7_10_6_2_2
Transcript of 7_10_6_2_2
UNIT 242
REFLECTIONSWhat new words did I learn?
In what instances did I showinitiative?
8. Complete each blank with a question word and ask your partner thequestions. Then change roles.
_______ do people celebrate in your region? (event)
_______ does it take place? (time)
_______ is it celebrated? (place)
_______ do people do? (activities)
9. Listen and repeat. Pay special attention to the beginning of thewords.
where when what
who why whose whom
PEOPLE PLACES ACTIVITIES
10. Fill in the blanks in these questions.
a. ________ do you ________ for your birthday?
b. ________ do you ________ on holiday?
c. ________ do you ________ for tests?
d. ________ do you ________ on Sundays?
e. ________ do you ________ in summer?
11. Listen and repeat the questions in exercise 10.
12.Ask and answer the questions in your group.
13. Read the text on page 41 and find words to make word mapswith these headings:FL
L A N G U A G E F O C U S Question words
1. Study these questions related to the text.Where is La Tirana Festival celebrated? When does it take place?What do the activities include?
2. Complete this general rule.
We use definite types of words called question words to askquestions about place - (______), time - (______), things - (______).
AFTER READING
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AFTER READING__________________________
LANGUAGE FOCUS - Question WordsDon't forget that this section is designed
to help students revise or discover a
particular grammar structure by
themselves.
1. Ask the students to revise the
questions, paying special attention to
the words in bold.
2. Make the students identify the type of
information each question word
requires, and then complete the rule.
Answers: where; when; what.__________________________
8. ++ Students complete each blank
with a question word and then ask and
answer the questions in pairs. Make
sure that they change roles, so that
both have the opportunity to ask and
answer.
(L.A: to relate content and own
reality).
Answers: what; when; where; what.
9. + First play the recording and
ask the students only to listen. Then
play the recording again for them to
repeat each word, paying special
attention to the pronunciation of the
initial sound, similar to Spanish hueso,
huaso, huincha.
(L.A: to imitate a model paying
attention to an English phoneme).
See Error Alert! of at the end of the
Unit.
10.++ Students use the question words
in the Language Focus to complete
the questions in a logical way.
(L.A: to relate a language item and
own reality).
16
Answers:
a. What do you do for your
birthday?
b. Where do you go on holiday?
c. When do you study for the tests?
d. What do you do on Sundays?
e. What do you wear in summer?
11.+ Students listen and check the
questions they completed in exercise
10, and then listen and repeat.
(L.A: to imitate a model).
REFLECTIONS
The purpose of this activity is to help
students reflect on their learning process
and to raise their awareness of how they
develop their own learning strategies to
become more effective learners. They
should work on their own but you may
help and guide them when necessary.
Encourage them to keep a record of their
answers in a special section of their
notebooks.
The students read the questions and
identify:
a. the new words they learnt.
17
MINI - TESTMINI - TEST
WELCOME TO MY COUNTRY 43
1. Listen to the recording in lesson 1 again and cross out the countries that are not mentioned.
LISTENING
2. Who said what? Write Tracy or Ari next to each sentence.
a. _______ Everything is made of clay.
b. _______ We walked for about two hours.
c. _______ We took amazing photos.
3. Why do Tracy and Ari speak in English?
3 pts
4. Read the text in lesson 2 and match numbers and words.72 24 200
people hours kilometers
5. Read the text and say why these sentences are false.a. La Tirana is in the Atacama region.b. People dance and sing during the day.c. The most important event of the festival is a mass.
READING
6. Complete the paragraph with the Past Tense of the verbs in the box.
LANGUAGE AND VOCABULARY
On our last vacation, my family and I ________ to Chiloe and ________ the festivity of Nazareno
de Caguach. The celebrations ________ with a ceremony outside the church. Then, we ________
a procession. People ________ the religious figures out of the church and ________ with them
around the town.
7. Complete each question according to the answers.
a. _________ do you do on Saturdays? I play football with my friends.
b. _________ are you going to go on vacation? I’m going to go to the seaside.
c. _________ is your birthday? It’s in June.
d. _________ is your sweater? I left it at school.
e. _________ do you wear a swimsuit? In summer.
3 pts
2 pts
3 pts
6 pts
3 ptsPerú Chile USA Canada Australia England
begin celebrate see take travel walk
0 - 7Keep trying
8 - 14
Review!
15 - 19
Well done!
20 - 25
Excellent!
total score
25 pts
5 pts
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b. the instances in which they showed
initiative.
12.++ Students ask and answer the
questions in their groups, answering
with what is true for them.
(L.A: to relate content and own
reality).
13. +++ Ask fast learners to create
word maps on the board with the
headings provided. Encourage them to
illustrate different types of connections
between the words and to include
graphic support. Check and ask the rest
of the class to copy the maps.
(L.A: to classify key lexical items).
Possible words to include:
People: saint, princess, Spaniards,
conquerors, father, priest, pilgrims.
Activities: singing, dancing,
procession, festival.
Places: town, Chile, La Tirana,
Tamarugal, temple, grave.FL
MINI - TEST
The mini-tests provide material to check
and revise students’ progress and, at the
same time, information to the teacher
about any points that the majority of the
students may have problems with. Make
sure they understand what they are
expected to do and then give them time to
answer individually.
Answers
LISTENING
1. Not mentioned: Peru; Canada; Australia
2. a. Tracy. b. Ari. c. Tracy.
3. They speak in English because they
come from English speaking countries:
USA and England.
READING
4. 72 - kilometers; 24 - hours; 200 -
people.
5. a. La Tirana is in the Tarapaca region.
b. People dance and sing 24 hours a
day. c. The most important event of
the festival is the procession.
LANGUAGE AND VOCABULARY
6. traveled; celebrated; began; saw; took;
walked.
7. a. What. b. Where. c. When. d. Where.
e. When.
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UNIT 244
2. Write the names of these original Chilean peoples in the chart,according to the place they live / lived.
Aymara Chango Chono Diaguita
Mapuche Ona Picunche
5. Kelly and Matt are visiting the Magallanes Regional Museum in PuntaArenas. As they walk along the corridors, a guide answers theirquestions. Make a list of English words that sound similar in Spanishthat you think you will hear. Example: region, south, etc.
3. Look up these words in a dictionary.hunter sailor
4. Relate each indigenous group in the chart above to theircharacteristics in the bubbles.
BEFORE L ISTENING
Sailors Hunters Nomads Warriors
Fishermen Shepherds Farmers
1. Answer Matt’s questions.
North of Chile Center of Chile South of Chile
Who lived in Chile before the Spaniards arrived?
What is the meaning of the wordmapuche?
sailor
nomad
hunter
fisherman
PICTIONARY
farmer
THE PEOPLE OF THELAND Lesson 3
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BEFORE LISTENING
1. + Introduce the topic of the lesson
telling the students that, after visiting
their father, Kelly and Matt continue
their trip and are now visiting the
south. Invite students to name places
the children are visiting. Tell them that
the boy is particularly interested in our
country and has some questions for
them. Make them read Matt's
questions and elicit the meaning of the
word mapuche. Make notes on the
board but do not check at this point.
(L.A: to predict topic from the context).
2. +++ Refer the students to Chilean
history and tell them to read the names
of Chilean aborigines. Ask them to
write the names in the correct column,
according to the place they lived. Invite
some students to come to the board to
check the exercise.
(L.A: to connect content with previous
knowledge).
Answers:
North of Chile
Aymaras Changos Diaguitas
Center of Chile
Mapuches Picunches
South of Chile
Onas Chonos
3. ++ Read the words in the bubbles
with the class. Ask students to look
them up in a dictionary and find their
equivalent in Spanish. Check orally.
Make reference to what students may
have learnt in Social Studies.
(L.A: to understand key words).
Answers: sailors = navegantes; hunters
= cazadores.
PICTIONARY
farmers: granjeros
fishermen: pescadores
hunters: cazadores
nomads: nómades
sailors: marineros/navegantes
4. ++ Students associate the
indigenous groups in exercise 2 with
the characteristics in exercise 3.
(L.A: to relate content to previous
knowledge).
Answers:
Sailors: changos, chonos, onas;
Hunters: mapuches, onas;
Nomads: onas, changos, chonos;
Warriors: mapuches;
Fishermen: changos, chonos;
Farmers: mapuches, aymaras, diaguitas.
nomads = nómades; warriors =
guerreros; ritual = ritual; mask =
máscara; canoe = canoa; fishermen =
pescadores; shepherds = pastores;
farmers = granjeros.
5. + Encourage students to make a list of
cognates they think will appear in the
text. Do not check answers at this point.
(L.A: to make predictions from context).
Answers: Will vary.
WELCOME TO MY COUNTRY 45
6. Listen to the text and check your answers in exercise 1.
7. Listen again and choose the correct alternative.The guide is talking about indigenous groups from the:
11.Look for information about one important ethnic group in Chile andcomplete this diagram.
L ISTENING
AFTER L ISTENING
Location
Food
Ceremoniesand traditions
Language
Name
a. central region
b. north region
c. south region
Did you know that …Captain Fitz Roy called
Aysén the area of the
south of Chile because it
is the place where the “ice
ends”?
8. Listen again and answer the question.How many ethnic groups are mentioned in the text?
9. Listen to the recording again and cross out the words that you donot hear.a. Nearly 700,000 people / persons belong to an indigenous group.b. Do they live in this area / region?c. They were originally hunter / fishermen nomads.d. They sailed their boats / canoes through the north / south channels.e. They used swords / harpoons for hunting.f. They wore masks, painted their bodies / faces and danced / listened
to music.
10. Listen again and identify the incorrect information.a. All the groups lived in the same area.b. They ate the same food.c. They were sedentary.d. All of them used the same weapons.e. They wore masks and painted their bodies in religious ceremonies.
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LISTENING
6. + Play the recording and ask the
students to check their answers in
exercise 1. (L.A: to validate predictions)
Answers: Indigenous people;
Mapuche means the people of the land.
7. + The students listen to the recording
again and choose the correct alternative.
(L.A: to identify correct and incorrect
information).
Answers: c.
Did you know that…
Let students read this section on their
own and share comments in their groups.
For more information on the Did you know
that… section see page 7 of the
Introduction.
8. + Read the question with the class
and help the students identify the type
of information that is required. Play
the recording again.
(L.A: to identify specific information).
Answers: eight.
18
9. ++ Read the statements with the
class; then the students listen to the
recording again and identify the words
that are not mentioned.
(L.A: to discriminate between correct
and incorrect information).
Answers: Not mentioned: a. persons.
b. region. c. fishermen. d. boats, south.
e. swords. f. faces, listened to music.
10.++ Make the students read the
sentences and decide which are false.
Play the recording again for them to
check their answers. Check orally. First
students only indicate which
statements contain incorrect
information and then correct it.
(L.A: to identify correct and incorrect
information).
Answers: a. False. b. True. c. False.
d. True. e. True.
Incorrect: a. They lived in the
Araucanía, Bío Bío and the Lakes
regions. c. They were not sedentary,
they were nomads.
AFTER LISTENING
11.+++ Form groups of three or four
students and encourage them to find
information about one important
ethnic group in Chile and complete
the diagram. Allow them to look for
information in books in Spanish or
encyclopaedias; you can assign this
task as homework or use it as a
project, in which case the groups must
assign specific tasks to each member
of the group and present a product on
an agreed date.
(L.A: to relate topic and personal
knowledge).
UNIT 246
REFLECTIONSDid I have difficulties tounderstand the text?
Did I need the teacher’sassistance?
YES NO
14. Use the following clues to write questions in the Past Tense.Listen, check and then repeat the questions. a. Where - the Alacalufes – sail.b. What - these indigenous people – eat.c. the Onas - an important spiritual life – have.d. What - the Onas – for their ceremonies – do.e. the Yamanas – harpoons – use.
15. In pairs, ask and answer the questions in exercise 14. Choose twoof the questions and answers and share them with your classmates.
FL
L A N G U A G E F O C U S Questions in the Past Simple Tense
1. Study these examples from the text.Where did the Alacalufes live?Did the Onas eat molluscs?
2. Complete this general rule.
To ask __________ in the _________ tense in English, we use the
auxiliary _________ and the base form of the __________.
Did you know that …the name of Tierra del
Fuego comes from the
bonfires that the first
European explorers
observed from their ships?
12.Use the information in your diagram to complete and then act outthe following dialogue with your partner.
A: What Chilean ethnic groups do you know?
B: The __________, the __________ and the _____________.
A: Where do/did the ____________ live?
B: They live (d) in ________________.
A: What language do/did they ____________?
B: They ________________.
A: What are/were their main traditions?
B: They ________________________________________________.
13. First only listen to the tongue twister and then listen and repeat.
Mr. Tongue Twister tried to train his tongue to twist and turn,
and twit and twat, to learn the letter “T”.
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12. ++ Invite students to exchange
information with their classmates,
asking questions about their work. Make
sure all groups have the opportunity to
ask and answer questions.
(L.A: to relate content to previous
knowledge).
Answers: Will vary.
Did you know that…
Let students read this section on their own
and share comments in their groups. For more
information on the Did you know that…
section see page 7 of the Introduction.
13.+ First play the recording and ask
the students only to listen. Then play the
recording again for them to repeat the
tongue twister, paying special attention
to the pronunciation of the letter t, with
strong contact between the front part of
the tongue and the alveolar ridge.
(L.A: to imitate a model).__________________________
LANGUAGE FOCUS – Questions in theSimple Past TenseRemember that this section is designed to
promote independent learning, so help,
guide and check, but do not give the answers.
1. Tell the students to revise the
examples from the text.
2. Help them to complete the rule.
Answers: questions; Past; did; verbs.
See Error Alert! at the end of the unit.__________________________
14.+++ Ask the students to use
the clues to write questions in the
Past tense. Elicit some examples. Play
the recording for them to check and
then listen and repeat the questions.
(L.A: to consolidate a language point
and connect it with previous
knowledge).
20
19
Answers:
a. Where did the Alacalufes sail?
b. What did these indigenous people
eat?
c. Did the Onas have an important
spiritual life?
d. What did the Onas do for their
ceremonies?
e. Did the Yámanas use harpoons?
15. ++ Fast learners work in pairs,
asking and answering the questions
in exercise 14.
(L.A: to role-play a dialogue).
REFLECTIONS
The students should work on their own but
you may help and guide them when
necessary. Encourage them to keep a record
of their answers in a special section of their
notebooks.
The students read the questions and
identify:
a. the difficulties they had to understand
the text.
b. how much they needed the teacher’s
assistance.FL
1. Matt wants to know more about Chile. In pairs, read and answer hisquestions.
2. Can you relate each person to one of these areas?
3. Look at the pictures in the text on page 48 and answer Matt’s questions.
4. Find these words in the text. Match them with a synonym from the box.a. encourage b. performc. upcoming d. engagement
WELCOME TO MY COUNTRY 47
BEFORE READING
Music Literature Painting
winner
soloist
prize
musician
PICTIONARY
Easter Island
future arrangement stimulate do
FROM CHILE TO THEWORLD Lesson 4
Who are the people inthe pictures?
What do they have incommon?
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BEFORE READING
1. + Draw students' attention to Matt's
questions in the bubble. Elicit their
answers and make notes on the board.
(L.A: to relate content and previous
knowledge).
Answers: Claudio Arrau; Gabriela
Mistral; Cristina Gallardo-Domas;
Nicanor Parra; Lily Garafulic; Roberto
Bravo; Roberto Matta; Verónica
Villarroel. They are all famous Chilean
artists.
2. + Ask the students to answer the
question in pairs. Make a chart on the
board to check answers.
(L.A: to relate content and previous
knowledge).
Answers: Music: Claudio Arrau,
Cristina Gallardo Domas, Roberto
Bravo, Verónica Villarroel; Literature:
Gabriela Mistral, Nicanor Parra;
Painting: Lily Garafulic, Roberto
Matta.
3. ++ Read Matt's questions on page
48 aloud. Help students to understand
them, clarifying the meaning of the
verb stand out; elicit answers, but do
not correct at this stage.
(L.A: to predict content from visual
clues).
4. +++ Ask students to find the words
in the text and then match them with
a synonym from the box. Tell them to
observe the words that precede and
follow the one they are studying, to
identify its context and clarify its
meaning.
(L.A: to understand key words).
Answers: a. stimulate. b. do.
c. future. d. arrangement.
See Cultural Background Information
at the end of the unit.
PICTIONARY
prize: premio
winner: ganador
Easter Island: Isla de Pascua
musician: músico
soloist: solista
In 1999, Ms. Teave won the first prize in the Claudio Arrau International
Piano Competition. In 2001, she won a competition in Spain. She was
also the first prize winner in the 2004 Cleveland Institute Competition.
Most recently, in 2006, she was the winner in the Corpus Christi
International Competition.
In Chile, she has performed as a soloist with the country’s main
orchestras.
Upcoming engagements include solo concerts in the United States,
Japan and Antarctica.
Ms. Teave obtained her Masters of Music degree at the Cleveland
Institute of Music in 2005 and continues her studies with Sergei Babayan.
http://www.chicagoclassicalmusic.org/taxonomy/term/72?page=13
EditEdit ViewView FavoritesFavorites ToolsTools HelpHelp
Start
InternetInternet
I t etI t et
http://www.chicagoclassicalmusic.org/taxonomy/term/72?page=13
MAHANI TEAVEAddressAddress
LinksLinksGoGoBackBackSearchSearch FavoritesFavorites
InternetInternet
Who is the girlin the photo?In what area
does shestand out?
UNIT 248
Mahani Teave is a native of Easter Island (Chile). Her father is a
native and her mother is American. She began her studies in the
island with Erica Putney. In 1992, she met the Chilean pianist
Roberto Bravo who encouraged her to study in Valdivia, where
she obtained her Bachelor’s degree in Music in 2001 and became
the island’s first classical musician.
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READING
5. + The students read quickly through
the text just to check their answers in
exercise 3.
(L.A: to validate predictions).
Answers: The girl in the photo is
Mahani Teave, the first classical
musician from Easter Island.
6. +The students identify the type of
text they are going to read.
(L.A: to identify type of text).
Answers: b.
7. ++ The students read the text
carefully and discriminate between
correct and incorrect information.
(L.A: to identify correct and incorrect
information).
Answers: a. True. b. False. c. False.
d. True. e. False.
8. +++ Students read the text again
and identify the name of a person who
had a very important role in Mahani's
life.
(L.A: to find and support specific
information).
Answers: Roberto Bravo was a very
important person for Mahani Teave,
because he discovered her and
encouraged her to study music in the
continent.
9. +++ Students read the text again
and find information to complete the
chart. They check the answers in pairs.
(L.A: to find and classify information).
Answers:
Year Fact
1992 Met Roberto Bravo
1999 Won Claudio Arrau
Competition
2001 Won a prize in Spain
2004 Won a prize in Cleveland
2005 Obtained Music degree
2006 Studied with Sergei
Babayan
10. +The students read the text once more
and identify a characteristic for each
noun. Help them find the words, making
it clear that in English the characteristics
(or adjectives) are the words that go
immediately before the nouns.
(L.A: to find key words).
Answers: a. classical. b. Chilean.
c. first. d. international.
REFLECTIONS
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.
WELCOME TO MY COUNTRY 49
10.Read the text and find an adjective for each noun.
a. ___________ musician
b. ___________ pianist
c. ___________ prize
d. ___________ competition
READING
5. Read the text quickly and check if you had the right informationabout Mahani. Remember that the familiar words you can find in thetext help you to get the general meaning of it.
6. What kind of text is it? Choose the best alternative.a. A short story b. A biography c. A news report
7. Are these statements true or false?a. _____ Mahani Teave was born on Easter Island.b. _____ Mahani Teave's parents are from Easter Island and England.c. _____ Her first teacher was Roberto Bravo.d. _____ She studied music in Valdivia.e. _____ At the moment she is studying at the Cleveland Institute of Music.
8. Read the text and identify a very important person in Mahani Teave’slife. Explain your answer with information from the text.
9. Complete this chart with information from the text.
REFLECTIONSHow much did the exerciseshelp me to understand the text?
What were the most seriousproblems I had?
Year Fact
1992
1999
2001
2004
2005
2006
AFTER READING
11.Complete this summary of the text.
_________ was born on __________. Her parents are from __________.
She studied __________. In __________ she met __________ and went
to __________________ to continue studying. In __________ she won
two important __________. She has performed in many places, like
________ and __________. She is famous because she is __________.
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The students read the questions and
analyze:
a. how much the exercises helped them
to understand the text.
b. their main difficulties in the reading
comprehension exercises.
AFTER READING
11.+++ Do the summary orally first,
then students write it.
(L.A: to elaborate a summary).
Answers: Mahani Teave; Easter Island;
Easter Island and the United States;
with Erica Putney; 1992; Roberto
Bravo; Valdivia; 1999; competitions;
Japan; the Antarctica; Easter Island's
first classical musician.
UNIT 250
A: What do you call a person who ________________ ?
B: A(n)____________________
12. In pairs, choose a famous Chilean artist you know well and complete his / her biography.
_______ was born in _______ (year) in _______ (place).
He / She studied ______ in _______ and is famous because _______.
His / her most important paintings / sculptures / books / songs are ____.
13. First only listen and then listen and repeat the tongue twister. If Stu chews shoes, should Stu choose the shoes he chews?
14. In pairs, put these sentences in order to form a dialogue aboutprofessions. Listen, check and then act it out in front of yourclassmates replacing the parts underlined. a. And what about you?b. I don’t know yet. My mother wants me to be a musician and dad
wants me to be a lawyer.c. I want to be a famous football player!d. So, what profession would you like to have in the future?
15. Vocabulary game! Close your book and ask your partnerquestions about professions.FL
paints pictures? plays football? sails ships?
looks after people’s teeth?
L A N G U A G E F O C U S Suffixes to indicate professions
1. Read these sentences from the text and other examples.
Mahani Teave is the island's first classical musician.She met the Chilean concert pianist Roberto Bravo.Serguei Babayan is her teacher in Cleveland.Claudio Bunster is one of the most famous Chilean scientists.Zach Efron is my sister’s favorite actor.
2. Complete this rule.
We can form the name of jobs and professions by adding the
particles: _____, __________, _____________ and ___________
to verbs and nouns.American English:
Favorite
British English: Favourite
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__________________________
LANGUAGE FOCUS - Suffixes to indicateprofessionsThe activities are meant to promote
independent learning, so help, guide and
check, but do not give the answers.
1. The students revise the examples.
2. Help the students complete the rule to
form the name of jobs and professions
from verbs and nouns. Clarify the
meaning of suffix.
Answers: -ian;- ist; -er;- or.
See Error Alert! of at the end of the Unit.__________________________
American v/s British English
Draw students’ attention to the two
different spellings of the same word used
in each variety of English. Remind them
that both the British and the American
versions are correct, but that they should
choose one variety and stick to it.
12.+++ The students work in pairs
and choose a famous artist they know
well to complete his / her short
biography.
(L.A: to write a short text).
13.+ First play the recording and
ask the students only to listen. Then
play the recording again for students
to repeat, paying special attention to
the pronunciation of the beginning of
the words. Help them notice and
produce the difference between / ∫ /
in shoes and / t∫ / in choose, chews.
(L.A: to identify and produce English
phonemes).
14.++ The students work in pairs and
put the dialogue about professions in
order. Remember not to interrupt
21 students during speaking activities. It
is better to take notes of the main
mistakes and then correct them at the
end of the activity. Ask some pairs to
role-play the dialogue.
(L.A: to imitate a model).
Answers: d. b. a. c.
15. +++ Vocabulary game!
Games are important while teaching a
foreign language because they
motivate students to apply them to
different situations. Encourage fast
learners to ask questions to their
partners about professions.
Play the recording to and the clues.
Example:
A: What do you call a person who
sails ships?
B: A sailor.
(L.A: to relate content, previous
knowledge and own reality).
22FL
MINI - TESTMINI - TEST
WELCOME TO MY COUNTRY 51
1. Listen to the recording in Lesson 3 again and circle the numbers that you hear.a. 700,000 - 7,000,000 c. 4.6 - 0.46b. 80 - 8 d. 873 - 87.3
LISTENING
0 - 9Keep trying
10 - 15
Review!
16 - 20
Well done!
21 - 27
Excellent!
total score
27 pts
4 pts
3. Read the text about Mahani Teave again and find information to support the following ideas.a. Mahani Teave’s mother was born in the USA.b. Her father is Chilean.c. Erica Putney lives on Easter Island.d. Mahani Teave is going to play in a very unusual place.e. Mahani Teave is still studying piano.
4. Read the text again and find the following information:
a. The place where Mahani was born. ____________________
b. Her mother’s nationality. ____________________
c. The famous Chilean pianist that helped Mahani. ____________________
d. The year she obtained her degree. ____________________
e. The places in which she is going to play. ____________________
READING 5 pts
5. Complete the questions with the Interrogative form of the Simple Past Tense.
a. Where _______ Mahani Teave _______ her studies? (begin)
b. What _______ Roberto Bravo _______ to help her? (do)
c. When _______ she _______ her degree? (obtain)
d. What _______ she _______ in Cleveland? (win)
6. Complete the sentences with the name of the profession.
a. Isabel Allende is a very famous ________________________. She writes beautiful novels.
b. Did you see Di Caprio’s film? He is an excellent ________________________.
c. She loves science! I think she wants to be a ________________________.
LANGUAGE AND VOCABULARY4 pts
3 pts
2. What are the characteristics that the indigenous groups in the southern region shared?a. Nomads, hunters and warriors. c. Nomads, sailors and hunters.b. Nomads, sailors and warriors. d. Nomads, warriors and farmers.
6 pts
5 pts
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MINI - TEST
The mini - tests provide material to check
and revise students’ progress and, at the
same time, information for the teacher
about any points that the majority of the
students may have problems with. Make
sure the students understand what they
are expected to do and then give them
time to answer individually.
Answers
LISTENING
1. a. 700,000. b. 8. c. 4.6. d. 87.3
2. c.
READING
3. a. Her mother is American.
b. Her father on a native.
c. She began her studies on the island
with Erica Putney.
d. Upcoming engagements include
the Antarctica.
18
e. She continues her studies with
Serguei Babayan.
4. a. Easter Island. b. American.
c. Roberto Bravo. d. 2005. e. Japan,
USA and the Antarctica.
LANGUAGE AND VOCABULARY
5. a. did, begin. b. did, do. c. did, obtain.
d. did, win.
6. a. writer. b. actor. c. scientist.
UNIT 252
Kelly, Matt and their father are now visiting another beautiful city in thesouth of Chile.
1. Answer the following questions in your group.a. How can you travel from one Chilean city to another? b. How can you travel from one continent to another?c. How can foreigners travel to Chile? d. How can you travel to and in the south of Chile?
2. Look at the pictures and identify the means of transport. The wordsbelow can help you, but you have to unscramble them first.
arc trca clebyic nelpa phsi
riant rotmoceycl sub
3. Which city do you think they are visiting? How? By car? By train? Byship?
4. Work with your partner and check the meaning of these phrases thatlook and sound very similar in Spanish.
a. market b. local variety c. botanical gardend. nature sanctuary e. native species f. typical dish
BEFORE L ISTENING
swan
on your right
on your left
eagle
PICTIONARY
bridge
VISITING THE SOUTH Lesson 5
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BEFORE LISTENING
1. + Start the lesson telling the students
that Kelly and Matt continue their trip
and are now visiting a beautiful city in
the south. Before listening, they
answer the questions in exercise 1.
Guide students’ answers to the type of
information requested: means of
transport. Check orally and make notes
on the board.
You can travel _____ by _____.
(L.A: to connect topic and previous
knowledge).
2. + Invite the students to look at the
pictures and identify the means of
transport unscrambling the words in
the box. Check orally. Additionally, you
can make students identify the most
important means of transport in their
area / city / town; the most
comfortable; the most useful for them,
etc.
(L.A: to understand key words).
Answers: car; cart; bicycle; plane;
ship; train; motorcycle; bus.
3. + Elicit names of beautiful cities in the
south of Chile. The students guess
which city the children are visiting and
by what means of transport. Do not
check at this point.
(L.A: to predict content from previous
experience).
4. ++ Students work in pairs to check
the meaning of the phrases that look
very similar in Spanish.
(L.A: to identify cognates).
Answers: a. mercado. b. variedad
local. c. jardín botánico. d. santuario
de la naturaleza. e. especies nativas.
f. plato típico.
LISTENING
5. + Tell the students they are
going to listen to the recording once,
just to identify the name of the city.
Remind them that this first listening is
only to check their predictions in
exercise 3.
(L.A: to validate predictions).
Answers: the city is Valdivia.
6. + The students read the names of the
places in the pictures. Then they listen
again and number the places in the
order they hear them.
(L.A: to identify sequence).
Answers: a. - d. - c. - b.
7. ++ Read the statements and the
alternatives with the class. Play the
recording again for students to choose
the alternative that best completes each
statement. Then they check in pairs.
(L.A: to identify correct and incorrect
information).
Answers: a. iii. b. iii. c. ii.
23
ab
c
de
f
g
h
ij
8. Listen again and find the ingredients for curanto that the speakermentions.
WELCOME TO MY COUNTRY 53
5. Listen to the recording and check the name of the city and themeans of transport you mentioned in exercise 3. Don’t forget to payspecial attention to all familiar words that can help you.
6. Listen to the recording again and number the places in the orderyou hear them.
7. Listen again and choose the alternative that best completes eachstatement.a. The speaker is
i. a bus driver. ii. a teacher. iii. a tour guide.b. In the fluvial market you can see
i. penguins. ii. seals. iii. sea lions.c. If you visit the market, you will find
i. toys. ii. restaurants. iii. books.
L ISTENING
http://www.southamerica.cl/Chile/Food.htm
Did you know that …Chili is the name of a
traditional Mexican dish?
a
Calle-Calle riverb
Universidad Austral
c
Bridge
d
Fluvial market
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Did you know that…
Let students read this section on their own
and share comments in their groups. For
more information on the Did you know
that… section see page 7 of the
Introduction.
8. + First ask students to identify the
food in the pictures. (a. meat;
b. chicken; c. red/green pepper;
d. onion; e. tomato; f. corn; g. carrots;
h. potatoes; i. pumpkin; j. seafood).
Tell the students to concentrate on the
ingredients for curanto that the
speaker mentions and to identify them
in the pictures. Play the recording
again.
After checking the exercise, ask
students to think about other typical
Chilean dishes and to try and find the
ingredients in the pictures. You can
also ask students to classify the
ingredients, for example: vegetables,
meat, fish, etc.
(L.A: to find specific information).
Answers: a. h. j.
Did you know that …Benji is another name for
bungee jumping?
UNIT 254
AFTER L ISTENING
L A N G U A G E F O C U S Prepositions of movement
1. Read these examples from the text.It is possible to walk along the river, … and walk around the wonderfulbotanical garden. From above, you will see at the same time threevolcanoes, the Pacific Ocean, and the river.
2. What do the words in bold indicate?
3. Read and complete:
Prepositions are the words that we use to indicate location or
movement. __________, __________ and __________ are prepositions
of movement. They indicate in what direction the action is performed.
along abovex x round
aroundabout
10.Look at the pictures and complete the sentences with the correctpreposition.
a. The plane is flying __________ the world.
b. The plane is flying __________ the clouds.
c. The people are riding __________ the river.
9. Listen once more and eliminate the items in the boxes that thespeaker does not mention.
A: Means of transport
B: Adventure sports
boat bus kayak plane ship taxi train
bungee jumping canopying hiking kayaking
rafting skating skiing trekking
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9. ++ Ask the students to identify the
items in the boxes that the speaker
doesn't mention. To make the task easier,
you can tell them to tick the items they do
hear first, and then listen again to check
the ones that are not mentioned. After
checking the exercise, start a
conversation about the adventure sports
that they can practice in their area.
(L.A: to identify correct / incorrect
information).
Answers:
Not mentioned A: plane, ship, taxi,
train.
Not mentioned B: bungee jumping,
skating, skiing.
AFTER LISTENING__________________________
LANGUAGE FOCUS - Prepositions ofmovementThis section is designed to help students
revise or discover a particular grammar
structure or an interesting item of
vocabulary from the text.
The activities are meant to promote
independent learning, so help, guide and
check, but do not give the answers.
1. Ask the students to revise the
examples from the text, paying special
attention to the words in bold.
2. Help them find the answer to the
question, but don’t take an active part.
Answers: The words in bold indicate
location or movement.
3. Students complete the statement.
Check orally.
Answers: along; above; around.__________________________
Did you know that…
Let students read this section on their
own and share comments in their groups.
For more information on the Did you know
that… section see page 7 of the
Introduction.
10.+ The students look at the pictures and
complete the sentences with a
preposition from the Language Focus.
(L.A: to consolidate a language item).
Answers: a. around. b. above.
c. along.
11.+ First play the recording and
ask the students only to listen. Then
play the recording again for students
to repeat each pair of words, paying
special attention to the pronunciation
of the first sounds: / d / complete
contact between the front part of the
tongue and the alveolar ridge,
releasing the air suddenly; / D / close
contact between the front part of the
tongue and the upper teeth, releasing
air with friction.
(L.A: to distinguish and produce two
English phonemes).
24
A: How can you __________ to Valdivia from this city?
B: You can take a or you can go by .
A: Can I _________ by ?
B: Sure! But you can’t _________ or _________ .
WELCOME TO MY COUNTRY 55
REFLECTIONSWhat did I most enjoy in thislesson?
What can I do to do better inthe next unit?
11. Listen and repeat. Pay attention to the different initial sounds ofthe words.
12. Complete this dialogue with your partner. Listen, check andthen, role-play it in front of the class.
13.Work with your partner. He/she must draw as you give oralinstructions following the examples given in exercise 10. Change roles.
Examples:
There are ___________ along ____________________ .
There is ___________ at _________________ .
There _________ a _________ around the ___________ .
There are _________________.
There __________________________.
14. Use the image code to find out the names of more outdoor activities.FL
a. r pp ll ng
b. p r ch t ng
c. sn wb rd ng
d. s rf ng
e. m t cr ss
f. w nds rf ng
g. p r p nt ng
h. l g
a = e = i = o = u =
Dan - than
day - they
did - this
does - thus
doze - those
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12.+ Form pairs and ask students to
complete the dialogue using the clues
in the pictures. Play the recording once
for them to check and then again for
them to listen and repeat. Choose
some pairs of students to act the
dialogue in front of their classmates.
(L.A: to imitate a model).
Answers:
A: How can you go to Valdivia from
this city?
B: You can take a bus or you can go
by plane.
A: Can I go by car?
B: Sure! But you can’t take the train
or a ship.
13.+++ Students work in pairs giving
and receiving instructions to make a
drawing using the prepositions they
saw in this lesson. Explain how to
follow the examples given. Make sure
they change roles, so that both
students in a pair give and receive
instructions. The students check the
exercise by showing the drawings to
their partners.
(L.A: to exchange information).
25
14.+ Encourage fast learners to
decipher the code and find out the
name of eight outdoor activities. You
can also ask them to bring some
pictures illustrating these activities, as
homework for the following class.
(L.A: to consolidate key words).
Answers: a. rappelling. b. parachuting.
c. snowboarding. d. surfing.
e. motorcross. f. windsurfing.
g. parapenting. h. luge.
See Background Information at the
end of the Unit.
REFLECTIONS
The purpose of this activity is to help
students reflect on their learning process
and to raise their awareness of how they
develop their own learning strategies to
become more effective learners. They
should work on their own but you may help
and guide them when necessary. Encourage
them to keep a record of their answers in a
special section of their notebooks.
The students read the questions and
reflect about:
a. the aspects of the lesson they found
more useful or interesting.
b. the actions they can take to improve
their performance in the future.
FL
EPISODE 2: LOST!
EPISODE 2: LOST!
Kelly, M
att and
the Time Machine
Kelly, M
att and
the Time Machine
‘
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Kelly, Matt and the Time
Machine
Help students remember what they know
about the characters and the situation in
the previous episode: Kelly and Matt
Hardrock came to Chile to visit their father
and meet their Chilean cyber-friend
Ignacio. They found a strange box, pushed
the handle and something strange
happened.
Encourage students to read this episode
on their own and invite them to
summarize it, in Spanish, if necessary.
Notes
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Notes
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___________________________
Valparaíso is a very important
Chilean port. There are lots of
interesting places you can visit
and activities you can do. There
are forty five hills in Valparaíso
and you can use the fifteen
funiculars to visit them.
Near the main square there are
some famous museums and there
is also a replica of an old sailing
ship in the Muelle Prat.
There are also many old book stores and shops where people
can buy antiques, typical products and souvenirs.
If you go to the harbor, you can see lots of beautiful sea birds
such as pelicans and seagulls, and also pigeons.
In summer, a lot of visitors come from all over the world
because there are many attractions : Quinta Vergara, Plaza
Victoria and Viña del Mar, which is a seaside holiday resort
next to Valparaíso.Visitors can take a ride on the typical carriages called Victorias,
rent a bicycle or go around the bay on a boat.
1. Read the text and put a tick (correct information) or a cross(incorrect information), next to the following sentences.a. ____ It is far from the sea.b. ____ It is a place with a lot of hills.c. ____ It is a city with cultural attractions.d. ____ It is a good place for shopping.e. ____ You can use different means of transport.
UNIT 258
2. Read the text again and complete the diagram.
In this unit, did I learn...
SYNTHESISSYNTHESIS TEST YOUR KNOWLEDGETEST YOUR KNOWLEDGE
READING: VALPARAÍSO
Places you can visit_____________________________________________
Things you can buy_____________________________________________
Activities you can do_____________________________________________
Birds you can see_____________________________________________
VALPARAISO
5 pts
4 pts
LISTENING·to extract specific informationfrom a text? In which lessons?
·to discriminate between true andfalse information? With whatexercises?
·to recognize the sequence ofevents? Which words helped me?
READING·to relate content with previousknowledge? When?
·to infer meaning of words fromthe context? In which text?
·to identify the type of text?Which was it?
SPEAKING·to ask and answer questions inthe Past Tense?
LANGUAGE·to recognize professions?Which?
·to use the Past Simple Tense?To do what?
·to use question words? Which?
VALUES·to appreciate our culture andtraditions? With what texts?
WRITING·to present information in agraph?
·to elaborate a summary?
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SYNTHESIS
Revise the contents of Unit 2 with your
students and help them to analyze and
reflect on which exercises and activities
helped them achieve the learning
outcomes.
TEST YOUR KNOWLEDGE
Explain to the students that the purpose
of this section is to help them revise
contents and evaluate their performance
in the whole unit. Read the instructions
and make sure they all understand what
they are expected to do in each activity.
Encourage them to give honest answers in
order to detect their strengths and
weaknesses. Check students’ results and
revise any points that the majority of
them had problems with.
Answers
READING – VALPARAÍSO1. a. ✘. b. ✔. c. ✔. d. ✔. e. ✔.
2. Places you can visit: main square,
famous museums, ship replica, hills,
the harbor.
Things you can buy: antiques,
typical products, souvenirs.
Activities you can do: use the
funiculars, go to the harbor, see sea
birds, take a ride on carriages, rent
bicycles.
Birds you can see: pelicans, seagulls,
pigeons.
LISTENING – VISITING ANOTHER CITY 3. a.
4. a. iii. b. i. c. iii. d. i.
Language
5. a. musician. b. painter. c. writer.
d. sailor.
6. when, did, play, did, win.
26
LANGUAGE
5. Read the descriptions and write the jobs.a. My father plays many musical instruments.
M __________________b. Leo paints beautiful pictures.
P __________________c. Alice writes interesting novels.
W __________________d. Those peoples sail through the south channels.
S __________________
6. Complete the following dialogue in the Past Tenseusing the words in the box.
WELCOME TO MY COUNTRY 59
Check your progress in this unitmarking the box that is true for you.
SELF-EVALUATIONSELF-EVALUATION
I can understand instructions.I understand the general idea(s) oftexts.I can make and check predictions.
I can identify specific information.
I can give examples.I can relate a topic with vocabulary.
I can solve puzzles and play games.
Did I like to work in a group?Was the topic interesting?
Did I work more than my partners?
I can talk and write about my country.I can reproduce short dialogues.
I can follow instructions.I understand the general idea(s) ofspoken texts.
I recognize words in movies, songs,etc.I can identify a sequence ofinformation.
LISTENING: VISITING ANOTHER CITY
7. Answer these questions. Then role-play aconversation with your classmate.a. Where do you live?b. What do you do in your free time?c. When is your birthday?
A: _____ _____ Jim and Billy ____________ football?B: Yesterday.A: ____________ they ____________?B: No, they lost.
3. Listen and identify the purpose of the conversation.a. To give information. b. To give instructions.c. To request information. d. To make an invitation.
4. Listen again and choose the best alternative to complete the sentences.a. Tom tells his friend that he is going to stay
i. 2 months. ii. 2 weeks. iii. 2 days. b. Tom’s bus arrived in the
i. morning. ii. afternoon. iii. evening.c. He is going to his uncle's place on
i. Friday. ii. Sunday. iii. Monday.d. He is going back to his city by
i. bus. ii. train. iii. car.
2 pts
4 pts
4 pts
5 pts
3 pts
did did win play when
listening
language
speaking / writing
project / group work
reading
ORAL EXPRESSION
0 - 6Keep trying
7 - 13
Review!
14 - 21
Well done!
22 - 27
Excellent!
total score
27 pts
Help!Great! Not too bad
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ORAL EXPRESSION
Motivate students to evaluate their
partner's performance seriously and
honestly.
SELF - EVALUATION
The purpose of this section is to allow
students to reflect on their strengths and
weaknesses. Encourage them to give
honest answers and show interest in their
results.
LISTENING - HIGH AND DRY
Presenter: This is our section “Travel blogs” with our reporter
Jim Robinson. Where are you this week, Jim?
Jim: Hi! I’m in the middle of the Atacama desert, in the
north of Chile, at 2,600 meters above sea level. I’m
with two young visitors. What are your names and
where do you come from?
Ari: Hello, I’m Ari Richardson and I come from Durango,
USA.
Tracy: My name is Tracy Coward and I’m from Liverpool,
England.
Jim: How did you arrive here?
Tracy: I arrived here after a 20-hour bus journey from the
capital, Santiago.
Jim: And you, Ari?
Ari: I came by car from Antofagasta.
Jim: Do you like San Pedro?
Tracy: Oh, yes! I love it! Everything is made from clay, even
the church!
Ari I like it very much too, but I prefer the geysers at El
Tatio.
Jim: Where is El Tatio?
Ari: About 100 kilometers from here. I got up at 3 in the
morning to go there!
Jim: Tell us about the places you visited, Ari.
Ari: I went to the Valle de la Luna. We walked for about
two hours to watch the sunset over the valley. And it
started to snow! It was so strange to see snow in the
desert!
Jim: And you, Tracy?
Tracy: I went into the desert with a guy who works for the
NASA. He pointed out constellations and planets with
a laser pointer. We could see the rings of Saturn and
we took amazing photos of the moon through his
telescope. We didn’t get back until after 5 am.
Jim: Thank you, friends. Next week …
Pronunciation
Listen and repeat. Pay special attention to the ending of the
verbs.
answered – arrived – helped – listened – prepared – recognized
– studied – talked – traveled – walked – worked
completed – pointed – repeated – started – visited
Oral practice
A: Where are you from?
B: I’m from Scotland.
A: How did you arrive here?
B: I took a bus from the capital.
A: Do you like this place?
B: Oh, yes! I love it!
READING - LA TIRANA FESTIVAL
Pronunciation
Listen and repeat. Pay special attention to the beginning of the
words.
Oral practice
A: What do you do for your birthday?
B: Where do you go on holiday?
C: When do you study for the tests?
D: What do you do on Sundays?
E: Where do you go in summer?
17
where when what
who why whose whom
16
15
1413
TRANSCRIPTS
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LISTENING - THE PEOPLE OF THE LAND
Guide: In Chile, nearly 700,000 people belong to an indigenous
group. They represent 4.6% of the total population.
Kelly: Do they belong to the same group?
Guide: There are eight indigenous groups.
Matt: Which one is the most important?
Guide: Well, the Mapuche, or people of the land, represent 87.3%
of the indigenous population.
Kelly: Do they live in this area?
Guide: No. They live in the Bio-bio, Araucanía and Lakes regions.
Matt: Who are the original people of this region?
Guide: Here in the south, the Alacalufes, the Onas, and the Yámanas.
Matt: What can you tell us about the Alacalufes?
Guide: They were hunter nomads and sailed in their canoes
through the south channels. They ate marine mammals
and molluscs.
Kelly: How did they hunt the animals?
Guide: They used harpoons, the same as the Yámanas who were
also sailors and nomads.
Matt: Did they live in the same area?
Guide: The Yámanas lived between the Strait of Magellan and
Cape Horn.
Matt: What about the Onas?
Guide: They were also hunters and nomads. They lived in Tierra del
Fuego and ate the guanaco and molluscs. All the groups of
the region had an important spiritual life. They celebrated
many ceremonies and rituals and they wore masks,
painted their bodies and danced… Any other questions?
Pronunciation
First only listen to the tongue twister and then listen and repeat.
Mr. Tongue Twister tried to train his tongue to twist and turn, and
twit and twat, to learn the letter T.
Mr. Tongue Twister
tried to train his tongue
to twist and turn,
and twit and twat,
to learn the letter T.
Mr. Tongue Twister tried to train his tongue to twist and turn, and
twit and twat, to learn the letter T.
Oral Practice
Kelly: Where did the Alacalufes sail?
Guide: They sailed through the South channels.
Matt: What did these indigenous people eat?
Guide: They ate molluscs and seafood.
Kelly: Did the Onas have an important spiritual life?
Guide: Yes, they did.
Matt: What did the Onas do in their ceremonies?
Guide: They wore masks and painted their bodies.
Kelly: Did the Yámanas use harpoons?
Guide: Yes, they did.
READING - FROM CHILE TO THE WORLD
Pronunciation
First only listen to the tongue twister and then listen and repeat.
If Stu chews shoes, should Stu choose the shoes he chews?
If Stu chews shoes,
should Stu choose
the shoes he chews?
If Stu chews shoes, should Stu choose the shoes he chews?
Oral practice
A: What do you call a person who paints pictures?
B: A painter!
A: What do you call a person who plays football?
B: A football player!
A: What do you call a person who sails ships?
B: A sailor!
A: What do you call a person who looks after people’s teeth?
B: A dentist!
22
21
20
19
18
LISTENING - VISITING THE SOUTH
Guide: …During this tour, we’re going to visit the most
typical and important places in Valdivia. Let’s start our
trip!
On your left, you can see the Calle-Calle river. After the
tour, you can walk along the river, or take a boat or a
kayak. Now, on your right, you will see the fluvial
market, with our local variety of fish and fruit. We’ll
stop now to visit the market pets, the sea lions!
Guide: OK, across from the market you can see a bridge. After
we cross it, we will see the Universidad Austral, on the
right; we’re going to visit it and walk around the
botanical garden.
Guide: Good news! We’ll finish our tour in the market, where
you can find some typical restaurants and try the
Curanto, a typical dish made with seafood, meat and
potatoes. Ah! Just one more thing before we go to have
lunch: If you want to rent a horse in the Fundo Teja
Norte, or buy a ticket for a rafting experience, just
contact us. You can also try canopying, kayaking,
hiking, and trekking. Our city offers a lot of possibilities
for practicing sport adventures.
Pronunciation
Listen and repeat. Pay attention to the different initial sounds of
the words.
• Dan • than
• day • they
• did • this
• does • thus
• doze • those
Oral practice
A: How can you go to Valdivia from this city?
B: You can take a bus, or you can go by plane.
A: Can I go by car?
B: Sure! But you can’t take the train or a ship.
TEST YOUR KNOWLEDGE
Listening - Visiting Another City
George Hello.
Tom Hi, George. This is Tom. I’m visiting my grandmother.
George Tom, hi! How are you?
Tom Fine. We arrived here today. The bus arrived at 5:15 in
the morning
George Five in the morning!
Tom Yes, really early, so we’re in the city and we are going
to stay here for two nights.
George Oh, where? In a hotel?
Tom No, we’re in my grandmother’s house now. On Monday
we are going to move to my uncle’s place.
George And when are you coming back?
Tom On Friday. We are going to go to the bus station and
get the earliest bus. My cousins are coming with me.
And how are things over there? How’s Patricia? I tried
to ring her yesterday but she didn‘t answer… (fade)
LISTENING TEST - INTO THE ATACAMA
Alan: So, Paul, where did you go last summer?
Paul: I visited the Atacama desert, in the north of Chile.
Alan: How did you get there from Antofagasta?
Paul: I went on a bus tour.
Alan: Did you like it?
Paul: Yes! Did you know that for miles there are no people
and that it never ever rains in some areas?
Alan: Did you visit any special places in the desert?
Paul: I went to an astonishing oasis town. Its called Peine.
Alan: What did you find there?
Paul: Well, let me see … first, the amazing ruins of a city
from the time of the Spanish conquerors, where you
could see the oldest church in Chile!
Alan: Really!
Paul: Also, there is a natural pool made out of the rocks.
That is the place where all the locals meet. And of
course, Los Flamencos National Reserve. There, we saw
hundreds of flamingos and other local bird species.
Alan: Wow!
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26
25
24
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LISTENING - HIGH AND DRYLanguage Focus
The simple past form of regular verbs ends in -ed. Most verbs are
regular, but many common verbs have irregular past forms.
For example: be= was, were; become= became; buy= bought;
shoot= shot; think= thought; keep= kept, etc.
READING - LA TIRANA FESTIVALExercise 9
Help your students with the pronunciation of the sound / w /;
they must try to avoid producing a Spanish / g / sound; a
comparison with Spanish huaso, hueso, huelga,huerto, etc. may
help.
LISTENING - THE PEOPLE OF THE LANDLanguage Focus
Warn students that questions in the Simple Past use the auxiliary
did, and the verb in infinitive without to.
Did he pass the exam? Correct
He passed? Incorrect
Did he passed? Incorrect
READING - FROM CHILE TO THE WORLDLanguage Focus
Tell students to try and learn professions in groups of similar
words, with pictures, etc., but not the words in isolation.
There are some common suffixes in professions, such –er
(teacher, lawyer, gardener, etc.) and –ist (pianist, dentist,
scientist), but there are also some less usual ones, like –ant
(accountant, shop assistant, civil servant, flight attendant), -man
(postman, fireman, dustman, barman, fisherman), -ess
(waitress, hostess, Headmistress), -ive (representative,
detective), -ee (trainee, employee, etc.).
ERROR ALERT!
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1
Tradition
Memorial Day is a United States federal holiday that is observed
on the last Monday of May (observed in 2008 on May 26). It was
formerly known as Decoration Day. This holiday
commemorates US men and women who have died in military
service to their country. It began first to honor Union soldiers who
died during the American Civil War. After World War I, it was
expanded to include those who died in any war or military action.
2
Mahani Teave's latest presentations:
• Teatro Municipal de Temuco, Chile, Mayo 2007.
• Santiago and Valparaíso, Chile, Enero 2007.
To find updated information on Mahani's presentations, visit:
http://www.mahaniteave.com
3
Luge
Luge is the name of a sport whick involves racing with sleds. It
is a competition in wich these sleds race against a timer.
It originated in Switzerland, in the mid-to-late nineteenth
century.
It was included in the Olympic Winter Games in 1964.
BACKGROUND INFORMATION
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COMPLEMENTARY ACTIVITIES
STUDENT A
The Yi people in (2) ___________have a holiday called (3)
__________ every year from August 5 to 8. Why do we have
this holiday? Because we have a myth,
(6) _________________, Yi people had a wrestling
competition. One Yi person was very strong and kind but he did
something to the devil, so the devil sent lots of locusts to the
area and destroyed the crops. (7)_________ guided the Yi
people. He told them to hold torches to kill the locusts. So, the Yi
people killed all the locusts. The Yi people still have this holiday.
It’s very important, even though there are no locusts anymore.
When everybody holds the torches (10) _______, the streets
look like a fire dragon. The view is great. Lots of people come to
our area to enjoy the friendly Yi people’s Torch Day.
Questions
2. Where …
3. What …
6. When …
7. Who…
10. When …
STUDENT B
(1)___________ in China have a holiday called Torch Day
(4) ____________. Why do we have this holiday? Because
we have (5) ____________.Three thousand years ago in
August, Yi people had a wrestling competition. One Yi person
was very strong and kind but he did something to the devil, so
the devil sent lots of locusts to the area and destroyed the
crops. Then Zhige Arlon guided the Yi people. He told them to
hold torches to kill the locusts. So, the Yi people killed (8)
______.The Yi people still have this holiday. It’s very
important, even though there are no locusts anymore. When
everybody holds (9)________ at night, the streets look like
a fire dragon. The view is great. Lots of guests come to our area
to enjoy the friendly Yi people’s Torch Day.
Questions
1. Who …
4. When …
5. Why …
8. What …
9. What …
1. In pairs, use the clues provided to ask and answer questions to complete the missing information ineach paragraph.
2. Stepping back in time - A day in the life of a Victorian family!
You are going to find out about the Poslett family, who lived in Victorian England in 1874.
a. Go online and type in www.victorians.asp-host.co.uk/day/home.htmThe web site is going to tell you all about their daily routine.
b. Click on A day in the life of on the left hand side of the page, and this will show you their familytree. Now, find out about their daily routine by clicking on the days of the week on the left side ofthe page, and then answer the questions.i. What time did John get up on Monday?ii. What did Alice do on Tuesday when she got home?iii.What did Frank learn at school on Tuesday?iv. What did Elizabeth do on Saturday morning? v. What did all the family have on Sunday evening?
LESSON 2: LA TIRANA FESTIVAL
LESSON 3: THE PEOPLE OF THE LAND
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ROLE CARD A
You are an inventor. Last
week you invented a
machine that does English
homework!
ROLE CARD BYou’re a famous politician.You became president ofyour country and everybodythinks you were a very goodpresident.
ROLE CARD CYou are a very famoussailor. You sailed aroundthe world and now you liveon your boat.
ROLE CARD D
You are a marathon runner.
You won the New York
marathon in 2007. You run
30 km every day, even on
Sundays. You are very tired!
3. In your group, give clues to your partners and make them guess what you do.
Don’t say the name of your profession!
ROLE CARD E
You are an artist. You are
very poor because you only
sell one painting every
year.
ROLE CARD FYou are a swimmer. Youwon two gold medals inthe Sydney Olympics. Youcan swim 100 meters in 54seconds!
ROLE CARD GYou are a translator forthe United Nations. You live in New York andcan speak eight differentlanguages, some of themAfrican!
ROLE CARD H
You are a famous film
director. You live in
Hollywood and make only
action films. Christian Bale
and Dwayne Johnson are
your best friends!
apples bananas bread carrots cauliflower chicken eggs fish
grapes lemon lettuce milk onion oranges peach
pineapple pumpkin tomatoes watermelon
4. Food vocabulary. Match the food in the box with the pictures.
a b c d e f
g h i j k l
m n o p q r s
LESSON 4: FROM CHILE TO THE WORLD
LESSON 5: VISITING THE SOUTH
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READING - NICANOR PARRA, CHILEAN POET
Nicanor Parra was born in 1914 in Chillan, a small town in the south of Chile. His father was aschool teacher. In 1933 he entered the Instituto Pedagógico of the University of Chile, and got hisdegree as a teacher of mathematics and physics in 1938. Cancionero sin Nombre, his first book,appeared in 1937. After teaching in Chilean secondary schools, in 1943 he went to BrownUniversity in the USA to continue his studies in physics. He returned to Chile in 1946. In 1952 Parra began to teach Theoretical Physics in Santiago. He created the so called “anti-poetry” and he read his poetry in England, France, Russia, Mexico,Cuba, and the United States. He also published several books, including one in collaboration withhis great compatriot, Pablo Neruda.
http://www.kalin.lm.com/parra.html
1. What kind of text is it? Circle the correct alternative.a. a short storyb. a biographyc. a piece of newsd. an advertisement
2. Read the text carefully and correct these sentences.a. Nicanor Parra is a Chilean painter.b. He is a teacher of languages.c. He studied pedagogy in Chillan.d. His father was a journalist.
3. Complete the table with the missing information.
1 pt
4 pts
7 pts
Year Event
1914
He entered the Instituto Pedagógico
1937
1938
He went to the U.S.A.
1946
1952
EXTRA TEST
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LISTENING - INTO THE ATACAMA
1. Listen to the recording and circle the correct alternative.
Did Paul like his trip? YES NO
2. Listen to the recording again and identify the following information.
a. Name of country : __________________________________________
b. Name of town: __________________________________________
c. Means of transport: __________________________________________
d. Name of bird: __________________________________________
3. Listen and complete.
a. Paul traveled to Atacama last __________________.
b. He visited the oldest __________________ in Chile.
c. The local people meet at a natural __________________.
d. He could see flamingos and other __________________.
27
ORAL EXPRESSION HELP! NOT TOO BAD GREAT
(LESS THAN 50%) (50 – 70%) (80 – 100%)
Prepare an interview with Nicanor Parra with your partner. Invent 5 questions. Role-play it changingroles.
1 pt
4 pts
4 pts
0 - 5Keep trying
6 - 10Review!
11 - 15Well done!
16 - 21Excellent!
total score
21 pts
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EXTRA TEST
READING1. b.
2. a. Nicanor Parra is a Chilean writer.
b. He is a teacher of physics and maths.
c. He studied in Santiago and the USA.
d. His father was a school teacher.
3.
YEAR EVENT
1914 He was born in Chillan.
1933 He entered the Instituto Pedagógico.
1937 His first book appeared.
1938 He got his degree as a teacher.
1943 He went to the USA.
1946 He returned to Chile.
1952 He began to teach in Santiago.
LISTENING 1. Yes
2. a. Chile. b. Peine. c. tourist bus. d. flamingo.
3. a. summer. b. church. c. pool. d. birds.
ORAL EXPRESSION
Check that your students properly use the interrogative form and
vocabulary related to the topic.
27
Answers
COMPLEMENTARY ACTIVITIES
1. Student A:2. Where do the Yi people have a holiday?
3. What is the name of the holiday?
6. When is this holiday?
7. Who guided the Yi people?
10. When do they hold the torches?
Student B1. Who has a holiday in China?
4. When do they have a holiday?
5. Why do they have this holiday?
8. What did they kill?
9. What do they hold?
2.
i. He got up at 5:30 am.
ii. She went shopping with Edwin.
iii.He learnt reading, writing, arithmetic, geography,
grammar, history.
iv. She went to the market.
v. They had a bath.
3. Communicative activity.
4.
a. eggs. b. milk. c. lettuce. d. bread. e. carrots. f. onion.
g. fish. h. pumpkin. i. tomatoes. j. cauliflower. k. apples.
l. bananas. m. oranges. n. pineapple. o. watermelon.
p. chicken. q. lemon. r. grapes. s. peach.
SUGGESTED YEAR PLANNING
UNIT 3 THE WORLD OF SPORTS
Minimum Obligatory Contents
Topic
Sports and sports events
Listening Comprehension
Morphosyntactic Elements
• Past Simple Affirmative, Interrogative and
Negative.
• Past Continuous.
• Present Perfect.
• Comparatives.
Strategies
• To use previous experience and knowledge
of the topic.
• To identify key words to get the general
idea.
• To use the context, mimicry and familiar
words to infer the possible meaning of
new words.
• To relate new and old information.
• To discriminate phonemes that can
interfere with comprehension.
• To relate oral and written versions of
words, phrases and sentences.
• To integrate written expression by writing
words in order to consolidate key thematic
vocabulary.
• To integrate oral and written expression
through the use of short phrases and
sentences to show listening
comprehension.
Reading Comprehension
Direct language
Morphosyntactic Elements
• Past Simple Affirmative, Interrogative and
Negative.
• Past Continuous.
• Present Perfect.
• Comparatives.
Strategies
• To use context and previous knowledge of
the language to predict development of
the text.
• To skim a text to get the general idea.
• To scan the text in order to identify specific
information.
• To relate explicit information to make
simple inferences.
• To use lexical knowledge to infer the
meaning of new words.
• To look up meaning of key words in the
dictionary.
• To integrate written expression to
consolidate key lexical and grammatical
items.
• To integrate the oral and written version of
words and sentences to learn their
pronunciation and spelling.
• To use Spanish to show understanding
when necessary.
Oral Expression
Communicative functions
• To exchange personal information.
• To give instructions.
Morphosyntactic elements
• Simple Past Affirmative, Interrogative and
Negative.
• Past Continuous.
• Present Perfect.
• Comparatives.
Lexical Elements
• 500 high frequency words in oral texts.
Pronunciation
• English phonemes.
Strategies
• To regularly use everyday fixed phrases
and sentences in personally relevant
contexts.
• To use high frequency words and the
thematic vocabulary of the level in
personally relevant contexts.
• To use expressions associated with the
communicative functions of the level in
personally relevant contexts.
• To integrate listening as basic input for
interaction.
• To integrate reading as a source of
information to produce oral texts.
• To discriminate, imitate and repeat
phonemes.
• To relate written and spoken version of
sounds to identify and incorporate
pronunciation patterns.
Written Expression
Morphosyntactic Elements
• Past Simple Affirmative, Interrogative and
Negative.
• Past Continuous.
• Present Perfect.
• Comparatives.
Include punctuation marks such as: period
and capital letters.
Include 300 most frequent words in written
texts.
Strategies
• To imitate models to write own sentences.
• To use connectors to link sentences
coherently.
• To write answers to questions.
• To replace information in model texts with
personal information.
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• Acquisition of
vocabulary related to
sports and physical
exercises.
• The use of the Past
Continuous and
comparative adjectives.
• Make comparisons.
• Effective and efficient
use of writing skills as a
means of
communication.
Expected Outcome Time
• 20 class hours for
the main body of
text.
• 3 class hours for
evaluation.
• 3 class hours for
consolidation and
complementary
activities.
• 1 class hour for
cartoon strip
section.
Resources
• Internet articles
and web pages.
• Encyclopaedia
entries.
• Reports about
personal
experiences.
Attitudes
• Appreciate and
value the role of
sports and
physical activities
for our health.
• Acceptance and
respect for
disabilities and
disabled people.
Evaluation
Reflections
• Metacognition
Minitests
• Listening
• Reading
• Language
Synthesis
Test your
Knowledge
• Listening
• Reading
• Language
• Oral expression
Self-evaluation
Reading and
Listening tests
Observation sheets
Rubrics
Learning Abilities
• To match oral text with
visual clues.
• To discriminate sounds.
• To identify speakers.
• To predict content from
pictures.
• To use previous
knowledge to predict
content.
• To discriminate between
correct and incorrect
information.
• To infer topic from
cognates.
• To write a short
paragraph about a
favorite sport.
• To use new vocabulary.
• To prepare a summary.
• To ask and answer
questions.
• To play games.
• To talk about personal
experiences.
UNIT 33UNITTHE WORLD
OF SPORTS
IN THIS UNIT YOU WILL USE
THE FOLLOWING TEXT-TYPES:
Reading
• Internet article
• Encyclopaedia article
• Web page
Listening
• A conversation
• Personal reports
YOU WILL DEVELOP THESE
ABILITIES
Listening
• To match oral text with visual
clues.
• To discriminate sounds.
• To identify speakers.
Reading
• To predict content from pictures.
• To use previous knowledge to
predict content
• To discriminate between correct
and incorrect information.
• To extract specific information
from a text.
• To infer topic from cognates.
Writing
• To write a short paragraph about a
favorite sport.
• To use new vocabulary.
• To prepare a summary.
Speaking
• To ask and answer questions
• To play games
• To talk about personal experiences
YOU WILL LEARN THE
FOLLOWING LANGUAGE
• Words that have similar meaning
• Comparative adjectives
• Past Continuous tense
• Words related to sports,
paralympic sports and outdoor
activities
YOU WILL PAY SPECIAL
ATTENTION TO THESE VALUES:
• Appreciation of the role of sports
and physical activities for our
health
• Acceptance and respect for
disabled people
UNIT 3
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THE WORLD OF SPORTSTHE WORLD OF SPORTS
1. Look at the pictures of these different sports.Can you identify them?
2. Two of the sports in the pictures are Olympicsports and two of them are not. Write theirnames under the corresponding column.
3. With your partner, add the names of somemore sports to each column.
GETTING READY
YOU WILL LEARN THEFOLLOWING LANGUAGE:
·Words that have similarmeaning.
·Comparative adjectives.·Words related to sports,paralympic sports and outdooractivities.
·The Past Continuous Tense.
YOU WILL DEVELOP THESEABILITIES:
YOU WILL PAY SPECIAL
ATTENTION TO THESE VALUES:
·Appreciation of the role of sports
and physical activities for our
health.
·Acceptance and respect for
disabled people.
IN THIS UNIT YOU WILL USETHE FOLLOWING TEXT-TYPES:READING·An Internetarticle.
·An encyclopediaarticle.
·A web page.
LISTENING·A conversation.·Personalreports.
LISTENING·To match oral texts with visualclues.
·To discriminate sounds.·To identify speakers.
READING·To predict content from pictures.·To use previous knowledge topredict content.
·To discriminate between correctand incorrect information.
·To infer the topic from cognates.·To extract specific information froma text.
SPEAKING·To ask and answer questions.·To play games.·To talk about personalexperiences.
WRITING·To write a short paragraph abouta favorite sport.
·To use new vocabulary.·To prepare a summary.
Olympic Sports Not Olympic Sports
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GETTING READY
1. Introduce the unit drawing students’
attention to the pictures. Ask them to
identify them.
Answers: surfing; hockey; cricket;
golf.
2. Two of the sports in the pictures are
Olympic sports and two of them are
not. Ask students to write their names
under the corresponding column in the
chart.
Answers: Olympic: hockey, golf; not
Olympic: cricket; surf.
3. Ask students to add the names of some
more sports to each column.
Answers: may vary.
See Background Information at the
end of the unit.
tent
sprint
ANCIENT GREEK GAMES Lesson 1
UNIT 362
settlement
olive crown
PICTIONARY
Greek
BEFORE READING
1. Answer these questions in your group.
a. Do you practice a sport? Is it an Olympic sport?b. Have you participated in sport competitions? Where?
2. Read what Dan says and answer his question.
3. Look at the picture in the text. What country is it related to?
4. Read the title of the text. What is it about? Choose a topic from the list.
a. Favorite pastimesb. Sports and competitionc. Children's favorite activities
5. In your group, make a list of familiar words you expect to find in thetext. Then, classify them in the categories below.
sports games athletic competitions
spectators winners
6. Study the words in the Pictionary with a partner.
READING
7. Read the text quickly. Did you choose the right topic in exercise 4?
8. Read the text again and check if you find the words in your list.
9. Read the text again and identify which paragraph is about:
a. ___ Place of origin
b. ___ Participants
c. ___ Types of sports
d. ___ Prizes
Practicing sports is my favorite activity. Mydream is to participate in
the Olympic Games.What do you know about
the origin of thesegames?
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BEFORE READING
1. + Start a conversation about sports.
Ask your students to answer questions
in groups and then invite them to share
their experiences with their classmates.
Allow Spanish if necessary.
(L.A: to talk about personal experiences).
Answers: may vary according to
students’ experiences.
2. ++ Now, invite students to read Dan’s
questions. Brainstorm students’ ideas
about the origin of the Olympic Games.
It would be a good moment to remind
students that Dan is one of Kelly
Hardrock’s friends, and the one who is a
sports fan. Invite students to deduce
the reason he is introducing the
contents of the lesson.
(L.A: to use previous knowledge to
understand the topic of a text).
Answers: Will vary.
See Background Information at the
end of the unit.
3. ++ Tell the students to look at the
picture. Ask them if they can relate it to
a country.
(L.A: to use visuals to infer content of a
text).
4. +++ Ask students to read the title of
the text. Then, tell them to make
inferences about the topic. Do not
check answers at this point.
(L.A: to infer topic of a text from titles).
5. +++ Invite students to make a list of
familiar words they expect to find in
the text.
Then, ask them to classify the words in
categories.
(L.A: to use cognates to predict
content).
6. ++ Refer students to the Pictionary
section before reading the text. Make
sure all of them understand the
meaning of the words.
(L.A: to relate pictures and meanings).
PICTIONARY
Greek: griego/griega
Settlement: poblado, asentamiento
sprint: carrera
tent: carpa
olive crown: corona de olivo
READING
7. + Ask students to read the text quickly
and confirm or correct their predictions
in exercises 3 and 4. Remind students
that this first reading is only to check
their ideas. They do not need to
understand every single word.
(L.A: to use scanning to get the
general content of a text).
Answers: 3. Greece; 4. b.
THE WORLD OF SPORTS 63
10.Read the text once more and choose the correct answer.
a. Where did the Ancient Olympic Games take place?i. In Olympiaii. In different cities in Greeceiii.In different countries
b. What was the only sport event in the first Olympics in 776 BC? i. A boxing matchii. A horse raceiii.A short race
c. How often did the Ancient Olympics take place?i. Every yearii. Every two yearsiii.Every four years
d. What did the winners of sports events get?i. A gold medalii. An olive crowniii.Money
ANCIENT GREEK GAMES
Taken and adapted from http://www.bbc.co.uk/schools/
A. The Greeks took games of all kinds very seriously, but especially physical athleticcompetitions. There were a lot of athletic competitions in Greece. The most famous of
these were the Olympic Games.B. Olympia was an ancient settlement in Greece where the Olympic
Games started. The games were in honor of Zeus, King of the Gods.The games were part of a great five day festival held every four years. C. The first Olympic Games were in about 776 BC.D. In those days the only event was a short sprint, from one end of thestadium to the other. Over the years there were four days of many differentcompetitions.E. Young men from rich families didn't have to work and met at theOlympic Games. They competed for prizes and for the favor of the gods.F. The events were the same kind as in the Olympics today: running,jumping, throwing the javelin, throwing the discus, horse racing, themarathon. But the competitions were only for men. G. The spectators came from all over Greece to watch the events. Theyhad to pitch their tents or sleep outside. Only men, boys and
unmarried girls attended the Olympic Games. H. Winners won crowns of sacred olive branches.
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8. + Now the students read the text
again, this time more carefully, and see
if they find the words from their list in
exercise 5.
(L.A: to apply skimming to identify
information in a text).
9. ++ The students read the text again
and identify the content of each
paragraph.
(L.A: to identify general information in
a text).
Answers: a. - B. b. – E. c. – D. d. – H.
10.+++ Ask students to read the text
again if it is necessary, and then to
choose the correct answer for each
question.
(L.A: to identify specific information
in a text).
Answers: a. – i. b. – iii. c. – iii. d. – ii.
L A N G U A G E F O C U S Synonyms
1. Read this sentence from the text.Young men from rich families met at the Olympic Games andcompeted for prizes and for the favor of the gods.
2. Which words would you use to replace the words in bold?
3. Complete the statement:
Words that have the same meaning are __________________________.
UNIT 364
13.Find the words in bold in the text and replace them with a synonymfrom the box.
11. In pairs, complete the following dialogue between Dan and a friendwith your own ideas. Then role-play it in front of your classmates.
Friend: Hi, Dan. What did you do last Saturday?
Dan: I took part in ____________________________.
Friend: Really? Did you win a prize?
Dan: I was the winner in the ___________. I got ____________!
AFTER READING
celebration divinities put up single wealthy
12. Listen and practice. Notice the pronunciation of the endings of theverbs.
/id/ /t/ /d/
INV
ITE
D,C
OM
PET
ED, V
ISIT
ED
JU
MPED, LIKED, WATCHED
PLA
YE
D, H
AP
PEN
ED,R
AIS
ED
Did you know that …all wars stopped for one
month every four years,
because of the Ancient
Olympics?
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AFTER READING
11.+++ The students work in
pairs and complete the dialogue with
their own ideas. Encourage them to
act their dialogues in front of their
classmates.
(L.A: to talk about personal
experiences related to sports).
Answers: Will vary according to
students’ experiences.
12.+ Pronunciation. Invite students
to find the correct pronunciation of the
verbs in the labyrinth. Then play the
recording and make them check their
answers and repeat the verbs.
(L.A: to discriminate sounds).
13.++Ask the students to find the
words in bold in the text, and then to
replace them by a word in the box.
(L.A: to recognize specific information
in a text).
Answers: festival= celebration; rich=
wealthy; gods= divinities; pitch= put
up; unmarried= single
See Error Alert!, at the end of the unit.
Did you know that…
Let students read this section on their own
and share comments in their groups. For
more information on this section see page
7 of the Introduction.
__________________________
LANGUAGE FOCUS – SynonymsRemember that this section is designed to
help students revise or discover a
particular language item. The activities are
meant to promote independent learning,
so help, guide and check them, but do not
29
28
provide the answers.
Answers: synonyms.
Synonyms are different words with
identical or at least similar meanings.
Words that are synonyms are said to be
synonymous, and the state of being a
synonym is called synonymy. __________________________
14.+ Refer students to the Language
Focus and invite them to find the
synonyms of the words in the Word
Search puzzle. Allow them to use a
dictionary if necessary.
(L.A: to apply a new language
structure).
Answers:
THE WORLD OF SPORTS 65
14.Find the synonym of the words in the box in the Word Search Puzzle.Use a dictionary if necessary.
15.Complete this summary of the text in your notebook.
The Olympic Games started in ________ (place) in ________ (year).
They were in honor of ________. At the beginning, there was only
________. The competitors were ________ and they won ________.
The spectators were ________ and ________ that came from ________.
16. Read the names of sports in the box. Put them in the correctsection of the Venn diagram.FL
award coliseum competition holy take part viewer
boxing chariot racing discus high jump
horse racing javelin long jump marathon
running in armor 100 meters sprint swimming
AncientSports
ModernSports
Ancient &Modern Sports
D M F I H S J H E Z E V G L ZO E J I R R P P F Z R A T P FN G R H V Z S E I B O O Z S QA D V C A T C R C L P Z P B CV G F G A A P J A T R T S S OP G F D A S P J A T A T S S MP U I Y H G G O X G Q T F P PR U L Z B X X F O G V A O R EM T O A H W M H T V L S M R TQ N L E L K N T I A B B V M EX E D Z U V E V A L X D P C WW V B E J F R R C S U O M A FM E P W U X G K B U V M U V CM L Y Q R X X Y E G S G H C WD B Z Z R W D U X T I D D G F
REFLECTIONS
What were the main problemsI had to complete a summary?
How much did I need theteacher's assistance to do thetask?
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COMPETE: take part
EVENT: competition
PRIZE: award
SACRED: holy
SPECTATOR: viewers
STADIUM: coliseum
15.+++ Encourage students to copy
and complete the short summary in
their notebooks with the missing
information from the text. Check orally.
(L.A: to organize information to
elaborate a summary).
Answers: Greece; about 776 BC; Zeus;
short sprint; young men; olive crowns;
men and unmarried girls; all over
Greece.
REFLECTIONS
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.
The students read the questions and
identify:
a. the main problems they had in organizing
information to complete a summary.
b. how much they related their previous
knowledge to do the task.
16. Invite fast finishers to complete
the diagram about Ancient and
Modern Sports.
(L.A: to use previous knowledge to
solve a task).
Answers:
Ancient Sports: chariot racing; running
in armour;
Modern sports: swimming; long jump;
high jump
Ancient and modern sports: discus;
horse racing; marathon; javelin; 100
meter sprint; boxing
This is a list of Ancient Olympic Events:
Boxing, Equestrian events, Chariot
racing, Riding, Pankration, Pentathlon,
Discus, Javelin, Jump, Running,
Wrestling.
FL
UNIT 366
BEFORE L ISTENING
1. In groups discuss these questions.
a. Do you run fast? b. When do you think you would run the fastest?
i. to escape from a fight or war?ii. to carry a message or news to someone iii.to win a sport competitioniv.other ____________________________
2. Look at the map and find the countries and cities in the box. Do youthink it is possible to run from Marathon to Athens? And to Sparta?
THE FIRST MARATHON Lesson 2
war
plain
hill
PICTIONARY
army
Athens Sparta Marathon Greece
3. You are going to listen to a recording about a man calledPheidippides. Can you guess what nationality he is?
a. Spartan b. Persian c. Greek
4. Read what Kelly says and answer her question.
5. Study the words in the Pictionary.
My brother Matt is training to compete in avery hard race. Can youguess what race it is?
a. A marathon. b. A short distance race. c. A long distance race.
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BEFORE LISTENING
1. + Ask the students to form groups and
discuss questions a. and b. Then, invite
one student to share their comments
with the other groups.
(L.A: to use previous knowledge to
involve into the topic of the lesson).
Answers: Will vary according to
students’ experiences.
2. + Ask students to look at the map and
to locate the places in the box. Invite
them to reflect on the possibility of
running between Marathon and
Athens, and between Marathon and
Sparta. Before doing the task, you may
need to share some additional
information and geography facts with
your students.
(L.A: to use previous knowledge to
infer content).
See Background Information at the
end of the unit.
3. ++ Tell your students that they are
going to listen to a recording about a
man called Pheidippides. Brainstorm
students’ predictions about his
nationality.
(L.A: to predict content from previous
knowledge).
See Error Alert!, at the end of the
unit.
4. +++ Now, students read what Kelly
says and answer her questions. Draw
students’ attention to the phrase “very
hard race” and ask them to give
examples of this kind of competition.
(L.A: to use previous knowledge to
make predictions).
5. + Draw students’ attention to the
words in the Pictionary. Make sure all
of them understand their meaning.
Allow the use of a dictionary if
necessary.
(L.A: to relate words and pictures).
PICTIONARY
Plain: planicie
Army: ejército
War: Guerra
Hill: colina
LISTENING
6. + Ask the students to listen to
the recording and check their
predictions in exercise 3. Remind them
that this first listening is only for them
to confirm or correct their predictions.
They do not need to understand every
single word.
(L.A: to get the general meaning of a
text).
Answers: b.
30
L A N G U A G E F O C U S The Past Continuous
1. Read these sentences. Pay special attention to the words in bold.
When the Persian army arrived, the Greek soldiers were waitingfor them.The Persians tried to capture the Greek people who werewaiting in Athens.
2. Which two events can you identify in the sentences?
3. Choose the correct alternative to complete the sentence:To express two / three actions that happened at the same / different
time in the present / past, we use the Past Continuous Tense and thePast Simple Tense. We form the Past Continuous Tense with thepresent / past tense of the verb have / be + verb + ing / ed.
THE WORLD OF SPORTS 67
6. Listen to the recording. Can you identify the speakers in theconversation?
a. A professional marathon runner and a coach.b. Students and a teacher.c. A messenger and Greek men.
7. Listen again and fill in each blank with the best alternative.
a. There was a big war in __________ BC.
i. 49 ii. 490 iii. 1490
b. Pheidippides ran to Sparta for __________ days.
i. two days ii. two hours iii. twenty hours
c. Pheidippides ran __________ kilometers to Athens.
i. 40 ii. 4 iii. 44
d. Spiridon Louis won the first modern marathon race in __________.
i. 1696 ii. 1796 iii. 1896
8. Listen once more and put the events in the correct order.
a. ___ Pheidippides ran to Sparta.
b. ___ Pheidippides returned to Marathon.
c. ___ Pheidippides died.
d. ___ The spartans didn’t want to help.
L ISTENING
AFTER L ISTENING
REFLECTIONS
What difficulties did I havewhen listening to a recording?
How many correct answerscould I identify?
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7. ++ Play the recording again. Ask the
students to listen carefully and choose
the best alternative to fill in the blanks.
(L.A: to identify specific information).
Answers: a. - ii. b. – i. c. – i. d. – iii.
8. +++ The students listen to the
recording again and put the events in
the order they happened.
(L.A: to identify the sequence of events).
Answers: a. d. b. c.
REFLECTIONS
The purpose of this activity is to help
students reflect on their language process
and to raise their awareness of how they
develop their strategies to become more
effective learners. They should work on
their own but you may help and guide
them when necessary.
Encourage students to keep a record of
their answers in a special section of their
notebooks.
The students read the questions and
identify:
a. The difficulties they had when
listening to the recording.
b. The number of correct answers they
could identify.
AFTER LISTENING__________________________
LANGUAGE FOCUS –
The Past ContinuousRemember that this section is designed to
help students revise or discover a
particular language item. The activities are
meant to promote independent learning,
so help, guide and check them, but do not
provide the answers.
1. The students read the sentences from
the recording. Draw their attention to
the words in bold.
2. Now, students identify the two
different events in the sentences.
Answers: The Persians arrived / The
soldiers were waiting for them.
The Persians tried to capture the Greek
people / The Greek people were waiting
in Athens.
3. The students choose the correct
alternative to make the rule.
Answers: To express two actions that
happened at the same time in the past,
we use the Past Continuous tense. We
form the Past Continuous tense with the
past tense of the verb be + verb + ing.__________________________
You may also give some additional
information about this tense, such as:
We use the Past Continuous tense to refer to
the long action and the Simple Past Tense to
express the short action that happened
while the long action was going on.
When we want to link these two
sentences, we usually use while to
introduce the sentence in Past Continuous,
and we usually use when to introduce the
sentence in Simple Past Tense.
UNIT 368
9. Complete the sentences. Use the Past Continuous or the Simple PastTense.
a. While Pheidippides ____________ (run), the Persians attacked.
b. When Pheidippides ____________ (arrive), the Persians were coming.
c. The people ____________ (wait) when the army captured the city.
d. The postman was running when he ____________. (die)
10. In pairs, complete the dialogue about the first marathon. Thenpractice and role-play it in front of your classmates.
You: Who was the first ____________?
Your partner: A man called ____________.
You: Where was he from?
Your partner: ____________. From a city called ____________.
You: What made him and his city so famous?
Your partner: He _________ and _________ to try and save his
____________.
11.Put the events in order so that you can write your own version of thestory in your notebook.
a. In the city of Marathon, there was a man called Pheidippides.b. In 490 BC there was a war between the Persians and the Greeks.c. When he arrived there, he told the news and then died.d. The Spartans did not want to help the Greeks.e. The Greeks sent him to Sparta.f. The Persians lost the battle and tried to capture Athens.g. Pheidippides ran to Athens to tell them the Persians were coming.
12. How much did you learn about the first marathon? Try thiscrossword!FL
Down1. City where the first Ancient
Olympic Games were held. 2. City where Pheidippides died. 3. People that did not want to
help the Greeks.
Across4. Profession of the first
marathon winner in moderntimes.
5. Large empire of the AncientWorld.
6. City in Greece. Pheidippideswas born there.
Clues
4
5
6
3
1
2
American English: Practice(verb and noun)
British English: Practise(verb)Practice(noun)
http://www.britishcouncil.org/kids-stories-first-marathon.htm
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9. ++ Refer students to the Language
Focus to complete the sentences. Check
on the board.
(L.A: to use and apply a new language
structure).
Answers: a. was running. b. arrived.
c. were waiting. d. died.
10.+++ Invite the students to
work in pairs and to complete the
dialogue about the topic of the lesson.
Encourage some pairs to role-play the
dialogue in front of their classmates.
(L.A: to ask and answer questions
about the topic of the lesson).
Answers:
A: Who was the first marathon runner?
B: A man called Pheidippides.
A: Where was he from?
B: From Greece. From a city called
Marathon.
A: What made him and his city so
famous?
B: He ran and ran to try to save his
people.
Oral expression You may also use this
exercise as oral practice.
11.++ Encourage your students to put
the sentences in order to write their
own version of the story.
(L.A: to identify the sequence of
events; to write a short story).
Answers: b. a. e. d. f. g. c.
12. Invite the students to find out
how much they learnt about the first
marathon. Allow them to work in pairs
to solve the crossword.
(L.A: to consolidate new vocabulary
by playing a game).
FL
31
Answers:
Down
1: Olympia. 2: Athens. 3: Spartans.
Across
4: postman. 5: Persia. 6: Marathon.
MINI - TESTMINI - TEST
THE WORLD OF SPORTS 69
1. Read the text in lesson 1 again and answer the questions with at least two words.
a. Where is Olympia? ____________________________________
b. When did the Olympic Games begin? ____________________________________
c. Who were the competitors? ____________________________________
2. Read the text again. In the paragraph in parenthesis find a synonym for these words:
a. town (B): ___________________________________________
b. awards (E): ___________________________________________
c. went (G): ___________________________________________
READING
3 pts
LISTENING
3. Listen to the text in lesson 2 again and circle the correct alternative.a. Persia was a huge empire / nation.b. The Persian soldiers were waiting at the foot / the top of the hill.c. Spiridon Louis was a fireman / postman.
4. Listen to the recording again and choose the best alternative.The conversation is about:a. the war between Greeks and Persians. b. the origin of the Olympic Games. c. the origin of a first sport event.
LANGUAGE
3 pts
3 pts
attack enter feel fight wait
0 - 2Keep trying
3 - 5
Review!
6 - 10
Well done!
11 - 16
Excellent!
total score
16 pts
2 pts
5 pts
Many years ago, in 490 BC,
a. When the Persians arrived in Marathon, the Greek soldiers ______________________
b. While the Greeks were waiting for help, the Persians _______________________________
c. When the enemy sent a messenger, the soldiers ___________________________________
d. While the people were waiting, Pheiddipides ______________________________ the city.
e. While the postman was running, he ________________________________________ tired.
5. Complete the following sentences using the verbs in the box in the Past Continuous Tenseor in the Simple Past Tense.
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MINI - TEST
The mini-tests provide material to check and
revise students' progress and, at the same
time, information to the teacher about any
point that the majority of the students may
have problems with. Make sure they
understand what they are expected to do
and then give them time to answer.
Answers
READING
1. a. In Greece
b. About 776BC
c. Young men
2. a. settlement.
b. prize.
c. attended.
LISTENING
3.a. empire
b. top
c. postman
4.c.
LANGUAGE
5. a. the Greek soldiers were waiting.
b. the Persians attacked. c. the
soldiers were fighting. d. Pheidippides
entered the city. e. he felt tired.
30
STICKS AND BALLS Lesson 3
BEFORE READING
1. Look at the pictures. What do these people have in common?
2. Match each picture with the name of the sport.a. Swimming b. Running c. Tennisd. Motocross e. Golf f. Football
3. Answer Dan's questions.
4. Some of the people in the pictures need some equipment to play.Can you match the equipment and the sports?
Tennis Football Golf Hockey Baseball
stick
UNIT 370
puck
pitcher
net
goalkeeper
PICTIONARY
base
5. Have a quick look at the text and identify all the cognates you can find.
6. Look at the words in the Pictionary and guess what sports they areconnected with.
ab
c
d e
f
g
i
j
h
In your opinion, what are the most
popular sports in Chile? Rankthem from 1 - 10.
(1 is the most popular) __ basketball __ cycling
__ football __ tennis, etc. Are there any sports that
are only played in Chile?
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BEFORE READING
1. + Start the lesson talking about famous
sports people in Chile. Brainstorm
names of sportspeople and the sports in
which they stand out in.
(L.A: to use previous knowledge to
understand the topic of the lesson).
Answers: They are all famous sports
people
See Error Alert!, at the end of the unit.
2. + Ask the students to identify the
people in the pictures and to relate
them to the name of the sport.
(L.A: to use previous knowledge to
relate information).
Answers: Nicole Perrot, golf; Fernando
González, tennis; Matías Fernández,
football; Kristel Köbrich, swimming;
Francisco “Chaleco” López, motocross;
Erika Olivera, running.
3. ++ Ask the students to answer Dan‘s
questions. Encourage some of them to
share their answers with their
classmates.
(L.A: to relate topic of the lesson with
students' reality).
Answers: Will vary.
See Background Information at the
end of the Unit.
4. +++ Invite your students to look at
the pictures and identify which of the
sports require special equipment.
Brainstorm names of equipment
related to the sports and write the
words on the board.
(L.A: to use previous knowledge to
make predictions).
Possible answers: Tennis: b.,
i. (other: net, trainers). Football: a,
c. (other: gloves for goalkeepers).
Golf: d, j (other: tee, golf shoes).
Hockey: g (other: leg pads, ball (puck
for ice hockey). Baseball: h, f,
e (other: ball, special clothes, leg pads)
5. + Tell the students to skim the text
and find all the cognates. Invite some
students to write the list of words on
the board, in order to check the
exercise. Elicit more cognates related to
the topic and add them to the list on
the board.
(L.A: to identify cognates).
Possible answers: territory;
opponent; goal; racquet; variation;
original; period.
6. ++ Draw students' attention to the
words in the Pictionary and the list of
cognates. Ask them to guess what
sport the words are connected with.
(L.A: to use pictures and cognates to
make predictions).
Answers: base - baseball; goalkeeper
- football; net - tennis; pitcher -
baseball; puck - ice-hockey; stick -
hockey / ice-hockey.
THE WORLD OF SPORTS 71
READING
7. Read the names of sports in the box and choose the one that correspondsto each description in the text. There are more names than you need.
8. Read the text quickly and check if you find the sports you predictedin exercise 6.
football baseball rugby cricket basketball hockey
softball ice hockey volleyball tennis golf squash
9. Read the text again and complete the chart with the name of the sport.
Equipment Sport
bat
gloves
helmet
leg pad
racquet
stick
____________________________: Playersuse a racquet to hit a ball over a net sothat the ball lands in the oppositecourt and cannot return. Matchesconsist of sets of games, with amaximum of five sets for men and threesets for women. The court may be grassor clay. The doubles court is bigger thanthe singles court.
____________________________: This is afaster variation of the original game, inthree twenty minute periods. The aim is to shoot the rubber puck into theopponent's goal. Goalkeepers need a lot of extra protection because the puck travelsat high speed.
Source: Pocket Encyclopedia, DK Publishing, INC. www.dk.com
____________________________: Two
teams of nine take turns to bat and
field. The batter has three attempts to
hit the ball that the pitcher throws and
then run around all the bases. The
batter can only run when the ball lands
within “fair territory” (inside the bases).
____________________________: Two teams
of eleven players use a stick to drive the
ball into their opponent's goal.
Goalkeepers need helmets, gloves and leg
pads. The ball can travel at 160 km/h.
American English: Soccer
British English: Football
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READING
7. + Ask the students to skim the text
and check if they find the sports they
predicted in exercise 6.
(L.A: to apply skimming to validate
predictions).
Answers: baseball; hockey; tennis;
ice hockey.
8. + The students now read the text
more carefully. Then they read the
sports in the box and choose the name
that corresponds to each description.
(L.A: to identify specific information).
Answers: a. Baseball. b. Hockey.
c. Tennis. d. Ice hockey.
American v/s British English
Draw students' attention to the two
different words used in each variety of
English. Remind them that both the
British and the American versions are
correct, but that they should choose one
variety and stick to it.
9. ++ Ask the students to read the text
again and then complete the chart
with the name of the sport that is
related to each piece of equipment.
(L.A: to find and extract specific
information to complete a chart).
Answers:
Equipment Sport
bat baseball, cricket
gloves baseball,
helmet ice hockey, baseball,
cricket
leg pad ice hockey, cricket,
football
racquet tennis
stick hockey, ice hockey
L A N G U A G E F O C U S Comparatives (short adjectives)
1. Read these sentences from the text and other examples.The doubles court is bigger than the singles court.This is a faster variation of the original game.Ice hockey games are longer than grass hockey ones.
2. Answer these questions.a. What are these sentences expressing?
i. A preference ii. A comparison iii. A choiceb. How do they do that?
3. Complete this general rule.
To express _________ in English, we use a special form of adjectives
called _________.
To form the _________ we add _________ to the adjectives.
Note: Good and bad are exceptions to this rule. Better is the comparative ofgood and worse is the comparative of bad.
UNIT 372
10.Read the text again and find the answer to these questions.
a. In which sport are there nine players per team? ________________.
b. How fast can a hockey ball travel? ________________.
c. How many sets does a tennis match have? ________________.
d. How long does an ice hockey game take? ________________.
AFTER READING
11. In pairs, read the names of sports in the box. Choose one and write ashort description like the ones in the text.
There are _____________ teams on the field. There are ____________
players in each team on the field. The players wear ____________
and use ____________. The aim is to ____________. The team that
____________ wins ____________.
basketball football golf rugby table tennis voleyball
Did you know that …golf is the only sport that
man has played on the
moon?On 6th February 1971, Alan
Shepard hit a golf ball on
the moon‘s surface.
REFLECTIONS
Did I have any problems towrite a description?
Did I use my previousknowledge to do the task?
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10.+++ The students read the text
again, if necessary, and answer the
questions.
(L.A: to find specific information).
Answers: a. Baseball. b. 160 km/h.
c. Five (men); three (women).
d. 60 minutes.
Did you know that…
Let students read this section on their
own and share comments in their groups.
For more information on this section see
page 7 of the Introduction.
AFTER READING
11.++ Ask the students to work in pairs
and look at the list of sports in the box.
Then, make them choose one and
write a short description as in the
example given.
(L.A: to write a short description).
Answers: Will vary, according to
students' choices.
__________________________
LANGUAGE FOCUS – Comparatives(short adjectives)Keep in mind that this section is designed
to help students discover a particular
grammar or language structure by
themselves. Help and guide them but do
not provide the answers.
1. Ask the students to read the sentences
from the text and other examples.
Draw their attention to the words in
bold.
2. Now the students revise the examples
again and answer the questions.
Answers: a. ii. b.: by using -er and
than
3. Help the students to complete the
general rule.
Answers: To express comparisons in
English, we use a special form of
adjectives called comparatives.
To form the comparative we add -er to
the adjectives.__________________________
See Error Alert!, at the end of the Unit.
REFLECTIONS
The purpose of this activity is to help
students reflect on their language process
and toraise 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 on
their answers in a special section of their
notebooks.
The students read the questions and
identify:
a. If they had problems to write a description.
b. If they used their previous knowledge
to do the task.
12.+ Refer students to the Language
Focus to write comparisons choosing
an adjective from the box.
(L.A: to apply a new language structure).
THE WORLD OF SPORTS 73
12.Write comparisons using the adjectives in the box.
a. baseball teams - hockey teams _____________________________.
b. hockey - ice hockey _____________________________.
c. a hockey ball - an icehockey puck _____________________________.
d. _____________ - _____________ _____________________________.
13. Interview your partner about sports. Ask the questions below and makenotes of his/her answers in your notebook. Then listen and practice
a. What's your favorite sport? b. What's your favorite team? c. Who's your favorite sportsperson? Why?d. Which sports do you practice? How often?
14.Use your notes to tell the class about your partner.
15. Listen and repeat. Notice the ending / ∂ r / in the following words.
better quieter calmer shorter taller nicer slower faster
16. Vocabulary Game. Fill in the blanks to complete the names of thesports. Pay attention to the clues.FL
big calm easy funny nice slow small
c __ c l __ __ g
a
s __ __ __ b __ a __ __ __ n g
b
g __ __ f
c
__ u __ __ i n g
d
c __ __ m b __ n g
e
__ __ r __ b __ __ s
f
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Possible answers:
a. Baseball teams are smaller than hockey
teams. b. Hockey is calmer than ice
hockey. c. A hockey ball is slower than an
ice hockey puck. d. Will vary.
13.+++ Tell the students to work
in pairs. Encourage them to interview
their partners about sports, asking the
questions and making notes of the
answers in their notebooks. Invite
some pairs to role-play the interview
in front of their classmates to provide
a model.
(L.A: to exchange information about
sports).
14.+++ Encourage some students to
tell the class about their partners.
Motivate them to use the pattern
provided.
(L.A: to give information about
sports).
15.+ First play the recording and
ask the students only to listen. Then
play the recording again to allow
students to repeat after listening to
33
32
each word, paying special attention to
the pronunciation of the final sound.
(L.A: to discriminate sounds).
16. Vocabulary Game. Invite fast
learners to fill in the blanks to
complete the names of the sports.
Draw their attention to the clues.
(L.A: to use vocabulary related to the
topic).
Answers: a. cycling.
b. snowboarding. c. golf. d. running.
e. climbing. f. aerobics.
FL
UNIT 374
1. Kelly is preparing an article on x-sports. Answer her questions.
2. In pairs, decide which of the feelings in the box can be related to x-sports.
BEFORE L ISTENING
AN EXTREME EXPERIENCE Lesson 4
amazing amusing calm dangerous
exciting relaxing scary stressful
roller coaster
landscape
float
dive
cord
PICTIONARY
breeze
3. Look at the pictures and read the actions. Can you match theactivities involved with each sport?
Example: To feel the wind around. - Picture a.To smell the flowers.To float towards the ground.To see the landscape from above.To go up and down.To perform amazing balancing acts and jumps.
What are x-sports? Have you everpracticed an x-sport?
What x-sports canpeople practice in Chile?
a b
c d
e f
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BEFORE LISTENING
1. + Before beginning, draw students'
attention to the name of the lesson. Start a
conversation about extreme experiences
and elicit names of extreme activities or
sports. You may give them some additional
information. See Background
Information at the end of the Unit. Then,
ask them to answer Kelly's questions.
(L.A: to use previous knowledge to
understand the topic of the lesson).
Answers: Will vary, according to
students' experiences.
2. ++ Now, the students work in pairs
and decide which of the words in the
box can be related to x-sports.
(L.A: to relate key words to the topic
of the lesson).
Answers: Will vary according to
students' opinions.
3. +++ Invite the students to read the
sentences and relate them to the
pictures.
(L.A: to relate texts and pictures).
Answers: a. to feel the wind around.
b. to float towards the ground. c. to see
the landscape from above. d. to go up
and down. e. to smell the flowers. f. to
perform amazing balancing acts and
jumps.
4. ++ Tell the students they are going
to listen to three children from the
International School talking with Kelly
about the first time they practiced an
x-sport. Invite them to guess their
feelings about this experience.
(L.A: to use previous knowledge to
predict content).
5. + Before playing the recording, ask the
students to read the words in the
Pictionary. Make sure all of them
understand their meaning. If necessary,
allow the use of dictionaries.
PICTIONARY
diving: clavados en el agua
cord: cuerda
float: flotar
breeze: brisa
landscape: campiña, paisaje
roller coaster: montaña rusa de un parque
de diversiones
LISTENING
6. + Play the recording. Tell the
students to confirm or correct their
predictions in exercise 4. Remind them
to pay special attention to all familiar
words they can identify, in order to get
the general meaning of the text.
(L.A: to validate predictions).
Answers: Speaker A and Speaker B
liked the experience; Speaker C didn't
like the experience.
34
THE WORLD OF SPORTS 75
4. Three children from the International School are talking to Kellyabout the first time they practiced an x-sport. Do you think theyliked the experience?
5. Study the words in the Pictionary with a partner.
6. Listen to the recording and check if your prediction in exercise 4 wascorrect. Pay special attention to all familiar words you can identify.
7. Listen to the recording again and relate each picture to the speaker.
8. Who said what? Match the speakers with the sentences.Andy Dan Ann
a. ___ I just closed my eyes and jumped.
b. ___ It's a new experience.
c. ___ I can see the beautiful landscape.
d. ___ At first I was really scared.
e. ___ I began to go up and down.
e. ___ In contact with nature.
L ISTENING
cycling
Speaker __________________
parachuting
Speaker __________________
white water rafting
Speaker __________________
REFLECTIONS
What were the main problemsI had to identify speakers?
How much did I relate thetopic to my own reality?
a b
c
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7. ++ Play the recording again.
Ask the students to relate each picture
to the speaker.
(L.A: to relate words and pictures).
Answers: a. Speaker B. b. Speaker A.
c. Speaker C.
8. +++ Play the recording once more.
Ask the students to listen and relate
the speakers with the sentences.
(L.A: to relate speakers with speech)
Answers: Andy: a. Dan: b., c., f; Ann:
d., e.
REFLECTIONS
The purpose of this activity is to help
students reflect on their language
process and to raise their awareness of
how they develop their strategies to
become more effective learners. They
should work on their own but you may
help and guide them when necessary.
Encourage students to keep a record of
their answers in a special section of their
notebooks.
The students read the questions and
identify:
30 a. The main problems they had to
identify speakers
b. How much they could relate the topic
to their own reality.
L A N G U A G E F O C U S Comparatives (long adjectives)
1. Read the sentences from the text and other examples, paying specialattention to the words in bold.a. This was more amazing.
b. It is more relaxing than when you are inside a car.
2. Answer these questions.a. What do the words amazing, relaxing, exciting refer to?
i. a thing ii. a quality iii. an actionb. How many syllables do these words have?
i. One ii. Two iii. More than twoc. Are these words short or long?
3. Complete this general rule.
In English, there are short and _____ adjectives. To form the
comparative of _____ adjectives, we use _____ + adjective (+ _____)
9. In pairs, put the dialogue in order. Then, practice and role-play itin front of your classmates.
B: Sure!A: I sure did. Our country has fantastic places to do that.A: I went to the south. It was amazing!B: Groovy! Did you do water rafting?A: Hi, guys! Do you want to see my photos?
10. First only listen. Then listen and repeat the tongue twister. Notethe difference in the vowel sound.
The batter with the butter is the batter that is better!
11.Read what Dan says. Then do the interview and write notes in yournotebook. Next class, report the results to the class.
12. In your notebook, make a list of other extreme sports and theequipment needed, as in the example:
Snowboarding - board, helmet, goggles
FL
UNIT 376
You are going to interview someone who
practices an x-sport. Preparethe questions in your group;ask about the name of the
sport, the kind of equipmentrequired, the place where
he/she practices it, his / herfavorite aspects, etc.
http://www.britishcouncil.org/kids-topics-sports.htm
AFTER L ISTENING
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AFTER LISTENING
__________________________
LANGUAGE FOCUS – Comparatives(long adjectives)This section is designed to help students
discover a particular language or grammar
structure by themselves, so help and guide
them but do not give the answers.
1. The students read the sentence from
the text and other examples, paying
special attention to the words in bold
that express the comparative form for
long adjectives.
2. After revising the examples, the
students answer the questions.
Answers: a. ii. b. iii. c. long.
3. Now, the students complete the rule.
Answers: In English, there are short
and long adjectives. To form the
comparative of long adjectives, we use
more + adjective (+ than).__________________________
See Error Alert!, at the end of the Unit.
9. ++ Invite the students to work
in pairs and put the dialogue in order.
Then, encourage them to practice and
role-play it in front of their classmates.
(L.A: to talk about personal
experiences).
Answers:
A: Hi, guys! Do you want to see my
photos?
B: Sure!
A: I went to the south. It was amazing!
B: Groovy! Did you do water rafting?
A: I sure did. Our country has fantastic
places to do that.
10.++ First play the recording and
ask the students only to listen. Then
play the recording again for students
36
35
to repeat the tongue twister, paying
special attention to the different
vowel sounds and to the weak vowel
in -er.
(L.A: to discriminate sounds).
11.++ Explain to your students that
they are going to prepare an interview
to someone who practices an x-sport.
Give them instructions to prepare the
questions in their groups; draw their
attention to all the aspects Dan wants
them to include in the interview. You
can assign this exercise as homework
or miniproject. Ask them to apply the
interview and write notes in their
notebooks. Next class, motivate each
group to report the results to the class.
(L.A: to consolidate vocabulary and
grammar, relating content and own
reality).
Answers: Will vary.
12. Encourage fast learners to write a
list of more extreme sports and the
equipment needed, as in the example:
Snowboarding - board, helmet,
goggles.
(L.A: to consolidate new vocabulary).
Answers: Will vary.
FL
MINI - TESTMINI - TEST
THE WORLD OF SPORTS 77
1. Read the text in lesson 3 again and choose the best alternative.
The text is taken froma.a book b.a sports magazine c.an encyclopedia d.a dictionary
READING
0 - 5Keep trying
6 - 10
Review!
11 - 15
Well done!
16 - 20
Excellent!
total score
20 pts
2 pts
3. Listen to the recording in lesson 4 again and find the correct order of the events.
a. Andyi. He pulled the cord ii. He closed his eyes iii. He jumped
b. Dani. He gets on his bike ii. He smells the flowers iii. He feels the breeze
c. Anni. She felt excited ii. She felt terror iii. She went up and down
4. Listen again and identify the comparisons the children make for each activity.
a. Parachuting i. being on a roller coasterb. Cycling ii. driving a carc. Rafting iii. diving
LISTENING
5. Write comparisons using the two adjectives in brackets.
Example: A lion is bigger than a mouse, but the mouse is more intelligent.a. a bicycle and a car (small - fast)b. parachuting and cycling ( dangerous - relaxing)c. Icehockey and grass hockey (exciting - safe)
6. Make comparisons using the adjectives in the box.
a. Scuba diving - swimmingb. Tennis - ice hockeyc. Walking - rafting
LANGUAGE
3 pts
3 pts
3 pts
2. Read the text again and find information to correct these statements.
a. In baseball, the batter can run after he hits the ball.b. Tennis is always played on the same kind of court.c. Ice hockey is not dangerous for goalkeepers.
3 pts
amazing relaxing popular
6 pts
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MINI - TEST
The mini-tests provide material to check
and revise students' progress and, at the
same time, information for the teacher
about any points that the majority of the
students may have problems with. Make
sure they understand what they are
expected to do, play the recording again
for the listening part and give them time
to answer individually.
Answers:
READING
1. c.
2. a. The batter can only run when the
ball lands in fair territory. b. The court
may be grass or clay. c. Goalkeepers need
extra protection because the puck travels
at high speed.
LISTENING
3. a. Andy: ii, iii, i. b. Dan: i, ii, iii. c. Ann: ii,
iii, i.
4. a. - iii. b. - ii. c. - i.
LANGUAGE
5.a. A bicycle is smaller than a car, but
the car is faster.
34
b. Parachuting is more dangerous than
cycling, but cycling is more
relaxing.
c. Ice hockey is more exciting than
grass hockey, but grass hockey is
safer.
6. Will vary. Accept any coherent
comparison.
UNIT 378
THE PARALYMPIC WORLD Lesson 5
BEFORE READING
3. Read what Dan says and answer his question.
4. Find the meaning of the words in the box in the dictionary.
5. Have a quick look at the text and find all the cognates.
leg
knee
disabled
PICTIONARY
athlete
You are going to read a text about a
paralympic athlete. Look at the picture in the text andread the title. Can you guess
the discipline this athlete stands out in?
1. Look at the pictures and answer these questions with your partner.
a. Is there anything special about these people?b. What do you think 'Paralympic' means?
2. In pairs, think about the sports and physical activities that you couldpractice in these situations.
a. Without a leg.b. Without the hands.c. Blind.d. Without the fingers.e. Without a foot.f. Without the legs.
amputee beneath by chance disability
impaired limbs shatter
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BEFORE READING
Before beginning the lesson, start a
conversation among your students about
the paralympic world. Elicit students ideas
about this concept and brainstorm names
of famous disabled people they know (no
matter whether they are sportspeople or
not). At this stage, you may need
additional information on this topic.
See Background Information at the
end of the unit.
1. + Ask the students to look at the
pictures and answer the questions with
their partners.
(L.A: to connect the topic with
previous knowledge).
Answers: Will vary, according to
students‘ opinions.
2. + Make students reflect on the
question. Ask them to think about the
activities and sport they could practice
if they were in the situations described.
Elicit their ideas.
(L.A: to relate the topic and their
experiences).
Answers: Will vary.
3. +++ Now, tell the students to read
what Dan says and answer his
question.
(L.A: to predict content from visual clues).
Answers: Do not check answers at this
point.
See Error Alert!, at the end of the unit.
4. +++ Before reading, ask students to
look for the words in the dictionary and
then to find them in the text. Make sure
all of them understand their meanings.
(L.A: to develop study skills).
PICTIONARY
Amputee: amputado
Impaired: impedido
Limbs: extremidades
By chance: por casualidad
Shatter: destrozar
Disability: discapacidad
5. + Ask students to read the text quickly
and find all the cognates.
(L.A: to identify cognates).
Answers: double; record; meters; pair;
fiber; doctors; amputated; incredible;
attitude; artificial; real; rugby; water-
polo; tennis; enthusiast; athlete;
university; rehabilitation; competed;
millions; medalist; character;
ambassador; sport.
Oscar Pistorius, the double amputee world recordholder over 100, 200 and 400 meters, does notconsider himself as impaired. “I'm not disabled”, he says, “I just don't have any legs.”He runs on a pair of fiber legs. He was only 11months old when doctors amputated his limbsbeneath the knee.Oscar has an incredible attitude to his disability,exclaiming: “When people ask me what's it likehaving artificial legs, I reply I don't know. What's itlike having real legs?”Pistorius, a rugby, water polo and tennis enthusiast,became an athlete by chance in January 2004when he shattered one of his artificial knees on therugby field.
He went to the University of Pretoria for rehabilitation.“ Before that, I hated athletics” he says. Only eightmonths later he competed at the Athens Paralympics.He says: “Some people think they are disabledbecause they have one or two disabilities. But whatabout the millions of abilities they have? OK, youcan't run or jump but there are so many things youcan do.”Oscar Pistorius is not only a gold medalist and worldrecord holder with no legs. He is an outstandingathlete, a real character and a true ambassador fordisability sport.
THE WORLD OF SPORTS 79
READING
6. Read the text and check if you were right about the discipline.
7. Read the text again and decide if these statements are true or false.
a. Oscar Pistorius was born in Europe.b. He can run faster than most non disabled people.c. He can’t imagine how life with real legs is.d. He has liked athletics since he was a boy.e. It took him a long time to become an athlete.
8. Read the text carefully again and find what the words in bold refer to.
himself
he
that
they
Source: http://bestuff.com/stuff/oscar-pistorius
American English: Fiber
British English: Fibre
T H E F A S T E S T T H I N G O N N O L E G SName: Oscar Pistorius
Sport: AthleticsFrom: Pretoria, South Africa
Date of Birth: 22 November 1986
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READING
6. + Tell the students to read the text
and check if they were right about the
discipline.
(L.A: to validate predictions through
skimming).
Answers: Athletics. Oscar Pistorius.
American v/s British English
Draw students' attention to the two
different spellings of the same word used
in each variety of English. Remind them
that both the British and the American
versions are correct, but that they should
choose one variety and stick to it.
7. +++ Invite the students to read the
text again and then decide if the
statements are true or false. You may
also ask them to justify their options
with information from the text, as a
way to check their comprehension.
(L.A: to discriminate between correct
and incorrect information).
Answers:
a. False. He was born in South Africa.
b. True.
c. True.
d. False. When he was a boy he hated
athletics.
3. False. It took him eight months.
8. +++ Now the students read the text
carefully again and find what the words
in bold refer to.
himself Oscar Pistorius
he Oscar Pistorius
that The accident where he
shattered his artificial
knees playing rugby.
they Some disabled people
Did you know that …the prefix para refers to
the competition for
disabled people inparallel to the Olympic
Games?
UNIT 380
AFTER READING
9. Find the words in column A in the text and match them with theirmeaning in column B.
A B
impaired an arm or a leg
limb crushed
merely having a mental or physical problem
shattered only, simply
10. In your group, reflect on the text you read. What conclusion(s) canyou reach?
11.Complete the summary of the text about Oscar Pistorius.
Do you know any paralympic athletes?
What kind of disability does he / she have?What nationality is he / she?
In what discipline does he / she stand out?
Do you know any details of his/her life?
REFLECTIONS
Did I express my ideas in arespectful way?
Did I show respect and supportfor everyone's opinions?
12. In your group, exchange information about the topic. Use thequestions as clues.
OSCOSCARARPISPISTORIUSTORIUS
Oscar Pistorius is known as .
He was born in
in . At the age of he had his
amputated. In he
went to for rehabilitation and
became an .
Eight months later, he .
Nowadays, he can . In future
Games, he plans to .
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9. +++ Ask students to find the words
in column A in the text. Then encourage
them to match these words with their
meanings in column B.
(L.A: to infer meaning from the
context).
Answers: impaired: having a mental
or physical problem; limb: an arm or a
leg; merely: only, simply; missing:
that is not present; shattered: crushed.
AFTER READING
10. +++ In groups, the students reflect on
the text they read and then share the
conclusions they reach with the rest of the
group. At this stage, it would be a good
idea to draw students' attention to the
title of the reading text. Ask them if they
find it correct to refer to a person as a
“thing”, and what the meaning of the
nickname is for them. You may also give
students some additional information
about this very remarkable athlete.
(L.A: to discuss a topic; to reach
conclusions; to accept and respect
everybody's opinions).
Answers: Will vary, according to
students' conclusions. See
Background Information at the end
of the unit.
REFLECTIONS
The purpose of this activity is to help
students reflect on their language process
and to raise their awareness of how they
develop their strategies to become more
effective learners. They should work on
their own but you may help and guide
them when necessary.
Encourage students to keep a record of their
answers in a special section of their
notebooks. The students read the questions
and identify:
a. If they expressed their ideas in a
respectful way.
b. If they showed respect and support for
everyone's opinions.
Did you know that…
Let students read this section on their own
and share comments in their groups. For
more information on this section see page
7 of the Introduction.
11. ++ With information from the text,
the students complete the summary of
the text about Oscar Pistorius.
(L.A: to summarize information).
Answers: the fastest thing on no legs;
Pretoria, South Africa; 1986; 11 months;
legs; January 2004; University of
Pretoria; athlete; entered a competition;
run 100, 200 and 400 meters; attend the
next Paralympic Games.
12. +++ In groups, the students
exchange information about the topic.
Tell them to use the questions as clues.
(L.A: to exchange information about
the topic of the lesson).__________________________
LANGUAGE FOCUS – The Simple Present- Negative formDo not forget that this section is designed
37
L A N G U A G E F O C U S The Present Simple - Negative form
1. Read these sentences from the text.He does not regard himself as physically impaired.I just don't have any legs.I don't know.
2. What kind of sentences are they? Choose the correct alternative.a. Affirmative b. Negative c. Interrogative
3. Complete the general rule.
To form the _________ form of the _______ tense, we use _______ or
_______ + ______ and the infinitive of the _______ without _______.
THE WORLD OF SPORTS 81
13. In your notebook, write the answers in exercise 12 in the negative form.
14. Listen and repeat. Pay special attention to the pronunciation ofthe negative auxiliary.
He doesn't regard himself as impaired.He doesn't have any legs.He doesn't imagine life with legs.
15.Create a poster to advertize the Paralympic Games in Chile.
a. Think about what you now know about the Paralympic Games andParalympic athletes in Chile: date and place of games, name ofmain competitors, disciplines, etc.
b. If it is necessary, search the Internet or look for information inmagazines or newspapers.
c. Before you put the poster together, agree on the message youwant to communicate about the Paralympic Games.
d. Organize the information you have and create a poster that reallyworks.
e. Display your poster in the class.
16. Look at the symbol of the Beijing Paralympics.
Your task is to design a new international Paralympic logo. You willneed to think about:a. what ideas and values your logo represents;b. what colours and symbols you will use.Good luck!
FL
Did you know that …the logo of the ParalympicGames in Beijing 2008 isa stylised figure of anathlete in motion, implyingthe tremendous efforts adisabled person has tomake in sports and indaily life? The emblemincorporates Chinesesymbolism, calligraphyand the Paralympic spirit.It also reflects theintegration of heart, bodyand spirit. The threecolors represent the sun(red), the sky (blue) andthe earth (green).
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to promote students' independent
learning, so help, guide and check, but
don't take an active part.
1. The students revise the sentences from
the text.
2. After revising the examples, they
choose an answer for the question.
Answers: b.
3. Now the students complete the general
rule.
Answers: To form the negative form
of the Present tense, we use do or
does + not and the infinitive of the
verb without s.__________________________
13. ++ Encourage students to apply
what they learnt in the Language Focus
to write the answers to in exercise 12 in
the negative form in their notebooks.
(L.A: to apply a new language structure).
Answers: a. I don’t know any famous
paralympic athlete. b. He doesn’t use a
wheel chair. c. He is not Chilean. d. He
doesn’t play tennis. e. I don‘t know
any details of his/her life.
14. + First the students only listen.
Then, they listen and repeat paying
special attention to the pronunciation
38
of the negative auxiliary.
(L.A: to imitate a model of
pronunciation, accentuation and
intonation).
15. +++ Encourage students to create
a poster to advertise the Paralympic
Games in Chile. You can assign this
exercise as homework or treat it as a
mini-project.
a. Tell them to think about everything
they know of the Paralympic Games
and paralympic athletes in Chile.
b. Make them search the Internet or
look for information in newspapers
and magazines.
c. In groups, the students put the
information together. Encourage them
to create a poster that really works.
d. Put special emphasis on the message
the students want to transmit.
e. Allow students to share their work
and display their posters in a visible
area of the classroom or the school.
(L.A: to relate topic of the lesson to
students' own reality).
Did you know that…
Let students read this section on their own
and share comments in their groups. For
more information on this section see page
7 of the Introduction.
16. Invite fast learners to look at the
symbol of the Beijing Paralympics
carefully. Tell them that their task is to
design a new logo for the Paralympic
movement. Invite them to share their
work with their classmates. You may
display their work in the classroom.
(L.A: to consolidate vocabulary and
grammar, relating content and own
reality).
Answers: Will vary.
FL
EPISODE 3: WHERE ARE THE PLAYERS?
EPISODE 3: WHERE ARE THE PLAYERS?
Kelly, M
att and
the Time Machine
Kelly, M
att and
the Time Machine
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Kelly, Matt and the Time
Machine
Help students identify the connection
between the topic of the unit and the
episode. Read the title of the episode and
the introductory paragraph with them to
make sure they understand the setting of
the children's adventures. Motivate
students to read the story on their own
and help them only if they ask you to.
Encourage fast learners to summarize the
story, and allow Spanish if necessary.
Notes
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Notes
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1. Read the text and identify:a. He came close to winning Wimbledon in 2000,
but didn't reach the final.b. The origin of the score system in tennis.c. A great male tennis player.d. The woman that won more titles at Wimbledon.e. The kind of court where this tournament is played.
2. Read the text again. Match the phrases in columns A and B.
Tennis started in France nearly 1,000 years ago. The
game was originally played in the courtyards of royal
palaces, using the walls (like squash) instead of a net.
The score system (15, 30, 40) is probably based on the
four quarters of a clock face.
One of the most important tennis tournaments is
Wimbledon. It is the only Grand Slam tournament which is
played on grass. Open tennis started at Wimbledon in 1968. It means that
amateurs and professionals can play in the Championships. In
2000, the Russian amateur Vladimir Voltchkov came to the
semi-finals.Pete Sampras is the most successful male player in Wimbledon. He
won the tournament seven times. Even more impressive is
women's champion Martina Navratilova with nine victories.
The prize money for the 2008 Championship was approximately
£ 11 million. Of this, the men's singles champion receives
£ 750,000 and the women's singles champion receives £750,000.
Wimbledon is the only tournament free from sponsorship.
This means that there are no advertisements around
the courts.
ATTITUDES·Appreciation of the role ofsports and physical activities forour health.
·Acceptance and respect fordisabled people.
UNIT 384
SYNTHESISSYNTHESIS TEST YOUR KNOWLEDGETEST YOUR KNOWLEDGEREADING: TENNIS
5 pts
4 pts
LISTENING·To match an oral text with visualclues.
·To discriminate sounds.·To identify speakers.
READING·To predict content from pictures.·To use previous knowledge topredict content.
·To discriminate between correctand incorrect information.
·To infer topic from cognates.
SPEAKING·To ask and answer questions.·To play games.·To talk about personalexperiences.
LANGUAGE·Words that have similar meaning.·Comparative adjectives.·Words related to sports,paralympic sports and outdooractivities.
WRITING·To write a short paragraph abouta favorite sport.
·To use new vocabulary.·To prepare a summary.
Revise the lessons of thisunit. In this unit I learnt …
B
1. £750,0002. 1,000 years ago3. £750,0004. 1968
A
a. When tennis started. b. An important year for the
Wimbledon tournament.c. Money that the women's
champion gets.d. Money that the men's
champion gets.
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SYNTHESIS
Revise the contents of Unit 3 with your
students and help them to analyze and
reflect on which exercises helped them
achieve the learning objectives.
TEST YOUR KNOWLEDGE
Explain to your students that the purpose
of this section is to help them revise
contents and evaluate their performance
in the whole unit. Read the instructions
and make sure all the students
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 – TENNIS1. a. Vladimir Voltchkov. b. The quarters
of a clock face. c. Pete Sampras.
d. Martina Navratilova. e. Grass.
2. a. - 2. b. - 4. c. - 3. d. - 1.
LANGUAGE
THE WORLD OF SPORTS 85
Check your progress in this unitmarking the box that is true for you.
SELF-EVALUATIONSELF-EVALUATION
I can relate the topic with myprevious knowledge.
I understand the general meaning ofthe texts.I can predict the content of a textfrom cognates.
I can identify specific information ina text.
I can use my previous knowledge tounderstand the texts.I can use new vocabulary.
I find exercises easy.
I can understand instructions.
Did I like to work in a group?Was the topic interesting?
Did I support my partners?
I can talk and write about sports.I can role-play dialogues.
I understand the teacher.
I understand the oral texts.I recognize participants in aconversation.
LISTENING: THE MOST POPULAR SPORT
5. Write comparisons using the adjectives in the box.
a. Football - golf ____________________________________________b. Oscar Pistorious - other athletes____________________________________________c. Parachuting - cycling____________________________________________d. Water rafting - an amusement park____________________________________________
3. Listen to the recording and fill in the blanks inthe following sentences.
a. __________ is the most __________ in the world.
b. Each __________ tries to control the __________.
c. The __________ is to ________________________.
4. Circle the parts of the body that are used whenplaying this sport.
6 pts
5 pts
4 pts
ORAL EXPRESSION
5 pts
3 pts
arms fingers ear elbow eyes feet
chest hand head knee legs nose thigh
fast slow exciting cold big small easy
old young interesting dangerous difficult
listening
language
speaking / writing
project / group work
reading
0 - 14Keep trying
115 - 21
Review!
22 - 27
Well done!
28- 32
Excellent!
total score
32 pts
6. Rewrite these sentences in the negative form.a. My friends and I like sports.____________________________________________b. Susan plays hockey every week.____________________________________________c. My father reads the newspaper in the morning.____________________________________________
Help!Great! Not too bad
7. Give a short description of your favorite sport.
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LISTENING – THE MOST POPULAR SPORT
3. a. Football, popular sport. b. player,
ball. c. aim, score a goal.
4. chest; feet; head; legs, thighs
5. Will vary.
LANGUAGE
6. a. My friends and I don't like sports.
b. Susan doesn't play hockey every
week. c. My father doesn't read the
newspaper in the morning.
SELF-EVALUATION
The purpose of this section is to allow
students to reflect on their strengths and
weaknesses. Make sure all the students
understand what they are expected to do
and give enough time to answer the
questions. Encourage students to give
honest answers and show interest in their
results.
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READING - ANCIENT GREEK GAMESOral practice
Friend: Hi, Dan. What did you do last Saturday?
Dan: I took part in the athletic competition.
Friend: Really? Did you win a prize?
Dan: I was the winner in the long jump competition. I got
a gold medal!
READING - ANCIENT GREEK GAMESPronunciation
Listen and practice. Notice the pronunciation of the endings of
the verbs
Invited - competed - visited.
Jumped - liked - watched.
Played - happened - raised.
LISTENING - THE FIRST MARATHONTeacher: So, boys and girls, who wants to run the city
marathon?
Girl: I do!
Boy: I do, too!
Teacher: And you, Matt?
Matt: Sure! I am training really hard. Who was the first
marathon runner?
Teacher: He was a Greek man called Pheiddipides. He was a
messenger.
Matt: Really?
Teacher: In 490 BC, Persia was a huge empire, and it wanted
to capture Athens, in Greece.
Matt: What happened?
Teacher: When the Persian army arrived at the Plain of
Marathon, the Greek soldiers were waiting at the top
of a hill. The Greeks sent a messenger, Pheidippides,
from Marathon to Sparta to get help. He ran for two
days over the mountains, but the Spartans did not
want to fight, so he returned to Marathon.
Matt: What happened to the Greeks?
Teacher: They attacked the Persian army.
Matt: And what happened?
Teacher: Pheidippides had another job. Now he ran 40
kilometres to Athens to tell them that the Persians
were coming. When he arrived, very tired, he told
the news and then he died.
Matt: Poor him!
Teacher: In 1896, another Greek runner won the first
marathon race of the modern Olympic Games. His
name was Spiridon Louis and, like Pheidippides a
long time before, he was also a postman!
LISTENING - THE FIRST MARATHONOral practice
Girl: Who was the first marathon runner?
Boy: A man called Pheidippides.
Girl: Where was he from?
Boy: From Greece, from a city called Marathon.
Girl: What made him and his city so famous?
Boy: He ran and ran to try and save his people.
READING - STICKS AND BALLSOral practice
Girl: What's your favorite sport?
Boy: Football.
Girl: And your favorite team?
Boy: It's Colo-Colo
Girl: Who's your favorite sportsperson?
Boy: I like Matias Fernandez
Girl: Why?
Boy: Because he plays very well and he is also very nice.
Girl: Which sports do you practice?
Boy: I play volleyball at school.
Girl: How often do you play?
Boy: Twice a week.
READING - STICKS AND BALLSPronunciation
Listen and repeat. Notice the ending in the following words.
better - quieter - calmer - shorter - taller - nicer - slower - faster
LISTENING - AN EXTREME EXPERIENCEKelly: So, Andy, have you ever practiced an extreme sport?
Andy: Oh, yes!
Kelly: Please, tell us about it.
Andy: Well, this was more amazing and scary than the
school diving team!
Kelly: Why was it so scary?
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TRANSCRIPTS
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Andy: To begin with, there was no pool at the bottom. I
just closed my eyes and jumped. When I opened
them again, I saw the ground getting closer and
closer. I could hear and feel the wind around me.
Then, I pulled the cord and, suddenly, I was calm
again... and I was floating towards the ground.
Kelly: And you, Dan? Have you had any extreme sports
experiences?
Dan: Never, but every time I get on my bike, it's a new
experience. I love to feel the cool breeze on my face, I
can see the beautiful landscape, smell the flowers,
and be in contact with nature. It is nicer and more
relaxing than when you are inside a car!
Kelly: Of course it is! What do you think Ann? Do you like
extreme sports?
Ann: I hate them!
Kelly: Oh! Tell us about your experience
Ann: You know I can't swim, so at first I was really scared,
and then I began to go up and down. A roller coaster
at an amusement park is more exciting!
LISTENING - AN EXTREME EXPERIENCEOral practice
A: Hi, guys! Do you want to see my photos?
B: Sure!
A: I went to the south. It was amazing!
C: Groovy! Did you do water rafting?
A: I sure did. Our country has fantastic places to do that.
LISTENING - AN EXTREME EXPERIENCEPronunciation
First only listen. Then listen and repeat the tongue twister. Note
the difference in the vowel sound.
The batter with the butter is the batter that is better.
READING - THE PARALYMPIC WORLDOral practice
A: Do you know any famous paralympic athletes?
B: Sure. Robinson Mendez, for example.
A: What kind of disability does he have?
B: He can't walk. He uses a wheelchair.
A: What nationality is he?
B: He is Chilean.
A: In what discipline does he stand out?
B: He plays tennis, and he is the best paralympic tennis
player in Latin America.
READING - THE PARALYMPIC WORLDPronunciation
Listen and repeat. Pay special attention to the pronunciation of
the negative auxiliary.
He doesn't consider himself as impaired.
He doesn't have any legs.
He doesn't imagine life with legs.
TEST YOUR KNOWLEDGE
LISTENING - THE MOST POPULAR SPORTKelly: Dan, what is your favourite sport?
Dan: I like all sports, but I really love swimming.
Kelly: Don't you like football? I think it is the most popular
sport in the world.
Dan: Sure! I like football very much too.
Kelly: What can you tell me about it?
Dan: Well, I know that the game is played mainly with
your feet, but you can also use other parts of your
body, like your thighs, your chest or your head.
Kelly: Can you use your hands?
Dan: No. Goalkeepers are the only players that can use
their hands.
Kelly: What is the aim of the game?
Dan: Each team tries to control the ball. The aim is to score a
goal, and the team that scores more goals wins the match.
LISTENING TEST - FAMOUS ATHLETESBoy: What are you doing, Nicky?
Girl: I'm reading about one of the most important
Olympic athletes.
Boy: Who are you talking about?
Girl: Carl Lewis.
Boy: Why is he so famous?
Girl: He was one of the fastest runners in history and was
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READING - ANCIENT GREEK GAMESExercise 13
Synonym (noun) (NOT: synonymous= adjective)
Watch out for more incorrect language transfers from
Spanish
LISTENING - THE FIRST MARATHONExercise 3
Greece /country – Greek /nationality (NOT: Grecian)
Watch out for more incorrect applications of suffixes.
READING - STICKS AND BALLSExercise 1
Sports: deportes
Sportspeople: deportistas (NOT: sportive/sportist people)
Watch out for more incorrect language transfers from
Spanish.
Language Focus
Good and bad are exceptions to the rule. Better is the
comparative of good (NOT: gooder) and worse is the
comparative of bad.(NOT: bader)
Hot – Hotter; sad – sadder; big – bigger;; fat – fatter
(NOT: hoter; sader; biger; fater)
Rainy – rainier; happy – happier; funny – funnier; cloudy
– cloudier; dirty – dirtier
(NOT: rainyer; happyer; funnyer; cloudyier; dirtyer)
Watch out for more examples of spelling rules.
LISTENING - AN EXTREME EXPERIENCEDangerous – more dangerous (NOT: dangerouser)
Amusing – more amusing (NOT: amusinger)
Watch out for more incorrect applications of a grammar
structure.
READING - THE PARALYMPIC WORLDExercise 3
Athletics (NOT= athletism)
Watch out for more incorrect language transfers from
Spanish
ERROR ALERT!
also very good at the long jump; he played
American football too!
Boy: Did he get any medals?
Girl: Lots of medals! He got nine gold medals and one
silver medal, ten in total.
Boy: Have you heard about Kelly Holmes?
Girl: Who is she?
Boy: Well, she was a very important Olympic athlete too.
Girl: Where is she from?
Boy: The United Kingdom. She was very good at running
and has a blue belt in judo. She also played
volleyball!
Boy: Did she get any medals?
Girl: She got three Olympic medals! Two gold medals
and one bronze medal.
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1 GETTING READY - OLYMPIC SPORTS
The Olympic sports comprise all the sports contested in the
Summer and Winter Olympic Games. The current Olympic
program consists of 35 sports with 53 disciplines and more than
400 events. The Summer Olympics include 28 sports with 38
disciplines, and the Winter Olympics include 7 sports with 15
disciplines.
The International Olympic Committee (IOC) establishes a
hierarchy of sports, disciplines and events. A sport or discipline
is included in the Olympic program if the IOC determines that it
is widely practiced around the world, that is, the number of
countries that compete in a given sport is the indicator of the
sport's prevalence. The IOC's requirements reflect participation
in the Olympic Games as well. To be able to be competed at the
Olympics, for instance, an event must be practiced in at least 50
and 35 countries, on three continents, by men and women,
respectively.
Summer sports: aquatics, archery, athletics, badminton,
baseball, basketball, boxing , canoeing / kayaking , cycling,
equestrian, fencing, football, gymnastics, handball, hockey,
judo, modern pentathlon, rowing, sailing, shooting, softball
table tennis, taekwondo, tennis, triathlon, volleyball,
weightlifting, wrestling.
Winter sports: biathlon, bobsleigh, curling, ice hockey, luge,
skating, skiing.
RECOGNIZED SPORTS:
Climbing, bridge, golf, roller skating, surfing and others have been
demonstrated at the Winter Olympic Games for several years, have
never been included on the official Olympic program, but are
recognized by the International Olympic Committee (IOC).
The International Sports Federations (IFs) that administer these
sports must ensure that their statutes, practice and activities
conform with the Olympic Charter.http://www.olympic.org/uk/sports/index_uk.asp
2 READING - ANCIENT GREEEK GAMES
Once every four years, men from all over Greece came to
compete in a great athletic festival in Elis, in western Greece
(women were not allowed to compete). This was called the
Olympic games because the place was called Olympia. It was a
religious festival to honor the Greek gods Zeus and Hera. We
don't know when men first began celebrating the Olympic
Games, but they were certainly already doing it in the time of
Homer, by 776 BC. And they were celebrated from then on,
every four years without fail, until people converted to
Christianity and the Roman Emperor Theodosius banned the
games in 393 AD. The games were so regular that people used
them to date by. They would say, I was born in the second year
of the twenty-fourth Olympiad (starting from 776 BC). When it
was time for the games, the rulers of Elis sent out messengers
all over Greece and to the Greek colonies around the Black Sea
and the Mediterranean. They declared a truce throughout the
Greek world for a month. No matter who you had a war with,
you had to stop the war and let their athletes and performers
go through your city-state safely to get to the Olympic Games.
Each city-state paid for a few athletes from their city to travel to
Elis. Only men who were pretty rich could be in the Games, so
they could afford to take so long off work, and also pay a
trainer.http://www.historyforkids.org/learn/greeks/games/olympics.htm
3 LISTENING - THE FIRST MARATHON
The first two decades of the fifth century BC marked one of the
great turning points in world history. These were the years of
the Persian and Greek wars. In 546 BC the powerful Persian
Empire extended from Asia to Egypt to what is now Turkey. This
great empire built the first Suez Canal, which linked the
Mediterranean Sea with the Red Sea.
on the other hand, Greece consisted of a scattering of
independent city-states called poleis (polis). These early city-
states spawned the democratic ideas that have persisted into
modern times. Athens eventually became the largest and most
prosperous polis. Another Greek polis, Sparta, was not so
democratic. They kept their kings and maintained a
conservative, regimented society built around military training
and the art of war.
The Persian/Greek War
Over the years the Persian Empire expanded to the Mediterrean Sea.
In the process some Greek settlements were conquered. By the year
490 BC, the Persian Army was ready to expand their territory and
move into Europe. They landed a large force just outside of Athens,
on the plains of Marathon, and prepared for attack.
BACKGROUND INFORMATION
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The Role of Pheidippides
The Athenians, vastly outnumbered, desperately needed the
help of Sparta's military base to help fend off the attack. Time
was short, so the Athenian generals send Pheidippides (or
Philippides), a professional runner, to Sparta to ask for help.
Sparta agreed to help but said they would not take the field
until the moon was full, due to religious laws. This would leave
the Athenians alone to fight the Persian Army. Pheidippides ran
back to Athens (another 140 miles!) with the disappointing news.
Immediately, the small Athenian Army (including Pheidippedes)
marched to the plains of Marathon to prepare for battle.
The Battle of Marathon
The Athenian Army was outnumbered 4 to 1 but they launched
a surprise offensive thrust which at the time appeared suicidal.
But by day's end, 6400 Persian bodies lay dead on the field
while only 192 Athenians had been killed. The surviving
Persians fled to sea and headed south to Athens where they
hoped to attack the city before the Greek Army could re-
assemble there.
Pheidippides was again called upon to run to Athens (26 miles
away) to carry the news of the victory and the warning about
the approaching Persian ships. Despite his fatigue after his
recent run to Sparta and back and having fought all morning in
heavy armor, Pheidippides rose to the challenge. Pushing
himself past normal limits of human endurance, he reached
Athens in perhaps 3 hours, delivered his message and then died
shortly thereafter from exhaustion.
Sparta and the other Greek polies eventually came to the aid of
Athens and in the end they were able to turn back the Persian
attempt to conquer Greece.
4 READING - STICKS AND BALLS
Exercise 3
Cricket has been an established team sport for hundreds of
years and is thought to be the second most popular sport in the
world, after football (soccer). More than 100 countries are
affiliated to the International Cricket Council, cricket's
international governing body. The sport's modern form
originated in England, and is most popular in the present and
former members of the Commonwealth. In many countries
including Bangladesh, India, Pakistan, Sri Lanka and the
English-speaking countries of the Caribbean, cricket is the most
popular sport. In Australia, while other sports are more popular
in particular areas, cricket has been described as the "national
sport" and has had a role in forming the national identity. It is
also a major sport in England, New Zealand, South Africa and
Zimbabwe. Many countries also have well-established amateur
club competitions, including the Netherlands, Kenya, Nepal and
Argentina.
5 LISTENING - AN EXTREME EXPERIENCE
Exercise 1
Extreme Sports are non-traditional sports and activities that
require participants to combine athletic skill with pronounced
risk. It is difficult to determine exactly when the term extreme
sports came to refer to certain modern sports, but many believe
it can be traced to the early 1970s, when rock climbing and
marathon running-then considered extreme-gained popularity.
Several reasons have been cited for the growth of extreme
sports since that time. Extreme sports may have gained
popularity in the late 20th century as a reaction to the
increased safety of modern life. Lacking a feeling of danger in
their everyday activities, people may have felt compelled to
seek out danger or risk. Another reason for increased
participation in extreme sports is enhanced sports technology.
For example, the invention of sticky rubber-soled climbing
shoes and artificial climbing walls broadened the appeal of rock
climbing. And advances in ski design allowed more skiers to
attempt extreme feats previously thought impossible.
Definition of Extreme Sports
The definition of extreme sports is not very clear. Generally
speaking, extreme sports are activities that are associated with
an adrenaline rush that is felt by the participant. These
activities are often dangerous and any mistake could result in
injury or even death. Extreme sports are usually done by
individuals rather than teams. During the 1970's and 1980's,
the term "extreme sports" was almost exclusively used for
sports that had high risks involved and often resulted in death.
The history of extreme sports is a very interesting topic and
shows how it developed into the huge craze that it is. Today,
however, extreme sports also include activities that give a
feeling of an adrenaline rush not necessarily putting the
participant's life in danger.
Examples of Extreme Sports
Extreme sports cover a vast assortment of activities. A few of
the more common types include; mountain biking, climbing
and drag racing. Other kinds of extreme sports have developed
from a familiar activity. For example, skiing is a common sport.
More aggressive versions of skiing, such as barefoot skiing and
extreme skiing, have developed over the years.http://www.catalogs.com/info/outdoor/what-are-extreme-sports.html
6 READING - THE PARALYMPIC WORLD
Exercise 1
The International Paralympic Committee (IPC) is the
international governing body of sports for athletes with a
disability. It supervises and coordinates the Paralympic Summer
and Winter Games and other multi-disability competitions, of
which the most important are World and Regional
Championships. The IPC also supports the recruitment and
development of athletes at a local, national and international
level across all performance levels.
What are the Paralympic Games?
The Paralympic Games take place once every four years, and are
held immediately after the Olympic Games in the same
locations, using the same facilities. The Paralympic Winter
Games are held two years after each summer Paralympic Games
- again in the same venue and using the same facilities as the
equivalent Olympic Games.
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2. What do they like doing?
Paul likes _____________________. Sue likes _____________________.
Tim _____________________. Lee _____________________.
Liz _____________________. Jane _____________________.
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COMPLEMENTARY ACTIVITIES
1. Choose a word from the box to complete the sentences.
a. In this competition athletes had to take part in five events. It is called the _____________________ .
b. Before the competition athletes had to swear an oath in front of a statue of the god ____________ .
c. The _____________________ was the place where the horse and chariot races took place.
d. On the fourth day a very violent competition called _____________________ wrestling happened.
e. The special race where athletes ran and wore armour was called the _________________________
_______________________________________________________________________________________
pentathlon pankration Zeus hippodrome hoplitodromus
Paul Sue Tim Lee Liz Jane
LESSON 1: ANCIENT GREEK GAMES
LESSON 2: THE FIRST MARATHON
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3. Guess the sport! Use the pictures as clues.
a. For this sport you need a cap, some goggles and a swimsuit.
b. To play this game you need a ball, a racquet and special shoes.
c. For this activity you need a wetsuit and a large board.
d. For this game you need a helmet, a special stick and some skates.
e. All you need for this activity is a pair of trainers and a tracksuit.
f. To do this you need a helmet and some pads for your knees andelbows.
4. Here there are four different sports and below there are twelve different things. Which three things doyou need for each sport?
CLIMBING SKIING SURFING TABLE TENNIS
paddles
board
ski boots
helmet
rope
ball
skis
harness
wetsuit
sunscreen
poles
net
LESSON 3: STICKS AND BALLS
LESSON 4: AN EXTREME EXPERIENCE
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5. Try this Olympic puzzle!
Across
1. A team sport with five players per team. (10)
5. An event where athletes try to jump the highest. (8)
7. A racquet sport. (6)
9. First place in the Olympics. (4)
10. Third place in the Olympics. (6)
12. Swimming pool event. (6)
13. A very long running race. (8)
14. A race where runners jump an obstacle. (7)
Down
1. An event where athletes fight with gloves. (6)
2. Second place in the Olympics. (6)
3. An event where athletes swim, run, and cycle. (9)
4. City of 2004 Summer Olympics. (6)
6. A team sport with eleven players per team. (6)
8. City of 2000 Summer Olympics. (6)
11. Fastest time ever. (6)
LESSON 5: THE PARALYMPIC WORLD
1 2 3 4
5
6
7 8
9
10 11
12
13
14
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READING: THE MODERN OLYMPIC GAMES
1. Read the text and choose the best answer.
a. In the 1896 Games the competitors didn't include any i. women. ii. Americans. iii. non-professional athletes.
b. How often do the Olympics take place? i. Every six years ii. Every four years iii. Every three years
c. The summer Olympics were held in 2004 in i. Athens ii. Sydney iii. Atlanta
d. Which two countries won a lot of medals at the Olympics even though their populations are notvery big? i. Russia and Brazil ii. South Africa and Pakistan iii. Australia and Cuba
2. Read the text again and answer these questions.
a. When did the famous sport event begin again in modern times?
__________________________________________________________________________________.
b. Who was the organizer of the modern version of the Olympic Games?
__________________________________________________________________________________.
c. How many competitors took part in the first version of the Modern Olympic Games?
__________________________________________________________________________________.
d. Mention four disciplines included in the first Modern Olympic Games.
__________________________________________________________________________________.
e. In what year did the Games return to their place of origin?
__________________________________________________________________________________.
EXTRA TEST
On 6 April 1896 one of the world's most famous
sporting events returned to Athens, Greece: the
Olympic Games. A Frenchman, Pierre de Coubertin, was responsible for
organizing the return of the Olympics in the 1890s. The
1896 Games in Athens involved 280 participants from
thirteen different countries. There were 43 different
events including athletics, swimming, gymnastics,
cycling, wrestling, fencing, shooting and tennis.
However, the 1896 Games were very different from the
Olympics of today: there were no female competitors,
winners received silver instead of gold medals, and the
participants included a few tourists who were in
Athens at the time and were allowed to compete.
The 1896 Games included what is possibly the most
famous event in the modern Olympics: the marathon.
In much more recent times, the Olympics returned to
Athens in August 2004. There were record numbers of
participating countries (201) and events (301).
Just as in 1896, American athletes performed very
strongly: the US won more medals than any other
country. China came second in the medals table, and
Russia third. Two countries with relatively small
populations also showed their sporting ability:
Australia (20 million) came fourth in the medals table,
and Cuba (11 million) finished in the eleventh position.
Source: www.insideout.net.
4 pts
5 pts
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LISTENING
3. Listen and answer. What kind of text is it?
a. An interview.b. A conversation.c. A piece of news.
4. Listen to the recording. Write CL for Carl Lewis or KH for Kelly Holmes.
a. _____ : very good at long jump.
b. _____ : blue belt in judo.
c. _____ : plays volleyball.
d. _____ : got nine gold medals.
5. Listen again. Decide if the sentences are true or false.
a. _____ Carl Lewis is the fastest runner in history.
b. _____ Carl Lewis has got nine medals in total.
c. _____ Kelly Holmes is American.
d. _____ Kelly Holmes didn't get a silver medal.
ORAL PRODUCTION
6. Think of a sport that is particular to Chile, and not played in many other places and talk about it. Use these questions as clues.
a. What is it called? b. What are the rules? c. What sort of equipment do you need? d. Why is it popular in Chile?
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1 pts
4 pts
4 pts
8 pts
0 - 5
Keep trying6 - 11
Review!
12 - 19
Well done!
20 - 26
Excellent!
total score
26 pts
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EXTRA TEST
READING1. a. - i.; b. - ii.; c. - i.; d. - iii.
2. a. In 1896; b. A Frenchman, Pierre de Coubertin; c. 280
participants; d. Any of these: athletics, swimming, gymnastics,
cycling, wrestling, fencing, shooting and tennis; e. In 2004.
LISTENING3. b.
4. a. CL; b. KH; c. KH; d. CL.
5. a. False; b. False; c. False; d. True.
ORAL PRODUCTION
6. Check fluency, pronunciation and correct ideas expressed with
correct sentences.
Answers
COMPLEMENTARY ACTIVITIES
1. a. pentathlon; b. Zeus; c. hippodrome; d. pankration; e.
hoplitodromus
2. a. Paul likes football; b. Sue likes swimming; c. Tim likes
skateboarding; d. Lee likes basketball; e. Liz likes dancing;
f. Jane likes aerobics
3. a. swimming; b. tennis; c. surfing; d. ice-hockey; e.
running; f. American football
4. climbing: rope/ poles/ harness; skiing: ski boots / helmet /
skiis; surfing: board / wetsuit / sunscreen; table - tennis:
net / paddles / ball.
5. Across: 1. basketball; 5. highjump; 7. tennis; 9. gold;
10. bronze; 12. diving; 13. marathon; 14. hurdles.
Down: 1. boxing; 2. silver; 3. triathlon; 4. Athens; 6.
hockey; 8. Sydney; 11. record.
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SUGGESTED YEAR PLANNING
UNIT 4 HOME SWEET HOME
Minimum Obligatory Contents
Topic
The environment and looking after it
Listening Comprehension
Morphosyntactic elements
• Present continuous
• Collocations
• Future Tense
• Express future possibility
Strategies
• To use previous experience and knowledge
of the topic
• To identify key words to get the general
idea.
• To use the context, mimicry and familiar
words to infer the possible meaning of
new words.
• To relate new and old information.
• To discriminate phonemes that can
interfere with comprehension.
• To relate oral and written versions of
words, phrases and sentences.
• To integrate written expression by writing
words in order to consolidate key thematic
vocabulary.
• To integrate oral and written expression
through the use of short phrases and
sentences to show listening
comprehension.
Reading Comprehension
Direct language
Morphosyntactic elements
• Present continuous
• Collocations
• Future Tense
• Express future possibility
Strategies
• To use context and previous knowledge of
the language to predict development of
the text.
• To skim a text to get the general idea.
• To scan the text in order to identify specific
information.
• To relate explicit information to make
simple inferences.
• To use lexical knowledge to infer the
meaning of new words.
• To look up meaning of key words in the
dictionary.
• To integrate written expression to
consolidate key lexical and grammatical
items.
• To integrate the oral and written version of
words and sentences to learn their
pronunciation and spelling.
• To use Spanish to show understanding
when necessary.
Oral Expression
Communicative functions
• To exchange personal information
• To give instructions
Morphosyntactic elements
• Present continuous
• Collocations
• Future Tense
• Express future possibility
Lexical Elements
• 500 high frequency words in oral texts.
Pronunciation
• English phonemes
Strategies
• To regularly use everyday fixed phrases
and sentences in personally relevant
contexts.
• To use high frequency words and the
thematic vocabulary of the level in
personally relevant contexts.
• To use expressions associated with the
communicative functions of the level in
personally relevant contexts.
• To integrate listening as basic input for
interaction.
• To integrate reading as a source of
information to produce oral texts.
• To discriminate, imitate and repeat
phonemes.
• To relate written and spoken version of
sounds to identify and incorporate
pronunciation patterns.
Written Expression
Morphosyntactic elements
• Present continuous
• Collocations
• Future Tense
• Express future possibility
Include punctuation marks such as: period
and capital letters.
Include 300 most frequent words in written
texts.
Strategies
• To imitate models to write own sentences.
• To use connectors to link sentences
coherently.
• To write answers to questions.
• To replace information in model texts with
personal information.
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• Acquisition of
vocabulary related to the
environment and
environmental problems
• The use of the
Imperative form and
Future Tense
• Express suggestions and
future probabilities
• Effective and efficient
use of writing skills as a
means of
communication.
Expected Outcome Time
• 20 class hours for
the main body of
text
• 3 class hours for
evaluation
• 3 class hours for
consolidation and
complementary
activities
• 1 class hour for
cartoon strip
section.
Resources
• Internet articles
and web pages
• A radio
Advertisement
• A survey.
• Radio news.
Attitudes
• To reinforce
positive attitudes
towards the
environment.
• To identify, reflect
and offer solutions
to environmental
problems.
Evaluation
Reflections
• Metacognition
Minitests
• Listening
• Reading
• Language
Synthesis
Test your
Knowledge
• Listening
• Reading
• Language
• Oral expression
Self-evaluation
Reading and
Listening tests
Observation sheets
Rubrics
Learning Abilities
• To predict content from
visual clues.
• To recognize purpose of a
text.
• To discriminate between
facts and opinions.
• To infer meaning of
words from the context.
• To identify purpose and
type of text.
• To relate content and
personal knowledge.
• To predict content from
pictures.
• To distinguish facts and
ideas.
• To write a short
interview.
• To complete a paragraph.
• To use new vocabulary.
• To express opinions.
• To report news and
problems.
• To give instructions.
• To apply a survey.
HOME SWEET HOME
IN THIS UNIT YOU WILL USE
THE FOLLOWING TEXT-TYPES:
Reading
• Article
• Web site
Listening
• Interview
• Radio advertisement
• News report
YOU WILL DEVELOP THESE
ABILITIES
Listening
• To predict content from visual
clues
• To recognize purpose of a text
• To discriminate between facts and
opinions
Reading
• To infer meaning of words from
the context
• To identify purpose and type of
text
• To relate content and personal
knowledge
• To predict content from picture
• To distinguish facts and ideas
Writing
• To write a short interview
• To complete a paragraph
• To use new vocabulary
Speaking
• To express opinions
• To report news and problems
• To give instructions
• To apply a survey
YOU WILL LEARN THE
FOLLOWING LANGUAGE
• The Present Continuous
• The Future Tense
• Obligations
• Words related to the environment
and environmental problems
YOU WILL PAY SPECIAL
ATTENTION TO THESE VALUES:
• Reinforcement of positive
attitudes towards the
environment.
• Identification, reflection and the
offering of solutions to
environmental problems.
UNITUNIT 44UNIT 4
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1. What differences can you find in the pictures?
2. Do they show the same places?
3. With your partner, make a list of the main problems that affect our world and specially our country.
GETTING READY
YOU WILL LEARN THEFOLLOWING LANGUAGE:
·The Present Continuous.·The Future tense.·Can to ask questions.·Words related to the environmentand environmental problems.
·Obligations.
YOU WILL DEVELOP THESE ABILITIES:
YOU WILL PAY SPECIAL
ATTENTION TO THESE VALUES:
·Reinforcement of positive
attitudes towards the
environment.
·Identification, reflection and
possible solutions to
environmental problems.
IN THIS UNIT YOU WILL USETHE FOLLOWING TEXT-TYPES:READING·An article.·A web site.
LISTENING·An interview.·A radioadvertisement.
·A news report.
LISTENING·To predict content from visual clues.·To recognize the purpose of a text.·To discriminate between facts andopinions.
READING·To infer meaning of words from thecontext.
·To identify purpose and type of text.·To relate content and personalknowledge.
·To predict content from pictures.·To distinguish facts and ideas.
SPEAKING·To express opinions.·To report news and problems.·To give instructions.·To do a survey.
WRITING·To write a short interview.·To complete a paragraph.·To use new vocabulary.
HOME SWEET HOMEHOME SWEET HOME
87
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GETTING READY
Introduce the topic of the unit
drawing students' attention to the
pictures. Start a conversation about
environmental problems. Brainstorm
students' ideas about this topic so
that you know how much they know
about it.
1.Make the students find the differences
among the pictures. Allow the use of
Spanish.
2.Ask them to identify the places that
are shown in the pictures.
3.Tell the students to work in pairs and
make a list of problems that they think
are affecting the country. Invite them
to share their reflections with their
classmates.
rainforest
pour
UNIT 488
BEFORE L ISTENING
1. Are the following sentences true or false?
a. Human beings are making rainforests disappear.b. Lots of animal and plant species are dying.c. The world's climate is changing.
2. The pictures illustrate important environmental problems. Can youfind their names in the box?
air pollution acid rain
ocean pollution ozone layer depletion
oil tanker
harm
PICTIONARY
hang
WHAT ARE WE DOING TO OUR PLANET? Lesson 1
3. Which of these problems are affecting your city/area/country?
4. Read what the school reporter, Kelly Hardrock, says.
5. Study the pictures and the words in the Pictionary. Can you predictwhat the text is about?
a b
c d
What is EarthDay? Choose an answer:
a. a day when we celebrateour planet's birthday.
b. a day when we solve theplanet's problems.
c. a day when we reflectabout our planet's
problems.
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BEFORE LISTENING
1. ++ Tell the students to work in
groups and reflect about statements a.
- c. Then, invite some groups to share
their comments with their classmates.
(L.A: to relate the topic and their own
reality).
2. +Tell the students to look at the pictures
that illustrate important environmental
problems and ask them to relate them to
their names in the box.
(L.A: to relate pictures and topic).
Answers: a. air pollution. b. acid rain.
c. ocean pollution. d. ozone layer
depletion.
3. ++ Now, ask the students to answer
the question. Elicit some actions the
students do to take care of our planet.
(L.A: to relate the topic and their own
reality).
Answers: Will vary according to
students' own experiences.
4. +++ To continue with the topic of
the class, ask the students to read what
the school reporter, Kelly Hardrock,
says. Elicit students' ideas about Earth
Day and write them on the board.
You may need some additional
information on this topic. See
Background information, at the end
of the unit.
(L.A: to predict content from the
context).
5. +++ Before playing the recording,
tell the students to look at the pictures
and the words in the Pictionary. Make
sure they understand the meaning of
the words and invite them to make
predictions about the topic of the text.
(L.A: to predict content from visual
clues).
PICTIONARY
tanker: barco petrolero
pour: derramar
harm: dañar
hang: colgar
rainforest: selva tropical
LISTENING
6. + Play the recording. Tell the
students to listen and check their
predictions about Earth Day.
(L.A: to validate predictions).
Answers: c.
7. ++ Ask the students to identify the
kind of text they listened to.
(L.A: to identify type of text).
Answers: c.
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L A N G U A G E F O C U S The Present Continuous
1. Read the sentences from the text. Are they similar or not? Why?…a lot of people are feeling the environment is in real trouble.…human beings are causing much of that trouble.
2. What do you think the sentences refer to? Choose an alternative.a. They refer to events that happened in the past.b. They refer to events that are happening at this time.c. They refer to events that will happen in the future.
3. Complete the following statement.
We use the _______ tense of to be + verb+ _________ to talk about
things that are occurring during a period of time in the present.
HOME SWEET HOME 89
LISTENING
AFTER L ISTENING
6. Listen to the text once and see if you were right.
7. What kind of text did you hear?
a. A conversation b. An interview c. An advertisement
8. Match phrases in column A with phrases in column B.
A BOil tankers over the most important citiesEating fish is participate in Earth Day projectsSmog is hanging dangerous to human healthEverybody can are pouring oil into the oceans
9. Choose the correct alternative to fill in the blanks.
a. Tankers are pouring __________ of gallons of oil into the oceans.
i. hundreds ii. thousands iii. millions
b. The destruction of rainforests is endangering __________ of animals.
i. thousands ii. dozens iii. a lot
c. Each Earth __________ we take care of our planet's problems.
i. week ii. month iii. Day
Did you know that …humans are reducing
some fish species by up
to 10% of their original
population?
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8. ++ The students listen to the text
again and match the phrases in column
A with the phrases in column B.
(L.A: to relate information).
Answers:
Oil tankers are pouring oil into the oceans;
Eating fish is dangerous to human health;
Smog is hanging over the most important
cities; Everybody can participate
Did you know that…
Let students read this section on their own
and share comments in their groups. For
more information on this section see page
7 of the Introduction.
9. +++ Play the recording once more.
The students listen and choose the
correct alternative to fill in the blanks.
(L.A: to identify specific information).
Answers: a. iii. b. i. c. iii.
AFTER LISTENING__________________________
LANGUAGE FOCUS – The PresentContinuousRemember that these activities are
designed to help students revise or
discover by themselves a particular
grammar structure or an interesting item
of vocabulary from the text.
1. Invite students to revise the sentences
from the text.
2. They identify what they refer to.
Answers: b.
3. Encourage students to complete the rule.
We use the Present tense of to be +
verb + ing to talk about things that
are occurring during a period of time in
the present.__________________________
UNIT 490
10. With your partner, follow the pattern below and ask and answerquestions about the text. Then, listen and practice with your own ideas.
a. A: Where is ___________ ___________ (hang) ?
B: ___________ is ___________ over ___________
b. A: What is ___________ (pollute) the ___________?
B: ___________ is ___________ the ___________.
c. A: ___________ are tankers ___________ (do) ?
B: Tankers ___________ ___________.
11. Match the words in column A with words in column B, to form collocations.
A Bglobal disasteracid effectozone warmingoil convertergreen house rainecological layercatalytic spill
12. Listen and repeat.
What are you doing after class?They´re waiting for the next act.The actors are learning their lines.
13. In your group, think about the environment in your city/area. Whatproblems are affecting it most? Use the pattern below to share youropinions. Then, listen and check your ideas.
A: Do you think climate __________ in our area?
B: __________.
A: How is __________ affecting our environment?
B: Temperatures are __________.
A: Can you mention some consequences of __________?
B: Glaciers are __________, rainfall is __________ and there aremore __________.
14. Translate the collocations in exercise 11 into Spanish and add moreto the list.FL
REFLECTIONSWhat problems did I have toexchange information with myclassmates?
How much did I connect thetopic to my everyday life?
American English: Garbage
British English: Rubbish
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13. +++ In groups, the students reflect
about the environment in their
city/area. They identify the problems
that are affecting it and complete the
dialogue with their own ideas.
Encourage some of them to dramatize
the dialogue in front of their classmates.
(L.A: to dramatize a dialogue).
Answers: Will vary according to
students' ideas.
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.
Invite them to reflect and identify:
a. the problems they had to exchange
information with their classmates.
b. how much they connected the topic of
the lesson to their everyday life.
14. Invite fast learners to translate the
collocations in exercise 11 into Spanish
and add more to the list.
(L.A: to identify collocations related to
the topic of the lesson).
FL
10. ++ Ask the students to work in
pairs. Refer them to the Language Focus
and to the text to complete the
questions and answers about
environmental problems. Encourage
students to add their own ideas.
(L.A: to complete and dramatize a
dialogue following a model).
Answers: a. A: Where is smog
hanging?
B: Smog is hanging over the most
important cities.
b. A: What is polluting the water?
B: The oil is polluting the water.
c. A: What are tankers doing ?
B: Tankers are pouring oil into the
oceans.
American v/s British English
Draw students' attention to the different
words used in each variety of English.
Remind them that both the British and the
American versions are correct, but they
should choose one variety and stick to it.
11. + Tell students to read the words in
columns A and B and then make pairs
to form collocations related to
problems that affect our environment.
(L.A: to identify collocations related
to the topic).
Answers: global warming; acid rain;
ozone layer; oil spill; greenhouse effect;
ecological disaster; catalytic converter.
See Error Alert!, at the end of the unit.
12. + First the students listen. Then
they listen and repeat the sentences
paying special attention to the
pronunciation of the contraction.
(L.A: to discriminate accentuation
patterns).
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