Ingles Profesor PDF

GUA DIDCTICA DEL DOCENTE
INGLS
ISBN: 978-956-339-140-4
Lina Alvarado Jantus
INGLS 8 bsico
bsico
9 789563 391404
PEFC/29-31-75
EDICIN ESPECIAL PARA EL MINISTERIO DE EDUCACIN

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Teacher of English
Instituto Profesional Chileno-Britnico
2014 Ediciones Cal y Canto

Travelers 8 bsico Teachers Book
N de Inscripcin: 235.002
ISBN: 978-956-339-140-4
Original text

Teacher of English
Instituto Profesional Chileno-Britnico
Basado en Travelers 8 bsico

2009 Ediciones Cal y Canto Ltda.
N de Inscripcin: 171.756
ISBN: 978-956-8623-54-8
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CONTENTS
Plan of the book 4
UNIT 3: INSPIRING PEOPLE
Description of the course 6
Background Information 55, 58, 63, 66
Students Book 6
Error Alert! 56, 59, 62
Unit Structure 6
Extra Test 69
Methodology 8
UNIT 4: DIFFERENT PEOPLE,
Classroom management 11
DIFFERENT LIVES
Some basic teaching reminders 14
Some methodological suggestions for skill development
14
Error Alert! 76
The Internet in the language classroom 16
Extra Test 85
Using literature in the language classroom 17
Answers
Workbook 88
Reading Booklet 90
Classroom Language 18
UNIT 1: EXPLORING TRADITIONS
20

Extra Test 36
UNIT 2: TAKE CARE OF YOURSELF!
40
Background Information 43, 46

Extra Test 52
54
72
Evaluation Instruments (Photocopiable) 91

Language Reference (Photocopiable) 104
Irregular Verbs (Photocopiable) 112
Thematic index 114
Bibliography 115
Question bank 116
Answers 120
PLAN OF THE BOOK
UNIT
EXPLORING TRADITIONS
GETTING READY ......................................................................................................................... 7

PREPARATION FOR THE UNIT .............................................................................................. 8
LESSON 1 READING
A Chilean celebration ..........................................................................................................10
Language focus Connectors .............................................................................................12
Written production Paragraph about a celebration ..................................................13
Pronunciation Years ...........................................................................................................13
Oral production Dialog about Independence Day ......................................................13
LESSON 2 LISTENING
Holidays and celebrations ................................................................................................14
Language focus Talking about habits ...........................................................................16
Written production Paragraph about Independence Day ........................................16
Pronunciation Ordinal numbers .....................................................................................16
Oral production Dialog about celebrations ...................................................................16
TRAVEL BACK ...........................................................................................................................17
LESSON 3 READING
Myths and legends ..............................................................................................................18
Language focus The Past Simple tense..........................................................................21
Pronunciation The diagraph th .......................................................................................21
Oral production A dialog about a legend .....................................................................21
Written production A brief summary ............................................................................21
LESSON 4 LISTENING
Chiles national dance ........................................................................................................24
Language focus Describing actions.................................................................................27
Pronunciation /b/ ...............................................................................................................27
Oral production A dialog about a traditional dance ..................................................27
Written production A short paragraph about a traditional dance ..........................28
TRAVEL BACK ...........................................................................................................................29
LESSON 5 WRITING
Summarizing a legend........................................................................................................30
A summary ...............................................................................................................................30
KELLY HARDROCK, SCHOOL REPORTER. EPISODE 1..........................................................32
COMPLEMENTARY ACTIVITIES ..............................................................................................34
PROJECT ....................................................................................................................................36
TEST YOUR KNOWLEDGE .......................................................................................................36
SELF-EVALUATION ..................................................................................................................37
UNIT 2
TAKE CARE
OF YOURSELF!
38
GETTING READY .........................................................................................................................39

PREPARATION FOR THE UNIT ..................................................................................................40
LESSON 1 READING
2
How fit are you? .....................................................................................................................4
......44
.................
.................
.................
.................
.................
Language focus How often...?
Written production A short paragraph about physical condition..............................44
.45
Pronunciation /t /, / / ......................................................................................................
45
...
.................
.................
.................
Oral production A dialog about routines .................
LESSON 2 LISTENING
Whos in control? ...................................................................................................................46
Language focus Object and possessive pronouns .........................................................47
Pronunciation Numbers 13 / 30, 14 / 40, 15 / 50, etc. ................................................48
Oral production A dialog about a computer addict ......................................................48
Written production Dialog describing people ................................................................48
TRAVEL BACK .............................................................................................................................49
LESSON 3 READING
A schoolboys journal.............................................................................................................50
Language focus Future consequences ............................................................................52
Oral production A short personal report .........................................................................53
Written production A personal report..............................................................................53
LESSON 4 LISTENING
Help for you! ............................................................................................................................54
Language focus Possibility Obligation Prohibition . .............................................55
55
Pronunciation /t /, / / ......................................................................................................
56
.................
.................
.................
.................
s
addiction
Oral production A dialog about
.56
.................
.................
.................
.................
.................
ns
Suggestio
n
Written productio
TRAVEL BACK .............................................................................................................................57
LESSON 5 WRITING
My personal online journal .................................................................................................58
A blog post .................................................................................................................................58
KELLY HARDROCK, SCHOOL REPORTER. EPISODE 2 ...........................................................60
COMPLEMENTARY ACTIVITIES ................................................................................................62
PROJECT ......................................................................................................................................64
TEST YOUR KNOWLEDGE .........................................................................................................64
SELF-EVALUATION ....................................................................................................................65
UNIT 3
INSPIRING PEOPLE
GETTING READY .........................................................................................................................67

PREPARATION FOR THE UNIT ..................................................................................................68
LESSON 1 READING
Folk heroes ...............................................................................................................................70
Language Focus Used to .....................................................................................................73
Pronunciation / / ............................................................................................................74
Oral production A dialog about past habits ....................................................................74
Written production A personal report about past habits ............................................74
LESSON 2 LISTENING
People that changed people .............................................................................................76
Language focus Questions in the Past Simple tense ...................................................77
Pronunciation Intonation of questions ...........................................................................78
Oral production Questions and answers in past tense ................................................78
Written production Questions for an interview .............................................................78
TRAVEL BACK .............................................................................................................................79
LESSON 3 READING
Florence Nightingale - A woman out of her time ......................................................80
Language focus Connectors: where, then, while ...........................................................82
Oral production A dialog about biographical data .......................................................83
Pronunciation A limerick ....................................................................................................83
Written production A short summary of a biography .................................................83
LESSON 4 LISTENING
Who I am ...................................................................................................................................84
Language focus Describing personality ..........................................................................85
Pronunciation Tongue twister with /s/............................................................................86
Oral production A short report on personality traits ....................................................86
Written production A personal description ....................................................................86
TRAVEL BACK .............................................................................................................................87
LESSON 5 WRITING
Influential lives........................................................................................................................88
A biography ................................................................................................................................88
KELLY HARDROCK, SCHOOL REPORTER. EPISODE 3 ....................
.......................................90
COMPLEMENTARY ACTIVITIES ............................................................
....................................92
PROJECT ....................................................................................................
.................................94
TEST YOUR KNOWLEDGE ............................................................
.............................................94
SELF-EVALUATION ................................................................................
....................................95
ANSWERS . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 120
THEMATIC INDEX . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 132
66
UNIT 4
DIFFERENT PEOPLE,
DIFFERENT LIVES
96
GETTING READY........................................................................................................................ 97
PREPARATION FOR THE UNIT .............................................................................................. 98
LESSON 1 READING
Experiences in a foreign country ...................................................................................100
Language focus Comparatives .................................................................................... 103
Oral production Dialog expressing opinions ........................................................... 103
Written production Dialog expressing opinions ..................................................... 103
LESSON 2 LISTENING
Do you like jokes? .............................................................................................................. 104
Language focus Asking for help ................................................................................. 105
Pronunciation Dates ....................................................................................................... 106
Oral production Dialog about funny jokes ............................................................... 106
Written production Dialog about funny jokes ........................................................ 106
TRAVEL BACK ........................................................................................................................ 107
LESSON 3 READING
Festivals around the world ............................................................................................ 108
Language focus Superlatives ....................................................................................... 110
Oral production Dialog about favorite festivals ..................................................... 111
Pronunciation / i, / ....................................................................................................... 111
Written production Short paragraph about festivals ........................................... 111
LESSON 4 LISTENING
Top of the pops.................................................................................................................... 112
Language focus The Past Continuous ........................................................................ 113
Pronunciation - /b/ ............................................................................................................. 114
Oral production Dialog about musical preferences................................................ 114
Written production Questions for an interview ...................................................... 114
TRAVEL BACK ........................................................................................................................ 115
LESSON 5 WRITING
To my country ...................................................................................................................... 116
a poem ................................................................................................................................... 116
KELLY HARDROCK, SCHOOL REPORTER. EPISODE 4 ..................................................... 118
COMPLEMENTARY ACTIVITIES .......................................................................................... 120
PROJECT ................................................................................................................................. 122
TEST YOUR KNOWLEDGE . .................................................................................................. 122
SELF-EVALUATION ............................................................................................................... 123
GLOSSARY . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 133
BIBLIOGRAPHY . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 134
INTRODUCTION
DESCRIPTION OF THE COURSE

Travelers has been especially written for teenagers in the eighth
year of primary school. The English program for the level and
the concepts and guidelines of the Chilean curriculum have
been considered throughout its preparation.
The course aims to:
foster an integrated development of the four skills, providing
students with techniques and strategies that will allow them
to understand oral and written texts not only in English, but
also in other subjects and in their everyday life.
improve learning and thinking skills.
help students realize English is an important tool for getting
and exchanging information, knowledge and culture.
educate in a broader sense by providing information about Chile,
South America, the English-speaking countries and the world at
large, encouraging students to think, analyze and question.
encourage language awareness and develop critical thinking
through literary texts.
Travelers consists of a Students Book, a Workbook, a Reading
Booklet, a Teachers Book and a CD.
STUDENTS BOOK
The course is topic-based and contains a conducting line:

Conductive thread
The text has a conductive thread represented by children of the
same age and level of the intended readers. They are present in
different situations according to the topics of the unit. These
children include English native speakers related with Chile, and
also Chilean children. They interact throughout the book among
them and also with other people. Special emphasis has been
put on presenting girls and boys participating in similar ways
and occasions.
At the end of each unit there is an illustrated cartoon strip
whose main characters are the same as the ones who appear in
the lessons included in each unit.
This resource has been included mainly because children of all
ages enjoy this type of material and also because the visual
aspects are effective to support the comprehension process.
It also has other advantages, such as:
To present language in a meaningful context.
To allow students to internalize language patterns that they
may use later on.
To help develop critical thinking.
To provide visual elements to improve students reading

comprehension skills.
To provide an appropriate context to work with activities that
foster students' creativity.
The Students Book contains four units based on the English
program for the level and the concepts and guidelines of the
Chilean curriculum.
Unit 1: EXPLORING TRADITIONS.
Unit 2: TAKE CARE OF YOURSELF!
Unit 3: INSPIRING PEOPLE.
Unit 4: DIFFERENT PEOPLE, DIFFERENT LIVES.
UNIT STRUCTURE
Each unit begins with a two-page spread showing a diagram

of the objectives of the unit, attractive illustrations to set the
theme and motivate students, and a few short activities
meant to introduce the topic, activate previous knowledge,
and raise students interest.
The Preparation for the unit section identifies and practices
language and skills that the students will need to have
mastered in order to move on to the new contents of the unit.
The tasks in each unit are indicated with the following
headings: Reading, Listening, Writing, Language focus,
Reflections, Synthesis, Test your knowledge, and
Self-evaluation.
The tasks to develop reading, listening and writing skills help
students learn strategies to improve their understanding of
written and spoken messages, as well as to compose different
types of brief texts.
In the case of the lessons working with reading and listening
skills, the methodology adopts a three-phase approach. Each
phase is specified in the lessons as while and after reading /
listening tasks.
The Before reading / listening activities provide a setting,
motivation and linguistic preparation, and activate previous
knowledge; the While reading / listening activities focus
students attention on specific tasks that guide their reading /
listening, providing different points of view for the same text,
and the After reading / listening activities connect the text
with their own reality, give practice on a specific grammar
structure, clarify points that may be useful later on, and / or
enlarge vocabulary areas.
To develop writing skills, the lesson starts with a simple
analysis of a model text. This phase, called Have a look at...,
includes activities that will help students to analyze the model

text in terms of its format and language. This simple and
important analysis will allow them to have a clear idea of what
they will have to write in the lesson task.
After students are familiar with the texts main characteristics,
they prepare their writing in a phase called Drafting. In this
section, students focus on the organization of their ideas and
manipulate the language they will use both at word and
sentence level. The next step is the phase Writing, where
students use their practice in the previous phases to elaborate
their composition.
Finally, students have the opportunity to edit their work in the
last phase, Editing, where they can also find technological
resources to publish their compositions.
Finally, the speaking skill is integrated along the lessons, in
the form of guided exercises that invite learners to discuss
topics, role-play and repeat dialogs and monologues.
Language focus. Travelers deals with grammar only after a
certain structure has appeared in a reading or listening text
and it is likely to be encountered again in other texts.
Students are asked to find or revise the example(s) of the
structure in the text and analyze how it works, going through
a guided process of discovery.
The activities are meant to promote independent learning,
and to make students figure out grammar, word formation,
and vocabulary rules by themselves.
Complementary activities that provide extra practice on
the contents of the unit.
Reflections is a special section that helps students think
about their learning process and to raise their awareness of
how they develop their own learning strategies to become
more effective learners. It also enables students to become
independent learners as well as independent thinkers.
Teachers are strongly recommended to train and help students
to reflect on their learning process and should encourage their
students to keep tidy notes of the activities in class, of any
extra work done, of tests, quizzes, homework, handouts,
vocabulary records, etc., so that they can have easy access to
all this information whenever they need to use it again, when
they study at home or when they revise for tests.
Project is a section that plays an important role. It can be a useful
tool for clarifying particular problems, and for creating an instance
where students can apply what they have learnt in the unit.
It gives students a chance to revise their knowledge,

connecting the activities with the skills developed.
Evaluation is an ongoing process in Travelers, and an integral
part of learning. It takes the form of both student evaluation and
teacher evaluation. This is done informally after Lessons 2 and 4
in each unit, through theTravel Back section. It helps students
revise their performance in the reading, listening, and language
activities and also allows teachers to make further use of the
reading and listening texts.
More formal evaluation is done at the end of each unit through
the Test your Knowledge and Self-evaluation sections.
In the Test your Knowledge section students revise contents
and evaluate their performance in the whole unit.
The Self-evaluation section allows students to reflect on
their strengths and weaknesses. It provides feedback on how
much they have learnt, putting them in a position to make an
assessment of their work. Learners, by getting involved in
their evaluation, come face to face with their learning
problems and consciously try to tackle them. Students are
asked to evaluate their performance, their participation, their
products, and the working arrangement.
Creative skills is a special section in the comic strip that help
students develop their creativity. It includes group, role-play
activities in which students continue the story, create alternative
endings or change some details in the comic strip by using their
creative skills.
Learning styles. Travelers considers that there are different
learning styles in a classroom, so different kinds of activities
have been included.
- Visual learners need visuals in the classroom, for example:
posters, realia, flash cards, visual organizers, etc.
- Auditory learners learn better by listening, and like working
in pairs and small groups.
- Kinesthetic learners learn through physical activities like
competitions, board games, role-plays, etc.
- Tactile learners like board and card games, projects, etc.
Values. Value-enhancing topics such as equality, health,
respect, the environment, etc., appear explicitly throughout the
course. Through guided questions and simple discussions,
students are encouraged to reflect about and form opinions on
broader social issues concerning their lives and the world around
them. Cultural differences are also highlighted at relevant points
in the course as well as particular aspects of English-speaking
INTRODUCTION
INTRODUCTION
countries such as information related to historical and

geographical facts, cultural heritage, teenage lifestyles, etc.
in order to raise students awareness of the target culture,
and develop a richer perspective of their own culture.
There are other small but interesting sections in the units.
- Did you know that ? The aim of this section is to provide
more information on the main topic of the lesson and interest
students in finding more information on their own.
- Throughout the book students and teachers will also find
website-based resources to expand their knowledge of
specific subjects.
- American v/s British English. Special notes that show
students the differences between American and British
English in writing, pronunciation, and vocabulary. Students
are frequently confused with the different spelling or
pronunciation and the idea of this explanation is to show
them that both ways are perfectly acceptable.
TEACHERS BOOK
This component includes:

Instructions and orientations that will help teachers work with
contents , resources, and activities proposed throughout the book.
An introduction with a description of the course, the
methodology used, suggestions for classroom management,
general methodological suggestions for the activities and to
deal with big classes, description of the course components, etc.
Detailed teaching notes for every unit.
The cognitive abilities implied in every activity of the lessons.
Background notes for the teacher related to the information
content of the different texts.
Error alert! A section that helps the teacher with information
about the most common errors students can make. However,
teachers must be very careful as to when and how to correct
errors, always having in mind to avoid interrupting students
while they are doing communicative activities.
Idiomatic expressions. When idiomatic expressions appear in
the texts or in the activities, they are explained, defined, and
an example is given. Idioms or idiomatic expressions are those
that cannot be immediately understood by analyzing the
literal meaning of their components; literal translation will
sound odd. This section will help teachers to include them
naturally in different exercises.
Observation and evaluation sheets for the teacher and the
students (photocopiable, in Appendix at the end of the book):
- Listening comprehension.
- Reading comprehension.
- Extended response reading rubric.
- Behavior rubric.
- Beginners writing.
- Project evaluation.
Answers for all the tasks in the Students Book ,in the tests, in
the Workbook, and Reading Booklet.
The transcript of the recordings.
A complete bibliography for the teacher.
A list of useful web sites for the teacher and the students.
Four extra tests.
The level of difficulty of the activities included in the book.
This is shown with the following icons:
Low = + Medium = ++ High= +++
CD
The CD contains all the material for the listening tasks, including
Pronunciation, Listening, and Listening test material. It also
includes useful expressions for the classroom. The transcripts of
the recordings are at the end of each unit.
METHODOLOGY
Task-based learning
Travelers helps students develop language and learning skills to
carry out sequences of tasks.
These are some advantages of task-based learning.
Increased motivation - learners become personally involved.
All four skills, reading, writing, listening, and speaking, are
integrated.
Autonomous learning is promoted as learners become more
responsible for their own learning.
There are learning outcomes: learners have an end product.
Authentic tasks and therefore, more authentic language input.
Interpersonal relations are developed through working as a group.
A break from routine and the chance to do something different.
Collaborative Work
In project-based learning, students work in teams to explore real
world problems and create presentations to share what they
have learned. This approach has many benefits for students,
including:
deeper knowledge of subject matter;
increased self-direction and motivation;
improved research and problem-solving skills.
Additionally, it gives the teacher the grounds for evaluating what

students have learnt and how they apply that knowledge to real
life situations.
The book has projects for students to carry out. Each relates to
the unit and asks students to try and answer a question or solve
a problem - one that has relevance for them and that they might
have to face one day in real life.
Let students choose their own group there is nothing worse
than being stuck with someone you do not get along with. Give
them enough time to prepare the project. Praise and reward
good presentation and extra effort made.
Learner training
This concept has to do with developing students awareness of
how they learn and how they develop their learning strategies so
that they become more effective and independent learners.
Teachers should encourage students to analyze their learning
process, making them think about their learning, what problems
they have and how they could improve their performance, so that
they can take the appropriate steps to optimize their learning.
Special attention should be paid to the training of students in pair
and group work, emphasizing the importance of everyones
contribution and the respect for the ideas of classmates.
Mixed ability
Travelers caters for mixed-ability classes in a variety of ways. The
teacher needs to develop techniques which allow students of all
levels to benefit from the lesson. Individual feedback is
advisable in any class, but in a mixed-ability class, this attention
to detail can increase student satisfaction. The teacher should
always try to make some mental, if not written, notes about
each student in such classes. As the course progresses and
opportunities arise, the teacher should congratulate individual
students on their improvements and make tactful suggestions
on areas to work on. A few sentences during general monitoring
are better than nothing. These details show that the teacher is
aware of individual needs of students.
Additionally, each lesson in Travelers offers at least one activity
that can be done by fast learners, while the rest of the class is
finishing a task.
Games
Games are important when learning a foreign language
because they are motivating and help students to sustain the
effort of learning. However, games are the means and not the
end they are a way of making learning more entertaining and
should not be treated as time fillers. Each game in this book is

there for a purpose and needs teacher supervision and
sometimes prior preparation.
Cognates
Cognates are words in different languages related to the same
root, eg, education (English), educacin (Spanish).
The different lessons in Travelers provide students with a
question to help them notice and recognize cognates. The
teacher should encourage students to find the cognates
whenever they face a new text.
False Cognates
Students might get confused because there are several words in
Spanish that are similar in English, but have a different meaning.
Here are a few examples of false cognates.
Actually = realmente, not actualmente (at present, currently).
Embarrassed = avergonzado/a, not embarazada (pregnant).
Realize = darse cuenta, not realizar (carry out, fulfill).
Approve = aprobar (agree with something), not aprobar un
examen (pass an exam).
Lecture = conferencia (a talk about a topic), not lectura (reading).
Try = tratar de hacer algo, not tratarse de (be about) or tratar
con (deal with).
Politics = la poltica, not los polticos (politicians)
Library = biblioteca, not librera (bookstore)
Familiar = estar familiarizado con, not familiar (relative)
Parents = padres (father and mother), not parientes (relatives).
Evaluation and assessment
In Travelers, evaluation is ongoing and an integral part of the
learning process. It takes the form of both student evaluation
and teacher evaluation.
Student evaluation
As well as making students feel more responsible for their own
learning, the process of evaluating themselves and evaluating
classmates actually helps them to learn and remember.
Students are asked to evaluate the following aspects: their
performance, their participation, their products, the working
arrangement. This is done informally through the Reflections
and the Travel Back sections, and more formally at the end of
each unit through the Test your Knowledge and Self-evaluation
sections. The teacher must help by organizing correction of the
activities, but students themselves must check their own
performance and assign marks. At the end of this activity,
students are asked to add up their marks and use a Progress
INTRODUCTION
INTRODUCTION
10
chart to find out their level of achievement. Many students

may be new to the process of self-evaluation and at the start
teachers will need to give guidance.
Informal evaluation should also take place on a regular basis at
the end of lessons through short discussions about the lesson,
carefully guided by the teacher.
Teacher evaluation
Teacher evaluation combines formative and summative
instruments. The following suggestions could be considered to
reach a final mark for each student.
A mark should be given to each of the three components below.
The final mark should be the average of these three marks.
1. Classwork. Taking into account general attitude,
participation, cooperation with classmates and work done.
2. Projects. A project evaluation sheet (photocopiable) is
provided in the Evaluation Instruments Appendix.
3. Tests. There are two mini-tests, one final test, and one extra
test per unit. These tests assess listening and reading
comprehension, as well as specific language items studied
and practiced in the units.
Further suggestions for evaluation
As evaluation is an ongoing process, apart from the formal tests
provided in the Students Book, remember to evaluate students
performance in every activity they carry out, making notes of
their problems and achievements, keeping a record of their
participation, giving them informal marks that you can put
together and average at the end of a term, using the evaluation
instruments provided in the Evaluation Instruments Appendix,
at the end of book. You may also agree with them to consider
their self-evaluation at the end of each unit, monitoring their
performance and using the marks they give themselves as part
of their official marks.
Additionally, here are a few suggestions that you can adapt for
different contents and use at different moments of your lessons,
and that you can mark according to the level of difficulty, time
students spend preparing and presenting, etc.
- Mini-presentations by small groups of students. Give them
time to gather information, suggest they use patterns you
provide or that have appeared in the lesson, help them
rehearse the presentation, correcting pronunciation, and invite
two or three groups to present. This activity can be used in all
the units in connection with projects and activities, or with
contents the students find interesting in the lessons.
- Role-plays. Choose any of the dialogs, give groups time to

practice and invite two or three groups to present.
- Questionnaires. Prepare a short questionnaire at the end of a
unit on the content of the different texts. Assign it for
homework or use it as an informal test, which they can answer
looking at the texts they do not need to know the
information by heart, but should know how to find it!
- Bulletin board displays. Ask students to collect photos,
pictures, cut outs on a chosen topic, add a short text about
them following a model you can provide, and assign a place in
the classroom or the school for them to display their work.
- Written quizzes based on the written or oral texts used in
class, that may include: fill in the blanks with or without
words given, put words in order to form sentences, correct the
mistake (grammar or information), etc.
- Contests and games. Bingo with vocabulary words or verb
tenses, find as many words as you can in x minutes under
different categories, find information in the dictionary, how
much do you know about ...?
Introducing Travelers to your Students
Before starting Unit 1, introduce students to the course, the
components and methodology. Explain the importance of their
participation, the work organization into individual, pair and
group work, the role of self-evaluation, etc.
Bibliography
Both the Teachers book and the Students book offer
suggestions of materials that can be used for reference. Some
of these materials can be found in the Centro de Recursos de
Aprendizaje (CRA) in each school.
11
CLASSROOM MANAGEMENT
Classroom management has to do with methods used by the
teacher in order to establish harmonious class organization and
discipline. The following components play an important role in
the achievement of these goals.
The teacher
A classroom where learning takes place is a pleasant
environment; the teacher is enthusiastic and active and
encourages student participation.
In most cases the teacher is the only direct contact the students
have with English. It is therefore important that she / he tries to
communicate with the students in English as much and as often
as possible. Some students may not be used to this, and
teachers should explain, in Spanish, that they may find it
difficult to understand at first, but it will gradually get easier.
Teachers can also use gestures or mime to help understanding.
Instructions for activities should be given as clearly and as
simply as possible, through demonstration and examples. If it is
clear that many students have not understood, the teacher can
ask a stronger student to translate for the class.
The students
The main objective of the English classes is the development of
reading, listening, speaking, and writing skills, so the teacher
may insist and encourage students to use English in class as
much as possible to show understanding of the reading and
listening texts. The teacher must provide patterns and clear
examples for them to do so, following these patterns and
examples. The teacher must also emphasize the importance of
everyones participation in and contribution to the activities,
giving clear explanations of their purpose and the role of the
individuals, the pairs, or the groups carrying them out.
Teenage students are going through a difficult process of
development in their lives, so the teacher might face discipline
problems, disruptive behavior, or unwillingness on the students
part to do the different tasks they are assigned. The topics in
Travelers have been carefully selected to attract and keep
students attention.
The responsibility for building a positive learning atmosphere lies
not only in the good relationship the teacher and her / his
students develop, but also in the one the students have among
themselves.
Travelers helps the teacher in this task through a number of
carefully designed exercises, very clear tasks, and opportunities
for the students to check and evaluate their own work.
Discipline
One of the reasons for bad discipline is usually students inability to
cope with the tasks. The noisiest students will demonstrate their
frustration by means of loud outbursts and disruptive behavior,
while the rest of the class may remain passive. To avoid discipline
problems, these preventative strategies are suggested:
- careful planning, so that students realize there is a feeling of
purpose which keeps their attention on the task in hand;
- clear instructions, given very simply and assertively so that
students know exactly what to do.
Working with big classes
These ideas may help you deal with a big class and allow you to
put into practice the suggestions for activities in the lessons.
At the beginning of the year, discuss and establish, together
with the class, a few class rules. Ask different groups to write
them on pieces of poster board and display them permanently
on a wall. They may be written in Spanish and little by little
turned into English, or they may be written in English and
accompanied by pictures illustrating them.
Involve the whole class when giving instructions,
explanations, or when checking answers, but try to use pair
and group work as often as possible.
Train your students to work in pairs or groups from the very
beginning, little by little, first only in pairs, doing simple tasks
such as making lists of words, looking up words in a dictionary,
preparing a couple of questions, etc., then move on to more
complex tasks, and finally start asking them to work in groups.
An important part of the training period should be to ask
them to move quickly and with as little noise as possible. Do
not ask the whole class to form groups or pairs at the same
time, but do it by rows and praise the row that does it best.
Try and use a variety of working arrangements: pairs with the
student next to them, with the student behind, with the
student in the row opposite, etc., or form pairs with simple
action games, such as forming two big circles, asking them to
move in different directions and stop when you say so: their
partner is the person they are standing opposite to at that
moment, etc.
At the beginning, ask students to form pairs or groups with
the people near them, but eventually ask them to move
around more. When they have been trained in pair and group
work, you may ask the whole class to leave their seats and
move around the classroom to work with different partners,
gathering information or opinions, carrying out a survey, etc.
INTRODUCTION
INTRODUCTION
11
INTRODUCTION
12
Apply different criteria to form pairs and groups: sometimes put

together students of similar levels and assign different tasks
according to their levels; at other times, form mixed-ability pairs
or groups, so that stronger students may help weaker ones; take
an active part in the formation of groups, but occasionally, let
students choose who they want to work with. Take these
opportunities to emphasize the importance of cooperation and
respect for everyones ideas, abilities, and contributions.
Give short, clear instructions, and always check that students
have understood what they have to do by asking them to
repeat your instructions in Spanish if necessary. You may ask
the best students to write short reminders of the steps of the
activity on the board.
Provide a clear model of what pairs or groups have to do with
one or two students in front of the class before they begin
working on their own.
Assign a clear time limit for each activity and keep to it! Do
not ask Are you ready? as most probably the answer will be a
loud NOOO!, even if they are ready.
After you have given and checked instructions for the
activities, start walking around the classroom, going from
group to group as quickly as possible. Repeat the instructions
if you see that most of the students have not understood or
are not doing what they are supposed to be doing.
Agree with the class on a code you will use to indicate that
they have to stop doing the activity, stop talking and get ready
to check results. For example, you may stand in a particular
place in the classroom; or you may raise your hand and as
students see you they have to do the same; or you may count
from five to one, etc. In general, avoid shouting, as loud noises
tend to generate louder responses.
Occasionally, ask either troublesome or faster learners to act as
your assistants, writing things on the board, walking around
the classroom checking that all groups are doing the activity,
taking notes of the work in progress, keeping the time,
distributing and collecting worksheets, etc. It is better if these
assistants are not always the same students.
At the end of each activity check answers, correct general
mistakes you may have detected while walking around the
class and do something that clearly indicates that the activity
has finished: some final examples, choral repetition of key
words, phrases and sentences, congratulations and praise for
the good work done, etc.
If your students are used to getting marks for their work, agree on
a system of marking pair and group work as well: give and
accumulate points for participation, good behavior and results.
(Examples of observation sheets and class evaluation are
provided).
Dealing with troublesome students may be difficult. This may
be made easier if you ask all students to write a suggestion for
punishment of these students on a piece of paper. Check that
the suggestions are acceptable, put them in a box and ask
troublemakers to get a piece of paper from the box and do
whatever is indicated there whenever they misbehave.
Pairwork and groupwork
This type of work encourages students to share their skills and
knowledge, and learn from each other. It also increases
students involvement and active participation, as well as
developing positive attitudes. It is important to share with the
students the importance of these activities which will give
them an opportunity to learn the social and communicative
skills required to work with other people: acceptance of other
ideas, responsibility, commitment, cooperation, respect for
turn - taking, etc. The teacher should take an active role in
group formation, so that the students do not always work with
the same people, to take full advantage of the variety of
learning styles and abilities. Students should assume different
roles each time (coordinator, secretary, researcher, presenter,
artist, writer, etc.).
Students learn best when they are actively involved in the
process. Researchers report that students working in small
groups tend to learn more of what is taught and retain it longer
than when the same content is presented in other formats.
Students who work in collaborative groups also appear more
satisfied with their classes.
Informal learning groups are temporary clusterings of
students within a single class session. Informal learning
groups can be initiated, for example, by asking students to
turn to a neighbor and spend two minutes discussing a
question you have asked. You can also form groups of three to
five to solve a problem or answer a question. You can organize
informal groups at any time in a class of any size to check on
students' understanding of the material, to give students an
opportunity to apply what they are learning, or to provide a
change of pace.
INTRODUCTION
13
Formal learning groups are teams established to complete

a specific task, such as write a report, carry out a project, or
prepare a presentation. These groups may complete their work
in a single class session or over several weeks. Typically,
students work together until the task is finished, and their
final product is formally evaluated.
Study teams are long-term groups (usually existing over the
course of a semester) with stable membership whose primary
responsibility is to provide members with support,
encouragement, and assistance in completing course
requirements and assignments.
Study teams also inform their members about lectures and
assignments when someone has missed a session. The larger
the class and the more complex the subject matter, the more
valuable study teams can be.
General Strategies
Plan for each stage of group work. When you are preparing for
the course, decide which topics, language contents, or projects
might lend themselves to formal group work. Think about how
you will organize students into groups, help groups negotiate
among themselves, provide feedback to the groups, and
evaluate the products of group work.
Carefully explain to your class how the groups will operate and
how students will be graded. Explain the objectives of the group
task and define any relevant concepts. In addition to a well
defined task, every group needs a way of getting started, a way
of knowing when its task is done, and some guidance about the
participation of members.
Give students the skills they need to succeed in groups. Many
students have never worked in collaborative learning groups
and may need practice in such skills as active and tolerant
listening, helping one another in mastering content, giving and
receiving constructive criticism, and managing disagreements.
Discuss these skills with students and model and reinforce them
during class.
Consider written contracts. Some teachers give students written
contracts that list members' obligations to their group and
deadlines for tasks.
Adapted from: Gross Davis, B. (1993). Collaborative Learning: Group Work
and Study Teams. Retrieved July 18, 2012 from http://teaching. berkeley.
edu/bgd/collaborative.html
NOTES
INTRODUCTION
14
SOME BASIC TEACHING REMINDERS

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

Follow the organization of activities into before, while and
after listening.
Before listening
- Introduce the topic of the text and get students involved.
Elicit what they know about it and help them relate it to
their own experiences. Make use of pictures.
- Present key vocabulary and structures, and write them on
the board.
- Invite students to predict the content and to formulate
hypotheses of what will appear in the text.
- Do these activities quickly and take advantage of the interest

created to continue with the listening activities.
Listening
- Play the recording once or twice for students to check their
predictions and hypotheses. Accept other information they
may have gathered, but do not go into details at this stage.
- Remind students of cognate words, which help
comprehension and consequent task realization.
- Read and clarify instructions with the class, and do the
different listening activities one by one, concentrating on the
task assigned and checking answers after each successive
listening.
- Every time students listen, they should have a clear purpose
and task, provided in the instructions, which will help
them focus their attention and identify the information
required.
- Help students recognize different supporting elements in the
listening texts: intonation, voice pitch, pauses, emphasis,
background noise, etc.
After listening
- Help students summarize the text using the models provided.
- Encourage reinforcement of vocabulary and grammar that
appeared in the text, always using the context, and providing
further examples or similar contexts.
- Discuss the topic of the lesson, help students reflect on the
contents and highlight the values presented, making them
notice the connections with their own reality.
- Make students evaluate their own performance in the lesson.
a. Did their predictions help them understand the text?
b. How did they do in the different listening activities?
c. What new words, expressions, or structures did they learn
in this lesson? Can they use them in other situations?
Developing reading skills
Follow the organization of activities into before, while and
after reading.
Before reading
- Introduce the topic of the text and get students involved
Elicit what they know about it and help them relate it to
their own experiences. Make use of pictures.
- Present key vocabulary and structures, and write them on
the board.
- Invite students to predict the content and to formulate
hypotheses of what will appear in the text.
INTRODUCTION
15
- Always ask students to give a quick look at the text to find

the cognates and the words they already know. This will help
them formulate more informed hypotheses and also feel less
insecure when facing a new text.
- Draw students attention to the structure of the text: layout,
punctuation, titles, subtitles, etc., to identify the type of text.
This will also provide clues that will help them understand
the text.
- Do these activities quickly and take advantage of the interest
created to continue with the reading activities.
Reading
- Ask students to read the text quickly to check their
predictions and hypotheses. Accept other information they
may have gathered, but do not go into details at this stage.
- Remind students of cognates, which they can identify
easily, and which help comprehension and consequent task
realization. Present false cognates if there are any in the text.
- Read and clarify instructions with the class, and do the
different reading activities one by one, concentrating on the
task assigned and checking answers after each successive
reading. Every time students read the text, they should have
a clear purpose and task, provided in the instructions, which
will help them focus their attention and identify the
information required.
- Help students recognize different supporting elements in
the texts: text organization, reference markers, letter types,
graphic support, punctuation marks, illustrations, etc.
-Remind students of some general characteristics of text
organization: main ideas are usually at the beginning of each
paragraph, connectors give important clues and indicates
addition, but, however indicate contradiction, because
indicates a reason, or indicates alternatives, etc.
After reading
- Help students summarize the text using the models provided.
- Encourage reinforcement of vocabulary and grammar that
appeared in the text, always using the context and providing
further examples or similar contexts.
- Discuss the topic of the lesson, help students reflect on the
Contents, and highlight the values presented, making them
notice the connections with their own reality.
- Make use of the FL (Fast learners) activities or the cartoon
strip episode in the Students book and of the
complementary activities in the Teachers book to provide
further practice in a free? context, either for the whole class

or for faster, keener students. Invite them to make comments
on the contents and share them with the rest of the class.
- Encourage students to make use of the Reflections section to
evaluate their own performance in the lesson.
Developing oral expression
At the beginning of the course, prepare posters with the class,
showing the expressions they must use as part of the
classroom interaction (See Classroom language on Page 18.)
You may use different colors to identify their function.
Teach them to address you as Mr. / Miss / Mrs. plus your surname.
Encourage students to use English to do the different speaking
activities that show comprehension.
Choose relevant parts of the listening texts, especially dialogs,
for students to listen, repeat, and try to memorize and present
in front of the class.
Create a positive atmosphere in the classroom to facilitate
students participation in oral exchanges.
Developing written expression
Always provide a model for students to follow. Go from simple,
very guided activities to more complex ones: just words that
students use to fill in blanks, or exercises in which they put
words in order to form sentences, short answers to simple
questions, using a pattern given and substituting some
elements, etc.
Make students aware of punctuation marks and connectors.
Check written work while walking around the classroom, or
collect notebooks, or provide the correct versions on the board
or on a transparency.
THE INTERNET IN THE

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

The use of the Internet allows students to practice and develop
web searching techniques, as well as analyze and critically
evaluate online sources. Make sure students not only look for
required information, but also understand the materials and use
their own words to paraphrase the web sites. In this way,
students use all their learning skills and favorite techniques to
collect, organize, and present information found on the web.
Web searches help students develop analysis and synthesis
skills, and stimulate them to think critically.
Students should be taught to evaluate sources and discriminate
between good and bad ones, and they should be given constant
guidance so that they are not overwhelmed by a multitude
of resources.
Some tips to develop Internet-safe lessons
Never ask students to use search engines on their own.
Ask students to find very specific information, not just surf.
Always tell students to write down the URLs of the sites they
use in a bibliographical format.
Do not send the entire class to the same site at the same time.
When possible, try to preview sites before students visit them.
URLs of web sites change all the time, so try the links
yourself first.
16
INTRODUCTION
INTRODUCTION
16
Literature has proved to be a resource that takes students

beyond the elementary level of intensive language instruction
to a level which enables them to function effectively in the
second language. Numerous scholars believe that the literary
heritage should not be avoided with students who are
intellectually and emotionally ready to examine literary works.
Moreover, research has shown that the use of authentic literary
texts gives learners experience in real reading in the foreign
language and can be confidence - building and motivating.
The value of literature in language learning is that it helps to
develop the learners interpretive skills and it can provide a basis
for extending language usage. (Byrne, 1997).
Another benefit of using literature in the EFL classroom is that it
may enhance students own creativity and invites them to see
the world from other perspective.
When students are faced to reading literature, an extensive list
of a variety of reading sub-skills are applied:
deducing meaning and use of unfamiliar words;
understanding explicitly stated information;
understanding information which is not explicitly stated;
understanding conceptual meaning;
understanding relations between the parts of a text through
lexical cohesion devices;
understanding cohesion between the parts of a text through
grammatical cohesion devices;
interpreting text by going outside it.
Since literature is language, the exploitation of literary texts in
the classroom is a valid and relevant resource for of approaching
language learning.
The methodological implications of the use of literature are the
following:
EFL classroom strategies such as cloze, rewriting, prediction
activities, role-playing are adapted and adopted to teach
literary texts in the language lesson;
text manipulation (e.g., rearrangement and dramatization);
two-way channel of teacher-student communication and pair/
group work in order to achieve more self-sufficiency.
When dealing with literary texts, teachers should keep in mind
that activities involve a constant reference back to and
interaction with the text and that ensue interaction between
and among students.
Three-stage-framework proposed as a working model for

the presentation of literary texts in the language classroom
Framing (thematic preparation): turning students attention to
the content or theme of the text. It can also focus on
distinguishing prose from poetry.
Focusing (engaging): the designed activities which lead them
to understand the text and to interpret it for the purposes
in hand.
Diverging (moving on): leading students into parallel activities
of various kinds, e.g., role-play, transfer to other text-types,
creative writing, etc.
Adapted from: Mirzaei, A., & Domakani, M. R. (2010). The Theory and
Practice of Bringing Literature into the EFL Classroom.
17
INTRODUCTION
USING LITERATURE IN
THE LANGUAGE CLASSROOM
1818
INTRODUCTION
CLASSROOM LANGUAGE
Greetings
Good morning. / Good afternoon. / Hello. / Hi.
Good bye. / See you tomorrow. / See you later.
Have a nice weekend. / Enjoy your holiday.
Moods and feelings
A: How are you today?
B: Im fine. / Im great. / OK. / Very well, thank you.
Im not very well. / I have a pro blem. / Im feeling low. / Im sad.
Asking for clarification (STUDENTS)
Can you repeat that, please?
Can you say that again, please?
Sorry? I didnt understand very well.
Can you help me with this exercise, please?
Encouragement (TEACHERS)
Well done!
Good!
Excellent!
Good work!
Congratulations!
The date
A: What day is it today?
B: Its Monday. / Its Tuesday. / Its Wednesday. / Its Thursday. /
Its Friday. / Its Saturday. / Its Sunday.
A: Whats the date today?
B: Its (Monday) March 9th.
The weather
A: Whats the weather like today?
B: Its sunny. / Its cloudy. / Its hot. / Its cold. / Its nice and warm. /
Its nice and cool. / Its raining. / Its snowing.
The time
A: Whats the time? / What time is it?
B: Its one oclock. / Its two oclock. / Its three oclock. /
Its ten oclock. / Its twelve oclock.
A: Whats the time? /What time is it?
B: Its quarter past nine. / Its half past ten. / Its five past eleven. / Its
ten past twelve. / Its twenty past one. / Its twenty five past two.
A: Whats the time? / What time is it?
B: Its a quarter to eight. / Its twenty five to nine. / Its twenty to ten. /
Its ten to three. / Its five to four.
Some Commands and Instructions (TEACHERS)

Add more words.
Answer the questions.
Be quiet.
Check your answers.
Check your predictions.
Close the door.
Come to the board.
Compare your answers.
Compare your answers in your group.
Complete the paragraph.
Complete the sentences.
Complete the summary.
Complete the table.
Copy the instructions.
Cross out the words you do not hear.
Discuss the ideas in your group.
Do Exercise 1.
Do not write in ink.
Do not write in your book.
Fill in the blanks.
Find examples in the text.
Find out who wrote this poem.
Find the cognates in the text.
Go to the board.
Identify the best description.
Listen to the recording.
Listen.
Look.
Look at the pictures.
Look up these words in the dictionary.
Make a list.
Make a list of topics.
Make some notes.
Match the pictures.
Name three activities.
Open the window.
Open your books.
Pay attention, please.
Put the pictures in order.
Read the instructions.
Read the sentences.
Select the correct answer.
Silence, please.
INTRODUCTION
18
INTRODUCTION
19
Sit down.
Stand up.
Talk to your partner.
Thats all for today, thank you.
Work in groups of four.
Work in groups of three or four.
Work with your partner.
Write the sentences.
Turn taking and permissions (STUDENTS)
Its your turn.
Sorry, its my turn.
Excuse me, can I say something?
Excuse me; can I leave the room for a minute?
Can I talk to you after the class?
May I go to the bathroom?
Encouragement (TEACHERS)
Do it more carefully. / Say it again. / Try to correct that, please.
Not too bad. / Youll do better next time. / Keep trying!
Well done. / Congratulations. / Excellent. / Good work.
NOTES
UNIT
EXPLORING TRADITIONS
In this unit you will

Read and find explicit ideas and specific information
in a brochure and a legend about traditions by:
identifying type and purpose of a text,

inferring meaning of words from the context,
recognizing textual elements,
identifying how ideas are connected.
Listen and find specific information in personal

reports and a telephone conversation about
traditional celebrations, music, and literature by:
using previous knowledge to predict content,
recognizing participants in a communicative
situation,
discriminating between main and secondary

ideas.
identifying how actions are performed express
ideas in short dialogs and monologues about:
celebrations, traditional music, and dances,
myths and legends.
Write a brief summary and complete short
paragraphs and dialogs:
about celebrations and traditions,
summarizing a literary text,
using language and vocabulary related to
celebrations, traditional music, and literature.
PAGE 10
PAGE 7
GETTING READY
Lesson 1: A CHILEAN CELEBRATION
1. In the first class, you can introduce the topic of the unit by
starting a conversation among student about the elements that
are part of their culture.
Elicit what they consider part of their cultural background:
language, food, traditions, dress codes, etc. and make notes on
the board. Ask students to look at the pictures and match the
people with what they are saying. Encourage them to discuss
the reasons why they think the pictures are related to
the sentences.
2. Help students complete the information about themselves and
encourage them to paste their photo in the space provided. You
can also ask your students if they know how people introduce
themselves in other languages, if they know any cultural
differences between countries, people, etc.
PAGE 8
PREPARATION FOR THE UNIT
Before starting this unit, students need to know:

verbs,
how to express routines and habits,
adjectives,
prepositions of time,
nationalities.
This section contains activities meant to identify and activate their
previous knowledge of the topic and related vocabulary, and to
establish the starting point for the activities that will follow.
Give students time to form groups and discuss the exercises that
have to be done in pairs or groups; encourage them to reflect and be
honest to do those that require individual responses.
Answers
1. do, start, swim, go, wash, work, watch, clean.
2. a. works. b. washes. c. swim. d. watch. e. do. f. cleans.
g. starts. h. went.
3. a. quick. b. angry. c. happy. d. slow. e. beautiful. f. loud.
4. a. at. b. in. c. in. d. on.
5. a. T. b. T. c. F. The girl is from Spain. d. T. e. F. The boy is Asian.
f. F. The girls is Chilean.
Time
Five class hours.
Read, listen, and identify main ideas and specific

information in a brochure about a Chilean celebration.
Exchange information about Chilean celebrations.
Objectives Say dates.
Write a short paragraph about a festivity in students
area or region.
Use and, because, however.
Materials
CD, Tracks 2, 3, 4.
Complementary Activities, Students Book, Page
34, Exercise 2.
Workbook, Pages 2, 3.
Evaluation Reflections, Students Book Page 13.

BEFORE READING
1. + Introduce the topic of this lesson reading aloud what the boy
is saying on Page 10. Explain that he is one of Kellys classmates
at International School and that he has a question for them.
Start a conversation about different kinds of celebrations. Allow
students to use Spanish if necessary.
2. + Give students a few minutes to look at the pictures. Encourage
them to work in groups and take turns to describe them. Elicit
some descriptions, write some ideas on the board and ask them
to identify the type of celebration they think is illustrated in each
picture. Invite them to mention different religious festivities in
different parts of Chile and abroad.
b.
Answers
Background information
Fiesta Tapati on Easter Island (Rapa Nui)
On mystical Easter Island, the February Fiesta Tapat sees painted
bodies become art. A queen is chosen for the festival from
amongst the young people, who compete for the honor in
swimming and canoeing competitions using small boats and
rafts made of totora. The teams prepare traditional costumes,
songs and dances, and share the stories of myths and legends in
oral narrations. Body painting, called Takona, is the festivals
chief characteristic, where the islanders paint their bodies with
symbols of their mythic origins using natural pigments. Physical
skill is also put to the test in the Haka Pei competition, in which
the most daring young men hurl themselves at great speed
down a mountain, over banana tree trunks.
UNIT 1
21
UNIT 1
22
Grape Harvest Festival
The prestige of Chilean wine is celebrated in a special way in
the central zone. Preparations begin with the arrival of
summer, and the festivities culminate during the final weeks
of March. The Grape Harvest Festival of the city of Curic is
probably the most impressive of all. A religious ceremony
blesses the first batch of pulped grapes, followed by a parade.
The Grape Harvest also chooses a Queen, who is weighed on a
balance against bottles of wine while a contest is held
between grape stompers. Each competing team stomps 20 kg
of grapes for ten minutes, until the fruit is converted into juice.
Applause and shouts of encouragement follow the stompers
energetic progress as they compete to crush all the grapes and
produce the largest quantity of juice they can.
Indigenous New Year
The indigenous peoples of Chile the Aymara, Quechua, Rapa
Nui and Mapuche nations follow their own ancestral calendar.
For them the New Year begins with the winter solstice on the
night of June 24th. The harvest has ended and the earth must
rest, prepare herself for the sowing of crops, and renew her
fertility. It is a new cycle of life, and the indigenous cultures
express their gratitude to Nature. The New Year festival of the
Mapuche is the best known. It is called We Tripantu, meaning
The Suns New Turn or The Return of the Sun. It is celebrated in
the rural regions of the south, in the city of Temuco in the main
square, and in Santiago on the hill of Santa Luca (Hueln).
Fiesta de La Tirana
La Tirana is a small town in the northern Tarapaca Region, near
the city of Iquique. Its annual festival, Fiesta de la Tirana, has
become Chiles most celebrated festival, visited by both local
pilgrims and tourists. On July 12th to 17th each year, dancers and
musicians enact the Diablada, the Dance of the Devils, a carnival
dance for exorcising demons. The festival demonstrates a
synthesis between local indigenous religions and Catholicism,
also paying homage to the Virgen del Carmen, or Our Lady of
Mount Carmel. Descendants of the Atacameo, Kunza, Aymara
and other indigenous peoples arrive at the Virgins sanctuary in
processions, making promises in exchange for blessings. Masses
are said in the church while in the surrounding area there are
stalls with handicrafts and food, and dancing throughout the day.
Winter Carnivals in the South
In July, the Fiesta de la Nieve or Snow Festival is held in Puerto
Williams, the southernmost city in the world. Locals and tourists
all take part. In the same month, in Punta Arenas, is the Winter
Carnival, the regions most important festival. Parades and
street bands circulate in the center of the city, local girls

compete to win the crown of the Carnival Queen, and fireworks
light up the night sky along the Strait of Magellan.
Fiestas Patrias - National Independence Days
Chiles independence celebrations take place on the 18th and 19th
of September. The coming spring is anticipated by open-air
ramadas, shelters with roofs made of tree branches, and fondas,
refreshment stands offering typical dishes, meat empanadas,
chicha and red wine. People dance cueca, the national dance of
Chile. They commemorate the First Assembly of the Government,
which marked the beginning of Chiles independence on
September 18th, 1810. Military triumphs are celebrated with a
parade, presided over by the President, in Santiagos Parque
OHiggins. The Chilean flag is displayed on houses and apartments
and children fly kites and play with marbles and spinning tops.
They have hopscotch competitions and greased pole climbing
contests, while rodeos are held in traditional rings.
Fiesta de La Virgen de Andacollo
The Festival of the Virgen of Andacollo is a popular religious festival
celebrating copper, Chiles greatest natural resource. Andacollo
was a settlement of Molle people, who are related to the Incas and
developed agriculture and exploited the copper resources. In their
native language of Quechua, anta means copper, and coya means
monarch, and the Virgen of Andacollo is thus known as the Queen
of Copper. The festival, held each year on 24th - 26th December, is
one of the most widely-attended religious festivals in Chile, with
dances and pledges to the Virgin. Chilean and foreign tourists are
habitual visitors and participants.
3. + Help students identify the type and origin of the text. Draw
their attention to the text on Page 11. Motivate them to focus
on the colors, the format, and the web address at the bottom,
but do not give the correct answer yet. Then have them read the
alternatives (a d) and elicit what they know about each type
of text. Ask them Are you familiar with any of these texts? Have
you ever read any of them? What type of language do you expect
to find in each of them?
A piece of news: text that contains information about recent
events that is reported in newspapers or on television or radio.
An encyclopedia entry: It is a section in an encyclopedia that
includes a summary of information from different branches of
knowledge or a particular branch of knowledge. An encyclopedia
entry is usually accessed alphabetically. They are more detailed
than those found in most dictionaries because they focus on
factual information.
A scientific article: It is a type of publication that reports original

empirical and theoretical work in the natural and social sciences.
A travel guide: A guide book or travel guide is a book for
tourists or travelers that provides details about a geographic
location, tourist destination, or itinerary.
4. ++ Write the words on the board while students look them up
in a dictionary. Ask different volunteers to write the meanings.
Allow them to write all the possible meanings and then choose
the most appropriate when they read the text.
Ask them to classify the words into the categories of verbs and
nouns and motivate them to complete the table.
Answers
a. partir / abandonar. b. daar / dao. c. alcanzar / alcance.
d. herencia / patrimonio; e. misa / masa.
nouns
leave
damage
hertitage
mass
mass
verbs
leave
reach
Draw students attention to the Pictionary and remind them

that this is a kind of glossary that will appear in every lesson,
showing the meaning of key words that appear in the texts.
They can use it at any time during the lesson.
Invite students to study the words in the Pictionary and make
sure they understand their meaning.
Pictionary
festivity: festividad, fiesta.

fire: fuego, incendio.
missionary: misionero/a.
mass: misa.
rescue: rescatar.
PAGE 11
READING
5. + 2 Ask students to read the text quickly and check their

predictions in Exercise 3.
Explain that the objective of this first reading is only to confirm
or correct the idea they had about the content. It is not
necessary for them to understand the whole text.
d.
Answers
6. ++ Ask students to think if they are familiar with other festivals

and celebrations in other places in Chile. Motivate them to say in
what ways the celebration in the text is similar or different to the
other celebrations they know. Check orally.
Answers
Answers will vary.
PAGE 12
7. +++ You can ask the whole class to find supporting information
for the sentences,or you can divide the class into four groups and
give each group a sentence, which they then share with the class.
Answers
a. You can reach it after two hours of navigation from Achao or
take a boat from Dalcahue.
b. In 1919, a big fire damaged almost all the church.
c. Every August 30th and also on the third Sunday in January.
d. The celebrations begin at 11 in the morning.
8. ++ Make students read the definitions and focus on the words
underlined in the text. Encourgage them to identify the words
that correspond to each definition.
Answers
a. parade. b. procession. c. adore. d. damaged.
9. ++ Go back to the words and their definitions in the previous
exercise and motivate your students to create sentences of their
own to illustrate the meaning of every word.
American v/s British English
Draw students attention to the information in the box and help
them notice the different spelling of the word.
Additional activity
Get some Chilean brochures for tourists (written in English) and
bring them to class. Ask students to form groups and give a
brochure to each group. Encourage them to identify and underline
the most important information in it. Invite one of the students
in the group to read the information they extracted aloud.
UNIT 1
23
UNIT 1
24
AFTER READING
LANGUAGE FOCUS
Connectors
Remember that these activities are meant to promote independent
learning, so help, guide, and check, but do not give the answers.
1. Invite students to revise the sentences from the text, paying
special attention to the highlighted words.
2. Help students discover the answers.
Answers
a. However. b. And. c. Because.
3. Guide students to complete the general rule.
When we want to express additional ideas, or to combine
sentences, we use a set of words called sentence connectors.
We use however when we want to express a contrast, and
when we want to express an additional idea, and because
when we want to express a reason.
PAGE 13
10. + Refer students to the Language Focus to match sentences in

A and B.
Answers
People celebrate in August and in summer.
It is not easy to go to Caguach because it doesnt appear on maps.
A big fire destroyed the church. However, the people built a
new temple.
This task is challenging and motivating and can be used with any
oral practice activity. It works well after some exposure to the rules
of pronunciation - connected speech, stress and intonation.
Procedure:
1. Teacher plays the recording / reads the text aloud and
students follow, marking the text for stress.
2. Teacher plays the recording / reads the text a second time and
students mark for linking. Individual chunks that show good
examples of linking or problematic pronunciation can then
be drilled.
3. Students practice pronunciation by reading the text to each
other before the teacher plays the recording / reads the text
aloud again and they listen.
4. Then students read the text with the recording / teacher and
they have to start and finish at the same time.
13. ++ Form groups of three or four students and encourage them
to talk about an important festival or celebration they know.
Invite them to complete the file.
14. +++
Devote some time to explain that any writing task
involves a series of planned situations and activities that gradually
lead to independent writing.
Encourage students to use their notes to complete the paragraph
about one of the festivities or celebrations they discussed.
15. ++ Motivate students to read their paragraphs aloud to
a partner.
The first time you play the recording, students only

11. + 3
listen. Then, play the recording again for students to repeat after
each question and answer, paying special attention to normal
rhythm and accentuation.
16. ++
Draw fast learners attention to the highlighted parts in
the dialog in Exercise 12 and motivate them to change them with
information about a festivity in their area. They work in pairs to
practice the dialog and then role-play it in front of the class.
12. ++ 4
Play the recording. Ask students to listen and then
repeat the dialog imitating the intonation and pronunciation in
the model.
Optional activity
You may assign this activity as homework to the rest of
the students.
TRANSCRIPT
A: How do people celebrate Independence Day?

B: They eat traditional food, dance the national dance and
fly kites.
A: When do people celebrate Independence Day?
B: They celebrate it on the 18th and 19th of September.
Extra!
Use this short conversation for shadow reading. Ask students to
listen to the recording and read the conversation aloud with it, trying
to imitate the speed and rhythm of the speakers on the recording.
Reflections
The purpose of this activity is to help students reflect on their

learning process and to raise their awareness of how they
develop their own learning strategies to become more effective
learners. They should work on their own, but you may help and
guide them when necessary. Encourage them to keep a record of
their answers in a special section of their notebooks.
Students read the questions and analyze:
how the exercises helped them understand the text;
what they know about other celebrations in the world and
how they can colect information.
PAGE 14
Lesson 2:
HOLIDAYS AND CELEBRATIONS
Five class hours.

Listen, and find specific information in personal
reports about national celebrations.
Exchange information about Chilean celebrations.
Objectives Say ordinal numbers.
Write a short paragraph about Independence
Day in Chile.
Use adverbs of frequency.
CD, Tracks 5, 6, 7.
Complementary Activities, Students Book,
Materials
Page 34, Exercise 1.
Workbook Page 4.
Evaluation Reflections, Students Book, Page 16.
Time
BEFORE LISTENING
1. + Introduce the topic of the lesson before students open

their books.
Ask them what people usually celebrate (birthdays, Christmas,
national holidays, etc.), and what they usually do on these
occasions (eat special food, send cards, dance, etc.). Then, ask
students to look at the pictures and try to identify the name of
the celebrations in them.
Answers
a. Carnival. b. Hanukkah. c. Halloween. d. Christmas.
e. St. Valentines Day. f. Ramadan.
The Brazilian carnival is an annual festival in Brazil held 40
days before Easter. The Brazilian Carnival is unique and different
from others celebrated in the rest of the world. In general,
groups of people dressed in costumes or special t-shirts parade
and dance in the street.
Hanukkah, also known as the Festival of Lights, is an eight-day
Jewish holiday beginning on the 25th day of Kislev according to
the Hebrew calendar, which may fall anytime from late
November to late December. It celebrates the re-kindling of the
Temple seven-branch candelabrum at the time of the Maccabee
rebellion. It is observed by the kindling of one light on the first
night, two on the second, and so on.
Halloween is a holiday celebrated on the night of October 31th.
Traditional activities includeTrick-or-Treating, bonfires, costume
parties, visiting haunted houses and carving jack-o-lanterns.
The term Halloween is shortened from All-hallow-even, as it is

the eve of All Hallows Day, All Saints Day. Irish and Scottish
immigrants carried versions of the tradition to North America in
the nineteenth century. Halloween is now celebrated in several
parts of the Western world, including Latin America.
Saint Valentines Day is a holiday on February 14th. It is the
traditional day on which lovers express their love for each other;
sending Valentines cards, donating to charity or gifting candy. The
holiday is named after two early Christian martyrs named Valentine.
Ramadan is a Muslim religious observance that takes place
during the ninth month of the Islamic calendar. The name
Ramadan is taken from the name of this month and is derived
from an Arabic word for intense heat, scorched ground, and
shortness of rations. It is considered the most venerated and
blessed month of the Islamic year.
2. ++ Read the paragraphs aloud and make sure all understand
them. Help students identify the key words related to each
celebration (e.g.: Halloween- ghosts, witches, 31th October, etc.).
Answers
a. Halloween. b. Carnival. c. Hanukkah. d. Ramadan.
e. Valentines Day. f. Christmas.
Pictionary
Christmas tree: rbol de navidad.

folk music: msica folclrica.
party: fiesta.
samba: samba.
water balloon: bombita de agua.
PAGE 15
3. + Write the words celebration and holiday on the board and ask
students if they know other similar, related words. Write their
ideas on the board and allow the use of Spanish, if necessary.
Add their words in Spanish to the list and encourage students to
look up these words in their dictionaries. Focus on the
importance of recognizing topic related words as a way of
predicting the text content. Explain to students that identifying
these words is an effective strategy they can use to get the
general meaning of any text.
4. + Introduce Kelly Hardrock to your students; tell them that she
is an American girl who works as a reporter for her school
magazine. She is a student at a school called International
School, where children from all over the world study. Kelly is
interviewing some of her school mates about their favorite
UNIT 1
25
UNIT 1
26
celebrations; read the instruction aloud and ask students to
guess what celebrations they are going to mention; make notes
of their predictions on the board.
LISTENING
5. + 5 Play the recording once for students to check their

predictions. Explain that in this first listening they should only
concentrate on the names of celebrations that they can hear. It
is not necessary for them to understand the whole text.
Answers
Halloween, Carnival, Independence Day, Christmas.
6. + 5 Play the recording again and ask students to match the
children and the celebration they are talking about. Guide
students attention to key words like: costumes, trick, tree,
special food, military parades, etc.
Answers
Mike - Halloween. Ana - Carnival. Elizabeth - Christmas.
Francisco - Independence Day.
7. ++ 5 Invite students to copy the table into their notebooks
and to complete it as they listen to the recording again. Let
them know that some slots will be empty.
Answers
Celebration
Activities
Halloween
Trick-or-treat.
Clothes Special elements

Costumes Candies
Carnival
Parades, dancing samba, X

playing with water.
Christmas
Big parties, families get

together.
Tree, food,
present.
Independence Go to the fondas, listen to Huaso

Day
national music, fly kites. clothing.
Flags, kites,
traditional food.
8. +++ 5 Ask students to read and try to identify the incorrect

information. Play the recording once more for students to check
their answers.
Answers
a. He loves playing tricks, not playing with water.
b. Anas favorite activities during carnival are the parades,
dancing samba, and playing with water, not the presents.
c. Elizabeth loves Christmas food.
d. In Chile, the most important celebration is Independence Day,
not Christmas.
TRANSCRIPT
Kelly:
Mike:
Kelly:
Mike:
Kelly:
Ana:
Kelly:
Ana:
Kelly:
Elizabeth:
Kelly:
Elizabeth:
Kelly:
Francisco:
Kelly:
Francisco:
Tell me Mike, what is your favorite celebration?

Well, my favorite celebration is Halloween.
Why Halloween?
Because we wear costumes and go trick-or-treating;
I love playing tricks! Its wicked!
And you, Ana?
I like all the celebrations in Brazil, but my favorite one
is Carnival.
What do you like about Carnival?
I love the parades, dancing samba, and playing with water
in the street all night long! I never miss this celebration!
Do you have a favorite celebration, Elizabeth?
Oh, Yes! Christmas is my favorite. It is the day when
families get together for big parties.
What do you like most about it?
I love the food, the tree and of course, receiving presents!
Francisco, can you tell us about your country?
The most important celebration in my country is
Independence Day. Its great that we have two days off,
18th and 19th September.
What do you do on those days?
People usually go to the fondas to listen to national
music and eat traditional food. Children often fly kites
this time of the year. Sometimes it rains, but we love this
holiday anyway!
PAGE 16
AFTER LISTENING
LANGUAGE FOCUS
Talking about habits
1. Students revise the sentences from the text. Draw their
attention to the words in bold. Guide them to discover what
they express. If necessary, explain the meaning of frequency,
which is associated to routine, habit, an activity that is
performed regularly.
2. Help students complete the general rule:
Answers
We use words like always, never, usually, sometimes, etc.
to express how often we do certain things.
3. Elicit other frequency adverbs and tell students to complete
the scale.
Answers
70 - 40% often; 30 - 10% sometimes.
9. ++
Help students think how they celebrate Independence
Day; ask them what special activities they do, what they drink or
eat, what kind of music they listen to, etc. Then, they complete
the letter.
Encourage some students to read it aloud.
Error Alert!
Adverbs of frequency can occupy different positions in the
sentence. With most verbs, the normal position is between the
subject and the verb, but with the verb To Be, the adverb comes
after the verb.
Examples:
Pedro occasionally visits us on Sundays. (Regular position).
She is often ill in winter. (To Be).
Extra!
Rewrite the complete sentences using the adverb in parentheses
in its correct position.
a. He listens to the radio. (often)
b. They read a book. (sometimes)
c. Pete gets angry. (never)
d. Tom is very friendly. (usually)
e. I take sugar in my coffee. (sometimes)
f. Ramon and Frank are hungry. (often)
g. My grandmother goes for a walk in the evening. (always)
h. Walter helps his father in the kitchen. (usually)
i. They watch TV in the afternoon. (never)
j. Christine smokes. (never)
10. + 6
Tell students that the recording introduces ordinal
numbers. Explain the use of ordinal numbers in dates in English.
Highlight the use of st in first, nd in second, and rd in third. Point out
that all other ordinal numbers end in th. Remind them that higher
numbers (e.g. 51st, 62nd, 83rd, 98th) follow the same pattern.
First, play the recording and ask students only to listen. Then,
play the recording again for them to listen and repeat each
ordinal number.
Extra!
A fun way to review ordinal numbers is go around the classroom
and have each student say an ordinal number (in order). If a
student makes a mistake, he / she has to start again from 1st.
Continue until you have reached the number that is the same as
the number of students in the class (e.g., if you have 34
students, you should end in 34th.)
Additional exercise
Have students stand and say the ordinal number that
corresponds to their birthdays.
11. +++ 7
In pairs, students read the dialog and practice
it taking turns to play both roles. Then, ask some pairs to act the
dialog out in front of the class. You may also use this recording
for shadow reading.
TRANSCRIPT
A: Whats your favorite celebration?

B: Its Independence Day. Its wicked!
A: Do you usually fly kites?
B: Sure! I love it!
A: What other things you do?
B: I often go to the fondas and I always eat Chilean food.
Extra!
As an additional activity, you can ask students for equivalent
everyday expressions that they use in Spanish and for
more examples.
Answers
wicked - really good; sure - yes.
12.
Encourage fast finishers to find out how much they know about
celebrations around the world. If you have enough time, you can ask
your students to add more questions to the quiz.
You can assign this activity as homework for the rest of the students.
Did you know that
Students read this section on their own, but help if they ask you.
Invite them to share their knowledge of this and other traditional
celebrations.
Reflections
Students read the questions and identify:

- the most important problems they had when writing;
- in what occasions they needed your assistance when doing
the exercises.
PAGE 17
TRAVEL BACK
The mini evaluation in this section provides material to check and

revise students progress and inform you about any points that the
majority of students may have problems with. Make sure they
understand what they are expected to do and then give them time
to answer individually.
Check answers orally and help them work out their score.
Advise students who get less than 50% of the answers correct, and
congratulate those with good results.
UNIT 1
27
UNIT 1
28
Answers
1. a. 1778: celebrations began.
b. 1919: fire damaged the church.
c. 1925: people finished the new church.
2. a. Religious. b. With a mass outside the church.
3. Ana Brazil. Francisco - Chile.
4. a. Playing tricks / the parades / dancing samba / playing with
water / the food / the tree / receiving presents. b. get
together for big parties. c. two days off.
5. a. always. b. never. c. often. d. usually.
6. a. For Halloween, children wear costumes and play tricks.
b. We cant get to Caguach early in the morning because the
trip takes two hours.
c. People can celebrate in winter or in summer.
d. People can celebrate twice because there is a summer and a
winter version of the festival.
PAGE 18
Lesson 3: MYTHS AND LEGENDS
Five class hours.

Read, listen, and find explicit ideas and specific
information in a legend. Express past events.
Objectives Practice the sound //.
Write a summary of a legend.
Use the Past Simple tense.
CD, Tracks 8, 9, 10.
Materials
Reading booklet, Page 3 (The power of the sun an Indian legend).
Time
BEFORE READING
1. + To introduce the topic of this lesson, ask students if they can

explain the difference between myth and legend. Write some
ideas on the board and elicit some similarities between these
two genres. Then have them look at the pictures and recognize
what they illustrate. Ask them if they know examples of how
human beings have tried to explain certain things or events.
Elicit the names of other legends
Answers
The pictures illustrate Chilean legends: El Trauco, El Caleuche,
and universal legends: Atlantis, King Arthur, Romulus and Remus.
El Trauco is a troll who lives in the woods of Chilo. It has a
powerful magnetism that attracts young and middle-aged
women. Men of Chilo fear El Trauco, as his gaze can be deadly.
The Caleuche is a large ghost ship sailing the seas around Chilo
at night. It appears as a beautiful and bright white sailing ship,
with the sounds of a party on board, which quickly disappears
after people see it. It is crewed by the drowned or by fishermen
and sailors who were kidnapped to serve and work as human
slaves by three mythological figures: the Sirena Chilota, the
Pincoya and the Pincoy.
Atlantis was an ideal civilization located in an island beyond the
Strait of Gibraltar, in the Atlantic Ocean. The Atlanteans lived in a
golden age of harmony and abundance, until the gods started to
intermarry with humans and the Atlanteans became greedy.
Angered by all this, Zeus sent a series of earthquakes that made
Atlantis sink into the sea.
Arthur became the King of the Britons when he was able to pull
out a sword in a stone that Merlin had set using his magic powers.
As a king, Arthur gathered knights around him, fought against the
Saxons, and searched for a lost treasure, which they believed
would cure all ills - the Holy Grail. Arthurs base was at a place
called Camelot. His knights met at a Round Table. With his sword
calledExcalibur, Arthur defeated many enemies. Queen Guinevere
was Arthurs beautiful wife.
Romulus and Remus were the twin sons of Mars, the god of
war and of a Latin princess. Mars was afraid the twins could take
his throne, so he abandoned them on the banks of the Tiber River
and left them to die. A female wolf found the twins and fed them
her own milk until some shepherds rescued them. As adults, the
boys built a city in the place where they had been born. Each
brother ruled a part of the city. After a terrible fight, Romulus
killed Remus. This left Romulus hilltop called Palatine the center
of the new city. The city was named Rome after Romulus.
Poseidon is one of the twelve Olympian deities of the pantheon
in Greek mythology whose main domain is the ocean. He is
known as God of the SeaTamer of Horses and as Earth-Shaker
due to his role in causing earthquakes.
2. + Ask students to read Kellys question. Check their answers
orally. Make notes on the board.
3. ++ Students work in small groups to match the words and
their Spanish equivalents. Check answers orally.
Invite them to read the words in the Pictionary too.
Answers
beverage a. endurance f. journey g. leaves c. reward
d. shelter e. weak b.
Pictionary
PAGE 20
aborigine: aborigen.
forest: bosque.
farm (v.): cultivar.
hunter: cazador.
tribe: tribu.
6. ++ Read the labels of the diagram with the class. Then, students
read the text more carefully in order to complete the diagram.
4. + Tell students to have a quick look at the text and the words in
the Pictionary on Page 19. This should give them an idea of what
the story is about. They then make a note of their prediction.
PAGE 19
READING
5. ++ 8 Do a class survey. Ask students about their reading

habits: how often they read, why they read, and what they usually
read. Write the many different types of things they mention on the
board. Make students predict the type of text they are going to
read, based on the information from the previous section (Before
reading). Guide their answers to: a legend.
Ask students to read the text once, more slowly, but only to
check their prediction about the topic of the story and find
supporting information.
Possible answer
The text is about an old man and his daughter, and a spirit.
The cognates are: aborigines, move, territory, tribe, stay,
moment, spirit, descended, nomadic, generously, offered,
hospitality, plant, magic, prepare, tea, comfort.
Additional information
A renewed interest in literature has recently surfaced as
literature provides resources that take students beyond the
elementary level of intensive language instruction to a level which
enables them to function effectively in the second language.
McKay (1982, p. 529), in discussing the reasons for the inclusion
of literature in EFL classes, argues that most present day literary
texts assume that literature presents language in discourse and
can provide a basis for extending language usage.
References
McKay, S. (1982). Literature in the ESL classroom. TESOL
Quarterly, 16, 529-536.
Oster, J. (1985). The ESL composition course and the idea of a
university. College English 47(1), 66-79.
Extra!
You can choose any passage of the narration and use it for
shadow reading.
Answers
Type of text: Legend. Topic: The origin of mate.
Characters: Yari, her father, and Tup.
Time / location: Before the Spanish arrived in Paraguay.
Message: The importance of being generous. Good actions are
always rewarded.
7. ++ Motivate students to play a matching game finding the
partner for each tile to form complete sentences.
The shape of the tiles is a clue to the first or the second part of
each sentence. Encourage them to match the tiles using the
connectors and, however and because.
Answers
Tup was a spirit. However, he dressed like a nomadic hunter.
Yari stayed with her father because he was weak.
Tup came to Earth and asked Yari for food.
Tup was surprised and offered Yari a reward.
Tup gave Yari a green plant because it gave her father comfort
and health.
Did you know that
Students read this section on their own, but help if they ask you.
Invite them to share what they know about Chilean mythology.
PAGE 21
AFTER READING
LANGUAGE FOCUS
The Past Simple Tense
This section is designed to help students revise or discover a
particular grammar structure or an interesting item of vocabulary
from the text.
The activities are meant to promote independent learning, so
help, guide and check, but do not give the answers.
1. Invite students to analyze the sentences paying special
attention to the words in bold.
2. Help students to identify the answers to the questions.
Answers
2. a. - i. b. used and moved end in ed.
3. We use the Past Simple tense to narrate events that happened
in the past. To form the past tense of regular verbs, we add
d / ed to the base form of the verb. There is no rule to form
the past tense of irregular verbs.
UNIT 1
29
UNIT 1
30
Error Alert!
The spelling of the simple past form of regular verbs ends in -ed.
Most verbs are regular, but many common verbs have irregular
past forms. For example: be= was, were; become= became;
buy= bought; shoot= shot; think= thought; keep= kept, etc.
Additional exercises
1. Classify the following verbs. Write R (regular) or I (irregular) verbs.
a. ___play
b. ___fly
c. ___use
d. ___study
e. ___eat
f. ___ make
g. ___ travel
h. ___ see
2. Write the Past Simple form of the verbs in Exercise 1.
a.
b.
c.
d.
e.
f.
g.
h.
8. ++ First students should identify the irregular verbs in the
paragraph and find their past tense. Then, they have to apply
the rule in the Language Focus and write the Past tense of the
regular verbs in the passage.
Answers
was, were, enjoyed, thought, played, learned / learnt.
PAGE 22
9. ++ 9
Draw students attention to the pronunciation of
the letters th (the tip of the tongue must go between the teeth,
touching the upper teeth). Play the recording and ask students
to listen and repeat, first the words and then the tongue twister.
Extra!
You can organize a competition; the winners are the students
who can say the complete tongue twister correctly.
10. +++ Encourage students to imagine what a conversation
between Yari and Tupa would have been. Then ask them to work
in pairs and complete the dialog with their ideas.
11. +
10 Play the recording and invite them to listen and check.
Play the recording again and ask students to

12. +++ 10
listen and repeat. Motivate them to extend the dialog creating new
questions and write the final version in their notebooks. Finally, ask
them to practice saying the new dialog and role play it in pairs.
TRANSCRIPT
10
Tup: Whats your name?

Yari: My name is Yari.
Tup: Why are you alone with your father?
Yari: Because he felt tired and weak and I didnt want to leave
him alone.
Extra!
You may ask fast finishers to role-play the dialog in front of
the class.
13. ++ Tell students to go back to their answers in Exercise 7. Make
them number the sentences in the order that the events happened.
Answers
(1) Yari was a girl that lived in Paraguay.
(2) Yari stayed with her father because he was weak.
(3) Tup came to Earth and asked Yari for food.
(4) Tup was surprised and offered Yari a reward.
(5) Tup gave Yari a green plant that gave her father comfort
and health.
(6) Tup told Yari to share the plant with her tribe.
14. +++
Now students put the sentences together into a
paragraph, to write a short summary of Yaris story. Emphasize
the use of the connectors students learned in Lesson 1 to link
the different events.
Possible answers
Yari was a girl that lived in Paraguay and stayed with her father
because he was weak.
Tup came to Earth and asked Yari for food.
Tup was surprised and offered Yari a reward. Tup gave Yari a
green plant that gave her father comfort and health and told Yari
to share the plant with her tribe.
Encourage students to read read and listen the
15. +++ 68
legend The Power of the Sun, on Page 3 of the Reading Booklet,
and invite them to compare both texts saying how they differ.
Guide them to discover that in both texts there are human (Yari,
Soatsaki) and non-human characters (Tupa, Morning Star, the
Sun). Both are legends that try to explain the existence and
properties of Yerba mate, in the first case, and the existence of
the stars (Milky Way).
PAGE 23
16. + Students read the definitions, paying special attention to key
words: Legend: human protagonists and fantastic characters.
Myth: supernatural heroes, gods, superior to human beings.
Answers
b. A legend.
17.
Fast finishers revise the definitions in Exercise 16 and answer.
Answers
a. The Greek myth of Poseidon, god of the seas.
b. The Chilean legend of El Caleuche.
PAGE 24
Lesson 4: CHILES NATIONAL DANCE
Time
Five class hours.
Listen, and find specific information in a telephone

conversation about traditions, music, and culture.
Express questions and the way in which things
Objectives are done.
Practice the initial sound /b/.
Write a short description of a dance.
Use adverbs of manner.
Materials
CD, Tracks 11, 12, 13.

Complementary activities, Students Book
Page 35, Exercise 3.
Workbook, Page 7.
The tango is a partner dance that originated in the 1890s along

the Ro de la Plata, the natural border between Argentina and
Uruguay, and soon spread to the rest of the world.
Popularly and among tango dancing circles, the authentic tango
is considered to be the one closest to the form originally danced
in Argentina and Uruguay.
Samba is a Brazilian dance and musical genre originating in
Bahia, Brazil, and with its roots in Rio de Janeiro and Africa via
the West African slave trade and African religious traditions. It is
recognized around the world as a symbol of Brazil and the
Brazilian Carnival.
Flamenco is a form of Spanish folk music and dance from the
region of Andalusia in southern Spain. It includes singing, guitar
playing, dance and handclaps. Flamenco is often associated
with the Romani people of Spain (Gitanos) and a number of
famous flamenco artists are of this ethnicity.
Pictionary
circle: crculo.
flowered dress: vestido floreado.
riding boots: botas de montar.
riding trousers: pantalones de montar.
BEFORE LISTENING
PAGE 25
1. + With students books closed, start a conversation about the

elements of a countrys culture. Elicit these elements and make
notes on the board. Encourage students to try the Culture
Word Search.
Answers
A P DR
UF E ST
HO C J G
E O D MU
I DB VN
P C L OT
R T Z XM
WM H J
F
I
L
S
X
H
U
U
H
V
A
I
R
E
O
Z
D
A
N
C
E
S
T
I
R J GHZ
U P DT LM
L S X T MW R
GUAGEO I
P Z T J HP D
L I G I ON F
R AO I NUM
E V ROBV I
L KQYOP
E S T XA
2. + Ask students to identify the name of each dance in the pictures.

Answers
a. tango / They're dancing tango. b. samba / She's dancing
samba. c. flamenco / She's dancing flamenco. d. Breakdance /
He's dancing breakdance. e. maypole / They're dancing maypole.
3. ++ Make students look up these words in the dictionary and

make a drawing that illustrates each of the words.
Answers
Drawings of an apron, spurs, and a person wearing clothes.
4. + Read the instruction and refer students to the protagonist of
the book, Kelly and her Chilean friend, Ignacio.
Ask them to guess which dance Kelly is going to write about and
discuss what they know about it. Do not check answers at
this stage.
LISTENING
5. + 11 Explain students they are going to listen to a telephone

conversation between Kelly and Ignacio. Play the recording for
students to check their answer in Exercise 4.
Answers
The Chilean cueca.
UNIT 1
31
UNIT 1
32
6. ++ 11 Read the statements with the class and draw students
attention to the type of information that is required to choose
each alternative, for example: years, names of celebrations,
description, etc. Then play the recording again.
Answers
a. ii. b. iii. c. i. d. ii.

Draw students attention to the American v/s British English
box, and help them notice the different words used for the
same object.
PAGE 27
AFTER LISTENING
PAGE 26
7. + 11 Help students name the items illustrated and motivate

them to use five of them in sentences that they create. a. boots.
b. shirt. c. handkerchief. d. chamanto. e. guitar. f. sandals.
g. skirt. h. pants. i. dress. j. flute. k. shoes. l. spurs. m. sweater.
n. hat. o. harp. p. violin. q. saxophone. r. sau sau clothes.
s. piano.
Ask students to listen to the recording again and identify the
items that are mentioned.
Answers
Boots, skirt, chamanto, dress, guitar, spurs, harp, hat.
TRANSCRIPT 11
Ignacio: Al.
Kelly: Ignacio? Its me, Kelly. Im preparing a report on Chilean
traditions for my school magazine. Can you help me?
Ignacio: Hi, Kelly! Well, Ill do my best. What do you need to know?
Kelly: Is there a national Chilean dance?
Ignacio: Yes, the national Chilean dance is called the cueca. It has
been the official dance since 1979.
Kelly: Can you dance it?
Ignacio: Mmm, I cant dance it very well, really, but we usually
dance it at school when we celebrate Independence Day.
Kelly: Can you tell me more? Is it difficult?
Ignacio: At the beginning, the dancers clap their hands firmly, in
rhythm to the music. Then, the dancers move softly,
making figures of circles and semicircles, and they move
their handkerchiefs gracefully above their heads.
Kelly: How interesting! Do the dancers wear special clothes?
Ignacio: The men wear a huaso hat, a shirt, a chamanto, riding
trousers, a short jacket, riding boots, and spurs. The
women wear a flowered dress with an apron.
Kelly: And the music?
Ignacio: The traditional cueca uses the harp and the guitar, but
there are many variations. I think the piano is also used.
Kelly: Can you send me some photos by e-mail? I want to include
them in my article. Thanks a million for all the information.
LANGUAGE FOCUS
Describing actions
1. Invite students to revise the sentences paying special attention
to the words in bold.
2. Help students find the answers to the questions.
Answers
a. i. b. iii.
3. Ask students to complete the rule.
Answers
We make most of them by adding the particle- ly to the
corresponding adjective.
Error Alert!
Adverbs of manner tell us how something happens. They are
usually placed after the main verb or after the object. The
adverb should not be put between the verb and the object:
Examples:
He ate greedily the chocolate cake [incorrect]
He ate the chocolate cake greedily [correct]
However, sometimes an adverb of manner is placed before a
verb + object to add emphasis.
Examples:
He gently woke the sleeping woman.
8. + 12
Help students notice that the words in this exercise
contain different vowels; these sounds are very important,
because they can produce differences in meaning. (Compare
with Spanish caro /coro). Play the recording two or three times;
first, students only listen and then, they listen and repeat.
You can use this recording for shadow reading.
9. ++ 13
Play the recording for students to listen, repeat and practice the
questions they can use to ask about a dance.
TRANSCRIPT 13
a. What is the name of the dance?
b. Where is it from?
c. What clothes do people wear?
d. When do people dance it?
Reflections

guide them when necessary.
Encourage them to keep a record of their answers in a special
section of their notebooks.
- the difficulties they had to understand the text;
- the key words they used to get the general idea of the text.
PAGE 28
10. ++ Refer students to what they learned in the Language
Focus. Ask them to complete the sentences with an adverb from
the box, using the information in the pictures as clues.
Answers
Happily, heavily, carefully, softly, beautifully, quietly.
11. + In groups of three or four, tell students to do Ignacios request.
12. +++
Motivate students to write a short paragraph
describing the dance they chose in Exercise 11. Instruct them to
use the information from the table and some adverbs of manner.
Encourage them to use what they have been learning during the
Lesson: the adverbs in the Language Focus and the words in
Exercise 10. Explain to them the notes in the table in Exercise 11
will help them organize their writing.
PAGE 29
TRAVEL BACK
The mini-evaluation after Lessons 3 and 4 provide material to check

and revise students progress and information about any points that
the majority of students may have problems with. Make sure they
to answer individually. Check answers orally and help them work
out their score.
Answers
1. b.
2. a. Paraguay. b. The aborigines that lived in the Paraguayan
forest before the Spanish arrived. c. A green plant. d. a drink
(some tea).
3. c. e. b. e. a.
4. was, lived, went, recorded, reached.
PAGE 30
Lesson 5: SUMMARIZING A LEGEND
One class hour.

Prepare, draft, edit and write a final version of a
Objectives
summary of a legend.
Materials Workbook, Page 8, Exercises 1, 2.
Time
Evaluation Writing box, Students Book, Page 31.

HAVE A LOOK AT a summary
In this lesson, students will learn to write the summary of a legend.

Before the writing process starts, it is necessary to analyze a model
of the text they are going to write. This section of the lesson will
guide them in this important analysis with questions and activities
that will help them discover the structure and format of a summary,
as well as help them reflect on the type of language that is often
used in this type of text.
Here are some tips on how to produce a summary that you may
want to share with students before starting the assignment.
1. Read the text to be summarized and be sure you understand it.
2. Underline or highlight the major points.
3. Write a first draft of the summary without looking at the text.
4. Try to use paraphrase when writing a summary.
5. Target the first draft for approximately 1/4 the length of the
original text.
Draw students attention to the information in the Did you know
that box.
Explain to students that summarizing is defined as synthesizing
important ideas and that a summary is produced to show that they
have read and understood something.
Before starting, refer students to the Organize your time box.
Make them decide and check the time they expect to spend on each
step of the writing process.
1. + Ask students to read Texts I and II and then answer the questions.
Answers
a. I.
b. II. Because it is shorter and it only contains the main ideas.
c. The central ideas are: Daedalus and his son Icarus were
imprisioned in the labyrinth in Crete. Daedalus gave Icarus a
pair of wings made of wax to escape warning him not to fly to
high. Icarus forgot his father advice and the sun melted his wax
wings and fell down into the sea. Extra information: Daedalus
made the wings, Icarus was excited about using the wings.
d. Icarus, Daedalus.
UNIT 1
33
UNIT 1
34
PAGE 31
DRAFTING
2. ++ Explain that they have to write the summary of The Legend

of King Arthur, which is similar to the texts they read in the Unit.
Motivate them to underline the key words they would like to
include in the summary.
Possible answers
King Arthur, Merlin, magician, stone, Round Table, Camelot,
lost treasure, The Holy Grail, Excalibur.
3. ++ Motivate students to describe the main events in the
legend, identifying datails in the text that support their answers.
Ask them to write full sentences expressing the main events.
Encourage them to paraphrase the original text as far as they can.
Make them notice that this selection of sentences form the rough
draft of the summary.
Answers
King Arthur was raised in secret.
Merlin set a sword in a stone with his magic.
Arthur pulled the sword and became the King.
Arthur defeated the Saxons, fought in many battles, created the
Round Table, and searched for The Holy Grail.
WRITING
4. +++ Instruct students to use their notes in the drafting

section and to follow the model provided in the lesson to write
the summary of the legend.
EDITING
5. +++ After they finish, invite them to correct their work using the
checklist in the Writing box. You can also make students exchange
summaries with their partners and edit their partners works.
6. ++ Motivate students to write a final version of the summary on
a piece of cardboard and decorate it with drawings or pictures.
Assign a visible place of the classroom to display students works.
If you cannot display the works, another approach is to collect in
all the cardboards. Then ask students to work in groups and give
each group a number of summaries to read and discuss.
7. +++ Create a class blog where you can submit your students'
compositions. The following websites can be useful resources
you can use in this activity.
- Blogger
www.blogger.com/
- WordPress
http://wordpress.com/
- Virtual Teen
http://www.virtualteen.org/forums/
Using technology in the classroom by means of a class blog
resource can enhance motivation and contribute to the
development of writing skills.
Extra!
You can assign some Chilean legends for students to summarize
in pairs or groups for next class.
PAGE 32
Kelly Hardrock, school reporter
Episode 1: The Competition
Help students identify the connection between the characters

that have appeared in the lessons and those in the cartoon.
Motivate them to read the story on their own and help only if
they ask you to. You can ask some students to summarize the
story, in Spanish if necessary.
You can play the recording to allow students to listen and read
the story at the same time.
Creative skills
The purpose of this section is to foster and enhance students
creative skills using the comic strip episode.
1. Make students work in groups of four to discuss what
possible endings they can imagine for the episode. Motivate
them to propose their ideas and vote the most popular one.
2. Encourage them to create their own comic strip with the
idea they chose.
3. Explain to students they must role-play their ending in front
of the class. Have them practice the dialogs they created
before performing.
PAGE 34
COMPLEMENTARY ACTIVITIES
This section provides extra practice on the contents of the unit and
allows the teacher to diversify the way he / she deals with them,
taking into account students different interests, rhythms, and
learning styles.
You can assign the activities as homework; or use them as timefillers or as revision before the unit test (Test your knowledge).
Answers
Answers will vary.
PAGE 35
3. a. break dance. b. flamenco. c. samba. d. maypole. e. tango.
PAGE 36
Project
This section includes final synthesis activities meant to allow

students reflect, consolidate and integrate knowledge, and revise
their learning process.
They also provide the opportunity to present the language in a
significant context and to internalize language patterns that they
may use later on.
Read the instructions aloud and make sure that all students
understand clearly what they are expected to do.
Set a date and time for the presentations.
Assign a place in the classroom to display the albums and a time for
the presentations.
After each presentation, give students enough time to evaluate
their performance using the prompts provided.
Evaluate students performance and give them feedback. You can
use the Project Evaluation rubric on Page 99 of the Teachers Book.
TEST YOUR KNOWLEDGE
Explain to students that the purpose of this section is to help them

revise contents and evaluate their performance in the whole unit.
Read the instructions and make sure all the students understand what
they are expected to do in each activity. Encourage them to give
honest answers in order to detect their strengths and weaknesses.
Check students results and revise any points that the majority of
them had problems with.
Answers
READING
15
1. d.
2. a. No, they are on different days. b. No, this is on the national
holiday, on the 4th of July. c. Yes, they eat some of the foods
that they served at the first feast: turkey, potatoes,
pumpkin. d. Yes; many events like concerts or operas are
free on that day. e. Yes. USA: there are many parades with
bands / France: There are big parades with soldiers /
Mexico: School children march in parades.
3. a. parade. b. fireworks. c. pumpkin. d. feast.
PAGE 37
LISTENING
16
4. a. two or three. b. his father. c. Chopin. d. Venice. e. to be a

cientist, travel into space, perform on the moon.
5. a. Correct. b. His father is a performer and a teacher. c. Correct.
TRANSCRIPT 16
Interviewer: Is this your first time in Chile, Mark?
Mark:
Yes.
Interviewer: How often do you practice?
Mark:
I play for about two or three hours a day.
Interviewer: Is there a special musician that you admire?
Mark:
My dad, hes a great performer and he also teaches.
Interviewer: Do you have a favorite composer?
Mark:
I also study the piano, so I really like Chopin.
Interviewer: Whats your favorite place in the world?
Mark:
Venice - I had lots of fun moving all my instruments
around by boat along the canals there!
Interviewer: Do you ever make mistakes?
Mark:
Yes, I do, but its important to forget about mistakes
and concentrate on the good things.
Interviewer: If you could have one wish granted, what would it be?
Mark:
Id love to be a scientist and travel into space - itd be
good to perform on the moon.
Interviewer: What advice would you give to young people
beginning to play?
Mark:
When you practice, try to be patient and concentrate.
Dont get upset when you make a mistake.
6. a. usually. b. always. c. never.
7. a., b. Two full sentences in which the meaning and use of two
of the words in the box are present.
8.
Great!
Not too bad
Help!
Student can say three
bits of information
about the celebration
he/she chose.
Student can say one or

two bits of information
about the celebration
he/she chose.
Student cant say any

information about the
celebration he/she
chose.
SELF- EVALUATION
The purpose of this section is to allow students reflect on their

strengths and weaknesses. Make sure they all understand what they
are expected to do and give enough time to answer the questions.
Encourage students to make an honest analysis and show interests in
their results, sharing them with the class.
Motivate them to go back to the Language Focus sections of the
lessons that presented problems. Encourage them to write a list of
remedial actions to improve their performance in the future.
Finally, ask students to set three goals for the aspects they would like
to improve and make them write their goals in their notebook.
UNIT 1
35
EXTRA TEST
READING
17
MS
FESTIVE CUSTO
of Orleans,
th
Valentines Day
February. Charles, Duke
14
on
d
te
ra
leb
ce
is
It
rliest
tine.
e cards. He sent the ea
tin
len
It is named after St. Valen
Va
g
in
nd
se
of
London
rted the custom
isoner in the Tower of
pr
was the man who sta
a
as
w
he
le
hi
w
ife
ry to his w
Valentine card in histo
in 1415.
1621 as
The tradition began in
Thanksgiving
.
es
at
St
d
ite
Un
e
th
d
d on the fourth
custom in Canada an
anksgiving is celebrate
Th
It is a popular autumn
A,
US
e
th
In
t.
es
rv
meal
for a good ha
tober. A Thanksgiving
Oc
in
y
da
on
M
a way of giving thanks
nd
co
se
and in Canada on the
mpkin pie.
Thursday in November,
ry sauce and sweet pu
er
nb
cra
ith
w
ey
rk
tu
consists of
this
Halloween
s from pumpkins. Now
rn
te
lan
e
ak
m
to
n
ga
tern in
In the 1840s, people be
Lots of people put a lan
.
ica
er
Am
rth
No
in
n
n.
is a popular traditio
th
October as a decoratio
31
of
t
gh
ni
e
th
on
w
their windo
used
th
Christmas
ury in Germany. People
nt
ce
16
e
th
in
e
tim
of adding
rated at Christmas
tin Luther had the idea
ar
Fir trees were first deco
M
.
em
th
te
ra
co
de
es
d sweets to
troduced Christmas tre
in
rt,
be
Al
paper roses, apples, an
ce
in
Pr
d,
n Victorias husban
candles. In 1840, Quee
into England.
4 points
1. Read the text and complete the table.

Date
Festivity
PHOTOCOPIABLE MATERIAL
TRAVELERS 8
14th February
4th Thursday in November

24th December
Halloween
2. Read the text again. Match the name of the festivity in column A with the items in column B.
A
B
Candles
Christmas
Fir trees
Halloween
Lanterns
St. Valentines Day
Greeting cards
Thanksgiving
Pumpkin pie
Turkey
6 points
3. Answer these questions.

a. Who started the St. Valentines tradition?
b. When do people celebrate Thanksgiving in Canada?
c. Who put candles on a Christmas tree for the first time?
3 points
UNIT 1
37
LISTENING
4.
8 points
18 Listen to the recording and answer the questions.
a.
b.
c.
d.
e.
f.
g.
h.
5.
What are fables?

They are
What is the purpose of fables?
To teach a
How are fables described?
They are described as
Why are Aesops fables short?
To keep
which illustrate a
to
.
which have a
of
.
.
3 points
18 Listen to the recording again and write this information.
a. Other word to describe fables:

b. Habitual protagonists of fables:
c. Period in which Aesop is believed to have lived:
ORAL EXPRESSION
5 points
6. In pairs, ask and answer these questions about your favorite celebration / dance.
a.
b.
c.
d.
What is the name of the celebration /dance?

Where is it from?
What clothes do people wear?
When do people celebrate / dance?
WRITTEN EXPRESSION
People wear
. It is from
. They
on
0-8
9 - 17
18 - 27
28 - 34
Keep trying
Review!
Well done!
Excellent!
TOTAL
SCORE
34 pts
is
My partners favorite
TRAVELERS 8
5 points
7. Use the information in Exercise 6 to write a short paragraph about your partners favorite celebration / dance.
UNIT 1
38
ANSWERS TO EXTRA TEST UNIT 1
1.
TRANSCRIPT
Festivity
Date
14th February
4th Thursday in November
31st October
24th December
Fables and tales
Valentines Day
Thanksgiving Day
Halloween
Christmas
Fables are short stories which illustrate a particular moral and teach
a lesson to children. The theme and characters appeal to them and
the stories are often humorous and entertaining.
Fables can also be described as tales or yarns which have a message
in their narrative, such as a parable might have. Fables can often
pass into our culture as myths and legends.
2. St. Valentine - greeting cards

Thanksgiving - pumpkin pie, turkey
Halloween - lanterns
Christmas - candles, fir trees
The characters of fables and tales are usually animals that act and
talk just like people while retaining their animal traits.
3. a. Charles, Duke of Orleans.

b. On the second Monday of October.
c. Martin Luther.
4.
5.
Aesops famous fables and scripts provide great entertainment for

children. The fables, or stories, are all very short to keep the attention
of children and Aesops fables feature childrens favorite animals.
18
a.
b.
c.
d.
18
They are short stories which illustrate a particular moral.

To teach a lesson to children.
They are described as tales / yarns which have a message.
To keep attention of children.
It is not known exactly when the first of Aesops fables were written,
as the fables were originally handed down from one generation to
the next just like a myth or a legend. However, it is believed that
Aesop lived from about 620 to 560 B.C.
18
a. tales / yarns. b. animals that can talk. c. 620 to 560 BC.
TRAVELERS 8
6. Accept any coherent and logical ideas. Check that students use the language and structures that were presented in the unit.
7.
5 points
4 points
3 points
2 points
1 point
Student can exchange

the information with
his/her partner, with
a correct
pronunciation, no
hesitation, and no
grammar mistakes.

his/her partner, with a
correct pronunciation,
and a minimum
hesitation, and no
grammar mistakes.

his/her partner, with
acceptable
pronunciation, but
hesitates and makes
some grammar
mistakes.

his/her partner, but
his / her pronunciation
is not clear, he/ she
hesitates a lot, and
makes a lot of
grammar mistakes.

his/her partner, but
interaction is affected
by pronunciation
mistakes and a lot of
hesitation.
5 points
4 points
3 points
2 points
1 point
Student can complete

all the information
required in the
paragraph, without
any spelling mistakes.

all the information
required in the
paragraph, but makes
some spelling
mistakes.

some of the
information required
in the paragraph,
without spelling
mistakes.

a little of the
in the paragraph, and
makes a lot of spelling
mistakes.

only one piece of
information in the
paragraph.
0 point
Student cant
exchange information
with his/her partner,
language mistakes
interfere with
comprehension.
0 point
Student cant
complete any
information in the
paragraph.
UNIT 1
NOTES
TRAVELERS 8
NOTES
39
UNIT 2
TAKE CARE
OF YOURSELF!

listen and find specific information in a radio program
and in a dialog related to healthy habits and self-care by:
using previous knowledge to predict content,

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

information in a questionnaire about healthy habits,
and in a literary extract by:
using key words to identify text organization,

recognizing type of text from visual clues,
relating cause and effect,
identifying logical order of ideas,
identifying the authors intention and the effects
on the reader.
express possibilities, obligations, and future

intentions by role-playing communicative situations
about:
healthy habits and self-care,
addictions and teens problems.
write short paragraphs and a blog post related to
addictions and self-care:
using words related to feelings and moods,
physical activities, and study habits,
expressing future consequences,
reporting the results of a survey.
identifying the text structure of a blog post.
PAGE 42
PAGE 39
Lesson 1: HOW FIT ARE YOU?
GETTING READY
To introduce the topic of this unit, start a conversation with your

students about how they spend their free time.
1. Invite students to look at the pictures on Page 38 and ask them
to decide which of the people in the pictures can be considered
active and why. Accept Spanish if necessary.
Answers
a., b., c.
2. Make students consider their own situation and think if they are
active. Motivate them to explain why they consider themselves as
active or inactive.
3. Encourage students to share their answers in groups, explaining
their points of view.
PAGE 40
countable and uncountable nouns,

the Past Simple tense,
vocabulary related to healthy life and physical activities,
some adverbs of frequency.

Answers
1. U - time, C - books, U - sugar, U - milk, C - pencils, C - chairs,
U - meat, U - butter, U - bread, C - friends, U - flour, C - apples,
U - oil, C - cars, U - salt, C - houses, U - cheese, U - rice, U - tea,
C - tomatoes, U - honey, C - carrots, U water, C birds.
2. a. a little. b. a few. c. a little. d. a few. e. a few.
3. Soft drink, pizza, hot dog, French fries, candies, hamburger.
4. Will vary.
5. a. will travel. b. will have. c. wont play. d. wont work.
e. will have. f. will start.
Five class hours.

information in a questionnaire about healthy habits.
Exchange information about physical activities.
Objectives
Practice the sounds / / , / t /.
Write a short paragraph about healthy habits.
Use How often?.
Materials CD, Tracks 19, 20, 21.
Reading Booklet, Pages 4, 5.
Materials Complementary Activities, Students Book, Page
62, Exercise 1.
Time

BEFORE READING
1. ++ Tell students to read Kellys list and choose the main

conditions to be fit. They have to discriminate between correct and
incorrect information. Then they can check their answers in pairs.
Answers
2. a. c. e. f. g.
2. + Make students reflect on their own situations and decide how
fit they are by answering yes or no to the questions. Check orally.
3. ++ Ask students to have a quick look at the text they are going
to read, find words they know or look or sound similar in
Spanish, and try to put them into categories.
4. + Before focusing on the question, ask students to read the
alternatives (a c) and ask them if they are familiar with every
type of text. Ask them if they have ever read a piece of scientific
research, an interview or a questionnaire. Help them clarify the
main characteristics and features they can find in every case. Draw
their attention to the text and ask them to predict what type of text
it is from three alternatives. Motivate them to explain their
answers. Do not check answers at this point.
Invite students to study the words in the Pictionary. Make sure
they understand their meaning.
Pictionary
cake: torta, queque.

French fries: papas fritas.
fit: en forma, sano/a.
candies: caramelos.
walk: caminar.
UNIT 2
41
UNIT 2
42
PAGE 44
READING
5. + 19 Ask students to read the questionnaire once and check

their prediction in Exercise 4.
Answers
c.
6. ++ Read the introduction of the quiz aloud and make sure all
students understand it. Then, students read the questions again
carefully, answer them, and find out their scores.
7. +++
Research has shown that in order for vocabulary instruction to
have an effect on comprehension, students need to explore new
words in a variety of contexts. Units of study that contain fictional
and informational texts on the same topic help teachers and
enable students to explore new vocabulary in multiple contexts.
A new word first encountered in an informational text may be
encountered again in a related informational or a fictional text
on the same topic. Moreover, informational and fictional texts
on the same topic often use synonyms and enhance the depth
of students vocabulary by exposing them to the different facets
of a particular word or group of words.
Fictional and informational texts on the same topic have the
potential to motivate students to read more. In other words, a
student who is interested in facts might read an informational
text on a particular topic before reading a novel about it;
another who prefers narrative might do the reverse, moving
from a novel to an informational text on the same topic.
Adapted from : Soalt, J. (2005). Bringing together fictional and
informational texts to improve comprehension.
The Reading Teacher, 58 (7), 680-683.
Invite students to read the poem A Healthy Lifestyle in the
reading booklet. Make them compare and identify differences
and similarities between it and the text on Page 43 of the
Students Book.
Guide their answers to: They are similar in that both deal with
the same topic (healthy life, physical condition); they are
different because one is an informative text (the questionnaire)
and the other is a literary text (a poem).
Extra!
Ask students to identify and underline the words that are used
in both texts.
AFTER READING
8. + Ask students to compare their scores with their partners and

draw conclusions. You may invite students to share their results
with the class.
LANGUAGE FOCUS
How often?
This section is designed to help students revise or discover a
particular grammar structure or an interesting item of vocabulary
from the text. The activities are meant to promote independent
learning, so help, guide and check, but do not give the answers.
1. Ask students to read the sentences from the text and other
examples. Guide their attention to the question words in bold.
2. Help students identify the answer.
Answers
iii.
3. Ask students to complete the general rule.
Answers
When we want to ask about the frequency an activity is
performed, we use the question How often?
When we want to express the frequency an activity is
performed, we use expressions of frequency, such as every day,
three times a week, never..
Draw students attention to the different spelling of the word in
both varieties of English.
9. ++
Make students ask the questions in the questionnaire
on Page 43 to their partners and take notes of their answers.
10. +++
Ask students to analyze their partners answers in
Exercise 9. Then, instruct them to complete the paragraph,
expressing their opinion about their healthy habits. Encourage
them to share their paragraphs with the class.
PAGE 45
11. + 20
Play the recording. Ask students to listen, paying
special attention to the initial sounds.
Play the recording again. This time students listen and then
repeat each word.
The sh sound / / is unvoiced (the vocal cords do not vibrate during
its production), and is the counterpart to the voiced ch sound.
To create this sound, air is forced between a wide groove in the
center of the front of the tongue and the back of the tooth ridge.
The sides of the blade of the tongue may touch the side teeth.
The lips are kept slightly tense, and may protrude somewhat
during the production of the sound.
The ch sound / t / is the most common pronunciation for
the ch spelling.
Error Alert!
There are some words in English with a ch spelling that are
pronounced /k/, such as the following:
Character - charisma chaos chemical
chemistry chlorine Christ - Christmas
And there are some words that are pronounced / /, as:
machine, moustache.
Extra!
Read these sentences pronouncing / / and / t /.
1. Lets choose new shoes.
2. Shes eating the cheese.
3. Sherry likes cherry pie.
4. He paid cash for the catch of the day.
5. The puppy shouldnt chew the shoes.
6. The chef prepared a special dish.
7. Too much milk makes mushy mashed potatoes.
8. Please shine the furniture with polish.
12. ++ 21
Invite students to complete the dialog with the
expressions in the box. Play the recording once for them to
check. Then, tell them to listen and repeat. Finally, choose some
pairs to act it out in front of their classmates.
TRANSCRIPT
Speaker 1:
Speaker 2:
Speaker 1:
Speaker 2:
Speaker 1:
13.
21
How often do you do physical exercise?

Well, two or three days a week. What about you?
I never do exercise, but I love watching sports on T.V.
Why dont you come with me instead?
OK. Lets go!
Motivate fast learners to choose some words from the

vocabulary and create a word search puzzle with them.
Answers
Answers will vary.
PAGE 46
Lesson 2: WHOS IN CONTROL?
Five class hours.

Listen, and identify main ideas and specific
information in a radio program.
Exchange information about teenage problems.
Objectives Practice the difference between final sounds / t /
and / ti:n /.
Write a short dialog about teenage problems.
Use object and possessive pronouns.
CD, Tracks 22, 23, 24.
Materials
Workbook, Page 11.
Embedded evaluation, Students Book,
Evaluation Pages 48, 49, Exercises 9, 11.
Reflections, Students Book, Page 47.
Time
BEFORE LISTENING
Before starting the lesson, you can share this information with your
students:
The first computer
ENIAC, short for Electronic Numerical Integrator And Computer,
was the first general-purpose electronic computer. It was the first
high-speed, purely electronic, Turing-complete, digital computer
capable of being reprogrammed to solve a full range of computing
problems; earlier machines had been built with only some of
these properties. ENIAC was designed and built to calculate
artillery firing tables for the U.S. Army's Ballistic Research Laboratory.
The contract was signed on June 5th, 1943 and Project PX was
constructed by the University of Pennsylvania's Moore School of
Electrical Engineering from July, 1943. It was unveiled on
February 14th, 1946 at Penn, having cost almost $500,000. ENIAC
was shut down on November 9th, 1946 for a refurbishment and a
memory upgrade, and was transferred to Aberdeen Proving
Ground, Maryland in 1947. There, on July 29th of that year, it was
turned on and was in continuous operation until 11:45 p.m. on
October 2nd, 1955.
Adapted from: Bellis, M. (n.d.) The History of the ENIAC ComputerJohn Mauchly and John Presper Eckert. Retrieved July
11, 2013, from: http://inventors.about.com/od/
estartinventions/a/Eniac.htm
1. + In groups, students answer the questions. Encourage them to
use English as much as possible, but accept Spanish if necessary.
UNIT 2
43
UNIT 2
44
2. ++ Students work in pairs to match the definitions and the key
words and expressions. Remind them to have a look at the words
in the Pictionary too.
Answers
At least = no less than. Get rid of = eliminate. Instead of = in place of.
Spend = pass time. Take the place of = to replace. Too much = more
than necessary.
Invite students to study the words in the Pictionary. Make sure
they understand their meaning.
Pictionary
net: red (Internet).

fun: entretencin, entretenido/a.
3. + Ask students to answer Kellys question and decide which of
the statements are true. Do not check answers at this stage.
4. + Motivate students discuss Kelly's questions using the words
and expressions in Exercise 2.
5. + Explain students they are going to listen to a radio program
about the ways in which teenagers use the Internet. Make them
have a look at the words in the Pictionary and ask them to
predict who is going to speak and what ideas will be mentioned.
Do not check.
6. + 22 Play the recording once and ask students to check their
guesses in Exercise 4. Remind them that this first listening is
only to check their predictions; it is not necessary for them to
understand every single word.
Answers
7. ++ 22 Ask students to listen to the recording again. First, they

check if they hear the ideas in Exercise 3. Then, play the recording
again for them to identify which of the statements are true.
Answers
All of them are true.
8. + 22 Ask students to listen again and recognize what the
speaker is doing in the recording.
c.
PAGE 47
AFTER LISTENING
LISTENING
b.
week. They are particularly worried about young people

because the net is taking the place of sports or games for
some of them. Nowadays, teens spend more time in
cyberspace than in the real world with friends and
family! What can you say about this, David? Do you
think you are a computer addict?
David: Er.well, I think I began to be a computer addict
when I was ten. Now I am fifteen and I can't get rid of
the habit. I try, but the games are so cool!
Presenter: How many hours a week do you play?
David: These days, I play for about twenty-five hours a week.
I play computer games
instead of exercising and playing basketball.
Presenter: Do you meet your friends?
David: No, I don't have time.
Presenter: Do you think you are antisocial?
David: No, not at all! I have lots of friends at school.
Presenter: Do you play violent computer games?
David: Many of the games are very violent, but nobody takes
them seriously. They are just fun! That is the main
problem with the games: that they are too much fun!
Answers
TRANSCRIPT 22
Presenter: The use of the Internet can be an addiction like
alcoholism or drug use. Researchers say that Internet
addicts spend at least thirty to forty hours online every
LANGUAGE FOCUS Object and possessive pronouns

1. Invite students to read the sentences from the text and other
examples, paying special attention to the words in bold.
2. Motivate students to choose a phrase from the box to replace
the words in bold in Point 1.
Answers
a. the teenagers. b. video games. c. Lindas essay. d. my photos.
3. Tell them to answer the questions.
Answers
a. a, b. b. c, d.
4. Now, students are ready to complete the rule with the
information in Points 1 and 2.
Answers
A pronoun replaces a noun.
An indirect-object pronoun tells to whom or for whom
something is done.
A possessive pronoun tells who owns, or possesses, the noun
it is replacing.
9. ++ Refer students to the Language Focus to identify what the
sentences refer to.
Answers
a. her. b. it. c. hers. d. us. e. mine. f. him. g. them. h. yours.
Draw students attention to the different spelling of the words in
both varieties of English.
Answers
Synonyms: honest decent, sociable friendly, stubborn obstinate.
Opposites: anti-social social, hardworking lazy, unkind kind,
mean generous, nasty nice, naughty obedient
Extra!
Elicit possible pairs of synonyms / antonyms that students
may know.
Reflections

guide them when necessary. Encourage them to keep a record
of their answers in a special section of their notebooks.
how much they used their previous knowledge to understand
the text.
which words were familiar to them.
PAGE 48
10. + 23
First, play the recording and ask students only to
listen. Then play the recording again for students to repeat each
sentence and the pairs of numbers.
In pairs, students complete the dialog about
11. ++ 24
Davids problem using the words and expressions in the box.
Play the recording once for them to check. Then, play the
recording with pauses for them to listen and repeat.
Finally, give them a few minutes to practice the dialog and
invite some pairs to role-play it in front of the class.
TRANSCRIPT
23
A: What's David's problem, do you think?

B: He spends too much time on the Internet.
A: Do you think he is a computer addict?
B: I think he needs to spend more time in the real world.
12. +++
Have students write the dialog they practiced in
Exercise 11.
Extra!
You can ask students to replace some parts of the dialog by
information that is true for them and then role-play the new
dialog in front of their classmates.
13. ++ Motivate students to identify the words that have similar
meaning (synonyms) and the words that have opposite meaning.
Encourage them to use the words to describe their best friends.
Invite some of them to write the pairs on the board with some
examples. Ask the rest to guess or identify what they express.
Possible answers
White black; hot cold; big small; fast slow; tall short
14.
Ask fast finishers to read the sentences carefully. Then, invite

them to choose an adjective in Exercise 13 to describe each people.
Answers
a. generous. b. nice.
PAGE 49
TRAVEL BACK
The activities in this section provide material to check and revise

students progress and information to the teacher about any points
that the majority of the students may have problems with. Make
sure they understand what they are expected to do and then give
them time to answer individually.
Answers
1. Healthy
Eat fresh fruit and vegetables.
Play sports and walk.
Unhealthy
Eat sweets and chocolates.
Watch TV a lot of time till late at night.
2. a. QF. b. RF. c. NF.
3. a. Internet. b. computer games. c. violent.
4. a. ten. b. twenty-five. c. lots.
6. a. me. b. mine.
PAGE 50
Lesson 3: A SCHOOLBOYS JOURNAL
Five class hours.

Listen, read and identify main ideas and specific
information in a literary extract.
Objectives Express future actions to become a better student.
Write a short reply to a letter expressing a promise.
Use If Clauses to express future consequences.
CD, Tracks 25, 26.
Materials
Workbook, Page 12, 13.
Embedded evaluation, Students Book, Page 52,
Evaluation Exercises 8, 9.
Time
UNIT 2
45
UNIT 2
46
BEFORE READING
1. + Read Kellys questions aloud. Ask students to give honest answers.

2. ++ Have students write some sentences or phrases expressing
actions to become better learners.
3. ++ Divide the class in groups of four and invite students to
share and compare their reflections within each group. Motivate
them to reach an agreement on how to become a better learner.
Take notes of the groups answers on the board and start a
general conversation on the topic.
Agree on a list of actions that may help students to improve
4. ++ Invite students to look up the meaning of the words in the
box in a dictionary.
Answers
yet: an, stubborn: testarudo, busy: ocupado, blind: ciego,
vast: vasto, courage: valor.
5. +++ Instruct your students to read the sentences and then
complete the blanks with the words in Exercise 4.
Answers
a. yet b. stubborn c. busy d. blind e. vast f. courage
Draw students attention to the words in the Pictionary.
valley:
valle
hills:
montaas
horseback: lomo de caballo
journal: diario de vida
6. +++ Explain to students that they are going to read an extract
from a famous Italian novel, Cuore, an Italian Schoolboys Journal,
which is related to the topic of the lesson.
Motivate them to say what they think the extract is about. Take
notes of students ideas on the board but do not check at this stage.
boy who can be defined as an anarchist against society and

against the new born Italian State.
In the diary, Enrico writes about the value of family and
friendship, the problems of the educational system, and the
feeling of being Italian.
The class is the metaphor of the Italian State, including not only
the social status issue but also the topic of the desired
geographical union.
PAGE 52
READING
25
7. + Invite students to read the extract quickly, so that they can

confirm or correct their predictions. You can use the CD to allow
students to listen to the recorded version of the text.
Answers
Its a letter from the schoolboys father.
8. ++ Ask students to read the sentences carefully. Then, make
them read the text again and decide if they are true or false.
Instruct them to support their answers correcting the false
statements.
Explain to students that they are not going to find the answers
explicitly stated in the text, but they have to infer them from the
information in it.
Answers
a. F (I do not see you determined to be successful at school.)
b. F (Your days will be hard if you do not go to school!; Think of
the workmen who go to school after work.)
c. F (The boys who are blind and the prisoners, who also learn to
read and write.)
Before starting to predict, you can provide some background

information to your students.
Higher order thinking is thinking on a level that is higher than
memorizing facts or telling something back to someone exactly
the way it was told to you.
After five years of the Italian's Unification, in 1861, Edmondo de
Amicis wrote a child book untitled An Italian Schoolboy's journal
known in Italy as Libro Cuore.
To infer is to draw a conclusion to conclude or surmise from

presenting evidence. An inference is the conclusion drawn from a set
of facts or circumstances. If a person infers that something has
happened, he does not see, hear, feel, smell, or taste the actual event.
This novel was written in the form of a diary from the first day's
school until the last one by Enrico Bottini a nine-year-old boy,
part of the upper class.
Inferring is described as reading between the lines. Authors

often give clues that are not directly spelled out. When a reader
uses the clues to gain a deeper understanding of what he is
reading, he is inferring.
Despite his social status Enrico is conscious and aware about the
poverty of the working class. His antagonist is Franti, a violent
9. +++ Text structure refers to how the information within a

written text is organized. This strategy helps students understand
that a text might present a main idea and details; a cause and
then its effects; and/or different views of a topic. Teaching
students to recognize common text structures can help students
monitor their comprehension.
Read the questions aloud and make sure students understand
clearly what they have to answer.
Do not correct at this stage.
10. ++ Once they have asked the questions in Exercise 9, ask
students to work in pairs comparing their ideas.
Answers
a. Its a letter. b. Dear Enrico, Your father. c. He wants to motivate
his son to be a better student. f. Enrico is not a good student and
doesnt want to go to school.
AFTER READING
LANGUAGE FOCUS
Future consequences
Remember that this section is designed to help students revise or
discover a particular grammar structure or an interesting item of
vocabulary in the text. The activities are meant to promote independent
learning, so help, guide and check, but do not give the answers.
1. Revise the examples from the text with your students.
2. Help them identify the correct answer.
Answers
ii.
3. Refer students to the information in Points 1 and 2 and make
them to complete the rule.
Answers
We express future consequences using the word will before
the main verb. The word will is a future auxiliary.
Error Alert!
Students may omit the auxiliary will when expressing first
conditional sentences.
PAGE 53
11. ++ Before starting the activity, ask students to revise the

contents in the Language Focus and then complete the sentences
using the information in the box.
Answers
a. will take an umbrella. b. will pass the exam.
Invite students to go back to their list in Exercise 2 and
12. ++
imagine that they are answering the letter as if they were Enrico.
Encourage them to use their ideas and write a reply.
13. + 26 Play the recording and invite students to compare

promises. Explain to them that many answers are possible.
TRANSCRIPT
26
Speaker: Dear father,

I promise I will be a good student. I think that if
I study every day, I will be successful.
Love
Your son.
Encourage students to write their own promises to
14. +++
become better learners.
Metacognition can be defined as thinking about thinking. Good
learners use metacognitive strategies to think about and have
control over their learning process.
15. +++ Before starting this activity, draw students attention to the
contents in the Did you know that box.
Elicit students ideas about a metaphor and make sure they all
understand the meaning of this figure of speech.
Ask them to give some examples in Spanish or in English, if it
is possible.
Then make students follow the instructions and complete the task.
Offer help and guidance while they are working.
Answers
a. Courage, then, little soldier of the immense army.
Your books are your arms, your class is your squadron, the field
of battle is the whole earth, and the victory is human
civilization. Be not a cowardly soldier, my Enrico.
b. No. The words have to do with war not with education.
16. +++ Encourage students to try to identify the metaphor in the
extract. You can let them to work in pairs in order to exchange ideas.
Answers
All the worlds a stage,
And all the men and women merely players;
They have their exits and their entrances.
17.
Motivate fast finishers to discuss about the message

Shakespeare might have wanted to communicate.
Reflections

guide them when necessary.
UNIT 2
47
UNIT 2
48
Pictionary
drug:
droga
nervous: nervioso/a
offer:
ofrecer
turn around: darse vuelta
Encourage them to keep a record of their answers in a special

Students read the questions and reflect on the difficulties they
had to understand and deal with a literary text.
PAGE 54
Lesson 4: HELP FOR YOU!
Five class hours.

Listen and identify main ideas and specific information
in a radio program.
Express possibility, obligation, and prohibition.
Objectives Practice the sounds //, / t/.
Complete a dialog expressing possibilities, obligations,
and prohibitions.
Use must, cant, could.
CD, Tracks 27, 28, 29.
Complementary Activities, Students Book, Page 62,
Materials
Exercises 2, 3.
Workbook, Page 14.
Time
Evaluation
Embedded evaluation, Students Book, Pages 55,

56, Exercises 8, 9, 13.
BEFORE LISTENING
1. ++ Read the statements aloud and make sure students

understand them. Form groups of four or five students and ask
them to discuss the statements and decide whether they are
true or false.
Check answers orally. Answers may vary depending on students
opinions. You can also elicit more teen problems and make
notes on the board.
2. + Draw students attention to Kellys question and ask them to
choose an alternative. Invite some groups to share their answers
and ask them to give reasons for their choices. There are no right
or wrong answers.
3. + Tell students they are going to listen to a radio program about
a problem that many teenagers face in their lives. Draw their
attention to the words in the Pictionary and ask them if they can
identify the problem that will be mentioned from the alternatives.
Do not check answers at this stage.
4. + Give students a few minutes to read the sentences ignoring
the gaps and get their meaning. Encourage them to have a look
at the words and match them with the corresponding sentences.
Answers
a. - v. b. - iv. c. - i. d. - iii. e. - ii.
LISTENING
5. + 27 Play the recording once and ask students to check their

prediction in Exercise 3.
Answers
c. Drug addiction.
6. + 27 Play the recording again for students to identify the
type of text.
Motivate them to explain their answers.
Answers
b.
7. ++ 27 Read the phrases aloud with the class. Then students
listen to the recording again, this time more carefully, and
match them.
Answers
a. ii. b. iii. c. i.
PAGE 55
8. +++ 27 Students listen to the recording once more and

number the sentences in the order they hear them. Warn them
that what they hear may be slightly different from the written
sentences.
Answers
c.; b.; d.; a.
TRANSCRIPT
27
Presenter: This is WPST 97.5, HELP FOR YOU! You've got questions?
We've got answers!
Hello! What's your name?
Kevin:
Hi, I'm Kevin.
Presenter: How are you, Kevin? What's your problem?
Kevin:
WellI really don't like drugs, but two of my friends
do, and they want me to try them.
Presenter: How old are you?
Kevin:
I'm fourteen.
Presenter: OK, Kevin. Do you want to stay healthy? You cant
try drugs.
Kevin:
How can I do that?
Presenter: You must avoid situations of risk or you can get rid of
those friends.
Kevin:
What?
Presenter: It is simple, Kevin! One of the most important things
you can choose is your friends.
You must keep your principles and just say NO! Thank
you for calling, Kevin.
Kevin:
Thank you!
Presenter: Good afternoon, who's calling?
Lily:
Hello, my name's Lily.
Presenter: Have you got a problem?
Lily:
Well, sort of. I don't know what to do or say when
someone offers me drugs.
Presenter: Well, it's easy. You could say no, thanks. This technique
is fundamental, but you can also change the conversation
or talk and talk and talk about anything else!
Lily:
Sometimes I get very nervous.
Presenter: You've got a point there, but in those cases, you don't
have to talk. You can look the other way, turn around,
or start a conversation with someone else.
Any other calls?
AFTER LISTENING
LANGUAGE FOCUS Possibility - Obligation - Prohibition

Help students revise or discover a particular grammar structure
or an interesting item of vocabulary in the text, and that the
activities are meant to promote independent learning, so help,
guide and check, but do not give the answers.
1. Revise the sentences from the text with the class.
2. Help them discover what the parts in bold express.
Answers
a. must. b. cant. c. can, could.
3. Guide students to complete the general rule.
Answers
a. must. b. cant. c. can, could.
9. ++ Refer students to the Language Focus to write a summary of
the radio program in which they apply what they have learned.
Answers
a. must b. cant c. can d. cant
Error Alert!
Students may tend to put to after modal verbs. Explain that can,
must, could, should, would, etc. are followed by an infinitive
without to.
Examples:
Correct: I could buy some vegetables for tomorrow.
Incorrect: I could to buy some vegetables for tomorrow.
10. + 28
First, play the recording and ask students only to
listen. Draw their attention to the different pronunciation of the
letters ch / t / and sh / /, that they have practiced in Lesson
1. Then play the recording again for students to repeat each
word and then the tongue twister.
Extra!
Use the tongue twister for shadow reading, making students
read aloud while they listen to the recording.
PAGE 56
11. +++ 29
Tell students to look at the pictures and
identify the people, the place, and the situation. Then, in pairs,
students complete the dialog between Kelly and her friend with
their own ideas. Then play the recording in order to allow
students to check their answers.
TRANSCRIPT
29
Ann: What can you do if a friend offers you drugs?

Kelly: Well, you could change the conversation or look the other
way, but you cant try them. What do you think?
Ann: I think we must say no, thanks!
12. ++
Make students practice the dialog in Exercise 11,
taking turns to play both roles.
13. +++ Encourage students to role-play the dialog in front of the
class. Motivate them to continue the concersation with their
own ideas about the recording.
14.
Motivate fast finishers to revise the content of the lesson

and create a slogan or advertisement against drugs that includes
three pieces of advice using the words in the Language Focus.
Encourage them to use information from the text and their own
ideas, and to share the product of their work with the class.
Extra!
You can assign this activity as homework to the rest of
the students.
PAGE 57
TRAVEL BACK
Remember that the activities in this section provide material to

check and revise students progress and information about any
points that the majority of students may have problems with. Make
sure they understand what they are expected to do and then give
them time to answer individually.
UNIT 2
49
UNIT 2
50
Answers
1. a., c., f.
2. feel anxious, make a timetable, waste time. Students must write
three full sentences using each pair of words.
3. c.
4. a. can / could get a good mark. b. must stop the car at the red light.
PAGE 58
Lesson 5: MY PERSONAL ONLINE JOURNAL
One class hour.

Prepare, draft, edit and write a final version of a post
Objectives
in a personal online journal.
Materials Workbook, Page 15, Exercices. 1, 2, 3, 4.
Time
HAVE A LOOK AT a blog post
In this lesson, students will learn to write a blog post. Before the
writing process starts, it is necessary to analyze a model of the text
they are going to write. This section of the lesson will guide them in
this important analysis, with questions and activities that will help
them discover the structure of a blog post and reflect on the type of
language that is often used in this type of text.
1. Read the explanation aloud and make sure they all understand
what a blog is. Refer students to what they have studied in
Lenguaje y Comunicacin.
DRAFTING
Before starting the activities in this lesson, remind students that a

writing task involves a series of planned situations and activities
that gradually lead to the final text.
Explain to them that one of the opportunities that students have to
write independently is to create a personal blog through which they
can express their thoughts, ideas, worries, opinions, etc. They can
experiment with language while they improve their writing skills to
become better writers. As students write on their own they learn how
to edit their drafts in an effort to create a polished piece of writing.
2. Tell students that they are going to write a post in a class blog
that you can create for free in the following websites:
- Blogs for kids
http://www.hellokids.com/t_2856/blogs-for-kids
- Blogger
www.blogger.com/
- WordPress
http://wordpress.com/
- Virtual Teen
http://www.virtualteen.org/forums/
Motivate them to choose the topic they would like to write

about from the alternatives a c. Draw students attention to
the Organize your time box and remind them that they must
complete the whole process in 45 minutes.
3. Once they have chosen the topic, ask them to write three actions
they can take in relation to it.
PAGE 59
WRITING
4. Instruct students to follow the model in Point 1 and write a

short post using the ideas they expressed in Point 3.
EDITING
5. Invite students to revise their drafts with the checklist in the

Writing Box and then write a final version of their posts.
Extra!
Students may also ask a classmate to check their posts in order
to receive feedback.
6. Encourage students to publish the final version of their posts. If
possible, ask them to post them on Internet. If not, ask them to
write the posts on a separate sheet of paper and then exchange
them with their classmates.
Extra!
Motivate students to start a class blog following the instructions
in one of the suggested links.
PAGE 60
Episode 2: Fitness class
30

Help them revise what happened in the previous episode of the
cartoon. You can ask these questions:
Who is the girl in the cartoon?
What is her connection with Chile?
What happened in the previous episode?
Where was she?
Motivate them to read this episode on their own and help only
if they ask you to. You can use the CD to allow students listen to
the recorded version of the episode.
You can ask some students to summarize the episode,
in Spanish if necessary.
Creative skills
1. Make students work in groups of four to decide how this

story could be change if some events, attitudes or roles were
different.
2. Encourage them to write a new comic strip including their
ideas and role-play their alternative comic strip in front of
the class.
PAGE 62
allows the teacher to diversify the way he / she deals with them, taking
into account students different interests, rhythms, and learning styles.
Answers
1., 2., 3., 4. Answers will vary.
PAGE 64
PROJECT

may use later on.
Set a date and time to report the results of the survey.
TEST YOUR KNOWLEDGE

Read the instructions and make sure all students understand what
Answers
1. a. iv, b. i, c. iii, d. ii.
2. a. You can eat all the diet food you want. b. It is better to eat
a snack instead of vegetables. c. You must replace sugar by
sweeteners. d. You must eat three balanced, healthy meals a
day. (correct)
3. 32 a. ii. b. iii.
4. 32 a. Speaker 3. b. Speaker 1. c. Speaker 2. d. Speaker 1.
e. Speaker 3.
TRANSCRIPT 32
Presenter: Most teens use computers now, but what for? Would
their lives be different without them? We talked to
three teenagers to find out. Danny, what do you use
your computer for?
Danny: Computers are not very important for me. I don't like
computer games or chat rooms, so I don't use the
computer for fun. I hate looking for information on the
Internet; I think it's boring and not as quick and easy as
reading books. I have a computer at home, but I only use
it for sending and receiving e-mails.
Presenter: What about you, Kim?
Kim:
Computers are very important in my life. I've got one
at home and everyone in my family uses it. I use the
computer for all kinds of things: homework, chat,
emails, gamesI can't imagine my life without it!
Presenter: Tell us about your situation, Patsy.
Patsy:
I think the Internet is amazing; I use my computer
most of the time to chat with other people. I spend a
lot of time watching videos, surfing sport pages, and
listening to music. Without computers, our lives would
be really boring!
Presenter: This was the opinion of three teenagers like you. What
is your opinion? Phone us and tell us! Our number is
(fade)
PAGE 65
SELF-EVALUATION

strengths and weaknesses. Make sure they all understand what they
are expected to do and give enough time to answer the questions.
Encourage students to make an honest analysis and show interests
in their results.
Motivate them to go back to the Language Focus sections of the
lessons that presented problems. Encourage them to write a list of
remedial actions to improve their performance in the future.
UNIT 2
51
EXTRA TEST
READING
33
AL EROSION
SOFT DRINKS CAUSE DENT
TRAVELERS 8
General Dentistry stated that

A study from the Academy of
nks can cause the loss of
prolonged exposure to soft dri
n a short exposure can cause
enamel in our teeth, and eve
dental erosion.
nks
nks or they think that diet dri
dri
t
sof
of
nt
nte
co
ar
sug
the
t
cause
Many people only worry abou
horic and citric acids that can
osp
ph
o
als
in
nta
co
s
nk
dri
t
contain less sugar, but die
dental erosion.
y
any type of soft drinks is risk
ing
nk
dri
y,
em
ad
Ac
the
m
fro
dentist
e to twelve
According to Kenton Ross, a
people consume contain nin
s
nk
dri
t
sof
the
of
ny
Ma
to the health of our teeth.
el of battery acid.
an acidity that is near the lev
ve
ha
d
an
ar
sug
of
s
on
spo
tea
ry acid, which is 1.0.
acid scale, compared to batte
the
on
9
2.3
ked
ran
a
col
of
e
For example, one typ
and to drink
mption of soft drinks to meals
nsu
co
it
lim
le
op
pe
t
tha
s
nd
The study recomme
their teeth.
uces the contact of soda with
them with a straw, which red
onated and do not
t come from beer are non-carb
tha
cts
du
pro
t
tha
nd
fou
n than colas.
o
The study als
s can cause more dental erosio
ola
n-c
no
t
tha
t
bu
th,
tee
rm
contain the acids that ha
1. Have a quick look at the text. What kind of text is it? Check () an option.
An extract from a novel.
a.
b.
A scientific article.
c.
A news report.
d.
An advertisement.
1 point
2. Read the text carefully and complete the sentences.
4 points
a.
b.
c.
d.
When you drink a lot of soft drinks, you can lose the
Many people think that diet drinks contain
We should use a
Products that come from beer do not
.
.
when we drink soft drinks.
our teeth.
5 points
3. Read the text once more and find this information.

a.
b.
c.
d.
e.
Two kinds of acids:

Dr. Rosss profession:
Content of sugar in soft drinks:
Acidity in one type of cola:
Acidity in battery acid:
.
.
.
.
.
LISTENING
4.
1 point
34 Listen to the recording. What kind of text is it? Check () an option.
a.
b.
c.
d.
5.
A class
A conversation
A lecture
A radio program
4 points
34 Listen to the recording again. Number the sentences in the order you hear them.
a.
b.
c.
d.
6.
I dont know.
How does she know?
Sleeping well was important.
Those students snore.
5 points
34 Listen to the recording again. Are these statements true or false? Correct the false information.
a.
b.
c.
d.
e.
UNIT 2
53
Tom sleeps six hours every night.

Adolescents who sleep well get good marks.
Janes mother is a doctor.
Students who sleep badly cant concentrate in class.
Sleeping well is very important for teenagers.
0-7
8 - 12
13 - 16
17 - 20
Keep trying
Review!
Well done!
Excellent!
TOTAL
SCORE
20 pts
ORAL PRODUCTION
Interview your partner to find out how fit she / he is. Then change roles and answer your partners questions.
A:
milk
drink every day?
B:
A:
fruit
every day?
B:
kilometers
walk every day?
B:
A:
hours of TV
watch every day?
B:
A:
(not) very healthy!

Great!
Not too bad
Student can ask and answer questions to Student can ask and answer a few
his / her partner to find out how fit he / questions to his / her partner to find out
she is.
how fit he / she is.
Help!
Student cant ask and answer questions
to his / her partner to find out how fit he
/ she is.
A:
TRAVELERS 8
UNIT 3
INSPIRING PEOPLE

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

specific information in an article from a magazine and in
a biography related to famous people by:
identifying type and purpose of the text,
using cognates to predict content,
identifying text organization,

distinguishing main and secondary ideas,
discriminating between inferences and
statements.
express biographical information and descriptions in

short monologues and dialogs about:
famous people from the past, write and complete
a time line and a short biography:
narrating biographical events about famous
people from the past.
identifying the text structure of a biography.
PAGE 67
GETTING READY
1. Introduce the topic of the unit talking about important people

in the world.
Brainstorm names from your students and write a list on the
board. You can divide them into people from the past and
people from the present.
Ask your students if they know the people in the pictures and
what information they know about them. At this stage, you may
need some additional information.
Frida Kahlo was born on July 6th, 1907, in Coyoacn, Mexico.
After a traffic accident at the age of 18, she spent over a year in
bed recovering of fractures. Kahlo started to paint herself
because she felt so lonely. Herself-portraits were filled with the
colors and forms of Mexican folk art. She created over 200
paintings and drawings related to her personal experiences and
the physical and emotional pain caused by the relationship with
her husband Diego Rivera. The only solo exhibition she had in
her native country was on 1953. Kahlo died on July 13th, 1954,
at the age of 47.
Adapted from: (2013) Frida Kahlo - Biography. Retrieved August
2, 2013, from: http://www.fridakahlo.com/
Stephen Hawking was born on January 8th, 1942, in Oxford.
After his 21st birthday Stephen was diagnosed with ALS, a motor
neuron disease. In spite of his condition, Hawking went on to
Cambridge University to do research in Cosmology and
theoretical physics. He has worked on the basic laws which
govern the universe and has written several books like The
Universe in a Nutshell, A Brief History of Time and The Grand
Design. Professor Hawking has 12 honorary degrees and is a
Fellow of The Royal Society and a Member of the US National
Academy of Sciences.
Adapted from: Stephen Hawking - Biography. Retrieved August
2, 2013, from: http://www.hawking.org.uk/
Mahatma Gandhi was born on October 2nd, 1869, in Porbandar,
India. He moved to London to study laws and spent 20 years
opposing discriminatory legislation against Indians in South
Africa. Gandhi was the pioneer in non-violence resistance and
disobedience, becoming in one of the most important spiritual
leaders of his time. He returned to India in 1914 and became
leader of the Indian national congress and due to his civil
disobedience campaign in 1919 - 1923 was jailed for
conspiracy. After Indian independence in 1947, Gandhi tried to

stop the Hindu Muslim conflict in Bengal but was killed by a
Hindu fanatic in New Delhi.
Adapted from: (2013) Mahatma Gandhi - Biography. Retrieved
August 2, 2013, from: http://www.biography.
com/people/mahatma-gandhi-9305898
Violeta Parra was born on October 4th, 1917, in San Carlos, in
Southern Chile. She moved to Santiago in 1932 and attended
Normal School in Quinta normal. Parras artistic career started in
1938, when she learned to perform Spanish songs and won an
honorable mention in a poetry contest. Later in 1945, she
performed several shows in the company of her children Angel
and Isabel. In 1953, Violeta Parra recorded two singles which
include Que pena siente el alma, Verso para el fin del mundo and
Casamiento de negros. Parra had her own radio program and
was the foundress of the National Museum of Folkloric Arts in
Concepcin. Violeta Parra wrote the book Chilean Folkloric Songs
and had an exhibition in the Louvre museum. On February 5,
1967, Violeta Parra died in Santiago at the age of 49.
Adapted from: (2008) Violeta Parra - Biography. Retrieved August
2nd 2013, from: http://www.violetaparra.cl/
Answers
(1) Frida Kahlo, (2) Stephen Hawking, (3) Mahatma Gandhi,
(3) Violeta Parra.
PAGE 68

Outstanding people from the past and their legacy.
Connectors and, because, but, so.
Personality traits.
Answers
1. a. Mother Teresa. b. The Wright brothers. c. Albert Einstein.
d. Helen Keller.
2. a. I couldnt sleep, so I drank a glass of hot milk. b. Melissa
went to the party because she wanted to see Peter. c. My sister
likes swimming but she doesnt like dancing. d. We want to go
to the cinema but we dont like that movie.
UNIT 3
55
UNIT 3
56
PAGE 70
Lesson 1: FOLK HEROES
Five class hours.

information in a magazine article about
legendary heroes.
Exchange information about past habits.
Objectives
Practice the sound /d/.
Write a short paragraph comparing past and
present habits.
Use used to.
CD, Tracks 35, 36, 37.
Materials Reading Booklet, Pages 6, 7.
Evaluation Exercise 8; Page 74, Exercise 13.
Time
BEFORE READING
1. + You can start the class while students still have their books
closed, asking them to define the cognate legendary in groups.
Elicit the different ideas and write them on the board. Then,
come to an agreement about the definition.
Answers
legendary = legendario (que tiene relacin con una leyenda; que
tiene mucha fama o prestigio).
2. ++ Tell your students to open their books and look at the
pictures on Page 71. Ask them if they recognize any of the
legendary characters in the pictures.
Answers
All of them are legendary.
All of them are believed to have existed in reality. They were so
famous that their stories became a legend.
a. Robin Hood. b. El Zorro. c. Daniel Boone. d. Pocahontas.
e. Robinson Crusoe. f. Joan of Arc.
3. ++ Ask your students to identify where the legendary
characters come from by matching the information provided.
Answers
El Zorro - California, USA. Daniel Boone - Kentucky, USA. Robin
Hood Nottingham, England. Pocahontas - Virginia, USA.
Robinson Crusoe - York, England. Joan of Arc Orleans, France.
4. +++ Tell students to read and answer Fernando's questions.

Elicit their answers and choose the best one to write it on the board.
Accept the use of Spanish, but help students put their ideas
in English.
Possible answers
They are legendary. They fought for justice. They have appeared in
books and films, etc.
5. + Ask students to give a quick look at the text and identify all the
cognates. Then, invite them to predict what the text is about.
Do not check answers at this point.
Pictionary
arrow: flecha
band: banda (de ladrones)
bow: arco
cabin: cabaa
trail: sendero / senda
PAGE 72
READING
6. + 36 Tell students to read the texts on Page 71 quickly and identify

the name of the character that corresponds to each paragraph.
Answers
a. Robin Hood. b. Daniel Boone. c. El Zorro.
Error alert!
False cognate
Mayor = alcalde (NOT: mayor)
Draw students attention to more examples of false cognates.
7. + Ask your students to choose the correct alternative and
compare it with their predictions in Exercise 5.
Answers
b.
8. ++ Read the statements with the class. You can ask the whole
class to place all the statements under the corresponding character,
or you can divide the class into three groups and ask each group to
find either:
a. the statements related to one character, or
b. the character corresponding to three of the statements
(Group 1 : a., b., c. Group 2: d., e., f. Group 3: g., h., i.).
Answers
Robin Hood: a. e.
Daniel Boone: b. c. g. i.
El Zorro: d. f. h.
Reflections

language process and to raise their awareness of how they
develop their strategies to become more effective learners. They
should work on their own, but you may help and guide them
when necessary.
Encourage students to keep a record of their answers in a special
if they used their previous knowledge to understand the text;
what previous knowledge was useful to understand the text.
if they learned new vocabulary connected to the topic.
9. +++
Explain to your students that they are going to read
another story about a famous mythological character. Invite
them to read the text on Pages 6 and 7 of the Reading Booklet
and then answer the questions meant to guide their reflection
and help with comprehension.
PAGE 73
AFTER READING
LANGUAGE FOCUS
Used to
Remember that this section is meant to help students revise or
discover a particular grammar structure by themselves.
Answers
2. a. - ii. b. used to
3. When we want to talk about past habits or routines , we
use used to + the infinitive of verbs.
10. ++ Refer students to the structure they have revised in the
Language Focus and tell them to use the visual clues to
complete what these people remember.
Answers
When I was young, I used to play football and tennis. I also used
to read a lot of sports magazines.
When I was five, I used to go to the park every day and used to
ride I my bike.
PAGE 74
11. ++
Before doing the exercise, ask students to have a look
at the photo on Page 74 and make them guess what these
children are talking about. Guide their answers telling students
to use the information they collected in previous exercises.
Then ask students to complete the dialog about past habits
and routines.
12. ++ 36 Play the recording to allow students check their works.

Draw their attention to speakers pronunciation and intonation.
Extra!
You can use this dialog for shadow reading, making students read
aloud as they listen to the recording and repeat after each line.
TRANSCRIPT
36
Speaker 1: Are your habits different now that youre a teenager?

Speaker 2: Absolutely! To begin with, I used to like cartoons, but
I dont like them anymore.
Speaker 1: What about your activities?
Speaker 2: I used to stay at home on weekends, but now I prefer
to go out with my friends.
Speaker 1: Do you still play soccer?
Speaker 2: No, I used to play soccer, but now I play basketball.
13. +++ Ask students to copy the dialog in Exercise 11 in their
notebooks, filling in the blanks with information that is true for
them (past and present habits and routines).
Encourage students to practice and role-play this new dialog in
front of the class.
14. + 37
Explain to students that they are going to listen to
some words from the texts and play the recording. Students first
only listen and then listen and repeat paying special attention to
the pronunciation of the parts in red in each word.
15. +++
Make students use the information they collected in
Exercise 13 to complete the paragraph.
Extra!
Invite students to write a copy of their paragraphs on a separate
sheet of paper and exchange it with a classmate.
Invite them to keep their classmates paragraphs in their
notebooks.
PAGE 75
16. + Ask your students to write the name of the things that appear
in the pictures. Explain that all the words appeared in the text.
Answers
1. arrow. 2. bow. 3. cabin. 4. trail. 5. forest. 6. mask. 7. hunter.
8. Tornado.
17. ++ Encourage students to try to solve the crossword puzzle in
pairs. Explain to them that they must read the clues and then
identify the words in the list in Exercise 16.
UNIT 3
57
UNIT 3
58
Answers
Down: 1. Brave. 2. Honest. 4. Hardworking.
Across: 3. Legendary. 5. Generous. 6. Kind.
18.
Motivate fast learners to think about and choose their

favorite cartoon character and fill in the chart.
You can assign this activity as homework for the rest.
PAGE 76
Lesson 2:
PEOPLE THAT CHANGED PEOPLE
Five class hours.

information in a radio program about famous
people from the past.
Objectives Practice saying questions in the Past tense.
Exchange information about past events.
Write questions about a persons life and work.
Use used to.
CD, Tracks 38, 39, 40.
Complementary Activities, Students Book, Page 93,
Materials
Exercises 3, 4.
Workbook, Page 18.
Evaluation Exercise 9; Page 78, Exercise 12.
Time
BEFORE LISTENING
1. + Start the lesson eliciting students' ideas about the difference

between an invention and a discovery. Invite them to discuss
ideas with their partners and come to an agreement. Encourage
students to use English as much as possible, but allow Spanish if
necessary as this is a stage in which you are not checking
speaking skills.
2. ++ Ask students to write the word next to its definition
in English.
Answers
discovery: something new, learned or found in nature.
invention: created thing, a thing that somebody created,
especially a device or process.
3. ++ Tell students to write the name that corresponds to each
invention.
Answers
a. T.A. Edison. b. Marie Curie. c. The Wright Brothers.
d. Albert Einstein.
Marie Curie (born Maria Skodowska; also known as Maria
Skodowska-Curie; November 7, 1867 July 4th, 1934) was a
physicist and chemist of Polish upbringing and, subsequently,
French citizenship. She was a pioneer in the field of radioactivity,
the first twice-honored Nobel laureate (to this day, the only one
to win the award in two different sciences) and the first female
professor at the University of Paris.
She was born in Warsaw, Poland, Russian Empire, and lived there
until she was 24. In 1891, she followed her elder sister to study in
Paris, where she obtained her higher degrees and conducted her
scientific work. She founded the Curie Institutes in Paris and
Warsaw. She was the wife of fellow-Nobel-laureate Pierre Curie
and the mother of a third Nobel laureate, Irne Joliot-Curie.
While an actively loyal French citizen, she never lost her sense of
Polish identity. Madame Curie named the first new chemical
element that she discovered (1898) Polonium after her native
country, and in 1932 she founded Radium Institute (now the Maria
kodowska-Curie Institute of Oncology) in her home town, Warsaw.
The Wright Brothers. Orville (19th August 1871 30th January
1948) and Wilbur (16th April 1867 30th May 1912), were two
Americans who are generally credited with inventing and
building the world's first successful airplane and making the first
controlled, powered, and sustained heavier-than-air human
flight on 17th December 1903. In the two years afterward, the
brothers developed their flying machine into the first practical
fixed-wing aircraft. Although not the first to build and fly
experimental aircraft, the Wright brothers were the first to
invent aircraft controls that made fixed wing flight possible.
The brothers' fundamental breakthrough was their invention of
three axis-control, which enabled the pilot to steer the aircraft
effectively and to maintain its equilibrium. This method became
standard on fixed wing aircraft of all kinds.
They gained the mechanical skills essential for their success by
working for years in their shop with printing presses, bicycles,
motors, and other machinery. Their work with bicycles in
particular influenced their belief that an unstable vehicle like a
flying machine could be controlled and balanced with practice.
Thomas Alva Edison (February 11th, 1847 October 18th, 1931)
was an American inventor and businessman who developed
many devices that greatly influenced life around the world,
including the phonograph and a long lasting light bulb. Dubbed
The Wizard of Menlo Park by a newspaper reporter, he was one of

the first inventors to apply the principles of mass production to the
process of invention, and therefore is often credited with the
creation of the first industrial research laboratory.
Edison is considered one of the most prolific inventors in history,
holding 1,093 U.S. patents in his name, as well as many patents
in the United Kingdom, France, and Germany.
Edison became a telegraph operator after he saved three
year-old Jimmie MacKenzie from being struck by a runaway
train. Jimmie's father, station agent J.U. MacKenzie of Mount
Clemens, Michigan, was so grateful that he trained Edison as a
telegraph operator.
In 1866, at the age of 19, Thomas Edison moved to Louisville,
Kentucky, where as an employee of Western Union he worked
the Associated Press bureau news wire. Edison requested the
night shift at work which allowed him plenty of time to spend
at his two favorite pastimes - reading and experimenting.
Some of Edison's earliest inventions were related to telegraphy,
including a stock ticker. His first patent was for the electric
vote recorder, (U. S. Patent 90,646), which was granted on
June 1st, 1869.
Albert Einstein (March 14th, 1879 April 18th, 1955) was a
German born theoretical physicist. He is best known for his
Theory of Relativity and specifically massenergy equivalence,
E = mc2. Einstein received the 1921 Nobel Prize in Physics "for
his services to Theoretical Physics, and especially for his discovery
of the law of the photoelectric effect."
Einstein's many contributions to physics include his special
theory of relativity, which reconciled mechanics with
electromagnetism, and his general theory of relativity, which
extended the principle of relativity to non-uniform motion,
creating a new theory of gravitation. His other contributions
include relativistic cosmology, capillary action, critical
opalescence, classical problems of statistical mechanics and their
application to quantum theory, an explanation of the Brownian
movement of molecules, atomic transition probabilities, the
quantum theory of a monatomic gas, thermal properties of light
with low radiation density (which laid the foundation for the
photon theory), a theory of radiation including stimulated
emission, the conception of a unified field theory, and the
geometrization of physics.
Works by Albert Einstein include more than fifty scientific papers
and also non-scientific books. Einstein is revered by the physics
community, and in 1999 Time magazine named him the Person
of the Century. He is probably the most recognized scientist in
history, as well as one of the most important, counted among or
even surpassing the achievements of Galileo, Isaac Newton, and

Charles Darwin. In wider culture the name Einstein has become
synonymous with genius.
4. +++ Ask students to read the sentences and then relate them
to a character in Exercise 3. Do not check answers at this point.
5. + Tell students to have a look at the pictures, read the words in
the Pictionary, and then predict the content of the text.
Pictionary
light bulb: ampolleta

motion picture camera: cmara para largometrajes
phonograph: fongrafo
vaccine: vacuna
PAGE 77
LISTENING
6. + 38 Play the recording once. Students listen and check their

predictions in Exercise 5.
Answers
a. T. A. Edison. b. Marie Curie. c. Albert Einstein. d. The Wright
Brothers.
7. ++ 38 Students listen again, circle the correct answer and
explain their answers.
Radio quiz: General knowledge contests organized by a radio
station. They used to be very popular in the past as audiences
enjoyed hearing people like themselves being put to a challenge.
In this sense, the quiz show can be considered as an ancestor to
the reality TV program.
Radio interview: An exchange between a journalist or
presenter and a source who explains, portraits, witnesses or
declares information that is relevant to the audience.
Answers
a. i. b. ii.
8. +++ 38 Play the recording once more. Students listen and
underline the correct alternatives in each sentence.
Answers
a. 1867, medal, 1890, Physics. b. inventor, 1,000, phonograph, 1, 99.
Error alert!
Perspiration (NOT: transpiration)
Watch out for more incorrect language transfer from Spanish.
UNIT 3
59
UNIT 3
60
TRANSCRIPT
Presenter:
38
Today, in our Quiz show Who is Who, we have

people famous for their inventions, discoveries,
and contribution to society. Guess their identities
and phone 2212 35 70 with your answer. Can you
tell our audience when and where were you born?
Character 1
(Marie Curie): I was born in Warsaw, in 1867.
Character 2
(T. A. Edison): I was born in Ohio, U.S.A., in 1847.
Presenter: Where did you study?
Character 1
(Marie Curie): I graduated from the Liceum when I was 16 and
won a gold medal. I couldnt go to university in my
country because I was a woman. In 1891, I went to
Paris, where I studied mathematics, physics, and
chemistry and became the first female professor.
Character 2
(T. A. Edison): I didnt go to school. My mother taught me reading,
writing, and arithmetic at home.
Presenter: What was your contribution to society?
Character 1
(Marie Curie): I did my first scientific work in 1890. I discovered
radioactivity and radium by accident. In 1903, I
received the Nobel Prize in Physics.
Character 2
(T. A. Edison): I invented more than 1,000 different things that
changed the way people lived! My greatest
inventions include the light bulb, the phonograph,
the motion-picture camera, electric batteries
Ah! I also improved the telephone!
AFTER LISTENING
LANGUAGE FOCUS
Questions in the past simple tense

Ask students to revise the examples, paying special attention to
the words in bold.
Answers
2. To ask questions in the Past Simple tense in English, we
use the auxiliary did and the base form of the verb.
9. ++ Invite students to revise what they have learned and then
write the questions a - d using the clues.
Answers
a. Did you win a gold medal? b. Did you go to the university?
c. What did you discover? d. How many things did you invent?
Reflections

when necessary.
how much the exercises helped them understand the text;
how much they used their previous knowledge to understand
the text.
PAGE 78
10. ++ 39
Play the recording and ask students to check
their answers. Then play the recording again and make students
listen and repeat after each question.
TRANSCRIPT
39
Speaker: Did you win a gold medal?

Did you go to university?
What did you discover?
How many things did you invent?
11. ++ 40
Motivate students to put the conversation
between Kelly and Andy in order. Then, explain that they will
listen to the recording to check their answers.
TRANSCRIPT
Kelly:
Andy:
Kelly:
Andy:
Kelly:
Andy:
Kelly:
Andy:
40
Did you finish the homework about famous scientists?

Yes, I wrote about Albert Einstein.
What did he do?
He developed the Theory of Relativity.
Did he win any prizes?
Yes, he received the Nobel Prize in Physics in 1921.
Did he write any books?
No, but he wrote more than 300 scientific papers.
12. +++ Encourage students to practice and role-play the dialog

in Exercise 11 in pairs, taking turns to play both roles.
Invite some pairs to act the dialog out in front of their classmates.
13. +++ Make students revise the content of the Language focus.
Invite them to think about a famous scientist or inventor from
the past they would like to know more. Encourage them to write
four questions they would have liked to ask him/her.
Extra!
As homework, ask students to find the answers to the questions
they wrote and take notes. Next class, tell students to share their
notes with their classmates.
14.
Motivate fast learners to look at the pictures of the

inventions and then locate them on the timeline.
Answers
From oldest to newest: fire, wheel, abacus; fireworks, printing
press, telescope, telephone, computer, Internet.
PAGE 79
TRAVEL BACK

students' progress and information about any points that the
majority of students may have problems with.
Make sure they understand what they are expected to do and then
give enough time to answer individually.
Answers
1. a. Because he gave them what he robbed from rich people.
b. Because he opened a trail (path) in the frontier with the
Indian territory.
c. Because he had a secret identity.
2.
3.
4.
5.
6.
Robin Hood
Daniel Boone
El Zorro
Archery, forest. Hunter, expedition. Horse rider, secret.
a. 2. b. 4. c. 3. d. 1
a. T.A. Edison. b. Marie Curie. c. T.A. Edison.
used to cry, used to eat, used to go, used to play.
a. Where did Marie Curie study mathematics?
b. Did Thomas Edison invent the television?
PAGE 80
Lesson 3:
FLORENCE NIGHTINGALE, A WOMAN
OUT OF HER TIME
Five class hours.

information in a text containing biographical
information.
Exchange information about biographical
Objectives information.
Practice repeating a limerick.
Write notes about biographical information.
Use connectors.
CD, Tracks 41, 42, 43.
Complementary activities, Students Book, Page
Materials 93, Exercise 3
Evaluation Exercise 7; Page 82, Exercises 8, 9.
Time
BEFORE READING
1. + Ask students to look at the pictures and then answer

the questions.
Answers
Isabel Allende, Sor Teresa de los Andes, Gabriela Mistral. They are
all important Chilean women.
2. + Motivate students to find information about other inspiring
women. Encourage them to write a list of their names in their
notebooks and write some notes of the contributions that made
them relevant to history.
3. ++ Make students read the text quickly and underline the
cognates they find. Tell them to read them aloud and then try to
make predictions about the topic of the text. Do not check their
predictions at this point.
Cognates in the text: May, Florence, Italy, family, hospitals, expert,
hygiene, October, soldiers, heroine, notes, special, section, millions,
copies, invented, modern, continued, August, memorial, line.
4. + Tell students to read the words in the Pictionary and then find
them in the text.
Pictionary
award: premio, reconocimiento

coffin: fretro, atad
lady: dama
nurse: enfermera
sergeant: sargento
tombstone: lpida
UNIT 3
61
UNIT 3
62
5. +++ Students match each word in the Pictionary with
its meaning.
Answers
nurse: c. lady: d. award: a. coffin: b. sergeant: e. tombstone: f.
PAGE 81
READING
6. + 40 Students read the text quickly, just to check their

predictions in Exercise 3. You can use the CD to allow students
listen to the recorded version of the text as they read.
Answers
c.
7. ++ Read the headings with the class and make sure students
know the type of information required to complete the fact file.
Check answers on the board.
Answers
Name: Florence Nightingale.
Date of birth: May 12th, 1920.
Place of birth: Florence, Italy.
Studies: at home.
Profession: nurse.
Place of work: Salisbury Royal Infirmary; the war in Crimea.
Book published: Notes on Nursing.
Other interesting information: Queen Victoria and Prince
Albert gave her an award; she opened the Nightingale Training
School for Nurses in London; she invented modern nursing; she
got ill and couldnt walk, but worked from home for 30 years.
Date of death: August 13th, 1910.
Did you know that

Let students read this section on their own and share comments
in their groups. For more information on this section, see Page 8
of the Introduction.
AFTER READING
LANGUAGE FOCUS
Connectors
1. Ask students to revise the examples, paying special attention
2. Help students identify the type of information required.
Answers
2. a. two. b. with: while, then, where. c. while: ii. then:
i. where: iii.
3. When we want to connect ideas of place and time, we can
use the words where, while, and then.
9. +++ Refer students back to the Language Focus and ask them
to write a paragraph describing the events in the biography that
called their attention using where, while, and then. Encourage
them to explain why they think those events in particular are
interesting to them.
10. ++ Refer students to revise the information in the Language
focus and then complete the sentences a d with an aproppriate
connector.
Answers
a. then. b. where. c. While.
PAGE 83
PAGE 82
11. + Invite students to write notes about their own life. Tell them
to think about important dates and facts and then complete the
fact file.
8. ++ Invite students to read the sentences and find one word in

the text to describe the way in which the actions were
performed.
12. +++ 42
Motivate students to use the information in
Exercise 11 to exchange information in pairs. Tell them to listen
to the example and use the questions as clues.
Answers
a. Firmly. b. Quickly. c. Hard. d. Quietly.
Error alert!
She found her first paid job (NOT: work).
Motivate students to read the poem Florence Nightingale, on Page
19 of the Workbook, and compare the two ways in which the
same information is narrated (as a biography and as a poem).
TRANSCRIPT
42
Speaker 1: I was born in 2000; how about you?

Speaker 2: I was born in 2001.
Speaker 1: Where do you live?
Speaker 2: I live in the center of the city.
Reflections

when necessary.
if they had difficulties to give biographical information;
if they used previous knowledge to do the tasks.
13. + 43
Students first only listen. Then, they listen and
repeat the limerick.
14. +++
Make students underline the most important
events in Florence Nightingales life. Then tell them to compare
the events they underlined with their partners and ask them to
reach an agreement. Finally, students write the underlined
sentences in the text and write a brief summary of the biography.
Extra!
Ask students to practice summarizing short biographies of
famous people at home. They can be their favorite sports
people, tv / movie stars, musicians, etc.
15.
Encourage fast finishers to share their work with the whole

class to provide a model for their classmates.
PAGE 84
Lesson 4: WHO I AM
Five class hours.

information in an interview.
Exchange information about personality traits.
Objectives
Practice the sounds / /, /r/, //
Write a short paragraph describing personality.
Use adjectives.
CD, Tracks 44, 45, 46.
Complementary Activities, Students Book Page 92,
Materials
Exercises 1, 2.
Workbook, Page 21.
Time
Evaluation

Exercise 9; Page 86, Exercise 12.
BEFORE LISTENING
1. + Start a conversation among your students about the picture

on Page 84. Ask them to identify the main character in it.
Answers
Harry Potter.
2. + Ask students if they know the actors name and his age.
Daniel Radcliffe was born on July 23rd, 1989, in England.
Daniels acting debut was on 1999 in the television movie David
Copperfield playing the young version of the main character,
but the consolidation of his career was on 2001 in Harry Potter
and the Philosophers Stone. The first mature film role Radcliffe
played was in the thriller The Woman in Black (2012). He played
a widowed lawyer who gets mixed up in super natural trouble.
Adapted from: (2013) Daniel Radcliffe Biography. Retrieved
August 2, 2013, from: http://www.biography.
com/people/daniel-radcliffe-16635755?page=2
Emma Watson was born on April 15th, 1990, in Paris. Five years
later she moved with her mother to Oxfordshire. Emma was 9
when she was discovered by casting agents who travelled to
many schools around England looking for talented children. At
the age of 10 Watson began filming her first role as Hermione
Granger in Harry Potter & the Philosophers Stone.
Adapted from: (2013) Emma Watson Biography. Retrieved
August 5, 2013, from: http://emma-watson.net/
Harry Potter is a series of seven fantasy novels written by
British author J. K. Rowling. The books chronicle the adventures
of the eponymous adolescent wizard Harry Potter, together with
Ron Weasley and Hermione Granger, his best friends. The central
story arc concerns Harry's struggle against the evil wizard Lord
Voldemort, who killed Harry's parents in his quest to conquer
the wizarding world, after which he seeks to subjugate the
Muggle (non-magical) world to his rule. Since the release of the
first novel Harry Potter and the Philosopher's Stone in 1997 (Harry
Potter and the Sorcerer's Stone in the United States), the books
have gained immense popularity, critical acclaim, and
commercial success worldwide. The series has spawned films,
video games, and Potter-theme merchandise. As of April 2008,
the seven-book series has sold more than 375 Million copies and
has been translated into more than 64 languages. The seventh
and last book in the series, Harry Potter and the Deathly Hallows,
was released on 21st July 2007. Publishers announced a recordbreaking 12 million copies for the first print run in the U.S. alone.
The success of the novels has made Rowling the highest-earning
novelist in history. English language versions of the books are
published in the United Kingdom, in the United States, in
Australia, and in Canada.
UNIT 3
63
UNIT 3
64
There are seven books in the Harry Potter series:
Harry Potter and the Philosopher's Stone (26th June 1997)
Harry Potter and the Chamber of Secrets (2nd July 1998)
Harry Potter and the Prisoner of Azkaban (8th July 1999)
Harry Potter and the Goblet of Fire (8th July 2000)
Harry Potter and the Order of the Phoenix (21st June 2003)
Harry Potter and the Half-Blood Prince (16th July 2005)
Harry Potter and the Deathly Hallows (21st July 2007)
3. ++ Students read what Kelly says and make their predictions.
4. +++ Ask your students to guess the questions they think
Kelly asked the actors. Do not check answers at this point.
5. + Make sure students read the words in the Pictionary and
revise their meaning.
Pictionary
pastime: pasatiempo
starsign: signo zodiacal
Name
Daniel Radcliffe
Emma Watson
Nickname
Dan
Em
Born on
23rd July, 1989
15th April, 1990
Starsign
Leo
Aries
Personal
proud, responsible,
characteristics romantic, stubborn
arrogant
Pets
LISTENING
6. + 44 Students listen to the interview and check their

predictions in Exercise 3. Remind them of the importance of
paying special attention to all the familiar words they can identify.
Answers
a. d.
44 Help students recognize the purpose of the interview.
Answers
c.
8. ++ 44 Students listen to the interview again and check if the
interviewer asked any of the questions they ticked in Exercise 4.
Answers
a. c.
9. +++ 44 Students listen to the recording again and complete
the chart.
Two dogs - Binka

and Nugget
Play Station
Favorite
Pastimes
TRANSCRIPT
PAGE 85
7. +
Answers
competitive,
impulsive, quicktempered, loyal
Two cats: Bubbles
and Domino
Playing hockey
44
Sarah: Your name is Daniel Radcliffe, but have you got

a nickname?
Daniel: Oh! Sure! Everybody calls me Dan.
Sarah: Dan, when and where were you born?
Daniel: I was born on the 23rd of July, 1989, in London.
Sarah: So, your star sign is Leo.
Daniel: Yes. Im proud, responsible, and romantic, but I can be a
bit stubborn and arrogant, too.
Sarah: What about your everyday life? Have you got a pet?
Daniel: Two dogs - Binka and Nugget.
Sarah: What do you like doing in your free time?
Daniel: I love playing video games and football - I support
Fulham Football Club.
Sarah: And you, Emma, have you got a nickname?
Emma: Yes, my nickname is Em.
Sarah: When and where were you born?
Emma: I was born on April 15th, 1990, in Oxford.
Sarah: Are you a typical Aries?
Emma: Yes. Im very competitive, impulsive, and quick-tempered,
but Im devoted and loyal to friends and family.
Sarah: Do you like animals?
Emma: Yes! I love cats Ive got two: Bubbles and Domino.
Sarah: What are your favorite pastimes?
Emma: I love playing hockey.
Sarah: Did you know that Aries is most compatible with Leo?
Emma: No, I didnt know. I think its great!

Draw students' attention to the two different words used in
each variety of English. Remind them that both the British and
the American versions are correct, but that they should choose
one variety and stick to it.
Did you know that
in their groups. Invite them to find and add more new words to
the list in Exercise 1 of the Complementary Activities, on Page
92 of the Students Book.
AFTER LISTENING
LANGUAGE FOCUS
Describing personality
2. Help students identify the type of information required.
3. Students complete the rule.
4. Motivate students to classify the words according to their
meaning.
Answers
2. b.
3. Words such as proud, romantic, impulsive, etc. are used
to describe our personality.
4.
Positive
Negative
Proud, responsible,
Stubborn, arrogant, competitive,
romantic, devoted, loyal impulsive, quick tempered
PAGE 86
10. ++ Invite students to go back to Page 48 of the Students Book

and revise the words in Exercise 13. Encourage students to look
up the meaning of the words in a dictionary.
Answers
anti-social : a person who does not like being with other people.
decent: socially acceptable or good.
friendly: behaving in a pleasant, kind way towards someone
(opp.: unfriendly)
generous: willing to give money, help, kindness, etc.
hardworking: a person who always puts a lot of effort and care
into work.
honest: telling the truth or able to be trusted.
kind: generous, helpful, and thinking about other peoples feelings.

lazy: not willing to work or use any effort.
mean: not willing to give or share things, especially money.
Unkind or unpleasant.
nasty: very unpleasant, unkind, rude or offensive.
naughty: a person who behaves badly.
nice: kind, friendly, or polite.
obedient: doing what you have been told.
obstinate: unreasonably determined to act in a particular way
and not to change at all.
sociable: describes someone who likes to meet and spend time
with other people.
Extra!
Ask students to choose three words from the list and write three
sentences using them.
Play the recording. First, students only listen. Then,
11. + 45
play the recording again and ask students to listen and repeat
the words paying special attention to the different pronunciation
of the vowel sounds / /, / r /, //.
In pairs, students use the phrases in bubbles
12. +++ 46
A and B to write a dialog between Fernando and Kelly.
Then, play the recording and let them check/compare
their answers.
TRANSCRIPT
46
Kelly:
Fernando, when were you born?
Fernando: On May, 10th.
Kelly:
What is your star sign?
Fernando: Taurus. Im gentle, patient, and have a good sense
of humor.
Kelly:
My star sign is Sagittarius. I was born on November, 30th.
Fernando: What are the sign characteristics?
Kelly:
We are happy, optimistic, and independent.
13. +++ Invite students to replace the information in the dialog
so that they talk about themselves. Encourage students to
practice and then role-play the new dialog in front of their
classmates. Remember to take an active role in pair formation,
so that students do not always work with the same partner, to
take full advantage of the variety of learning styles and abilities.
You can also ask your students to vote for the best performance.
UNIT 3
65
UNIT 3
66
14. +++
Refer students to the information about star signs on
Page 69 of the Students Book, and ask them to write a short
paragraph describing their personalities. Set a word limit for this
activity and ask your students to write a maximum of 20 words.
Extra!
You can ask students to choose a classmate, write a description
of his/her personality, and then compare it with the classmates
own paragraph.
15.
Motivate fast finishers to read their descriptions aloud and

invite the rest of the class to express their opinions.
PAGE 87
TRAVEL BACK
These activities provide material to check and revise students'

progress and information about any points that the majority of
students may have problems with. Make sure they understand
what they are expected to do and then give enough time to
answer individually.
Answers
1. a. In Italy. b. In 1844. c. Queen Victoria and Prince Albert.
d. A book on nursing.
2. Nurse - A person who takes care of sick people. Award - A prize.
3. a. Emma. b. Daniel. c. Daniel. d. Emma.
4. a. London. b. football. c. 1990. d. impulsive.
5. a. iii. b. iv. c. i. d. ii.
6. where, Then, When, When.
PAGE 88
Lesson 5: INFLUENTIAL LIVES
One class hour.

Prepare, draft, edit, and write a final version of
Objectives
a biography.
Materials Workbook, Page 22, Exercises 1, 2, 3, 4, 5.
Time
HAVE A LOOK AT... a biography
In this lesson, students will learn to write a biography. Before the

writing process starts, it is necessary to analyze a model of the text they
are going to write. This section of the lesson will guide them in this
important analysis with questions and activities that will help them
discover the structure and format of a biography, as well as help them
reflect on the type of language that is often used in this type of text.
1. Explain that they are going to write a short biography of a
very important person from the past. Share some
background information.
Biographies analyze and interpret the events in a person's life.
They are often about historical figures, but they can also be
about people still living.
Many biographies are written in chronological order. Some
group time periods around a major theme and others focus on
specific topics or accomplishments.
Biographers use primary and secondary sources:
Primary sources are things like letters, diaries, or newspaper accounts.
Secondary sources include other biographies, reference books,
or histories that provide information about the subject of
the biography.
Invite students to read Thomas A. Edisons biography and give
some time to analyze its organization.
2. Ask students to answer questions a c.
Answers
a. Two: Present Simple and Past Simple.
b. The Past Simple.
c. Events in early life in the 2nd paragraph.
Events in adult life in the 3rd paragraph.
PAGE 89
Before starting the activities in this lesson, draw students' attention

to the Organize your time box.
DRAFTING
3. Read aloud some useful information about the man in the picture.
Martin Luther King Jr. was born on January 15th, 1929 in
Atlanta, in the U.S. He was a civil-rights activist that played an
important role in ending the legal segregation of AfricanAmerican citizens. Martin Luther King Jr received the Nobel Peace
Prize in 1964, at the age of 35. On April 1968 King was
assassinated. He is one of the most lauded African-American
leaders in history and is remembered by his 1963 speech I have
a dream that my four children will one day live in a nation where
they will not be judged by the color of their skin .
Adapted from: (2013) Martin Luther King Jr. Biography.
Retrieved August 5, 2013, from: http://www.
biography.com/people/martin-lutherking-jr-9365086
Invite students to transform the notes about Martin Luther King
into full sentences. Have them revise the timeline and find the
missing information to complete it.
WRITING
4. Now students organize the sentences they wrote into a full text.
Remind them to use connectors and encourage them to follow the
model in Exercise 1.
EDITING
5. Ask students to check their rough draft with the list in the
Writing box. They can also exchange works with a partner and
ask him / her to correct the text. After that, students write a final
version of Luther Kings biography.
6. Organize a class activity in which you can use the Internet to
visit this non-profit website.
KIdsWWwrite
http://www.kalwriters.com/kidswwwrite/.
Explain to students this is a website of biographies which
accepts contributions from young writers. Guide the activity in
such a way students can submit their biographies to the page.
PAGE 90
Kelly Hardrock: School reporter
Episode 3:
The most useful invention
47

Motivate them to read the story on their own and help only if
they ask you to. You can ask some students to summarize the
story, in Spanish if necessary.
You can play the recording to allow students to listen and read
the story at the same time.
Creative skills
1. Make students work in groups of four to decide how this
story could be change if some events, attitudes or roles were
different.
2. Encourage them to write a new comic strip including their
ideas and role-play their alternative comic strip in front of
the class.
PAGE 92
allows the teacher to diversify the way he / she deals with them,
taking into account students different interests, rhythms, and
learning styles.
Answers
1. a. - v. b. - xii. c. - x. d. - viii. e. - vii. f. - viii. g. - ii. h. - ix. i. - vi.
j. - iii. k. - ii. l. - i.
2. He likes everything to be in the right place all the time. (fussy).
He always wants to know what everybody else is doing. (nosy)
Hes bright and lively one minute, and bad-tempered the next.
(moody) But he always thinks fast to say the funniest things.
(cheeky, witty)
(Source: http://dictionary.cambridge.org/dictionary/learnerenglish/)
3. Name: Tim Berners-Lee
Date of birth: June 8th, 1955
Nationality: British
School: Emanuel School
University: Queen's College at Oxford University
Main events in life: In 1978 Tim wrote among other things
typesetting software for intelligent printers, and a multitasking
operating system. Between Jun-Dec 1980 he worked as consultant
software engineer at CERN, the European Particle Physics
Laboratory in Geneva, Switzerland, where he wrote his first
program for storing information including using random
associations. Named Enquire, and never published, this program
formed the conceptual basis for the future development of the
World Wide Web. In 1989, he proposed a global hypertext project,
to be known as the World Wide Web. Based on the earlier Enquire
work, it was designed to allow people to work together by
combining their knowledge in a web of hypertext documents.
Through 1991 and 1993, Tim continued working on the design of
the Web, coordinating feedback from users across the Internet.
(Source: Fascinating facts about Tim Berners-Lee inventor of
the World Wide Web in 1991. Retrieved May 30, 2013, from
http://www.ideafinder.com/history/inventors/berners-lee.htm)
W
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UNIT 3
67
UNIT 3
68
PAGE 94
PROJECT

may use later on.
Set a date and time for the oral presentations.
TRANSCRIPT
Presenter: Good evening, ladies and gentlemen. Today we are

talking to a very importantcharacter from the past. He
is perhaps the most famous navigator and explorer
and today he will tell us about his experiences. Sir,
what can you tell us about your life?
Character: Good evening. I was born in Italy in 1451. My father
was a merchant and when I was 13 I found sea
journeys very exciting, so I began to travel to many
lands. I was absolutely sure that the earth was round
and King Ferdinand and Queen Isabella of Spain gave
me money to find a new route to China. I had three
ships: The Nia, the Pinta and the Santa Maria.
On 12th October, 1492, the Pinta first spotted what I
called San Salvador. Next, we
arrived in Cuba and finally we went to a place I called
Hispaniola.

If possible, visit the following websites with your class. They can
serve as a useful complementary resource for the project of the Unit.
http://www.womeninventors.com/
http://www.disaboom.com/blind-and-visualimpairment/
10-famousblind-people-who-changedthe-world
http://www.biographyonline.net/people/inspirational/
TEST YOUR KNOWLEDGE

Answers
1.
48 I - b. II - a. III - c.
2. a. 4. b. 6. c. 2. d. 5. e. 1. f. 3.
3. Christopher Columbus.
4.
49 a. - i. b. - ii.
5. a. False. b. True. c. True.
49
7.
Great!
Student can report
the three events in
your life to your
classmates.
Not too bad
Help!
Student can report

one or two events in
your life to your
classmates.
Student cant report

any event in your life
to your classmates.
PAGE 95
SELF-EVALUATION

strengths and weaknesses. Make sure they all understand what
they are expected to do and give enough time to answer the
questions.
Encourage students to make an honest analysis and show interests
in their results.
Motivate them to write a list of remedial actions to improve their
performance in the future.
EXTRA TEST
READING
50
POCAHONTAS
Pocahontas was a Native American woman. She married an Englishman,
John Rolfe, and went to London where she became a celebrity.
We know very little about Pocahontas's early childhood. She was born
in Chesterfield County, Virginia. She was the daughter of Powhatan.
In April 1607, when the English colonists arrived in Virginia and began
building settlements, Pocahontas was about 10 to 12 years old, and
her father was the leader of the Powhatan Confederacy.
Pocahontas began a friendly relationship with one of the colonists,
John Smith, in the Jamestown colony, and she often went to the
settlement and played games with the boys there. During a time when the colonists were starving, Pocahontas
brought them food that saved many lives.
An injury from a gunpowder explosion forced Smith to return to England in 1609 for medical care. The English
told the natives that Smith was dead. Pocahontas believed Smith was dead until she arrived in England several
years later, as the wife of John Rolfe.
There is no historical record that Smith and Pocahontas were lovers. This romantic version of the story appears
only in fictionalized versions of their relationship.
1 point
2. Read the text again. Number the events in chronological order.

a. ____ Pocahontas arrived in England.
b. ____ Pocahontas made English friends.
c. ____ The English colonists arrived in Virginia.
d. ____ Pocahontas gave food to English colonists.
e. ____ Pocahontas got married.
f. ____ John Smith returned to England.
6 points
3. Read the text again. Are these sentences facts (F) or inferences (I)?
a. ____ Pocahontas became very famous in England.
b. ____ Pocahontas was very important to English colonists.
c. ____ John Smith returned to England because he was injured.
d. ____ Pocahontas believed John Smith was dead.
e. ____ Pocahontas and John Smith did not have a romantic relationship.
5 points
TRAVELERS 8
1. Read the text and check () the correct answer. What type of text is it?
a. ____ A short story.
b. ____ A short biography.
c. ____ A piece of history.
UNIT 3
70
LISTENING AN IMPORTANT SCIENTIST
4.
1 point
51 Listen to the recording and check () the best answer. Who is the interviewee?
a. ____ A very famous scientist.

b. ____ A university professor.
c. ____ A famous journalist.
5.
4 points
51 Listen again and underline the incorrect information in each sentence.
a. He was born in France.

b. When he was a child, he often played the piano.
c. He won the Nobel Prize in 1931.
d. His most famous theory is called the theory of reality.
6.
5 points
51 Listen again and number the sentences in the order you hear them.
a. ____ Only a few people could understand them.

b. ____ He found school very boring.
c. ____ He put his ideas together.
d. ____ He often skipped classes.
e. ____ He revolutionized science.
WRITING
7. Think about important dates and facts of your own life and then write a short biography.
Mention your name, date and place of birth, age when you started school, place where you live,
and any other important facts.
TRAVELERS 8
6 points
0-6
7 - 13
14 - 20
21 - 28
Keep trying
Review!
Well done!
Excellent!
TOTAL
SCORE
28 pts
1.
2.
4.
5.
b.
a. b. d. f. e. a.
b.
a. France. (Germany). b. piano (violin). c. 1931 (1921).
d. reality (relativity).
6. b. d. c. a. e.
TRANSCRIPT
51
Presenter: Good evening, ladies and gentlemen. This is our

section People who Changed our
Lives, with Professor Edward Wilson. Good evening,
Professor Wilson.
Professor: Good evening, everybody. Today, Im going to talk
about a very important scientist, perhaps the most
important one of the last century.
Presenter: Are you talking about Albert Einstein?
Professor: Exactly.
Presenter: What can you tell us about him, Professor Wilson?
Professor: He was born in Ulm, Germany, in 1879. A curious

fact is that he found school very boring, so he often
skipped classes to play his violin!
Presenter: Did he want to become a musician?
Professor: To be honest, I dont know. Probably he didnt. His
main concern was to learn about the rules
that govern the world. In 1921, he won the most
famous prize in science, the Nobel Prize.
Presenter: Why was he so important?
Professor: He put his ideas together in the theory of relativity.
His theories made him famous,
but only a few people could understand them.
Presenter: Have other people used his work?
Professor: After he died, other scientists proved that he was
right and they are still working on his theories. He
revolutionized science and helped new scientists
come into the atomic age!
Presenter: Thanks, Professor Wilson.
UNIT 3
71
WRITING
7. Check that students organize the information properly to writea short biography. You can assign marks according to these criteria.
4 points
3 points
Student can provide

all the information
required in the
biography, without
Student can provide

all the information
required in the
biography, but makes
some spelling
mistakes.
Student can provide

some of the
in the biography,
without spelling
mistakes.
Student can provide a

little of the
in the biography, and
makes a lot of
spelling mistakes.
2 point
Student can provide
only one piece of
information in the
biography.
1 point
Student cant provide
any information in
the biography.
TRAVELERS 8
5 points
6 points
UNIT 4
72
UNIT 4
DIFFERENT PEOPLE,
DIFFERENT LIVES

listen and identify specific information in an interview
and in a conversation related to life in other countries
and communities by:
distinguishing main and secondary ideas.

comparing the presentation of the same topic in two
different types of text.
exchange information and express opinions in short

dialogs about:
identifying speakers,
identifying purpose of a message,
extracting specific information,
using key words to get the general meaning.
read and identify main ideas in an interview, a poem,

and in an Internet article about life in other countries
and communities by:
using key words to identify general meaning,
identifying reference markers,
using cognates to predict content,
life in other countries,

personal experiences.
write a short paragraph and an interview:
comparing life in different places,

describing a funny celebration and a festival,
using vocabulary related to the unit,
identifying the text structure of an interview.
PAGE 97
GETTING READY
1. Introduce the unit asking your students to look at the pictures

and answer the questions in groups. Make sure they focus their
attention on the differences among the pictures, but that they
also find some similarities (for example: they are all children,
they look different; they all seem to be happy). Encourage
students to use English as much as possible, but allow Spanish
if necessary.
Answers
1. a. Children from all over the world.
b. In the first two pictures, there are wo groups of children who
are playing. The other two pictures show two pair of siblings.
All the children are from different parts of the world.
c. Some of them come from an oriental country; some of
them Europe, perhaps The Netherlands; some of them
come from South America (Chile, because they are wearing
typical clothes); some of them come from India or Pakistan.
d. Some of them are very different from Chilean children.
2. Motivate students to ask each other if they know people from
other countries. Encourage them to discuss what differences
and similarities they find.Then, invite them to compare their
ideas and share their reflections with the other groups.
PAGE 98

establish the starting point for the activities that will follow. Give
students time to form groups and discuss the exercises that have to
be done in pairs or groups; encourage them to reflect and be honest
to do those that require individual responses.
Adjectives and nouns
Time expressions related to Past Simple tense
Countries and nationalities
Answers
1. Answers will vary. Students must write full sentences
with each pair of words.
2. a. Malcolm worked at the cafe.
b. Florence washed her hair.
c. I swam under the water in the sea.
d. My parents watched TV.
e. Matt cleaned his bedroom.
f. Sheila started school at 8 am.
g. Francis went to the cinema.
3. Chile Chilean. Chileans are people from Chile. China
Chinese. Chinese are people from China. Ireland Irish.
The Irish are people from Ireland.
Japan Japanese. Japanse are people from Japan. Spain
Spanish. The Spanish are people from Spain.
UK British. The British are people from UK. USA
American. Americans are people from USA.
4. Nouns: ball, book, boy, car, mother.
Adjectives: difficult, easy, interesting, kind, nice, small.
5. Short adjectives: easy, hot, kind, nice, small.
Long adjectives: difficult, interesting.
6. Answers will vary. Students must write two full sentences
using an adjective and a noun from Exercise 4.
PAGE 100
Lesson 1:
EXPERIENCES IN A FOREIGN COUNTRY
Five class hours.

information in an interview and a poem.
Exchange information about life in other countries.
Objectives Write a short dialog comparing life in
different countries.
Use comparatives.
CD, Tracks 52, 53.
Complementary activities, Students Book Page
Materials
120, Exercises 1, 2.
Evaluation Exercises 10, 11, Page 14, Exercise 14.
Time
BEFORE READING
1. + In groups, students read and answer Kellys questions.

2. ++ Invite students to read the list of countries and then locate
them on the map.
UNIT 4
73
UNIT 4
74
A song: a short musical composition with words.
An interview: a conversation in which information is elicited,
often conducted by journalists.
A poem: literary composition written in metrical feet forming
rhythmical lines.
An advertisement: a public promotion of some product or
service sponsored on radio or television.
A short story: a prose narrative shorter than a novel.
Answers
See the map.
3. ++ Invite students to reflect on what they know about
England, France and Germany. Ask them to think about life in
these countries and complete the sentences. Then, ask them to
compare answers with their partners.
4. +++ Students think about three positive and three negative
things of living in another country and then complete the chart.
5. +++ Explain to students that they are going to read and listen
to two texts about life in one of the countries mentioned in
Exercise 2. Ask them to guess the name of the country after
looking at the words in the Pictionary. Do not check the answers
at this point.
Pictionary
PAGE 101
52
Using fiction and non-fiction texts has proven to be an authentic
way of introducing content. Fiction texts, when used together with
non-fiction texts, can help students think critically about the
content of the lesson. While non-fiction texts answer questions in a
more straightforward manner, the structure of fiction texts may be
less difficult for students to comprehend.
Twin texts help encourage the enjoyment of reading while
capitalizing on students fascination with facts.
Adapted from: Camp, D. (2000). It takes two: Teaching with twin
texts of fact and fiction. The Reading Teacher, 53(5),
400-408.
PAGE 102
6. + Students read the two texts quickly and confirm or correct

their predictions.
Ireland
b.
8. +++ Ask students to read the texts carefully and reflect on

questions a d. Explain to them that any interesting or coherent
answer will be correct, as they have to express their opinions.
9. +++ With the information they collected, students complete
the table. Invite some students to write their answers on the
board and start a general conversation about the feelings and
opinions expressed in the interview and in the poem.
cliff: acantilado
crash: golpear, chocar
jumper: sweater
landscape: paisaje
wool: lana
READING
Answers
10. +++ Motivate students to revise the interview again and

identify the information required.
Answers
a. woolen jumpers. b. Gaelic. c. carriages. d. lakes and mountains.
Draw students attention to the two different words used in each
variety of English. Remind them that both the British and the
American versions are correct, but that they should choose one
variety and stick to it.
11. +++ Now students revise the poem again and then extract
the information required. Draw students attention to the verbs
in the Past tense.
Answers
I who fought Cuchulainn, the brave.
My own children sold their mother.
My crowd died.
PAGE 103
AFTER READING
Answers
7. ++ Students read again to identify the kind of texts and

explain their answers.
A piece of news: an item in a newspaper that gives information
about a relevant current fact.
LANGUAGE FOCUS
Comparatives
Remind students that this section is meant to help them revise or
discover a particular grammar structure by themselves. Guide
their reflection and help, but dont provide them the answers.
Answers
2. more interesting, older than, lonelier than.
3. To form the comparatives of long adjectives, we use a
word: more.
To form the comparatives of short adjectives, we add er to
the adjectives.
To form the comparatives of adjectives like lonely, that
have two syllables and end in y, we add ier.
12. ++ Refer students to what they studied in the Language Focus
and to the information in the chart to write sentences comparing
the two countries.
Answers
Any of these:
a. Germany is larger than Ireland.
b. Ireland is colder than Germany.
Did you know that

in their groups.
Irish (Gaeilge) is a Goidelic language of the Indo-European
language family, originated in Ireland and historically spoken by
the Irish. Irish is now spoken natively by only a small minority of
the Irish population, but still has a visible symbolic and important
role in the life of the Irish state. It enjoys constitutional status as
the national and first official language of the Republic of Ireland
and it is an official language of the European Union. Irish is also an
officially recognized minority language in Northern Ireland.
Reflections

develop their strategies to become more effective learners.
They should work on their own, but you may help and guide
them when necessary. Encourage students to keep a record of
the difficulties they had in answering questions from a chart;
how much they needed the teachers assistance.
13 ++ 53 First students listen, then they listen and repeat the
short dialog.
TRANSCRIPT 53
A: Whats better, to live in Chile or in Ireland?
B: I t hink it is better to live in Chile because Ireland is colder.
Extra!
You can use this recording for shadow reading.
14. +++
In pairs, students replace the underlined parts in the
dialog in Exercise 13. with information that is true for them.
Then they expand the dialog by creating more questions about
other countries that are interesting to them and write the new
dialog in their notebooks. Finally, they pratice saying their new
dialog and rol-play it in front of the class.
Invite them to practice and role-play the new dialog
15. +++
in front of their classmates.
16.
Motivate faster learners to interview a person from another

country about his / her life, take notes and share the information
with the class. Encourage them discuss the differences and
similarities of life in Chile and in other countries.
Extra!
You can assign this activity as homework for the rest, following
their classmates models.
PAGE 104
Lesson 2: DO YOU LIKE JOKES?
Five class hours.

information in a conversation.
Exchange information about traditional jokes.
Objectives
Practice the pronunciation of dates.
Answer questions about Innocents Day.
Use polite questions.
CD, Tracks 54, 55, 56.
Materials
Workbook, Page 25.
Evaluation Exercises 7, 8, 9.
Time
BEFORE LISTENING
1. + Tell students to look at the pictures and choose the funniest

joke. Then, ask them to compare with their partners.
You can make a survey with students preferences and present
the results in a graph on the board. Brainstorm some other ideas
for a joke.
2. ++ Invite students to answer the questions.
3. ++ Motivate your students to unscramble the words to find the
name of one of the most popular customs in Europe and
America, when people play jokes on each other. At this stage,
you may need to give them some additional information.
UNIT 4
75
UNIT 4
76
April Fools Day or All Fools Day, although not a holiday, is a
notable day celebrated in many countries on April 1st. The day is
marked by the commission of hoaxes and other practical jokes of
varying sophistication on friends, enemies, and neighbors, or
sending them on fools errands, the aim of which is to embarrass
the gullible. Traditionally, in some countries, the jokes only last until
noon. If you play a trick on someone after this time, you are the April
Fool. Elsewhere, for example, in France, the jokes may last all day.
The history of April Fools Day is not totally clear. Some believe it
evolved in several cultures at the same time, from celebrations
involving the first day of spring. The closest point in time that
can be identified as the beginning of this tradition is 1582, in
France. The tradition eventually spread to England and Scotland
in the eighteenth century. It was later introduced to the English
and French American colonies.
Answers
April Fool's Day.
4. +++ Invite students to think about the reasons why speakers
are having a conversation about jokes and share their ideas.
5. + Ask students to read the words in the Pictionary and find
their meaning in Spanish in a dictionary, if necessary.
Pictionary
laugh: rer
left-handed: zurdo/a
shoelace: cordn de zapato.
PAGE 105
LISTENING
6. + 54 Play the recording. Ask students to listen and check their

predictions in Exercise 4. This first listening is only to get the
general meaning. Remind students that they do not need to
understand every single word.
7. + 54 Play the recording again. Ask students to listen and tick
the correct answer.
Answers
b.
8. ++ 54 Play the recording again. Tell students to listen and
relate the speakers to what they say.
Answers
a. D. b. D. c. A. d. D. e. D.
9. +++ 54 Play the recording again. This time, students listen

and identify the statements that contain incorrect information.
Ask them to support their answers.
Answers
a. The father knows a lot about the topic. d. People complained
about that. e. It was in the USA.
TRANSCRIPT
54
Ann: Daddy, can you help me with my homework?

Father: Of course, what do you need?
Ann: Our teachers told us to collect information about a particular
or strange custom in our country. Do you know any?
Father: Well, I know about a very funny one!
Ann: Tell me about it!
Father: In Britain and in the United States, there is a special day in
the year when people play jokes on each other. Everybody
plays jokes on their friends on April 1st and even the
newspapers, the radio, and television participate.
Ann: What kind of jokes are you talking about?
Father: Oh, jokes just for fun. Nobody wants to hurt anybody.
The most common trick is to point down to a friends shoe
and say: Your shoelace is untied.
Ann: Well ... I dont find that very funny...
Father: And sometimes the radio or television invent crazy stories.
Ann: Oh! That sounds more interesting! Do you remember any
good ones?
Father: Sure! I still remember when the BBC in Britain said the
government was making the famous Big Ben clock
digital, and lots of people called to say they didnt agree
with the idea! Another time, there was a T.V. show about
spaghetti trees in Switzerland, but one of the funniest
jokes was in the United States.
Ann: Tell me about it!
Father: A famous restaurant put an advertisement in newspapers
and magazines for a special left-handed hamburger.
The ad said that only lefthanded people could eat that
hamburger!
Did you know that
in their groups.
Draw students attention to the different words used in each
variety of English.
Remind them that both the British and the American versions are
correct, but that they should choose one variety and stick to it.
Reflections
Error alert!
Correct: hamburger
Incorrect: hamburguer
Watch out for more incorrect language transfer from Spanish.

when necessary. Encourage students to keep a record of their
answers in a special section of their notebooks.
the main problems they had to speak in English;
in what way they showed support to their partners.
AFTER LISTENING
10. ++ Ask students to reflect on any connections between jokes

and peoples lives. Elicit their ideas.
Encourage the use of English as much as possible, but allow the
use of Spanish if necessary. Remember that the objective of the
activity is to relate information, not to use the language.
LANGUAGE FOCUS
Asking for help
Remind students that this section is meant to help them revise
or discover a particular grammar structure by themselves.
1. Ask students to revise the examples.
2. Help students identify the type of information required, and
then answer the questions.
3. After identifying the differences, they complete the rule.
Answers
2. a.: a. b.: b. c.: c.
3. To ask for help in English in a polite way, we use the
expression can you?
When we answer yes, we use polite phrases such as of course.
When we cant or we dont want to help, we use polite
phrases such as sorry.
PAGE 106
11. ++ 55
Students listen to the dialog and practice it with
a partner. Then, invite some pairs to role-play it in front of their
classmates. It is important to share with students the importance
of these activities which will give them an opportunity to learn
and practice social and communicative skills. Take an active role
in pair formation so that students do not always work with the
same people.
TRANSCRIPT
55
A: Do you know any funny jokes to play on our friends?

B: We can tell a friend there is a test today when he or she arrives
at school.
A: It doesnt seem very funny...
B: Or we can tell our friends we ordered pizza and it is about to
arrive at school.
A: That seems more interesting!
Ask students to read Anns questions and talk with their
12. +
partners. Invite some students to share their answers with the
whole class.
13. + 56
Students first only listen. Then, they listen and
repeat the list of dates.
Extra!
Make a list of important dates in history and make students
practice them.
Suggested dates:
September the 18th; May the 21st, October the 12th, July the 4th,
December the 25th, October the 31st, April the 5th (Battle of
Maip), February the 12th, July the 16th (Virgin of Carmel), June
the 24th (Mapuche New Year)
14.
Motivate fast learners to solve the crossword about this

funny celebration (April Fools Day). Explain that the clues are
the words they need to complete the sentences below.
Answers
Across: 2. April. 4. clock. 6. Switzerland. 8. France.
Down: 1. hamburgers. 3. jokes. 5. radio. 7. trees.
PAGE 107
TRAVEL BACK
This mini-test provides material to check and revise students progress

and information about any points that the majority of students may
have problems with. Make sure they understand what they are
expected to do and then give enough time to answer individually.
Answers
1.
2.
3.
4.
5.
d.
a. F. b. F. c. F. d. T.
b., c., a.
a. ii. ; b. iii. ; c. i.
a. Kite surfing is more dangerous than swimming.
b. The Nile river is longer than the Mapocho river.
c. Antarctica is colder than the Caribbean.
d. The Everest is higher than the Aconcagua.
e. A car is more expensive than a bicycle.
UNIT 4
77
UNIT 4
78
PAGE 108
Lesson 3:
4. + Invite students to look at the title of the text and pictures

quickly and make predictions about what the text is about.
Answers
FESTIVALS AROUND THE WORLD
Time
Five class hours.

information in magazine articles about festivals and
events.
Objectives Exchange information about festivals around the world.
Practice the sounds /i /, / /
Write a short paragraph comparing festivals.
Use superlatives.
CD, Tracks 57, 58, 59.
Reading Booklet, Page 8.
Materials
Complementary activities, Students Book, Page 121.
Evaluation Exercises 6, 7, Page 111, Exercises 11, 13.
Before beginning the class, talk with your students about different
festivals around the world. Ask them to mention some they know,
and also some they have heard about. Then, ask them to remember
if they know of any strange festivals in Chile or abroad.
Gloucestershire is a county in South West England. The county comprises
part of the Cotswold Hills, part of the flat fertile valley of the River
Severn, and the entire Forest of Dean. The county town is the city of
Gloucester, and other principal towns include Cheltenham, Stroud,
Cirencester, and Tewkesbury. When considered as a ceremonial county,
Gloucestershire borders the preserved county of Gwent in Wales and in
England the ceremonial counties of Herefordshire, Worcestershire,
Warwickshire, Oxfordshire, Wiltshire, Somerset, and Bristol. As an
administrative county, it excludes the area covered by the South
Gloucestershire unitary authority. According to a 2002 campaign by the
charity Plantlife, the county flower of Gloucestershire is the Wild Daffodil.
BEFORE READING
1. + Explain to students that Kelly is writing an article on different

festivals around the world and she has some questions.
2. ++ Tell students to take a look at the names and pictures and
then to identify what these events have in common.
3. +++ Ask students to write the name of the festival that
corresponds to each picture.
Answers
a. The Tomatina Festival. b. Coopers Hill Cheese Rolling.
c. The Battle of Oranges. d. The Festival of the Pig.
August, converge, celebrate, traditional, paella, music, dance, kilos,

tomatoes, fruit, hours, magically, normal, festival, May, ceremonies,
violently, competitors, carnival, famous, events, second, center,
area, strange, competition, important, national, imitation.
La Tomatina Festival is about throwing tomatoes at other people.
Cooper Hill Cheese Rolling is about running after a piece
of cheese.
The Battle of Oranges is about throwing oranges at other people.
The Festival of the Pig is about imitating the sounds of pigs.
Pictionary
fireworks: fuegos artificiales

midday: medioda
sausage: salchicha
squishy: jugoso(a)
sticky: pegajoso(a)
READING
57
5. + Students read the text quickly and confirm or correct their

ideas in Exercise 4.
Answers
They are all strange and funny festivals. They are all celebrated by
doing funny things.
6. ++ Invite your students to complete the chart with information
from the article.
Answers
Festival
La Tomatina
Location
Buol, Spain
Date
In honor of
Last
The tomato
Wednesday
of August
Coopers Hill Gloucestershire, Last week in Cheese
Cheese Rolling England
May
The Battle of Ivrea, Italy
Early January Oranges
Oranges
The Festival of Trie sur Base, Second
The Pig
the Pig
France
Sunday of
August
PAGE 110
7. +++ Students read the text again and then answer the questions.
Answers
a In Spain and France, in August.
b. Because in both of them people celebrate throwing a fruit.
c. Coopers Hill Cheese Rolling.
d. The Battle of Oranges (in the northern hemisphere, it is winter
in January).
Did you know that
in their groups.
Draw students attention to the two different words used in each
variety of English. Remind them that both the British and the
American versions are correct, but that they should choose one
variety and stick to it.
AFTER READING
LANGUAGE FOCUS
Superlatives
2. Tell students to answer the questions.
3. Students complete the rule.
Answers
2. Comparisons.
3. When we want to state that something is at the top of the
ranking, we use superlative adjectives.
To form the superlative of short adjectives, we add est to
the adjectives and iest if the adjectives have two syllables
and end in y.
To form the superlative of long adjectives we use the +
most + adjective.
Exception: the superlative forms of good and bad are best
and worst.
8. ++ Invite students to read the sentences carefully and then fill
in the blanks with the correct form of a superlative adjective in
the box. Ask some of them to write the sentences on the board
to provide additional examples to the rest of the students.
Answers
a. Helen was the most beautiful woman in ancient Greece.
b. Tokyo is the largest city in the world.
c. Chinese is the most difficult language in the world.
d. Winter is the coldest season of the year.
e. What is the most intelligent animal in the world?
Reflections

develop their strategies to become more effective learners.
They should work on their own, but you may help and guide
them when necessary. Encourage students to keep a record of
the main problems they had to understand the text.
how much the exercises helped them understand.
in what way the predictions they made helped them
understand the text.
PAGE 111
9. +++ Encourage students to relate what they have learned to

the text.
Ask them to express their opinions in the sentences comparing
the different festivals. Invite some students to read share their
comments with the rest of the class.
10. +
58
Play the recording.
Students first listen and then listen and repeat the words,
paying attention to the difference in the vowel sounds.
11. ++ 59 Explain to students that Kelly and Ann are exchanging
opinions about the festivals in the text. Make them number the
sentences in the correct order and then play the recording to
allow students check their answers.
TRANSCRIPT
59
Kelly: What is the funniest activity in these four festivals?

Ann: I think it is the competition for the best pig outfit.
Kelly: For me, the funniest event is the cheese rolling race.
Ann: Which do you think is the most interesting festival?
Kelly: Im not sure. All of them are very attractive.
Ann: I think La Tomatina is the dirtiest festival in the world.
Play the recording again and ask students to
12. ++ 59
listen carefully. Then motivate them to practice the dialog in
pairs taking turns to be Kelly and Ann and repeating each line to
practice correct pronunciation. Invite students to role-play the
dialog in front of their classmates.
UNIT 4
79
UNIT 4
80
13. +++
Encourage students to express their own opinions
about the festivals. Ask them to complete and read the
paragraph aloud.
14.
Tell fast finishers to work in pairs. Ask them to go back to

their notes in Exercise 13 and use the information to create two
questions about the festivals they chose. Then they read the
questions to their partner and encourage them to guess the
name of the festival.
PAGE 112
Lesson 4: TOP OF THE POPS
Five class hours.

information in an interview.
Exchange information about favorite music stars.
Objectives
Practice the sound /b/.
Write some questions to ask a music star.
Use the Past Continuous.
CD, Tracks 60, 61, 62.
Materials
Workbook, Page 28.
Evaluation Exercises 10, 12.
Time
BEFORE LISTENING
1. + Introduce the topic of this lesson by talking about music with

your students. Find out what kind of music they like. Encourage
them to give names of musicians and bands they like.
2. + Ask a student to copy the chart on the board. Elicit some
examples to put under each category and then give pairs a few
minutes to add words.
Check answers on the board.
Possible answers
Instruments: guitar, piano, drums, trumpet, bass.
People: singer, piano player/pianist, drummer, soloist, lead singer.
Types: rock, techno, reggae, reggaeton, salsa.
Other: band, group, star, fan, groupie
Pictionary
Audience: pblico (sust.)

Gerbil: jerbo
Guest: husped
4. ++ Read what Kelly says and the possible questions with the
class. Give them a few minutes to tick the questions they think
Kelly will ask.
LISTENING
5. + 60 Play the recording once for students to check which

questions Kelly asked.
Answers
b., d.
6. + 60 If necessary play the recording again for students to
identify the interviewee.
Make them have a look at the words in the Pictionary to help
them identify the speakers occupation
Answers
c.
PAGE 113
7. ++ 60 Draw students attention to the type of information

that is required in each case to complete the fact file: a number,
a type of music, a musical instrument, etc. Play the recording
once or twice. Check answers on the board.
Answers
Age: 16.
Type of music: pop rock / pop punky.
Musical instrument: guitar.
N of pets: five gerbils.
N brothers / sisters: one brother / one sister.
Favorite sport: skateboarding.
8. ++ 60 Play the recording again. Students answer Yes or No.
Check answers orally.
Answers
a. No. b. No.
3. ++ Students work in small groups matching the words and their

definitions. Draw their attention to the Pictionary, too.
Answers
1. a. iii. b. i. c. iv. d. ii.
9. ++ 60 This activity concentrates on LilChriss plans for

the future. Play the last part of the recording again. Check
answers orally.
Answers
He wants to be a big artist (as big as possible).
TRANSCRIPT 60
Kelly: Our guest became famous after he appeared on a program
called Rock School. Now, he is about to release his new
album, which includes the song Figure It Out. His name is
Lil' Chris. Hello, Chris, how are you today?
LC: Hi, everybody. I'm fine, thank you.
Kelly: How old are you, Lil' Chris?
LC: Im 16.
Kelly: Did you have singing lessons when you were younger?
LC: I never sang before I went to Rock School.
Kelly: Who encouraged you to go on Rock School?
LC: Well, everyone was going there, so I wanted to do the same.
Kelly: What type of music do you play?
LC: Pop rock or pop punky, something like that. Its definitely
not hard rock.
Kelly: Do you play any musical instruments?
LC: The guitar.
Kelly: Do you have any pets?
LC: Oh, yes. Ive got five gerbils.
Kelly: What can you tell us about your family? Have you got any
brothers or sisters?
LC: A brother of six and a sister of eighteen.
Kelly: The question I cant leave out: Have you got a girlfriend?
LC: No.
Kelly: What is your favorite sport?
LC: Skateboarding.
Kelly: Just to finish now; what are your plans for the future?
LC: I want to be as big as possible, try to (fade)
AFTER LISTENING
LANGUAGE FOCUS
The past continuous
1. Ask students to read the sentences, paying special attention
2. Students answer the questions after revising the examples.
3. Students choose the correct alternative and fill in the blanks
to complete the rule.
Answers
1. a. Lil Chris was younger. Everyone was going to Rock School.
He had singing lessons. He was taking part in the program.
b. Yes.
3. To express two different actions that happened at the same
time in the past, we use the Simple Past tense and the Past
Continuous tense.
We form the Past Continuous tense with the Past tense of the
verb be + verb + -ing.
PAGE 114
10. ++ Motivate students to complete the short paragraph

applying what they learned in the Language Focus.
Motivate them to remember what was happening in the
classroom when the teacher arrived the day before. Ask them
What was happening in the classroom when I arrived? What
where you doing? Write some answers on the board and
underline the tense markers. Correct mistakes, clarify questions
and provide more examples if necessary. Have students write a
similar paragraph in their notebooks describing what they can
remember. Make sure they use the paragraph in the exercise as
a guide and encourage them to use what they learned in the
Language Focus.
Answers
was dancing, were playing, was doing, were reading.
Read the instructions with the class. Draw their
11. + 61
attention to the production of the sound /b/, with lips tightly
together, and then separating them suddenly. First, play the
recording and ask students only to listen.
Then, play the recording again for students to repeat
each sentence.
12. ++ 62
Play the recording and ask students to listen.
Then, in pairs, students exchange information about their music
preferences and find out if they have the same tastes in music.
Remember not to interrupt them while they are doing a
speaking activity; it is better to make notes of the most common
mistakes and to correct them at the end of the activity.
TRANSCRIPT
62
Speaker: Who is your favorite singer?

How old is he or she?
What kind of music does he or she play?
Does he or she play a musical instrument? Which one?
13. +++
Tell students to think about three questions they
would like to ask to his / her favorite music star. Ask them to
write the questions.
Extra!
Encourage students to look for information to answer the
questions they made. You can assign this activity as homework.
14.
In pairs, fast finishers complete the dialog with words from

the box. Give them a few minutes to practice the dialog and
then invite some pairs to role-play it in front of the class.
UNIT 4
81
UNIT 4
82
A:
B:
A:
B:
Answers
Guess what! LilChris is giving a show on Tuesday!
I know. Hes my favourite singer.
Lets go together!
Really? Great!

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

guide them when necessary. Encourage them to keep a record
of their answers in a special section of their notebooks.
how they used their previous knowledge to get the main idea
of the text;
how many words they learned.
how they learned these words.
PAGE 115
TRAVEL BACK

students progress and information about any points that the
majority of students may have problems with. Make sure they
to answer individually. Check answers orally and help them work
out their score.
Answers
1. a. In Spain. b. A cheese. c. They throw oranges. d. The pig imitation.
2. a. tomatoes, oranges. b. pig.
3. a. 3. b. 1. c. 2.
4. a. True. b. False. He wanted to be like the rest c. False. Hes got
five gerbils d. False. He likes skateboarding.
PAGE 116
Lesson 5: TO MY COUNTRY
Time
Objectives
Materials
Evaluation
One class hour.

Prepare, draft, edit, and write a final version of a poem.
Workbook, Page 29.
Writing box, Students Book, Page 117.
HAVE A LOOK AT a poem
In this lesson, students will learn to write a poem. Before the writing
process starts, it is necessary to analyze a model of the text they are
going to write. This section of the lesson will guide them in this
important analysis, with questions and activities that will help them
discover the structure of a poem and reflect on the type of language
that is often used in this type of text.
1. Ask students to analyze the poem they read in Lesson 1
carefully again. You can guide their literary analysis asking
questions such as What does this poem tell you about Ireland? What
emotions can you distinguish? What events does the poet mention?
Poem structure
The basic building-block of poetry is the poetic line. Poets decide
how long each line is going to be and where it will break off.
If the poet is writing in free verse, he / she can decide to use
short lines or long lines, or to vary the length.
Stanzas
In poems, lines are often grouped together into what are called
stanzas. Like paragraphs, stanzas are often used to organize ideas.
Rhyme schemes and sound effects
Rhyme is an important tool in the poets toolbox. Traditional
poetry forms such as sonnets often use rhyme in specific
patterns. But even when writing free verse, rhyme can be used
to help create desired effects.
Internal rhymes and end rhymes
When the last word in a line of poetry rhymes with the last word
in another line, this is called an end rhyme. Many traditional
poetry forms use end rhymes.
Example:
I would walk a thousand miles
Just to see a million smiles
When words in the middle of a line of poetry rhyme with each
other, this is called an internal rhyme.
Example:
Theres no reason to hide, lets go for a ride!
Forget all that sorrow, lets get crazy tomorrow!
The pattern of rhymes in a poem is written with the letters a, b,

c, d, etc. The first set of lines that rhyme at the end are marked
with a. The second set are marked with b. So, in a poem with the
rhyme scheme abab, the first line rhymes with the third line,
and the second line rhymes with the fourth line.
Example:
I want you to know
a
The true secret, the story b
I dont want you to go
a
before seeing its glory
b
In a poem with the rhyme scheme abcb, the second line rhymes
with the fourth line, but the first and third lines do not rhyme
with each other.
Example:
Ive given you so many I love yous
but you never believe they are real
Kiss me, hug me, I give you a flower
Stop thinking! Stop doubting! Lets make a deal!
capture what they have in mind. This approach can be used with any
subject matter.
5. Explain to students that the task is to write their own version of
the poem, this time focused on their feelings about Chile. Invite
them to think and write a sentence expressing their opinion
about the country. Before starting this activity, draw students
attention to the information in the Organize your time box.
6. Invite students to read the words in the box and choose the ones
they think they can include in the poem.
7. Motivate students to use their dictionaries to find more words.
8. Now encourage students use the words they collected to fill in
the blanks in each box expressing their feelings about Chile.
WRITING
a
b
c
b
2. Invite students to answer questions a c after they have

analyzed the poem.
Answers
a. Five. b. 12. c. Beare / brave; shame / pain.
3. Help students identify the literary resource.
Answers
I am Ireland:
I am older than the old woman of Beare.
I am Ireland:
I am lonelier than the old woman of Beare.
4. Tell students to write the patterns they identified.
Did you know that
Draw students attention to the information in the box.
PAGE 117
DRAFTING
Before starting the writing activity, explain to students that the first
step in writing any poem is coming up with something to write
about. Tell them that they must not feel that they have to choose
profound or poetic material as anything can be the subject for a
poem (great poems have been written about such domestic topics as
a gas station, pets, houses, etc.)
In the beginning, they shouldnt have to worry about style or about
writing in a beautiful or a poetic way. Explain that the key is to
concentrate hard enough on the topic, to choose the words that best
9. Students organize their pieces of writing in a poem about Chile.

EDITING
10. Make students correct their works using the list in the Writing
box and then write a final version of the poem. Motivate them
to stick it on a separate piece of cardboard and also to make a
drawing to decorate it.
11. Tell students to put all the poems together and elaborate a book
of poems.
Extra!
Encourage students to invite other courses to read the book of
poems they created.
PAGE 118
63 Episode 4: Innocents Day

that have appeared in the lessons and those in the comic strip.
Help them revise what happened in the previous episode of the
comic strip.
Motivate them to read this episode on their own and help only if
they ask you to. You can use the CD to allow students listen to the
recorded version of the episode.
You can ask some students to summarize the episode, in Spanish
if necessary.
Creative skills
1. Make students work in groups of four to continue the story
with their ideas.
2. Encourage them to present what they created in front of
the class.
UNIT 4
83
UNIT 4
84
PAGE 120
allows the teacher to diversify the way he / she deals with them, taking
into account students different interests, rhythms, and learning styles.
Answers
4. a. i. Picture c. ii. Picture a. iii. Picture b. iv. Picture e. v. Picture d.
b. i. Picture e. ii. Picture a. iii. Picture d. iv. Picture b. v. Picture c.
c. i. Picture c. ii. Picture b. iii. Picture a. iv. Picture d.
PAGE 122
PROJECT
4. a. England. b. Australian. c. hot.

TRANSCRIPT 65
Living in Australia
Robert: John, why are you living in Australia?
John: Well, my mothers parents live in Sydney; we moved
there and we live with them.
Robert: Do you like it?
John: Oh, yes! I like it very much. It is very similar to England.
Robert: What do you do in your free time?
John: Well, I spend time with my family and we also travel
around the country. I usually go to Queensland and do
bungee jumping or white water rafting. Its very nice!
Robert: What are the best things about living in Australia?
John: The best thing is that you meet friends from all over
the world.
Robert: And do you have any Australian friends?
John: Oh, yes. Australians are nice and friendly and it is
easier if you speak the same language.
Robert: What are the worst things about Australia?
John: Sometimes the weather is too hot, but there arent
really bad things.
Robert: Whats the funniest thing that has happened to you?
John: Once I found a lizard in the swimming pool, and
I thought it was a baby crocodile!

may use later on.
Set a date and time for the oral presentations.
5. the most intelligent / the most generous / the best / the most
expensive / the cheapest.
TEST YOUR KNOWLEDGE
6.

Answers
1. d.
2. Name of the festival: The California Avocado Festival.
Date and place of celebration: October, Carpenteria, California.
Year of origin: 1986.
Activities and main events: avo-tivities, recipe competitions,
photography contest, pop-art shows.
Number where you can get information: 805/684-0038.
3. a. - i. b. - i.
Great!
You can say three
positive things
about living in
another country.
Not too bad

You can say one or
two positive things
about living in
another country.
Help!
You cant say any
positive things
about living in
another country.
PAGE 123
SELF- EVALUATION
The purpose of this section is to allow students to reflect on their

strengths and weaknesses. Encourage them to give honest answers
and show interest in their results. Motivate them to go back to the
Language Focus sections of the lessons that presented problems
and to write a list of remedial actions to improve their performance
in the future.
85
EXTRA TEST
READING NEW YORK CITY AT CHRISTMAS TIME
Interviewer:
What are the best things
about living in New York?
Girl: New York City has a lot of places to
visit. You can go to Central Park or to the
Metropolitan Museum. Its great! The kids
section is amazing.
Interviewer: For you, what is the worst
thing about living in New York?
Girl: It is very cold in December, thats the
worst thing, but the Christmas trees with
lights all around them make you feel warmer.
1 point
1. Read and complete the sentence with one of the options (a c).
The text is
a. Asurvey.
b. A conversation between two friends.
c. An interview.
5 points
2. Read the text again and answer these questions.

a. Does the girl like New York? How do you know it?
.
b. Where did the girl stay?
.
c. What did she see when she went shopping?
.
d. How did she go to the Statue of Liberty?
.
e. What is the weather like in December in New York?
.
TRAVELERS 8
Interviewer: What can you tell us

about your stay in New York City?
Girl: New York is a beautiful city,
especially during the Christmas
season. There are Christmas
decorations everywhere.
Interviewer: Where did you stay?
Girl: I stayed with my cousins in
Long Island.
Interviewer: What do you remember
most about the visit?
Girl: The first time I went shopping for
Christmas. I saw a huge tree with lights all
over it. There was an enormous statue and
an ice-skating rink. I love skating!
Interviewer: What other places did
you visit?
Girl: We took a boat to go to the Statue of
Liberty and we climbed to the top. Wow! It
was beautiful.
66
UNIT 4
86
4 points
3. Read again. Are these statements true (T) or false (F)?

a. ____ The girl stayed with family.
b. ____ She doesnt like skating.
c. ____ You can visit many places in New York.
d. ____ The best thing about Christmas time in New York is the weather.
LISTENING - DO YOU STUDY HARD?
4.
67 Listen to the recording. Number the sentences in the correct sequence of Hyojungs daily activities in Korea.
a.
b.
c.
d.
e.
f.
g.
h.
5.
4 points , each
Hyojung watches TV.

Hyojung returns home.
Hyojung finishes classes.
Hyojung revises the content of the previous class.
Hyojung revises the content of the day.
Hyojung starts classes.
Hyojung does homework.
Hyojung plays with her sister.
6 points
67 Listen to the recording again. Underline the false bits of information in each sentence.
a.
b.
c.
d.
e.
f.
In Korea, Hyojung usually wakes up at 6:00.

She stays at school until 3:30.
She never revises the content of previous class.
She hasnt got time to relax.
Hyojung and her sister cant play after doing their homework.
If you get an 80 or 90%, your classmates will congratulate you.
TRAVELERS 8
WRITTEN EXPRESSION
6 points
6. Write a short paragraph (100 120 words) about a festival. Do not forget to include the following items:
a. name of the festival
b. place and date of celebration
c. in honor of
d. main events
ORAL EXPRESSION
6 points
7. Compare three aspects of life in Chile and in another country.

0-8
9 - 17
18 - 27
28 - 32
Keep trying
Review!
Well done!
Excellent!
TOTAL
SCORE
32 pts
UNIT 4
87
1. c.
2. a. Yes she does. She says its a beautiful city.
b. She stayed in Long Island.
c. She saw a huge tree, a big statue and an ice-skating ring.
d. She took a boat to go to the Statue of Liberty.
e. It is very cold in December in New York.
3. a. True. b. False. c. True. d. False.
4.
5.
67
a. 1. b. 6. c. 5. d. 3. e. 4. f. 2. g. 7. h. 8.
67
a. In Korea, Hyojung usually wakes up at 6:00. (6:30).

b. She stays at school until 3:30. (3:00).
c. She never revises the content of the previous class. (everyday).
d. She hasnt got time to relax. (She has time to relax).
e. Hyojung and her sister cant play after doing their homework.
(Their parents allow them to play).
f. If you get an 80 or 90% your classmates will congratulate you.
(They will ask what problem you have).
TRANSCRIPT
67
Do you study hard?

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

4 points
3 points
Student can provide

all the information
required in the
paragraph, without
Student can provide

all the information
required in the
paragraph, but makes
some spelling
mistakes.
Student can provide

some of the
in the paragraph,
without spelling
mistakes.
Student can provide a

little of the
in the paragraph, and
makes a lot of spelling
mistakes.
2 points
Student can provide
only one piece of
information in the
paragraph.
7. Assign points according to these criteria:

5 points
4 points
3 points
Student can express three

Student can express one or two Student cant express any
comparisons between Chile and comparisons between Chile and comparison between Chile and
other country.
other country.
other country.
1 point
Student cant provide
any information about
a festival.
TRAVELERS 8
5 points
6 points
INTRODUCTION
88
ANSWERS
WORKBOOK
UNIT 1: CULTURAL ELEMENTS
Lesson 4: Chiles national dance
Lesson 1: A Chilean celebration
1. Angrily
badly
carefully
comfortably
fast
1. 1. We Tripantu 2. La Tirana 3. Andean carnaval .

2. a. New sun. b. The Virgin of Carmel.
c. The mixture of Spanish and indigenous cultures.
3. a. However. b. and. c. However. d. but. e. and.
4. missionary; procession; parade; map; celebration; fire
N
J
Y
R
E
Z
U
G
U
M
R
F
F
O
Z
W
Q
U
C
Q
I
G
R
O
Z
I
I
A
B
I
Y
S
P
T
A
V
D
R
R
T
H
A
S
L
A
C
K
H
U
S
Z
E
A
I
O
X
R
C
S
N
I
S
O
F
O
R
T
M
A
P
N
L
O
J
G
N
H
O
B
W
D
U
C
R
R
W
A
S
Q
O
C
E
E
N
P
F
M
R
L
J
H
Q
P
F
L
C
F
M
Y
R
V
M
H
H
T
X
R
E
D
S
N
O
I
S
S
E
C
O
R
P
C
Q
S
G
P
U
M
E
Z
G
Y
G
D
H
well
loudly
nervously
normally
quickly
quietly
sadly
happily
hard
slowly
successfully.
2. a. well. b. normally. c. quietly. d. fast. e. successfully.

f. hard. g. angrily. h. carefully.
3. a. He speaks loudly. b. They behave nervously.
c. Pedro moves slowly. d. Gabi laughs happily.
e. Laura sings badly. f. I am sitting comfortably.
UNIT 2: SELF CARE
Lesson 1: How fit are you?
1. listen to, watch, play, write.
1. Usually, generally, sometimes, always, often.
2. Any of these:
Read: a book, a novel, a brochure, a letter, an e-mail, a blog
Go: surfing, camping.
Listen to: a song, a lecture, a speech
Visit: grandparents, family.
Watch: a soccer game, a movie
Go to: the university, the mall, the doctor, the club, the country
Write: an e-mail, a novel, an article, a blog
Lesson 3: Myths and legends
Lesson 2: Whos in control?
Lesson 2: Holidays and celebrations
1. called built
studied drank
lived
gave
painted wrote
opened came
worked read
asked ate
listened went
2. a. My friends and I studied math yesterday.
b. Peter ate a big sandwich for lunch.
c. Joanna read an interesting book last month.
d. Brenda and Tom went to the zoo last week.
e. Gustave Eiffel built the Eiffel Tower in 1889.
f. Liza wrote an e-mail in the morning.
g. My father painted this painting when he was young.
h. My mother called my sister last Monday.
5. 1. was / Spain. 2. began / 1939. 3. lived / Buenos Aires.
4. became / 43. 5. had / six. 6. wrote books. 7. went / 1969.
1.
Possessive pronoun Indirect object pronoun
Susans daughter
Her daughter
Hers
Brians girlfriend
His girlfriend
His
My parents car
Their car
Theirs
My familys house Their house
Theirs
Daves dog
his
His dog
2. a. mine. b. yours. c. hers.

d. his new jacket. e. his passport. f. her voice.
3. a. This is her photo. This is hers. b. It is their dog. Its theirs.
ANSWERS
89
Lesson 3: A schoolboys journal
Lesson 2:
1. b. 2. a. iv, ; b. ii. ; c. iii. ; d. i.
People that changed people
4. a. You should make a break.b. You should make a timetable

c. You should plan your time carefully. d. You shouldnt
worry too much. e. You should ask for help.
1.
5.
2. a. The Epsicle.
b. He became blind when he was three because he injured
his eyes.
sad; angry; happy; excited; bored; confused; scared

Lesson 4: Help for you!
1. i. Whats the matter ii. got a point iii. sort of iv. get rid of
2. a. You must do the homework everyday.
b. You can study with a classmate.
c. You cant miss the class.
Lesson 5: My personal online journal
1. Llll
Good at
Bad at
Angelthebest13
Prettycandy1145
English grammar
Speaking English
vocabulary
pronunciation
Invention
Age
Year
Inventor
The Popsicle Frank Epperson 11 years old 1905
Braille
Louis Braille
15 years old Not mentioned
Lesson 3: Florence Nightingale, a

woman out of her time
2. a. Bert was a soldier. He was injured at war.

b. The hospital was nasty, smelly, and dirty. The author
describes it in the 3rd verse.
c. Because the hospital was dirty.
d. Florence gave Bert a nice clean bandage and ointment for
the pain. The information is in the 9th verse of the poem.
e. She wrote great books about nursing. She opened up a
school. (11th verse)
UNIT 3: MEMORABLE PEOPLE
UNIT 4: DIFFERENT LIVES
Lesson 1: Folk heroes
Lesson 1:
1. a. People used to ride

b. People used to read
c. People used to cook
d. People used to travel
e. People used to wash
f. People used to use
g. People used to write
Experiences in a foreign country
3. become drums ; dice eyes ; ; world word ; field

shield ; sing king ; in wind ; plate wait ; sand stand ;
ringing singing ; string king ;
4. world, alone, eyes, king, me, sand, singing, field, word, wind,
become, plate, king.
5. a. He used to rule the world.
b. They used to feel afraid of the king.
c. He used to sleep alone and he used to sweep the streets.
2. a. F. b. T. c. T. d. T.
Lesson 2: Do you like jokes?
1.
Asking for help

Can you give me
a hand with?
Can you help me
with?
Can you?
Would you be so
kind to?
Could you?
Offering to help
Its fine.
Feel free to ask me.
Certainly!
What can I do for?
Its there anything I can
do?
What do you need?
Of course!
Sure!
OK
Do you need some?
Indeed!
Its no problem.
All right.
Refusing to help
Im afraid Im busy now.
Im really busy.
Id really like but
Im sorry I cant.
ANSWERS
90
Lesson 3:
READING BOOKLET
Festivals around the world
1. a. the highest.
b. the most interesting.
c. the fastest.
d. the longest.
e. the most expensive.
f. the closest.
g. the biggest.
2. a. Anne.
b. James.
c. Carol.
d. Carol.
e. Carol.
The Power of the Sun An Indian

Legend
1. The conflict of the son of the Sun who felt in love with a girl
from the Earth and Morning Star who lived a lonely life
because of the scar on his face.
2. Answers will vary.
Healthy Lifestyle
Answers will vary.

Ulysses and the Cyclops.
4. the best / The cheapest / Aleoca 20-inch folding-bike /

$79.90 / most expensive / Padella 2K II / $ 138 / lowest /
Stella X / the smallest / the lightest / the slowest.
1. They were giant and dangerous creatures who had an eye on

the forehead.
Lesson 4: Top of the pops
4. When the picture was taken, the boy was eating a sandwich,
the girl was reading a magazine, and the man was preparing
the dinner.
Lesson 5: To my country
2. me / energy ; fun / sun ; warm / dorm ; cool / pool ; happy /

sappy ; day / way
2. To blind the Cyclops to protect his crew.
Terri and the Turkey
1. They do not want to kill the turkey.

91
EVALUATION INSTRUMENTS
OF EVALUATION INSTRUMENTS
Teachers can increase the quality of their direct instruction
by providing focus, emphasis, and attention to particular

details as a model for students.
Students have explicit guidelines regarding
teacher expectations.
Students can use these instruments as a tool to develop
their abilities.
Teachers can reuse these instruments for various activities.
Evaluators ask, "Did the student meet the criteria for

Level 4? rather than How well did this student do
compared to other students?
Ratings can be done by students to assess their own work, or
they can be done by others, e.g., peers, teachers, instructors,
U.T.P. people, etc.
APPLYING EVALUATION
INSTRUMENTS
Self- assessment
Give copies to students and ask them to assess their own

progress on a task or project. Their assessment should not count
toward a grade. The point is to help students learn more and
produce better final products. Always give students time to
revise their work after assessing themselves.
Peer assessment
Peer-assessment takes some time to get used to. Emphasize the

fact that peer-assessment, like self-assessment, is intended to help
everyone do better work. You can then see how fair and accurate
their feedback is, and you can ask for evidence that supports their
opinions when their assessments do not match yours.
Again, giving time for revision after peer-assessment is crucial.
Teacher assessment
When you assess student work, use the same instrument that
was used for self- and peer-assessment. When you hand the
marked instrument back with the students' work, they will know
what they did well and what they need to work on in the future.
Using the evaluation instruments provided in this section is
relatively easy.
Identify the maximum number of points for achieving the highest
level of quality and assign a number to the students' performance.
Typically, the gradations increase/decrease in 1 point.
The last column shows the actual score assigned to this particular
student, based on his or her actual performance. The overall total
score is assigned by simply adding together the scores.
Once you have worked out students' scores, you can express them
in gradations. Gradations are the descriptive levels of quality
starting with the worst quality up to the best quality.
Always keep in mind that, however you use them, the idea is to
support and to evaluate student learning.
Here is a description of each of the evaluation instruments provided:
TRAVELERS 8
ADVANTAGES OF USING A VARIETY
Complex products or behaviors can be examined efficiently.

They are criterion referenced, rather than norm referenced.
These evaluation instruments are assessment tools you can use

to measure students' work. They are scoring guides that seek to
evaluate a student's performance based on the sum of a full
range of criteria rather than a single numerical score.
The evaluation instruments provided here include:
Rubrics
Questionnaires
Observation sheets
The instruments included in this section differ from traditional
methods of assessment in that they examine students in the
actual process of learning, clearly showing them how their work
is being evaluated. They communicate detailed explanations of
what constitutes excellence throughout a task and provide a
clear teaching directive.
The instruments' strength is their specificity, which means that
individual students can fall between levels, attaining some but
not all standards in a higher level. And while scores can be
translated into final grades, it is important that we remind
students that not every score counts.
These instruments are meant, above all, to inform and improve
teachers' instruction while giving students the feedback they
need to learn and grow.
These instruments can also be used in peer assessment and
then used to provide feedback.
Prior to assessment, the evaluation instruments can be used to
communicate expectations to students. During the assessment
phase, they are used to easily score a subjective matter.
After an instrument is scored, it should be given back to
students to communicate to them their grade and their
strengths and weaknesses.
Students can use them to see the correlation between effort and
achievement. Sharing the instruments with students is vital as the
feedback empowers students to critically evaluate their own work.
PHOTOCOPIABLE
92
Listening Comprehension
Behavior
Use this instrument two or three times in a semester to assess

where the students rank within the four categories and to
determine where the strengths and the weaknesses of the class lie.
After applying the instrument, ask the students to get into groups
of four and analyze their results. As a class, discuss important points
that may help improve listening skills in the future.
To work out the score of each student identify the maximum number
of points for achieving the highest level of quality and assign a
number to the students' performance according to this scale.
Once you have worked out the score of each student, you can apply
this chart to express his/her results:
1= Unsatisfactory - 2 = Fair - 3 = Very Good - 4 = Excellent
Use this instrument when you detect some problems related to

students' behavior. This rubric is meant to offer information on
students' attitude and behavior in relation to their classmates and
can be a useful source of information for course council. It can be
applied by teachers or used for peer assessment.
After applying this instrument, make students identify the areas in
which they got higher scores, and also the areas that they should
pay more attention to in the future.
of points for achieving the highest level of quality and assign a number
to the students' performance according to this scale.
Reading Comprehension
The goal of this reading assessment instrument is to determine if

the students have improved their reading comprehension skills.
Use this instrument once a month. Once you have applied this
instrument, make the students identify their strengths and
weaknesses and brainstorm ideas that could help them improve
their performance in the future. This instrument also gives the
teacher the opportunity to focus diagnostic attention on students
whose performance has been identified as below standard. You
must take into account that the maximum score corresponds to the
highest expected results conceived by this teaching proposal for
this level.
TRAVELERS 8
Extended-Response Reading
Use this instrument in any lesson that invites students to

demonstrate comprehension by responding to open-ended
questions. The aim of this instrument is to give information to the
teacher on students' placement in the Reading Skills English
Progress Map.
Use the checklist to assess reading tasks, to provide feedback to
students and as a basis for discussion and feedback for each
student as well.
To work out the score of each student, identify the level of student's
performance, according to the scale provided by this instrument.
Beginner's Writing
Use this rubric as a way to assess your students' writing skills. You
can use it two or three times in a year. This instrument is a
simplified way for teachers to grade a writing assignment. It is
important to show students the instrument beforehand so that
they get better quality work; they know what they are supposed to
produce and it saves problems afterwards as they can see where
they can have points taken off.
This instrument should also be used after the task is complete, not
only to evaluate the product, but also to engage students in
reflection on the work they have produced.
Once you have worked out the score of each student, you can
apply this chart to express his/her results:
1 - 2= Unsatisfactory - 3 - 4 = Fair - 5 = Very Good - 6 =
Excellent
Project
Use this instrument every time students do a project. Each student

is evaluated along three dimensions, each having to do with the
student's contribution to the work, the final product, and any other
aspects the teacher considers important to assess, such as: how
effectively the student accomplished his or her responsibilities as a
member of the team or the quality of his or her interactions with
the other team members.
Use this instrument two or three times per student during the year.
The students will be evaluated in: Non-verbal skills, Vocal Skills and
Content areas.
The teacher can give each student a copy of the instrument and
then read it with them. The students will improve their
performance if they know in advance what they are expected to
produce and the areas they have to focus their attention on.
To work out the score of each student identify the maximum
number of points for achieving the highest level of quality and
assign a number to the students' performance according to this
scale.
Once you have worked out the score of each student, you can rate
each category according to the scale provided in the instrument.
Self Assessment - General English
This instrument is meant to allow students to recognize and

evaluate their general abilities in relation to English. You can apply
it three times, at the beginning of the year and at the end of each
semester, so that students can identify their level of achievement.
Make students read the descriptions of tasks that they can do and
ask them to check the appropriate areas that indicate how they
rate themselves.
After applying this document, you may inform students if their
results coincide with your ideas about their performance.
Homework
You can use this instrument any time you assign homework. When
applying it, the first step is to provide clear expectations to your
students. After reading the rubric, students are clear on what an
acceptable homework assignment looks like.
The system can improve students' homework skills because
for homework completion.

At the same time you can also include a reward component. For
example, students who average a grade of 3 or 4 for the month,
can earn an extra mark on the next period.
To work out the score of each student identify the maximum
number of points for achieving the highest level of quality and
assign a number to the students' performance according to this
scale.
0 -1= Unsatisfactory - 2 = Fair - 3 = Very Good - 4 = Excellent.
Feedback
Here are some phrases that are useful for giving feedback and
make comments to your students:
You are developing a better attitude toward your classmates.
You can be very helpful and dependable in the classroom.
You have strengthened your skills in ___.
You are learning to be a better listener.
You are learning to be careful, cooperative, and fair.
You are very enthusiastic about participating.
Your work habits are improving.
You have been consistently progressing.
You are willing to take part in all classroom activities.
Your attitude toward school is excellent.
You are maintaining grade-level achievements.
You work well in groups, planning and carrying out activities.
Your work in the areas of ____ has been extremely good.
You are capable of achieving a higher average in areas of ____.
You would improve if you developed a greater interest in ___.
TRAVELERS 8
Oral Presentation
the teacher gives each student attention about their homework;

students can see the opportunities to improve their work;
the teacher has the data required to give a pure homework grade
These dimensions are assigned a score of 1 through 7; these values

represent increasing degrees of achievement in the particular
dimension. The last column is the actual score assigned to this
particular student, based on his or her actual performance, along
the three dimensions. The overall total score is assigned by simply
adding together the scores corresponding to the three dimensions.
PHOTOCOPIABLE
93
INTRODUCTION
94
EVALUATING LISTENING COMPREHENSION
Name:
Lesson:
Skills
Criteria
1
Understands one
or two events or
key facts.
Understands some Understands many Understands most

of the events or
events or key facts, events in sequence
key facts.
mainly in
or understands
sequence.
most key facts.
Understanding details.
Gets few or no
important details.
Gets some
important details.
Gets many
important
details.
Gets most
important details
and key language.
Responding appropriately to features

such as: laughter, silence, etc., and /
or accentuation, intonation and,
rhythm.
Answering questions.
Nearly never.
Sometimes.
Most of the time.
Nearly always.
At the end of the session, the listener

is able to:
TRAVELERS 8
Points
Understanding key events or facts.
Doing tasks.
Date:
Answers questions Answers questions Answers questions Answers questions

with incorrect
with some
with literal
with
information.
misinterpretation. interpretation.
interpretation
showing higher
level thinking.
Provides adequate Provides insightful
Provides limited or Provides some
response to teacher response to teacher response to teacher
no response and
with two or three with one or no
requires many
with four or five
questions and
questions or
questions and
questions or
prompts.
prompts.
prompts.
prompts.
Answer factual
Summarize the
Reveal the
Answer factual
questions on
questions on
beginning, middle, sequence of events,
providing details
general
general and
and end of the
on dialog, and
specific
story.
information.
information.
motivation of
characters.
Total points
95
INTRODUCTION
95
Name:
Lesson:
Skills
Date:
Criteria
2
Understanding key events or facts.
Understands one
or two events or
key facts.
Understanding details.
Gets few or no
important details.
Identifying characters or topics.
Identifies one or
two characters or
topics using
pronouns (he,
she, it, they).
Answers questions Answers questions Answers questions
with
with some
with literal
misinterpretation. interpretation.
incorrect
information.
Doing tasks.
Provides limited or
no response and
requires many
questions or
prompts.
Understands some Understands many Understands most

of the events or
events or key facts, events in sequence
key facts.
mainly in
or understands most
sequence.
key facts.
Gets some
Gets many
Gets most important
important details. important
details and key
language.
details.
Identifies many
Identifies many
Identifies one or
topics or characters
two characters or topics or
by name in text
topics by generic characters by
name (boy, girl,
name in text (Ben, (Ben, Giant).
Giant).
dog).
Provides some
response to
teacher with four
or five
questions and
prompts.
Taken and adapted from: http://www.storyarts.org/classroom/usestories/listenrubric.html
Answers questions
with
interpretation
showing higher
level thinking.
Provides adequate Provides insightful
response to
response to teacher
teacher with two with one or no
or three questions questions or
and prompts.
prompts.
Total points
TRAVELERS 8
Answering questions.
Points
INTRODUCTION
96
EXTENDED-RESPONSE READING
RUBRIC SELF-ASSESSMENT
Name:
Date:
1
0
I explain the main ideas and important information from the text.
I connect my own ideas or experiences to the authors ideas.
I use examples and important details to support my answer.
I balance the authors ideas with my own ideas.
I explain some of the main ideas and important information from the text.
I connect some of my own ideas and experiences to the authors ideas.
I use some examples and important details to support my answer.
I balance only some of the authors ideas with my own ideas.
I explain only a few ideas from the text.
I summarize the text without including any of my own ideas or experiences.
OR
I explain my own ideas without explaining the text.
I use general statements instead of specific details and examples.
I explain little or nothing from the text.
I use incorrect or unimportant information from the text.
I write too little to show I understand the text.
I write nothing.
I do not respond to the task.
TRAVELERS 8
http://www.isbe.net/assessment/pdfs/reading_extended_rubric.pdf
Class:
97
BEHAVIOR RUBRIC
Name:
Behavior skill
Lesson:
Never
0
Class:
Rarely
1
Generally
2
Always
3
Points
On time and prepared

1. Arrives on time.
2. Brings necessary materials.
3. Completes homework.
Respects teacher
1. Follows directions.
2. Listens to teacher.
Attitudes
1. Demonstrates positive character
traits (kind, trustworthy, honest).
2. Demonstrates productive
character traits (patient,
thorough, hardworking).
3. Demonstrates concern for others.
Total
Source: http://www.sdst.org/shs/library/resrub.html
TRAVELERS 8
Teachers comments:
INTRODUCTION
98
BEGINNERS WRITING
Points
Criteria
Writing has some words. No punctuation. Scribbly letters. A picture.
Writing has short simple sentence(s) on the topic. Some punctuation (full stops and question marks).
Letter size and shape need fixing. Picture matches topic.
Writing has some simple sentences on the topic. Some attempt to put ideas in order.
Some correct, some best guess spelling.
Capitals, periods, and question marks used correctly most of the time.
Correct printing. Some spacing between words.
Writing has most sentences on the topic. Ideas in order. Sentences with some details and describing words.
Correct spelling of most high frequency words. Most punctuation correct.
Letters and spacing between words are correct.
Writing has all sentences on the topic. Ideas in order. There is a beginning, a middle, and an end.
Many details and interesting words. Correct spelling for all high frequency words.
Correct punctuation; printing and spacing with few errors.
Writing has sentences giving more information about the topic. Beginning, middle, and end with a lot of
information and details. Sentences use interesting and expressive language.
Sentences are put together in a paragraph. Correct high frequency words and some harder words.
Correct punctuation. Neat, well spaced, easy to read.
TRAVELERS 8
http://www.isbe.net/assessment/pdfs/reading_extended_rubric.pdf
99
PROJECT
NAMES:
Process
DATE:
Poor
Satisfactory
Excellent
1. Has clear vision of final product.
1,2,3
4,5
6,7
2. Properly organized to complete project.
1,2,3
4,5
6,7
3. Managed time wisely.
1,2,3
4,5
6,7
4. Acquired needed knowledge base.
1,2,3
4,5
6,7
5. Communicated efforts with teacher.
1,2,3
4,5
6,7
Product (Project)
Poor
Satisfactory
Excellent
1. Format.
1,2,3
4,5
6,7
2. Mechanics of speaking / writing.
1,2,3
4,5
6,7
3. Organization and structure.
1,2,3
4,5
6,7
4. Creativity.
1,2,3
4,5
6,7
5. Demonstrates knowledge.
1,2,3
4,5
6,7
1.
1,2,3
2.
1,2,3
4,5
4,5
6,7
6,7
3.
1,2,3
4,5
6,7
4.
1,2,3
4,5
6,7
Points
Points
Others:
Total:
Source: http://www.sdst.org/shs/library/resrub.html
TRAVELERS 8
Teachers comments:
INTRODUCTION
100
ORAL PRESENTATION RUBRICS
Your Name:
Group Topic :
Group Members:
Oral Presentation Rubric
Provided depth in coverage of topic.
10
Presentation was well planned and coherent.
10
Personal experience integrated where relevant and

appropriate. Explanations and reasons given for
conclusions.
10
Communication aids were clear and useful.
10
Bibliographic information for others was complete.
10
Total Possible Points.
50
TRAVELERS 8
Rate each category according to the following scale:

9-10 = excellent
7-8 = very good
5-6 = good
3-4 = satisfactory
1-2 = poor
0
= unsatisfactory
Possible Points
Self-Assessment
Teacher Assessment
STUDENT SELF ASSESSMENT OF

FOREIGN LANGUAGE PERFORMANCE
Grade:
Description
Language
101
Name :
I can do the following:
Yes
(no assistance)
Yes
(with assistance)
No
1. Greet someone and ask the person how she/he feels.

2. Tell someone a little information about my family.
3. Describe my best friend.
4. Discuss three countries where a foreign language is spoken
and tell a few interesting points about these countries.
5. Understand and respond to questions asked to me about my
name, age, where I live, and the music I like.
6. Read a simple short paragraph.
7. Write a note to a pen pal telling him / her about myself.
8. Write to my teacher and describe a typical day from the time I
get up to the time I go to bed.
9. Write the correct endings of verbs, when requested, because I
understand which endings go with specific subjects.
TRAVELERS 8
Read the descriptions of tasks that you can do.

Check the appropriate areas that indicate how you rate yourself.
INTRODUCTION
102
HOMEWORK RUBRIC
Homework Rubric
4
Exceptional Work
Complete
Incomplete (directions not followed)
Incomplete
TRAVELERS 8
http://www.jamestownri.com/school/classes/4_1/homeworkrubric.htm
Interesting, neat, and easy to read.

With date and name.
On time.
Neat and easy to read.
Must have date and name.
Must be on time.
Difficult to read.
Has name, missing the date.
May be on time.
Unorganized and/or difficult to read.
Missing name and date.
Late.
READING COMPREHENSION SELF ASSESSMENT
Grade:
103
Name :
Always
Sometimes
Never
1. I make predictions before I read.

2. I understand the message-the text makes sense to me.
3. I know when I am having trouble understanding the text.
4. I know the main idea of the text.
5. I understand the words in the text.
6. I understand the punctuation.
7. I know how to find different parts of the text (chapters, pages,
beginning, middle, end).

8. I can pick out clues from the reading to help me make an
interpretation.
9. I give my opinion-make a judgment-about the text.
10. I support my opinion with details from the text.
13. I can make connections between the text and my own life.
14. I can make connections between the text and other subjects.
15. I can pick out words from the story that help me work out
the setting.
12. I can see similarities and differences between the texts I read.
TRAVELERS 8
11. I know the difference between fact and opinion.
INTRODUCTION
104
LANGUAGE REFERENCE
Possessive pronouns
Possessive adjectives
my
you
your
he
his
she
her
it
its
we
our
they
their
Use personal pronouns instead of a noun.

Julie has a red sweater.
She has a red sweater.
Use possessive adjectives before a noun to show possession.
John has a new car.
His car is new.
Possessive s
Add possessive s to a noun to show possession.
My mothers shoes are brown.
TRAVELERS 8
ARTICLES: A, AN
Im a student.
Hes an architect.
Theres a hospital on that street.
Shes wearing a blue skirt.
Use articles a and an with singular nouns.

Use a when the noun starts with a consonant sound. My father is a farmer.
Use an when the noun starts with a vowel sound. Shes an engineer.
PHOTOCOPIABLE
105
VERB TO BE
Present Simple form
Affirmative
Negative
Question form
I am tall.
I am not strong.
Am I strong?
You are nice.
You arent tall and slim.
Are you tall and slim?
Hes young.
He isnt old.
Is he old?
She is kind and generous.
She isnt tall.
Is she tall?
It is black.
It isnt big.
Is it a cat?
We are talented.
We arent lazy.
Are we lazy?
They are beautiful.
They arent fast.
Are they fast?
Use the verb To be to describe physical appearance and personality.

Is he old? Yes, he is. / No, he isnt. She is kind and generous. You are tall and thin.
OBJECT AND POSSESSIVE PRONOUNS

Possessive Pronouns
me
mine
you
you
yours
he
him
his
she
her
hers
it
it
its
we
us
ours
they
them
theirs
An object pronoun acts as the object of a sentence (it receives the action of the verb).
Example: Cousin Eldred gave me a guitar.
Take a picture of him, not us!
A possessive pronoun tells you who owns something
Example: The red basket is mine.
My books under the bed. Yours is on the coffee table.
TRAVELERS 8
Object Pronouns
Personal Pronouns
PHOTOCOPIABLE
106
ADVERBS OF FREQUENCY
Use adverbs of frequency: always, usually, often, sometimes and never to say how often you do an activity.
0%
50%
75%
85%
100%
never
sometimes
often
usually
always
ADVERBS OF MANNER
Adverbs of manner are words that tell us more about how actions are made. They answer the question How?
Many adverbs of manner end in-ly.
Example: Susan writes quickly.
Henry plays the violin beautifully.
Some adverbs of manner like well, fast and hard do not end in ly:
Example: Pat dances very well and Martin runs very fast.
WHILE, THEN, WHERE

We use where, while, and then when we want to connect ideas of place and time.
TRAVELERS 8
while
then
where
ideas of time
ideas of time
ideas of place
Florence saved many lives while she was in

the hospital.
My parents got married in 1998. Then, they

had their first child in 2000.
Mr. Johnson founded St. Patrick School,

where many poor children were educated.
HOWEVER, BECAUSE, AND

We use connectors when we need to link ideas in a sentence. We use however when we want to express a contrast and because to express
a reason or cause. To express an additional idea, we use the word and.
however
because
and
contrast
reason or cause
addition
Its a difficult mission. However, our team

is motivated.
I got a good grade because I studied

very hard.
On my next vacations, my plan is visiting new

places and relaxing at home.
PHOTOCOPIABLE
107
PRESENT CONTINUOUS
Affirmative
Negative
Question form
Im watching TV.
Im not watching TV.
Am I watching TV?
Youre shopping.
You arent shopping.
Are you shopping?
Hes wearing shorts.
He isnt wearing shorts.
Is he wearing shorts?
Shes sitting next to her mum.
She isnt sitting next to her mum.
Is she sitting next to her mum?
Its eating.
It isnt eating.
Is it eating?
Were making costumes.
We arent making costumes.
Are we making costumes?
Theyre making hot dogs.
They arent making hot dogs.
Are they making hot dogs?
Use the Present Progressive to talk about what is happening at the moment of speaking.
For example: We are studying English.
For verbs ending in consonant + vowel + consonant, double the last consonant.
For example: sit-sitting; shop-shopping.
For verbs ending in e, take out the e and add ing.
For example: write-writing; dance-dancing.
PAST CONTINUOUS
Question form
I was singing.
I was not singing.
Was I singing?
You were singing.
You were not singing.
Were you singing?
We were singing.
We were not singing.
Were we singing?
They were singing.
They were not singing.
Were they singing?
He was singing.
He was not singing.
Was he singing?
She was singing.
She was not singing.
Was she singing?
It was singing.
It was not singing.
Was it singing?
The Past Progressive tense (also called the Past Continuous tense) is commonly used in English for actions which were going on
(had not finished) at a particular time in the past.
Use the Past Progressive to indicate that a longer action in the past was interrupted. The interruption is usually a shorter action in
the Simple Past. Remember this can be a real interruption or just an interruption in time.
Examples:
I was watching TV when she called.
When the phone rang, she was writing a letter.
While we were having the picnic, it started to rain.
What were you doing when the earthquake started?
TRAVELERS 8
Negative
Affirmative
PHOTOCOPIABLE
108
USED TO
We use used to for something that happened regularly in the past but no longer happens in the present.
Example: My uncle used to smoke a packet of cigarettes a day but he doesnt smoke now.
Ben used to travel a lot in his job but now he doesnt.
I used to drive to work but now I take the bus.
THE PAST SIMPLE

Use the Past Simple to express the idea that an action started and finished at a specific time in the past. Sometimes, the speaker
may not actually mention the specific time, but they do have one specific time in mind.
Examples: I saw a movie yesterday.
Last year, I traveled to Japan.
The Past Simple form of regular verbs is the ending ed, for example: walked, jumped, started while irregular verbs take different
forms in this tense. Example: saw, began, drove.
Use the auxiliary did to ask questions in the Past Simple.
Examples: Did you see a movie yesterday?
Did you travel to Japan last year?
TRAVELERS 8
*Notice that the word order of questions is different to that of affirmative sentences and that using did we do not need to use the
verb in the past form.
PHOTOCOPIABLE
109
HOW OFTEN
Use How often to ask about how frequently something happens.
Example: How often do you eat fruit and vegetables?
You can also use the expressions below at the end of the sentence to say how often you do something.
For example: I brush my teeth three times a day.
once
twice
three times
four times
five times
a day
a week
a month
a year
every
day
week
month
year
ASKING FOR HELP

To ask for help in a polite way, we use questions with can.
TRAVELERS 8
Example: A: Can you help me open the door?

B: Of course! / Sorry, I cant.
We use polite phrases like Of course when we agree to help and Sorry! when we cant help.
PHOTOCOPIABLE
110
FUTURE CONSEQUENCES
When we want to express future consequences, we use the conjunction if, the Present Simple, and the future with will in the same
sentence. The verb in the if clause expresses the cause of the consequence while the consequence is expressed with the future.
Cause
Future consequence
if + Present Simple
will + infinitive
If I study,
I will pass the exams
If you see John tonight,
he will tell you the truth.
The if-clause can be at the beginning or at the end of the sentence.

If I study, I will pass the exams.
I will pass the exams if I study.
POSSIBILITY, OBLIGATION, PROHIBITION

To express possibility, we use the verb could.
To express strong obligation, we use the verb must.
To express prohibition, we use the negative form of the verb can, cant.
TRAVELERS 8
prohibition
obligation
possibility
cant
must
ideas of place
Benjamin cant go to the park this afternoon

because he has homework.
You must respect all people, we are all

human beings.
The next Olympic Games could be in Chile
PHOTOCOPIABLE
111
COMPARATIVES (short adjectives and long adjectives)

You can use comparatives to talk about the differences between two things or places or people. They are made from adjectives in two ways:
Short Adjectives
With short adjectives, we make comparatives by adding
-er to the end of the adjective.
Example:
- Your CD player is cheaper than mine.
With some adjectives, we double the last letter:
Example: London is big, but Moscow is bigger.
Long Adjectives
With long adjectives (usually two syllables or more), we add more
before the adjective.
Example:
The French restaurant is more expensive than the Italian restaurant.
Two syllable adjectives that end in -y.

With two syllable adjectives that end in -y, we make the comparative by changing the y to i, and adding -er:
Example: I was angry when I heard the news, but Nick was angrier.
Irregular comparatives
The three main irregular comparatives are:
good - better
bad - worse
far - further / farther
SUPERLATIVES
With long adjectives (usually 2 syllables or more), we add most before

the adjective.
Example:
The French restaurant is the most expensive restaurant in the
neighborhood.
Two Syllable adjectives that end in -ly.

With two syllable adjectives that end in -ly, we make the comparative by changing the y to i, and adding -er:
Example: I was angry when I heard the news, but Nick was the angriest.
Irregular superlatives
The three main irregular superlatives are:
good best bad worst far - furthest / farthest
TRAVELERS 8
With short adjectives, we make superlatives by adding -est to

the end of the adjective.
Example:
- Your CD player is the cheapest you can find in the market.
With some adjectives, we double the last letter:
Example: London is big, but Moscow is the biggest.
Long Adjectives
Short Adjectives
INTRODUCTION
112
IRREGULAR VERBS
TRAVELERS 8
Infinitive
Past simple
Past
participle
Meaning
Infinitive
Past simple
Past
participle
Meaning
be
was/were
been
ser, estar
forgive
forgave
forgiven
perdonar
beat
beat
beaten
batir, derrotar
freeze
froze
frozen
helar(se)
become
became
become
convertirse,
llegar a ser
get
got
got
obtener
begin
began
begun
empezar
give
gave
given
dar
bend
bent
bent
doblar(se)
go
went
gone
ir
bite
bit
bitten
morder
grow
grew
grown
crecer
blow
blew
blown
soplar
hang
hung
hung
colgar
break
broke
broken
quebrar
have
had
had
haber; tener
bring
brought
brought
traer
hear
heard
heard
or
build
built
built
edificar
hide
hid
hidden
esconder
burn
burnt/burned
burnt/burned
quemar(se)
hit
hit
hit
golpear
burst
burst
burst
reventar(se)
hold
held
held
sostener
buy
bought
bought
comprar
hurt
hurt
hurt
daar
catch
caught
caught
tomar
keep
kept
kept
guardar
choose
chose
chosen
escoger
know
knew
known
saber; conocer
come
came
come
venir
lay
laid
laid
poner
cost
cost
cost
costar
lead
led
led
liderar
cut
cut
cut
cortar
learn
learnt/learned learnt/learned aprender
deal
dealt
dealt
repartir
leave
left
left
dejar
dig
dug
dug
cavar
lend
lent
lent
prestar
do
did
done
hacer
let
let
let
dejar
draw
drew
drawn
dibujar
lie
lay
lain
yacer
dreamt/
dreamed
light
lit
lit
iluminar
dream
dreamt/
dreamed
soar
lose
lost
lost
perder
drink
drank
drunk
beber
make
made
made
hacer
drive
drove
driven
conducir
mean
meant
meant
significar
eat
ate
eaten
comer
meet
met
met
encontrar(se)
fall
fell
fallen
caer
pay
paid
paid
pagar
feed
fed
fed
alimentar
put
put
put
poner
feel
felt
felt
sentir
read
read
read
leer
fight
fought
fought
combatir
ride
rode
ridden
montar
find
found
found
encontrar
ring
rang
rung
sonar
fly
flew
flown
volar
rise
rose
risen
levantarse
forbid
forbade
forbidden
prohibir
PHOTOCOPIABLE
113
Past
participle
Meaning
run
ran
run
correr
say
said
said
decir
see
saw
seen
ver
sell
sold
sold
vender
send
sent
sent
enviar
set
set
set
fijar
shake
shook
shaken
sacudir
shine
shone
shone
brillar
shoot
shot
shot
disparar
show
showed
shown
indicar
shut
shut
shut
cerrar(se)
sing
sang
sung
cantar
sink
sank
sunk
hundir(se)
sit
sat
sat
sentarse
sleep
slept
slept
dormir
speak
spoke
spoken
hablar
spell
spelled/spelt
spelled/spelt
deletrear
spend
spent
spent
gastar
stand
stood
stood
estar de pie
steal
stole
stolen
robar
stick
stuck
stuck
pegar
swim
swam
swum
nadar
take
took
taken
tomar
teach
taught
taught
ensear
tear
tore
torn
romper
tell
told
told
contar
think
thought
thought
pensar
throw
threw
thrown
lanzar
understand
understood
understood
entender
wake (up)
woke (up)
woken (up)
despertar(se)
wear
wore
worn
usar ropa
win
won
won
ganar
write
wrote
written
escribir
TRAVELERS 8
Past simple
Infinitive
INTRODUCTION
114
THEMATIC INDEX
TOPICS AND VOCABULARY
Chilean traditional celebrations ...............................................................................................................................................................13, 14, 15, 18

Celebrations around the world ........................................................................................................................................................................16, 17, 36
Myths and legends .................................................................................................................................................................20, 21, 22, 23, 24, 25, 32
Chilean music and dances .................................................................................................................................................................. 26, 27, 28, 29, 30
Healthy habits ............................................................................................................................................................................................ 44, 45, 46, 47
Teenagers addictions and problems ............................................................................................................................................... 48, 50, 56, 57, 58
Study habits .................................................................................................................................................................................................52, 53, 54, 55
Folk heros .....................................................................................................................................................................................................72, 73, 74, 75
People from other countries .................................................................................................................................................................................. 86, 87
Famous people from the past ..................................................................................................................................78, 79, 80, 82, 83, 84, 85, 91, 92
Life in different countries ............................................................................................................................................... 103, 104, 105, 106, 107, 108
Music .............................................................................................................................................................................................................114, 115, 116
LANGUAGE
Adverbs of frequency ...................................................................................................................................................................................................... 18

Connectors: and, because, however .............................................................................................................................................................................. 14
The Past Continuous .....................................................................................................................................................................................................115
Used to ............................................................................................................................................................................................................................... 75
Adverbs of manner .......................................................................................................................................................................................................... 29
How often?................................................................................................................................................................................................................... 46
Object and possessive pronouns ................................................................................................................................................................................... 49
Future consequences....................................................................................................................................................................................................... 54
Possibility and obligation: Can, Could, must ............................................................................................................................................................... 57
Comparatives ..................................................................................................................................................................................................................105
Superlatives ....................................................................................................................................................................................................................112
Asking / offering / refusing to help ............................................................................................................................................................................107
Connectors: When / while / where / then .................................................................................................................................................................... 84
Describing personality .................................................................................................................................................................................................... 87
The Past Simple tense, affirmative ............................................................................................................................................................................... 23
The Past Simple tense, interrogative ........................................................................................................................................................................... 79
115
BIBLIOGRAPHY
ANEXOS
INTRODUCTION
115
Adams, M.J. et al. (2000). Phonemic Awareness in Young

Children: A Classroom Curriculum. Baltimore, Maryland: Paul
H. Brooks Publishing Co.
Additional bibliography
Burke, J. (2003). Reading Reminders - Tools, Tips, and

Techniques. (1st ed.). Portsmouth, NH: Boynton / Cook.
Bampfield, A. et al.( 1st Ed.). (1996). Welcome to English.

Cambridge, Great Britain: Cambridge University Press.
Corbeil, J.C, Archambault, A. (1992). The Macmillan Visual

Dictionary. (pp. 77 112, 150 152, 219 250, 349 - 355).
New York: Macmillan Publishing Company.
Blanchard, K. & Root, C. (1st Ed.) (1996). For your information

1. Boston: Addison Wesley Longman Publishers.
Fox, Gwyneth associated editor et al. (1st ed.). (2007).

Diccionario Macmillan Castillo Espaol Ingls, Ingls espaol. Mexico DF: Editorial Macmillan de Mxico S.A. de C.V.
Hamel, B. (1st Ed.). (1998). Dictionary of English-Spanish
cognate words. Bilingual Book Press. USA.
Loyd, S. (2000). The Phonics Handout. Essex: Jolly Learning,
Ltd.
Loyd, S., & Werman, S. (2003). Jolly Dictionary. Essex: Jolly
Learning, Ltd.
Mascull, B. (1st Ed.). (1997). Collins cobuild key words in science
and technology. Portsmouth: Heinemann Publishers.
Moon, J. (1st ed.). (2000). Children Learning English. Oxford:
Macmillan Education.
Murphy, R.M. (2nd ed.). (1997). Essential Grammar in Use.
Cambridge: Cambridge University Press.
Peregoy, S.F. et al. (3rd ed.). (2005). Reading, Writing and
Learning in ESL. White Plains, NY: Addison Wesley Publishing
Company.
Rauff, R. (1st edition). (1994). Wonderful World of English.
Chicago, IL: World Book, Inc.
Rinvolucri, M. et al. (1st ed.). (1995). More Grammar Games.
Cambridge: Cambridge University Press.
Bampfield, A. et al. ( 1st Ed.). (1997). A world of English.

Cambridge, Great Britain: Cambridge University Press.
Deriu, B. (1st Ed.) (1997). The big mistake and other stories.
Barcelona: Ediciones Vicens Vives, Spain.
Escott, J. (2002). Lucky break. Harlow, Essex: Pearson
Education Limited.
Escott, J. (2008). Hannah and the hurricane. Harlow, Essex:
Pearson Education Limited.
Kerr, L. (1st Ed.) (1998) Mission Apollo. Oxford: Oxford
University Press.
Web pages
http://www.johnsesl.com/templates/quizzes/LQ.php
http://www.esl-lab.com/
http://www.manythings.org/el/
http://www.esldesk.com/esl-links/index.htm
http://www.languagegames.org/la/crossword/english.asp
http://www.esl.about.com/cs/listening/
http://www.sikids.com
http://www.gobartimes.org
http://www.energyquest.ca.gov
http://www.englishlistening.com
http://www.tolearnenglish.com
http://www.saberingles.com.ar/
http://www.focusenglish.com/dialogues/conversation.html
http://www.isabelperez.com
http://www.antimoon.com/how/pronunc-soundsipa.htm
INTRODUCTION
116
QUESTION BANK
Unit 1
a. Where is the festivity of Nazareno del Caguach celebrated?
b. When was it celebrated for the first time?
c. Who brought the image to the island?
d. According to the information in the text, is it easier to go
from Dalcahue or from Achao?
e. Why do you think the other name of the island is The
Island of Devotion?
2. Complete the sentences with the connectors however
because and.
a. Harry is intelligent. ______ hes lazy.
b. Sue likes to sing ______ dance.
c. I went to sleep ______ I was tired.
d. People wore masks ______ traditional clothes.
e. Maria left the celebration ______ she was sick.
f. They were not having fun, ______ they stayed until
the end of the festival.
3. What famous foreign festivity is nowadays very popular
in Chile?
4. What information can you infer from the parts in bold in
these sentences?
a. I love the parades, dancing samba, and playing with
water in the street all night long!
b. Children often fly kites this time of the year.
5. Use adverbs of frequency to describe your daily routine.
Example: I always do my homework at 6:00.
a. (always)
b. (often)
c. (sometimes)
d. (never)
6. According to the information on Page 23, complete the
table with four examples of each type of text.
Myth
Legend
7. Write the name of your three favorite festivities and explain

what is special about them.
a.
b.
c.
8. What are the main ideas in these paragraphs? Circle an
alternative.
a. Spots was a large grey and white cat that lived in a barn
on a farm. Spots liked living in the barn because it was
warm in the winter and cool in the summer. There were
also many mice for to chase. Best of all, Spots could
sleep in a soft place in the corner of the barn.
i. The barn was dirty.
ii. Spots was grey and white.
iii. The barn was a good place for Spots to live.
iv. Spots often slept outside when it rained.
b. James and his sister, Anna, went to the carnival on
Saturday. They rode the merry- go-round, the roller
coaster and the Ferris wheel. James ate popcorn and a hot
dog and Anna drank lemonade and ate an apple. They
were tired when they went home because they saw many
interesting shows and did a lot of exciting things.
i. James and Anna were hungry.
ii. James and Anna did many things at the carnival.
iii. The merry-go-round was broken.
iv. The carnival was on Saturday.
Unit 2
1. Read the definition and circle the correct statement. Fitness
means being in good physical condition, healthy, and
strong and is usually associated with exercise, but that is
not the whole picture. In order to keep fit, you have to eat
well, sleep well, and also feel good about yourself.
a. If you do a lot of exercise, you will keep fit.
b. If you sleep a lot and eat well, you will keep fit.
c. If you sleep a lot, eat healthily, and do some exercise,
you will be in a good physical condition.
2. Answer the following questions using time expressions.
Example: I _____________ once a day / twice a week /
three times a month.
a. How often do you eat fruits and vegetables?
b. How often do you play videogames?
c. Do you practice any sport? How often do you practice it?
d. How often do you eat junk food?
QUESTION BANK
117
3. Choose the correct alternative to answer these questions.

a. According to research, how many hours can Internet
addicts spend on the Internet?
i. 15 to 20 hours a week.
ii. 20 to 30 hours a week.
iii. 30 to 40 hours a week.
b. What age David became a computer addict?
i. When he was 10.
ii. When he was 9.
iii. When he was 8.
c. Does David meet his friends?
i. Yes, all the time.
ii. Sometimes.
iii. No, he doesnt have time.
d. What does David think about violent games?
i. Nobody take them seriously, they are just fun.
ii. Violent games make violent kids.
iii. David doesnt like violent games.
4. Decide which of these paragraphs best summarizes the
recording you listened to in Lesson 2.
a. David is a computer addict. He plays video games so
much that he doesnt have time to exercise or make
friends. He thinks computer games have made him
antisocial and they can make people violent too, but the
problem is that they are too much fun.
b. David is a computer addict. He plays video games so
much that he doesnt have time to exercise or make
friends. He doesnt think computer games have made
him antisocial. He doesnt think that games make people
violent either; he just thinks they are too much fun.
5. Answer these questions about the text on Page 51.
a. What will happen to Enrico if he does not go to school?
b. How can Enrico know about the children in other countries?
c. What does education mean to Enricos father?
d. Why does Enricos father say he is a little soldier?
6. What do the words underlined in each sentence mean?
Circle an alternative.
a. You are still stubborn.
i. docile
ii. obstinate
iii. young
b. At the end of a week you will feel desperate.
i. desolate ii. urged
iii. sorry
c. Imagine this vast universe of which you form a part.
i. tiny
ii. huge
iii. heavy
7. Why did Kevin and Lily call to the radio program? Do they
have the same kind of problem?
Kevin:
Lily:
8. What do the speakers in the recording mean? Circle the

correct alternative.
a. Presenter: Have you got a problem?
Lily: Well, sort of.
i. She has a lot of problems.
ii. I have a particular problem.
iii. I dont have a problem at all.
b. You've got a point there.
i. Youve got a very good excuse.
ii. Thats a very good opinion.
iii. Its a very good question.
9. Imagine you are an actor/actress, a rock star, or a
sportsperson. Complete your personal blog profile on your
webpage telling your fans about your routine, abilities, and
things you like. Use modal verbs (can, cant, must, could) and
time expressions (once a day, twice a week) as in the
example.
Example:
Hi, my name is Simon and I am preparing myself to be an
Olympic swimmer. I train 5 times a week, I cant swim as fast
as Michael Phelps but I must train harder every day if I want
to be the best. I love junk food! I could eat it every day, but I
mustnt; it would make me slow in the pool, thats why I
always eat healthy food.
Unit 3
a. When did Robin Hoods stories begin to appear?
b. What is the name of Robin Hoods wife?
c. Who was his main enemy?
d. How many times was Daniel Boone captured by
the Indians?
e. What did Daniel Boone do in 1775?
f. What is Daniel Boones image today?
g. Where was the Zorro born?
h. What did he study in Madrid?
i. What is Tornado?
QUESTION BANK
118
2. Write a question in the Past Simple tense to each answer.

a.
?
b.
Yes, I studied a lot for my exams.

?
c.
The Wright brothers created the first airplane.

?
Einstein won the Nobel Prize in physics in 1921.

a. Why couldnt Marie Curie go to the university in her
country?
b. What is wrong with that? Is it the same in Chile now?
c. What special achievement did she attain in Paris?
d. Why was T.A. Edison different from the rest of the boys?
e. Compare both characters contributions to society. Which
is more important from your point of view?
a. In what year did Florence Nightingale go to Crimea to
help British soldiers?
b. What was the special section about in her book?
c. What happened in 1860?
d. Who carried her coffin?
5. What do these sentences express? Circle the correct alternative.
a. Her family was rich and her father taught her at home.
i. Additional ideas.
ii. A contrast.
iii. A cause and a consequence.
b. She wanted to be a nurse but her parents did not want
her to become one.
ii. A contrast.
c. People wrote songs about her and Queen Victoria gave
her an award.
i. Additional ideas. ii. A contrast.
d. She confronted them firmly because she wanted to work
at Salisbury Royal Infirmary.
ii. A contrast.
6. Write the name (Daniel or Emma) next to each statement.

a. _________________: proud, responsible, and
romantic.
b. ________________: typical Aries.
c. ________________: loyal to friends and family.
d. ________________: stubborn and arrogant.
e. _________________: impulsive and quick
tempered.
f. _________________: competitive.
g. _________________: Leo.
7. Biography
a Write the names of three heroes or persons you consider
important to you.
_________ _________ _________
b. What things are important to mention when you are
writing about someone?
c. How is a biography organized? Write the three parts
it has.
i.
ii.
iii.
d. Write a short biography of one of your heroes.
Unit 4
1. What do you know about these countries? Name an actor,
singer, famous place or interesting fact.
Ireland
_______________
England
_______________
Spain
_______________
France
_______________
2. What do you think is the most difficult thing about living in

a foreign country?
3. Imagine you are starting a new life out of Chile and answer
these questions.
a. Where would you like to live?
b. How do you imagine your life would be like?
a. Why did Gabriela and her family move to Ireland?
b. What does Gabriela like and about living in Ireland?
c. What doesnt she like?
5. Do Chileans celebrate April fools Day? Explain.
QUESTION BANK
119
6. Answer these questions about the texts on Page 109.

a. Where is La Tomatina celebrated?
b. How do people celebrate?
c. How many kilos of tomatoes are used during this
celebration?
d. When is Coopers hill Cheese Rolling festival celebrated?
e. How do competitors know when the race has begun?
f. How many days do people celebrate The Battle of Oranges?
g. How do people celebrate this event?
h. Where does The Festival of the Pig take place?
i. What is the main event of the festival?
7. Read these sentences and underline the correct answer.
a. Our house is bigger / biggest than yours.
b. In Chile, July is colder / coldest than February.
c. It is the larger / largest shop in the city.
d. Mark is the better / best football player in the team.
8. Complete the paragraph with the past continuous tense of
the verbs in the box.
rain listening hold wear eat sleep bark
walk drink walk read
It was exactly ten o'clock. Outside, it was raining. We
____________ our books in the living room, and our
nine-year-old twins ____________ quietly in their
bedroom. My husband ____________ a cup of tea, and
I ____________ to the CD I bought. Our 16-year-old
daughter ____________ towards the door. She
____________ her dark blue raincoat and she
____________ an umbrella. She ____________ a
chocolate bar. Our cats ____________ beside her, and
our dog ____________ loudly. Everything was normal
in that winter evening.
INTRODUCTION
120
ANSWERS
UNIT 1
1. a. It takes place in Chilo.
b. The first celebration began in 1778.
c. The Franciscan missionary Hilario Martnez.
d. Possible answer: because people who attend the
festivity have a great devotion.
2. a. However b. and c. because d. and e. because f. however.
3. Possible answers: Halloween, Valentines day.
4. Possible answers:
a. That it is very hot. b. That it is windy.
5. Answers may vary.
8. a iii ; b ii
3. a. Because she was a woman.

b. Possible answers: In Chile, woman can go to the
university.
c. She was the first woman to become a professor.
d. He didnt go to school.
e. Will vary.
4. a. 1854
b. the special section was about taking care of babies.
c. In 1860 Florence opened the Nightingale Training School
for Nurses.
d. Six sergents of the British army carried her coffin.
5. a. Daniel. b. Emma. c. Emma. d. Daniel.
e. Emma. f. Emma. g. Daniel.
UNIT 2
1. c.
3. a. iii. b. i. c. iii. d. i.
4. a.
5. a. He will feel desperate.
b. By using his imagination.
c. It means the progress and the glory of the world.
d. Because he has to fight against ignorance.
6. a. ii. b. i. c. ii.
7. Yes, both have problems with friends who offer them drugs.
8. a. ii. b. iii.
UNIT 4
1. a. Because of her fathers job.
b. That life is more interesting, and she has lots of friends
from different countries.
c. That winter is very cold.
2. Possible answer:
Chileans celebrate a similar date: Innocents Day on
December 28.
3. a. In Buol, Spain.
b. They celebrate having parties on the streets, eating
paella, dancing and throwing tomatoes.
c. About 7 million kilos.
d. In May.
e. The race begins when the Master of ceremonies throws
a piece of cheese down a hill.
f. Five days.
g. With parades, parties, food events and music in
the streets.
h. In Trie Sur Baise, France.
i. The national pig imitation competition.
7. a. bigger. b. colder. c. largest. d. best.
8. were reading / were sleeping / was drinking / was listening
to / was walking / was wearing / was holding / was eating /
were walking / was barking.
UNIT 3
1. a. Stories about him began to appear in 14th century.
b. His wife was Maid Marian
c. His main enemy was the Sheriff of Nottingham
d. The Indian captured and release him four times.
e. In 1775 he led an expedition that opened a trail
through Kentucky.
f. Today his image is a mixture of fact and legend.
g. He was born in Madird
h. He studied art and science.
i. His black horse was called Tornado.
2. Possible answers:
a. Did you study for your exams?
b. What did the Wright Brother create?
c. What year did Einstein win the Nobel Prize?
INGLS
ISBN: 978-956-339-140-4
INGLS 8 bsico
bsico
9 789563 391404
PEFC/29-31-75



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GUA DIDCTICA DEL DOCENTE

Lina Alvarado Jantus

GUA DIDCTICA DEL DOCENTE

EDICIN ESPECIAL PARA EL MINISTERIO DE EDUCACIN

EDICIN ESPECIAL PARA EL MINISTERIO DE EDUCACIN

GUA DIDCTICA DEL DOCENTE

Lina Alvarado Jantus

2014 Ediciones Cal y Canto

Lina Alvarado Jantus

Basado en Travelers 8 bsico

Ediciones Cal y Canto Ltda.

Jorge Muoz Rau

Plan of the book 4

UNIT 3: INSPIRING PEOPLE

Description of the course 6

Background Information 55, 58, 63, 66

Error Alert! 56, 59, 62

UNIT 4: DIFFERENT PEOPLE,

Some basic teaching reminders 14

Background Information 74, 75, 78, 82

Some methodological suggestions for skill development

The Internet in the language classroom 16

Using literature in the language classroom 17

Background Information 21, 25, 28, 31

Background Information 43, 46

Evaluation Instruments (Photocopiable) 91

PLAN OF THE BOOK

GETTING READY ......................................................................................................................... 7

GETTING READY .........................................................................................................................39

GETTING READY .........................................................................................................................67

DESCRIPTION OF THE COURSE

The course is topic-based and contains a conducting line:

To provide visual elements to improve students reading

Each unit begins with a two-page spread showing a diagram

includes activities that will help students to analyze the model

It gives students a chance to revise their knowledge,

countries such as information related to historical and

This component includes:

Additionally, it gives the teacher the grounds for evaluating what

should not be treated as time fillers. Each game in this book is

chart to find out their level of achievement. Many students

- Role-plays. Choose any of the dialogs, give groups time to

Apply different criteria to form pairs and groups: sometimes put

Formal learning groups are teams established to complete

SOME BASIC TEACHING REMINDERS

Developing listening skills

- Do these activities quickly and take advantage of the interest

- Always ask students to give a quick look at the text to find

further practice in a free? context, either for the whole class

THE INTERNET IN THE

Information collection and analysis

Literature has proved to be a resource that takes students

Three-stage-framework proposed as a working model for

Some Commands and Instructions (TEACHERS)

In this unit you will

identifying type and purpose of a text,

Listen and find specific information in personal

discriminating between main and secondary

Lesson 1: A CHILEAN CELEBRATION

Before starting this unit, students need to know:

Five class hours.

Read, listen, and identify main ideas and specific

Evaluation Reflections, Students Book Page 13.

street bands circulate in the center of the city, local girls