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INGLÉS7ºbásicoTEXTODELESTUDIANTE
TEXTO DEL ESTUDIANTE
Lina Alvarado Jantus
INGLÉS
básicobásico
+
READING
BO
O
KLET
&
W
O
R...
Lina Alvarado Jantus
TeacherofEnglish
InstitutoProfesionalChileno-Británico
TEXTO DEL ESTUDIANTE
INGLÉS
básico
Nombre:
Cur...
29
3. Circle the options that best represent your favorite activities
and abilities.
doing experiments meeting my friends
...
3
119UNIT 4118
TEST YOUR KNOWLEDGE
READING: PEOPLE ARE CHANGING
PLANET EARTH
LISTENING: THE LANGUAGE
OF DOLPHINS
4 63 List...
4
GETTING READY . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . ...
5
ANSWERS . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . ...
UNIT 16
UNIT 11UNIT
7
WELCOME, FRIENDS
1 Read this short poem. Do you agree with what it says about friendship? Why?
Friends at school
Are big...
UNIT 18
P R E P A R A T I O N F O R T H E U N I T
1 Read the clues and write complete sentences. Use an appropriate
pronou...
9
4 Find the name of each place in the Word Search puzzle. Write them
under each picture.
B Q S T O T M V S C D C Q O G
H ...
UNIT 110
1. Who’s your best friend? What’s his / her name?
2. Read these popular quotes about friendship. Are you familiar...
11
My friend Demian
II.
III.
I.
Adapted from:
Hesse, H. (1919). Cain in Demian. Retrieved April 24, 2013 from http://www.o...
UNIT 112
10. Imagine you are Demian and you write a description of your
friend Sinclaire. How do you imagine him? Write a ...
13
12. 4 Listen and repeat this conversation. Replace the underlined
sections with information that is true for you and ro...
UNIT 114
1. Kelly and her brother Matt are Ignacio’s cyber- pals. The children are in
Chile for the first time visiting hi...
15
5. 5 Listen to the telephone conversation and check your prediction
in Exercise 2.
6. 5 Listen again and choose the bes...
UNIT 116
A F T E R L I S T E N I N G
Reflections
When did I need the teacher’s
assistance to understand the text?
What new...
17
10. 6 First only listen and then listen and repeat this tongue twister.
Six sick sea serpents, swam the seven seas,
How...
UNIT 118
12. 7 Listen to this example of a telephone conversation and pay
attention to the expressions that are used by th...
1919
5 Write a brief paragraph talking about your personal preferences. Mention two activities
that you like / enjoy doing...
UNIT 120
2. Have a quick look at the e-mail on Page 21 and identify all the words
that look similar in Spanish.
3. Ema sen...
21
5. 8 Read and listen to the e-mail. Underline the parts that support the idea that Ema likes or
doesn’t like the city. ...
UNIT 122
6. Read the text more carefully and circle the best alternative.
a. San Antonio is a ______________ city.
i. Brit...
23
8. 9 First only listen and then listen and repeat this tongue twister.
Can you can a can as a canner can can a can?
9. ...
UNIT 124
1. Match the photos (1 – 6) and the actions in the box below.
1
4
2
5
3
6
do homework meet friends play sports
pr...
25
5. 10 Listen to the conversation and check your predictions in Exercise 4.
6. 10 Listen to the conversation again. Numb...
UNIT 126
8. Complete the sentences with a preposition from the Language Focus.
1. summer 2. two o’clock 3. Sundays 4. the ...
2727
1 Read the text in Lesson 3 again and choose the correct alternative.
The girl is
a. Inviting her friends.
b.Describi...
UNIT 128
2. Which of these phrases are used as greeting, closing or signing off
when writing an e-mail? Complete the table...
29
3. Circle the options that best represent your favorite activities
and abilities.
doing experiments meeting my friends
...
EPISODE 1:
MATT AND KELLY ARRIVE IN CHILE
EPISODE 1:
MATT AND KELLY ARRIVE IN CHILE
Look! It’s the end of summer, but
the ...
I’d like to try Porotos
Granados, please. And Cazuela
for me, please.
1. Work in groups of four. In your group, discuss
wh...
UNIT 132
1 Make survey about your class’preferences. Interview 15 students from your class, asking
questions about the act...
33
3. Complete the timetable with your own information.
4 A new friend.
a. Read this short e-mail from Peter, a new cyber-...
UNIT 134
1 14 Read and listen to what these children say about
themselves in their e-mails and complete this chart.
2 Why ...
3535
LANGUAGE
WRITING AND SPEAKING
LISTENING: ON VACATIONS
6 Read Peter’s diary and write two sentences
with the correspon...
UNIT 236
2UNIT 2UNIT
37
1 How much do you know about Chile?
Choose the correct answer for each question.
a. Which river is in the north of Chil...
UNIT 238
P R E P A R A T I O N F O R T H E U N I T
1 Complete the conversation with the correct form of the verb to be.
Mi...
39
4 Look at the pictures (1 - 4) and complete the sentences using the
words from the box.
at in on
5 Look at the people i...
UNIT 240
B E F O R E R E A D I N G
1. Answer these questions in your group.
a. What do people usually celebrate around the...
41
The Sanctuary of La Tirana is in Ceremonial Square andthe main attraction is the Church. There is an image ofthe Crucif...
UNIT 242
5. Read the sentences. Write T (true) or F (false).
a. The event takes place in Iquique.
b. La Tirana Festival la...
43
10.Create two questions about the text on Page 41.
a. ____________________________________
b. _________________________...
UNIT 244
1. Answer Kelly’s questions.
1 2
3 4
5 6
2. With your partner, find out the meaning of the words in the
Pictionar...
45
CARACOLES
HOSPITAL RINCÓN
SAN PEDRO
LICANCABUR
GUSTAVO LE PAIGE
D.ATIENZA
TOCONAO
TOCOPILLA
CALAMA
SQUARE
CHURCH
MUSEUM...
UNIT 246
7. Read the sentences and label the places in the map.
a. The Town Hall is in front of the square, opposite the P...
47
READING
1 Read the text in Lesson 1 and match the numbers and the words.
2 Read the text again and correct these statem...
UNIT 248
1. Look at the pictures and describe each of them. Where are these
people from? Answer Matt’s questions.
2. Write...
49
R E A D I N G
In Chile, nearly 700,000 people belong to an indigenous group.
There are eight indigenous groups, and the...
UNIT 250
6. 24 Read and listen to the museum’s brochure. Does it contain the
information you predicted in Exercise 5?
7. R...
51
9. Complete the table with information that is true for you today.
What about yesterday? Was it the same? With your par...
UNIT 252
1. Kelly, Matt, and their father are now visiting another beautiful city
in Chile. Look at the Pictionary. In wha...
53
A F T E R L I S T E N I N G
6. 27 Listen to the recording again and number the places in the order
you hear them.
a
Cal...
UNIT 254
8. Read the expressions in the box. Write a sentence with each expression
using before / during or after.
Example...
55
READING
1 Read the text in Lesson 3 again and answer the question.
What are the characteristics that the indigenous gro...
UNIT 256
1. Look at Kelly’s brochure and see how it is organized.
2. Answer these questions.
a. What is the purpose of the...
57
3. Choose a traditional Chilean celebration and complete the word map.
4. Use the information in the word map to write ...
‘
Kelly, Matt, and
the
Time
Machine
EPISODE 2:
LOST!
EPISODE 2:
LOST!
Kelly, Matt, and
the
Time
Machine
1. Work in groups of four. Imagine Kelly and
Matt talked to the Mapuches before they
found the time machine again.
2. Crea...
UNIT 260
COMPLEMENTARY ACTIVITIESCOMPLEMENTARY ACTIVITIES
1 In pairs, use the clues provided to ask and answer questions t...
61
2 In your group, give clues to your partners and make them guess what
you do. Don’t say the name of your profession!
3 ...
UNIT 26262
Valparaíso is a very important
Chilean port. There are lots of
interesting places you can visit
and activities ...
63
LISTENING: INTO THE ATACAMA
3 31 Listen to the recording and circle the correct
alternative.
Does Paul like the place? ...
UNIT 364
UNIT 33UNIT
1 Look at these pictures of sports. Can you
identify them?
2 Two of the sports in the pictures are Olympic
sports and two ...
UNIT 366
1 Look at the pictures (1 – 6) and complete the sentences using
can / can’t.
a. He walk.
c. It run. d.They swim.
...
67
3 Unscramble the name of the sport.
a. e t n s n i: b. b v l e o l l a l y:
c. l o f g: d. g r b y u:
e. o c e r s c: f...
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  1. 1. INGLÉS7ºbásicoTEXTODELESTUDIANTE TEXTO DEL ESTUDIANTE Lina Alvarado Jantus INGLÉS básicobásico + READING BO O KLET & W O RKBO O K EDICIÓNESPECIALPARAELMINISTERIODEEDUCACIÓN PROHIBIDASUCOMERCIALIZACIÓN EDICIÓN ESPECIAL PARA EL MINISTERIO DE EDUCACIÓN PROHIBIDA SU COMERCIALIZACIÓN PEFC/29-31-75 9 789563 391336 ISBN: 978-956-339-133-6 9 789563 391671 ISBN PACK: 978-956-339-167-1
  2. 2. Lina Alvarado Jantus TeacherofEnglish InstitutoProfesionalChileno-Británico TEXTO DEL ESTUDIANTE INGLÉS básico Nombre: Curso: Colegio: Este libro pertenece a: TelohahechollegargratuitamenteelMinisteriodeEducaciónatravésdelestablecimientoeducacionalenelqueestudias. Esparatuusopersonaltantoentucolegiocomoentucasa;cuídaloparaquetesirvadurantetodoelaño. Sitecambiasdecolegiolodebesllevarcontigoyalfinalizarelaño,guardarloentucasa.
  3. 3. 29 3. Circle the options that best represent your favorite activities and abilities. doing experiments meeting my friends riding my bike chatting with friends doing physical exercise dance speak English play soccer sing 4. Answer the following questions using full sentences. a. What do you enjoy doing? b.What can you do very well? D R A F T I N G 5. Write an e-mail to your cyber-pal and tell him / her about your personal interests and abilities. Use the Writing Box and the e-mail in Exercise 1 as a guide. W R I T I N G 6. With your partner, correct your e-mails. 7. Write a final version of your e-mail and send it to your partner. E D I T I N G An e-mail ✔Write a few words about the topic of your e-mail in the Subject slot. ✔Remember the parts an e-mail has and the order in which these are organized. ✔Choose a greeting, closing and signing off for your e-mail. ✔Start a new paragraph when you write about a new idea. ✔Once you finish writing, don’t forget to check spelling and punctuation. Writing box You have 45 minutes to complete your writing task. Decide how much time you will spend on each step. Organize your time UNIT 128 2. Which of these phrases are used as greeting, closing or signing off when writing an e-mail? Complete the table. Dear Ted, Love Hi, Best Write soon I miss you. Cheers. Hi, Mary Your friend Hello, Lots of love. Best wishesYour friend Write soon Greeting Closing Signing off Write soon Your friend 1. Read the e-mail and observe how it is organized. H A V E A L O O K A T . . . A n e m a i l TO MY CYBER-PAL Lesson 5Writing Dear Felipe, Thanks for your e-mail! How are things with you? I hope you’re ok. I’m studying a lot because I have many exams at school! I’m writing this e-mail to tell you a little about who I am. I live in Seattle, in the USA. It’s a beautiful city! In my free time, I enjoy doing sports and meeting my friends. I can play basketball and tennis very well.basketball and tennis very well. What do you do on the weekends? On Saturdays, I visit my friends and play basketball with them. I practice tennis on Sundays with my brother Jake. What about you? Write soon. Your friend Tom. chileancyber-friend@gmail.com Tom_2013@hotmail.com Your friend Tom Greeting Closing BodySigning off Did you know that … The body of an e-mail contains the message you want to communicate. After the greeting, it is frequent to open an e-mail asking questions like How are you / How are things going? and / or giving thanks for a previous e-mail you received. 2 EPISODE 1: MATT AND KELLY ARRIVE IN CHILE EPISODE 1: MATT AND KELLY ARRIVE IN CHILE Look! It’s the end of summer, but the Andes still have a lot of snow. In Santiago, they go sightseeing. Now they are in Plaza de Armas and they ask for directions to go to Santa Lucía Hill. I’d like to try Porotos Granados, please. And Cazuela for me, please. Kelly, Matt, and the Tim e Machine Kelly, Matt, and the Tim e Machine 1. Work in groups of four. In your group, discuss what you think happened to Kelly and Matt after they opened the box. 2. Create a new comic strip to continue the story using your ideas. You can add new characters. 3. Role-play your story in front of your class. CREATIVE SKILLS Comic Strip The adventures of the main characters of the book, at the end of each unit. 2727 1 Read the text in Lesson 3 again and choose the correct alternative. The girl is a. Inviting her friends. b.Describing her friends. c. Telling a story. 2 Read the text again and find a characteristic for each noun. a. San Antonio: ________________ city. b.Seaworld: ________________ marine park. LISTENING 3 10 Listen to the recording in Lesson 4 again and circle the best alternative. The children are talking about: a. Their vacations. b.Their weekends. c. Their school. 4 10 Listen to the recording again and complete the sentences. a. Ann often visits her ________________. b.In the afternoon, Dan watches ________________on TV. c. Ema usually stays at ________________. LANGUAGE 5 Read the information in the table. Complete the sentences using can / can’t. a. Linda _______________________________. b.Phil _______________________________. c. Linda and Phil _______________________________. Can... ride a horse? speak German? use a computer? Linda ✔ ✘ ✔ Phil ✘ ✘ ✔ 6 Complete the following sentences describing your weekend activities. a. On Saturday morning, I . b.On Sunday, . READING TRAVEL BACKTRAVEL BACK 2 pts 3 pts 3 pts 1 pt 1 pt 2 pts TOTAL SCORE 12 pts Keep trying Review! Well done! 11 - 12 Excellent! 7 - 104 - 60 - 3 Travel back Short evaluation activities after Lessons 2 and 4. Listening, speakingactivities,and readingtexts. Listen tothe CD with yourtea cher. Getting ready Activate your previous knowledge and examine the objectives of the unit here. 37UNIT 236 1 How much do you know about Chile? Choose the correct answer for each question. a. Which river is in the north of Chile? i. Mapocho. ii. Biobío. iii. Loa. b.Which city has the largest population? i. Viña del Mar. ii. Arica. iii. Concepción. c. Where is the Congress building? i. Santiago. ii. Valparaíso. iii. La Serena. d.Which mountain is in the south of Chile? i. Aconcagua. ii. Parinacota. iii. Fitz Roy. 2 Complete the following fact file, and then compare with your partner. WELCOME TO MY COUNTRY WELCOME TO MY COUNTRY 37 2UNIT 2UNIT In this unit you will…In this unit you will… listen and identify specific information in a radio interview, in a museum visit and in a tour by: • discriminating between correct and incorrect information, • using oral clues to predict content, • discriminating sounds, • identifying the correct sequence of events. read and identify main ideas and explicit information in an Internet article and in a webpage about Chilean people, places, and traditions by: • identifying type and purpose of a text, • using the context to infer the meaning of new words, • using visual clues to interpret information, • organizing information in a chart. express ideas in dialogs about: • personal experiences, • Chilean people and places. write short paragraphs and a brochure related to Chilean people, places, and traditions: • using language and vocabulary of the unit, • talking about past states, • using prepositions of place, • recognizing the textual organization of a brochure. Country Chile Area Population Capital city Language Currency Gettingready UNIT 18 P R E P A R A T I O N F O R T H E U N I T 1 Read the clues and write complete sentences. Use an appropriate pronoun (I, you, he/she, etc.) and the correct form of the verb to be. a. Your shoes / new: b.My sister / a nurse: c. The keys / in my bag: d.Sheila’s house / big: e. Jim / 12 years old: f. My parents / at home: 2 Complete the calendar. Write the missing days of the week on it. Tuesday Wednesday Saturday 1 2 3 4 5 6 7 8 9 10 11 12 13 14 15 16 17 18 19 20 21 22 23 24 25 26 27 28 29 30 3 Write the name of the activity under each picture. swimming playing the piano dancing riding a bike 1 2 3 4 Preparation for the unit Section that prepares you to deal with new contents. UNIT 114 1. Kelly and her brother Matt are Ignacio’s cyber- pals. The children are in Chile for the first time visiting him. Can you guess where they are from? 2. Do you have a cyber-pal? If not, would you like to have one? If you could choose a cyber-pal, where would he / she be from? 3. Match the verbs in the box with the pictures and guess their meaning in Spanish. Then check with the dictionary. land ring take meet 1 2 3 4 4. Look at the Pictionary. It shows some words that will appear in the text that you are going to listen to. Classify the words under these labels. Time Actions Location B E F O R E L I S T E N I N G A TRIP TO THE CAPITAL Lesson 2ListeningListeningListening Pictionary around arrive early 7:00 am leave today AmericanEnglish: Cyber-pal BritishEnglish: Cyber-friend AmericanEnglish:AmericanEnglish: Listening Strategies for improving your understanding of spoken messages. UNIT 110 1. Who’s your best friend? What’s his / her name? 2. Read these popular quotes about friendship. Are you familiar with them in your language? Do you agree with them? Why? a. “The only way to have a friend is to be one”. b.“A friend is someone who gives you total freedom to be yourself”. c. “I prefer to walk with a friend in the dark, than alone in the light”. 3. Look at what Kelly says and read this brief paragraph about the writer of the novel. In what way do you think World War I influenced the novel? The German writer Herman Hesse wrote Demian in 1917, when the United States declared war on Germany and the world was in a state of chaos after World War I. Herman Hesse is one of the most frequently translated German writers of the twentieth century. In 1946, Hesse was honored with the Goethe Prize and the Nobel Prize for Literature. Demian tells the story of two friends walking to maturity, Emile Sinclaire and Max Demian. 4. Look at the Pictionary and the picture on Page 11. What do you think Sinclaire says about his friend Demian? R E A D I N G 5. 2 Read and listen to the text on Page 11. Check if you were right about Demian. 6. The novel Demian has eight chapters. What chapter is the source of this extract? Why? a. Chapter 5 b. Chapter 7 c. Chapter 2 7.Find a synonym for each of these words in the text. I. unpredictable exceptional assertive II. ironic III. honored curious I am the reporter of a school magazine. I selected an extract from the novel Demian for my literary section today. Demian tells the story of two friends. Who’s your best friend? What’s his / her name? Hi, mynameis KELLYHARDROCK. B E F O R E R E A D I N G MY BEST FRIEND Lesson 1Reading Reading Strategies for improving your understanding of written texts. Writing Strategies for writing different type of texts step by step. Writing box Useful tips to complete your writing task. Organize your time It helps you budget your time. DISCOVER YOUR BOOKDISCOVER YOUR BOOK
  4. 4. 3 119UNIT 4118 TEST YOUR KNOWLEDGE READING: PEOPLE ARE CHANGING PLANET EARTH LISTENING: THE LANGUAGE OF DOLPHINS 4 63 Listen to the recording and circle the correct alternative. a. Amazing news comes from . i. A zoo. ii. The jungle. iii. An aquarium. b. A mother talks with her _________ -year-old baby. i. Two ii. Four iii. Six c. Two _________ are chatting to each other. i. Dolphins ii. Whales iii. Sharks 5 63 Are these statements true (T) or false (F)? a. ____ Very strange news comes from Hawaii. b. ____ Scientists are not sure if the animals are talking. c. ____ The animals communicate verbally and non-verbally. LANGUAGE 6 Complete each collocation with a word from the box. pollution rain warming ozone a. layer b.Acid c. Air d.Global 7 Write three predictions for the future in relation to environment. a. b. c. SPEAKING 8 How can we help our planet? Mention three things we can do. 1 62 Read and listen to the text quickly. Write the correct heading for each paragraph (I - IV). a. Acid rain b.Ozone layer depletion c. Air pollution d.Rainforest destruction 2 Read the text again. Are the statements true (T) or false (F)? a. ____ The earth is very old. b.____ People who live in cities are very healthy. c. ____ Factories are very good for the environment. 3 Answer the following questions: a. How old is planet Earth? _____________________________________________ b.Why are fish dying? _____________________________________________ c. What do aerosols and sprays do to the Ozone Layer? _____________________________________________ The earth is 4,6 billion years old. Modern man has lived on it for only 35,000 years, but in that time our planet has changed in many ways. Many of the things people are doing are good, but many more are not good for our world. I._________________________ In big cities, cars and buses are affecting the air. Many people who live in cities are having very bad health problems. II._________________________ Factories are damaging the land and the water, so many fish are dying. III._________________________ Many aerosols and sprays are destroying the Ozone Layer. They are making a big hole and too much ultraviolet radiation is entering the earth. This is causing cancer in people around the world. IV._________________________ People are cutting down millions and millions of trees all over the world. As a result, many types of animals and plants are disappearing. SELF-EVALUATIONSELF-EVALUATIONTEST YOUR KNOWLEDGE A Report a. Work in groups of four. b.Find information about the Greenhouse Effect on the suggested website. c. Summarize and organize all the information. Write a report explaining how the Greenhouse Effect works and what changes it will bring. You can follow this model: Paragraph I What is the greenhouse effect? Paragraph II How does it work? Paragraph III What changes or consequences will it bring? Paragraph IV What can we do? How can we help? d.Include drawings or get pictures or illustrations from magazines. e. Present your report to your classmates. In this unit, which of these aspects were strengths / weaknesses for me? Why? Reading • relating the topic to my previous knowledge • comprehension of specific information • identifying the purpose of different types of text • making predictions using cognates Listening • comprehension of specific information • identification of speakers • identification of information sequence Speaking • participation in short dialogs • talking about the environment • making predictions • making suggestions Writing • interview format • connection of ideas • spelling and punctuation • language and vocabulary Language Which of these unit contents were easier for me to understand? • Lesson 1: the future • Lesson 2: the present continuous • Lesson 3: obligations and suggestions • Lesson 4: inviting and asking for help. Which Language Focus section (s) do I need to review? PROJECT EVALUATION Reflect on these questions: • How does your project help you look after the environment? • What are the strengths and weaknesses of your project? 3 pts TOTAL SCORE 26 pts Keep trying Review! Well done! 22 - 26 Excellent! 16 - 2110 - 150 - 9 Help!Great! Not too bad 3 pts 4 pts 3 pts 3 pts 3 pts 3 pts 4 pts PROJECTPROJECT http://www.eschooltoday. com/climate-change/how- the-greenhouse-effect- happens.html Listening section. Pronunciation activities. Speaking activities. Writing activities. Activities for fast learners. Reading activities. Reflections Questions that help you reflect on your learning process to make it more effective. AmericanEnglish: BritishEnglish: Differences between American and British English. AmericanEnglish:AmericanEnglish: Did you know that … Interesting bits of information on the topics of the lesson. LANGUAGE FOCUS It helps you revise or discover a particular grammatical structure. Internet sites with additional information. UNIT 132 1 Make survey about your class’preferences. Interview 15 students from your class, asking questions about the activities in the box. Take notes of the answers and organize the information in graphics. Present the results to your class, showing the graphics you created. Example: Do you like collecting stamps? • collect stamps • study math • speak English • listen to reggaeton 2 With your partner, make cards that include the following sentences. Take turns to take a card, mimic the action and guess. • I’m speaking • I’m playing the piano • I’m ringing a friend • I’m writing • I’m studying • I’m dancing 3 Read about what Sarah can and can´t do. Hi!I’mSara. WhatcanIdo?Icanreadmusicand Icanplaythepiano,butIcan’tplaytheguitar. Ican’tsingbutIcandance. Ican’tswimorrideahorse. b. In your notebook, write a similar paragraph about yourself. COMPLEMENTARY ACTIVITIESCOMPLEMENTARY ACTIVITIESCOMPLEMENTARY ACTIVITIESCOMPLEMENTARY ACTIVITIESCOMPLEMENTARY ACTIVITIES a. Check (✔) or cross (✘) what is true for you. You Dance Play the guitar Play the piano Sing Ride a horse Swim Read music Complementary activities Extra practice of the unit. WORKBOOK INGLÉS7ºbásicoTEXTODELESTUDIANTE EDICIÓNESPECIALPARAELMINISTERIODEEDUCACIÓNPROHIBIDASUCOMERCIALIZACIÓN básico WORKBOOK More activities that will support your learning. READING BOOKLET TRAVELERS 7Obásico INGLÉS Lina Alvarado Jantus READING BOOKLET Literary texts to complement your reading practice. READINGREADINGREADINGREADINGREADINGREADINGREADINGREADING BOOKLETBOOKLETBOOKLETBOOKLETBOOKLETBOOKLETBOOKLETBOOKLET TRAVELERSTRAVELERSTRAVELERS 77OObásicobásico INGLÉSINGLÉSINGLÉSINGLÉSINGLÉSINGLÉS Lina Alvarado JantusLina Alvarado JantusLina Alvarado Jantus +READING BO O KLET & W O RKBO O K Pictionary Pictures that illustrate the vocabulary of the texts. Project Group or individual projects to consolidate every unit. Test your knowledge Check your progress and discover what you need to revise. Self-evaluation Reflect on your strengths and weakness and find ways to improve.
  5. 5. 4 GETTING READY . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 7 PREPARATION FOR THE UNIT . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 8 LESSON 1 – READING My best friend . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 10 Pronunciation – Numbers . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 12 Language focus – Expressing likes and dislikes . . . . . . . . . . . . . . . . . . . . . . . . . . . 12 Written production – Paragraph about favorite activities . . . . . . . . . . . . . . . . . . 13 Oral production – Dialog about favorite activities . . . . . . . . . . . . . . . . . . . . . . . . . 13 LESSON 2 – LISTENING A trip to the capital . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 14 Language focus – The Present Continuous . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 17 Pronunciation – /s/. . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 17 Written production – A short telephone conversation . . . . . . . . . . . . . . . . . . . . . 18 Oral production – A short telephone conversation. . . . . . . . . . . . . . . . . . . . . . . . . 18 TRAVEL BACK . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 19 LESSON 3 – READING Living Abroad. . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 20 Language focus – Can / Can’t . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 22 Oral production – A short survey . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 23 Pronunciation – /k/, / / . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 23 Written production – An e-mail about a city / town. . . . . . . . . . . . . . . . . . . . . . . 23 LESSON 4 – LISTENING What do you do on the weekend? . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 24 Language focus – Prepositions of time . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 25 Pronunciation – The days of the week. . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 26 Oral production – A dialog about weekend activities . . . . . . . . . . . . . . . . . . . . . . 26 Written production – A short paragraph about weekend activities . . . . . . . . . . 26 TRAVEL BACK . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 27 LESSON 5 – WRITING To my cyber–pal . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 28 An e-mail . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 28 KELLY HARDROCK, SCHOOL REPORTER. EPISODE 1 . . . . . . . . . . . . . . . . . . . . . . . . . 30 COMPLEMENTARY ACTIVITIES . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 32 PROJECT . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 34 TEST YOUR KNOWLEDGE. . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 34 SELF-EVALUATION. . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 35 UNIT 16 UNIT 11UNIT GETTING READY . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . .37 PREPARATION FOR THE UNIT . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . .38 LESSON 1 – READING La Tirana festival . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 40 Language focus – Question words . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . .42 Pronunciation – /w/. . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . .42 Oral production – To ask and answer questions. . . . . . . . . . . . . . . . . . . . . . . . . .43 Written production – A traditional celebration . . . . . . . . . . . . . . . . . . . . . . . . . .43 LESSON 2 – LISTENING In the north. . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 44 Language focus – Prepositions of place. . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . .45 Pronunciation – / /, / /, / /, / / . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . .46 Written production – Sentences about location of places . . . . . . . . . . . . . . . . .46 Oral production – Questions and answers about locations of places. . . . . . . . .46 TRAVEL BACK . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . .47 LESSON 3 – READING The people of the land. . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . .48 Language focus – Past Simple for past states. . . . . . . . . . . . . . . . . . . . . . . . . . . .50 Oral production – Dialog about ethnic groups . . . . . . . . . . . . . . . . . . . . . . . . . . .51 Written production – Paragraph about ethnic groups . . . . . . . . . . . . . . . . . . . .51 LESSON 4 – LISTENING Visiting the south . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 52 Language focus – Prepositions of time . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . .53 Oral production – A report on daily routine . . . . . . . . . . . . . . . . . . . . . . . . . . . . .54 Written production – A paragraph about daily routine. . . . . . . . . . . . . . . . . . . .54 TRAVEL BACK . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . .55 LESSON 5 – WRITING Come to visit my country. . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 56 A brochure . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . .56 KELLY HARDROCK, SCHOOL REPORTER. EPISODE 2 . . . . . . . . . . . . . . . . . . . . . . . .58 COMPLEMENTARY ACTIVITIES . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . .60 PROJECT . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . .62 TEST YOUR KNOWLEDGE. . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . .62 SELF-EVALUATION. . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . .63 UNIT 236 2UNIT 2UNIT UNIT 11UNIT UNIT 22UNIT PLAN OF THE BOOKPLAN OF THE BOOK WELCOME FRIENDS 6 WELCOME TO MY COUNTRY 36
  6. 6. 5 ANSWERS . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . .120 THEMATIC INDEX . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . .132 GLOSSARY. . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . .133 BIBLIOGRAPHY. . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . .134 GETTING READY . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 65 PREPARATION FOR THE UNIT . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 66 LESSON 1 – READING A special game. . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . .68 Language focus – Could / Couldn’t . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 71 Oral production – A dialog about past abilities . . . . . . . . . . . . . . . . . . . . . . . . . . 71 Written production – A short paragraph about past abilities. . . . . . . . . . . . . . .71 LESSON 2 – LISTENING The first marathon . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 72 Language focus – Connector. . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . .73 Oral production – A short dialog about the first marathon. . . . . . . . . . . . . . . . . 74 Written production – A short paragraph about the first marathon. . . . . . . . . .74 TRAVEL BACK . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 75 LESSON 3 – READING Sticks and balls . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 76 Language focus – Permanent situations. . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . .78 Oral production – Questions and answers about sports . . . . . . . . . . . . . . . . . . . 79 Written production – A short description of a sport . . . . . . . . . . . . . . . . . . . . . . 79 Pronunciation – Initial sounds /b/, /v/. . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . .79 LESSON 4 – LISTENING An extreme experience . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 80 Language focus – Prepositions of movement. . . . . . . . . . . . . . . . . . . . . . . . . . . .81 Oral production – A short dialog. . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . .82 Pronunciation – / /, / /, / / . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 82 Written production – A short report.. . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 82 TRAVEL BACK . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 83 LESSON 5 – WRITING A popular sport . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 84 An informative text. . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . .84 KELLY HARDROCK, SCHOOL REPORTER. EPISODE 3 . . . . . . . . . . . . . . . . . . . . . . . . 86 COMPLEMENTARY ACTIVITIES . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 88 PROJECT . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 90 TEST YOUR KNOWLEDGE. . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 90 SELF-EVALUATION. . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . .91 UNIT 364 UNIT 33UNIT THE WORLD OF SPORTS 64 GETTING READY . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 93 PREPARATION FOR THE UNIT . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 94 LESSON 1 – READING An inconvenient truth . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 96 Language focus – The Future . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 98 Oral production – To describe future events. . . . . . . . . . . . . . . . . . . . . . . . . . . . .98 Pronunciation – /s/. . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . .99 Written production – A short report on the results of a survey . . . . . . . . . . . . . 99 LESSON 2 – LISTENING What are we doing to our planet? . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . .100 Language focus –The Present Continuous. . . . . . . . . . . . . . . . . . . . . . . . . . . . . .101 Oral production – Dialogs about environment. . . . . . . . . . . . . . . . . . . . . . . . . .102 Pronunciation – Intonation. . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . .102 Written production – A dialog about environment. . . . . . . . . . . . . . . . . . . . . .102 TRAVEL BACK . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . .103 LESSON 3 – READING We can save the planet . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . .104 Language focus – Obligations and suggestions . . . . . . . . . . . . . . . . . . . . . . . . .106 Oral production – A dialog making invitations. . . . . . . . . . . . . . . . . . . . . . . . . .107 Written production – An invitation . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . .107 LESSON 4 – LISTENING Can we stop it? . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . .108 Oral production – An interview about pollution. . . . . . . . . . . . . . . . . . . . . . . . .109 Language focus – Inviting and asking for help. . . . . . . . . . . . . . . . . . . . . . . . . .110 Pronunciation – /s/, / /. . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . .110 Written production – A list of suggestions . . . . . . . . . . . . . . . . . . . . . . . . . . . . .110 TRAVEL BACK . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . .111 LESSON 5 – WRITING Ask the scientist. . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . .112 An interview. . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . .112 KELLY HARDROCK, SCHOOL REPORTER. EPISODE 4 . . . . . . . . . . . . . . . . . . . . . . .114 COMPLEMENTARY ACTIVITIES . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . .116 PROJECT . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . .118 TEST YOUR KNOWLEDGE. . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . .118 SELF-EVALUATION. . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . .119 UNIT 492 UNIT 4UNIT 4 HOME SWEET HOME 9233UNITUNIT UNIT 44UNIT
  7. 7. UNIT 16 UNIT 11UNIT
  8. 8. 7 WELCOME, FRIENDS 1 Read this short poem. Do you agree with what it says about friendship? Why? Friends at school Are big and small. Friends at school Are best of all! 2 Think about the things you like to do with your friends. Compare with your partner. Gettingready 7 WELCOME, FRIENDS In this unit you will…In this unit you will… listen and find specific information in a phone call and in a conversation about free time activities by: • identifying the sequence of events, • recognizing vocabulary related to free time activities, • relating written and spoken versions, • identifying expressions of time. read and identify main ideas and specific information in a literary extract and in an e-mail about friends and favorite activities, by: • recognizing main ideas from cognates, • discriminating between correct and incorrect information, • recognizing type and purpose of a text, • relating topic and personal knowledge. express own ideas in short dialogs and monologues about: • favorite free time and weekend activities, • personal experiences, • abilities. complete short paragraphs and write an e-mail • describing favorite activities using the expressions like, love, enjoy + ing, • expressing abilities, • using language and vocabulary related to free time activities, • using the appropriate format.
  9. 9. UNIT 18 P R E P A R A T I O N F O R T H E U N I T 1 Read the clues and write complete sentences. Use an appropriate pronoun (I, you, he/she, etc.) and the correct form of the verb to be. a. Your shoes / new: b.My sister / a nurse: c. The keys / in my bag: d.Sheila’s house / big: e. Jim / 12 years old: f. My parents / at home: 2 Complete the calendar. Write the missing days of the week on it. Tuesday Wednesday Saturday 1 2 3 4 5 6 7 8 9 10 11 12 13 14 15 16 17 18 19 20 21 22 23 24 25 26 27 28 29 30 3 Write the name of the activity under each picture. swimming playing the piano dancing riding a bike 1 2 3 4
  10. 10. 9 4 Find the name of each place in the Word Search puzzle. Write them under each picture. B Q S T O T M V S C D C Q O G H M Z C L N O S U K O X S P Q A L S S H Y K O Y X Q N Z W B U V M T F O H H E S I Y E G R R P Q C Y Q O X K A Q B R Q E X E I L U O K L T H J E K C S D T V K Q K V N Q P G A L O S Y O C I R J U Y D S E C L D S Z A L A R O R E M W S H Y N Z A W P A M T E Q R V U E S L S E A Y D N J F I M G O E X N Y T I G U C N T Y N C H O F U I D V O H D X E H F U N P I O E Z C H C R U H C O X Y L E K Z C E U U Y U Q N G P C K X J E g. i.h. d. f.e. a. c.b.
  11. 11. UNIT 110 1. Who’s your best friend? What’s his / her name? 2. Read these popular quotes about friendship. Are you familiar with them in your language? Do you agree with them? Why? a. “The only way to have a friend is to be one”. b.“A friend is someone who gives you total freedom to be yourself”. c. “I prefer to walk with a friend in the dark, than alone in the light”. 3. Look at what Kelly says and read this brief paragraph about the writer of the novel. In what way do you think World War I influenced the novel? The German writer Herman Hesse wrote Demian in 1917, when the United States declared war on Germany and the world was in a state of chaos after World War I. Herman Hesse is one of the most frequently translated German writers of the twentieth century. In 1946, Hesse was honored with the Goethe Prize and the Nobel Prize for Literature. Demian tells the story of two friends walking to maturity, Emile Sinclaire and Max Demian. 4. Look at the Pictionary and the picture on Page 11. What do you think Sinclaire says about his friend Demian? R E A D I N G 5. 2 Read and listen to the text on Page 11. Check if you were right about Demian. 6. The novel Demian has eight chapters. What chapter is the source of this extract? Why? a. Chapter 5 b. Chapter 7 c. Chapter 2 7.Find a synonym for each of these words in the text. I. unpredictable exceptional assertive II. ironic III. honored curious I am the reporter of a school magazine. I selected an extract from the novel Demian for my literary section today. Demian tells the story of two friends. Who’s your best friend? What’s his / her name? Hi,mynameis KELLYHARDROCK. B E F O R E R E A D I N G MY BEST FRIEND Lesson 1Reading
  12. 12. 11 My friend Demian II. III. I. Adapted from: Hesse, H. (1919). Cain in Demian. Retrieved April 24, 2013 from http://www.onread.com/fbreader/191269/ My salvation came in an unexpected way: a new boy in our school. This remarkable student looked much older than the rest of the boys in my class. He looked strange and mature, like a man, or like a gentleman. He was not the kind of boy who likes playing our games. His name was Max Demian. One day, another class entered into our large classroom. It was Demian’s class. I observed his intelligent face. He didn’t at all look like a student doing an assignment, but like a scientist who enjoys investigating problems. His eyes had an adult and sarcastic expression. In general, children don’t like seeing this kind of expression in a face. When I remember Demian, I can only say that he was different to the rest, like a prince among farm boys. One afternoon, on our way home from school, he said hello. “Let’s walk together” he said. I felt flattered. Then I described where I lived. “Oh, over there?” he said and smiled. “I know the house. There’s something odd above the doorway I like very much”. I didn’t know what he was talking about and was surprised that he apparently knew my house very well. Pictionary gentleman mature assignment scientist doorway
  13. 13. UNIT 112 10. Imagine you are Demian and you write a description of your friend Sinclaire. How do you imagine him? Write a description using the expressions that you learned in the Language Focus. A F T E R R E A D I N G 11. 3 Listen and say these pairs of numbers. Clap the syllable that recieves more emphasis in the pronunciation of every number. 13 - 30 14 - 40 15 - 50 16 - 60 17 - 70 18 - 80 19 - 90 Reflections What problems did I have to understand a literary extract in English? What can I do to do better next time? L A N G U A G E F O C U S Expressing likes and dislikes 1. Read these sentences from the text and pay attention to the words in bold. He was not the kind of boy who likes playing our games. He looked like a scientist who enjoys investigating problems. Children don’t like seeing this kind of expression in a face. 2. Underline the sentences that express negative preferences. 3. What is the subject of these sentences? 4. Complete the rule. We express our favorite activities using / + a verb ending in . We express our dislikes using don’t / doesn’t + a verb ending in . If the subject is he, she or it, the verbs add a letter in affirmative sentences. 8. Underline the information in the text that contradicts these statements. a. Demian looked like a simple boy. b.The classroom was small. c. Demian looked like a boy who doesn’t like doing assignments. d.Demian was a farm boy. 9. What attitude is the narrator expressing in this extract? How does he feel about Demian? Discuss with your partner.
  14. 14. 13 12. 4 Listen and repeat this conversation. Replace the underlined sections with information that is true for you and role-play the conversation with your partner. K:What’s your best friend’s name? D:Dan Peterson. K:How old is he? D:He’s twelve. K:What are his favorite activities? D:He likes playing football and tennis. K:And what do you like doing? D:I like swimming. 13.Read the information about Hayley and Carlos. Name: Hayley Williams Age: 15 Favorite activities: learn languages, talk to people from other countries. Name: Carlos Rodríguez Age: 14 Favorite activities: play basketball, read, go out with friends. 14. Use the information in Exercise 15 to write a short paragraph about the children’s favorite activities. You can look at the Language Focus to make sure you use the verbs in the correct form. 15. Complete the chart with information about your best friend. You can paste a photo of him / her or make a drawing. Talk about your friend with your partner. Name: Age: Favorite activities: 16. Read the fable The Hare with Many Friends and reflect on the following questions: a. How does the author of this fable picture the Hare’s friends? b.Does the author of My friend Demian express a similar or different picture of Demian?
  15. 15. UNIT 114 1. Kelly and her brother Matt are Ignacio’s cyber- pals. The children are in Chile for the first time visiting him. Can you guess where they are from? 2. Do you have a cyber-pal? If not, would you like to have one? If you could choose a cyber-pal, where would he / she be from? 3. Match the verbs in the box with the pictures and guess their meaning in Spanish. Then check with the dictionary. land ring take meet 1 2 3 4 4. Look at the Pictionary. It shows some words that will appear in the text that you are going to listen to. Classify the words under these labels. Time Actions Location B E F O R E L I S T E N I N G A TRIP TO THE CAPITAL Lesson 2ListeningListeningListening Pictionary around arrive early 7:00 am leave today AmericanEnglish: Cyber-pal BritishEnglish: Cyber-friend AmericanEnglish:AmericanEnglish:
  16. 16. 15 5. 5 Listen to the telephone conversation and check your prediction in Exercise 2. 6. 5 Listen again and choose the best answer. a. Who is talking? i. Two boys. ii. Two girls. iii.A boy and a girl. b.Where is Kelly calling from? i. Texas. ii. Santiago. iii.Antofagasta. L I S T E N I N G 7. 5 Listen to the conversation again and circle the correct alternative. a. The children are staying in Chile for i. Two weeks ii. Three weeks iii. One week Mon Tue Wed Thu Fri Sat Sun 1 2 3 4 5 6 7 8 9 10 11 12 13 14 15 16 17 18 19 20 21 22 23 24 25 26 27 28 29 30 31 April Mon Tue Wed Thu Fri Sat Sun 1 2 3 4 5 6 7 8 9 10 11 12 13 14 15 16 17 18 19 20 21 22 23 24 25 26 27 28 29 30 31 April Mon Tue Wed Thu Fri Sat Sun 1 2 3 4 5 6 7 8 9 10 11 12 13 14 15 16 17 18 19 20 21 22 23 24 25 26 27 28 29 30 31 April b.The children are staying at i. A friend’s house ii. A hotel iii. A shopping center c. They are leaving for Antofagasta on i. Saturday ii. Wednesday iii. Friday i d. They will go to Antofagasta by i. Bus ii. Plane iii. Train
  17. 17. UNIT 116 A F T E R L I S T E N I N G Reflections When did I need the teacher’s assistance to understand the text? What new words did I learn? L A N G U A G E F O C U S The Present Continuous 1. Read the sentences from the text and other examples. a. Eh, Ignacio speaking. b.I’m ringing from Santiago. c. She’s playing with her friends. d.He’s studying for the test. 2. What do the sentences express? Circle an alternative. a. Actions that happen all the time. b.Actions that are happening at the moment. c. Actions that will happen in the future. 8. 5 Listen again. Match the beginning of each sentence in column A with its corresponding ending in column B. A a. I’m ringing b.We’ll stay here c. You can go d.We haven’t got e. We have to be f. We’ll stay g.He’s got B i. with my father. ii. at the airport. iii. a big house there. iv. from Santiago. v. much time. vi. for a week. vii. all around the city. 9. 5 Work with your partner. Listen to the conversation again and discuss the following. Write your answers on the space provided. a. Do you think Ignacio was waiting for Kelly’s phone call? Why? b.How does Ignacio feel about Kelly’s visit? c. How does Kelly feel about Ignacio’s plans? d.What words from the recording helped you answer the questions in a and b?
  18. 18. 17 10. 6 First only listen and then listen and repeat this tongue twister. Six sick sea serpents, swam the seven seas, How many seas, did Kelly and Matt swim? 11. Look at the pictures. What are they doing at the moment? With your partner, take turns to describe the pictures (1 - 4). Then write a brief paragraph describing each of them. Example: InPicture1,thegirlisringingherfamily.InPicture2,thechildrenare... 2 4 1 3 American English: Traveled British English: Travelled American English:American English:
  19. 19. UNIT 118 12. 7 Listen to this example of a telephone conversation and pay attention to the expressions that are used by the speakers. Mark: Hello. Betty: Hi, this is Betty. Can I speak to George? Mark: Sorry, he isn’t at home. Can I take a message? Betty: Can you tell him that Betty called? Mark: OK, no problem. 13. Practice and role-play the dialog in Exercise 12 with your partner. Take turns to be Mark and Betty. 14. Work in pairs. a. Read the dialog in Exercise 12 again. Complete the chart with expressions from the conversation. Expressions to use in a phone conversation Begin the conversation Identify yourself Ask to talk to somebody Offer to take amessage End the conversation b. Follow the pattern in Exercise 12 and write a short telephone conversation with your own ideas. A: B: A: B: A: c. Practice and role-play the conversation in front of your classmates. 15. Look around the classroom and observe what is happening. Write a brief paragraph describing what your partners and teacher are doing and read it aloud in front of your class.
  20. 20. 1919 5 Write a brief paragraph talking about your personal preferences. Mention two activities that you like / enjoy doing and two that you don’t like doing. 6 Complete this phone conversation using the Present Continuous tense. A: Hi, can I speak to Patty? B: A: B: Sure! READING 1 Read the passage in Lesson 1 again and check (✔) the correct answer to the question. What is the author doing? a. ____ He is talking about the things his friend Demian likes doing. b.____ He is narrating the adventures he lives with his friend Demian. c. ____ He is describing his friend Demian. 2 Find sentences in the text that support the following ideas. Write them here. a. Demian helped his friend with a problem. b.Demian was not in the same class as his friend. c. Demian liked his friend’s house. LISTENING 3 5 Listen to the conversation in Lesson 2 again and correct these statements. a. Kelly and her brother have a lot of time. b.They are leaving for the south on Friday. c. Kelly doesn’t want to meet Ignacio’s friends. 4 5 Who said the following, Kelly or Ignacio? a. ________________ : Wow! How early! b.________________ : What can we do here? c. ________________ : I’ll ask my mother to pick you up. LANGUAGE TRAVEL BACKTRAVEL BACK 1 pt 3 pts 3 pts 3 pts 4 pts 2 pts TOTAL SCORE 16 pts Keep trying Review! Well done! 14 - 16 Excellent! 10 - 135 - 90 - 4
  21. 21. UNIT 120 2. Have a quick look at the e-mail on Page 21 and identify all the words that look similar in Spanish. 3. Ema sends this e-mail to her Chilean friends telling them about her new city. Do you think she likes it? 4. How do you imagine the city where Ema is living? Discuss with your partner. 1. Look at the picture and answer these questions with your partner. a. Who can you see in the picture? b. Where is she living with her family? B E F O R E R E A D I N G LIVING ABROAD Lesson 3Reading
  22. 22. 21 5. 8 Read and listen to the e-mail. Underline the parts that support the idea that Ema likes or doesn’t like the city. Are your ideas about the city right? R E A D I N G Hi, everyone! Greetings from my new school in San Antonio, Texas. This is a beautiful city and the people are very nice. There are two great places: Seaworld, a famous marine life theme park that has three daily shows with whales, seals and dolphins, and the San Antonio Zoo. It’s fantastic! We live in a beautiful area and my school is near our house. My new friends are very nice and they can do different things. Ann can play the guitar and sing, Dan can swim and play tennis, and Andy can do all sort of experiments. I can’t speak English very well, so sometimes they can’t understand me. I enjoy staying with them, but I miss you all a lot! Write soon and tell me if you liked the photos! Love, Ema ignacio_superboy@yahoo.com ema_2013@gmail.com News from Texas Hi, everyone! Greetings from my new school in San Antonio, Texas. This is a beautiful city and the people are very nice. There are two great places: Seaworld, a famous marine life theme park that has three daily shows with whales, seals and dolphins, and the San Antonio Zoo. It’s fantastic! We live in a beautiful area and my school is near our house. My new friends are very nice and they can do different things. Ann can play the guitar and sing, Dan can swim and play tennis, and Andy can do all sort of experiments. I can’t speak English very well, so sometimes they can’t understand me. I enjoy staying with them, but I miss you all a lot! Write soon and tell me if you liked the photos! Love, Ema Pictionary drink eat miss
  23. 23. UNIT 122 6. Read the text more carefully and circle the best alternative. a. San Antonio is a ______________ city. i. British ii. American iii. Canadian b. It is an interesting place for people who like ______________. i. Pretty flowers. ii. Interesting architecture. iii. Animals. c. People can see shows at Seaworld ______________. i. Every day. ii. Twice a week. iii. Every weekend. d. Ema can ______________ . i. Speak English. ii. Speak French. iii. Speak Italian. 7. Read Ema’s e-mail again and complete the diagram. __________________ __________________ __________________ __________________ __________________ __________________ Ema’s friends __________________ __________________ Ann can A F T E R R E A D I N G Did you know that … the Chilean flag is similar to the Texan flag? Both are white, blue, and red, and have a white star. L A N G U A G E F O C U S   Can / can’t 1. Find these sentences in the text. a. Ann can play the guitar and sing, b. Dan can swim and play tennis. c. I can’t speak English very well. d. They can’t understand me. 2. Complete the rule. We use __________when we want to express that we have the ability to do something. We use __________ when we want to express that we don’t have the ability to do something.
  24. 24. 23 8. 9 First only listen and then listen and repeat this tongue twister. Can you can a can as a canner can can a can? 9. Complete the e-mail with can / can’t, then read it aloud. Practice a few times and read it to your partner. I live in a town called Dalcahue, in Chiloé. I _____ do many things. I _____ ride my bike and sail a boat, but I _____ play the guitar or sing. I’m not very good at music! Dalcahue is very popular with tourists, so you find people from all over the world. I _____ speak a little of English with them, but I _____ understand French or German tourists! andy_soccer@walla.com pedro_chilote@entelchile.net About Dalcahue 10. In your group, make a survey about the activities in the pictures asking if your partners can or can’t do these activities. Complete the chart with notes about their answers. Create graphics to illustrate the results and make a short presentation in front of the class reporting the survey. Name Pedro a. b. c. d. e. f. Hello! ____________ ____________ ____________ Reflections How did I relate the content of the lesson to my own reality?
  25. 25. UNIT 124 1. Match the photos (1 – 6) and the actions in the box below. 1 4 2 5 3 6 do homework meet friends play sports prepare a barbecue rent DVDs stay at home 2. What do you and your friends usually do on weekends? Check (✔) the activities in Exercise 1. 3. Write the activities for your ideal weekend in the diary below. Be imaginative! Get in groups and share your ideas. Saturday 10:00 a.m 2:00 p.m 4:00 p.m 8:00 p.m 10:00 p.m Sunday 10:00 a.m 2:00 p.m 4:00 p.m 8:00 p.m 10:00 p.m 4. Read the words in the Pictionary and look at the photos in Exercise 1. Predict what Dan, Ann, and Ema usually do. rent movies ______ stay at home ______ visit friends _______ B E F O R E L I S T E N I N G WHAT DO YOU DO ON THE WEEKEND? Lesson 4ListeningListeningListening PictionaryPictionary barbecue Sunday weather weekend
  26. 26. 25 5. 10 Listen to the conversation and check your predictions in Exercise 4. 6. 10 Listen to the conversation again. Number the sentences in the order you hear them. a. How about going to visit Andy this afternoon? ______ b. I go to the club and meet some friends there. ______ c. I usually visit my grandparents. ______ d. What time do you study? ______ e. Do you often go to parties? ______ f. That’s a great idea! ______ 7. 10 Listen to the conversation once more. Match the activities (a – f) and the times (i – vi). A a. Go shopping. b.Watch sports on TV. c. Meet at Andy’s house. d.Have dinner. e. Have lunch. f. Go for a ride. B i. 9:00 at night. ii. 10:00 in the morning. iii.Saturday morning. iv. 4:30 p.m v. Saturday afternoon. vi. Two o’clock. L I S T E N I N G A F T E R L I S T E N I N G L A N G U A G E F O C U S Prepositions of time 1. Read these sentences from the text. Pay special attention to the words in bold. a. My parents and I go shopping on Saturday morning. b. They always prepare a barbecue on Sundays. c. I have dinner at 9:00 and then I go out. d. In the afternoon, my sister and I go to the club. e. See you there at 4:30 p.m. 2. What do the words in bold mean? What is their equivalent in Spanish? 3. Complete the rule with in - at - on. We use __________ for a precise time. We use __________ for months, years, centuries and long periods. We use __________ for days and dates.
  27. 27. UNIT 126 8. Complete the sentences with a preposition from the Language Focus. 1. summer 2. two o’clock 3. Sundays 4. the afternoon 1. Ema phones her friends __________. 2. Dan goes to the pool ___________. 3. Andy has lunch ___________. 4. Kelly often plays tennis ___________. 9. 11 Say the days of the week. Monday Tuesday Wednesday Thursday Friday Saturday Sunday 10. 12 Have a look at Joanna and Stevie’s diaries. With your partner, complete the conversation and check with the recording. A: What do Joanna and Stevie do on ________________? B: Joanna __________________, and Stevie ______________. A: What do they do in ________________? B: On ________________, they ________________. On _____________ they ________________. Joanna Saturday Morning: play tennis Afternoon: babysit Sunday Morning: go shopping Afternoon: stay over at Jane’s Stevie Saturday Morning: play tennis Afternoon: do homework Sunday Morning: go shopping Afternoon: go cycling 11. Practice and role-play the dialog with your partner. 12. Look at Joanna and Stevie’s diaries again and think about your own weekend activities. Are they similar or different? What about your typical weekend? In your notebook, write your own diary. 13.Ask your partner questions about his / her weekend. Compare your diaries, how are they different? 14. FL Share what your learned about your partner’s weekend activities with the rest of your class. Reflections How did the activities help me understand the text? What difficulties did I have to ask and answer questions in English?
  28. 28. 2727 1 Read the text in Lesson 3 again and choose the correct alternative. The girl is a. Inviting her friends. b.Describing her friends. c. Telling a story. 2 Read the text again and find a characteristic for each noun. a. San Antonio: ________________ city. b.Seaworld: ________________ marine park. LISTENING 3 10 Listen to the recording in Lesson 4 again and circle the best alternative. The children are talking about: a. Their vacations. b.Their weekends. c. Their school. 4 10 Listen to the recording again and complete the sentences. a. Ann often visits her ________________. b.In the afternoon, Dan watches ________________on TV. c. Ema usually stays at ________________. LANGUAGE 5 Read the information in the table. Complete the sentences using can / can’t. a. Linda _______________________________. b.Phil _______________________________. c. Linda and Phil _______________________________. Can... ride a horse? speak German? use a computer? Linda ✔ ✘ ✔ Phil ✘ ✘ ✔ 6 Complete the following sentences describing your weekend activities. a. On Saturday morning, I . b.On Sunday, . READING TRAVEL BACKTRAVEL BACK 2 pts 3 pts 3 pts 1 pt 1 pt 2 pts TOTAL SCORE 12 pts Keep trying Review! Well done! 11 - 12 Excellent! 7 - 104 - 60 - 3
  29. 29. UNIT 128 2. Which of these phrases are used as greeting, closing or signing off when writing an e-mail? Complete the table. Dear Ted, Love Hi, Best Write soon I miss you. Cheers. Hi, Mary Your friend Hello, Lots of love. Best wishes Greeting Closing Signing off Write soon Your friend 1. Read the e-mail and observe how it is organized. H A V E A L O O K A T . . . A n e m a i l TO MY CYBER-PAL Lesson 5Writing Dear Felipe, Thanks for your e-mail! How are things with you? I hope you’re ok. I’m studying a lot because I have many exams at school! I’m writing this e-mail to tell you a little about who I am. I live in Seattle, in the USA. It’s a beautiful city! In my free time, I enjoy doing sports and meeting my friends. I can play basketball and tennis very well. What do you do on the weekends? On Saturdays, I visit my friends and play basketball with them. I practice tennis on Sundays with my brother Jake. What about you? Write soon. Your friend Tom. chileancyber-friend@gmail.com Tom_2013@hotmail.com Your friend Tom Greeting Closing BodySigning off Did you know that … The body of an e-mail contains the message you want to communicate. After the greeting, it is frequent to open an e-mail asking questions like How are you / How are things going? and / or giving thanks for a previous e-mail you received.
  30. 30. 29 3. Circle the options that best represent your favorite activities and abilities. doing experiments meeting my friends riding my bike chatting with friends doing physical exercise dance speak English play soccer sing 4. Answer the following questions using full sentences. a. What do you enjoy doing? b.What can you do very well? D R A F T I N G 5. Write an e-mail to your cyber-pal and tell him / her about your personal interests and abilities. Use the Writing Box and the e-mail in Exercise 1 as a guide. W R I T I N G 6. With your partner, correct your e-mails. 7. Write a final version of your e-mail and send it to your partner. E D I T I N G An e-mail ✔Write a few words about the topic of your e-mail in the Subject slot. ✔Remember the parts an e-mail has and the order in which these are organized. ✔Choose a greeting, closing and signing off for your e-mail. ✔Start a new paragraph when you write about a new idea. ✔Once you finish writing, don’t forget to check spelling and punctuation. Writing box You have 45 minutes to complete your writing task. Decide how much time you will spend on each step. Organize your time
  31. 31. EPISODE 1: MATT AND KELLY ARRIVE IN CHILE EPISODE 1: MATT AND KELLY ARRIVE IN CHILE Look! It’s the end of summer, but the Andes still have a lot of snow. In Santiago, they go sightseeing. Now they are in Plaza de Armas and they ask for directions to go to Santa Lucía Hill. Kelly, Matt, and the Time Machine Kelly, Matt, and the Time Machine
  32. 32. I’d like to try Porotos Granados, please. And Cazuela for me, please. 1. Work in groups of four. In your group, discuss what you think happened to Kelly and Matt after they opened the box. 2. Create a new comic strip to continue the story using your ideas. You can add new characters. 3. Role-play your story in front of your class. CREATIVE SKILLS
  33. 33. UNIT 132 1 Make survey about your class’preferences. Interview 15 students from your class, asking questions about the activities in the box. Take notes of the answers and organize the information in graphics. Present the results to your class, showing the graphics you created. Example: Do you like collecting stamps? • collect stamps • study math • speak English • listen to reggaeton 2 With your partner, make cards that include the following sentences. Take turns to take a card, mimic the action and guess. • I’m speaking • I’m playing the piano • I’m ringing a friend • I’m writing • I’m studying • I’m dancing 3 Read about what Sarah can and can´t do. Hi! I’m Sara. What canI do?I canreadmusic and I canplaythepiano,but I can’tplay theguitar. I can’t singbut I candance. I can’t swim orrideahorse. b. In your notebook, write a similar paragraph about yourself. COMPLEMENTARY ACTIVITIESCOMPLEMENTARY ACTIVITIES a. Check (✔) or cross (✘) what is true for you. You Dance Play the guitar Play the piano Sing Ride a horse Swim Read music
  34. 34. 33 3. Complete the timetable with your own information. 4 A new friend. a. Read this short e-mail from Peter, a new cyber- friend you met on the Internet. b. Answer Peter’s e-mail describing your interests. Include the information in the box. Elizabeth, My name's Peter. I am from Newcastle, a town in the north of England. I'm fourteen years old and a student at Old North School. We study French and Spanish. I love Spanish food and I also love listening to music and going to the theater in my free time. Once a month I go dancing with my friends. I love using the Internet to chat to people. I don't like cats. What about you? I hope you answer soon! Peter elizabet28@yahoo.com peter77@gmail.com Hello
  35. 35. UNIT 134 1 14 Read and listen to what these children say about themselves in their e-mails and complete this chart. 2 Why are these statements true? a. Laura and Sandra like the same animals. b.Laura, Brian, and Sandra have the same favorite activity. c. Laura, Brian, and Sandra can write in English. 3 Who is the best e-mail pal for Laura? Explain your choice. READING: AN E-MAIL FRIEND Hi! My name’s Laura. I’m from La Serena, a city in Chile. I study at schooland I’m thirteen years old. I like all kinds of music, I love playing the piano,the guitar, and I compose music too! I also like going to the cinema, reading, computers – and dogs!I love writing and receiving e-mails and I hope to make friends with peopleall over the world. Please write! My name is Brian. I’m twelve years old and I live in Sydney, Australia. I like listening to music and playing the guitar. I also like pets, I’ve got three cats (I hate dogs). I want to talk to people all over the world to learn more about their culture and life. Hi!, I’m Sandra and I come from York, England. I’m sixteen and I love playingtennis and basketball. I really love music, I play the drums and I also sing inmy school band. My favorite pet is a dog (I don’t like cats at all!)Please write to me! TEST YOUR KNOWLEDGETEST YOUR KNOWLEDGE Created by: Publishing team. A Special Home-made Photo Album a. Collect some photos of your best friend and you. b.Use cardboard and old magazines or newspapers. c. In your notebook, write down the following information about your friend. My best friend • Name • Favorite activities • Abilities • Age d.Write short descriptions of your friend’s abilities and favorite activities. e. Find all the letters of your description texts in old magazines and newspapers. Use them to write messages in your album. f. Fold the cardboard forming an album and paste the photos. g.Paste the letters that form your description texts under every photo. Example: photo 1 photo 2 photo 3 He likes reading He’s Pablo He can write poems h.Show your album to your classmates and tell them about your best friend. • How did the contents of this unit help you create your album? • Identify and evaluate the exercises that helped you describe your best friend. • Are you satisfied with your work? PROJECT EVALUATION Reflect on these questions: Name Age City Likes Hates Other information 6 pts 3 pts 2 pts PROJECTPROJECT
  36. 36. 3535 LANGUAGE WRITING AND SPEAKING LISTENING: ON VACATIONS 6 Read Peter’s diary and write two sentences with the corresponding information and the prepositions in, at, or on. a. b. SATURDAY Morning: 11: 00 - Go shopping Afternoon: 5: 00 - Meet friends at the club Evening: 7: 00 - Go to the movies SUNDAY Morning: 10: 00 - Play tennis with dad Afternoon: 4: 00 - study for math test 4 15 Listen to the conversation and tick (✔ ) the correct statement. a. ____ The kids are talking about their homework. b.____ The kids are talking about their friends. c. ____ The kids are talking about weekend activities. d.____ The kids are talking about summer activities. 5 15 Match the names (a - c) and the activities (i - vi). a. Peter b.Paul c. Marie i. Go camping ii. Go to the beach iii. Go to the country iv. Ride a horse SELF-EVALUATIONSELF-EVALUATION 7 Complete these sentences with information that is true for you. a. My name is ___________. b.I’m ___________ old. c. I like ___________. d.I don’t like ___________ and I hate __________. 8 Exchange your personal information with your partner. In this unit, which of these aspects were strengths / weaknesses for me? Why? Reading • comprehension of general ideas • comprehension of specific information • making predictions Listening • comprehension of general ideas • comprehension of specific information • identification of words • identification of information sequence Speaking • participation in short dialogs • talking about my friends Writing • e-mail format • connection of ideas • spelling and punctuation • language and vocabulary Language Which of these unit contents were easier for me to understand? • Lesson 1: expressing likes and dislikes. • Lesson 2: the Present Continuous. • Lesson 3: can / can`t • Lesson 4: prepositions of time. Which Language Focus section (s) do I need to review? 2 pts 4 pts 4 pts 4 pts TOTAL SCORE 25 pts Keep trying Review! Well done! 19 - 25 Excellent! 13 - 186 - 120 - 5 Help!Great! Not too bad
  37. 37. UNIT 236 2UNIT 2UNIT
  38. 38. 37 1 How much do you know about Chile? Choose the correct answer for each question. a. Which river is in the north of Chile? i. Mapocho. ii. Biobío. iii. Loa. b.Which city has the largest population? i. Viña del Mar. ii. Arica. iii. Concepción. c. Where is the Congress building? i. Santiago. ii. Valparaíso. iii. La Serena. d.Which mountain is in the south of Chile? i. Aconcagua. ii. Parinacota. iii. Fitz Roy. 2 Complete the following fact file, and then compare with your partner. WELCOME TO MY COUNTRY WELCOME TO MY COUNTRY 37 In this unit you will…In this unit you will… listen and identify specific information in a radio interview, in a museum visit and in a tour by: • discriminating between correct and incorrect information, • using oral clues to predict content, • discriminating sounds, • identifying the correct sequence of events. read and identify main ideas and explicit information in an Internet article and in a webpage about Chilean people, places, and traditions by: • identifying type and purpose of a text, • using the context to infer the meaning of new words, • using visual clues to interpret information, • organizing information in a chart. express ideas in dialogs about: • personal experiences, • Chilean people and places. write short paragraphs and a brochure related to Chilean people, places, and traditions: • using language and vocabulary of the unit, • talking about past states, • using prepositions of place, • recognizing the textual organization of a brochure. Country Chile Area Population Capital city Language Currency Gettingready
  39. 39. UNIT 238 P R E P A R A T I O N F O R T H E U N I T 1 Complete the conversation with the correct form of the verb to be. Miley: What the movie like? Hugh: It’s awesome. There excellent actors in it. Miley: the special effects good? Hugh: Definitely! And the music very good, too. Miley: it a science fiction movie? Hugh: Yes, it , but there a great deal of funny moments. 2 Circle the correct verb. a. Jamie is / are very annoyed today. b.Tom Mc Flurry is / are great in the game. c. My parents is / are angry because my bedroom is a mess. d.Sandra is / are very happy. She passed the English test. e. My new jeans is / are on the chair. f. Mom and Dad is / are very strict with my brother. 3 Write the plural of these words. a. friend: b.boy: c. tree: d.sister: e. festival: f. river: g.boat: h.picture:
  40. 40. 39 4 Look at the pictures (1 - 4) and complete the sentences using the words from the box. at in on 5 Look at the people in the pictures. What are they doing? What are their professions? Discuss with your partner. a. My grandmother lives . c. My mother’s books are . b.Look! The balls are . d.They are .
  41. 41. UNIT 240 B E F O R E R E A D I N G 1. Answer these questions in your group. a. What do people usually celebrate around the world? b.What are the most important celebrations in Chile? c. Do you know the name of a typical festival in your area? 2. Look at the pictures on Page 41. They illustrate the brochure that Kelly Hardrock made after visiting her father in the north of Chile. What do you know about this celebration? 3. Why do you think Kelly wrote a brochure about this celebration? Discuss with your partner and complete what Kelly is saying. LA TIRANA FESTIVAL Lesson 1Reading 4. 18 Read and listen to the text quickly and check your answers in Exercises 2 and 3. Were your ideas right? In groups, discuss and compare your answers. American English: Brochure British English: Brochure American English:American English: R E A D I N G I wroteabout this celebrationbecause ____________.
  42. 42. 41 The Sanctuary of La Tirana is in Ceremonial Square andthe main attraction is the Church. There is an image ofthe Crucified Christ from the XVIII century behind thealtar and there are the images of the Virgin of Carmeland Jesus of Nazareth. The most important event of the festival is theprocession of Las Diabladas, or Dance of the Devil.People wear extraordinary costumes and masks ofbirds, snakes, or devils and dance to drums and flutesin front of the sanctuary. The music and dancing go on 24 hours a day for thewhole week while visitors enjoy foods and shop atkiosks all around the town. Adapted from: (2012, July 13). LaTiranaFestivalinChile.Retrieved February 13, 2013, fromhttp://www.joeskit chen.com/chile/2012/07/13/la-tirana-festival/ Every year, from the 12th to the 18th of July, more than 200,000 tourists and pilgrims arrive in the small town of La Tirana (72 km from Iquique). The visitors dance and sing to celebrate Chile’s patron saint. The festival is in honor to the Virgin of Carmel, but some traditions, such as music, masks, and costumes, come from the indigenous Andean peoples and have historical meaning. Descendants of these indigenous peoples now travel to the festival to make promises before the Saint and receive blessings in return. La Tirana festival Pictionary costume devil mask Patron Saint square
  43. 43. UNIT 242 5. Read the sentences. Write T (true) or F (false). a. The event takes place in Iquique. b. La Tirana Festival lasts for the whole month. c. La Tirana is a combination of music, dance, and food. d. The main event is Las Diabladas. e. People wear spectacular costumes and masks. 6. Why do you think people wear costumes and masks of animal creatures and devils in this festival? What do you think they represent? Why? A F T E R R E A D I N G L A N G U A G E F O C U S Question words 1. Study these questions related to the text. a. Where is La Tirana festival celebrated? b.When does it take place? c. What do the activities include? 2. Complete this general rule. We use definite types of words called question words to ask questions about place - (______), time - (______), things - (______). 7. 19 Listen and repeat. Pay special attention to the beginning of the words. where when what who why whose whom 8. Fill in the blanks in these questions. a. ________ do you ________ for your birthday? b. ________ do you ________ on vacation? c. ________ do you ________ for tests? d. ________ do you ________ on Sundays? e. ________ do you ________ in summer? 9. 20 Listen and repeat the questions in Exercise 8.
  44. 44. 43 10.Create two questions about the text on Page 41. a. ____________________________________ b. ____________________________________ 11.Read and do what Ignacio says. Ask the questions to your partner and write the answers. a. ________ do people celebrate in your region? (event) b. ________ does it take place? (time) c. ________ is it celebrated? (place) d. ________ do people do? (activities) 12. Use your notes to complete this paragraph about a traditional celebration in Chile. In (place), people celebrate every (month / date). People , , and . 13.Exchange paragraphs with your partner and check each other’s work. 14.Read the text on Page 41 and find words to complete this word map. La Tirana Festival Place 15. Find information about another popular celebration in your country. Prepare a presentation to share the information with your class. Completeeach blank with a question word. Reflections What new words did I learn? In what instances did I show initiative?
  45. 45. UNIT 244 1. Answer Kelly’s questions. 1 2 3 4 5 6 2. With your partner, find out the meaning of the words in the Pictionary. Think about a place in which you can find each object and share your ideas. 3. You are going to listen to a recording about a very famous place in Chile. Read the title of the lesson and look at the pictures in Exercise 1. Can you guess what place it is? Doyou recognize theplacesinthese pictures?Which regioninChiledothey belongto?Which of themwouldyouliketo visit?Why? IN THE NORTH Lesson 2ListeningListeningListening B E F O R E L I S T E N I N G Pictionary clay fortress handcraft parking lot town hall
  46. 46. 45 CARACOLES HOSPITAL RINCÓN SAN PEDRO LICANCABUR GUSTAVO LE PAIGE D.ATIENZA TOCONAO TOCOPILLA CALAMA SQUARE CHURCH MUSEUM HANDSCRAFTFAIR PARKING LOT STADIUMGYM TURBUS TOWN HALL 4. 21 Listen to the recording and check your answer in Exercise 3. 5. 21 Listen to the recording again. Write M (Marcos), S (Sofía), or J (Jim). a. We’re from Calama. b. It’s a small but beautiful village. c. People can visit San Pedro church. d. It’s next to the museum. e. It’s opposite to the stadium. 6. 21 Listen to the recording again. Number the places in the map in the order they are mentioned. L I S T E N I N G A F T E R L I S T E N I N G L A N G U A G E F O C U S Prepositions of place 1. Read these sentences from the text. a. I’m in front of the Town Hall of San Pedro. b.It’s a small but beautiful village near the city of Calama. c. Opposite the church there is the Archeological Museum. d.It’s next to the museum. e. There is a big parking lot behind the museum. 2. Complete this rule. Prepositions of are short words that we use to indicate the of things.
  47. 47. UNIT 246 7. Read the sentences and label the places in the map. a. The Town Hall is in front of the square, opposite the Post Office. b. The police station is behind the Post Office. c. The church is next to the Post Office. d. There is a hospital near the square. MAIN STREET SquareSchool CENTRALAVENUE Library 8. 22 Listen and repeat these pairs of words. clay – day lot – not fair – pair near – here 9. 23 Listen and practice this dialog with your partner. A: Excuse me, where is the Town Hall? B: It’s in Main Street, opposite the Post Office. A: And the police station? B: It’s behind the Post Office. A: Where can I find a hospital? B: The hospital is in Central Avenue, in front of the library. 10. Look at the map in Exercise 6 again and choose a location. With your partner, create a dialog that is similar to the dialog in Exercise 9. Practice and role-play your dialog. 11. Create a map of your neighborhood and locate your house / apartment and other places (school, square, church, etc.) in it. With your partner, take turns to ask and answers questions about the different places in your map.
  48. 48. 47 READING 1 Read the text in Lesson 1 and match the numbers and the words. 2 Read the text again and correct these statements. a. La Tirana is near Arica. b.People dance and sing for seven days. c. The most important event of the festival is a mass. LISTENING 3 21 Listen to the recording in Lesson 2 again. Write T (true), F (false), or NM (not mentioned) a. _________ Marcos and Sofía live in San Pedro. b._________ Marcos and Sofía are tourist guides. c. _________ The museum has 8,000 pieces in exhibition. d._________ San Pedro church is made of clay. e. _________ San Pedro church is very old. f. _________ It takes around 60 minutes to walk around San Pedro. LANGUAGE 4 Write appropriate questions for each answer. a. _________________________ ? I play soccer with my friends. b._________________________ ? I ‘m going to visit my grandparents. c. _________________________ ? My birthday’s in June. 5 Read the sentences and complete the drawing. a. There is a car in front of the house. b.There is a tree next to the house. c. There is a tall building behind the house. TRAVEL BACKTRAVEL BACK 3 pts 3 pts 6 pts 3 pts 3 pts TOTAL SCORE 18 pts Keep trying Review! Well done! 14 - 18 Excellent! 9 - 135 - 80 - 4 72 24 200,000 people hours kilometers
  49. 49. UNIT 248 1. Look at the pictures and describe each of them. Where are these people from? Answer Matt’s questions. 2. Write the names of these original Chilean peoples in the chart, according to the place where they live / lived. Aymara Chango Chono Diaguita Mapuche Ona Picunche North of Chile Center of Chile South of Chile 3. Look up the words in the bubbles in a dictionary. sailors hunters nomads warriors fishermen shepherds farmers 4. Relate each indigenous group in Exercise 2 to their characteristics in the bubbles in Exercise 3. 5. Kelly and Matt visited the Magallanes Regional Museum in Punta Arenas. In the museum, they read the brochure on Page 49. What information do you think the brochure contains? Wholived inChile beforetheSpanish arrived? What isthemeaningoftheword Mapuche? THE PEOPLE OF THE LAND Lesson 3Reading B E F O R E R E A D I N G
  50. 50. 49 R E A D I N G In Chile, nearly 700,000 people belong to an indigenous group. There are eight indigenous groups, and they represent 4.6% of the total population. The Mapuche, or people of the land, represent 87.3% of the indigenous population. They live in the Bio-bio, Araucanía and Los Lagos regions. In Southern Patagonia, closer to Punta Arenas and Tierra del Fuego, the original people were the Alacalufes, the Onas, and the Yámanas. They were nomad groups and lived in different places, taking the natural resources around them to survive. The Alacalufes were hunters and sailors. They were the first to sail in their canoes through the south channels looking for marine mammals and mollusks to eat. They used harpoons to hunt the animals. The Yámanas were also sailors. They lived between the Strait of Magellan and Cape Horn. The Onas were hunters and fishermen. They lived in Tierra del Fuego and ate the guanaco and mollusks. All these groups had an important spiritual life. They celebrated many ceremonies and rituals with masks, painted bodies, and dancing. Some of them were artists. Even today, it is possible to see their wall paintings of animals and landscapes in the area. All these groups, except the Mapuches, are extinct now. MuseumMuseum Pictionary farmer fisherman hunter nomad sailor
  51. 51. UNIT 250 6. 24 Read and listen to the museum’s brochure. Does it contain the information you predicted in Exercise 5? 7. Read the text again. Circle the correct alternative to complete these sentences. a. The brochure is about indigenous people from the ____________. i. central region ii. north region iii.south region b.There are different indigenous groups in Chile. i. five ii. eight iii. ten 8. Complete these conclusions about the text with your own ideas: a. These groups were nomad because b.The majority of these peoples are extinct because A F T E R R E A D I N G Reflections Did I have difficulties to understand the text? Did I need the teacher’s assistance? L A N G U A G E F O C U S Past Simple for past states 1. Read these sentences from the text and other examples. a. The original people were the Alacalufes, the Onas, and the Yámanas. b. The Alacalufes were hunters and sailors. c. The Onas were hunters and fishermen. d. Their language was very rich and difficult to understand. 2. What do the sentences in Point 1 express? a. A present situation. b. A past situation. c. A future situation. 3. Complete this rule. We use the Past Simple of the verb to express that existed during a period of time in . The verb to be has two forms in the past tense: (singular) and (plural). Did you know that … Captain Fitz Roy called Aysén the area of the south of Chile because it is the place where the ‘ice ends’?
  52. 52. 51 9. Complete the table with information that is true for you today. What about yesterday? Was it the same? With your partner, take turns to compare how things were similar or different yesterday. Example: I am in the classroom today but I was at home yesterday. Today Yesterday I am in / at… My mom is in / at… The food is… My friends are very… I am very… 10. Use the information in the text to complete this dialog in pairs. A: Who were the original people in the south? B: The , the and the . A: What do you know about them? B: They . A: What were their main traditions? B: They . A: Were they artists? B: . 11. 25 Listen to the recording and check. Create a new dialog to ask questions about the Spanish conquerors. Use the dialog in Exercise 10 as a model and answer the questions with your own ideas. Role- play the dialog. 12. Look for information about one important ethnic group in Chile and complete the fact file. Name Location Characteristics Religion Language 13. Use the information in Exercise 12 to write a paragraph about the ethnic group you chose and read it aloud to your classmates. 14. Read a legend of an indigenous people in North America and answer: a. What characteristics of the Makiaweesug can you infer from this legend? Did they exist? b.Do you think the Makiaweesug are similar to the peoples described in the text Museum?
  53. 53. UNIT 252 1. Kelly, Matt, and their father are now visiting another beautiful city in Chile. Look at the Pictionary. In what city can you find a famous bridge and sea lions? Can you guess what city they are visiting? 2. Work with your partner and check the meaning of these words and phrases that look and sound very similar in Spanish. a. market b.local variety c. botanical garden d.nature sanctuary e. native species f. typical dish 3. 26 Listen and repeat, paying special attention to the initial sounds of the words. before bridge boat buy vacation variety very visit L I S T E N I N G 4. 27 You are going to listen to a tourist guide describing the city that Kelly, Matt, and their father are visiting. Is it the same city you guessed in Exercise 1? 5. 27 Listen again and choose the alternative that best completes each statement. a. The speaker is ___________. i. A bus driver ii. A teacher. iii. A tour guide. b.In the fluvial market you can see ___________. i. Penguins. ii. Seals. iii. Sea lions. c. If you visit the market, you will find ___________. i. Toys. ii. Restaurants. iii. Books. VISITING THE SOUTH Lesson 4ListeningListeningListening B E F O R E L I S T E N I N G Pictionary bridge on your left on your right seafood sea lion
  54. 54. 53 A F T E R L I S T E N I N G 6. 27 Listen to the recording again and number the places in the order you hear them. a Calle-Calle river b Universidad Austral c Bridge d Fluvial market 7. 27 Listen once more and cross out the items in the boxes that the speaker mentions. a: Means of transport boat bus kayak plane ship taxi train b:Adventure sports bungee jumping canopying hiking kayaking rafting skating skiing trekking L A N G U A G E F O C U S Prepositions of time 1. Read these sentences from the text. Pay special attention to the words in bold. a. During this tour, we’re going to visit the most typical and important places in Valdivia. b.After the tour, you can walk along the river, or take a boat or a kayak. c. Just one more thing before lunch: if you want to rent a horse, just contact us. 2. Complete this rule. When we want to indicate relationships of , we use . We use to indicate something that occurs through a period of time. We use to indicate something that occurs earlier than a certain time or event. We use to indicate something that occurs later than a certain time or event.
  55. 55. UNIT 254 8. Read the expressions in the box. Write a sentence with each expression using before / during or after. Example: I study a lot during the week. the concert the exam the week lunch you cross the street the day a. . b. . c. . d. . e. ? f. . 9. 28 Listen to Anna talking about her daily routine. Practice repeating the monolog aloud. During the week, I get up early, I have a shower before breakfast, and then I go to school. I always do my homework when I get home. After that, I chat with my friends on the Internet. I usually watch TV after dinner, before I go to bed. 10. What do you do every day after school? Is your routine similar to Anna’s? Tell your partner. 11. Write a paragraph describing your typical routine during the week and on the weekend. Reflections What did I most enjoy in this lesson? What can I do to do better in the next unit?
  56. 56. 55 READING 1 Read the text in Lesson 3 again and answer the question. What are the characteristics that the indigenous groups in the southern region shared? a. Nomads, hunters, and warriors. c.Nomads, sailors, and hunters. b. Nomads, sailors, and hunters. d.Nomads, warriors, and farmers. 2 Read the text again. Cross out the incorrect words. a. Nearly 70,000 / 700,000 people belong to an indigenous group. b. They lived in the same / different region. c. They were originally hunter / fishermen nomads. d. They sailed through the north / south channels. LISTENING 3 27 Listen to the recording in Lesson 4 again and circle the ingredients for curanto that the speaker mentions. TRAVEL BACKTRAVEL BACK a b c d e f g h i j 4 27 Listen again. Complete the sentences as you listen. a. On your right, you will see the fluvial , with our local variety of and . b. We’ll finish our in the market, where you can find some restaurants. c. Our offers a lot of possibilities for practicing adventures. LANGUAGE 5 Complete these sentences with your own ideas. Use was / were. a. Yesterday, I . b. The Mapuche . 2 pts TOTAL SCORE 16 pts Keep trying Review! Well done! 12 - 16 Excellent! 8 - 114 - 70 - 4 6 pts 3 pts 4 pts 1 pt
  57. 57. UNIT 256 1. Look at Kelly’s brochure and see how it is organized. 2. Answer these questions. a. What is the purpose of the text? i. To give instructions. ii. To inform. iii. To tell a story. b.Who is the text written for? i. Visitors. ii. Students. iii. Local people. COME TO VISIT MY COUNTRY Lesson 5Writing H A V E A L O O K A T . . . a b r o c h u r e The Sanctuary of La Tirana is in Ceremonial Square and the main attraction is the Church. There is an image of the Crucified Christ from the XVIII century behind the altar and there are the images of the Virgin of Carmel and Jesus of Nazareth. The most important event of the festival is the procession of Las Diabladas, or Dance of the Devil. People wear extraordinary costumes and masks of birds, snakes, or devils and dance to drums and flutes in front of the sanctuary. The music and dancing go on 24 hours a day for the whole week while visitors enjoy foods and shop at kiosks all around the town. Adapted from: (2012, July 13). LaTiranaFestivalinChile. Retrieved February 13, 2013, from http://www.joeskit chen. com/chile/2012/07/13/la-tirana-festival/ Every year, from the 12th to the 18th of July, more than 200,000 tourists and pilgrims arrive in the small town of La Tirana (72 km from Iquique). The visitors dance and sing to celebrate Chile’s patron saint. The festival is in honor to the Virgin of Carmel, but some traditions, such as music, masks, and costumes, come from the indigenous Andean peoples and have historical meaning. Descendants of these indigenous peoples now travel to the festival to make promises before the Saint and receive blessings in return. La Tirana festival Brief summary of setting with highlights of important places Activities and entertainment, including interesting places to visit The title must express the topic of the brochure It’s important to include pictures or maps
  58. 58. 57 3. Choose a traditional Chilean celebration and complete the word map. 4. Use the information in the word map to write full sentences describing the festival you chose. W R I T I N G 5. Write a brochure promoting the celebration you chose. Use your notes in Exercise 3, the sentences in Exercise 4 and the model in Exercise 1. E D I T I N G 6. Use the checklist to correct your work and write a final version on a piece of cardboard. 7. Add pictures or drawings and display the brochure on a visible place of your classroom. Name: Place Date Main events Activities and entertainment D R A F T I N G A brochure ✔Add words to make it more interesting and use connectors to link the different parts of your brochure. ✔Check that the sentences begin with capital letters and end with full stops. ✔Check your work for other punctuation marks (question marks, commas, etc.) ✔Check for spelling mistakes. ✔Give your work a title. Writing box You have 45 minutes to complete your writing task. Decide how much time you will spend on each step. Organize your time
  59. 59. ‘ Kelly, Matt, and the Time Machine EPISODE 2: LOST! EPISODE 2: LOST! Kelly, Matt, and the Time Machine
  60. 60. 1. Work in groups of four. Imagine Kelly and Matt talked to the Mapuches before they found the time machine again. 2. Create a dialog and write it in your notebook. Practice the dialog and role-play it in front of your class. CREATIVE SKILLS
  61. 61. UNIT 260 COMPLEMENTARY ACTIVITIESCOMPLEMENTARY ACTIVITIES 1 In pairs, use the clues provided to ask and answer questions to complete the missing information in each paragraph. STUDENT A TheYipeoplein(2)___________haveaholidaycalled(3) __________everyyearfromAugust5th to 8th . Whydowehavethisholiday?Becausewehaveamyth,(6) ______________,Yipeoplehadawrestlingcompetition.One Yipersonwasverystrongandkindbuthedidsomethingtothe devil,sothedevilsentlotsoflocuststotheareaanddestroyedthe crops.(7)_________guidedtheYipeople.Hetoldthemtohold torchestokillthelocusts.So,theYipeoplekilledallthelocusts.The Yipeoplestillhavethisholiday.It’sveryimportant,eventhough therearenolocustsanymore.Wheneverybodyholdsthetorches (10)_______,thestreetslooklikeafiredragon.Theviewis great.LotsofpeoplecometoourareatoenjoythefriendlyYi people’sTorchDay. Questions 2. Where … 3. What … 6. When … 7. Who… 10. When … STUDENT B (1)___________ in China have a holiday calledTorch Day (4) ____________.Why do we have this holiday? Because we have (5) ____________.Three thousand years ago in August, Yi people had a wrestling competition. OneYi person was very strong and kind but he did something to the Devil, so the Devil sent lots of locusts to the area and destroyed the crops.Then Zhige Arlon guided theYi people. He told them to hold torches to kill the locusts. So, theYi people killed (8) ______.TheYi people still have this holiday. It’s very important, even though there are no locusts anymore.When everybody holds (9)________ at night, the streets look like a fire dragon.The view is great. Lots of guests come to our area to enjoy the friendlyYi people’sTorch Day. , Questions 1. Who … 4. When … 5. Why … 8. What … 9. What … Torch DayTorch Day
  62. 62. 61 2 In your group, give clues to your partners and make them guess what you do. Don’t say the name of your profession! 3 Use the image code to find out the names of more outdoor activities. a = e = i = o = u = a. r pp ll ng b.p r ch t ng c. sn wb rd ng d.s rf ng e. m t cr ss f. w nds rf ng g. p r p nt ng h. l g Role card A You are a very famous sailor. You sail around the world and you live on your boat. Role card C You are a fisherman. You catch fish and then sell them in the fluvial market. Role card E You are a famous politician. You are the president of your country and everybody thinks you are a very good president. Role card G You are a tourist guide. You show other people interesting places to visit. Role card D You are a well-known hunter. You hunt wild animals in the forests. Role card F You are a good swimmer. You can swim 100 meters in 54 seconds! Role card B You are an artist. You paint landscapes and animals. You are very poor because you only sell one painting every year. Role card H You are a reporter. You travel around the world collecting and reporting news for newspapers, radio, and television.
  63. 63. UNIT 26262 Valparaíso is a very important Chilean port. There are lots of interesting places you can visit and activities you can do. There are forty five hills in Valparaíso and you can use funiculars to visit them. Near the main square, there are some famous museums and there is also a replica of an old sailing ship in the Muelle Prat. There are also many old book stores and shops where people can buy antiques, typical products, and souvenirs. If you go to the harbor, you can see lots of beautiful sea birds, such as pelicans and seagulls, and also pigeons. In summer, a lot of visitors come from all over the world because there are many attractions : Quinta Vergara, Plaza Victoria and Viña del Mar, which is a seaside holiday resort next to Valparaíso. Visitors can take a ride on the typical carriages called Victorias, rent a bicycle, or go around the bay on a boat. 1 30 Read and listen to the text. Check (✔) or cross (✗) the information that is correct or incorrect. a. ____ It is far from the sea. b.____ It is a place with a lot of hills. c. ____ It is a city with cultural attractions. d.____ It is a good place for shopping. e. ____ You can use different means of transport. 2 Read the text again and complete the diagram. READING: VALPARAÍSO Places you can visit _______________ _______________ _______________ Things you can buy _______________ _______________ _______________ Activities you can do _______________ _______________ _______________ Birds you can see _______________ _______________ _______________ VALPARAISO TEST YOUR KNOWLEDGETEST YOUR KNOWLEDGE Createdby:Publishingteam. A Tour a. Work in groups of three. b.Choose a city or area in Chile that you like. c. Look for information about interesting places, activities, traditional food, music, and dances. d.Write a script for your tour. Use the information you collected. e. Your tour script must talk about the places tourists are visiting, the activities they can do there, the food they can eat, and any other interesting information about the area. f. Create a brochure for the tourists that includes photos or drawings of the area. Your brochure can be projected as a Power Point presentation, or as a carboard poster, decorated by your group. g.Present the tour to your classmates, role-playing the situation of a tour. Project or show your class the brochure you created. h.Role-play the tour in front of your class. PROJECT EVALUATION Reflect on these questions: • What valuable information about Chile have you learned? • Are you satisfied with your project? Why? • What are the strengths and weaknesses of your project? 5 pts 4 pts PROJECTPROJECT
  64. 64. 63 LISTENING: INTO THE ATACAMA 3 31 Listen to the recording and circle the correct alternative. Does Paul like the place? YES NO 4 31 Listen to the recording again and identify the following information. a. Name of country : b.Name of town: c. Means of transport: d.Name of bird: 5 Listen and complete. a. The local people meet at a natural . b.There are flamingos and other . LANGUAGE 6 Complete the sentences using was / were and the words in the box. hunters nomads sailors religious a. The Alacalufes sailed their boats through the south channels. They __________________. b. The Onas _________________. They ate the guanaco meat. c. The indigenous people from the south lived in different places. They _________________. d. Spiritual life was important for all the groups. They _________________. SPEAKING 7 Answer these questions. Then, role-play a conversation with your classmate. a. Where do you live? b.What do you do in your free time? c. When is your birthday? SELF-EVALUATIONSELF-EVALUATION In this unit, which of these aspects were strengths / weaknesses for me? Why? Reading • comprehension of general ideas • comprehension of specific information • comprehension of instructions • making predictions Listening • comprehension of general ideas • comprehension of instructions • identification of words • identification of information sequence Speaking • participation in short dialogs • talking about location of places • talking about past states • talking about interesting places in the city / town Writing • brochure format • connection of ideas • spelling and punctuation • language and vocabulary Language Which of these unit contents were easier for me to understand? • Lesson 1: question words • Lesson 2: prepositions of place • Lesson 3: Past Simple for past states • Lesson 4: prepositions of time Which Language Focus section (s) do I need to review? 3 pts TOTAL SCORE 23 pts Keep trying Review! Well done! 18 - 23 Excellent! 12 - 176 - 110 - 5 Help!Great! Not too bad 4 pts 4 pts 1 pt 2 pts
  65. 65. UNIT 364 UNIT 33UNIT
  66. 66. 1 Look at these pictures of sports. Can you identify them? 2 Two of the sports in the pictures are Olympic sports and two of them are not. Write their names under the corresponding column. 3 With your partner, add the names of some more sports to each column. 65 THE WORLD OF SPORTS THE WORLD OF SPORTS In this unit you will…In this unit you will… listen and identify explicit and main information in a conversation and in personal reports about sports by: • recognizing vocabulary related to sports, • matching oral texts and visual clues, • discriminating sounds, • identifying speakers. read and identify main ideas in a literary extract and in an encyclopedia article about sports and sports events by: • predicting content from pictures, • predicting content from previous knowledge, • discriminating between correct and incorrect information, • inferring topic from cognates, • extracting specific information. express own ideas in monologues and dialogs about: • games and sports, • personal experiences, • paralyimpic sports and outdoor activities. write a short paragraph and a brief informative text : • using new vocabulary related to sports and sports events, • narrating experiences, • comparing two sports, • identifying the text structure of an informative text. Olympic Sports Non-Olympic Sports Gettingready
  67. 67. UNIT 366 1 Look at the pictures (1 – 6) and complete the sentences using can / can’t. a. He walk. c. It run. d.They swim. e. It hop. f. Norah play tennis. b.They fly. 2 Complete the chart with your own ideas. Use was / were / wasn’t / weren’t. Today Yesterday My friends are at school. Luke is happy. My father is at the office. Cynthia is in bed. My grandparents are in London. P R E P A R A T I O N F O R T H E U N I T
  68. 68. 67 3 Unscramble the name of the sport. a. e t n s n i: b. b v l e o l l a l y: c. l o f g: d. g r b y u: e. o c e r s c: f. n g o n g p i p: 4 Read the description and draw the picture. With your partner, compare your pictures. In Sutton there is a big castle and a river. There is a bridge across the river. There are mountains; there is a big tree and a lot of flowers. There are two children riding their bikes along the river. 5 Write sentences to describe the following places. a. Your schoolyard: b.Your classroom:
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