The document summarizes a digital learning resource that focuses on sports as a free-time activity. It contains exercises where students watch videos and read texts about unusual sports from other countries. They practice listening, reading, speaking and writing skills, with a focus on the present simple tense. Students write about their favorite sports, read each other's writing, and provide feedback to improve their use of vocabulary and structure. The resource aims to develop students' cultural understanding and appreciation of sports from other cultures.

1.
Unit​ 1​ Learning stage​ Start​
Name of the activity​ Free Time
Learning objective​
Oral communication To demonstrate understanding of general ideas and explicit information in authentic oral texts. (OA 1)
To identify and use strategies to help understanding of the texts to be listened. (OA 4)
To react to the texts that were read or listened to, by means of presentations or through discussions and group conversations y
in which information is summarized. (OA 7)
Reading To show understanding of general ideas and explicit information in simple adapted texts and texts written by peers. (OA 9)
Using strategies to aid understanding of written texts. (OA 12)
Writing To write stories and relevant information, using personal experiences, likes and preferences (OA 13)
To write a brief text using steps of the writing process. (OA 14)
Evaluation indicator​
Students answer questions about general or specific information in the texts they listened to. (OA 1)
Students visualize what was heard and they express it in simple sentences. (OA 4)
Students summarize the information presented by others with the help of their peers. (OA 7)
Students recognize information regarding frequent and repeated behaviors. (OA 9)
Students define a purpose before they read. (OA 12)
Students share information about sports in the world. (13)
Students write a draft and they revise it based on the evaluation criterion (14)
Concept description of the digital product​
Students watch videos and read a text about sports in the context of free­​‐time activities. Different sports are discussed, unusual sports are examined, and
students write about favorite sports.
The four linguistic skills are activated in this way and students practice the present simple in an organic way. They also review vocabulary from previous years.
Communication strategies are explicitly shown to the students every time they are needed inside the digital resource.
Concept description of the digital product​
Introduction Exercise 1
Students activate their previous knowledge of sports vocabulary. Students read a text that explains how a sport is practiced
and they have to guess the name from three different options. Difficult words are highlighted, and they can be clicked to
display their definition in a text bubble.

2.
Exercise 2
In this step, students activate their previous knowledge of sports from foreign countries. By thinking about, and naming,
sports from other parts of the world, students will mentally prepare for the central activities where they will
read about specific sports in depth. ​
Development Exercise 1
Students will watch videos about two sports that are not normally practiced in Chile (curling and cricket). The following
activities are carried out for each video:
Before watching the video they will see a picture of the sport and the name of the country where it is most popular. They
will make predictions on the rules of the game based on this limited information and their own knowledge.
The Before Listening button encourages students to abandon any desire to answer “correctly” and instead to use
their imaginations; the act of considering what might be true about the sport will provide a valuable contrast for students w
henthey are presented with the actual rules.
The While Listening strategies appear on buttons next to the video. The buttons can be clicked to display the full explanation
of the strategy adapted to this activity.
Students will watch the video taking the “while­​‐listening” strategies into account.
Then in pairs, they will explain how are the sports shown in the video are played and they will be corrected and complemented
by their partners in a collaborative narration.
Finally, students will answer specific closed questions about detailed information of the video they have just seen. Students
will be able to watch the video again to focus on specific information.
Exercise 2
Students read a text about hurling. The names of reading strategies are present in buttons; students can click the
buttons to display a text bubble with the explanation of each strategy in detail, adapted to this activity. Difficult
words and words for the unit are highlighted, and students can click them to display a bubble with their definitions.
Students answer general and specific questions about the text they read.
Then in pairs, they will explain how hurling is played, and they will be corrected and complemented in their oral
narrative by their peers.

3.
Conclusion Exercise 1
Students write their own description of a sport that they find interesting, following the structure of the texts they read and
listened to. In this section, the name of the appropriate reading strategies appear on buttons which students can click to dis
play the explanation of the strategy adapted to this exercise.
Exercise 2
Students gather in groups of three and read the text written by the other two members of their group. Students provide
feedback on how to improve the article in terms of use of present simple and collocation, punctuation and structure,
comparing them to the texts they read and listened to.
Reminders for the use of present simple and collocations for sports can be seen in buttons that can be clicked, displaying
general rules and examples.
Exercise 3
Students will consider the comments of their classmates and will edit their texts, revising collocations and present simple.
Connection to the Student Text​
This digital resource is recommended to be used after the students finish the contents in page 21 of the Student’s Book.
Attitudes present
To develop a cultural understanding or intercultural comprehension, showing respect, interest and tolerance for other cultures and their own, understanding
their value of their contribution of knowledge.