICTIONARY

fireworks: fuegos artificiales midday: mediodía sausage: salchicha squishy: blando sticky: pegajoso

120 3 T I

READING

N U

FESTIVALS AND EVENTS Rolli n g B- Coo per ' s Hill C hee se

A- La Tomatina - The World's Biggest Food Fight

Each year, on the last Wednesday of August, about 10,000 people converge to the Spanish town of Buñol. Fireworks light the sky and people celebrate with parties on the streets with wine and traditional paella. Music plays and people dance, but they are there for one thing alone - to throw about 7 million kilos of sticky, squishy tomatoes. At midday, a lot of trucks carry the red fruit into the main Town Square. A few hours later, the town square magically returns to normal.

People celebr at e t his f est iv al on t he last w eek end in Ma y in Gloucest er shir e, Eng land. T he r ace beg ins w hen t he mast er o f cer emonies ese do w n a hill. All t he v iolent l y t hr o w s a piece o f che v es do w n t he hill a f t er t he el compet it or s t hen t hr o w t hems t cheese. Childr en can't t ak e par cheese. T he w inner k eeps t he ys r bo f o one ar e a f e w uphill r aces, in t he compet it ion, but t her e g as inin a r t e ent e y ar e slo w er , but under 12 and one f or g ir ls. T h w ell! C - T he Bat tl e of Or an g e s

I v rea's carni val, in Ital y, i s one of t he most f amous i n t he world because of t he Bat tle of Orang es. People throw or ang es at each other ... and orang es f ly all o v er the place. It takes place in ear ly January and lasts f or 5 da ys f rom T hursday unti l Tuesda y , w it h se v er al par ades and e v ent s, a lot of par ti es, f ood e vent s and music in the st reet s e v er y day .

he Fe sti val of t he P ig D- T

On the second Sunda y of Aug ust in the small villag e of T rie Sur Baïse, cent er of the larg est pig area in France, y people celebrat e a v er st rang e f est ival. T here ar e pig let r aces, a por k sausag eeat ing cont est and a compet ition for t he best pig out fit . T her e's music and dancing but the most impor tant ev ent of t he da y is the national pig imitat ion compet ition.

Source: http://2camels.com/festivals&events

74

READING 5. + The students read the text quickly and

confirm or correct their ideas in Ex. 2. (L.A: to validate predictions). Answers: They are all strange and funny festivals. They are all celebrated by doing funny things.

UNIT

3

Now, students read the text carefully and find the words a.- d. in it. Then they choose the best alternative for their meanings. (L.A: to infer meaning from context). Answers: a. - ii. b.- iii. c.- iii. d. - iii.

6. ++

Festival

Invite your students to complete the chart with information from the article. (L.A: to extract information from a text).

7. ++

Date

To honor...

Last Wednesday of August

The tomato

Cooper's Hill Cheese Rolling Gloucestershire, England

Last weekend in May

A cheese

The Battle of Oranges

Ivrea, Italy

Early January

Oranges

The Festival of the Pig

Trie sur Baise, France

Second Sunday of August

The pig

La Tomatina

Location

Answers:

Buñol, Spain

121 5. Read

3 T I

the text quickly and confirm or correct your ideas in exercise 2.

6. Read the text carefully and find the words a. - d. Choose

N U

the best

alternative for their meanings.

Did y ou know t hat … the ending -shir e means coun t y ? For e xample, Hampshire, Yorkshire ( the coun t y o f Hamp, the coun t y o f York).

a. converge i.

stay meet iii. play ii.

b. throws i.

kicks with the feet catches with the hands iii. sends with the hand ii.

c.

piglet i. child ii. baby horse iii. baby pig

d. outfit

a group of people working together a set of equipment iii. a set of clothes that you wear together i.

ii.

What were the main problems I had to understand the text? How much did the exercises help me to understand?

7. Complete the following chart with information from the article.

Festival

Location

Date

In honor to...

8. Read a. In

the text again and answer these questions. what countries do people celebrate in the same month?

__________________________________________________________ b. Why are La Tomatina and The Battle of Oranges similar?

__________________________________________________________ c.

Which festival has a special event for children?

American English: truck

________________________________________________________ d. Which festival is celebrated in winter?

__________________________________________________________

British English: lorry

DIFFERENT LIVES

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

8. +++

REFLECTIONS

The purpose of this activity is to help students reflect on their language

75

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


Let students read this section on their own and share comments in their groups. For more information on this section see page 7 of the Introduction. American v/s British English


122 3 T I


N U

LANGUAGE FOCUS

Superlative of long adjectives

1. Revise these sentences from the text. Pay special attention to the words in bold. Ivrea's carnival is one of the most famous in the World. ...but the most important event of the day...

AFTER READING ______________________ LANGUAGE FOCUS Superlatives of Long Adjectives

2. What kind of adjectives are they? Choose an alternative. a. short b. long

Remember that this section is meant to help students revise or discover a particular grammar structure by themselves. 1. Ask the students to revise the examples, paying special attention to the words in bold. 2. Make students answer the questions. Answers: b. 3. Then, they complete the rule. Answers: To form the superlative of the long adjectives we use the + most + adjective ______________________

3. Complete the rule. To form the superlative of long adjectives we use ________ + ______________ + adjective.

9.

cheek - cheese - sheet - teeth - tee - sheep - peel chip - chin -

A: What's B: For

11.

Ask the students to listen to the recording. Encourage them to practice and then role play the dialogue in front of the class so that they can provide a model. Remember not to interrupt students while they

_____________?

First listen to the dialogue. Then practice it with your partner and role-play it in front of your classmates.

FESTIVAL:

PLACE: IN HONOR OF: MAIN EVENTS:

UNIT

3

10. +++

39

the ___________________ thing about this

me the ________________ about this festival is ______________!

NAME OF

76

11. ++

tick - tip - ship

12. FL All countries have their funny celebrations. Invent or find out information about a “funny”festival in your area or in Chile. Complete the fact file about the event and present it to your classmates.

38

Motivate students to think about which festival from the article they liked more. Then, asked them to complete the dialogue and make their partners guess which festival they are talking about. (L.A.: to consolidate vocabulary; to participate in a guided dialogue) Answers: Will vary

pick - pig -

10.Which festival from the article do you like the most? Complete the following dialogue and ask your partner to guess the name! Then change roles.

Play the recording. The students first listen and then listen and repeat the words paying attention to the difference in the vowel sound. (L.A: to imitate a model of pronunciation).

9. +

Listen and repeat the words. Pay attention to the difference in the vowel sound.

are doing a speaking activity to correct them. It is better to make notes of the most important mistakes and then correct them at the end of the class. Answers: Will vary. Motivate fast learners to invent or find out information about a “funny”festival in their city or in Chile. Then, ask them to complete the fact file and present the event to their classmates. (L.A: to relate topic to their own reality) Answers: Will vary

12. FL

DATE:

123 3 T I

MINI - TEST

N U

LISTENING 1. Listen to the recording in lesson 3 again and number the sentences in the order you hear them. a. ____ The most common trick is b. ____I c.

to point down …

know about a very funny one.

____People play jokes on their friends.

2. Listen to the recording again and match the countries with the jokes. Britain

Left Handed Hamburger

Switzerland

Digital Clock

the USA

Spaghetti Trees

READING 3. Read


a. Where do people celebrate throwing tomatoes?

__________ _____________________ __________ _____________________ ________________________________ b. What does the winner get at Cooper's Hill festival?

__________ _____________________ __________ _____________________ ________________________________ c.

What do people do during the Carnival of Ivrea?

__________ _____________________ __________ _____________________ ________________________________ d. What is the most important event at the Pig Festival?

__________ _____________________ __________ _____________________ ________________________________ 4. Read the text once more and find the following information. a. two fruits:

________________; ________________

b. an

animal: ________________

LANGUAGE 5. Complete

the sentences with the superlative form of the adjectives in brackets

a. The rolling cheese race is b. The pig imitation is c.

_______________event of the festival. (strange)

_______________(funny) competition for the Pig Brotherhood.

La Tirana is _______________ (good) religious festival in the north of Chile.

Keep trying Review!

Well done!

Excellent!

DIFFERENT LIVES

MINI - TEST The mini-tests in lessons 3 and 4 provide material to check and revise students' progress and, at the same time, information to the teacher about any points that the majority of the students may have problems with.. Make sure they understand what they are expected to do and then give enough time to answer individually.

77

Answers: LISTENING 1. c. a. b.

35

2. Britain - Digital Clock; Switzerland -

Spaghetti trees; USA - Left handed hamburger. READING 3. a. in Spain. b. a cheese. c. they throw oranges. d. the pig imitation. 4. a. tomatoes, oranges. b. pig.

LANGUAGE 5. a. the strangest. b. the funniest.

c. the best.

124 3 T I

N U

DO YOU STUDY HARD?

BEFORE

Lesson 5

LISTENING

1. Look at the pictures and say what you can see in them. 2. Answer the following questions. a. At what time do you arrive at school every day? b. At what time do you return home? c. How much time do you study a day?

3. Compare with your partner. Are your answers similar or different?

4. Hyojung Song is a new student at International School. Guess the correct sequence of her daily activities in Korea. a. ____Hyojung watches TV. b. ____Hyojung returns home. c. ____Hyojung finishes classes. d. ____Hyojung revises the content of the previous class. e. ____Hyojung revises the content of the day. n d a t t e

f. ____Hyojung starts classes. g. ____Hyojung does homework.

x r e l a

h. ____Hyojung plays with her sister.

e u p w a k

78

BEFORE LISTENING See Background Information at the end of the unit. 1. + Tell your students to look at the pictures

and say what they can see in them. (L.A: to infer information from visuals). Answers: They are students in different parts of a school. 2. + Tell the students to answer the

questions (L.A: to relate topic and own reality). Answers: Will vary.

UNIT

5. Before listening, have a look at the words in the Pictionary. If necessary, Find their Spanish meaning in a dictionary.

3

3. ++ Ask the students to compare

their answers with their partners. Make them find differences and similarities. (L.A: to relate topic and own reality). Answers: Will vary. 4. +++ Explain to your students that

Hyojung Song is a new student at The International School. Make them guess the correct sequence of her daily activities in Korea. Do not check answers at this stage.

(L.A: to use previous knowledge to make predictions). See Error Alert! at the end of the unit. 5. + Before listening, tell the students

to read the words in the Pictionary and find their Spanish meaning in a dictionary, if it is necessary. (L.A: to develop study skills). PICTIONARY

attend: asistir relax: relajarse wake up: despertar

125 3 T I

LISTENING 6.

Listen to the recording. Confirm or correct your predictions in exercise 4.

7.

Listen to the recording again and match each speaker with the speech.

a. Classes start at 8:30.

b. What time do you finish school?

c. Is it the same d. What will you in Chile? do next year?

Fernando

8.

Hy ojung

N U

Answers: a. In Korea, Hyojung usually wahes up

at 6:00. (She wakes up at 6:30). b. She stays at school until 3:30. (She stays at school until 3:00). c. She never revises the content of the previous class. (She revises the content of the previous class everyday) d. She hasn't got time to relax. (Fortunately, she has time to relax). e. Hyojung and her sister can't play after doing their homework. (Their parents allow them to play)

e. We have to work very hard.

Kelly

Listen to the recording again. Identify the false bits of information in each sentence. Korea, Hyojung usually wakes up at 6:00. b. She stays at school until 3:30. c. She never revises the content of previous class. d. She hasn't got time to relax. e. Hyojung and her sister can't play after doing homework.

9.

Did y ou know t hat … a t ypical da y o f a high school Korean s tuden t begins a t 8:00 am and finishes a t midnigh t ?

Listen and complete. a. _________________ of

all I revise what we learnt.

b. We finish the _________________ with another revision. c.

When do you have time to _________________, listen to _________________ or relax?

d. I

40

Play the recording once more. Ask the students to complete the sentences as they listen. (L.A: to identify and extract specific information). Answers: a. First. b. activities, c. play, music. d. very difficult; at university.

9. +++

a. In

need to pass a _________________________________test.

e. Any


mistakes can affect your possibilities _____________________.

DIFFERENT LIVES


Ask the students to listen to the recording and confirm or correct their predictions in ex. 4. (L.A: to identify the correct sequence of events). Answers: a.; f.; d.; e.; c.; b.; g.

6. ++

79

40

The students listen to the recording again and relate each speaker with the speech. (L.A: to relate speakers and speech).

7. ++

Answers: a. Hyojung. b. Fernando. c. Nelly. d. Fernando. e. Hyojung 40

Motivate students to listen to the recording again to identify the false bits of information in each sentence. (L.A: to identify incorrect information).

8. +++


126 3 T I

A F T E R

N U

Are there any differences with Chile?

LISTENING

10.Read Kelly's question. Then answer it with your partner.


Conditionals

1. Revise

these sentences from the text and other examples. If we return to Korea, I'll attend high school. If you get an 80 or 90%, near the maximum, your classmates will ask what problem you had… If you have any problems with your homework, I'll help you. If you don't study hard, you will fail the exam.

2. Answer

these questions. many parts can you identify in each sentence? b. Which of them are conditions? c. Which of them are consequences? d. Which word is used to link both parts? a. How

3. Complete the rule.

To relate a ________________ and a ________________ we use the word ________________ .

We use different verb forms in each part of these sentences. After if we use the ________________ tense for the clause that states the condition and the ________________ tense for the clause that states the consequence.

11.Match

the two halves to make conditional sentences.

A a. If

you study hard you don't understand maths c. If my brother passes the exam d. My father will give me a reward e. Hyojung will attend university b. If

B i.

he will be very happy.

ii. you will get good results. iii. if

I do well in my exams. she passes a difficult test. v. I will help you with your homework. iv. if

80

AFTER LISTENING 10. + Invite students to read Kelly's

question and then answer it with their partners. (L.A: to relate topic with own reality). Answers: Will vary. ______________________ LANGUAGE FOCUS – Conditionals

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

UNIT

3

Ask the students to revise the examples, paying special attention to the words in bold. 2. Make students identify the type of information required, and then answer the questions. Answers: a. two; the first ones. c. the other sentences. d. if. 3. The students complete the rule. To relate a condition and a result / consequence we use the word if . We use different verb forms in each part of these sentences. After if we use the Present Simple 1.

tense for the clause that states the condition and the Future tense for the clause that states the consequence. ______________________ 11.+ Refer students to the Language

Focus to relate the two halves to make conditional sentences. (L.A: to use and apply a new language structure). Answers: a. - ii. b. - v. c. - i. d. - iii. e. - iv. See Error Alert! at the end of the unit.

127 3 T I

12.Complete the following sentences with your own ideas.

N U

a. If

he _________________________________________________________________ we will be late!

b. If

Susan _____________________________________________________________

her mother will be very happy. c.

My father will not be very happy ___________________________________ ______________________________________________________________________ .

d. If

we study all night we _____________________________________________ .

e. If

I eat too much chocolate I ________________________________________ .

13.

First only listen. Then listen and repeat this part of Pablo Neruda's poem “If you forget me”. American English: Elementary school

If little b y little y ou sto p lov ing me I w ill sto p lov ing y ou little b y little.

14.

British English: Primary school

With your partner make questions and answers about future situations. Follow the pattern. A.

What will happen if… your father gets a job abroad? you don't pass the exams? a new classmate from Korea arrives at your school? you get a new bicycle?

B.

If _____________________, I _____________________. How about you?

15. FL Think about the conversation among the children, answer

the

following questions and then share your reflections with your classmates. a. b. c. d.

What language are they speaking? Why? Do you think English is important for you? Share your reflections with your classmates.

http://www.world-english.org/how_to_learn_english.htm DIFFERENT LIVES

12. ++ Tell the students to complete

the sentences with their own ideas. (L.A: to consolidate a new language structure). Answers: Will vary. American v/s British English


81

41

The students first only listen. Then, they listen and repeat this part of Pablo Neruda's poem “If you forget me”. (L.A: to practice and imitate an intonation model). 13. +

14. +++

42 The students work in

pairs making questions and answers about future situations. They may follow the pattern and imitate the recorded dialogue. (L.A: to consolidate a language structure).

Encourage fast learners to reflect on the conversation among the three girls and then answer the following questions. (L.A: to connect topic and own reality). Answers: Will vary.

15. FL

128 3 T I

N U

Notes

k , c o r r d r o r t e a H p l ly o l r e e K h o Le t's pla y a trick on him! Fernando, look s c a t tha t!

3: EPISODE 3: A Y D TS’ D Y A EN TS’ INNOCEN INNOC

Look! There's m y bro ther, Fernando

___________________________ ___________________________ ___________________________ ___________________________ ___________________________

Oh, no thing. Your shoelace is un tied...

Wha t, Kell y? Wha t's up ?

___________________________ ___________________________ ___________________________ ___________________________ ___________________________ ___________________________

April wha t...? Thanks...Oh! Ver y f unny, Kelly.

___________________________ ___________________________ ___________________________

I t w as jus t a joke. Kelly was telling me about April Fooi's Day.

On the 1º of April, we, Americans pla y tricks on our f riends. The most common one is the one I have just pla yed on you.

___________________________ ___________________________ ___________________________ ___________________________ ___________________________ ___________________________ ___________________________ ___________________________ ___________________________ ___________________________

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

129 3 T I

N U

*

Paper f ish : Un pedazo de papel de diario recortado en forma de pez.

T he y also tape a paper f ish to their backs... *

Notes ___________________________ ___________________________

and we shout April Fish!

___________________________ B y the wa y, Kelly, have you studied f or the science test tomorrow? it's ver y diff icult.

Fernando, what test are you talking about?

___________________________ ___________________________ ___________________________

Science test? I had no idea! I must leav e now; I have to stud y!

The science test, Ema. W hat da y is it toda y?

___________________________ ___________________________ ___________________________

Today? It's 28th December.

___________________________ ___________________________ ___________________________

I f orgot to tell Kell y it was a joke of Innocents’ Da y!

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

130 3 T I

N U

SYNTHESIS Revise the content of the unit and find the exercises that helped you to learn: LIST ENING

·discr iminat e sounds. ·ident ify t he purpose of a message. ·use k ey words t o get the general meaning.

AT T IT UDE S

·lear n about and r espe ct life in ot her count ri es. ·lear n and r eflect about t he impor tance of E nglish ar ound t he w or ld. ·lear n and r ef lect abou t t he impor t ance of E nglish in our ow n liv es.

READING

·use cognates to predict content. ·infer the meaning of key words. ·recognize reference markers.

SPEAK ING

·talk about personal exper iences.

WRI TING

TEST YOUR KNOWLEDGE READING

A V OC ADO FE S TIV AL T he idea o f the Calif or nia A v ocado Fest iv al beg an in 1986. Did you k no w t hat w hen the A zt ec r uler Moct e zuma pr esent ed a s along g ift t o Spanish e xplorer Cor te z in 1519, he included a vocado i a, e r t f Carpen o w ith g old, sil v er, and je w els? T he inhabitant s w ith an Cali f ornia, in the US A, commemorate t his f act e v ery y ear ment ion u o f y , i . In fact vocado a the on d centere e v ent completely he , t nt e v ber e o an y other f ruit or v eget able at t his annual Oct amole. f Guac l o w g est Bo a r L l d's people w ill t hr ow you into t he Wor st g e lar ird h t h e t is County a Barbar Santa Wh y a vocados? Well, Because a v ocado producer in Nor th America. Why in Oct ober? hs o f the st mont sunnie h e of t st at ist ics sho w that October is one fall. o f rain mount year w it h t he least a iv als in T he A vocado Festiv al has become one o f the larg est fest and g re at music, i c r i f e r t s food, Cali f or nia w it h three da y s o f fabulou sa f e f amily fun. of chips and T he A v ocado Festi v al is f ree for all t o ent er . Besides lot s i es." i t i v vo-t y "a i endl fr dip, v isit ors can t ak e par t in some and v ar ious O f cour se t here's a competit ion for the best g uacamole is t he vent g est e big other r ecipes (ice cr eam and br o w nies), but the pop e st and y cont r aph o g phot a Best Dr essed A vocado. T her e's also es. g o cado o v ing a h yt ar t show , w her e an Hol y g uacamole! v o f est .com" For mor e in f o call 805/684-0038 or visit "ht tp://w w w .a w w w .a v o fest .com

.av of est .com w Sour ce: ht tp:// ww

·comple te a fac t file. ·comple te a paragraph.

1. Read

the text quickly and answer this question. What kind of text is it?

LANGUAGE

·use superlatives. ·say conditional sentences. ·use words to describe life in other countries.

84

UNIT

a. A piece of news. b. A

letter. An advertisement. d. An extract from a brochure. c.

3

SYNTHESIS Revise the contents of Unit 3 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 1. d.

131 3 T I

UNIT

3

Name of the festival: California Avocado Festival. Date and place of celebration: October, Carpenteria, California. Year of origin: 1986. Activities and main events: avotivities, recipe competitions, photography contest, pop-art shows Number where you can get information: 805/684-0038 2.

N U

LISTENING 43 3. a. - i. b. - i. 4. a. England. b. Australian. c. hot. LANGUAGE 5. Rihanna has been one of the most

successful pop music stars in the USA since 2005. She has recorded two albums and has made lots of videos . Since 2007, she has become very popular in Britain.

ORAL EXPRESSION

Make sure students express their ideas in a clear and proper way. 6.

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.

132 3 T I

N U

TRANSCRIPTS b. My saddest feeling

LISTENING – EXPERIENCES IN A FOREIGN COUNTRY

c. The nicest place to visit 30

d. The easiest exercise to do e. The worst thing

Presenter: Every month, Kelly Hardrock, our school reporter,

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

LISTENING – EXPERIENCES IN A FOREIGN COUNTRY First only listen. Then, listen and repeat each phrase. a. The best thing

31

LISTENING – EXPERIENCES IN A FOREIGN COUNTRY

32

Oral practice A: B: A: B:

What is the best thing about living abroad? That Christmas is in winter and making a snowman is really cool! What’s the best place to go? In my opinion, the nicest place to visit is the mountains!

READING – INTERNATIONAL ENGLISH

33

Pronunciation

First only listen. Then listen and repeat the list of languages. Chinese English French German Italian Japanese Russian Spanish

READING – INTERNATIONAL ENGLISH

34

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

How many people speak English around the world? I’d say…about 300 million people. In what countries is it the official language? In Britain, USA, Australia, New Zealand… Who use it as a second language? People in India, Pakistan and South Africa.

LISTENING – DO YOU LIKE JOKES?

35

Daddy, can you help me with my homework’. Ann: Father: Of course, what do you need? Our teacher’s told us to collect information about a Ann: particular or strange custom in our country. Do you know any? Father: Well, I know about a very funny one! Tell me about it! Ann:

133 3 T I N U

Father: In Britain and in the United States there is a special

Ann: Father:

Ann: Father: Ann: Father:

Ann: Father:

day in the year when people play jokes on each other. Everybody plays jokes on their friends on April 1st and even the newspapers, the radio and television participate. What kind of jokes are you talking about? Oh, jokes just for fun. Nobody wants to hurt anybody. The most common trick is to point down to a friend’s shoe and say: “Your shoelace is untied”. Well ... I don’t find that very funny... And sometimes the radio or television invent crazy stories. Oh! That sounds more interesting! Do you remember any good ones? Sure! I still remember when the BBC in Britain said the government was making the famous Big Ben clock “digital”, and lots of people called to say they didn’t agree with the idea! Another time, there was a T.V. show about “spaghetti trees”in Switzerland, but one of the funniest jokes was in the United States. Tell me about it! A famous restaurant put an advertisement in newspapers and magazines for a special “lefthanded”hamburger. The ad said that only “lefthanded”people could eat that hamburger!

LISTENING – DO YOU LIKE JOKES?

36

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

Do you know any funny jokes to play on our friends? We can tell a friend there is a test today when he or she arrives at school. It doesn’t seem very funny. Or we can tell our friends we ordered pizza and it is about to arrive at school. That seems more interesting!

LISTENING – DO YOU LIKE JOKES? Pronunciation

Listen and repeat the dates. April the 1st March the 3rd August the 5th

37

September the 22nd May the 15th July the 23rd

READING – FESTIVALS AROUND THE WORLD

38

Pronunciation

Listen and repeat the words. Pay attention to the difference in the vowel sound. cheek – cheese – sheet – teeth – tee – sheep – peel chip – chin – pick – pig – tick - tip - ship

READING – FESTIVALS AROUND THE WORLD

39

Oral practice

What’s the funniest thing about this festival? For me, the funniest thing about this festival is that you imitate a pig!

A: B:

LISTENING – DO YOU STUDY HARD?

40

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

134 3 T I

N U


41

Pronunciation

NEW YORK CITY AT CHRISTMAS TIME

First listen. Then listen and repeat these lines from a poem by Pablo Neruda. If little by little you stop loving me I will stop loving you little by little.


42

Oral practice

What will happen if your father gets a job abroad? Mm, if my father gets a job abroad I will live in another country. How about you? I will learn another language!

A: B: A:

TEST YOUR KNOWLEGDE Listening - Living in Australia

43

Robert: John, why are you living in Australia? Well, my mother’s parents live in Sydney; we moved John: Robert: John: Robert: John:

Robert: John: Robert: John: Robert: John: Robert: John:

LISTENING TEST -

there and we live with them. Do you like it? Oh, yes! I like it very much. It is very similar to England. What do you do in your free time? Well, I spend time with my family and we also travel around the country. I usually go to Queensland and do bungee jumping or white water rafting. It’s very nice! What are the best things about living in Australia? The best thing is that you meet friends from all over the world. And do you have any Australian friends? Oh, yes. Australians are nice and friendly and it is easier if you speak the same language. What are the worst things about Australia? Sometimes the weather is too hot, but there aren’t really bad things. What’s the funniest thing that has happened to you? Once I found a lizard in the swimming pool, and I thought it was a baby crocodile!

44

Interviewer: What can you tell us about your stay in New York

City? New York is a beautiful city, especially during the Girl: Christmas season. There are Christmas decorations everywhere. Interviewer: Where did you stay? I stayed with my cousins in Long Island. Girl: Interviewer: What do you remember most about the visit? The first time I went shopping for Christmas. I saw Girl: a huge tree with lights all over it. There was an enormous statue and an ice skating rink. I love skating! Interviewer: What other places did you visit? We took a boat to go to the Statue of Liberty and Girl: we climbed to the top. Wow! It was beautiful. Interviewer: What are the best things about living in New York? New York City has a lot of places to visit. You can go Girl: to Central Park or to the Metropolitan Museum. It’s great! The kids’section is amazing. Interviewer: For you, what is the worst thing about living in New York? It is very cold in December, that’s the worst thing. Girl: But the Christmas trees with lights all around them make you feel warmer.

135

ERROR ALERT! LISTENING EXPERIENCES IN A FOREIGN COUNTRY LANGUAGE FOCUS

Spelling of Superlatives Saddest, hottest, fattest (NOT: sadest, hotest, fatest) Rainiest, funniest, happiest (NOT: rainyest, funnyest, happyest)

READING - INTERNATIONAL ENGLISH Exercise 15

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

LISTENING - DO YOU LIKE JOKES? Exercise 9

Hamburger (NOT: hamburguer) Watch out for more incorrect language transfer from Spanish.

READING - FESTIVALS AROUND THE WORLD Exercise 4

FALSE COGNATE Contest = concurso (NOT= contestar) Draw students’attention to more examples of false cognates.

LISTENING - DO YOU STUDY HARD? Exercise 4

FALSE COGNATE Attend = asistir (NOT: atender) Draw students’attention to more examples of false cognates.

3 T I

N U

136 3 T I

N U

BACKGROUND INFORMATION 1

LISTENING - EXPERIENCES IN A FOREIGN COUNTRY

Irish (Gaeilge) is a Goidelic language of the Indo-European language family, originated in Ireland and historically spoken by the Irish. Irish is now spoken natively by only a small minority of the Irish population - mostly in parts of the officially designated Gaeltachtaí (sing. Gaeltacht) - but still has a visible symbolic and important role in the life of the Irish state. It enjoys constitutional status as the national and first official language of the Republic of Ireland and it is an official language of the European Union. Irish is also an officially recognised minority language in Northern Ireland. http://en.wikipedia.org/wiki/Irish_language

2

READING - INTERNATIONAL ENGLISH

Native language: primary or first language spoken by an individual http://www.tesol.org/s_tesol/sec_document.asp?CID=113&DI D=317 Second language: the second language a student has learned or is in the process of learning after a first language has already been learned. http://crede.berkeley.edu/tools/glossary.html A foreign language is a language not spoken by the people of a foreign place: for example, English is a foreign language in Japan. It is also a language not spoken in the country of the person referred to, i.e. an English speaker living in Japan can say that Japanese is a foreign language to him or her. http://en.wikipedia.org/wiki/Foreign_language

3

LISTENING - DO YOU LIKE JOKES?

April Fools' Day or All Fools' Day although, not a holiday, is a notable day celebrated in many countries on April 1st. The day is marked by the commission of hoaxes and other practical jokes of varying sophistication on friends, enemies and neighbors, or sending them on fools' errands, the aim of which is to embarrass the gullible. Traditionally, in some countries, the jokes only last until noon. If you play a trick on someone after this time you are the April Fool. Elsewhere, for example, in France, the jokes may last all day. The history of April Fool's Day, sometimes called All Fool's Day, is not totally clear. Some believe it evolved simultaneously in several cultures at the same time, from celebrations involving the first day of spring. The closest point in time that can be identified as the beginning of this tradition was in 1582, in France. The tradition eventually spread to England and Scotland in the eighteenth century. It was later introduced to the American colonies of both the English and French. http://en.wikipedia.org/wiki/April_Fool's_Day

4

READING - FESTIVALS AROUND THE WORLD

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

137 3 T I

N U

5

LISTENING - DO YOU STUDY HARD?

South Korea has one of the most successful educational models in the world, based on the high quality of the teachers and on an intensive system of revision and memorization. This is a result of almost fifty years of state planning. Private institutes are found all over Korea. Some institutes are well-known with many branches while others are small and short-lived. The majority of classes are conducted early in the morning and in the evening. Most classes have between 10 to 25 students. Some pupils are university students, but the majority are school students. These institutes tend to have the highest standards of achievement in Korea, and most instructors have years of teaching experience. The pay, status and benefits offered by these institutes are among the best in Korea. Many full-time English teachers teach part-time as well, either at another institute or with privately arranged classes. Many English teachers take on private students. http://www.aacircle.com.au/teach-in-korea.htm


COMPLEMENTARY ACTIVITIES LESSON: EXPERIENCES IN A FOREIGN COUNTRY

1. Complete the following paragraph about your city with superlative adjectives. I’m from _______________. It’s a very beautiful city full of interesting places. The _______________ place to visit is _______________, but if you want to go shopping the _______________ prices are at _______________. There are also a lot of places to eat and drink. The _______________ restaurant in town is _______________ and if you want to have a coffee the _______________ cafe is _______________. The ________________ building in my city is ______________ and the _______________ building is on _______________ Street. The _______________ thing about my town is _______________ I definitely don’t like it!

2. Compare your town with the Aran Islands and complete the fact file:

M y t ow n

s nd n I s la A ra e: g u ag L an

La ng ua ge :

s: e C lo th

C lo th e s:

sp o rt : ns o f tr an M ea

M ea ns o f tr an sp o rt :

s : r e tu a l f ea hi c p ra G eo g

G e og ra ph ic al fe at u re s:

LESSON: INTERNATIONAL ENGLISH

3. American and British English. Change the words in bold in the sentences into British English. Choose from the words in the box. sellotape

petrol

queues

luggage

trousers

a. When I traveled to Miami I lost all my baggage at the airport. b. My mother hates going to the bank. There are always very long lines. c. Have you got any scotch tape? d. We are late because we ran out of gas. e. My closet is a mess. f. These pants are very old.

wardrobe

139

4. In Australia, Scotland and Ireland there are differences in English vocabulary. Match the words with the correct pictures. a. Scottish English i. loch ii. lassie iii. lad iv. Kirk v. ben

c

b a

d

e

b. Australian English i. barbie ii. drapes iii. lollies iv. mozzie v. roo

a

d

b

c

e

LESSON: DO YOU LIKE JOKES?

5. With your partner, make a list of jokes to celebrate April Fool’s Day with your classmates. Explain the jokes and make drawings to illustrate them. Remember that you mustn’t harm anybody. Example: Tell your teacher you did the homework but the dog ate it! Ha ha ha!

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


EXTRA TEST READING - HISTORY OF THE ENGLISH LANGUAGE

HISTOR Y OF THE ENGLISH LANGUAGE

ro pean f amil y of languages. T he E nglish l anguage belongs t o t he Ger manic br anch of the Ind o-E u w est Ger man y (Sa x ons and m nor th cent ur y AD , Germanic-s peak ing peo pl es f ro Ar ound t he f if th Angl es ) and Jut l and ( Jut es ) inv ad ed E ast er n E ngl and .

T hese peo pl e s pok e Ger manic d ialect s that f ormed Old E ngl ish. T he Nor man conquest of E ngl and in l uenced t he ev olution of t he 1066 gr eat l y inf l anguage. F or about 300 y ear s af te r this , the Nor mans used Angl o-Nor man as t he language of tion. The Normans t he cour t , law and ad minist ra enced w hat w e cal l Mid dl e E nglish. heav il y inf lu Lat er , d uring t he E nglish Renaissance , man y w ord s m F re nch , Lat in and Greek. came d ir ect ly f ro E arl y Mod ern E nglish began around the E li z abethan per iod . Man y F re nch w or ds ar e simil ar t o E nglish ( though pronunciat ions ar e of ten quit e d if fer ent ) because

m Nor man E ngl ish absorbed a lar ge v ocabulary f ro and F rench , aft er t he Nor man C onquest. As a resul t, a lar ge port ion of E nglish v ocabul ar y d eriv ed fr om F rench , w it h some s pel l ing d if fe rences ( wo rd end ings , use of ol d F re nch s pell ings , et c. ), as w el l as occasional d iff er ences in meaning. T he pronunciat ion of F re nch w or ds in E ngl ish has become com pletely d if ferent and f ol low s a ty pical ly Ger manic pat tern of st re ss. Nat iv e s peak er s of Lat in languages , for e x am ple , t hat d o not und er st and an y Ger manic languages , of ten stil l cannot d ist inguish betw een spok en E ngl ish and Dut ch.

ht tp:/ /en.w ik i ped ia.org /w ik i/ English _l anguage


1. Read and circle the correct answer. The text is: i. An extract from a book ii. An extract from a novel iii.An encyclopaedia article 2. Read the text again and identify the incorrect information in each sentence. a. English is part of the Latin languages. b. The Roman conquest influenced the evolution of the language. c. The Normans heavily influenced what we call Modern English. d. Only a few English words come from French. e. English follows a typically French pattern of stress.

3. Read the text again and answer the questions. a. What did Germanic people invade? b. Where did they come from? c. What languages did they speak? d. Where did the Normans use Anglo-Norman?

LISTENING - NEW YORK CITY AT CHRISTMAS TIME

44

4. Listen and complete. The recording is: a. a survey. b. a conversation between two friends. c. an interview.

5. Listen again and circle the correct alternative. a. New York is a beautiful / grateful city. b. The girl stayed in Long / Large Island. c. There was an enormous / famous statue. d. We took a boat / bus to go to the Statue of Liberty. e. It is very cold / hot in December.

6. Listen again and decide if these statements are true or false. a. The girl stayed with family. b. She doesn’t like skating. c. You can visit many places in New York. d. The best thing about Christmas time in New York is the weather.

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

WRITING 7. Write a short paragraph about a festival. Do not forget to include the following items: a. name of the festival b. place and date of celebration c. in honor of d. main events

ORAL EXPRESSION 8. Express three reasons why English is important to you.

Keep trying Review!

Well done!

Excellent!

143 3 T I

ANSWERS COMPLEMENTARY ACTIVITIES 1. Will vary. 2. Will vary. 3. a. luggage b. queues c. sellotape d. petrol e. wardrobe f. trousers 4. a. a. ii. b. iii. c. i. d. v. e. iv. b. a. ii. b. iv. c. v. d. iii. e. i. 5. Will vary.

N U

EXTRA TEST READING 1. iii. 2.a. English is part of the Germanic languages. b. The Norman conquest influenced the evolution of the

language. c. The Normans heavily influenced what we call Middle English. d. Many English words come from French. e. English follows a typically Germanic pattern of stress. 3.a. East of England. b. They came from northwest Germany (Saxons and Angles) and Jutland (Jutes). c. They spoke Germanic dialects. d. They used it in court, law and administration.

LISTENING 4. c. 5. a. beautiful; b. Long; c. enormous; d. boat; e. cold. 6. a. True; b. False; c. True; d. False.

WRITING 7. Check that students organize the information properly and that they include all the information required. ORAL EXPRESSION 8. Make sure students express their ideas correctly.

144 4 T I

N U

SUGGESTED YEAR PLANNING 8º UNIT 4 PEOPLE AND PLACES Minimum Obligatory Contents Topic

• People who made an important contribution to society • Places • Inventions and discoveries Listening Comprehension Morpho-syntactic elements

• Prepositions • Conditionals • Past abilities and possibilities (Could-Couldn't) Strategies

• To use previous experience and knowledge of the topic. • To identify key words to get the general idea. • To use context, mimicry and familiar words to predict posible meaning of new words. • To relate new and old information. • To distinguish phonemes that can interfere with communication. • To relate oral and written version of words, phrases and sentences. • To integrate written production by writing words to consolidate key lexical items. • To integrate oral and written expression through the use of short phrases and sentences to show comprehension. Reading Comprehension Language: direct and metaphorical Morpho-syntactic elements

• Prepositions • Conditionals • Past abilities and possibilities (Could-Couldn't ) Strategies

• To use context and previous knowledge of the language to predict development of the text. • To skim the text to identify the general idea.

• To scan the text to identify specific information. • To relate explicit information to make simple inferences. • To use previous knowledge of words to infer the meaning of new words. • To look up the meaning of key lexical items in the dictionary. • To integrate written expression to consolidate thematic vocabulary and key grammatical items. • To integrate the written and spoken version of words to learn their pronunciation and spelling. • To incorporate oral and written expression through the use of phrases and short sentences. • To use Spanish to show comprehension when necessary. Oral Expression Communicative Functions

• To talk about a topic • To talk about national celebrations Morpho-syntactic elements

• Prepositions • Conditionals • Past abilities and possibilities (Could-Couldn't ) Lexical Elements

• 500 words of high frequency in oral texts. Pronunciation

• English phonemes Strategies

• To use everyday fixed phrases and sentences in personally relevant contexts. • To use high frequency words and the thematic vocabulary of the level in personally relevant contexts. • To use expressions associated with the communicative functions of the level in personally relevant contexts.

• To integrate listening as basic input for interaction. • To integrate reading as a source of information to produce oral texts. • To discriminate, imitate and repeat phonemes. • To relate written and spoken version of sounds to identify and incorporate intonation patterns. Written Expression Morpho-syntactic elements

• Prepositions • Conditionals • Past abilities and possibilities (Could-Couldn't ) Strategies


145 4 T I

N U

Learning Abilities

Expected Outcome

• To identify speakers. • To identify purpose of a

• Acquisition of

Attitudes • Appreciating the

vocabulary related to importance of message. discoveries, inventions, events and people • To extract specific professions and places. in the past as part • The use of tense information. of our cultural • To use key words to get markers, prepositions of heritage. • Appreciating the the general meaning. time and place. • To identify type and • Effective exchange of importance of purpose of a text. biographical inventions and • To use cognates to information. technological • Effective and efficient predict content. development of • To identify text use of writing skills as a last century. organization. means of • To distinguish main and communication. secondary ideas. • To discriminate between inferences and statements. • To complete a map. • To complete a

biography. • To give biographical information.

Resources • A biography. • Articles from

magazines and web pages. • Interview. • Radio program.

Evaluation

Time


• 20 class hours for


146 4 T I

N U

UNIT

4

IN THIS UNIT YOU WILL USE THE FOLLOWING TEXT-TYPES: READING • An article from a magazine • A biography • An Internet article LISTENING • An interview • A TV show

YOU WILL DEVELOP THESE ABILITIES LISTENING • To identify speakers • To identify purpose of a message • To extract specific information • To use key words to get the general

meaning READING • To identify type and purpose of a text • To use cognates to predict content • To identify text organization • To distinguish main and secondary

ideas • To discriminate between inferences and statements WRITING • To complete a map • To complete a biography SPEAKING • To give biographical information

YOU WILL LEARN THE FOLLOWING LANGUAGE • Prepositions of time and place • Question words for biographical

information • Words to express inventions and professions

YOU WILL PAY SPECIAL ATTENTION TO THESE VALUES: • To learn about events and people

in the past as part of our cultural heritage. • To learn and reflect on the technological development of the last century. • To learn and reflect on the importance of inventions in our life.

147 4 T I

PEOPLE AND PLACES

READING

LIST ENING

·an ar ticle fr om a magazine ·a biogr aphy ·an Int er net art icle

· an interview · a TV show

WRITING · to complete a time line · to complete a biography

YOU WILL DEVELOP THESE ABILITIES:


LISTENING · to identify speakers · to identify purpose of a message · to extract specific information · to use key words to get the general meaning

SPEAK ING

· t o giv e biogr aphical inf or mation

READING

· t o ident ify t yp e and pur pose of a t ex t · t o use cognates to pr edict content · t o ident ify t ex t or ganization · t o dist inguish main and secondary ideas · to discriminat e bet we en inf er ences and st at ements

YOU WILL LEARN THE FOLLOWING LANGUAGE: · prepositions of time and place · question words for biographical information · words to express inventions and professions

ION T EN T L A T IA C S PE PA Y WILL ALUES: n t h e YOU V o p l e i n d p e r it a g e H E SE a T s t n e O T v e l h b o u t e o u r c u l t u r a t h e n t u r y a r n a · t o l e a s p a r t o f le c t a b o u t t o f l a s t c e a n c e p a s t r n a n d r e f v e l o p m e n h e i m p o r t t e a · t o l e o l o g i c a l d le c t a b o u t t e c h n n a n d r e f u r l if e o a r · t o l e e n t io n s i n o f i n v

GETTING READY 1. In your group, answer the following questions. a. Do you recognize the people in the pictures? Who are they? b. Can you name other important people from the past? c.

What do you know about them?

2. In

one minute, in your group, complete the chart with the name of famous people who correspond to each area. Then compare your answers with other groups. History

Science

Inventions

Arts

87

GETTING READY 1.

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

Answers: Albert Einstein, Isabel

Allende, Teresa of Calcutta, Benjamin Franklin. 2. You can organize a competition among

your students. Divide the class in groups of four or five and allow one minute to complete the chart with the names of as many famous people as they know corresponding to each area. Then compare their results. The winner is the group with the most correct names in each slot.

N U

148 4 T I

FOLK HEROES

N U

Lesson 1

BEFORE READING Why are these characters so famous? What do they represent?

You can start the class while the students still have their books closed, asking them to define the cognate 'legendary' in groups. Elicit the different ideas and write them on the board. Then, come to an agreement about the definition. (L.A: to use cognates to understand the text).

1. +

b

a

d

c

e

Answers:

legendary = legendario ( que tiene relación con una leyenda; que tiene mucha fama o prestigio) Gran Diccionario Oxford, Oxford University Press, 2003.

f

BEFORE READING 1. In w a r r o

at the pictures. Do you recognize any of the legendary characters in them?

3. Where do they come from? Match and compare with your partner.

2. ++

Ask your students to identify where the legendary characters come from by matching the information provided. (L.A: to use previous knowledge to relate information).

3. ++

your group, can you define the cognate 'legendary'?

2. Look

d b a n

Now, tell your students to open their books and look at the pictures on page 88. Ask them if they recognize any of the legendary characters in the pictures. (L.A: to relate previous knowledge and visuals). Answers: All of them except a. are legendary. All of them are believed to have existed in reality. They were so famous that their stories became a legend. a. El Llanero Solitario / The Lone Ranger. b. Robin Hood. c. El Zorro. d. Daniel Boone. e. Pocahontas. f. Robinson Crusoe. g. Joan of Arc.

g

b o w

i n c a b

El Zorro

California, USA

Daniel Boone

Nottingham, England

Robin Hood

Kentucky, USA

4. Answer Fernando's questions. 5. Have

a quick look at the text and identify all the cognates. Can you predict what the text is about? Make notes.

l t r a i

88

UNIT

4

Answers:

4.

El Zorro - California, USA; Daniel Boone - Kentucky, USA; Robin Hood Nottingham, England. +++ Tell the students to read and answer Fernando's questions. Elicit their answers orally and choose the best answer to write it on the board. Accept the use of Spanish, but help the students to put their ideas in English. (L.A: to relate information). Possible answers: They are legendary. They fought for justicy. They have appeared in books and films, etc.

5. + Make students give a quick look at

the text and identify all the cognates. Then, invite them to predict what the text is about. Do not check answers at this point. (L.A: to use cognates to predict topic). Answers: Will vary. PICTIONARY

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

149 4 T I

READING

N U

6. Read

the following texts quickly and write the name of the character that corresponds to each paragraph.

FOLK

H E R O E S C._______________________ B.________________________

A. ________________________

He is often called the most He is a legendary English hero. famous pioneer and frontier hero. He lived in Sherwood Forest, in He explored the area of Kentucky, Nottingham, with his band. USA. He was born in Pennsylvania, Stories about him and his USA on November 2, 1734. When adventures began to appear in he was young, he never went to the XIV century, but the facts school or learnt how to read or are uncertain. He was probably write. He spent most of his time born in 1160. He fought against hunting. injustice and robbed the rich to The Indians captured and released give to the poor. him four times but he built a cabin He was also a brave fighter and in Kentucky, and moved his family was very good with his bow and there. arrow. His wife was Maid Marion In 1775, he led an expedition that and his main enemy was the opened a trail through Kentucky. Sheriff of Nottingham, who In 1799, he moved west again, always tried to capture him but into Missouri, and died on never could. September 26, 1820. Today his image is a mixture of fact and legend.

He was born in Madrid in 1793 but he then emigrated to America with his parents Alejandro Vega and Elena Felicidad. They settled in California and became rich. He returned to Spain to study art and science at Madrid University but he always considered California his home. When he was back in America he discovered that the mayor used his position and influence to exploit and rob the poor people. He decided to change the situation and adopted a secret identity. He wore a black mask and rode a black horse, Tornado. His friend Bernardo pretended to be a deaf mute and spied for him.

ne a.com/live s/boo www.earl yameric ciclo pedia/ /en www.boonic.com robinhood/ www.bbc.co.uk/

Robin Hood Daniel Boone

/

El Zorro

7. What

are the texts about?

a. three

imaginary characters

b. three real characters PEOPLE AND PLACES

READING 6. + Tell

the students to read the texts quickly and identify the name of the character that corresponds to each paragraph. (L.A: to use scanning to identify general information). Answers: a. Robin Hood. b. Daniel Boone. c. El Zorro. See Error Alert! at the end of the unit.

89

Ask your students to choose the correct alternative and compare it with their predictions in exercise 5. (L.A: to identify general topic).

7. +

Answers: b.

150 4 T I

8. Who is who? Match the statements to each character and write them in the chart.

N U

Read the statements with the class. You can ask the whole class to place all the statements under the corresponding character, or you can divide the class into three groups and ask each group to find either: a. the statements related to one character, or b. the character corresponding to three of the statements (group : a., b., c; group 2: d., e., f; group 3: g., h., i) (L.A: to identify specific information to complete a graphic organizer).

a. He was good with bows and arrows. b. He liked to hunt. c. He didn't know how to read or write. d. He was a good rider. e. He robbed the rich to give to the poor. f. He wore a mask. g. He built his house. h. He had a friend who spied for him. i. He was a prisoner of the Indians.

8. ++

Answers:

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

d o o H n i b o R

o r r o Z l E

YES NO

Did I use my previous knowledge to understand the text? Did I learn new vocabulary connected to the topic?

e n o o B l e i n a D

9. Decide if the following facts are statements (S) or inferences (I). a. ____ Robin Hood was married.

d. ____ Daniel Boone knew the Indians well.

b. ____ The facts about Robin

e. ____ El Zorro rebelled against

Hood's life are not certain.

the authorities.

c. ____ Daniel Boone was not an

f. ____ El Zorro's horse was

educated person.

Explain to your students that there are things we can find in the texts and there are other things we can infer from them. Then, ask them to read the text again if necessary, and decide if the facts are statements (S) or inferences (I) (L.A: to distinguish between facts and inferences).

called Tornado.

9. +++

A F T E R

READING

10.Write these names. a. A ___ ___ ___ ___ b. B ______ c. C ___ ___ ___ ___

a

b

c

d

e

f

d. I ______ ______ ___ e. F ___ ___ ___ ___ ___ f. M ___ ___ ___ 90

UNIT

4

Answers:

Statements: b.; f. Inferences: a.; c.; d.; e. REFLECTIONS


• if they used their previous

knowledge to understand the text. • if they learnt new vocabulary connected to the topic.

AFTER READING Ask your students to write the name of the things that appear in the pictures. Explain that they are all words from the text. (L.A: to relate pictures and meanings).

10. +

Answers: a. Arrow. b. Bow. c. Cabin. d. Indian. e. Forest. f. Mask. 11. ++ In pairs, students try to solve the

puzzle using the words in exercise 10.

151

Down

4

Across

1. Place full of trees. 2. A thin stick with a sharp point at one end. 3. A small house made of wood.

4. Something that covers your face. 5. A weapon used for shooting arrows. 6. Native people from the United States.


4 T I

2

11. What is the word? Try this crossword puzzle with your partner.

N U

1

3

5

Prepositions of time

1. Revise these sentences from the text and other examples. What do the words in bold mean? He was born on November 2, 1734. He was born in Madrid in 1793. The concert is on Saturday. The shops close at 9:00. 2. Look for more examples in the text. Then, complete the rule.

months, years and seasons; and on with ___________ of the week.

12. Complete with at , on, in. a. Stories about Robin Hood began to appear ______ the XIV century.

c. Diego de la Vega was born ______ 1793. 13.

First listen. Then listen and repeat.

The show starts at 8:30. I was born on June 24th, 1998. They were born in 1962. 14.

In pairs, put these lines in order to form a verse of a well known ballad. Can you guess who the ballad is about? Then listen and repeat.

a. _____A bonny fine maid of a noble degree, b. _____For she was a gallant dame.

Did y ou know t hat … medieval mins trels and ballad singers tha t traveled all over England spread man y Robin Hood s tories ? These documen ts, toge ther wi th o ther ear ly ballads, provide mos t o f wha t we know abou t Robin Hood and his doings. O f the real Robin Hood, we know no thing.

d. _____Did live in the north, of excellent worth, American English: traveled

British English:

15. FL Choose your favorite cartoon character and fill the chart.

travelled

Name

Country

Clothing

Famous for

PEOPLE AND PLACES

(L.A: to relate words and meanings). Answers: Down: 1. forest. 2. arrow. 3. cabin. Across: 4. mask. 5. bow. 6. indians.

_____________________ LANGUAGE FOCUS - Prepositions of time

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

2.

91

Make students identify the type of information required, and then complete the rule Answers: We use at when we talk about time; in with months, years and seasons; and on with days of the week.

_____________________

Ask the students to read the sentences and complete them with the correct preposition. (L.A: to apply a new language structure). Answers: a. in. b. on. c. in.

12. +



c. _____Maid Marian called by name,

e. _____With a hey down down a down down.

46

In pairs, the students put the lines in order to form a verse of a ballad about Robin Hood's life. Play the recording and ask students to listen. Then they listen and repeat. Don't tell them the name of the character. Make them guess from the content of the ballad. (L.A: to identify the order of a verse/ to imitate a model of intonation). Answers: a.; d.; c.; b.; e.

14. ++

We use ___________when we talk about ___________; ___________with

b. Daniel Boone led an expedition and died _____September 26, 1820.

45

Play the recording and ask students to listen. Then they listen and repeat. (L.A: to imitate a model of pronunciation).

13. +

6


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. Motivate fast learners to think about and choose their favorite cartoon character and fill in the chart (L.A: to consolidate vocabulary).

15. FL

Answers:

Will vary.

152 4 T I

A MAGIC ROLE

N U

BEFORE

Lesson 2

LISTENING

1. One

BEFORE LISTENING

There are many films inspired in this character. I interviewed two actors that play the principal roles in the films. Who are they? Look at the pictures and tick the names of the actors.

Start a conversation among your students about the picture on page 92. Ask them to identify the character in it. (L.A: to use previous knowledge to identify information). Answers: Harry Potter.

1. +

Ask the students if they know the actor’s name and his age. (L.A: to use previous knowledge to make predictions). See Background Information at the end of the unit.

of the most famous magic characters is the boy who appears in the pictures below. Can you identify him?

2. Do

you know the actor's name and his age?

2. +

3. Read

what Kelly says, answer her question and follow her instructions.

a. _____Daniel Radcliffe b. _____Elijah Wood c.

_____Orlando Bloom

d. _____Emma Watson e. _____Hillary

Now students read what Kelly says and make their predictions. Do not check answers at this stage. (L.A: to use previous knowledge to predict content).

3. ++

f.

questions do you think Kelly asked them? Choose some from the list.

i c m a g

a. Have c.

magic: magia pastime: pasatiempo starsign: signo zodiacal

Where were you born?

d. What is your favorite food? e. How many brothers and sisters have you got?

s i g n s t a r

questions they think Kelly asked the actors. Do not check answers at this point. (L.A: to use previous knowledge to predict content).

PICTIONARY

you got a nickname?

b. How old are you?

4. +++ Ask your students to guess the

Before listening, make sure the students look at the words in the Pictionary and revise their meanings. (L.A: to relate words and pictures).

_____Dakota Fanning

4. What

t i m e p a s

5. +

Duff

5. Read the words in the Pictionary and check their meanings.

92

UNIT

4


The students listen to the interview and check their predictions in exercise 3. Remind them of the importance of paying special attention to all familiar words they can identify. (L.A: to validate predictions).

6. +

Answers: a. d. 47

Make students recognise the purpose of the interview. (L.A. to recognize purpose of a text).

7. +

Answers: c.

47

The students listen to the interview again and check if Kelly asked any of the questions they ticked in exercise 4. (L.A: to validate predictions).

8. ++

Answers: a. c. 47

The students complete the chart as they listen to the recording again. (L.A: to complete a graphic organizer)

9. +++

153 4 T I

LISTENING

6.

N U

Listen to the interview and check your predictions in exercise 3. Pay special attention to all familiar words you can identify. What is the purpose of the interview? Choose an alternative.

7.

The students listen to the recording once more and identify the corresponding actor. (L.A: to identify specific information). Answers: a. Emma Watson. b. Daniel Radcliffe.

10. +++

a. To talk about Harry Potter's books. b. To talk about Harry Potter's movies. c. To talk about the actors' everyday lives. 8.

Listen again. Did Kelly ask any of the questions you ticked?

9.

Listen to the interview again and complete the chart.

Name Nickname


Born on


Starsign American English:

Brothers / sisters

movie star

Pets

British English:

Favorite pastimes 10.

film star

Can you say who would like to…

a. act with Brad Pitt? ________________________________________________ b. be invisible? _____________________________________________________ A F T E R

LISTENING


Imaginary situations

1. Read these sentences from the interview and other examples. a. What would you do with magic powers? b. I would act with Brad Pitt in Harry Potter! c. I would be invisible.

Did y ou know t hat … Harr y Po t ter's au thor, J.K. Rowling, crea ted so man y new words tha t there is a glossar y o f terms tha t appear in Harr y Po t ter s tories ?

2. What do these sentences refer to? a. A real situation. b. An imaginary situation.



AFTER LISTENING _____________________

3. What verb form do you notice in the examples? 4. Complete the rule.

LANGUAGE FOCUS - Imaginary situations

To talk about __________situations, we use __________+ the verb.

PEOPLE AND PLACES

93

Answers: Name

Daniel Radcliffe

Emma Watson

Nickname

Dan

Em

Born on

23rd July, 1989

15th April, 1990

Starsign

Leo

Aries

Brothers / Sisters

Only child

A brother

Pets Favorite Pastimes

Two dogs - Binka and Nugget Two cats: Bubbles and Domino PlayStation and football

Remember that this section is meant to help students revise or discover a particular grammar structure by themselves. 1. Ask the students to revise the examples, paying special attention to the words in bold. 2. Make students identify the type of information required. Answers: b. 3.

Playing hockey 4.

Students identify the verb used in the examples. Answers: Would. The students complete the rule. Answers:

To talk about imaginary situations we use would + the verb. _____________________

154 4 T I

11.What would you do with magic powers? Complete the sentences.

N U

a. I would like to _________________________________________________ . b. I would ________________________________________________________ . c. I ________________________________________________________________.

11. ++ Refer

students to the Language Focus and ask them to complete the sentences. (L.A. to consolidate language structures).

12.

How much wood would a woodchuck chuck if a woodchuck could chuck wood?

13.

48

The students first only listen. Then they listen and repeat the tongue twister. (L.A. to imitate an intonation pattern).

12. +

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

In pairs, use the sentences in bubbles A and B to write a dialogue between Fernando and Kelly and then role-play it in front of your classmates. A

B

Would you like to go to the cinema?

It would be great! No, I can't stand romantic

Would you like to see the

49

In pairs, the students use the sentences in bubbles A and B to write a dialogue between Fernando and Kelly. Then they role-play it in front of their classmates. Remember to take an active role in pair formation, so that students do not work always with the same partner to take full advantage of the variety of learning styles and abilities. You can also ask your students to vote for the best performance. (L.A. to consolidate vocabulary and language structures).

13. +++

new movie at the Royal?

Kelly: Kelly:

Ask the students to form groups of four and: • Imagine they interview their favorite actor or pop-music star • elaborate a set of questions they would like to ask him / her • try to find the true answers for each question • recreate the interview in the class You can also assign this exercise as homework for next class or as a project with formal evaluation.

_____________________________________________________________ .

Fernando: _____________________________________________________________ . 14.Work in groups of four. What were the main problems I had when forming questions and answers in English?

a. Imagine you interview your favorite actor or pop-music star. b. Elaborate a set of questions you would like to ask him/ her. c. Try to find the true answers for eac h question. d. Recreate the interview in front of your class.

What can I do to overcome them in the future?

15. FL Match these items with the actors. a. Two dogs. b. Aries. c. Two cats. d. Hockey stick. e. Football ball. f. Leo. g. Play Station. h. Brad Pitt.

cinema? movie at the Royal? Fernando: No, I can't stand romantic comedies. I prefer action movies..

_____________________________________________________________ .

Fernando: _____________________________________________________________ .

Answers: Kelly: Would you like to go to the Fernando: It would be great! Kelly: Would you like to see the new

comedies. I prefer action movies.

94

UNIT

4

(L.A: to consolidate language and vocabulary). Answers: Will vary.

14. +++

Encourage fast learners to relate each actor with the items in the list. (L.A: to relate information).

15. FL

Answers: REFLECTIONS

The students read the questions and identify: • the main problems they had when forming questions and answers in English. • the future actions they can take to overcome these problems in the future.

Daniel Radcliffe: a.; e.; f.; g. Emma Watson: b.; c.; d.; h.

155 4 T I

MINI - TEST

N U

READING 1. Read


a. Why was Robin Hood so popular among poor people? b. Why c.

is Daniel Boone called a “frontier” hero? Why did El Zorro wear a mask?

2. Write the words in the box in the correct column. secret

hunter

archery

Robin Hood

expedition

forest

horse rider

Daniel Boone

El Zorro

LISTENING 3. Listen

to the recording in lesson 2 again and identify who is speaking, Daniel or Emma.

a. _______________

In Oxford.

c. _______________23rd July, 1989.

b. _______________I'm

an only child.

d. _______________I've

got two cats

4. Listen to the recording again and circle the correct alternative. a. Daniel Radcliff was born in

London / Bolton. football / basketball . c. Emma Watson was born in 1999 / 1990. d. Her brother is younger / older than her. b. He loves Play Station and

LANGUAGE 5. Complete the dialogue about an imaginary situation.

A: What

famous actor ____________ you like to

B: I ____________ 6. Write

_______________.

at , in or on before the following expressions. th

a. _______6 c.

like to ______________

____________? (meet)

June

_______1987

b. _______ Thursday d. _______ 2:30

Keep trying Review!

Well done!

Excellent!

PEOPLE AND PLACES

MINI - TEST The mini-tests in lessons 1 and 2 provide material to check and revise students' progress and, at the same time, information to the teacher about any points that the majority of the students may have problems with. Make sure they understand what they are expected to do and then give enough time to answer individually.

95

Answers: READING

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

1. a.

2.

LISTENING 47 3. a. Emma. b. Daniel. c. Daniel. d. Emma. 4. a. London. b. Football. c. 1990. d. Younger. LANGUAGE 5. 6.

would, know, would, know (will vary) a. On. b. On. c. In; At.

Robin Hood

Daniel Boone

El Zorro

Archery, forest

Hunter, expedition

Horse rider, secret

156 4 T I

FLORENCE NIGHTINGALE, A WOMAN OUT OF HER TIME

N U

BEFORE

Lesson 3

READING

1. Answer

these questions. you know the women in the pictures? b. What do they have in common? a. Do

2. Make

a list of other important women you know.

3. Read the text quickly and underline the cognates you find. What is

the story about? a. A

r d a w a

famous musician.

b. A famous doctor. c.

A famous nurse.

d. A famous writer.

n c o f f i 4. Read

the words in the Pictionary and then find them in the text.

l a d y 5. Find

e n u r s

a. A prize. b. A box that contains a dead body. c.

t e a n s e r g

A person who takes care of sick people, usually in hospital.

d. Woman. e. Soldiers. f.

n e b s t o t o m

the meaning of the words in the Pictionary in this list.

A stone over a grave that shows the name, age, etc. of the person buried there.

http://www.distinguishedwomen.com/

96

BEFORE READING Ask the students to look at the pictures and then answer the questions. (L.A: to relate previous knowledge to the topic). Answers: Isabel Allende; Sor Teresa de los Andes; Gabriela Mistral. They are all women and Chilean women.

1. +

2. + Tell

the students to make a list of other important women they know and the area they stand out in.

UNIT 4

(L.A: to relate previous knowledge to the topic). Answers:

Will vary. Make students read the text quickly and underline the cognates they find. Tell them to read them aloud and then try to make predictions about the topic of the text. Do not check their predictions at this point. (L.A: to use cognates to predict content). Cognates in the text: May, Florence,

Italy, family, hospitals, expert, hygiene, October, soldiers, heroine, notes, special, section, millions, copies, invented, modern, continued, August, memorial, line.

3. ++

Tell the students to look at the words in the Pictionary and then find them in the text. (L.A: to identify specific information).

4. +

157 4 T I

READING

N U

N O UT O F H E R

A O M W

A

Florence Nightingale was born on May 12th , 1820 in Florence, Italy. Her family was rich and her father taught her at home. In 1844, she had the idea to work in hospitals. She wanted to be a nurse but her parents did not want her to become one. She disobeyed her parents and she worked as a nurse at Salisbury Royal Infirmary and soon became an expert on hygiene. In 1853, she found her first 'paid' job. She worked until October, 1854 and then went to help nurse the British soldiers of the war in Crimea.The soldiers thought that Florence Nightingale was a great lady so when Florence returned to Britain she was a heroine. People wrote songs about her and Queen Victoria and Prince Albert gave her an award. In 1859 Florence wrote a small book called 'Notes on Nursing', with a special section about

T I M E

taking care of babies.The book sold millions of copies all over the world. In 1860, she opened the Nightingale Training School for nurses at St Thomas Hospital in London where Florence almost invented modern nursing as we know it today. In 1861, Florence became ill. She could not walk anymore and for the next 30 years she continued working from her home at 35 South Street,in London. By 1896, she was so frail that she couldn't leave her bedroom. On August 13, 1910, she fell asleep and did not wake again. She was buried in the family grave at East Wellow. Six sergeants of the British Army carried her coffin. Her only memorial is a line on the family tombstone "F.N. Born 1820. Died 1910. She lived for ninety years and three months.”

www.bbc.co.uk/schools/famouspeople/standard/nightingale/index.html - 19k -

6. Read

the text and check your prediction in exercise 3.

7. Read

the text again and complete the following fact file:

Name:

Date of birth:

____________________________________

___________________________

Place of birth: _________________________________________________ Studies: _______________________________________________________ Profession: ___________________________________________________ Place of work: ________________________________________________ Book published: ______________________________________________ Other interesting information: _______________________________ Date of death: ________________________________________________ PEOPLE AND PLACES

PICTIONARY

award: premio / reconocimiento coffin: féretro / ataúd lady: dama nurse: enfermera sergeants: sargentos tombstone: lápida Make students match each word in the pictionary with its meaning. (L.A: to infer meaning from visuals). Answers: nurse: c. lady: d. award: a. coffin: b. sergeants: e. tombstone: f.

5. +++

97

READING 6. + Students read the text quickly, just to

check their predictions in exercise 3. (L.A: to validate predictions). Answers: c. 7. ++ Read

the headings with the class and make sure students know the type of information required to complete the fact file. Check answers on the board. Answers: Name: Florence Nightingale. Date of birth: May 12th, 1920.

Place of birth: Florence, Italy. Studies: at home. Profession: nurse. Place of work: Salisbury Royal

Infirmary; the war in Crimea. Book published: Notes on Nursing. Other interesting information:

Queen Victoria and Prince Albert gave her an award; she opened the Nightingale Training School for nurses in London; she invented modern nursing; she got ill and couldn't walk, but worked from home for 30 years. Date of death: August 13, 1910.

158 4 T I

8. Put the events in the correct sequence.

N U

a. She continued working from her home. b. She found her first 'paid' job. c. She took care of the soldiers very well. d. Florence wrote a small book. e. Florence went to help nurse British soldiers.

8. ++ Tell

the students to read and put the events in the correct sequence. (L.A: to identify the correct sequence of events). Answers: b.; e.; c.; d.; a.

Did y ou know t hat … Florence Nigh tingale was the founder o f the modern nursing pro fession ? She was also a pioneer s ta tis tician; she inven ted the pie char t.

9. +++ Ask the students to read again if

9. Are these sentences inferences or statements? Write I or S. a. _____Florence didn't go to school. b. _____Her parents didn't want her to be a nurse. c. _____Her book was very popular all over the world. d. _____She met Queen Victoria and Prince Albert. A F T E R

necessary and then distinguish Inferences from Statements. (L.A: to distinguish inferences and statements). Answers: a. I. b. S. c. I. d. l.

READING

LANGUAGE FOCUS

Prepositions of place

1. Revise these sentences from the text and other examples. Florence was born on May 12th, 1820 in Florence, Italy. She opened the Nightingale Training School for nurses at St Thomas Hospital. She continued working from her home at 35 South Street, in London. A war started in Crimea, on the coast of the Black Sea. 2. What do the words in bold mean? What is their equivalent in Spanish?


3. Complete the rule with in - at - on.

We use _____with full addresses, special places, institutions or events.


We use _____with countries, cities, rooms or buildings. We use _____


with floors of buildings, coasts or surfaces.

10. Look at the pictures. In your notebook, write sentences that illustrate them using the correct preposition of place.

AFTER READING ______________________ LANGUAGE FOCUS - Prepositions of place

Remember that this section is meant to help students revise or discover a particular grammar structure by themselves. 1. Ask the students to revise the examples, paying special attention to the words in bold. 2. Make students identify the type of information required Answers: en. 3. They complete the rule with in - at - on. We use at with full addresses, special places, institutions or events. We use in with countries, cities, rooms or buildings. We use on with means of transport, floors of buildings, coasts or surfaces. ______________________

a 98

UNIT

b

c

4

Refer students to the Language Focus. Then, ask them to look at the pictures and write sentences in their notebooks that illustrate them, using the correct preposition of place. (L.A: to use a new language structure).

10.++

Answers: a. Kelly is at school; b. Ema is in Santiago; c. Fernando lives at 465, King St. 11.+ Invite students to write notes about

their own life. Make them think about important dates and facts and then complete the fact file.

(L.A: to relate topic to students' own lives). Answers: Will vary. 50

Motivate students to use the information in exercise 11, to exchange information in pairs. Tell them to use the questions as clues.Ask them to listen to the example. (L.A: to consolidate vocabulary and language) Answers: Will vary.

12.+++

159 4 T I

11.Write

notes about your own life.Think about important dates and facts and complete the fact file.

N U

Name Date and place of birth

Chilean woman. (She can be alive). They can search the Internet, history books, encyclopaedias or libraries and: a. find out important dates and facts about her life and what she did/does for the country. b. write a short biography and prepare an oral presentation about this woman. Motivate students to prepare posters and bring pictures, photographs, etc. to improve their presentation. (L.A: to consolidate language, vocabulary and speaking skills through a project). Answers: Will vary.

City or town School Other activities 12.

With the information in exercise 11, talk to your partner about your life. Use these questions as clues. Listen to the example.

A: I

was born in ____________________________ , how about you?

B: I ____________________________ . A: I

started school in ____________________________ .

B: Where A: I

13.

do you live?

live ____________________________ .

First only listen. Then listen and repeat. There was a young lady in Ickenham Who went on a bus to Twickenham.

14.In groups, find out about a famous Chilean woman. (She can be

alive). Search the Internet, history books, encyclopaedias or libraries. a. Find

out important dates and facts about her life and what she did / does for the country. b. Write a short biography and prepare an oral presentation about the person you chose. You can prepare posters and bring pictures, photographs, etc.

Underline the most important sentences in the text and write a brief summary of Florence Nightingale’s biography.

YES NO

15. FL

Florence Nightingale was born in 1820. Her father...

Did I have difficulties to give biographical information? Did I use my previous knowledge to do the tasks?

________________________________________________________________ ________________________________________________________________ ________________________________________________________________ ________________________________________________________________

PEOPLE AND PLACES

99

REFLECTIONS

• if they had difficulties to give


biographical information. • if they used previous knowledge to do the tasks. 51

The students first only listen. Then, they listen and repeat the tongue twister. (L.A: to imitate a pronunciation model).

13.+

Encourage fast learners to underline the most important sentences in the text and write a brief summary of the biography. Ask some students to share their work with the whole class to provide a model for their classmates. (L.A: to organize information to elaborate a biography). Answers: Will vary.

15. FL

Form groups of four or five students. Explain to them they must find information about a famous

14.+++PROJECT.

160 4 T I

PEOPLE THAT CHANGED PEOPLE

N U

1.

Do you know the difference between an invention and a discovery? Discuss your ideas with your partner.

BEFORE LISTENING + Start the lesson eliciting students' ideas about the difference between an invention and a discovery. Make them discuss ideas with their partners and come to an agreement. Encourage students to use English as much as possible, but allow Spanish if necessary as this is a stage in which you are not checking speaking skills. Do not check answers at this stage. (L.A: to relate previous knowledge to the topic). See Background Information at the end of the unit.

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

2. Can you write the word next to its definition? a.

________________________ : something new learnt or found in nature. ___ : created thing, a thing that somebody

Microsoft® Encarta® 2007. © 1993-2006 Microsoft Corporation 3. Write the name of the inventor or discoverer under the

corresponding picture. Wright brothers

Marie Curie

a

T.A. Edison

Albert Einstein

b

______________________________________

______________________________________

t f l ig h

i t e k c

b u l b l ig h t

d

______________________________________

io n m o t a m e r a e c r u t c p i

Answers: Discovery: something learned or

Tell the students to write the name that corresponds to each picture. (L.A: to use visual clues to relate information).

1. Answer Fernando's question.

created, especially a device or process.

Now, ask students to write the word next to its definition in English. (L.A: to use previous knowledge to infer meaning).

3. ++

BEFORE LISTENING

b. _____________________

2. ++

found, something new learned or found in nature. Invention: created thing, a thing that somebody created, especially a device or process Microsoft® Encarta® 2007. © 19932006 Microsoft Corporation.

Lesson 4

______________________________________

4. Read the following sentences and relate them with a name from ex. 3. a. His inventions and discoveries helped other people b. She won a Nobel Prize.

a p h n o g r p h o

c.

He made important contributions to science.

d. They could imitate the birds.

i n e v a c c

5. Before listening, have a look at the pictures and the words in the

Pictionary. Can you predict the content of the text? 100

UNIT

4

4. +++ Now, ask students to read the

sentences and then relate them to a character in exercise 3. Do not check answers at this point. (L.A.: to use previous knowledge to predict content) Before listening, make students have a look at the pictures and the words in the Pictionary and then predict the content of the text. (L.A: to use visuals to predict content).

5. +

PICTIONARY

kite: volantín flight: vuelo light bulb: ampolleta motion picture camera: camara de cine phonograph: fonógrafo vaccine: vacuna

161 4 T I

LISTENING 6.

Listen to the recording and check your predictions in exercise 5.

7.

Listen to the recording again and choose the best answer. kind of text is it? A radio quiz.

N U

_____________________

a. What i.

are they doing? talking g about about themsel themselves. ves. i. They are talkin

LANGUAGE LANGU AGE FOCUS FOCUS – Could / Couldn´t

ii. A radio interview.

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

b. What

representi senting ng a role. role. ii. They are repre

Listen to the recording again and circle the correct alternative.

8.

was born in 1867/1967 . I graduated when I was was 16 and won a medal / prize.. I did my first scientific work in 1819/ 1890. prize 1890. I received the Nobel Prize in Physics / Chemistry .

a. I

vendor . I invented more than 100 / define myself as an inventor / vendor . 1,000 different things like the telegraph / phonograph. phonograph . I always said: “Genius is 1 / 100 % inspiration and 19 / 99 % perspiration”.

b. I

A F T E R

Answers: a.

LISTENING

3. They complete the rule. L AN G UA G E F O C U S

Could / Couldn’t

When we want to talk about something we had the poss possibil ibility ity / ability to do in the past , we use could + the verb. _____________________

1. Read

the sentences from the text and other examples. Pay special attention to the words in bold. I couldn't go to university because I was a woman. How could I do all that? Could you swim when you were a child? I couldn't study.

AFTER LISTENING

2. What do these sentences refer to? a.

a past possibility / ability present possibility / ability c. a future possibility / ability b. a

YES NO

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

3. Complete the rule.

When we want to talk about something we had the _________ _________ / / ability to do in the _________ _________,, we use _________ + the verb.

How much did I use my previous knowledge to understand the text?

PEOPLE AND PLACES


Play the recording once. The students listen and check their predictions in exercise 4. (L.A: to validate predictions). Answers: a. T. A. Edison; b. Marie Curie; c. Albert Einstein; d. Wright Brothers

6. +

101

52

The students listen again and circle the correct answer. (L.A: to identify general information). Answers: a. i. b. ii.

7. ++

52

Play the recording once more. The students listen and choose the correct alternative. (L.A: to identify specific information).

8. +++

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


REFLECTIONS

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

162 4 T I

First only listen. Then listen and repeat the following sentences.

9.

N U

He's a clown doctor. She's a tennis player. Edison was a famous inventor. He is the most important scientist in the world. Complete the conversation with the phrases in the box and then check with the recording. Practice in your group and then role-play it in front of your classmates.

10.

Wow!

Let's start!

quiz for you

I have a ______________ ______________ kids!

______________ ______________ ! What quiz, Kelly?

For each correct answer, one point.

But what's the quiz __________

The player who scores

_____________?

_ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _

_ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _

0

3000 BC

computer

fireworks

Play the recording. The students first only listen. Then they listen and repeat the sentences. (L.A: to imitate a model of pronunciation).

_ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _

Internet

_ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _

1600 - 1700 1 45 0

printing pr press telephone

_ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _

telescope

Ask students to complete the conversation with the phrases in the box. Then, play the recording and make them check their answers. You may also encourage some groups to dramatize the conversation in front of their partners. part ners.

_ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _

1 9 20

1850 - 1880

1 96 9

wheel

(L.A.: to dramatize a communicative situation) Answers: quiz for you; Wow; Pay attention; the most points; about; Let's Start! Motivate fast learners to look at the pictures of the inventions and then locate them on the timeline. (L.A: to relate previous knowledge to the topic). Answers: fire, wheel, abacus; fireworks, printing press, telescope, phone, computer, Internet.

11.. FL 11 10.. +++ 10

_ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _

4

53

54

_ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _

1 00 0

3 5 00 B C

9. +

___________ !

Look at the pictures of inventions. Locate them on the timeline.

500000 - 400000 BC

UNIT

Inventions. ___________

____ __________________ is the winner, OK.?

_ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ e _ r i _ f _ _ _

102

Pay attention

________ ________________.

11. FL

abacus

the most points

about

163 4 T I

MINI - TEST

N U

READING

1. Read


a. Where was Florence Nightingale born? b. When

did she start working? famous persons did she meet? d. What did she write? c. What

2. Find the words of column A

in the text and match them with their meaning in column B.

A

B

Nurse Award

A prize A person who takes care of sick people

LISTENING

3. Listen to the text in lesson

4 again and number these sentences in the order you hear them.

a. ____ I studied mathematics. c. ____ I changed the way people lived. d. ____ My

mother taught me.

e. ____ I couldn't go to university. 4. Listen to the recording again and write the name that corresponds to each statement,

Marie Curie or T. A. Edison. a. __________________________

didn't go to school.

b. __________________________ made a discovery by accident. c.

__________________________ invented a lot of things.

LANGUAGE

5. Complete the sentences with the correct preposition. a. He flew from Japan. He's probably b. Were you c. He

______ Sydney now.

______ Tom's party last night?

lives ______ Australia.

d. We

live ______ this address.

Keep trying Review!

Well done!

Excellent!

PEOPLE AND PLACES

MINI - TEST The mini-tests in lessons 3 and 4 provide material to check and revise students' progress and, at the same time, information for the teacher about any points that the majority of the students may have problems with. Make sure they understand what they are expected to do and then give enough time to answer individually. individually.

103

Answers: READING 1. a. in Italy. b. in 1844. c. Queen Victoria and Prince Albert. d. a book on nursing. 2. nurse: a person who takes care of

sick people; award: a prize. LISTENING 52 3. e.; a.; d.; b. 4. a. T.A. Edison. b. Marie Curie. c. T.A. Edison. LANGUAGE 5. a. in. b. at. c. in. d. at.

164 4 T I

A SPECI SPECIAL AL PLAC PLACE E

N U

FOR CHILDREN BEFORE

Lesson 5

READING

1. Look at the pictures and read the title of the text. Tick your idea of a

Children's Republic. a. A place where children choose the authorities. b. A place like a city where children can play. c.

A place where only children live.

2. Have

a quick look at the text and underline all the cognates. Can you say what it is about?

n g ld i n b u i l d

3. Choose five words to support your prediction and then compare

them with your partner. d o l l l

______________________________ ______________________________

e r e s q u a

______________________________ ______________________________

e a b l e s t a

______________________________ e r e a m s t e

104

UNIT

4. Make sure you understand the words in the Pictionary. 4

BEFORE READING 1. + Start the lesson telling students to

have a quick look at the pictures and read the title of the text. Then, ask them to tick their idea of a Children's Republic. (L.A: to predict content from titles and visuals). Answers: a.

See Background Information at the end of the unit.

2. ++ Ask the students to read the text

quickly and underline all the cognates. Tell them to read the cognates aloud and, with this information, try to predict what the text is about. Do not check answers at this point. (L.A: to use cognates to predict content). Answers: miniature, minutes, extends, hectares, students, visit, authorities, government, basic, functioning, important, institutions, republic, different, palaces, public, restaurants, station, real, areas,

165 READING

4 T I

EN’ S R EP UBL I C

R C H I L D

N U

There is a place in Argentina where kids can play at being adults and enjoy the main places of a real city. A: ____________________________________ This miniature world is only ten minutes from the city of La Plata, in Buenos Aires, and extends over 53 hectares. When students visit it, they can choose the authorities of the “Children government” and see the basic functioning of the most important institutions of the country. The Children's Republic has thirty five different buildings. There are castles, palaces, public buildings, a chapel, restaurants, a railway station, and other places like in a real city. The republic has three different areas.

C: ____________________________________ Within this area there is a little forest with varied trees, and there is also an artificial lake with small islands. There is also an educational farm with a stable. There, children can learn how to milk a cow and how to manufacture cheese.

D: ____________________________________ In this area, visitors can take a boat ride on a Mississippi-style paddle steamer, take a tour in the local train or enjoy the aquarium. The Amphitheater is opposite the artificial lake. It imitates an ancient Greek theater. During weekends, children present their plays and live B: ____________________________________ music and there are also aquatic animal shows. The central Civic Center has streets, monuments and buildings. Around the main square there is a bank, the Cathedral, the City Hall, restaurants, a Post Office and the Palace of Culture. There is also an International Museum of Toys with two thousand five hundred dolls from fifty countries around the world. It is the kids' favorite place. The House of Parliament and the Palace of Justice are opposite the Central Square. The city also has a radio studio, “Republic Radio”. It is the first radio in the country where children can participate.

PEOPLE AND PLACES

central, monuments, bank, cathedral, office, culture, international, favorite, parliament, justice, opposite, radio, studio, participate, varied, artificial, educational, manufacture, visitors, tour, train, aquarium, amphitheater, imitates, theater, present, music, aquatic, animal shows. 3. +++ Ask the students to choose five

words to support their predictions in exercise 2 and then compare with their partners.

105

(L.A: to use cognates to support predictions). Tell students to read the words in the Pictionary and check that they have interpreted the pictures correctly. PICTIONARY

building: edificio doll: muñeca square: plaza stable: establo steamer: barco a vapor

166 4 T I

5. Have a quick look at the text and check your predictions in exercises 2

N U

and 3. Can you say what kind of text it is? a. An interview.

American English:

4. + Ask students to have a quick look at

Theater

the text and decide the kind of text it is. (L.A: to identify kind of text).

Rural area

7. Read

short story.

Location

Recreational area

Urban area

the text again and match the numbers and nouns. 2,500

Answers: b.

hectares

5. ++ The students read the text again

c. A

article.

6. Write the correct title for each paragraph.

British English: Theatre

b. An

53

dolls

3

35

buildings

areas

8. Answer the following questions with Yes or No. a. Is

and then choose the correct title for each paragraph. (L.A: to identify general information). Answers: A: Location. B: Urban Area. C: Rural Area. D: Recreational Area.

the Children's Republic near the city of La Plata?

b. Can children choose the authorities? c.

Is the Museum of Toys a popular place? children learn how to make cheese?

d. Can 9. Look

Now students recognize which number corresponds to each item. (L.A: to relate information). Answers: 2,500 - dolls; 53 - hectares; 3 - areas; 35 - buildings.

at the pictures. Find the name of these places in the text.

6. ++

Ask students to answer the questions with Yes or No. (L.A: to identify correct information). Answers: a. Yes. b. Yes. c. Yes. d. Yes.

a

C_______________________________

7. +++

Explain the students that these are pictures of places they can find in the City of Children. Tell them to read the text carefully and then write the name of the places. (L.A: to extract specific information to complete a map). Answers: a. Castle; b. Railway Station; c. Lake; d. Farm; e. Stadium; F. Amphitheater.

c

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

R_________________ S____________

d

L_______________________________

F_______________________________

What were the main difficulties I had to match visuals and words? How much did I use my previous knowledge to do the tasks?

8. +++


b

e

f

S_______________________________ 106

UNIT

A_______________________________

4

REFLECTIONS

• the main difficulties they had when


completing a map were. • how much they used their previous knowledge to do the tasks.

167 4 T I


N U

LANGUAGE FOCUS

Prepositions of place

1. Read these sentences from the text.

This miniature world is only ten minutes from the city of La Plata. Around the main square of the Civic Center there is a bank. Inside the Palace of Culture there is an International Museum of Toys. The House of Parliament is opposite the Central Square. 2. What do the words in bold express? a. time b. location 3. Complete the rule.

_________, ____________, _______, _______ are prepositions of place. around

10.

from

inside

opposite

In pairs, exchange information about a place you would like to visit in the Children's Republic. Use the pattern below and then change roles.

A: Which place would you like to visit in the Children's Republic? B: I'd like to visit ___________________________________ . A: Why? B: Because ___________________________________ . How about you?

11.

First only listen. Then listen and repeat the tongue twister. You know New York. You need New York. You know you need unique New York.

12. FL Suppose that you are creating a city or country for children and teens. What buildings, organizations, and places would you include? Make a list with your partner.

PEOPLE AND PLACES

AFTER READING _____________________ LANGUAGE FOCUS - Prepositions of place

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

107

The students complete the rule. Around , from, inside and opposite are prepositions of place. We use them when we talk about place (location of things). _____________________ 3.

55

In pairs, students exchange information about a place they would like to visit in the Children's Republic. Tell them to use the pattern provided and then change roles. (L.A: to exchange information).

9. +++

Answers:

Will vary.

56The

students first only listen. Then they listen and repeat the tongue twister. (L.A: to imitate a model of pronunctiation).

10. +

Explain to your students that they have to suppose that there is a city or country for children and teens. Ask them to work in pairs and write a list of the buildings, organizations and places they would include in it. (L.A: to relate topic with own reality).

11. FL

Answers:

Will vary.

168 4 T I

N U

Notes ___________________________

k , c o r r d r o r t e a H p l ly o l r e e K h o s c

4: EPISODE 4: TION E V IN TION L N E V IN USEFU T UL MOS USEF T THE THE MOS Oh! Yes. I wan t to see Andy.

Come on, gu ys. Le t's turn on the TV. The show will start in a minute.

___________________________ ___________________________ ___________________________ ___________________________

Good evening. Welcome to our q uiz show " Today's impor tan t inven tions!"

This is Andy. He is represen ting the In terna tional School. We hope he ge ts a good score.

___________________________ ___________________________

Good evening, sir.

___________________________ ___________________________ ___________________________ ___________________________

Read y for q ues tion 1 ? Here we go! People use i t to iden tify and to prove who the y are. Wha t is i t, Andy?

Tha t's righ t! Now, q ues tion 2. People use i t to make calcula tions correc tly and q uickly, wha t is i t?

___________________________ ___________________________

I know, it's the ID card.

Oh! Tha t's eas y, i t's the calcula tor!

___________________________ ___________________________ ___________________________ ___________________________ ___________________________ ___________________________ ___________________________ ___________________________ ___________________________ ___________________________ ___________________________

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

169 4 T I

N U

Right again! Y our score is going up fast!

Notes ___________________________ ___________________________ ___________________________

And now, q uestion 3. It makes communication eas y and immediate, wherev er you are. W hat is it?

I can't believ e Andy doesn't know the answer!

I'm so nervous... come on And y, you can...

___________________________ ___________________________ ___________________________ ___________________________

Er... let me think...

___________________________ ___________________________ T ime is...

Just in time!

___________________________ ___________________________

W ait! Gotcha! I know, it's the cell phone, isn't it?

___________________________ Yes. Luckily, m y sister called me…

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

170 4 T I

SYNTHESIS

N U

Revise the content of the unit and find the exercises that helped you to: LISTENING

·ident ify speak er s in a conver sat ion / dialogue. ·ident ify the purpose of a message. ·use k ey wor ds to get the general meaning. AT TI T UDE S

·lear n about ev ent s and people in t he past as part of our c ult ur al her it a ge. ·lear n and r ef lect on t he t echnological dev elopment of past ce ntur ies. ·lear n and r eflect on t he impor tance of inv ent ions in our liv e s.

READING

·use cognates to predict content. ·identify text organization. ·discriminate between inferences and statements.

SPEAK ING

·t ell a biogr aphy.

TEST YOUR KNOWLEDGE READING – THE FIRST INVENTION

A

_____________________________________ In ancient times, people invented new machines, materials, and ways of doing things but no one knows what the first invention was. Prehistoric inventors found ways to make and keep fires burning. They invented ways to grow plants for food and learned how to tame animals. Other great prehistoric inventions were the wheel, pottery, and ways to build houses.

_____________________________________ One great invention was the printing press. A German named Johannes Gutenberg invented a press to print books in the 1400s. Books became much more common and helped other inventors make new things. After the invention of the steam engine around 1700, inventors made many new machines. They invented locomotives, steamboats, and all kinds of factory machines. Another great invention, the internal combustion engine, led to the invention of automobiles in the late 1800s. The discovery of electricity led to many wonderful inventions. Many scientists studied electricity. An American inventor named Thomas A. Edison invented the electric lamp, the phonograph, and other things that use electricity in the late 1800s. B

_____________________________________ No one knows the names of prehistoric inventors. Until the 1900s, most inventors worked alone. Today, most inventions come from scientists and engineers who work in teams. Most of them work for universities, government agencies, or big companies. C

WRI TING

·comple te a map. ·comple te a biograph y.

Microsoft ® Encarta ® 2007. © 1993-2006 Microsoft Corporation. LANGUAGE

·use prepositions of time and place. ·find words to describe inventions and discoveries. ·learn words to describe professions.

110

SYNTHESIS Revise the contents of Unit 4 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

UNIT

1. Read the text and choose a title for each paragraph. a. What were the greatest inventions? b. What was the first invention? c.

Who are the inventors?

4

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 1. A - b.; B - a.; C - c. 2. e.; c.; f.; a.; d.; b.

LISTENING 57 Christopher Columbus 3. a. - i. b. - ii. 4. a. False. b. True. c. True. 5. LANGUAGE b.; c.; f. 6. ORAL EXPRESSION Check that students say clear and correct sentences. Pay special attention to the use of would to express imaginary situations.

171

SELF-EVALUATION

2. Which came first? Put the inventions in

chronological order writing a number next to them.

a

b

c

d

e

f

Answer the following questions and check your progress in this module. Put a tick in the box that is true for you.

Do I understand the general meaning of the texts?

LISTENING - A famous explorer 3.

Listen to the story and identify who is speaking: Pedro de Valdivia

4.

Can I distinguish a statement from an inference?

Christopher Columbus

Circle the correct alternative a. He

began to travel when he was ________________. i. 13 ii. 16 iii. 18

b. He

was sure the Earth was __________________. i. sound ii. round iii. found

5.

Can I infer the meaning of a new word from the context?

Do I understand the texts? Do I understand my classmates? Can I identify speakers? Can I use my previous knowledge to understand a text?

Read the following sentences and decide if they are true (T) or false (F). a. _____ He

was born in America.

Can I use would ? Can I use new vocabulary?

b. _____ He discovered a new continent. c.

Can I use prepositions of time and place?

_____ He made four trips.

Can I play games?

LANGUAGE 6. Circle the incorrect answers: a. in February b. on 5:00 o'clock c. at California d. on

May 2

e. on Friday

f. on

October

Can I talk and write about a famous person from the past? Can I give biographical information?

ORAL EXPRESSION

Can I talk about an imaginary situation?

7. What would you do with magic powers? Say three

sentences.

Great!

Not too bad

Help! Did I find useful information? Did I work well in my group?

Keep trying

Review!

Well done!

Excellent!

Did I enjoy doing the tasks?

PEOPLE AND PLACES

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.

111

4 T I

N U

172 4 T I

TRANSCRIPTS

N U

READING - FOLK HEROES

E.M.: I would... I would act with Brad Pitt in Harry Potter! It would be great!

45

Pronunciation First listen. Then listen and repeat. The show starts at 8:30. I was born on June 24th, 1998. They were born in 1962.

READING - FOLK HEROES

LISTENING - A MAGIC ROLE

Pronunciation First only listen to the tongue twister. Then listen and repeat. How much wood would a woodchuck chuck if a woodchuck could chuck wood?

46

Oral Practice A bonny fine maid of a noble degree, Did live in the north, of excellent worth, Maid Marian called by name, For she was a gallant dame. With a hey down down a down down


48


47

Kelly: Your name is Daniel Radcliffe, but have you got a nickname? D.R.: Oh! Sure! Everybody calls me Dan. Kelly: O.K. Dan. When were you born? D.R.: I was born on the 23th of July, 1989. Kelly: So, your star sign is Leo. Where were you born? D.R.: In London. Kelly: Have you got any brothers or sisters? D.R.: No, I’m an only child. Kelly: What about your everyday life? Have you got a pet? D.R.: Two dogs - Binka and Nugget. Kelly: What do you like doing in your free time? D.R.: I love PlayStation and football - I support Fulham Football Club. Kelly: What would you do with magic powers? D.R.: I would like to be invisible! Kelly: And you, Emma, have you got a nickname? E.M.: Yes, my nickname is Em. Kelly: When and where were you born? E.M.: I was born on April the 15th, 1990, in Oxford. My star sign is Aries. Kelly: What can you tell us about your family? E.M.: I live with my mother and with my younger brother Alex. Kelly: Do you like animals? E.M.: Yes! I love cats – I’ve got two: Bubbles and Domino Kelly: What are your favorite pastimes? E.M.: I love playing hockey. Kelly: What would you do with magic powers?

49

Oral practice Would you like to go to the cinema? Kelly: Francisco: It would be great! Would you like to see the new movie at the Royal? Kelly: Francisco: No, I can’t stand romantic comedies. What kind of movies do you like? Kelly: Francisco: I prefer action movies.

READING - FLORENCE NIGHTINGALE, A WOMAN OUT OF HER TIME A: B: A: B: A:

50

Oral Practice I was born in 1995; how about you? I was born in 1996. I started school in 2000. Where do you live? I live in the center of the city.

READING - FLORENCE NIGHTINGALE, A WOMAN OUT OF HER TIME

51

Pronunciation First only listen. Then listen and repeat. There was a young lady in Ickenham Who went on a bus toTwickenham.

LISTENING - PEOPLE THAT CHANGED PEOPLE Presenter:

52

Welcome to our Quiz show “Who is Who”. Today we have three people famous for their inventions, discoveries and contribution to society. Guess their identities and phone 212 35 72 with your answer. Here’s character 1.

173 4 T I

N U

Character 1 (Marie Curie): I was born in Warsaw, in 1867. I graduated from a Russian liceum when I was 16 and won a gold medal. I did my first scientific work in 1890. I couldn’t go to university because I was a woman, so in 1891 I went to Paris. I studied mathematics, physics and chemistry and became the first female professor. I discovered radioactivity and radium by accident. In 1903, I received the Nobel Prize in Physics. Character 2 (T. A. Edison): I was born in Ohio, U.S.A., in 1847. My mother taught me reading, writing and arithmetic. I can really define myself as an inventor. Throughout my life, I invented more than 1,000 different things that changed the way people lived! My greatest inventions include the light bulb, the phonograph, the motion-picture camera, electric batteries … Ah! I also improved the telephone! How could I do all that? .Well, as I always said: “Genius is 1% inspiration and 99% perspiration “. 53

LISTENING - PEOPLE THAT CHANGED PEOPLE Pronunciation First only listen. Then listen and repeat the following sentences. He’s a clown doctor. She’s a tennis player. Edison was a famous inventor. He is the most important scientist in the world.

READING - A SPECIAL PLACE FOR CHILDREN

56

Pronunciation First only listen. Then listen and repeat the tongue twister You know New York. You need New York. You know you need unique New York.

TEST YOUR KNOWLEDGE LISTENING - WHO AM I? 57 Presenter: Good evening, ladies and gentlemen. Today we are talking to a very important character from the past. He is perhaps the most famous navigator and explorer and today he will tell us about his experiences. Sir, what can you tell us about your life? Character: Good evening. I was born in Italy in 1451. My father was a merchant and when I was 13 I found sea journeys very exciting, so I began to travel to many lands. I was absolutely sure that the earth was round and King Ferdinand and Queen Isabella of Spain gave me money to find a new route to China. I had three ships: The Niña, the Pinta and the Santa Maria. On 12th October, 1492, the Pinta first spotted what I called San Salvador. Next, we arrived in Cuba and finally we went to a place I called Hispaniola. I made four trips in all, but I never knew I had found the land that was later known as America!

54

LISTENING - PEOPLE THAT CHANGED PEOPLE Oral practice Kelly: I have a quiz for you, kids! Ann: Wow! What quiz, Kelly? Kelly: Pay attention. For each correct answer, one point. The player who scores the most points is the winner, O.K.? Andy: But what’s the quiz about? Kelly: Inventions. Let’s start!

READING - A SPECIAL PLACE FOR CHILDREN

A: Why? B: Because I’d like to see and feed the animals. How about you?

55

Oral Practice A: Which place would you like to visit in the Children’s Republic? B: I’d like to visit the educational farm.

LISTENING TEST: AN IMPORTANT SCIENTIST

58

Presenter: Good evening, ladies and gentlemen. This is our section “People who Changed our Lives”, with Professor Edward Wilson. Good evening, Professor Wilson. Professor: Good evening, everybody. Today, I’m going to talk about a very important scientist, perhaps the most important one of the last century. Presenter: Are you talking about Albert Einstein? Professor: Exactly.

174 4 T I

N U

Presenter: What can you tell us about him, Professor Wilson? Professor: He was born in Ulm, Germany, in 1879. A curious fact is that he found school very boring, so he often skipped classes to play his violin! Presenter: Did he want to become a musician? Professor: To be honest, I don’t know. Probably he didn’t. His main concern was to learn about the rules that govern the world. In 1921, he won the most famous prize in science, the Nobel Prize. Presenter: Why was he so important? Professor: He put his ideas together in the theory of relativity. His theories made him famous, but only a few people could understand them. Presenter: Have other people used his work? Professor: After he died, other scientists proved that he was right and they are still working on his theories. He revolutionized science and helped new scientists come into the atomic age! Presenter: Thanks, Professor Wilson.

CLASSROOM LANGUAGE

59

Greetings: A: Good morning / B: Good afternoon / C: Hello / D: Hi. A: Good bye / B: See you tomorrow / C: See you later. A: Have a nice weekend / B: Enjoy your holiday. Moods and feelings: A: How are you today? B: I’m fine / C: I’m great / D: OK / E: Very well, thank you. B: I’m not very well / C: I have a problem / D: I’m feeling low / E: I’m sad. Asking for clarification (STUDENTS) A: Can you repeat that, please? B: Can you say that again, please? C: Sorry? I didn’t understand very well. D: Can you help me with this exercise, please? Encouragement (TEACHERS) A: Well done! B: Good! C: Excellent! D: Good work! E: Congratulations!

The date A: What day is it today? B: It’s Monday / C: It’s Tuesday / D: It’s Wednesday / E: It’s Thursday / B: It’s Friday / C: It’s Saturday / D: It’s Sunday E: What’s the date today? A: It’s (Monday) March 9th. The weather A: What’s the weather like today? B: It’s sunny / C: It’s cloudy / D: It’s hot / E: It’s cold / B: It’s nice and warm / C: It’s nice and cool. D: It’s raining / E: It’s snowing. The time A: What’s the time? / B: What time is it? C: It’s one o’clock. / D: It’s two o’clock. / E: It’s three o’clock. / C: It’s ten o’clock. / D: It’s twelve o’clock. A: What’s the time? / B: What time is it? E: It’s quarter past nine. C: It’s half past ten. D: It’s five past eleven./ E: It’s ten past twelve / C: It’s twenty past one/ D: It’s

twenty five past two. A: What’s the time? / B: What time is it? C: It’s quarter to eight. D: It’s twenty five to nine / E: It’s twenty to ten / C: It’s ten to three/ D: It’s five to four. Some commands and Instructions (TEACHERS)

Add more words. Answer the questions. Be quiet. Check your answers Check your predictions. Close the door. Come to the board Compare your answers Compare your answers in your group. Complete the paragraph Complete the sentences. Complete the summary. Complete the table. Copy the instructions. Cross out the words you do not hear. Discuss the ideas in your group. Do exercise 1 Do not write in ink. Do not write in your book. Fill in the blanks.

175

ERROR ALERT! Find examples in the text. Find out who wrote this poem. Find the cognates in the text. Go to the board. Identify the best description. Listen to the recording. Listen. Look Look at the pictures. Look up these words in the dictionary. Make a list Make a list of topics. Make some notes. Match the pictures. Name three activities. Open the window. Open your books. Pay attention, please. Put the pictures in order. Read the instructions. Read the sentences. Select the correct answer. Silence, please Sit down. Stand up. Talk to your partner. That’s all for today, thank you Work in groups of 4 Work in groups of three or four. Work with your partner Write the sentences Turn taking and permission: (STUDENTS) It’s your turn. Sorry, it’s my turn. Excuse me, can I say something? Excuse me; can I leave the room for a minute? Can I talk to you after the class? May I go to the bathroom? Encouragement: (TEACHERS)

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

READING - FOLK HEROES FALSE COGNATE Mayor = alcalde (NOT: mayor) Draw students’ attention to more examples of false cognates.

READING - A WOMAN OUT OF HER TIME She found her first paid job (NOT: work)

LISTENING - PEOPLE THAT CHANGED PEOPLE Exercise 8 Perspiration (NOT: transpiration) Watch out for more incorrect language transfer from Spanish.

READING - A SPECIAL PLACE FOR CHILDREN Kids’ favorite place (NOT: kids’s ) Draw students’ attention to the correct spelling of plural genitives.

4 T I

N U

176 4 T I

N U

BACKGROUND INFORMATION Albert Einstein

Author: Published articles in newspapers and magazines in

Albert Einstein (March 14, 1879 – April 18, 1955) was a Germanborn theoretical physicist. He is best known for his theory of relativity and specifically mass–energy equivalence, E = mc 2. Einstein received the 1921 Nobel Prize in Physics "for his services to Theoretical Physics, and especially for his discovery of the law of the photoelectric effect." Einstein's many contributions to physics include his special theory of relativity, which reconciled mechanics with electromagnetism, and his general theory of relativity, which extended the principle of relativity to non-uniform motion, creating a new theory of gravitation. His other contributions include relativistic cosmology, capillary action, critical opalescence, classical problems of statistical mechanics and their application to quantum theory, an explanation of the Brownian movement of molecules, atomic transition probabilities, the quantum theory of a monatomic gas, thermal properties of light with low radiation density (which laid the foundation for the photon theory), a theory of radiation including stimulated emission, the conception of a unified field theory, and the geometrization of physics. Works by Albert Einstein include more than fifty scientific papers and also non-scientific books. Einstein is revered by the physics community, and in 1999 Time magazine named him the "Person of the Century". He is probably the most recognized scientist in history, as well as one of the most important, counted among or even surpassing the achievements of Galileo, Isaac Newton, and Charles Darwin. In wider culture the name "Einstein" has become synonymous with genius.

America and Europe; lecture tours in America and Europe; speech tours in universities and colleges; literature workshops in the USA. Taught Literature at the University of Virginia, Charlottesville; at Montclair College, New Jersey; at the University of California, Berkeley Short stories for children and humor books, Chile 1972-73 Short story for children, Venezuela 1983, “La Gorda de Porcelana” Theater plays in Chile: “El Embajador”, 1971; “La Balada del Medio Pelo”, 1973; “Los Siete Espejos”, 1974. Books: “The House of the Spirits”, (novel) Spain, 1982; “Of Love and Shadows”, (novel) Spain, 1984; “Eva Luna'”, (novel) Spain, 1985; “Stories of Eva Luna”, (short stories) Spain, 1989; “The Infinite Plan”, (novel) Spain, 1991; “Paula”, (novel) Spain, 1994; “Aphrodite”(recipes, stories and other aphrodisiacs) Spain, 1997; “Daughter of Fortune”, (novel) Spain, 1999; “Portrait in Sepia”, (novel) Spain, 2000; “The City of the Beasts”(young adult novel) Spain, 2002; “My Invented Country”, (novel) Spain, 2003; “Kingdom of the Golden Dragon”, (young adult novel) Spain, 2003; “Forest of the Pygmies”, (young adult novel) 2005; “Zorro”, (novel) Spain, 2005; “Inés of My Soul”, (novel) Spain, 2006; “The Sum of Our Days”, (novel) Spain, 2007

http://es.wikipedia.org/wiki/Albert_Einstein

Isabel Allende

It is very strange to write one's biography because it is just a list of dates, events, and achievements. In reality the most important things about one's life happen in the secret chambers of the heart and cannot be included in a list like this. I think that my most significant achievement is not my writing, but the love I share with my family. But in this web-site we need to have my bio: students and journalists request it often. Name: Isabel Allende Nationality: Chilean Date of Birth: August 2, 1942 Journalist: 1964 - 1974 in Chile: Women's magazine “Paula”, children's magazine “Mampato”, television shows, documentaries. 1975 - 1984 in Venezuela: Newspaper “El Nacional”

As written by Isabel Allende in http://www.isabelallende.com/roots_frame.htm

Mother Teresa of Calcutta (1910-1997)

She was born on 26th August 1910 in Skopje, a city situated at the crossroads of Balkan history. At the age of eighteen, she left her home in September 1928 to join the Institute of the Blessed Virgin Mary, known as the Sisters of Loreto, in Ireland. There she received the name Sister Mary Teresa after St. Thérèse of Lisieux. In December, she departed for India, arriving in Calcutta on 6th January 1929. On 10th September 1946, Mother Teresa established a religious community, Missionaries of Charity, dedicated to the service of the poorest of the poor. On 7th October 1950 the new congregation of the Missionaries of Charity was officially established in the Archdiocese of Calcutta. In order to respond better to both the physical and spiritual needs of the poor, Mother Teresa founded the Missionaries of Charity Brothers in 1963, in 1976 the contemplative branch of the Sisters, in 1979 the Contemplative Brothers, and in 1984 the Missionaries of Charity Fathers. On 5th September 1997 Mother Teresa's earthly life came to an

177 4 T I

N U

end. She was given the honour of a state funeral by the Government of India and her body was buried in the Mother House of the Missionaries of Charity. Her tomb quickly became a place of pilgrimage and prayer for people of all faiths, rich and poor alike. On 20th December 2002 Pope John Paul II approved the decrees of her heroic virtues and miracles. http://www.vatican.va/news_services/liturgy/saints/ns_lit_doc _20031019_madre-teresa_en.html

Pocahontas

Many pictures of Pocahontas have been made. Pocahontas appears on the official seal of Henrico County in Virginia. There are roads, communities, and bridges named after Pocahontas. There are bronze statues of her at Jamestown, the place where she first met John Smith, and in Gloucester, Virginia, where she grew up and lived with her father. http://www.educationalsynthesis.org/famamer/Pocahontas/Poc a-bio.html

Benjamin Franklin

Benjamin Franklin is known by many as a founding father of America, a philosopher, a scientist and a writer. Throughout his glorious lifetime, Franklin made many contributions to humanity, but his most famous is still that of lightening and its connection to electricity. In 1774, after completing many other projects like the Franklin stove, Poor Richards Almanac, and many other inventions, Franklin began to experiment with electricity. In 1752, during a dangerous electrical storm, Franklin flew a kite with a metal key at the bottom of the string. A bolt of lightening hit the kite, and a spark of electricity flew from the key. Franklin’s theory was proven. http://library.thinkquest.org/C004471/tep/en/biographies/benja min_franklin.html

Robin Hood

Legend has it that Robin Hood was an outlaw living in Sherwood Forest with his 'Merry Men' - but did he really exist? There are several versions of the Robin Hood story. The Hollywood one is that of an incredibly handsome man - Errol Flynn - clothed in garments of Lincoln green, fighting and outwitting the evil Sheriff of Nottingham. However, the first known literary reference to Robin Hood and his men was in 1377, and the Sloane manuscripts in the British Museum have an account of Robin's life which states that he was born around 1160 in Lockersley in Yorkshire. No such place exists in either Yorkshire or Nottinghamshire but there is a Loxley in Staffordshire. Another chronicler has it that he was a Wakefield man and took part in Thomas of Lancaster's rebellion in 1322. One certain fact is that he was a North Country man, with his traditional haunts as an outlaw in Sherwood Forest and a coastal refuge at Robin Hood's Bay in Yorkshire. http://www.historic-uk.com/HistoryUK/EnglandHistory/RobinHood.htm

Daniel Boone

Daniel Boone detested coonskin caps. http://people.tribe.net/sonomacutey/blog/daf9d73d-0301417a-b53d-5310466ec20c

George Boone, the grandfather of Daniel, came from Bradenich, Devonshire, England, arriving at Philadelphia October 10, 1717, and in April, 1718, having acquired 400 acres of land by entry, dated April 4th, 1718, he settled in Oley Township, Philadelphia county, now Exeter Township, Berks county. Here he built and occupied a plain log house. In 1730, having prospered, he built a more substantial and pretentious house of stone, for his family; but, he said, it was too fine for him; he preferred to, and did, remain in the log cabin, close by. http://www.wvculture.org/history/settlement/boonedaniel02.html http://www.thebiographychannel.co.uk/biography_story/572:38 5/1/Daniel_Boone.htm

LISTENING - A MAGIC ROLE Harry Potter is a series of seven fantasy novels written by British author J. K. Rowling. The books chronicle the adventures of the eponymous adolescent wizard Harry Potter, together with Ron Weasley and Hermione Granger, his best friends. The central story arc concerns Harry's struggle against the evil wizard Lord Voldemort, who killed Harry's parents in his quest to conquer the wizarding world, after which he seeks to subjugate the Muggle (non-magical) world to his rule. Since the release of the first novel Harry Potter and the Philosopher's Stone in 1997, which was retitled Harry Potter and the Sorcerer's Stone in the United States, the books have gained immense popularity, critical acclaim and commercial success worldwide. The series has spawned films, video games and Potter-themed merchandise. As of April 2008, the seven-book

178 4 T I

N U

series has sold more than 375 million copies and has been translated into more than 64 languages. The seventh and last book in the series, Harry Potter and the Deathly Hallows , was released on 21 July 2007. Publishers announced a recordbreaking 12 million copies for the first print run in the U.S. alone. The success of the novels has made Rowling the highest-earning novelist in history. English language versions of the books are published by Bloomsbury in the United Kingdom, Scholastic Press in the United States, Allen & Unwin in Australia, and Raincoast Books in Canada. Thus far, the first five books have been made into a series of motion pictures by Warner Bros. The sixth, Harry Potter and the Half-Blood Prince, began filming in September 2007, with a scheduled release of 21 November 2008. The series also originated much tie-in merchandise, making the Harry Potter brand worth £7 billion ($15 billion). There are seven books in the Harry Potter series: Harry Potter and the Philosopher's Stone (26 June 1997) Harry Potter and the Chamber of Secrets (2 July 1998) Harry Potter and the Prisoner of Azkaban (8 July 1999) Harry Potter and the Goblet of Fire (8 July 2000) Harry Potter and the Order of the Phoenix (21 June 2003) Harry Potter and the Half-Blood Prince (16 July 2005) Harry Potter and the Deathly Hallows (21 July 2007) http://en.wikipedia.org/wiki/Harry_Potter

LISTENING - PEOPLE THAT CHANGED PEOPLE Marie Curie (born Maria Sk odowska; also known as Maria

Sk odowska-Curie; November 7, 1867 – July 4, 1934) was a physicist and chemist of Polish upbringing and, subsequently, French citizenship. She was a pioneer in the field of radioactivity, the first twice-honored Nobel laureate (to this day, the only one to win the award in two different sciences) and the first female professor at the University of Paris. She was born in Warsaw, Poland, Russian Empire, and lived there until she was 24. In 1891, she followed her elder sister to study in Paris, where she obtained her higher degrees and conducted her scientific work. She founded the Curie Institutes in Paris and Warsaw. She was the wife of fellow-Nobel-laureate Pierre Curie and the mother of a third Nobel laureate, Irène Joliot-Curie.

While an actively loyal French citizen, she never lost her sense of Polish identity. Madame Curie named the first new chemical element that she discovered (1898) "Polonium" after her native country, and in 1932 she founded a Radium Institute (now the Maria Sk odowska-Curie Institute of Oncology) in her home town, Warsaw, headed by her physician-sister Bronis awa, who had likewise studied in Paris. http://en.wikipedia.org/wiki/Marie_Curie

The Wright brothers, Orville (19 August 1871 – 30 January

1948) and Wilbur (16 April 1867 – 30 May 1912), were two Americans who are generally credited with inventing and building the world's first successful airplane and making the first controlled, powered and sustained heavier-than-air human flight on 17 December 1903. In the two years afterward, the brothers developed their flying machine into the first practical fixed-wing aircraft. Although not the first to build and fly experimental aircraft, the Wright brothers were the first to invent aircraft controls that made fixed wing flight possible. The brothers' fundamental breakthrough was their invention of "three axis-control", which enabled the pilot to steer the aircraft effectively and to maintain its equilibrium. This method became standard on fixed wing aircraft of all kinds. From the beginning of their aeronautical work, the Wright brothers focused on unlocking the secrets of control to conquer "the flying problem”, rather than developing more powerful engines as some other experimenters did. Their careful wind tunnel tests produced better aeronautical data than any before, enabling them to design and build wings and propellers more effective than any before. Their U.S. patent 821,393 claims the invention of a system of aerodynamic control that manipulates a flying machine's surfaces. They gained the mechanical skills essential for their success by working for years in their shop with printing presses, bicycles, motors, and other machinery. Their work with bicycles in particular influenced their belief that an unstable vehicle like a flying machine could be controlled and balanced with practice. The Wright brothers' status as inventors of the airplane has been subject to counter-claims by various parties. Much controversy persists over the many competing claims of early aviators. http://en.wikipedia.org/wiki/Wright_Brothers

Thomas Alva Edison (February 11, 1847 – October 18, 1931)

was an American inventor and businessman who developed

179 4 T I

ANSWERS many devices that greatly influenced life around the world, including the phonograph and a long lasting light bulb. Dubbed "The Wizard of Menlo Park" by a newspaper reporter, he was one of the first inventors to apply the principles of mass production to the process of invention, and therefore is often credited with the creation of the first industrial research laboratory. Edison is considered one of the most prolific inventors in history, holding 1,093 U.S. patents in his name, as well as many patents in the United Kingdom, France and Germany. Edison became a telegraph operator after he saved three-year-old Jimmie MacKenzie from being struck by a runaway train. Jimmie's father, station agent J.U. MacKenzie of Mount Clemens, Michigan, was so grateful that he trained Edison as a telegraph operator. Edison's first telegraphy job away from Port Huron was at Stratford Junction, Ontario, on the Grand Trunk Railway. In 1866, at the age of 19, Thomas Edison moved to Louisville, Kentucky, where as an employee of Western Union he worked the Associated Press bureau news wire. Edison requested the night shift at work which allowed him plenty of time to spend at his two favorite pastimes - reading and experimenting. Eventually, the latter pre-occupation cost him his job. One night in 1867, he was working with a battery when he spilled sulphuric acid onto the floor. It ran between the floorboards and onto his boss's desk below. The next morning he was fired. One of his mentors during those early years was a fellow telegrapher and inventor named Franklin Leonard Pope, who allowed the impoverished youth to live and work in the basement of his Elizabeth, New Jersey, home. Some of Edison's earliest inventions were related to telegraphy, including a stock ticker. His first patent was for the electric vote recorder, (U. S. Patent 90,646), which was granted on June 1, 1869. http://en.wikipedia.org/wiki/Thomas_Edison

READING - A SPECIAL PLACE FOR CHILDREN The Republic of Children was built 50 years ago in the town of Manuel Gonnet, near La Plata in the province of Buenos Aires. After two years, it was finally opened on 26th November 1951. It is considered the most important children´s enterprise in Latin America and the first thematic park in America. It was founded with a double purpose: entertainment and learning. Story goes that when Walt Disney visited the place, he was inspired to build Disneyland in California. http://www.republica.laplata.gov.ar/historia/inicio.htm

N U

COMPLEMENTARY ACTIVITIES 1. a. on. b. at. c. on. d. in. e. at. f. in. g. at. h. at. 2. Will vary. 3. a. - v. b. - xii. c. - x. d. - viii. e. - vii. f. - viii. g. - ii. h. - ix. i. - vi. j. - iii. k. - ii. l. - i. 4. G M M M T N Q O Y M K S I B S U J P S T L Q T T C Q S E O Z V E J X I T Z

G E C F E Q A C G Y J W A C R M A R C R B M

A T R W

R

T

P

E

U

O S

H D U U J

T V D Y A A K J G P

M J M M A N I K G C H L R A B C M O B D V P P R T M E Z L A V A J L T P I R H I W O V A M O C R H I A K E R S G

J Y N L C M

N O M P R D I R S A S B H B O X W N R P E X

H P M C J D Z L Q T P M E I E L T Z E K H P K X H N G O X O N N X E J V C M T M S U

5. Will vary.

EXTRA TEST READING 1. b. 2.a.; b.; d.; f.; e.; a.

LISTENING 4. b. 5. a.France. (Germany); b. piano (violin); c. 1931 (1921); d. reality (relativity). 6. a.; d.; c.; a.; e.

WRITING 7. Check that students organize the information properly to elaborate a biography. ORAL EXPRESSION 8. Make sure the students express their ideas clearly. Check fluency and pronunciation.

F V A T L Z D V P Y E Y S G


COMPLEMENTARY ACTIVITIES LESSON: FOLK HEROES

1. Complete the sentences with the correct preposition at - in - on. a. ________________ Monday I have an English class. b. She arrived ________________ 8 o’clock. c. The show will be ________________ 24th March. d. ________________ the last century, life was very different. e. We met ________________ Susan’s party. f. What are you going to do ________________ spring? g. I will see Jane ________________ 2:30. h. The train leaves ________________ 11 0’clock.

LESSON: A MAGIC ROLE

2. What would you do at your ideal weekend? Write sentences about this imaginary situation. Use the verbs in the box.

eat

drink

watch

read

sleep

visit

go

At my ideal weekend I _______________________ ________________________________________________________.

3. The words in column A are J. K. Rowling’s inventions. Can you find their meanings in column B ? A. a. Wingardium Leviosa b. Spellotape c. Quidditch d. Quaffle e. Portkey f. Muggle g. Hippogriff h. Foe-Glass i. Firebolt j. Arithmancy k. Gobstones l. Bludgers

B. i. Black balls that try to knock players off their brooms in Quidditch. ii. Magical creature that has the front legs, wings and head of an eagle, and the body, hind legs and tail of a horse. iii. Ancient study of the magical properties of numbers. iv. The wizarding version of marbles. v. Spell to make things fly. vi. Red ball used for scoring in Quidditch. vii. Object that transports wizards to a prearranged place. viii.Person totally without magical powers. ix. Magic mirror in which you can see your enemies. x. The wizarding national sport. Played on broomsticks by seven players. xi. Fastest, most technologically advanced broomstick. xii. Wizarding repair tape.


LESSON: PEOPLE THAT CHANGED PEOPLE

4. Find the inventions in the pictures in the Word Search puzzle.

G U P T Q T Q E Z E X T R T A

M J S L T C S O V J I Z E V K

M G C E A G J A R A C B T D J

M E F Q C Y W C M R R M U Y G

T A T R W O S H D U U J P A P

N M A G R M V T L J I W M H E

Q O J M N I C H A B O B P P M E A V L T R H O V O C I A R S

Y M K L C D R Z A P I A R K G

M K S J N H Y O C N M Z L P T C R E M D L I R E S A P S B H H B O O X N W N E R P C E X M

I P J L P I T K K N X N J M S

B M D Q M E Z H X G O X V T U

S F V A T L Z D V P Y E Y S G

LESSON: A SPECIAL PLACE FOR CHILDREN

5. Complete the paragraph about your favorite place in the Children’s Republic. Illustrate it with a beautiful drawing.

My favorite place in the Children’s Republic is the ____________________ because it has ____________________ and ____________________ . This place is located ____________________.


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

1. Read the text and answer. What kind of text is it? a. A short story. b. A short biography. c. A piece of history. 2. Read the text again. Put the events in chronological order. a. Pocahontas arrived in England. b. Pocahontas made English friends. c. The English colonists arrived in Virginia. d. Pocahontas gave food to English colonists. e. Pocahontas got married. f. John Smith returned to England. 3. Read the text again. Decide if these sentences are facts (F) or inferences (I). a. Pocahontas became very famous in England. b. Pocahontas was very important to English colonists. c. John Smith returned to England because he was injured. d. Pocahontas believed John Smith was dead. e. Pocahontas and John Smith did not have a romantic relationship.


LISTENING – AN IMPORTANT SCIENTIST

58

4. Listen to the recording and answer. Who is the interviewee? a. A very famous scientist. b. A university professor. c. A famous journalist. 5. Listen again and identify the incorrect information in each sentence. a. Albert Einstein was born in France. b. When he was a child, he often played the piano. c. He won the Nobel Prize in 1931. d. His most famous theory is called the theory of reality. 6. Listen again and number the sentences in the order you hear them. a. Only a few people could understand them. b. He found school very boring. c. He put his ideas together. d. He often skipped classes. e. He revolutionized science.

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

SPEAKING 8. Talk about a place you would like to go. Include information about all the things you would do there, the places you would visit and any other interesting information.

1

Keep trying Review!

Well done!

Excellent!

184

Notes ________________________________________________________________________________________ ________________________________________________________________________________________ ________________________________________________________________________________________ ________________________________________________________________________________________ ________________________________________________________________________________________ ________________________________________________________________________________________ ________________________________________________________________________________________ ________________________________________________________________________________________ ________________________________________________________________________________________ ________________________________________________________________________________________ ________________________________________________________________________________________ ________________________________________________________________________________________ ________________________________________________________________________________________ ________________________________________________________________________________________ ________________________________________________________________________________________ ________________________________________________________________________________________ ________________________________________________________________________________________ ________________________________________________________________________________________ ________________________________________________________________________________________ ________________________________________________________________________________________ ________________________________________________________________________________________ ________________________________________________________________________________________ ________________________________________________________________________________________

185

Notes ___________________________ ___________________________ ___________________________ ___________________________ ___________________________ ___________________________ ___________________________ ___________________________ LOOk LOOk LOOk LOOk LOOk

it up! 1 it up! 2 it up! 3 it up! 4 it up! 5

My Beautiful Jamaica Firefighter A Vampire’s Night Out The Invention of the Bicycle Her Plans for Next Year

___________________________ ___________________________ ___________________________ ___________________________ ___________________________

Issue 2 2009 THIS MAGAZINE IS YOURS TO KEEP.

___________________________ ___________________________ ___________________________ ___________________________ ___________________________ ___________________________ ___________________________ ___________________________ ___________________________ ___________________________ ___________________________

186

LOOk it up! 21 Word search

Alphabetical order

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

r u o f y t h g i e d n a d e r d n u h e n o

research tips Some words have two definitions, check both definitions in context.

114

184

The activities in the Travelers Magazine are meant to be done by the students on their own and mainly for fun. Encourage them to read the articles and do the activities which will provide useful training in study skills. Do not take an active part but guide and help whenever required. Check the contents of each article to decide the best time for students to approach them.

187 e t a d

A

185

Read the text on the opposite page and put the words in bold in alphabetical order. _______________________________________

Notes

research tips

_______________________________________ _______________________________________

In dictionaries and most reference books, words are ordered in alphabetical order. For words that start with the same letter, go to the second or third letter.

_______________________________________ _______________________________________ _______________________________________ _______________________________________ _______________________________________

___________________________ ___________________________ ___________________________ ___________________________

B

Which word comes first? Put the words in the box in alphabetical order. Check them in your d ictionary.

___________________________

M mountain

famous

beaches

forests

reggae

_______________

people

river

music

painted

blue

_______________

B

F

_______________

_______________

_______________

P _______________

_______________

_______________

___________________________ ___________________________

R _______________

___________________________

_______________

___________________________

lOOk it up!

___________________________

Look up cricket in the dictionary extract. Which meaning corresponds to the text?

___________________________ web links

d e t s e g g u s

Macmillan Essential Dictionary For Learners of American English.Macmillan Education, 2003, p.162

www.factmonster.com www.infoplease.com

e v i f y t h g i e d n a d e r d n u h e n o

115

185

Answers: A. coffee; cover; cricket; guess; houses;

Jamaica; places; waterfalls. B. beaches, blue; famous, forests; mountain, music; painted, people; reggae, river.

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

188


Phrasal verbs

Notes A

Read the text and underline a firefighter’s obligations.

___________________________

A day in the life of a

___________________________

firefighter

___________________________

his week we’re looking at what it takes to be a firefighter and

Twe’re talking to Charlie, who has been a firefighter for

___________________________

nearly six years.

“I’m lucky because I really love my job. I enjoy working in a team and I get along with my co-workers. I also like the contact I have with the public; it’s great to know that what I do makes a difference. I have to work on the weekend a lot, because this is when the majority of incidents happen.”

___________________________ ___________________________

“Occasionally the work can be frustrating because we get hoax phone calls from people who say they have a problem, but when we arrive, there’s nothing there. We can’t ignore any emergency call and we have to go to investigate, but we discover that they have just made up a story for fun.”

___________________________ ___________________________ ___________________________

“At other times times the job the can jobbecan very be dangerous. very dangerous. Sometimes Sometimes peoplepeople are injured because they couldn’t get away from the fire quickly enough. The hardest part of my job is when I see people who are hurt.”

___________________________

“Our work is often very physical, so we have to keep ourselves in good shape. I love my job and I’ll carry on doing it for as long as I can.”

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

o w t y t n e v e s d n a d e r d n u h e 116 n o

research tips Phrasal verbs

(verb + preposition) use the same verb but have different meanings. Look up the verb in the dictionary and you should find the meaning. Many dictionaries have a section specifically for phrasal verbs.

172

Answers: A. To work on the weekend; can't ignore

an emergency call; to investigate; keep themselves in good shape.

189 e t a d

B

Find the correct phrasal verb in the text for these synonyms. escape

Notes

have a good relationship invent continue

___________________________ C

___________________________

Re-write the sentences using the correct phrasal verb from exercise B. 1 I can’t continue with this homework. It’s too difficult!

___________________________

2 Laura invented an excuse, because she didn’t want to go to the party.

___________________________

3 I have a very good relationship with my brother, but I don’t have a good relationship with my sister.

___________________________

4 The police officer locked the robber in the room, so he couldn’t escape.

___________________________ ___________________________ ___________________________

lOOk it up! Phrasal verbs can really help you improve your vocabulary and understanding of English. In groups, look up the verb get in a dictionary. You will see that there are many different phrasal verbs that use this verb. Start to compile your own mini-dictionary of phrasal verbs. You can illustrate the verbs, write the translation and write example sentences to help you remember the meaning. Continue to add to your phrasal verb dictionary every time you see a new one. Swap your dictionary with your friends to see if they have found different ones.

B. escape= get away

have a good relationship = get along with. invent = make up continue = carry on. C. 1. I can't carry on with this homework. It's

too difficult! 2. Laura made up an excuse, because she didn't want to go to the party. 3. I get along very well with my brother, but I don't get along with my sister. 4. The police officer locked the robber in the room, so he couldn't get away.

___________________________ ___________________________ e e r

web links d e t s e g g u s

www.usingenglish.com www.foreignword.com

h t y t n e v e s d n a d e r d n u h e n o

___________________________ ___________________________ ___________________________

117

___________________________

173

___________________________ ___________________________ ___________________________ ___________________________ ___________________________ ___________________________ ___________________________ ___________________________ ___________________________ ___________________________

190


Looking up pronunciation

Notes A

Read the text. Do you think the story is funny? Why? Why not? Look up unfamiliar words in a dictionary.

___________________________

t was about two o’clock in the mor ning when Count I Cadaver opened his castle door. It was r aining and very dark - the

___________________________

perfect nig ht for a walk! Count Cadaver walked in the direction of the town. Two thin men wer e sitting on the cemetery wall, but Count Cadaver didn’t stop and talk to them. Some r ats wer e eating the tr ash ar ound a trash can, but Count Cadaver didn’t notice them. The nig ht was cold and the Count wanted a glass of blood. He hurr ied throug h the town to the Caver n Loung e. A tall woman was standing near the door . She smiled at Count Cadaver , but he didn’t speak to her . He pushed open the door and went to his f avorite place. Some old men were playing dominoes. A young man and his g irlf riend were kissing in the cor ner. Three of the Count’s f r iends wer e playing cards. Count Cadaver didn’t say “Hello” to anyone. He just went over to the counter. “A glass of Blood Lig ht, please,” he said. “And you can f org et the peanuts. I’m on a diet.”

___________________________ ___________________________ ___________________________ ___________________________ ___________________________

B

___________________________

castle cadaver

___________________________

cemetery

___________________________ ___________________________ ___________________________ ___________________________ ___________________________ ___________________________ ___________________________ ___________________________ ___________________________ ___________________________ ___________________________

Notice this symbol. This signals that the stress falls on the first syllable, so we say castle.

research tips

___________________________

___________________________

Kæsl

place

___________________________

___________________________

Look up the words in the dictionary and write them using the Phonetic Alphabet.

y t n e v e s d n a d e r d n u h e n o

To help check how to say words, it is useful to learn the pronunciation key in your dictionary. It might seem a little complicated at first, but it will be worth the effort.

118

170

Answers: A. Will vary. B.

191 e t a d

C Read them aloud.

Notes D

What’s the difference in the pronunciation of the letter c? count cadaver

The pronunciation of English words can be complex because they often sound very different to how they are written. Check the pronunciation with a dictionary or an Internet link.

place

E

___________________________

research tips

cemetery

Write the words in the correct box according to the pronunciation of the letter word. castle

city

/k/

face

cold

place

c

___________________________ ___________________________

in each

___________________________ ___________________________

can

___________________________

/s/

___________________________ ___________________________ ___________________________ ___________________________ ___________________________

lOOk it up!

web links

Scan the text for words you don’t know how to pronounce. Go to your dictionary or an Internet homepage on English pronunciation and look them up. Practice saying the words.

d e t s e g g u s

www.soundsofenglish.org www.audioenglish.net

e n o y t n e v e s d n a d e r d n u h e n o

119

171

___________________________ ___________________________ ___________________________ ___________________________ ___________________________

D. count, cadáver (/k/);

cemetery, place (/s/).

___________________________

E. /k/

/s/

___________________________

castle

city

___________________________

can

face

___________________________

cold

place

___________________________ ___________________________ ___________________________ ___________________________

192


Checking for pronunciation.

Notes A

Read the text. Close your book and write everything you remember about the topic. Compare with a partner.

___________________________ ___________________________ ___________________________ ___________________________

Written by Rebecca Bond

___________________________ ___________________________ ___________________________ ___________________________ ___________________________

___________________________

___________________________

120

___________________________

176

___________________________ ___________________________ ___________________________ ___________________________ ___________________________ ___________________________ ___________________________ ___________________________

Then one day someone had an idea a nd the bicycle was born! Leonardo da Vinci, a very famous artist, inventor and scientist, thought a bicycle seemed like a good invention. He made the first drawing of a bicycle. That was about 500 years ago. Unfortunately, he died before his idea became a real machine, but it was still a g ood idea, and other people decided to work on it.

About 100 years ago, they started making bicycles that looked very much like the bicycles we ride today. They were very good bicycles. Suddenly, everyone wanted a bicycle! Bicycles were a quick and easy way to get around and, most of all, they were fun. All the bicycle-building stores were very busy. They had a lot of business!

x i s y t n e v e s d n a d e r d n u h e n o

___________________________

___________________________

Little by little, more inventors made the bicycle better. They added pedals. They made wheels out of metal and rubber. They discovered better ways to steer and to brake.

About 300 years ago (200 years after Leonardo did his drawing), somebody finally made the first bicycle. It wasn’t like the bicycles we have today. It had wooden wheels and it didn’t have any pedals. Instead of pedaling, the rider sat on the seat and rolled along by pushing his feet on the ground. It wasn’t perfect, but it was a good start.

___________________________

___________________________

A long time ago nobody had a bicycle. Nobody rode a bicycle to school or to work, or to the park just for fun. Nobody even thought about bicycles. There were no bicycles!

Today people all around the world ride bicycles. They ride them on dirt roads in small towns and on crowded streets in big cities. In some cities there are so many bicycle riders that it seems like everyone is riding a bicycle! Well done, Leonardo!

research tips Remember that some unfamiliar words may be verbs in different tenses and they may be irregular.

Answers: A. Will vary

193 e t a d

Notes B

C

Look up the base form of these verbs in a dictionary. seemed _______________________________

decided _______________________________

made _________________________________

rolled _________________________________

died __________________________________

added _________________________________

became _______________________________

discovered _____________________________

thought _______________________________

rode __________________________________

___________________________ ___________________________ ___________________________ ___________________________

Look up the pronunciation of these words on an Internet pronunciation site or a Dictionary CD-ROM. Try to pronounce each word. Then read it out loud from the text. seemed

died

decided

asked

___________________________

discovered

___________________________

research tips

___________________________

You can check the pronunciation of regular and irregular verbs in the dictionary or on a dictionary CD-ROM.

___________________________ Leonardo da Vinci also invented the helicopter...

lOOk it up! Look up more information about Leonardo’s inventions. Prepare a presentation about any of his inventions that interest you. Check the spelling and pronunciation of past tense verbs in your dictionary before the presentation.

___________________________

Leonardo da Vinci also invented the helicopter...

web links

d e t s e g g u s

___________________________

http://www.englishclub.com/pronunciation/index.htm http://www.surfnetkids.com/davinci.htm

n e v e s -

y t n e v e s d n a d e r d n u h e n o

121

177

B. seem; make; die; become; think;

decide; roll; add; discover; ride.

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

194


Inferring meaning

Notes A

___________________________

Scan the text and answer the questions below.

Sharon Hiphop’s Katrina Association

Her Plans for Next Year

___________________________ ___________________________ ___________________________ ___________________________

H

urricane Katrina was one of the costliest and deadliest deadli est hurricanes in the history of the United States. It was the sixth-strongest Atlantic hurricane ever recorded. Katrina formed in late August during the 2005 Atlantic hurricane season and caused devastation along much of the northcentral Gulf Coast of the United States, New Orleans, Louisiana, and in coastal Mississippi. Singer and movie star Sharon Hiphop founded an association to help the families who lived through this disaster. She explained to us the association's plans.

___________________________ ___________________________ ___________________________

Reporter: Tell us Sharon, what will the association do next year? Sharon: “Thank you for asking. We have many plans for the children and their families. First, we’ll organize a school club. This club will provide help for school children and help for schools. Second, we’ll have a concert in August to raise money for the association. This money will help to build more houses or buy the necessary furniture for the houses. Finally, we’ll organize organize a marathon, marathon, so we can raise money money for medical assitance. We really have great plans”. “I love this charity work. You can make other people happy. I invite all the readers to help and make donations. You can make the children and their families very happy!"

Katrina: Kids & Family Association Information: Informatio n: 001-800-kidsh 001-800-kidshelp elp [email protected] Bank of USA Account number: 00345-927921 00345-927921

1 What happened in August 2005? 2 What does Sharon Hiphop do?

___________________________

3 What are the association’s plans for next year?

___________________________ ___________________________ ___________________________ ___________________________

r u r o f u o y f t n y t e n v e s v e d s n d a n d a e r d d e r n d u n h u e h n e o

___________________________

122

___________________________

174

___________________________ ___________________________ ___________________________ ___________________________ ___________________________ ___________________________ ___________________________ ___________________________ ___________________________

1 What type of text is it? 1 What type of text is it? 2 Looking at the images and title, what is it about? 2 Looking at the images and title, what is it about? 3 What is the objective of this text? 3 What is the objective of this text? 4 Who is the intended audience? 4 Who is the intended audience?

research tips research tips You can infer what a text is going to be about by observing Y ou canand infer what a text is going becan about observing images key words in the title. to You alsoby infer the images and key words in the title. You can also infer the meaning of unfamiliar words by using your previous knowledge meaning of unfamiliar words by using your previous knowledge of the topic. of the topic.

Answers: A. 1. An interview. disaster.. 2. A natural disaster 3. To explain the association's plans. 4. People who can make donations.

195 e t a d

B

C

Look up the words in your dictionary, an encyclopedia or the Internet. Then circle T (True) or F (False). 1 Tropical storm and hurricane are synonyms.

T

F

2 Th The e wor word d late in th the te text re refers to to no not be being pu punctual.

T

F

3 Mississippi refers to a river in the US.

T

F

4 Coast is always written with a capital letter.

T

F

Notes ___________________________ ___________________________

Use your dictionary, an encyclopedia or the Internet to find more information about Hurricane Katrina. Write the information below. below.

___________________________ ___________________________ ___________________________ ___________________________ ___________________________ ___________________________ ___________________________ ___________________________

lOOk it up! lOOk it up! up! Work in groups. Do some research about natural disasters in your country. Look for information in encyclopedias and on the Internet. Create an association to help victims, create a poster for your campaign and give give a small presentation.

B. 1. T; 2. F; 3. T; 4. F. C. Will vary.

web links d e t s e g g u s

www.wikipedia.com www.nature.com

___________________________ e v i f y t n e v e s d n a d e r d n u h e n o

___________________________ ___________________________

123

___________________________

175

___________________________ ___________________________ ___________________________ ___________________________ ___________________________ ___________________________ ___________________________ ___________________________ ___________________________ ___________________________

196

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

Advantages of using a variety of evaluation instruments • Teac Teachers hers can increase the quality of their direct instruction by providing focus, emphasis, and attention to particular details as a model for students. • Students have explicit guidelines regardi regarding ng teacher expectations.

• Students can use these instruments as a tool to develop

their abilities. • Teachers can reuse these instruments for various activities. • Complex products or behaviors can be examined efficiently. • They are criterion referenced, rather than norm referenced.. Evaluators ask, "Did the student meet the referenced criteria for level 4?" rather than "How well did this student do compared to other students? • Ratings can be done by students to assess their own work, or they can be done by others, e.g., peers, teachers, instructors, U.T.P. people, etc.

Applying Evaluation Instruments Self- assessment

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

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

When you assess student work, use the same instrument that was used for self- and peer-assessment. When you hand the marked instrument back with the students' work, they will know what they did well and what they need to work on in the future. Using the evaluation instruments provided in this section is relatively easy. Identify the maximum number of points for achieving the highest level of quality and assign a number to the students' performance. Typically, the gradations increase/decrease in 1 point. The last column shows the actual score assigned to this particular student, based on his or her actual performance. The overall total score is assigned by simply adding together the scores.

197

Once you have worked out students' scores, you can express them in gradations. Gradations are the descriptive levels of quality starting with the worst quality up to the best quality. Always keep in mind that, however you use them, the idea is to support and to evaluate student learning. Here is a description of each of the evaluation instruments provided:

Listening Comprehension Use this instrument two or three times in a semester to assess where the students rank within the four categories and to determine where the strengths and the weaknesses of the class lie. After applying the instrument, ask the students to get into groups of four and analyze their results. As a class, discuss important points that may help improve listening skills in the future. To work out the score of each student identify the maximum number of points for achieving the highest level of quality and assign a number to the students' performance according to this scale. Once you have worked out the score of each student, you can apply this chart to express his/her results: 1= Unsatisfactory - 2 = Fair - 3 = Very Good - 4 = Excellent Reading Comprehension The goal of this reading assessment instrument is to determine if the students have improv improved ed their reading comprehension comprehension skills. skills. Use this instrument once a month. Once you have applied this instrument, make the students identify their strengths and weaknesses and brainstorm ideas that could help them improve their performance in the future. This instrument also gives the teacher the opportunity to focus diagnostic attention on students whose performance has been identified as below standard. You You can reach this conclusion after calculating students' scores and grades and correlating them with the levels stated in the Progress Map (See page 17 of the Introduction). You must take into account that the maximum score corresponds to the highest expected results conceived by this teaching proposal for this level. To work out the score of each student identify the maximum number of points for achieving the highest level of quality and assign a number to the students' performance according to this scale. Once you have worked out the score of each student, you can apply this chart to express his/her results: 1= Unsatisfactory - 2 = Fair - 3 = Very Good - 4 = Excellent

Extended-Response Reading Use this instrument in any lesson that invites students to demonstrate comprehension by responding to open-ended questions. The aim of this instrument is to give information to the teacher on students' placement in the Reading Skills English Progress Map. Use the checklist to assess reading tasks, to provide feedback to students and as a basis for discussion and feedback for each student as well. To work out the score of each student, identify the level of student's performance, according according to the scale provided by this instrument. Behavior Use this instrument when you detect some problems related to students' behavior. This rubric is meant to offer information on students' attitude and behavior in relation to their classmates and can be a useful source of information for course course council. It can be applied by teachers or used for peer assessment. After applying this instrument, make students identify the areas in which they got higher scores, and also the areas that they should pay more attention to in the future. To work out the score of each student identify the maximum number of points for achieving the highest level of quality and assign a number to the students' performance according to this scale. Once you have worked out the score of each student, you can apply this chart to express his/her results: 0= Unsatisfactory - 1 = Fair - 2 = Very Good - 3 = Excellent Beginner's Writing Use this rubric as a way to assess your students' writing skills. You can use it two t wo or three times in a year year.. This instrument is a simplified way for teachers to grade a writing assignment. It is important to show students the instrument beforehand so that they get better quality work; they know what they are supposed to produce and it saves problems afterwards as they can see where they can have points taken off. This instrument should also be used after the task is complete, not only to evaluate the product, but also to engage students in reflection on the work they have produced. To work out the score of each student identify the maximum number of points for achieving the highest level of quality and assign a number to the students' performance according to this scale.

198

Once you have worked out the score of each student, you can apply this chart to express his/her results: 1 - 2= Unsatisfactory - 3 - 4 = Fair - 5 = Very Good - 6 = Excellent

Project Use this instrument every time students do a project. Each student is evaluated along three dimensions, each having to do with the student's contribution to the work, the final product and any other aspects the teacher considers important to assess, such as: how effectively the student accomplished his or her responsibilities as a member of the team or the quality of his or her interactions with the other team members. These dimensions are assigned a score of 1 through 7; these values represent increasing degrees of achievement in the particular dimension. The last column is the actual score assigned to this particular student, based on his or her actual performance, along the three dimensions. The overall total score is assigned by simply adding together the scores corresponding to the three dimensions.

Oral Presentation Use this instrument two or three times per student during the year. The students will be evaluated in: Non-verbal skills, Vocal Skills and Content areas. The teacher can give each student a copy of the instrument and then read it with them. The students will improve their performance if they know in advance what they are expected to produce and the areas they have to focus their attention on. To work out the score of each student identify the maximum number of points for achieving the highest level of quality and assign a number to the students' performance according to this scale. Once you have worked out the score of each student, you can rate each category according to the scale provided in the instrument. Self Assessment - General English This instrument is meant to allow students to recognize and evaluate their general abilities in relation to English. You can apply it three times, at the beginning of the year and at the end of each semester, so that students can identify their level of achievement. Make students read the descriptions of tasks that they can do and ask them to check the appropriate areas that indicate how they rate themselves.

After applying this document, you may inform students if their results coincide with your ideas about their performance.

Homework You can use this instrument any time you assign homework. When applying it, the first step is to provide clear expectations to your students. After reading the rubric, students are clear on what an acceptable homework assignment looks like and what an unacceptable homework assignment looks like. The system can improve students' homework skills because • the teacher gives each student attention about their homework; • students can see the opportunities to improve their work; • the teacher has the data required to give a "pure" homework grade for homework completion. At the same time you can also include a reward component. For example, students who average a grade of 3 or 4 for the month, can earn an extra mark on the next period. To work out the score of each student identify the maximum number of points for achieving the highest level of quality and assign a number to the students' performance according to this scale. Once you have worked out the score of each student, you can apply this chart to express his/her results: 0 -1= Unsatisfactory - 2 = Fair - 3 = Very Good - 4 = Excellent. Feedback Here are some phrases that are useful for giving feedback and make comments to your students: You are developing a better attitude toward your classmates. You can be very helpful and dependable in the classroom. You have strengthened your skills in ___. You are learning to be a better listener. You are learning to be careful, cooperative, and fair. You are very enthusiastic about participating. Your work habits are improving. You have been consistently progressing. You are willing to take part in all classroom activities. Your attitude toward school is excellent. You are maintaining grade-level achievements. You work well in groups, planning and carrying out activities. Your work in the areas of ____ has been extremely good. You are capable of achieving a higher average in areas of ____. You would improve if you developed a greater interest in ___.


EVALUATING LISTENING COMPREHENSION

Name: _______________________________

Lesson: ________________________ Date: _______

Skills

Criteria 1

2

Points 3

4

Understanding key events or facts.

Understands 1 or 2 events or key facts.

Understands some of the events or key facts.

Understands many events or key facts, mainly in sequence.

Understands most events in sequence or understands most key facts.

Understanding details.

Gets few or no important details.

Gets some important details.

Gets many important details.

Gets most important details and key language.

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

Nearly never.

Sometimes.

Most of the time.

Nearly always.

Answering questions.

Answers questions with incorrect information.

Answers questions with some misinterpretation.

Answers questions with literal interpretation.

Answers questions with interpretation showing higher level thinking.

Doing tasks.

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

Provides some response to teacher with 4 or 5 questions and prompts.

Provides adequate response to teacher with 2 or 3 questions and prompts.

Provides insightful response to teacher with 1 or no questionsor prompts.

At the end of the session, the listener is able to: Answer factual questions on general information.

Answer factual questions on general and specific information.

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

Reveal the sequence of events, providing details on dialogue, and motivation of characters. Total points


EVALUATING READING COMPREHENSION

Name: _______________________________

Lesson: ________________________ Date: _______

Skills

Criteria 1

2

Points 3

4

Understanding key events or facts.

Understands 1 or 2 events or key facts.

Understands some of the events or key facts.

Understands many events or key facts, mainly in sequence.

Understands most events in sequence or understands most key facts.

Understanding details.

Gets few or no important details.

Gets some important details.

Gets many important details.

Gets most important details and key language.

Identifying characters or topics.

Identifies 1 or 2 characters or topics using pronouns (he, she, it, they).

Identifies 1 or 2 characters or topics by generic name (boy, girl, dog).

Identifies many topics or characters by name in text (Ben, Giant).

Identifies all characters or topics by specific name (Old Ben Bailey).

Answering questions.

Answers questions with incorrect information.

Answers questions with some misinterpretation.

Answers questions with literal interpretation.

Answers questions with interpretation showing higher level thinking.

Doing tasks.

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

Provides some response to teacher with 4 or 5 questions and prompts.

Provides adequate response to teacher with 2 or 3 questions and prompts.

Provides insightful response to teacher with 1 or no questions or prompts. Total points

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

201

EXTENDED-RESPONSE READING RUBRIC – SELF-ASSESSMENT Name:

Date:

4

3

Class:

• I explain the main ideas and important information from the text. • I connect my own ideas or experiences to the author’s ideas. • I use examples and important details to support my answer. • I balance the author’s ideas with my own ideas. • I explain some of the main ideas and important information from the text. • I connect some of my own ideas and experiences to the author’s ideas. • I use some examples and important details to support my answer. • I balance only some of the author’s ideas with my own ideas.

2

• I explain only a few ideas from the text. • I summarize the text without including any of my own ideas or experiences. OR • I explain my own ideas without explaining the text. • I use general statements instead of specific details and examples.

1

• I explain little or nothing from the text. • I use incorrect or unimportant information from the text. • I write too little to show I understand the text.

0

• I write nothing. • I do not respond to the task.

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

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


BEHAVIOR RUBRIC Name:

Date: Behavior skill

Class: Never 0

Rarely 1

Generally 2

Always 3

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

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

Attitudes 1. Demonstrates positive character traits (kind,

trustworthy, honest). 2. Demonstrates productive character traits (patient,

thorough, hardworking). 3. Demonstrates concern for others.

Total: Teacher comments:

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

Points


BEGINNERS’WRITING Points 1

Criteria

Writing has some words. No punctuation. Scribbly letters. A picture.

2

Writing has short simple sentence(s) on the topic. Some punctuation (full stops and question marks). Letter size and shape need fixing. Picture matches topic.

3

Writing has some simple sentences on the topic. Some attempt to put ideas in order. Some correct, some “best guess”spelling. I, capitals, periods and question marks used correctly most of the time. Correct printing. Some spacing between words.

4

Writing has most sentences on the topic. Ideas in order. Sentences with some details and describing words. Correct spelling of most high frequency words. Most punctuation correct. Letters and spacing between words are correct.

5

Writing has all sentences on the topic. Ideas in order. There is a beginning, a middle and an end. Many details and interesting words. Correct spelling for all high frequency words. Correct punctuation; printing and spacing with few errors.

6

Writing has sentences giving more information about the topic. Beginning, middle and end with a lot of information and details. Sentences use interesting and expressive language. Sentences are put together in a paragraph. Correct high frequency words and some harder words. Correct punctuation. Neat, well spaced, easy to read.

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


PROJECT NAME(S): Process

DATE: Poor

Satisfactory

Excellent

1. Has clear vision of final product.

1,2,3

4,5

6,7

2. Properly organized to complete project.

1,2,3

4,5

6,7

3. Managed time wisely.

1,2,3

4,5

6,7

4. Acquired needed knowledge base.

1,2,3

4,5

6,7

5. Communicated efforts with teacher.

1,2,3

4,5

6,7

Product (Project)

Poor

Satisfactory

Excellent

1. Format.

1,2,3

4,5

6,7

2. Mechanics of speaking / writing.

1,2,3

4,5

6,7

3. Organization and structure.

1,2,3

4,5

6,7

4. Creativity.

1,2,3

4,5

6,7

5. Demonstrates knowledge.

1,2,3

4,5

6,7

1. _____________________________

1,2,3

4,5

6,7

2. _____________________________

1,2,3

4,5

6,7

3. _____________________________

1,2,3

4,5

6,7

4. __ _ ___________________________

1,2,3

4,5

6,7

Other:

Total: Teacher comments:

Source: http://www.sds http://www.sdst.org/shs/library/res t.org/shs/library/resrub.html rub.html

Points

Points


ORAL PRESENTATION RUBRIC Your Name: ____________ _________________________ _______________________ __________ Group Topic : ______ ___________ ___________ ____________ ___________ _______ Group Members: _____________________________________________________________________ Orall Pre Ora Presen sentat tatio ion n Rub Rubri ricc

Possib Pos sible le Poi Points nts

Provided depth in coverage of topic. Presentation was well planned and coherent. Personal experience integrated where relevant and appropriate. Explanations and reasons given for conclusions. Communication aids were clear and useful. Bibliographic information for others was complete.

10 10 10

Total To tal Possible Points .

50

Rate each category according to the following scale: 9 - 10 = ex excellent 7 - 8 = very good 5 - 6 = good 3 - 4 = satisfactory 1 - 2 = poor 0 = unsatisfactory

10 10

SelfSel f-Ass Assess essmen mentt

Teac eacher her Ass Assess essmen mentt


STUDENT SELF ASSESSMENT OF FOREIGN LANGUAGE PERFORMANCE Grade: _____________ _______________________ __________ Name : _____ __________ ___________ ___________ ___________ ___________ __________ ___________ ___________ _______ Read the descriptions of tasks that you can do. Check the appropriate areas that indicate how you rate yourself. Description

Language _________________________________ I can do the following: 1. Greet someone someone and ask the person how does he/she he/she feels. 2. Tell someone a little information about my family. 3. Describe my my best friend. 4. Discuss 3 countries countries where a foreign language language is spoken and tell a few interesting points about these countries. 5. Understand and respond respond to questions asked to me about my name, age, where I live, and the music I like. 6. Read a simple short paragraph. paragraph. 7. Writ Writee a note to a pen pal telling telling him / her about about myself. myself. 8. Writ Writee to my teacher and describe a typical day from from the time I get up to the time I go to bed. 9.Write the correct endings on verbs, when requested, because I understand which endings go with specific subjects.

Yes Y es

Yes Y es

(no assistance)

(with assistance)

No


HOMEWORK RUBRIC

Homework Rubric 4

Exceptional Work

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

3

Complete

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

2

Incomplete (directions not followed)

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

1

Incomplete

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

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


COMPREHENSION - SELF ASSESSMENT

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

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

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

setting.

Sometimes

Never

209 E L L A B I R A I E P T O A C M O T

LANGUAGE REFERENCE

O H P

Personal pronouns

I you he she it we they

Use personal pronouns instead of a noun. Julie has a red sweater. She has a red sweater.

Use possessive adjectives before a noun to show possession. John has a new car. His car is new.

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

IMPERATIVE

Use the imperative to give instructions or orders. To form the imperative use the verb in its base form. Listen. Be quiet , please. Come to the board. Open your book on page 10.

Possessive adjectives

my your his her its our their


ARTICLES: A, AN

I’m a student. There’s a hospital on that street.

He’s an architect. She’s wearing a blue skirt.

Use articles a and an with singular nouns. Use a when the noun starts with a consonant sound. My father is a farmer. Use an when the noun starts with a vowel sound. She’s an engineer.

VERB TO BE

Affirmative

I am tall. You are nice. He’s young. She is kind and generous. It is black. We are talented. They are beautiful.

Negative

I am not strong. You aren’t tall and slim. He isn’t old. She isn’t tall. It isn’t big. We aren’t lazy. They aren’t fast.

Use the verb to be to describe physical appearance and personality. Is he old? Yes, he is. / No, he isn’t. She is kind and generous. You are tall and thin.

Question form

Am I strong? Are you tall and slim? Is he old? Is she tall? Is it a cat? Are we lazy? Are they fast?


PLURAL NOUNS

Singular + –s

plumber-plumbers notebook-notebooks shirt-shirts

Singular + –ies

Singular + –es

secretary-secretaries story-stories party-parties

dress-dresses watch-watches brush-brushes

Irregular Plural

child-children man-men foot-feet

Add an –s to a singular noun to make a plural noun. For example; pen-pens; book-books. Add an –es to nouns that finish in –ch, –sh, –s, –ss, –x, –z, –o. For example; watch-watches. Change final y to i and add –es: For example city-cities. Irregular nouns change in the plural; woman-women.

THERE IS / THERE ARE

Affirmative

There is a small church. There are three stores.

Negative

There isn’t a disco. There aren’t any clubs.

Question form

Is there a mall? Are there any restaurants in the area?

Use There is… / There are… to talk about the existence of things. Use There is… for a singular object and There are… for plural objects. Use There isn’t a… / There aren’t any… to express the idea that something doesn’t exist. Use Is there a…? / Are there any…? to ask about the existence of singular and plural objects.


PREPOSITIONS OF TIME Use the preposition in for months. For example, My birthday is in March. Use the preposition on for weekdays and specific dates.

For example, The party is on Saturday. My birthday is on December 7th. PREPOSITIONS OF PLACE

Use the preposition of place in to say that something is in a place with three dimensions. Use on to say that something is on a surface or on a street. Use under to say the something is below a surface. For other prepositions, see the symbols below.

a) on the left

b) between

c) on the right

d) next to

e) across from / opposite

CAN

Affirmative

I can dance very well. You can skate quite well. He can swim. She can play the guitar. It can help the police. We can run fast. They can jump very high.

Negative

I can’t play the guitar. You can’t speak Japanese. He can’t play soccer. She can’t sing well. It can’t see at night. We can’t cook well. They can’t fly.

Use can to talk about ability or inability. Tony can swim, but he can’t dance. Can they swim? Yes, they can. / No, they can’t.

Question form

Can you play the guitar? Can you speak Japanese? Can he play soccer? Can she sing well? Can it see at night? Can we cook? Can they fly?


PRESENT PROGRESSIVE (OR PRESENT CONTINUOUS)

Affirmative

I’m watching TV. You’re shopping. He’s wearing shorts. She’s sitting next to her mum. It’s eating. We’re making costumes. They’re making hot dogs.

Negative

I’m not watching TV. You aren’t shopping. He isn’t wearing shorts. She isn’t sitting next to her mum. It isn’t eating. We aren’t making costumes. They aren’t making hot dogs.

Question form

Am I watching TV? Are you shopping? Is he wearing shorts? Is she sitting next to her mum? Is it eating? Are we making costumes? Are they making hot dogs?

Use the Present Progressive to talk about what is happening at the moment of speaking. For example: We are studying English. For verbs ending in consonant + vowel + consonant, double the last consonant. For example: sit-sitting; shop-shopping. For verbs ending in -e, take out the -e and add -ing. For example: write-writing; dance-dancing.

PRESENT SIMPLE

Affirmative

I take a shower at 6:00. You get up at 7:00. He walks home in the afternoon. She finishes work at 5:30. It likes eating fruit. We go to the museum on Saturdays. They live at Cocoa Beach.

Negative

I don’t take a shower at 6:00. You don’t get up at 7:00. He doesn’t walk home in the afternoon. She doesn’t finish work at 5:30. It doesn’t like eating fruit. We don’t go to the museum on Saturdays. They don’t live at Cocoa Beach.

Use the Present Simple to talk about routines, likes and dislikes and facts. For he, she and it add –s or –es to the verb. For example: He walks to school. She finishes school at 3:00 p.m.

Question form

Do I take a shower at 6:00? Do you get up at 7:00? Does he walk home in the afternoon? Does she finish work at 5:30? Does it like eating fruit? Do we go to the museum on Saturdays? Do they live at Cocoa Beach?


ADVERBS OF FREQUENCY

Use adverbs of frequency: always, usually, often, sometimes and never to say how often you do an activity. 0%

50%

75%

85%

100%

never

sometimes

often

usually

always

You can also use the expressions below at the end of the sentence to say how often you do something. For example: I brush my teeth three times a day. once twice three times four times five times

a day a week a month a year

every

day week month year

SYNONYMS

A synonym is a word that has the same or nearly the same meaning as another word or other words in a language. Examples of English synonyms are: • baby and infant (nouns) • petty crime and misdemeanor (nouns) • student and pupil (nouns) • buy and purchase (verbs) • pretty and attractive (adjectives) • sick and ill (adjectives) • quickly and speedily (adverbs) • on and upon (prepositions) • freedom and liberty (nouns) • dead and deceased (adjectives) Taken and adapted from: http://en.wikipedia.org/wiki/Synonym


PAST PROGRESSIVE (OR PAST CONTINUOUS)

Affirmative

Negative

I was not singing. You were not singing. We were not singing. They were not singing. He was not singing. She was not singing. It was not singing.

I was singing. You were singing. We were singing. They were singing. He was singing. She was singing. It was singing.

Question form

Was I singing? Were you singing? Were we singing? Were they singing? Was he singing? Was she singing? Was it singing?

The Past Progressive tense (also called the Past Continuous tense) is commonly used in English for actions which were going on (had not finished) at a particular time in the past. Use the Past Progressive to indicate that a longer action in the past was interrupted. The interruption is usually a shorter action in the Simple Past. Remember this can be a real interruption or just an interruption in time. Examples: • I was watching TV when she called. • When the phone rang, she was writing a letter. • While we were having the picnic, it started to rain. • What were you doing when the earthquake started? Taken and adapted from: http://www.englishpage.com/verbpage/pastcontinuousforms.html

COMPARATIVES (SHORT ADJECTIVES AND LONG ADJECTIVES)

You can use comparatives to talk about the differences between 2 things or places or people. They are made from adjectives in 2 ways: Short Adjectives

Long Adjectives

• With short adjectives (one or two syllables) we make comparatives by adding -er to the end of the adjective. Example: Your CD player is cheaper than mine. • With one syllable adjectives that end in Consonant + Vowel + Consonant, we double the last consonant Example: London is big, but Moscow is bigger.

• With long adjectives (usually 2 syllables or more), we add more before the adjective. Example: The French restaurant is more expensive than the Italian restaurant.

Two Syllable adjectives that end in -y . With two syllable adjectives that end in -y , we make the comparative by changing the y to i , and adding -er : Example: I was angry when I heard the news, but Nick was angrier. Irregular Comparatives The three main irregular comparatives are: good - better bad - worse far - further / farther Taken and adapted from: http://www.roseofyork.co.uk/learning12.html


HAVE TO

Use have to to say that something is obligatory. Use don’t have to to say something is not necessary. Affirmative

She has to work.

Negative

I do not have to see the doctor.

Question form

Did you have to go to school?

In general, have to expresses impersonal obligation. The subject of have to is obliged or forced to act by a separate, external power (for example, the Law or school rules). Examples: • In France, you have to drive on the right. • In England, most schoolchildren have to wear a uniform. • John has to wear a tie at work. Taken and adapted from: http://www.englishclub.com/grammar/verbs-modals-have-to-must-not-1.htm

THE USE OF THE VERB CAN Can is a kind of auxiliary verb called a modal verb. Modal verbs express a particular character or mood of a verb. Use can to talk about ability:

Affirmative

I can play the piano. She can drive a car.

Negative

I cannot (can't) play the piano. She cannot (can't) drive a car.

Question form Can you play the piano? Can she drive a car?

Use can to talk about permission: Affirmative

You can meet her tomorrow. (You have permission to meet her).

Negative

She can't come to our house. (She doesn't have permission to visit us).

Taken and adapted from: http://www.1-language.com/englishcourse/unit18_grammar.htm

Question form

Can we go to the movies? (Please give us permission to watch a movie).


MUST

Use must to say that something is essential or necessary. Subject + must + main verb. Subject

Auxiliary must

I You We

must must must

Main verb go visit stop

home. us. now.

• Like all auxiliary verbs, must CANNOT be followed by to. So, we say: I must go now. (not *I must to go now.)

In general, must expresses personal obligation. Must expresses what the speaker thinks is necessary. Examples: • I must stop smoking. • You must visit us soon. • He must work harder. Taken and adapted from: http://www.englishclub.com/grammar/verbs-modals-have-to-must-not-2.htm

THE FUTURE TENSE (WILL)

Affirmative

Negative

Interrogative

I will help you carry the bags.

They will not buy that house.

Will she sing at the party?

Use will to express a voluntary action. Examples: • I will translate the email, so Mr. Smith can read it. • Will you help me move this heavy table? • I will not do your homework for you. • I won't do all the housework myself!

Use will to express a promise. Examples: • I will call you when I arrive. • I promise I will not tell him about the surprise party. • Don't worry, I 'll be careful. • I won't tell anyone your secret.

Taken and adapted from: http://www.englishpage.com/verbpage/simplefuture.html

218

IRREGULAR VERBS Infinitive

be beat become begin bend bite blow break bring build burn burst buy catch choose come cost cut deal dig do draw dream drink drive eat fall feed feel fight find fly forbid forgive freeze get give

Past simple

was/were beat became began bent bit blew broke brought built burnt/burned burst bought caught chose came cost cut dealt dug did drew dreamt/dreamed drank drove ate fell fed felt fought found flew forbade forgave froze got gave

Past participle

been beaten become begun bent bitten blown broken brought built burnt/burned burst bought caught chosen come cost cut dealt dug done drawn dreamt/dreamed drunk driven eaten fallen fed felt fought found flown forbidden forgiven frozen got given

Meaning

ser, estar batir, derrotar convertirse, llegar a ser empezar doblar(se) morder soplar quebrar traer edificar quemar(se) reventar(se) comprar atrapar escoger venir costar cortar repartir cavar hacer dibujar soñar beber conducir comer caer alimentar, dar de comer sentir combatir encontrar volar prohibir, vedar perdonar helar(se) obtener dar

219

Infinitive

go grow hang have hear hide hit hold hurt keep know lay lead learn leave lend let lie light lose make mean meet pay put read ride ring rise run say see sell send set shake shine

Past simple

went grew hung had heard hid hit held hurt kept knew laid led learnt/learned left lent let lay lit lost made meant met paid put read rode rang rose ran said saw sold sent set shook shone

Past participle

Meaning

gone grown hung had heard hidden hit held hurt kept known laid led learnt/learned left lent let lain lit lost made meant met paid put read ridden rung risen run said seen sold sent set shaken shone

ir cultivar; crecer colgar haber; tener oír esconder golpear sostener dañar guardar saber; conocer poner guiar aprender dejar prestar dejar yacer iluminar / encender perder hacer querer decir encontrar(se) pagar poner leer montar sonar levantarse correr decir ver vender enviar fijar sacudir brillar, relucir

220

Infinitive

shoot show shut sing sink sit sleep speak spell spend stand steal stick swim take teach tear tell think throw understand wake (up) wear win write

Past simple

shot showed shut sang sank sat slept spoke spelled/spelt spent stood stole stuck swam took taught tore told thought threw understood woke (up) wore won wrote

Past participle

shot shown shut sung sunk sat slept spoken spelled/spelt spent stood stolen stuck swum taken taught torn told thought thrown understood woken (up) worn won written

Meaning

disparar indicar cerrar(se) cantar hundir(se) sentarse dormir hablar deletrear gastar estar de pie robar pegar nadar tomar enseñar romper contar pensar lanzar entender despertar(se) vestir, llevar, usar ropa, accesorios ganar escribir

221

BIBLIOGRAPHY Listening Comprehension

Reading Comprehension

Songs are among the best ways of teaching a foreign language. Also songs are an important aspect of culture, representing the history, folklore, and current idiom of a country. Singing can build students' confidence by allowing them to enjoy a degree of fluency in English before they have achieved it in speaking.

Young children are wonderful processors of new information; they can learn to read and write quickly, if well motivated. They must enjoy the process and be in a positive, fun, successoriented learning environment - consider how children learn their mother tongue. It is possible to have a lot of input in every lesson. Don't underestimate what children can learn and give them plenty of opportunities to pick up new language. For tips on how to prepare material for reading activities, see the advice web sites and books: • http://www.britishcouncil.org/kids-stories • http://www.magickeys.com/books/#yc • http://pbskids.org/lions/stories/country.html • http://www.thefreelibrary.com/Teaching+mindfully:+ learning+and+teaching+through+story-tellinga0107489433 • http://www.britishcouncil.org/kids-stories-nessie-1.htm • http://www.teach-nology.com/gold/readan.html

Here in this site are techniques and procedures when using music in the EFL classroom: http://www.lingolex.com/userpages/music.html See the advice web sites and books to find songs and how to use them in class: • http://www.britishcouncil.org/kids-songs.htm • http://www.isabelperez.com/songs/worldholdon.htm • http://www.bbc.co.uk/cbeebies/tweenies/songtime/songs/ watchnsing.shtml • http://www.genkienglish.net/doctorsong.htm • http://www.songsforteaching.com/ • http://www.esl4kids.net/songs.html • DEVELOPING TACTICS FOR LISTENING, Richards, Jack et al.

Oxford University Press, England. 1997, 1st Ed. • LISTENING, White, Goodith. Oxford University Press, Englad. 1998, 1st Ed. • CLASSROOM TESTING. Heaton. J. Addison Wesley Longman, England. 1990, 5th Ed.(r.1997) • THE PRACTICE OF ENGLISH LANGUAGE TEACHING. Harmer, Jeremy. Addison Wesley Longman, Inglaterra. 1991, 11th Ed. • LISTENING COMPREHENSION by the education center. • SECOND LANGUAGE LISTENING: THEORY AND PRACTICE. Cambridge Language Education by John Flowerdew, Lindsay Miller. • TEACHING LISTENING COMPREHENSION - Cambridge Handbooks for Language Teachers by Penny Ur. • ROLE PLAY - Resource Books for Teachers by Gillian Porter Ladousse

• A WAY WITH WORDS. Redman S., et al. Cambridge University

Press, Great Britain. 1996, 1st Ed. • MORE GRAMMAR GAMES, Rinvolucri, Mario and Davis, Paul. Cambridge University Press, Great Britain. 1995, 1st Ed. • TECHNICAL ENGLISH 1, Jara, Harry et al. Salesiana, 1995, 3rd Ed. • TEACHING READING: a Differentiated Approach by Scholastic.

222

Speaking

Writing

The teacher may be the only person who can provide a model for the students, even if they are in contact with other native speakers. Drills and role-plays are good tools to develop speaking, and there is no reason why they should do role plays only once; they can repeat them several times with different partners; by the end of the activity they should be confident enough about what they are doing to perform the role play realistically and well.

Young children are wonderful processors of new information; the can learn to read and write quickly, if well motivated. They must enjoy the process and be in a positive, fun, success-oriented learning environment - consider how children learn their mother tongue. It is possible to have a lot of input in every lesson. Don't underestimate what children can learn and give them plenty of opportunities to pick up new language.

For materials on speaking skills the teacher can visit these web pages or check these books: • http://onestopenglish.com/section.asp?catid=59411&docid =149728

In order to develop writing skills the teacher can visit these sites or read these books: • http://www.netrover.com/~kingskid/name/themead.htm • http://www.enchantedlearning.com/essay/writing.shtml • http://www.learnenglish.org.uk/kids/makeapoem/index_ obtree.html • http://www.britishcouncil.org/kids-writing-storymaker.htm • http://www.learnenglish.org.uk/kids/bookreview_obtree/ your_reviews.asp • http://www.learnenglish.org.uk/kids/filmreview/

•

http://www.eslgo.com/resources/sa/role_plays/intercultural.htm l • http://www.englishlearner.com/teachers/speaking.html • http://www.esl-galaxy.com/speaking.html • http://www.lessonplanspage.com/LAPublicSpeakingTongue TwistersIdea67.htm • http://www.indianchild.com/tongue_twisters.htm •

http://www.justesltalk.com/HTMLobj163/iwannaholdyourhand.pdf • http://www.eslflow.com/roleplaysdramatheatregames.html • http://www.cambridge.org/us/esl/letstalk/support/optional /l3u11oa.htm • CLASSROOM DYNAMICS. Hadfield, Jill. Oxford University Press,

England. 1992, 4th Ed. • EL DISEÑO DE TAREAS PARA LA CLASE COMUNICATIVA. David Nunan. Cambridge University Press, Gran Bretaña. 1996, 1st ed. • TOMBOLA. Communication Activities for Teenagers, Palim, J. y otros. Addison Wesley Longman, Inglaterra. 1992, 3rd Ed. • THE ART OF TEACHING SPEAKING: Research and Pedagogy for the ESL/EFL Classroom by Keith S. Folse. • IMPACT TOPICS! 30 EXCITING TOPICS TO TALK ABOUT IN ENGLISH STUDENT Book and Audio CD by Richard R. Day, Junko Yamanaka.

• ON THE JOB. Millán, Ana María y Toselli, Marisela, Mcgraw-Hill

Interamericana, España. 1996, 1st Ed. • A COURSE IN LANGUAGE TEACHING. Ur, Penny. Cambridge University Press. Gran Bretaña. 1996, 1st Ed. • ESTRATEGIAS DE REFLEXION SOBRE LA ENSEÑANZA DE IDIOMAS. Richards, Jack y Lockhart, Charles. Cambridge University Press. España. 1998, 1st Ed. • HANDS-ON WRITING ACTIVITIES That Get Kids Ready For The Writing Assessments by Van Zile. • TEACHING THE CRAFT OF WRITING: Organization by Scholastic.

Mapas de Progreso: algunas ideas para su uso como apoyo al mejoramiento continuo del aprendizaje

Los Textos Escolares son una importante herramienta para la implementación del currículum en la sala de clases. En conjunto con los Programas de Estudio y los Mapas de Progreso, buscan apoyar el trabajo que se realiza en los establecimientos educacionales  establece el Marco Curricular nacional. En el siguiente esquema se presenta la pregunta orientadora que busca responder cada uno de los instrumentos curriculares:

Los Mapas de Progreso describen resumidamente los conocimientos, habilidades y comprensiones que caracterizan cada uno de los 7 niveles en que se desarrolla el aprendizaje de una determinada competencia o dominio clave. Son una herramienta curricular no obligatoria, que complementa a los Programas de Estudio y los Textos Escolares, y pueden ser utilizados de diversas formas. A continuación se describen dos de ellas, que pueden ser de utilidad para apoyar el desarrollo del aprendizaje que promueve este texto de estudio:

8 Basico - Ingles - Profesor

Recommend Documents