76
UNIT 2
AFTER READING
__________________________
LANGUAGE FOCUS - Question Words
Don'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. + 16 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.
11. + 17 Students listen and check the
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).
AFTER READING
LANGUAGE FOCUS 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 ask
questions about place - (______), time - (______), things - (______).
8. Complete each blank with a question word and ask your partner the
questions. 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 the
words.
where when what
who why whose whom
10. Fill in the blanks in these questions.
a. ________ do you ________ for your birthday?
b. ________ do you ________ on holiday?
REFLECTIONS
What new words did I learn? c. ________ do you ________ for tests?
In what instances did I show
initiative?
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. FL Read the text on page 41 and find words to make word maps
with these headings:
PEOPLE PLACES ACTIVITIES
42 UNIT 2
Answers: REFLECTIONS
a. What do you do for your The purpose of this activity is to help
birthday? students reflect on their learning process
b. Where do you go on holiday? and to raise their awareness of how they
c. When do you study for the tests? develop their own learning strategies to
d. What do you do on Sundays? become more effective learners. They
e. What do you wear in summer? 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
questions they completed in exercise
10, and then listen and repeat.
notebooks.
The students read the questions and
(L.A: to imitate a model).
identify:
a. the new words they learnt.
 77

UNIT 2
MINI - TEST
LISTENING
3 pts
1. Listen to the recording in lesson 1 again and cross out the countries that are not mentioned.

Perú Chile USA Canada Australia England

3 pts
MINI - TEST
2. Who said what? Write Tracy or Ari next to each sentence.
a. _______ Everything is made of clay.
The mini-tests provide material to check
b. _______ We walked for about two hours.
c. _______ We took amazing photos.
and revise students’ progress and, at the
2 pts
same time, information to the teacher
3. Why do Tracy and Ari speak in English?
about any points that the majority of the
READING
3 pts
students may have problems with. Make
4. Read the text in lesson 2 and match numbers and words.
72 24 200 sure they understand what they are
people hours kilometers expected to do and then give them time to
5. Read the text and say why these sentences are false. 3 pts answer individually.
a. La Tirana is in the Atacama region. Answers
b. People dance and sing during the day.
c. The most important event of the festival is a mass. LISTENING 13
LANGUAGE AND VOCABULARY
6 pts
1. Not mentioned: Peru; Canada; Australia
6. Complete the paragraph with the Past Tense of the verbs in the box.
2. a. Tracy. b. Ari. c. Tracy.
begin celebrate see take travel walk
3. They speak in English because they
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 ________
come from English speaking countries:
a procession. People ________ the religious figures out of the church and ________ with them USA and England.
around the town. READING
7. Complete each question according to the answers. 5 pts
4. 72 - kilometers; 24 - hours; 200 -
a. _________ do you do on Saturdays? I play football with my friends. people.
b. _________ are you going to go on vacation? I’m going to go to the seaside. 5. a. La Tirana is in the Tarapaca region.
c. _________ is your birthday? It’s in June.
b. People dance and sing 24 hours a
d. _________ is your sweater? I left it at school.
e. _________ do you wear a swimsuit? In summer.
day. c. The most important event of
0-7 8 - 14 15 - 19 20 - 25
total the festival is the procession.
score
Keep trying Review! Well done! Excellent! 25 pts
LANGUAGE AND VOCABULARY
WELCOME TO MY COUNTRY 43
6. traveled; celebrated; began; saw; took;
walked.
7. a. What. b. Where. c. When. d. Where.
e. When.
b. the instances in which they showed graphic support. Check and ask the rest
initiative. of the class to copy the maps.
(L.A: to classify key lexical items).
12. ++ Students ask and answer the Possible words to include:
questions in their groups, answering People: saint, princess, Spaniards,
with what is true for them. conquerors, father, priest, pilgrims.
(L.A: to relate content and own Activities: singing, dancing,
reality). procession, festival.
Places: town, Chile, La Tirana,
13. FL +++ Ask fast learners to create Tamarugal, temple, grave.
word maps on the board with the
headings provided. Encourage them to
illustrate different types of connections
between the words and to include
78
UNIT 2
THE PEOPLE OF THE
LAND Lesson 3

BEFORE LISTENING
1. Answer Matt’s questions.
BEFORE LISTENING
Who lived in Chile
before the Spaniards arrived?
1. + Introduce the topic of the lesson What is the meaning of the word
mapuche ?
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 2. Write the names of these original Chilean peoples in the chart,
country and has some questions for according to the place they live / lived.
Aymara Chango Chono Diaguita
them. Make them read Matt's Mapuche Ona Picunche

questions and elicit the meaning of the North of Chile Center of Chile South of Chile
word mapuche. Make notes on the
board but do not check at this point.
(L.A: to predict topic from the context).
PICTIONARY 3. Look up these words in a dictionary.

2. +++ Refer the students to Chilean

hunter sailor
er
farm
4. Relate each indigenous group in the chart above to their
history and tell them to read the names characteristics in the bubbles.
n
rma
of Chilean aborigines. Ask them to fishe
Sailors Hunters Nomads Warriors
write the names in the correct column,
ter
hun
according to the place they lived. Invite Fishermen Shepherds Farmers

some students to come to the board to ad

nom
check the exercise. 5. Kelly and Matt are visiting the Magallanes Regional Museum in Punta
(L.A: to connect content with previous r
Arenas. As they walk along the corridors, a guide answers their
sailo questions. Make a list of English words that sound similar in Spanish
knowledge). that you think you will hear. Example: region, south, etc.

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.
UNIT 2
44
PICTIONARY Nomads: onas, changos, chonos;
farmers: granjeros Warriors: mapuches;
fishermen: pescadores Fishermen: changos, chonos;
hunters: cazadores Farmers: mapuches, aymaras, diaguitas.
nomads: nómades nomads = nómades; warriors =
sailors: marineros/navegantes guerreros; ritual = ritual; mask =
máscara; canoe = canoa; fishermen =
4. ++ Students associate the pescadores; shepherds = pastores;
indigenous groups in exercise 2 with farmers = granjeros.
the characteristics in exercise 3.
(L.A: to relate content to previous 5. + Encourage students to make a list of
knowledge). cognates they think will appear in the
Answers: text. Do not check answers at this point.
Sailors: changos, chonos, onas; (L.A: to make predictions from context).
Hunters: mapuches, onas; Answers: Will vary.
 79

UNIT 2
LISTENING

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: 9. ++ Read the statements with the
Did you know that …
class; then the students listen to the
b. north region
a. central
Captain Fitz Roy called recording again and identify the words
region Aysén the area of the
south of Chile because it that are not mentioned.
c. south regi is the place where the “ice
on
ends”?
(L.A: to discriminate between correct
and incorrect information).
8. Listen again and answer the question.
How many ethnic groups are mentioned in the text? Answers: Not mentioned: a. persons.
b. region. c. fishermen. d. boats, south.
9. Listen to the recording again and cross out the words that you do
not hear. e. swords. f. faces, listened to music.
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.
10. ++ Make the students read the
e. They used swords / harpoons for hunting. sentences and decide which are false.
f. They wore masks, painted their bodies / faces and danced / listened
to music. Play the recording again for them to
10. Listen again and identify the incorrect information.
check their answers. Check orally. First
a. All the groups lived in the same area. students only indicate which
b. They ate the same food.
c. They were sedentary. statements contain incorrect
d. All of them used the same weapons.
e. They wore masks and painted their bodies in religious ceremonies.
information and then correct it.
(L.A: to identify correct and incorrect
AFTER LISTENING information).
11.Look for information about one important ethnic group in Chile and
complete this diagram.
Answers: a. False. b. True. c. False.
Location d. True. e. True.
Incorrect: a. They lived in the
Food
Name Araucanía, Bío Bío and the Lakes
Ceremonies
and traditions
regions. c. They were not sedentary,
they were nomads.
Language

WELCOME TO MY COUNTRY 45
AFTER LISTENING

11. +++ Form groups of three or four

LISTENING
6. + 18 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.
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).
80
UNIT 2
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. + 19 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 the
Simple Past Tense
Remember 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. +++ 20 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).
Did you know that …
the name of Tierra del
Fuego comes from the
bonfires that the first
European explorers
observed from their ship
s?
REFLECTIONS
Did I have difficulties to
understand the text?
Did I need the teacher’s
assistance?
UNIT 2
46
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. FL ++ Fast learners work in pairs,
asking and answering the questions
in exercise 14.
(L.A: to role-play a dialogue).
12.Use the information in your diagram to complete and then act out
the 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”.
LANGUAGE FOCUS 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 __________.
14. Use the following clues to write questions in the Past Tense.
Listen, check and then repeat the questions.
YES NO
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. FL In pairs, ask and answer the questions in exercise 14. Choose two
of the questions and answers and share them with your classmates.
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.
 81

UNIT 2
FROM CHILE TO THE
WORLD Lesson 4

BEFORE READING
1. Matt wants to know more about Chile. In pairs, read and answer his
questions.
3. ++ Read Matt's questions on page
Who are the people in
48 aloud. Help students to understand
the pictures? them, clarifying the meaning of the
What do they have in
common? 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.
PICTIONARY (L.A: to understand key words).
er Is
land Answers: a. stimulate. b. do.
East
2. Can you relate each person to one of these areas? c. future. d. arrangement.
Music Literature Painting
mus
ician See Cultural Background Information
3. Look at the pictures in the text on page 48 and answer Matt’s questions. at the end of the unit.
prize
4. Find these words in the text. Match them with a synonym from the box.
a. encourage b. perform PICTIONARY
c. upcoming d. engagement ist
solo prize: premio
future arrangement stimulate do winner: ganador
er
winn Easter Island: Isla de Pascua
WELCOME TO MY COUNTRY
musician: músico
47
soloist: solista

BEFORE READING 2. + Ask the students to answer the

question in pairs. Make a chart on the
board to check answers.
1. + Draw students' attention to Matt's
(L.A: to relate content and previous
questions in the bubble. Elicit their
knowledge).
answers and make notes on the board.
Answers: Music: Claudio Arrau,
(L.A: to relate content and previous
Cristina Gallardo Domas, Roberto
knowledge).
Bravo, Verónica Villarroel; Literature:
Answers: Claudio Arrau; Gabriela
Gabriela Mistral, Nicanor Parra;
Mistral; Cristina Gallardo-Domas;
Painting: Lily Garafulic, Roberto
Nicanor Parra; Lily Garafulic; Roberto
Matta.
Bravo; Roberto Matta; Verónica
Villarroel. They are all famous Chilean
artists.
82
UNIT 2

Search Favorites
Go Links
Back
page=13
axonomy/term/72?
classicalmusic.org/t
tes Tools Help
Edit Favori
View//ww w.ch icago
Address http:

READING MAHANI TEAVE

Her father is a
of Easter Island (Chile).
Mahani Teave is a native
5. + The students read quickly through native and her mother
is Americ an. She
me
beg
t
an
the
her
Chi
studies in the
lean pianist
. In 1992, she
the text just to check their answers in island with Erica Putney her to study in Valdivia, where
o enc our age d
Roberto Bravo wh 1 and became
exercise 3. or’s degree in Music in 200
she obtained her Bachel
l musici an.
the island’s first classica
(L.A: to validate predictions).
udio Arrau International
Answers: The girl in the photo is the first prize in the Cla
In 1999, Ms. Teave won a com petition in Spain. She was
1, she won
Piano Competition. In 200 Institute Competition.
Mahani Teave, the first classical also the first prize winner
in the 2004 Cle veland

musician from Easter Island. she was the winner in the

Corpus Christi
Most recently, in 2006,
n.
International Competitio
6. +The students identify the type of In Chile, she has perform
ed as a soloist with the
country’s main

text they are going to read. orchestras.

the United States,
(L.A: to identify type of text). include solo concerts in
Upcoming engagements
Japan and Antarctica.
Internet

Answers: b. at the Cleveland

Masters of Music degree
Ms. Teave obtained her tinu es her stud ies with Sergei Babayan.
5 and con
Institute of Music in 200
7. ++ The students read the text http://www.chicagoclas
sicalmusic.org/taxonomy
/term/72?page=13

carefully and discriminate between I t et

correct and incorrect information. Who is the girl

in the photo?
(L.A: to identify correct and incorrect In what area
does she
information). stand out?
Answers: a. True. b. False. c. False.
d. True. e. False. Internet

Start
8. +++ Students read the text again
and identify the name of a person who
had a very important role in Mahani's 48 UNIT 2

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 Answers: a. classical. b. Chilean.
Competition c. first. d. international.
2001 Won a prize in Spain
2004 Won a prize in Cleveland REFLECTIONS
2005 Obtained Music degree The purpose of this activity is to help
2006 Studied with Sergei students reflect on their learning process
Babayan and to raise their awareness of how they
develop their own learning strategies to
10. + The students read the text once more become more effective learners. They
and identify a characteristic for each should work on their own but you may
noun. Help them find the words, making help and guide them when necessary.
it clear that in English the characteristics Encourage them to keep a record of their
(or adjectives) are the words that go answers in a special section of their
immediately before the nouns. notebooks.
(L.A: to find key words).
 83

UNIT 2
READING
5. Read the text quickly and check if you had the right information
about Mahani. Remember that the familiar words you can find in the
text 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’s
life. Explain your answer with information from the text.

9. Complete this chart with information from the text.

Year Fact
1992
1999
2001
2004
REFLECTIONS
2005
How much did the exercises
help me to understand the text?
2006
What were the most serious
10.Read the text and find an adjective for each noun. problems I had?

a. ___________ musician c. ___________ prize

b. ___________ pianist d. ___________ competition

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 __________.

WELCOME TO MY COUNTRY 49

The students read the questions and with Erica Putney; 1992; Roberto
analyze: Bravo; Valdivia; 1999; competitions;
a. how much the exercises helped them Japan; the Antarctica; Easter Island's
to understand the text. first classical musician.
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;
84
UNIT 2
__________________________
LANGUAGE FOCUS - Suffixes to indicate
professions
The 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. + 21 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
LANGUAGE FOCUS 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 ___________
American English:
Favorite to verbs and nouns.
British English:
Favourite
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 about
professions. Listen, check and then act it out in front of your
classmates 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. FL Vocabulary game! Close your book and ask your partner
questions about professions.
paints pictures? plays football? sails ships?
looks after people’s teeth?
A: What do you call a person who ________________ ?
B: A(n)____________________
50 UNIT 2
students during speaking activities. It partners about professions.
is better to take notes of the main Play the recording to and the clues.
mistakes and then correct them at the Example:
end of the activity. Ask some pairs to A: What do you call a person who
role-play the dialogue. sails ships?
(L.A: to imitate a model). B: A sailor.
Answers: d. b. a. c. (L.A: to relate content, previous
knowledge and own reality).
15. FL +++ 22 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
 85

UNIT 2
MINI - TEST
LISTENING
4 pts
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 - 0.46
b. 80 - 8 d. 873 - 87.3
6 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.
READING 5 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.
5 pts
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. ____________________

LANGUAGE AND VOCABULARY

5. Complete the questions with the Interrogative form of the Simple Past Tense. 4 pts

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) 3 pts

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 ________________________.
total
0-9 10 - 15 16 - 20 21 - 27
score
Keep trying Review! Well done! Excellent! 27 pts

WELCOME TO MY COUNTRY 51

Answers e. She continues her studies with

MINI - TEST
18 Serguei Babayan.
LISTENING 4. a. Easter Island. b. American.
The mini - tests provide material to check
1. a. 700,000. b. 8. c. 4.6. d. 87.3 c. Roberto Bravo. d. 2005. e. Japan,
and revise students’ progress and, at the
2. c. USA and the Antarctica.
same time, information for the teacher
about any points that the majority of the
READING LANGUAGE AND VOCABULARY
students may have problems with. Make
3. a. Her mother is American. 5. a. did, begin. b. did, do. c. did, obtain.
sure the students understand what they
b. Her father on a native. d. did, win.
are expected to do and then give them
c. She began her studies on the island 6. a. writer. b. actor. c. scientist.
time to answer individually.
with Erica Putney.
d. Upcoming engagements include
the Antarctica.
86
UNIT 2

VISITING THE SOUTH Lesson 5

BEFORE LISTENING
Kelly, Matt and their father are now visiting another beautiful city in the
BEFORE LISTENING south of Chile.

1. Answer the following questions in your group.

1. + Start the lesson telling the students

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?
that Kelly and Matt continue their trip d. How can you travel to and in the south of Chile?
and are now visiting a beautiful city in 2. Look at the pictures and identify the means of transport. The words
the south. Before listening, they below can help you, but you have to unscramble them first.

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 PICTIONARY

pictures and identify the means of arc trca
riant
clebyic
rotmoceycl
nelpa
sub
phsi

e
transport unscrambling the words in bridg

the box. Check orally. Additionally, you 3. Which city do you think they are visiting? How? By car? By train? By
eagle ship?
can make students identify the most
4. Work with your partner and check the meaning of these phrases that
important means of transport in their on y
our
left
look and sound very similar in Spanish.
area / city / town; the most a. market b. local variety c. botanical garden
comfortable; the most useful for them, right d. nature sanctuary e. native species f. typical dish
our
on y
etc.
n
(L.A: to understand key words). swa

Answers: car; cart; bicycle; plane; UNIT 2

52
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).
5. + 23 Tell the students they are
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
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.
 87

UNIT 2
LISTENING

5. Listen to the recording and check the name of the city and the
means of transport you mentioned in exercise 3. Don’t forget to pay
special attention to all familiar words that can help you.

6. Listen to the recording again and number the places in the order
you hear them.

a b
Calle-Calle river Universidad Austral

c d
Bridge Fluvial market

7. Listen again and choose the alternative that best completes each
statement.
a. The speaker is
i. a bus driver. ii. a teacher. iii. a tour guide.
b. In the fluvial market you can see
Did you know that …
i. penguins. ii. seals. iii. sea lions.
Chili is the name of a
c. If you visit the market, you will find ?
traditional Mexican dish
i. toys. ii. restaurants. iii. books.

8. Listen again and find the ingredients for curanto that the speaker
mentions.

c
b
a
d f
e
g i j
h

http://www.southamerica.cl/Chile/Food.htm

WELCOME TO MY COUNTRY 53

Did you know that… in the pictures. Play the recording

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
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.
88
UNIT 2

9. Listen once more and eliminate the items in the boxes that the
speaker does not mention.

A: Means of transport

9. ++ Ask the students to identify the

boat bus kayak plane ship taxi train

B: Adventure sports
items in the boxes that the speaker bungee jumping canopying hiking kayaking
doesn't mention. To make the task easier, rafting skating skiing trekking

you can tell them to tick the items they do AFTER LISTENING

hear first, and then listen again to check

LANGUAGE FOCUS Prepositions of movement
the ones that are not mentioned. After
checking the exercise, start a 1. Read these examples from the text.
It is possible to walk along the river, … and walk around the wonderful
conversation about the adventure sports botanical garden. From above, you will see at the same time three
volcanoes, the Pacific Ocean, and the river.
that they can practice in their area.
(L.A: to identify correct / incorrect 2. What do the words in bold indicate?

information). 3. Read and complete:

Answers:
Not mentioned A: plane, ship, taxi,
train.
Not mentioned B: bungee jumping,
skating, skiing.
AFTER LISTENING
__________________________
LANGUAGE FOCUS - Prepositions of
movement
This section is designed to help students
revise or discover a particular grammar
structure or an interesting item of
vocabulary from the text.
The activities are meant to promote
independent learning, so help, guide and
check, but do not give the answers.
1. Ask the students to 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 …
Benji is another name for
bungee jumping?
10.Look at the pictures and complete the sentences with the correct
preposition.
UNIT 2
54
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.
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.
x x round
along above
around
about
a. The plane is flying __________ the world.
b. The plane is flying __________ the clouds.
c. The people are riding __________ the river.
11. + 24 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).
 89

UNIT 2
11. Listen and repeat. Pay attention to the different initial sounds of
the words.
Dan - than
day - they

14. + FL Encourage fast learners to

did - this
does - thus
doze - those
decipher the code and find out the
12. Complete this dialogue with your partner. Listen, check and name of eight outdoor activities. You
then, role-play it in front of the class.
can also ask them to bring some
A: How can you __________ to Valdivia from this city? pictures illustrating these activities, as
homework for the following class.
B: You can take a or you can go by .
(L.A: to consolidate key words).
A: Can I _________ by ? Answers: a. rappelling. b. parachuting.
c. snowboarding. d. surfing.
B: Sure! But you can’t _________ or _________ .
e. motorcross. f. windsurfing.
g. parapenting. h. luge.
13.Work with your partner. He/she must draw as you give oral
instructions following the examples given in exercise 10. Change roles. See Background Information at the
Examples: REFLECTIONS end of the Unit.
There are ___________ along ____________________ . What did I most enjoy in this
lesson?
There is ___________ at _________________ .
There _________ a _________ around the ___________ .
What can I do to do better in
the next unit? REFLECTIONS
There are _________________. The purpose of this activity is to help
There __________________________. students reflect on their learning process
14. FL Use the image code to find out the names of more outdoor activities.
and to raise their awareness of how they
develop their own learning strategies to
a = e = i = o = u = become more effective learners. They
should work on their own but you may help
a. r pp ll ng e. m t cr ss and guide them when necessary. Encourage
b. p r ch t ng f. w nds rf ng them to keep a record of their answers in a
c. sn wb rd ng g. p r p nt ng special section of their notebooks.
d. s rf ng h. l g
The students read the questions and
reflect about:
WELCOME TO MY COUNTRY 55 a. the aspects of the lesson they found
more useful or interesting.
b. the actions they can take to improve
B: Sure! But you can’t take the train their performance in the future.
12. + 25 Form pairs and ask students to
or a ship.
complete the dialogue using the clues
in the pictures. Play the recording once
for them to check and then again for 13. +++ Students work in pairs giving
them to listen and repeat. Choose and receiving instructions to make a
some pairs of students to act the drawing using the prepositions they
dialogue in front of their classmates. saw in this lesson. Explain how to
(L.A: to imitate a model). follow the examples given. Make sure
Answers: they change roles, so that both
A: How can you go to Valdivia from students in a pair give and receive
this city? instructions. The students check the
B: You can take a bus or you can go exercise by showing the drawings to
by plane. their partners.
A: Can I go by car? (L.A: to exchange information).
90
d
UNIT 2

t an n e
t hi
Ma a c
EPISODE 2:
, LOST!
lly M
Ke Time
Notes e
th

___________________________

___________________________

___________________________

___________________________

___________________________

___________________________

___________________________

___________________________

___________________________

___________________________

___________________________ ‘

___________________________

___________________________

___________________________

___________________________

___________________________
___________________________
___________________________
___________________________
___________________________
___________________________
___________________________
___________________________
___________________________
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.
 91

UNIT 2
Notes

___________________________

___________________________

___________________________

___________________________

___________________________

___________________________

___________________________

___________________________

___________________________

___________________________

___________________________

___________________________

___________________________

___________________________

___________________________

___________________________

___________________________

___________________________

___________________________

___________________________

___________________________

___________________________

___________________________

___________________________
92
UNIT 2
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
SYNTHESIS
In this unit, did I learn...
LISTENING
·to extract specific information
from a text? In which lessons?
·to discriminate between true and
false information? With what
exercises?
·to recognize the sequence of
events? Which words helped me?
READING
·to relate content with previous
knowledge? When?
·to infer meaning of words from
the context? In which text?
·to identify the type of text?
Which was it?
SPEAKING
·to ask and answer questions in
the Past Tense?
WRITING
·to present information in a
graph?
·to elaborate a summary?
LANGUAGE
·to recognize professions?
Which?
·to use the Past Simple Tense?
To do what?
·to use question words? Which?
VALUES
·to appreciate our culture and
traditions? With what texts?
58 UNIT 2
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 – VALPARAÍSO
1. 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.
TEST YOUR KNOWLEDGE
R E A D I N G : VA L PA R A Í S O
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.
and shops where people
There are also many old book stores
buy antiq ues, typic al prod ucts and souvenirs.
can
harbo r, you can see lots of beautiful sea birds
If you go to the
and also pigeo ns.
such as pelicans and seagulls,
summ er, a lot of visito rs come from all over the world
In
Quinta Vergara, Plaza
because there are many attractions :
which is a seaside holiday resor t
Victoria and Viña del Mar,
next to Valparaíso.
carriages called Victorias,
Visitors can take a ride on the typical
d the bay on a boat.
rent a bicycle or go aroun
1. Read the text and put a tick (correct information) or a cross
(incorrect information), next to the following sentences. 5 pts
a. ____ It is far from the sea.
b. ____ It is a place with a lot of hills.
c. ____ It is a city with cultural attractions.
d. ____ It is a good place for shopping.
e. ____ You can use different means of transport.
2. Read the text again and complete the diagram. 4 pts
Places you can visit Activities you can do
_______________ _______________
_______________ _______________
_______________ _______________
VALPARAISO
Things you can buy Birds you can see
_______________ _______________
_______________ _______________
_______________ _______________
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 26
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.
 93

UNIT 2
LISTENING: VISITING ANOTHER CITY
SELF-EVALUATION
3. Listen and identify the purpose of the conversation. 2 pts
a. To give information. b. To give instructions.
c. To request information. d. To make an invitation. Check your progress in this unit
marking the box that is true for you.
4. Listen again and choose the best alternative to 4 pts
complete the sentences.
a. Tom tells his friend that he is going to stay
i. 2 months. ii. 2 weeks. iii. 2 days.
reading
b. Tom’s bus arrived in the
I can understand instructions.
i. morning. ii. afternoon. iii. evening.
I understand the general idea(s) of
c. He is going to his uncle's place on texts.
i. Friday. ii. Sunday. iii. Monday. I can make and check predictions.
d. He is going back to his city by I can identify specific information.
i. bus. ii. train. iii. car.
LANGUAGE
5. Read the descriptions and write the jobs. 4 pts
listening
a. My father plays many musical instruments. I can follow instructions.
M __________________ I understand the general idea(s) of
spoken texts.
b. Leo paints beautiful pictures.
I recognize words in movies, songs,
P __________________ etc.
c. Alice writes interesting novels. I can identify a sequence of
information.
W __________________
d. Those peoples sail through the south channels.
S __________________ language
I can give examples.
6. Complete the following dialogue in the Past Tense 5 pts
I can relate a topic with vocabulary.
using the words in the box. I can solve puzzles and play games.

did did win play when

A: _____ _____ Jim and Billy ____________ football? speaking / writing

B: Yesterday. I can talk and write about my country.
A: ____________ they ____________? I can reproduce short dialogues.
B: No, they lost.
ORAL EXPRESSION
project / group work
7. Answer these questions. Then role-play a
Did I like to work in a group?
conversation with your classmate.
Was the topic interesting?
a. Where do you live? 3 pts
Did I work more than my partners?
b. What do you do in your free time?
c. When is your birthday?
Great! Not too bad Help!
total
0-6 7 - 13 14 - 21 22 - 27
score
Keep trying Review! Well done! Excellent! 27 pts

WELCOME TO MY COUNTRY 59

ORAL EXPRESSION
SELF - EVALUATION
Motivate students to evaluate their
partner's performance seriously and
The purpose of this section is to allow
honestly.
students to reflect on their strengths and
weaknesses. Encourage them to give
honest answers and show interest in their
results.
94
UNIT 2

TRANSCRIPTS

13 14
LISTENING - HIGH AND DRY Pronunciation

Presenter: This is our section “Travel blogs” with our reporter Listen and repeat. Pay special attention to the ending of the
Jim Robinson. Where are you this week, Jim? verbs.
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 answered – arrived – helped – listened – prepared – recognized
with two young visitors. What are your names and – studied – talked – traveled – walked – worked
where do you come from?
Ari: Hello, I’m Ari Richardson and I come from Durango, completed – pointed – repeated – started – visited
USA.
Tracy: My name is Tracy Coward and I’m from Liverpool, Oral practice 15
England.
Jim: How did you arrive here? A: Where are you from?
Tracy: I arrived here after a 20-hour bus journey from the B: I’m from Scotland.
capital, Santiago. A: How did you arrive here?
Jim: And you, Ari? B: I took a bus from the capital.
Ari: I came by car from Antofagasta. A: Do you like this place?
Jim: Do you like San Pedro? B: Oh, yes! I love it!
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 READING - LA TIRANA FESTIVAL
Tatio. Pronunciation 16
Jim: Where is El Tatio?
Ari: About 100 kilometers from here. I got up at 3 in the Listen and repeat. Pay special attention to the beginning of the
morning to go there! words.
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 where when what

started to snow! It was so strange to see snow in the who why whose whom

desert!
Jim: And you, Tracy?
Tracy: I went into the desert with a guy who works for the Oral practice 17

NASA. He pointed out constellations and planets with

a laser pointer. We could see the rings of Saturn and A: What do you do for your birthday?
we took amazing photos of the moon through his B: Where do you go on holiday?
telescope. We didn’t get back until after 5 am. C: When do you study for the tests?
Jim: Thank you, friends. Next week … D: What do you do on Sundays?
E: Where do you go in summer?
 95

UNIT 2
18 20
LISTENING - THE PEOPLE OF THE LAND Oral Practice

Guide: In Chile, nearly 700,000 people belong to an indigenous Kelly: Where did the Alacalufes sail?
group. They represent 4.6% of the total population. Guide: They sailed through the South channels.
Kelly: Do they belong to the same group? Matt: What did these indigenous people eat?
Guide: There are eight indigenous groups. Guide: They ate molluscs and seafood.
Matt: Which one is the most important? Kelly: Did the Onas have an important spiritual life?
Guide: Well, the Mapuche, or people of the land, represent 87.3% Guide: Yes, they did.
of the indigenous population. Matt: What did the Onas do in their ceremonies?
Kelly: Do they live in this area? Guide: They wore masks and painted their bodies.
Guide: No. They live in the Bio-bio, Araucanía and Lakes regions. Kelly: Did the Yámanas use harpoons?
Matt: Who are the original people of this region? Guide: Yes, they did.
Guide: Here in the south, the Alacalufes, the Onas, and the Yámanas.
Matt: What can you tell us about the Alacalufes? READING - FROM CHILE TO THE WORLD
Guide: They were hunter nomads and sailed in their canoes
Pronunciation 21
through the south channels. They ate marine mammals
and molluscs.
Kelly: How did they hunt the animals? First only listen to the tongue twister and then listen and repeat.
Guide: They used harpoons, the same as the Yámanas who were If Stu chews shoes, should Stu choose the shoes he chews?
also sailors and nomads. If Stu chews shoes,
Matt: Did they live in the same area? should Stu choose
Guide: The Yámanas lived between the Strait of Magellan and the shoes he chews?
Cape Horn. If Stu chews shoes, should Stu choose the shoes he chews?
Matt: What about the Onas?
Guide: They were also hunters and nomads. They lived in Tierra del Oral practice 22
Fuego and ate the guanaco and molluscs. All the groups of
the region had an important spiritual life. They celebrated A: What do you call a person who paints pictures?
many ceremonies and rituals and they wore masks, B: A painter!
painted their bodies and danced… Any other questions?
A: What do you call a person who plays football?
Pronunciation 19 B: A football player!

First only listen to the tongue twister and then listen and repeat. A: What do you call a person who sails ships?
Mr. Tongue Twister tried to train his tongue to twist and turn, and B: A sailor!
twit and twat, to learn the letter T.
Mr. Tongue Twister A: What do you call a person who looks after people’s teeth?
tried to train his tongue B: A dentist!
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.
96
UNIT 2

LISTENING - VISITING THE SOUTH 23 TEST YOUR KNOWLEDGE

Listening - Visiting Another City 26
Guide: …During this tour, we’re going to visit the most
typical and important places in Valdivia. Let’s start our George Hello.
trip! Tom Hi, George. This is Tom. I’m visiting my grandmother.
On your left, you can see the Calle-Calle river. After the George Tom, hi! How are you?
tour, you can walk along the river, or take a boat or a Tom Fine. We arrived here today. The bus arrived at 5:15 in
kayak. Now, on your right, you will see the fluvial the morning
market, with our local variety of fish and fruit. We’ll George Five in the morning!
stop now to visit the market pets, the sea lions! Tom Yes, really early, so we’re in the city and we are going
Guide: OK, across from the market you can see a bridge. After to stay here for two nights.
we cross it, we will see the Universidad Austral, on the George Oh, where? In a hotel?
right; we’re going to visit it and walk around the Tom No, we’re in my grandmother’s house now. On Monday
botanical garden. we are going to move to my uncle’s place.
Guide: Good news! We’ll finish our tour in the market, where George And when are you coming back?
you can find some typical restaurants and try the Tom On Friday. We are going to go to the bus station and
Curanto, a typical dish made with seafood, meat and get the earliest bus. My cousins are coming with me.
potatoes. Ah! Just one more thing before we go to have And how are things over there? How’s Patricia? I tried
lunch: If you want to rent a horse in the Fundo Teja to ring her yesterday but she didn‘t answer… (fade)
Norte, or buy a ticket for a rafting experience, just
contact us. You can also try canopying, kayaking,
LISTENING TEST - INTO THE ATACAMA 27
hiking, and trekking. Our city offers a lot of possibilities
for practicing sport adventures.
Alan: So, Paul, where did you go last summer?
24 Paul: I visited the Atacama desert, in the north of Chile.
Pronunciation
Alan: How did you get there from Antofagasta?
Paul: I went on a bus tour.
Listen and repeat. Pay attention to the different initial sounds of
Alan: Did you like it?
the words.
Paul: Yes! Did you know that for miles there are no people
and that it never ever rains in some areas?
• Dan • than
Alan: Did you visit any special places in the desert?
• day • they
Paul: I went to an astonishing oasis town. Its called Peine.
• did • this
Alan: What did you find there?
• does • thus
Paul: Well, let me see … first, the amazing ruins of a city
• doze • those
from the time of the Spanish conquerors, where you
could see the oldest church in Chile!
Oral practice 25
Alan: Really!
Paul: Also, there is a natural pool made out of the rocks.
A: How can you go to Valdivia from this city? That is the place where all the locals meet. And of
B: You can take a bus, or you can go by plane. course, Los Flamencos National Reserve. There, we saw
A: Can I go by car? hundreds of flamingos and other local bird species.
B: Sure! But you can’t take the train or a ship. Alan: Wow!
 97

UNIT 2
ERROR ALERT!

LISTENING - HIGH AND DRY

Language 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 FESTIVAL

Exercise 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 LAND

Language 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 WORLD

Language 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.).
98
UNIT 2

BACKGROUND INFORMATION

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.
 99

PHOTOCOPIABLE
MATERIAL
COMPLEMENTARY ACTIVITIES
LESSON 2: LA TIRANA FESTIVAL
1. In pairs, use the clues provided to ask and answer questions to complete the missing information in
each paragraph.

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 …

LESSON 3: THE PEOPLE OF THE LAND

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.htm

The 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 family
tree. Now, find out about their daily routine by clicking on the days of the week on the left side of
the 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?
100
PHOTOCOPIABLE
MATERIAL

LESSON 4: FROM CHILE TO THE WORLD

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 B ROLE CARD E ROLE CARD F

ROLE CARD A
You are an inventor. Last
week you invented a
machine that does English
homework!
You’re a famous politician.
You became president of
your country and everybody
thinks you were a very good
president.
You are a swimmer. You
You are an artist. You are
very poor because you only won two gold medals in
the Sydney Olympics. You
sell one painting ever y
year. can swim 100 meters in 54
seconds!

ROLE CARD C ROLE CARD G ROLE CARD H

You are a ver y famous
sailor. You sailed around
the world and now you live
on your boat.
ROLE CARD D You are a translator for m
You are a marathon runn
er. You are a famous fil
the United Nations. in
You won the New Yo
rk director. You live
ly
marathon in 2007. You
run You live in New York and Hollywood and make on
can speak eight different n Bale
30 km every day, even
on action films. Christia
languages, some of them are
Sundays. You are very tired
! and Dwayne Johnson
African! your best friends!

LESSON 5: VISITING THE SOUTH

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

apples bananas bread carrots cauliflower chicken eggs fish

grapes lemon lettuce milk onion oranges peach
pineapple pumpkin tomatoes watermelon
 101

PHOTOCOPIABLE
MATERIAL
EXTRA TEST

READING - NICANOR PARRA, CHILEAN POET

Nicanor Parra was born in 1914 in Chillan, a small town in the south of Chile. His father was a
school teacher. In 1933 he entered the Instituto Pedagógico of the University of Chile, and got his
degree 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 Brown
University 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 with
his great compatriot, Pablo Neruda.

http://www.kalin.lm.com/parra.html

1. What kind of text is it? Circle the correct alternative. 1 pt

a. a short story
b. a biography
c. a piece of news
d. an advertisement

2. Read the text carefully and correct these sentences. 4 pts

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. 7 pts

Year Event
1914
He entered the Instituto Pedagógico
1937
1938
He went to the U.S.A.
1946
1952
102
PHOTOCOPIABLE
MATERIAL

LISTENING - INTO THE ATACAMA 27

1. Listen to the recording and circle the correct alternative. 1 pt

Did Paul like his trip? YES NO

2. Listen to the recording again and identify the following information. 4 pts
a. Name of country : __________________________________________
b. Name of town: __________________________________________
c. Means of transport: __________________________________________
d. Name of bird: __________________________________________

3. Listen and complete. 4 pts

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 __________________.

0 - 5 6 - 10 total
11 - 15 16 - 21
score
Keep trying Review! Well done! Excellent!
21 pts

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 changing
roles.
 103

UNIT 2
Answers

COMPLEMENTARY ACTIVITIES EXTRA TEST

1. Student A:
2. Where do the Yi people have a holiday?
READING
3. What is the name of the holiday? 1. b.
6. When is this holiday? 2. a. Nicanor Parra is a Chilean writer.
7. Who guided the Yi people? b. He is a teacher of physics and maths.
10. When do they hold the torches? c. He studied in Santiago and the USA.
Student B d. His father was a school teacher.
1. Who has a holiday in China? 3.
4. When do they have a holiday? YEAR EVENT
5. Why do they have this holiday? 1914 He was born in Chillan.
8. What did they kill? 1933 He entered the Instituto Pedagógico.
9. What do they hold? 1937 His first book appeared.
1938 He got his degree as a teacher.
2. 1943 He went to the USA.
i. He got up at 5:30 am. 1946 He returned to Chile.
ii. She went shopping with Edwin. 1952 He began to teach in Santiago.
iii.He learnt reading, writing, arithmetic, geography,
grammar, history.
iv. She went to the market. LISTENING 27
v. They had a bath. 1. Yes
2. a. Chile. b. Peine. c. tourist bus. d. flamingo.
3. a. summer. b. church. c. pool. d. birds.
3. Communicative activity.
ORAL EXPRESSION
4. Check that your students properly use the interrogative form and
a. eggs. b. milk. c. lettuce. d. bread. e. carrots. f. onion. vocabulary related to the topic.
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.
104
UNIT 3

SUGGESTED YEAR PLANNING

UNIT 3 THE WORLD OF SPORTS

Minimum Obligatory Contents

Topic Strategies • To use high frequency words and the

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.
• To use context and previous knowledge of thematic vocabulary of the level in
the language to predict development of personally relevant contexts.
the text. • To use expressions associated with the
• To skim a text to get the general idea. communicative functions of the level in
• To scan the text in order to identify specific personally relevant contexts.
information. • To integrate listening as basic input for
• To relate explicit information to make interaction.
simple inferences. • To integrate reading as a source of
• To use lexical knowledge to infer the information to produce oral texts.
meaning of new words. • To discriminate, imitate and repeat
• To look up meaning of key words in the phonemes.
dictionary. • To relate written and spoken version of
• To integrate written expression to sounds to identify and incorporate
consolidate key lexical and grammatical pronunciation patterns.
items. Written Expression
• To integrate the oral and written version of Morphosyntactic Elements
words and sentences to learn their • Past Simple Affirmative, Interrogative and
pronunciation and spelling. Negative.
• To use Spanish to show understanding • Past Continuous.
when necessary. • Present Perfect.
Oral Expression • Comparatives.
Communicative functions Include punctuation marks such as: period
• To exchange personal information. and capital letters.
• To give instructions. Include 300 most frequent words in written
Morphosyntactic elements texts.
• Simple Past Affirmative, Interrogative and Strategies
Negative. • To imitate models to write own sentences.
• Past Continuous. • To use connectors to link sentences
• Present Perfect. coherently.
• Comparatives. • To write answers to questions.
Lexical Elements • To replace information in model texts with
• 500 high frequency words in oral texts. personal information.
Pronunciation
• English phonemes.
Strategies
• To regularly use everyday fixed phrases
and sentences in personally relevant
contexts.
 105

UNIT 3
Learning Abilities Expected Outcome Attitudes Resources Evaluation Time

• To match oral text with • Acquisition of • Appreciate and • Internet articles Reflections • 20 class hours for
visual clues. vocabulary related to value the role of and web pages. • Metacognition the main body of
• To discriminate sounds. sports and physical sports and • Encyclopaedia Minitests text.
• To identify speakers. exercises. physical activities entries. • Listening • 3 class hours for
• To predict content from • The use of the Past for our health. • Reports about • Reading evaluation.
pictures. Continuous and • Acceptance and personal • Language • 3 class hours for
comparative adjectives. respect for experiences. Synthesis consolidation and
• To use previous
• Make comparisons. disabilities and Test your complementary
knowledge to predict
• Effective and efficient disabled people. Knowledge activities.
content.
use of writing skills as a • Listening • 1 class hour for
• To discriminate between
means of • Reading cartoon strip
correct and incorrect
communication. • Language section.
information.
• Oral expression
• To infer topic from Self-evaluation
cognates. Reading and
• To write a short Listening tests
paragraph about a Observation sheets
favorite sport. Rubrics
• To use new vocabulary.
• To prepare a summary.
• To ask and answer
questions.
• To play games.
• To talk about personal
experiences.
106
UNIT 3

UNIT 3

THE WORLD
UNIT 3
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. YOU WILL LEARN THE YOU WILL PAY SPECIAL
• To extract specific information
FOLLOWING LANGUAGE ATTENTION TO THESE VALUES:
from a text.
• To infer topic from cognates.
Writing • Words that have similar meaning • Appreciation of the role of sports
• To write a short paragraph about a • Comparative adjectives and physical activities for our
favorite sport. • Past Continuous tense health
• To use new vocabulary. • Words related to sports, • Acceptance and respect for
• To prepare a summary. paralympic sports and outdoor disabled people
Speaking activities
• To ask and answer questions
• To play games
• To talk about personal experiences
 107

UNIT 3
THE WORLD
OF SPORTS
WRITING
IN THIS UNIT YOU WILL USE ·To write a short paragraph about
YOU WILL DEVELOP THESE
THE FOLLOWING TEXT-TYPES: a favorite sport.
ABILITIES: ·To use new vocabulary.
READING LISTENING ·To prepare a summary.
·An Internet ·A conversation. LISTENING
article. ·Personal ·To match oral texts with visual
·An encyclopedia reports. clues.
article. ·To discriminate sounds.
·A web page. ·To identify speakers.
SPEAKING
·To ask and answer questions.
·To play games.
·To talk about personal
YOU WILL LEARN THE experiences.
FOLLOWING LANGUAGE: READING
·To predict content from pictures.
·Words that have similar ·To use previous knowledge to
meaning. predict content.
IAL
·Comparative adjectives. ·To discriminate between correct Y SPEC VALUES:
ILL PA E
·Words related to sports, and incorrect information. YOU W N TO THES
TIO sports
paralympic sports and outdoor ·To infer the topic from cognates.
ATTEN role of
activities. ·To extract specific information from of the s for our
ciation e
·The Past Continuous Tense. a text. ·Appre ysical activiti
an d ph
. spect for
health nce and re
ta
·Accep d people.
disable

GETTING READY

1. Look at the pictures of these different sports.

Olympic Sports Not Olympic Sports
Can you identify them?

2. Two of the sports in the pictures are Olympic

sports and two of them are not. Write their
names under the corresponding column.

3. With your partner, add the names of some

more sports to each column.

61

GETTING READY 3. Ask students to add the names of some

1. Introduce the unit drawing students’ more sports to each column.
attention to the pictures. Ask them to Answers: may vary.
identify them. See Background Information at the
Answers: surfing; hockey; cricket; end of the unit.
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.
108
UNIT 3

ANCIENT GREEK GAMES Lesson 1

BEFORE READING
Practicing sports
BEFORE READING is my favorite activity. My
dream is to participate in
1. Answer these questions in your group.
a. Do you practice a sport? Is it an Olympic sport?
the Olympic Games.
b. Have you participated in sport competitions? Where?
What do you know about
1. + Start a conversation about sports. the origin of these
games?
2. Read what Dan says and answer his question.
Ask your students to answer questions
in groups and then invite them to share 3. Look at the picture in the text. What country is it related to?
their experiences with their classmates.
Allow Spanish if necessary. 4. Read the title of the text. What is it about? Choose a topic from the list.
(L.A: to talk about personal experiences). a. Favorite pastimes
b. Sports and competition
Answers: may vary according to c. Children's favorite activities
students’ experiences.
5. In your group, make a list of familiar words you expect to find in the

2. ++ Now, invite students to read Dan’s

text. Then, classify them in the categories below.
sports games athletic competitions
questions. Brainstorm students’ ideas spectators winners

about the origin of the Olympic Games.

6. Study the words in the Pictionary with a partner.
It would be a good moment to remind PICTIONARY
students that Dan is one of Kelly READING
k
Gree
Hardrock’s friends, and the one who is a
7. Read the text quickly. Did you choose the right topic in exercise 4?
sports fan. Invite students to deduce crow
n
olive
the reason he is introducing the 8. Read the text again and check if you find the words in your list.
contents of the lesson. men
t
settle
(L.A: to use previous knowledge to 9. Read the text again and identify which paragraph is about:
understand the topic of a text). sprin
t a. ___ Place of origin

Answers: Will vary. b. ___ Participants

c. ___ Types of sports
See Background Information at the tent
d. ___ Prizes
end of the unit.
62 UNIT 3

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
READING
content).
7. + Ask students to read the text quickly
6. ++ Refer students to the Pictionary
section before reading the text. Make
and confirm or correct their predictions
in exercises 3 and 4. Remind students
sure all of them understand the
that this first reading is only to check
meaning of the words.
their ideas. They do not need to
(L.A: to relate pictures and meanings).
understand every single word.
(L.A: to use scanning to get the
PICTIONARY
Greek: griego/griega
general content of a text).
Answers: 3. Greece; 4. b.
Settlement: poblado, asentamiento
sprint: carrera
tent: carpa
olive crown: corona de olivo
 109

UNIT 3
ANCIENT GREEK GAMES
A. The Greeks took games of all kinds very seriously, but especially physical athletic
competitions. 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 the
stadium to the other. Over the years there were four days of many different
competitions.
E. Young men from rich families didn't have to work and met at the
Olympic 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, the
marathon. But the competitions were only for men.
G. The spectators came from all over Greece to watch the events. They
had 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.

Taken and adapted from http://www.bbc.co.uk/schools/

10.Read the text once more and choose the correct answer.
a. Where did the Ancient Olympic Games take place?
i. In Olympia
ii. In different cities in Greece
iii.In different countries
b. What was the only sport event in the first Olympics in 776 BC?
i. A boxing match
ii. A horse race
iii.A short race
c. How often did the Ancient Olympics take place?
i. Every year
ii. Every two years
iii.Every four years
d. What did the winners of sports events get?
i. A gold medal
ii. An olive crown
iii.Money

THE WORLD OF SPORTS 63

8. + Now the students read the text 10. +++ Ask students to read the text
again, this time more carefully, and see again if it is necessary, and then to
if they find the words from their list in choose the correct answer for each
exercise 5. question.
(L.A: to apply skimming to identify (L.A: to identify specific information
information in a text). in a text).
Answers: a. – i. b. – iii. c. – iii. d. – ii.
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.
110
UNIT 3

AFTER READING

11. In pairs, complete the following dialogue between Dan and a friend
with your own ideas. Then role-play it in front of your classmates.
Friend: Hi, Dan. What did you do last Saturday?
AFTER READING Dan: I took part in ____________________________.
Friend: Really? Did you win a prize?

11. +++ 28 The students work in Dan: I was the winner in the ___________. I got ____________!

pairs and complete the dialogue with 12. Listen and practice. Notice the pronunciation of the endings of the
verbs.
their own ideas. Encourage them to M PED, LIKED,
WATCHED

JU
act their dialogues in front of their
classmates.

PL
AYED, H
(L.A: to talk about personal
experiences related to sports).

APPENED,
TED, VISITED
Answers: Will vary according to
students’ experiences.

RAISED
ITED, COMPE
12. + 29 Pronunciation. Invite students
/id/ /t/ /d/

INV
to find the correct pronunciation of the Did you know that …
all wars stopped for one
verbs in the labyrinth. Then play the month every four years, 13.Find the words in bold in the text and replace them with a synonym
recording and make them check their because of the Ancient from the box.
Olympics?
answers and repeat the verbs. celebration divinities put up single wealthy

(L.A: to discriminate sounds).

LANGUAGE FOCUS Synonyms

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 – Synonyms
Remember 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
1. Read this sentence from the text.
Young men from rich families met at the Olympic Games and
competed 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 __________________________.
64 UNIT 3
provide the answers. (L.A: to apply a new language
Answers: synonyms. structure).
Synonyms are different words with Answers:
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.
 111

UNIT 3
14.Find the synonym of the words in the box in the Word Search Puzzle.
Use a dictionary if necessary. REFLECTIONS

award coliseum competition holy take part viewer

What were the main problems
I had to complete a summary?

D M F I H S J H E Z E V G L Z How much did I need the

teacher's assistance to do the b. how much they related their previous
O E J I R R P P F Z R A T P F task?
N G R H V Z S E I B O O Z S Q knowledge to do the task.
A D V C A T C R C L P Z P B C
V G F G A A P J A T R T S S O
P G F D A S P J A T A T S S M 16. FL Invite fast finishers to complete
P U I Y H G G O X G Q T F P P
R U L Z B X X F O G V A O R E
the diagram about Ancient and
M T O A H W M H T V L S M R T Modern Sports.
Q N L E L K N T I A B B V M E
X E D Z U V E V A L X D P C W
(L.A: to use previous knowledge to
W V B E J F R R C S U O M A F solve a task).
M E P W U X G K B U V M U V C
M L Y Q R X X Y E G S G H C W Answers:
D B Z Z R W D U X T I D D G F Ancient Sports: chariot racing; running
15.Complete this summary of the text in your notebook. in armour;
The Olympic Games started in ________ (place) in ________ (year). Modern sports: swimming; long jump;
They were in honor of ________. At the beginning, there was only high jump
________. The competitors were ________ and they won ________.
Ancient and modern sports: discus;
The spectators were ________ and ________ that came from ________.
horse racing; marathon; javelin; 100
16. FL Read the names of sports in the box. Put them in the correct meter sprint; boxing
section of the Venn diagram.
This is a list of Ancient Olympic Events:
boxing chariot racing discus high jump
horse racing javelin long jump marathon
Boxing, Equestrian events, Chariot
running in armor 100 meters sprint swimming racing, Riding, Pankration, Pentathlon,
Discus, Javelin, Jump, Running,
Wrestling.
Ancient Modern
Sports Sports

Ancient &
Modern Sports

THE WORLD OF SPORTS 65

COMPETE: take part short sprint; young men; olive crowns;

EVENT: competition men and unmarried girls; all over
PRIZE: award Greece.
SACRED: holy
SPECTATOR: viewers REFLECTIONS
STADIUM: coliseum The purpose of this activity is to help
students reflect on their learning process
15. +++ Encourage students to copy and to raise their awareness of how they
and complete the short summary in develop their own learning strategies to
their notebooks with the missing become more effective learners.
information from the text. Check orally. The students read the questions and
(L.A: to organize information to identify:
elaborate a summary). a. the main problems they had in organizing
Answers: Greece; about 776 BC; Zeus; information to complete a summary.
112
UNIT 3

THE FIRST MARATHON Lesson 2

BEFORE LISTENING

1. In groups discuss these questions.

BEFORE LISTENING a. Do you run fast?
My brother Matt is b. When do you think you would run the fastest?
training to compete in a i. to escape from a fight or war?
1. + Ask the students to form groups and
very hard race. Can you
ii. to carry a message or news to someone
guess what race it is?
iii.to win a sport competition
a. A marathon.
discuss questions a. and b. Then, invite b. A short distance race. iv.other ____________________________
c. A long distance race.
one student to share their comments 2. Look at the map and find the countries and cities in the box. Do you
think it is possible to run from Marathon to Athens? And to Sparta?
with the other groups.
(L.A: to use previous knowledge to Athens Sparta Marathon Greece

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
PICTIONARY
need to share some additional
information and geography facts with arm
y

your students.
hill
(L.A: to use previous knowledge to 3. You are going to listen to a recording about a man called
Pheidippides. Can you guess what nationality he is?
infer content).
plain a. Spartan b. Persian c. Greek
See Background Information at the
4. Read what Kelly says and answer her question.
end of the unit.
war
5. Study the words in the Pictionary.

3. ++ Tell your students that they are 66 UNIT 3

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 LISTENING
words in the Pictionary. Make sure all
of them understand their meaning. 6. + 30 Ask the students to listen to
Allow the use of a dictionary if the recording and check their
necessary. predictions in exercise 3. Remind them
(L.A: to relate words and pictures). that this first listening is only for them
PICTIONARY
to confirm or correct their predictions.
They do not need to understand every
Plain: planicie single word.
Army: ejército
(L.A: to get the general meaning of a
War: Guerra text).
Hill: colina
Answers: b.
 113

UNIT 3
LISTENING

6. Listen to the recording. Can you identify the speakers in the

conversation?
a. A professional marathon runner and a coach.
b. Students and a teacher.
c. A messenger and Greek men.
REFLECTIONS AFTER LISTENING
What difficulties did I have
when listening to a recording?
__________________________
7. Listen again and fill in each blank with the best alternative. How many correct answers
could I identify? LANGUAGE FOCUS –
a. There was a big war in __________ BC.
i. 49 ii. 490 iii. 1490
The Past Continuous
b. Pheidippides ran to Sparta for __________ days. Remember that this section is designed to
i. two days ii. two hours iii. twenty hours help students revise or discover a
c. Pheidippides ran __________ kilometers to Athens. particular language item. The activities are
i. 40 ii. 4 iii. 44
meant to promote independent learning,
d. Spiridon Louis won the first modern marathon race in __________.
i. 1696 ii. 1796 iii. 1896
so help, guide and check them, but do not
provide the answers.
8. Listen once more and put the events in the correct order. 1. The students read the sentences from
a. ___ Pheidippides ran to Sparta.
the recording. Draw their attention to
b. ___ Pheidippides returned to Marathon.
c. ___ Pheidippides died.
the words in bold.
d. ___ The spartans didn’t want to help. 2. Now, students identify the two
AFTER LISTENING different events in the sentences.
Answers: The Persians arrived / The
LANGUAGE FOCUS The Past Continuous
soldiers were waiting for them.
1. Read these sentences. Pay special attention to the words in bold.
The Persians tried to capture the Greek
When the Persian army arrived, the Greek soldiers were waiting
for them. people / The Greek people were waiting
The Persians tried to capture the Greek people who were in Athens.
waiting in Athens.
3. The students choose the correct
2. Which two events can you identify in the sentences?
alternative to make the rule.
3. Choose the correct alternative to complete the sentence: Answers: To express two actions that
To express two / three actions that happened at the same / different
time in the present / past, we use the Past Continuous Tense and the happened at the same time in the past,
Past Simple Tense. We form the Past Continuous Tense with the
present / past tense of the verb have / be + verb + ing / ed.
we use the Past Continuous tense. We
form the Past Continuous tense with the
THE WORLD OF SPORTS 67 past tense of the verb be + verb + ing.
__________________________

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.
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.
114
UNIT 3
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. +++ 31 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. FL 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).
9. Complete the sentences. Use the Past Continuous or the Simple Past
Tense.
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.
American English:
Practice(verb and noun) d. The postman was running when he ____________. (die)
British English:
Practise(verb)
Practice(noun)
10. In pairs, complete the dialogue about the first marathon. Then
practice 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 the
story 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.
1
2
12. FL How much did you learn about the first marathon? Try this
crossword!
3
Clues
Down Across
1. City where the first Ancient 4. Profession of the first
4
Olympic Games were held. marathon winner in modern
5 2. City where Pheidippides died. times.
3. People that did not want to 5. Large empire of the Ancient
6 help the Greeks. World.
6. City in Greece. Pheidippides
was born there.
http://www.britishcouncil.org/kids-stories-first-marathon.htm
68 UNIT 3
Answers:
Down
1: Olympia. 2: Athens. 3: Spartans.
Across
4: postman. 5: Persia. 6: Marathon.
 115

UNIT 3
MINI - TEST
READING
1. Read the text in lesson 1 again and answer the questions with at least two words. 3 pts

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: 3 pts

a. town (B): ___________________________________________

b. awards (E): ___________________________________________
c. went (G): ___________________________________________

LISTENING

3. Listen to the text in lesson 2 again and circle the correct alternative. 3 pts
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. 2 pts
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

5. Complete the following sentences using the verbs in the box in the Past Continuous Tense 5 pts
or in the Simple Past Tense.
attack enter feel fight wait

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.
total
0-2 3-5 6 - 10 11 - 16 score
Keep trying Review! Well done! Excellent! 16 pts

THE WORLD OF SPORTS 69

2. a. settlement.
MINI - TEST
b. prize.
c. attended.
The mini-tests provide material to check and
revise students' progress and, at the same LISTENING 30
time, information to the teacher about any 3.a. empire
point that the majority of the students may b. top
have problems with. Make sure they c. postman
understand what they are expected to do 4.c.
and then give them time to answer. LANGUAGE
Answers 5. a. the Greek soldiers were waiting.
READING b. the Persians attacked. c. the
1. a. In Greece soldiers were fighting. d. Pheidippides
b. About 776BC entered the city. e. he felt tired.
c. Young men
116
UNIT 3

STICKS AND BALLS Lesson 3

In your opinion,
what are the most
BEFORE READING popular sports in Chile? Rank
them from 1 - 10.
(1 is the most popular)
__ basketball __ cycling
1. + Start the lesson talking about famous __ football __ tennis, etc.
Are there any sports that
sports people in Chile. Brainstorm are only played in Chile?

names of sportspeople and the sports in

which they stand out in.
(L.A: to use previous knowledge to BEFORE READING
understand the topic of the lesson).
1. Look at the pictures. What do these people have in common?
Answers: They are all famous sports
2. Match each picture with the name of the sport.
people a. Swimming b. Running c. Tennis
See Error Alert!, at the end of the unit. d. Motocross e. Golf f. Football

3. Answer Dan's questions.

2. + Ask the students to identify the 4. Some of the people in the pictures need some equipment to play.
Can you match the equipment and the sports?
people in the pictures and to relate PICTIONARY
Tennis Football Golf Hockey Baseball
them to the name of the sport.
base
(L.A: to use previous knowledge to a
b
c
relate information). eepe
r g h
goalk
Answers: Nicole Perrot, golf; Fernando f
d e
González, tennis; Matías Fernández, net

football; Kristel Köbrich, swimming;

j
Francisco “Chaleco” López, motocross; pitch
er
i
Erika Olivera, running.
puck
5. Have a quick look at the text and identify all the cognates you can find.
3. ++ Ask the students to answer Dan‘s 6. Look at the words in the Pictionary and guess what sports they are
stick
questions. Encourage some of them to connected with.

share their answers with their 70 UNIT 3

classmates.
(L.A: to relate topic of the lesson with
students' reality).
c. (other: gloves for goalkeepers). Possible answers: territory;
Answers: Will vary.
Golf: d, j (other: tee, golf shoes). opponent; goal; racquet; variation;
See Background Information at the
Hockey: g (other: leg pads, ball (puck original; period.
end of the Unit.
for ice hockey). Baseball: h, f,
e (other: ball, special clothes, leg pads) 6. ++ Draw students' attention to the
4. +++ Invite your students to look at
words in the Pictionary and the list of
the pictures and identify which of the
5. + Tell the students to skim the text cognates. Ask them to guess what
sports require special equipment.
and find all the cognates. Invite some sport the words are connected with.
Brainstorm names of equipment
students to write the list of words on (L.A: to use pictures and cognates to
related to the sports and write the
the board, in order to check the make predictions).
words on the board.
exercise. Elicit more cognates related to Answers: base - baseball; goalkeeper
(L.A: to use previous knowledge to
the topic and add them to the list on - football; net - tennis; pitcher -
make predictions).
the board. baseball; puck - ice-hockey; stick -
Possible answers: Tennis: b.,
(L.A: to identify cognates). hockey / ice-hockey.
i. (other: net, trainers). Football: a,
 117

UNIT 3
READING

____________________________: Players
_______: Two
_____________________ use a racquet to hit a ball over a net so
ns to bat and
teams of nine take tur that the ball lands in the opposite
The bat ter has thr ee attempts to court and cannot return. Matches
field.
l tha t the pitc her throws and consist of sets of games, with a
hit the bal The
all the bas es. maximum of five sets for men and three
then run around
ter can onl y run wh en the ball lands sets for women. The court may be grass
bat
(inside the bases). or clay. The doubles court is bigger than
within “fair territory”
the singles court.

_______: Two teams

_____________________
ven player s use a stick to drive the ____________________________: This is a
of ele
ir opp one nt's goal. faster variation of the original game, in
ball into the
mets, gloves and leg three twenty minute periods. The aim is
Goalkeepers need hel
el at 160 km/h. to shoot the rubber puck into the
pads. The ball can trav
opponent's goal. Goalkeepers need a lot
of extra protection because the puck travels
at high speed.

Source: Pocket Encyclopedia, DK Publishing, INC. www.dk.com

7. Read the names of sports in the box and choose the one that corresponds
to each description in the text. There are more names than you need.
football baseball rugby cricket basketball hockey
softball ice hockey volleyball tennis golf squash

8. Read the text quickly and check if you find the sports you predicted
in exercise 6.

9. Read the text again and complete the chart with the name of the sport. American English:
Soccer
Equipment Sport British English:
bat Football

gloves
helmet
leg pad
racquet
stick

THE WORLD OF SPORTS 71

(L.A: to identify specific information). with the name of the sport that is
READING
Answers: a. Baseball. b. Hockey. related to each piece of equipment.
c. Tennis. d. Ice hockey. (L.A: to find and extract specific
7. + Ask the students to skim the text information to complete a chart).
and check if they find the sports they American v/s British English Answers:
predicted in exercise 6. Draw students' attention to the two Equipment Sport
(L.A: to apply skimming to validate different words used in each variety of bat baseball, cricket
predictions). English. Remind them that both the gloves baseball,
Answers: baseball; hockey; tennis; British and the American versions are helmet ice hockey, baseball,
ice hockey. correct, but that they should choose one cricket
variety and stick to it. leg pad ice hockey, cricket,
8. + The students now read the text football
more carefully. Then they read the 9. ++ Ask the students to read the text racquet tennis
sports in the box and choose the name again and then complete the chart stick hockey, ice hockey
that corresponds to each description.
118
UNIT 3
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.
Did you know that …
t
golf is the only sport tha
man has play ed on the
moon?
On 6th February 1971, Alan
Shepard hit a golf ball on
the moon‘s surface.
REFLECTIONS
Did I have any problems to
write a description?
Did I use my previous
knowledge to do the task?
72 UNIT 3
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
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 a
short description like the ones in the text.
basketball football golf rugby table tennis voleyball
are ____________
There are _____________ teams on the field. There
the field. The players wear ______ ______
players in each team on
and use ____________. The aim is to ____________ . The team that
____________ wins ______ ______ .
LANGUAGE FOCUS 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 choice
b. 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 of
good and worse is the comparative of bad.
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).
 119

UNIT 3
12.Write comparisons using the adjectives in the box.
big calm easy funny nice slow small

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 make
notes 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. FL Vocabulary Game. Fill in the blanks to complete the names of the
sports. Pay attention to the clues.

a b c

c __ c l __ __ g s __ __ __ b __ a __ __ __ n g g __ __ f

d e f
__ u __ __ i n g c __ __ m b __ n g __ __ r __ b __ __ s
THE WORLD OF SPORTS 73

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. +++ 32 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. + 33 First play the recording and
ask the students only to listen. Then
play the recording again to allow
students to repeat after listening to
each word, paying special attention to
the pronunciation of the final sound.
(L.A: to discriminate sounds).
16. FL 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.
120
UNIT 3

AN EXTREME EXPERIENCE Lesson 4

BEFORE LISTENING
What are 1. Kelly is preparing an article on x-sports. Answer her questions.
BEFORE LISTENING x-sports? Have you ever
practiced an x-sport? 2. In pairs, decide which of the feelings in the box can be related to
What x-sports can x-sports.

1. + Before beginning, draw students'

people practice in Chile?
amazing amusing calm dangerous
exciting relaxing scary stressful
attention to the name of the lesson. Start a
3. Look at the pictures and read the actions. Can you match the
conversation about extreme experiences activities involved with each sport?
and elicit names of extreme activities or Example: To feel the wind around. - Picture a.
To smell the flowers.
sports. You may give them some additional To float towards the ground.
information. See Background To see the landscape from above.
To go up and down.
Information at the end of the Unit. Then, To perform amazing balancing acts and jumps.
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. PICTIONARY
a b
ze
bree
2. ++ Now, the students work in pairs
and decide which of the words in the cord

box can be related to x-sports.

(L.A: to relate key words to the topic dive

d
of the lesson). c

Answers: Will vary according to float

students' opinions. e
scap
land

3. +++ Invite the students to read the aste

r
r co
rolle
sentences and relate them to the e f

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).
74 UNIT 3
5. + Before playing the recording, ask the LISTENING
students to read the words in the
Pictionary. Make sure all of them
understand their meaning. If necessary, 6. + 34 Play the recording. Tell the
allow the use of dictionaries. students to confirm or correct their
predictions in exercise 4. Remind them
to pay special attention to all familiar
PICTIONARY
words they can identify, in order to get
diving: clavados en el agua
the general meaning of the text.
cord: cuerda
(L.A: to validate predictions).
float: flotar
Answers: Speaker A and Speaker B
breeze: brisa
liked the experience; Speaker C didn't
landscape: campiña, paisaje
like the experience.
roller coaster: montaña rusa de un parque
de diversiones
 121

UNIT 3
4. Three children from the International School are talking to Kelly
about the first time they practiced an x-sport. Do you think they
liked the experience?

5. Study the words in the Pictionary with a partner.

LISTENING
6. Listen to the recording and check if your prediction in exercise 4 was
correct. Pay special attention to all familiar words you can identify.

7. Listen to the recording again and relate each picture to the speaker.

a b
cycling parachuting
Speaker __________________ Speaker __________________

REFLECTIONS
c
What were the main problems
white water rafting I had to identify speakers?
Speaker __________________ How much did I relate the
topic to my own reality?
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.

THE WORLD OF SPORTS 75

7. ++ 30 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 a. The main problems they had to
The purpose of this activity is to help identify speakers
students reflect on their language b. How much they could relate the topic
process and to raise their awareness of to their own reality.
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:
122
UNIT 3
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. ++ 35 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. ++ 36 First play the recording and
ask the students only to listen. Then
play the recording again for students
You are going
to interview someone who
practices an x-sport. Prepare
the questions in your group;
ask about the name of the
sport, the kind of equipment
required, the place where
he/she practices it, his / her
favorite aspects, etc.
UNIT 3
76
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
AFTER LISTENING
LANGUAGE FOCUS Comparatives (long adjectives)
1. Read the sentences from the text and other examples, paying special
attention 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 action
b. How many syllables do these words have?
i. One ii. Two iii. More than two
c. 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 it
in 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. Note
the 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 your
notebook. Next class, report the results to the class.
12. FL In your notebook, make a list of other extreme sports and the
equipment needed, as in the example:
Snowboarding - board, helmet, goggles
http://www.britishcouncil.org/kids-topics-sports.htm
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. FL 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.
 123

UNIT 3
MINI - TEST
READING
1. Read the text in lesson 3 again and choose the best alternative. 2 pts

The text is taken from

a.a book b.a sports magazine c.an encyclopedia d.a dictionary

2. Read the text again and find information to correct these statements. 3 pts

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.

LISTENING

3. Listen to the recording in lesson 4 again and find the correct order of the events. 6 pts
a. Andy
i. He pulled the cord ii. He closed his eyes iii. He jumped
b. Dan
i. He gets on his bike ii. He smells the flowers iii. He feels the breeze
c. Ann
i. 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. 3 pts
a. Parachuting i. being on a roller coaster
b. Cycling ii. driving a car
c. Rafting iii. diving

LANGUAGE
5. Write comparisons using the two adjectives in brackets. 3 pts

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)
3 pts
6. Make comparisons using the adjectives in the box.

amazing relaxing popular

a. Scuba diving - swimming

b. Tennis - ice hockey
c. Walking - rafting
total
0-5 6 - 10 11 - 15 16 - 20
score
Keep trying Review! Well done! Excellent! 20 pts

THE WORLD OF SPORTS 77

Answers: b. Parachuting is more dangerous than

MINI - TEST
READING cycling, but cycling is more
1. c. relaxing.
The mini-tests provide material to check
2. a. The batter can only run when the c. Ice hockey is more exciting than
and revise students' progress and, at the
ball lands in fair territory. b. The court grass hockey, but grass hockey is
same time, information for the teacher
may be grass or clay. c. Goalkeepers need safer.
about any points that the majority of the
extra protection because the puck travels 6. Will vary. Accept any coherent
students may have problems with. Make
at high speed. comparison.
sure they understand what they are
expected to do, play the recording again LISTENING 34
for the listening part and give them time 3. a. Andy: ii, iii, i. b. Dan: i, ii, iii. c. Ann: ii,
to answer individually. iii, i.
4. a. - iii. b. - ii. c. - i.
LANGUAGE
5.a. A bicycle is smaller than a car, but
the car is faster.
124
UNIT 3

THE PARALYMPIC WORLD Lesson 5

BEFORE READING

Before beginning the lesson, start a

You are going
conversation among your students about to read a text about a
the paralympic world. Elicit students ideas paralympic athlete. Look
at the picture in the text and
about this concept and brainstorm names read the title. Can you guess
the discipline this
of famous disabled people they know (no athlete stands out in?

matter whether they are sportspeople or BEFORE READING

not). At this stage, you may need
1. Look at the pictures and answer these questions with your partner.
additional information on this topic. a. Is there anything special about these people?
See Background Information at the b. What do you think 'Paralympic' means?

end of the unit.

2. In pairs, think about the sports and physical activities that you could
practice in these situations.

1. + Ask the students to look at the a. Without a leg.

b. Without the hands.
pictures and answer the questions with c. Blind.
d. Without the fingers.
their partners. e. Without a foot.
f. Without the legs.
(L.A: to connect the topic with
previous knowledge). PICTIONARY
3. Read what Dan says and answer his question.
Answers: Will vary, according to te
athle
students‘ opinions. 4. Find the meaning of the words in the box in the dictionary.

bled
disa amputee beneath by chance disability

2. + Make students reflect on the impaired limbs shatter

question. Ask them to think about the knee

5. Have a quick look at the text and find all the cognates.
activities and sport they could practice
if they were in the situations described. leg

Elicit their ideas. UNIT 3

78
(L.A: to relate the topic and their
experiences).
Answers: Will vary.
PICTIONARY polo; tennis; enthusiast; athlete;
Amputee: amputado university; rehabilitation; competed;
3. +++ Now, tell the students to read
Impaired: impedido millions; medalist; character;
what Dan says and answer his
Limbs: extremidades ambassador; sport.
question.
By chance: por casualidad
(L.A: to predict content from visual clues).
Shatter: destrozar
Answers: Do not check answers at this
Disability: discapacidad
point.
See Error Alert!, at the end of the unit.
5. + Ask students to read the text quickly
and find all the cognates.
4. +++ Before reading, ask students to
(L.A: to identify cognates).
look for the words in the dictionary and
Answers: double; record; meters; pair;
then to find them in the text. Make sure
fiber; doctors; amputated; incredible;
all of them understand their meanings.
attitude; artificial; real; rugby; water-
(L.A: to develop study skills).
 125

UNIT 3
READING
EST THING ON NO LEGS
THE FAST
Name: Oscar Pistorius
Sport: Athletics
From: Pretoria, South Africa
Date of Birth: 22 November 1986

Oscar Pistorius, the double amputee world record

holder over 100, 200 and 400 meters, does not
consider 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 11
months old when doctors amputated his limbs
beneath the knee.
Oscar has an incredible attitude to his disability,
exclaiming: “When people ask me what's it like
having artificial legs, I reply I don't know. What's it
like having real legs?”
Pistorius, a rugby, water polo and tennis enthusiast,
became an athlete by chance in January 2004
when he shattered one of his artificial knees on the
rugby field.
He went to the University of Pretoria for rehabilitation.
“ Before that, I hated athletics” he says. Only eight
months later he competed at the Athens Paralympics.
He says: “Some people think they are disabled
because they have one or two disabilities. But what
about the millions of abilities they have? OK, you
can't run or jump but there are so many things you
can do.”
Oscar Pistorius is not only a gold medalist and world
record holder with no legs. He is an outstanding
athlete, a real character and a true ambassador for
disability sport.
Source: http://bestuff.com/stuff/oscar-pistorius

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.
American English:
b. He can run faster than most non disabled people.
Fiber
c. He can’t imagine how life with real legs is.
d. He has liked athletics since he was a boy. British English:
e. It took him a long time to become an athlete. Fibre

8. Read the text carefully again and find what the words in bold refer to.

himself
he
that
they

THE WORLD OF SPORTS 79

versions are correct, but that they should c. True.

READING
choose one variety and stick to it. d. False. When he was a boy he hated
athletics.
6. + Tell the students to read the text
7. +++ Invite the students to read the 3. False. It took him eight months.
and check if they were right about the
text again and then decide if the
discipline.
statements are true or false. You may 8. +++ Now the students read the text
(L.A: to validate predictions through
also ask them to justify their options carefully again and find what the words
skimming).
with information from the text, as a in bold refer to.
Answers: Athletics. Oscar Pistorius.
way to check their comprehension. himself Oscar Pistorius
(L.A: to discriminate between correct he Oscar Pistorius
American v/s British English
and incorrect information). that The accident where he
Draw students' attention to the two
Answers: shattered his artificial
different spellings of the same word used
a. False. He was born in South Africa. knees playing rugby.
in each variety of English. Remind them
b. True. they Some disabled people
that both the British and the American
126
UNIT 3

9. Find the words in column A in the text and match them with their
meaning in column B.
A B
impaired an arm or a leg

9. +++ Ask students to find the words

limb crushed
merely having a mental or physical problem

in column A in the text. Then encourage Did you know that …

shattered only, simply

them to match these words with their the prefix para refers to
the competition for AFTER READING
meanings in column B. disabled people in
parallel to the Olympic 10.In your group, reflect on the text you read. What conclusion(s) can
(L.A: to infer meaning from the Games? you reach?
context).
11.Complete the summary of the text about Oscar Pistorius.
Answers: impaired: having a mental
or physical problem; limb: an arm or a OSC AR
PIS TORIUS
leg; merely: only, simply; missing:
that is not present; shattered: crushed. Oscar Pistorius is known as .

He was born in
AFTER READING
in . At the age of he had his
10. +++ In groups, the students reflect on amputated. In he
REFLECTIONS
the text they read and then share the Did I express my ideas in a went to for rehabilitation and
respectful way?
conclusions they reach with the rest of the Did I show respect and support became an .
group. At this stage, it would be a good for everyone's opinions?

Eight months later, he .

idea to draw students' attention to the
title of the reading text. Ask them if they Nowadays, he can . In future
find it correct to refer to a person as a Games, he plans to .
“thing”, and what the meaning of the
nickname is for them. You may also give 12.In your group, exchange information about the topic. Use the
questions as clues.
students some additional information
pic athletes?
Do you know any paralym
about this very remarkable athlete. What kind of disability does he / she have?
is he / she?
(L.A: to discuss a topic; to reach What nationality
In what discipline does he / she stand out?
conclusions; to accept and respect Do you know any details of his/her life?

everybody's opinions). UNIT 3

Answers: Will vary, according to
students' conclusions.
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:
80
See
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. 37 +++ 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 form
Do not forget that this section is designed
 127

UNIT 3
LANGUAGE FOCUS 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. of the negative auxiliary.
I don't know.
(L.A: to imitate a model of
2. What kind of sentences are they? Choose the correct alternative.
a. Affirmative b. Negative c. Interrogative pronunciation, accentuation and
intonation).
3. Complete the general rule.
To form the _________ form of the _______ tense, we use _______ or 15. +++ Encourage students to create
_______ + ______ and the infinitive of the _______ without _______.
a poster to advertise the Paralympic
Games in Chile. You can assign this
13.In your notebook, write the answers in exercise 12 in the negative form.
exercise as homework or treat it as a
14. Listen and repeat. Pay special attention to the pronunciation of
mini-project.
Did you know that …
the negative auxiliary. the logo of the Paralympic a. Tell them to think about everything
Games in Beijing 2008 is
He doesn't regard himself as impaired.
He doesn't have any legs. a stylised figure of an
they know of the Paralympic Games
He doesn't imagine life with legs. athlete in motion, implying and paralympic athletes in Chile.
the tremendous efforts a
disabled person has to b. Make them search the Internet or
make in sports and in
15.Create a poster to advertize the Paralympic Games in Chile.
daily life? The emblem look for information in newspapers
a. Think about what you now know about the Paralympic Games and
Paralympic athletes in Chile: date and place of games, name of
incorporates Chinese and magazines.
symbolism, calligraphy
main competitors, disciplines, etc.
b. If it is necessary, search the Internet or look for information in
and the Paralympic spirit. c. In groups, the students put the
It also reflects the
magazines or newspapers. integration of heart, body information together. Encourage them
c. Before you put the poster together, agree on the message you
want to communicate about the Paralympic Games.
and spirit. The three
colors represent the sun
to create a poster that really works.
d. Organize the information you have and create a poster that really
works.
(red), the sky (blue) and d. Put special emphasis on the message
the earth (green).
e. Display your poster in the class. the students want to transmit.
e. Allow students to share their work
16. FL Look at the symbol of the Beijing Paralympics. and display their posters in a visible
Your task is to design a new international Paralympic logo. You will
need to think about: area of the classroom or the school.
a. what ideas and values your logo represents;
b. what colours and symbols you will use.
(L.A: to relate topic of the lesson to
Good luck! students' own reality).
THE WORLD OF SPORTS 81 Did you know that…
Let students read this section on their own
and share comments in their groups. For
to promote students' independent 13. ++ Encourage students to apply more information on this section see page
learning, so help, guide and check, but 7 of the Introduction.
what they learnt in the Language Focus
don't take an active part. to write the answers to in exercise 12 in
1. The students revise the sentences from 16. FL Invite fast learners to look at the
the negative form in their notebooks.
the text. symbol of the Beijing Paralympics
(L.A: to apply a new language structure).
2. After revising the examples, they carefully. Tell them that their task is to
choose an answer for the question. Answers: a. I don’t know any famous design a new logo for the Paralympic
Answers: b. paralympic athlete. b. He doesn’t use a movement. Invite them to share their
3. Now the students complete the general wheel chair. c. He is not Chilean. d. He work with their classmates. You may
rule. doesn’t play tennis. e. I don‘t know display their work in the classroom.
Answers: To form the negative form any details of his/her life. (L.A: to consolidate vocabulary and
of the Present tense, we use do or grammar, relating content and own
14. 38 + First the students only listen.
does + not and the infinitive of the reality).
verb without s. Then, they listen and repeat paying Answers: Will vary.
__________________________ special attention to the pronunciation
128
d
UNIT 3

t an n e
t hi
Ma a c
EPISODE 3:
, WHERE ARE THE PLAYERS?
lly M
Ke Time
Notes e
th

___________________________

___________________________

___________________________

___________________________

___________________________

___________________________

___________________________

___________________________

___________________________

___________________________

___________________________

___________________________

___________________________

___________________________

___________________________

___________________________
___________________________
___________________________
___________________________
___________________________
___________________________
___________________________
___________________________
___________________________
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.
 129

UNIT 3
Notes

___________________________

___________________________

___________________________

___________________________

___________________________

___________________________

___________________________

___________________________

___________________________

___________________________

___________________________

___________________________

___________________________

___________________________

___________________________

___________________________

___________________________

___________________________

___________________________

___________________________

___________________________

___________________________

___________________________

___________________________
130
UNIT 3
SYNTHESIS
Revise the lessons of this
unit.
In this unit I learnt …
LISTENING
·To match an 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 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.
LANGUAGE
·Words that have similar meaning.
·Comparative adjectives.
·Words related to sports,
paralympic sports and outdoor
activities.
ATTITUDES
·Appreciation of the role of
sports and physical activities for
our health.
·Acceptance and respect for
disabled people.
84 UNIT 3
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
TEST YOUR KNOWLEDGE
READING: TENNIS
years ago. The
Tennis started in France nearly 1,000
yards of royal
game was originally played in the court
using the walls (like squas h) instea d of a net.
palaces,
30, 40) is prob ably based on the
The score system (15,
four quarters of a clock face.
aments is
One of the most important tennis tourn
only Gran d Slam tourn ament which is
Wimbledon. It is the
played on grass.
1968. It means that
Open tennis started at Wimbledon in
ssiona ls can play in the Championships. In
amateurs and profe
mir Voltc hkov came to the
2000, the Russian amateur Vladi
semi- finals.
player in Wimbledon. He
Pete Sampras is the most successful male
. Even more impressive is
won the tournament seven times
en's cham pion Mart ina Navr atilov a with nine victories.
wom
hip was approximately
The prize money for the 2008 Champions
s single s cham pion receives
£ 11 million. Of this, the men'
00 and the wom en's single s cham pion receives £750,000.
£ 750,0
from sponsorship.
Wimbledon is the only tournament free
This means that there are no adve rtisements around
the courts.
1. Read the text and identify: 5 pts
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. 4 pts
A B
a. When tennis started. 1. £750,000
b. An important year for the 2. 1,000 years ago
Wimbledon tournament. 3. £750,000
c. Money that the women's 4. 1968
champion gets.
d. Money that the men's
champion gets.
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 – TENNIS
1. 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.
 131

UNIT 3
LISTENING: THE MOST POPULAR SPORT SELF-EVALUATION
3. Listen to the recording and fill in the blanks in
6 pts
the following sentences.
Check your progress in this unit
a. __________ is the most __________ in the world. marking the box that is true for you.
b. Each __________ tries to control the __________.
c. The __________ is to ________________________. reading
I can relate the topic with my
previous knowledge.
4. Circle the parts of the body that are used when 5 pts
I understand the general meaning of
playing this sport. the texts.
I can predict the content of a text
arms fingers ear elbow eyes feet from cognates.
chest hand head knee legs nose thigh I can identify specific information in
a text.

LANGUAGE

5. Write comparisons using the adjectives in the box. 4 pts

listening
fast slow exciting cold big small easy I understand the teacher.
old young interesting dangerous difficult I understand the oral texts.
I recognize participants in a
a. Football - golf conversation.
____________________________________________
b. Oscar Pistorious - other athletes
____________________________________________
c. Parachuting - cycling language
____________________________________________ I can use my previous knowledge to
understand the texts.
d. Water rafting - an amusement park
I can use new vocabulary.
____________________________________________
I find exercises easy.
I can understand instructions.
6. Rewrite these sentences in the negative form. 3 pts
a. My friends and I like sports.
____________________________________________
b. Susan plays hockey every week. speaking / writing
____________________________________________ I can talk and write about sports.
c. My father reads the newspaper in the morning. I can role-play dialogues.
____________________________________________

ORAL EXPRESSION
5 pts
project / group work
7. Give a short description of your favorite sport.
Did I like to work in a group?
Was the topic interesting?
Great! Not too bad Help!
Did I support my partners?

total
0 - 14 15 - 21 22 - 27 28- 32
score
Keep trying Review! Well done! Excellent! 32 pts

THE WORLD OF SPORTS 85

LISTENING – THE MOST POPULAR SPORT

SELF-EVALUATION
39

3. a. Football, popular sport. b. player, The purpose of this section is to allow

ball. c. aim, score a goal. students to reflect on their strengths and
4. chest; feet; head; legs, thighs weaknesses. Make sure all the students
5. Will vary. understand what they are expected to do
LANGUAGE and give enough time to answer the
6. a. My friends and I don't like sports. questions. Encourage students to give
b. Susan doesn't play hockey every honest answers and show interest in their
week. c. My father doesn't read the results.
newspaper in the morning.
132
UNIT 3

TRANSCRIPTS

28 Matt: Poor him!

READING - ANCIENT GREEK GAMES
Teacher: In 1896, another Greek runner won the first
Oral practice
marathon race of the modern Olympic Games. His
Friend: Hi, Dan. What did you do last Saturday?
name was Spiridon Louis and, like Pheidippides a
Dan: I took part in the athletic competition.
long time before, he was also a postman!
Friend: Really? Did you win a prize?
Dan: I was the winner in the long jump competition. I got
LISTENING - THE FIRST MARATHON 31
a gold medal!
Oral practice
29 Girl: Who was the first marathon runner?
READING - ANCIENT GREEK GAMES
Boy: A man called Pheidippides.
Pronunciation
Girl: Where was he from?
Listen and practice. Notice the pronunciation of the endings of
Boy: From Greece, from a city called Marathon.
the verbs
Girl: What made him and his city so famous?
Invited - competed - visited.
Boy: He ran and ran to try and save his people.
Jumped - liked - watched.
Played - happened - raised.
READING - STICKS AND BALLS 32

30 Oral practice
LISTENING - THE FIRST MARATHON
Girl: What's your favorite sport?
Teacher: So, boys and girls, who wants to run the city
Boy: Football.
marathon?
Girl: And your favorite team?
Girl: I do!
Boy: It's Colo-Colo
Boy: I do, too!
Girl: Who's your favorite sportsperson?
Teacher: And you, Matt?
30 Boy: I like Matias Fernandez
Matt: Sure! I am training really hard. Who was the first
Girl: Why?
marathon runner?
Boy: Because he plays very well and he is also very nice.
Teacher: He was a Greek man called Pheiddipides. He was a
Girl: Which sports do you practice?
messenger.
Boy: I play volleyball at school.
Matt: Really?
Girl: How often do you play?
Teacher: In 490 BC, Persia was a huge empire, and it wanted
Boy: Twice a week.
to capture Athens, in Greece.
Matt: What happened?
READING - STICKS AND BALLS 33
Teacher: When the Persian army arrived at the Plain of
Marathon, the Greek soldiers were waiting at the top Pronunciation
of a hill. The Greeks sent a messenger, Pheidippides, Listen and repeat. Notice the ending in the following words.
from Marathon to Sparta to get help. He ran for two better - quieter - calmer - shorter - taller - nicer - slower - faster
days over the mountains, but the Spartans did not
want to fight, so he returned to Marathon. 34
LISTENING - AN EXTREME EXPERIENCE
Matt: What happened to the Greeks?
Kelly: So, Andy, have you ever practiced an extreme sport?
Teacher: They attacked the Persian army.
Andy: Oh, yes!
Matt: And what happened?
Kelly: Please, tell us about it.
Teacher: Pheidippides had another job. Now he ran 40
Andy: Well, this was more amazing and scary than the
kilometres to Athens to tell them that the Persians
school diving team!
were coming. When he arrived, very tired, he told
Kelly: Why was it so scary?
the news and then he died.
 133

UNIT 3
Andy: To begin with, there was no pool at the bottom. I A: What nationality is he?
just closed my eyes and jumped. When I opened B: He is Chilean.
them again, I saw the ground getting closer and A: In what discipline does he stand out?
closer. I could hear and feel the wind around me. B: He plays tennis, and he is the best paralympic tennis
Then, I pulled the cord and, suddenly, I was calm player in Latin America.
again... and I was floating towards the ground.
Kelly: And you, Dan? Have you had any extreme sports 38
READING - THE PARALYMPIC WORLD
experiences?
Pronunciation
Dan: Never, but every time I get on my bike, it's a new
Listen and repeat. Pay special attention to the pronunciation of
experience. I love to feel the cool breeze on my face, I
the negative auxiliary.
can see the beautiful landscape, smell the flowers,
and be in contact with nature. It is nicer and more
He doesn't consider himself as impaired.
relaxing than when you are inside a car!
He doesn't have any legs.
Kelly: Of course it is! What do you think Ann? Do you like
He doesn't imagine life with legs.
extreme sports?
Ann: I hate them!
TEST YOUR KNOWLEDGE 39
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 LISTENING - THE MOST POPULAR SPORT
at an amusement park is more exciting!
Kelly: Dan, what is your favourite sport?
Dan: I like all sports, but I really love swimming.
LISTENING - AN EXTREME EXPERIENCE 35 Kelly: Don't you like football? I think it is the most popular
Oral practice sport in the world.
A: Hi, guys! Do you want to see my photos? Dan: Sure! I like football very much too.
B: Sure! Kelly: What can you tell me about it?
A: I went to the south. It was amazing! Dan: Well, I know that the game is played mainly with
C: Groovy! Did you do water rafting? your feet, but you can also use other parts of your
A: I sure did. Our country has fantastic places to do that. 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
LISTENING - AN EXTREME EXPERIENCE 36
their hands.
Pronunciation Kelly: What is the aim of the game?
First only listen. Then listen and repeat the tongue twister. Note Dan: Each team tries to control the ball. The aim is to score a
the difference in the vowel sound. goal, and the team that scores more goals wins the match.
The batter with the butter is the batter that is better.
LISTENING TEST - FAMOUS ATHLETES 40

READING - THE PARALYMPIC WORLD 37 Boy: What are you doing, Nicky?
Oral practice Girl: I'm reading about one of the most important
A: Do you know any famous paralympic athletes? Olympic athletes.
B: Sure. Robinson Mendez, for example. Boy: Who are you talking about?
A: What kind of disability does he have? Girl: Carl Lewis.
B: He can't walk. He uses a wheelchair. Boy: Why is he so famous?
Girl: He was one of the fastest runners in history and was
134
UNIT 3

ERROR ALERT!

also very good at the long jump; he played

READING - ANCIENT GREEK GAMES
American football too!
Exercise 13
Boy: Did he get any medals?
Synonym (noun) (NOT: synonymous= adjective)
Girl: Lots of medals! He got nine gold medals and one
Watch out for more incorrect language transfers from
silver medal, ten in total.
Spanish
Boy: Have you heard about Kelly Holmes?
Girl: Who is she?
Boy: Well, she was a very important Olympic athlete too. LISTENING - THE FIRST MARATHON
Girl: Where is she from? Exercise 3
Boy: The United Kingdom. She was very good at running Greece /country – Greek /nationality (NOT: Grecian)
and has a blue belt in judo. She also played Watch out for more incorrect applications of suffixes.
volleyball!
Boy: Did she get any medals?
READING - STICKS AND BALLS
Girl: She got three Olympic medals! Two gold medals
Exercise 1
and one bronze medal.
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 EXPERIENCE

Dangerous – more dangerous (NOT: dangerouser)
Amusing – more amusing (NOT: amusinger)
Watch out for more incorrect applications of a grammar
structure.

READING - THE PARALYMPIC WORLD

Exercise 3
Athletics (NOT= athletism)
Watch out for more incorrect language transfers from
Spanish

BACKGROUND INFORMATION
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
135
UNIT 3
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.
136
UNIT 3
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
 137

UNIT 3
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.
138
PHOTOCOPIABLE
MATERIAL

COMPLEMENTARY ACTIVITIES

LESSON 1: ANCIENT GREEK GAMES

1. Choose a word from the box to complete the sentences.

pentathlon pankration Zeus hippodrome hoplitodromus

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 _________________________

_______________________________________________________________________________________

LESSON 2: THE FIRST MARATHON

2. What do they like doing?

Paul likes _____________________. Sue likes _____________________.

Tim _____________________. Lee _____________________.
Liz _____________________. Jane _____________________.

Paul Sue Tim Lee Liz Jane

 139

PHOTOCOPIABLE
MATERIAL
LESSON 3: STICKS AND BALLS
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 and
elbows.

LESSON 4: AN EXTREME EXPERIENCE

4. Here there are four different sports and below there are twelve different things. Which three things do
you need for each sport?

CLIMBING SKIING SURFING TABLE TENNIS

paddles rope wetsuit

board ball sunscreen

ski boots skis poles

helmet harness net

140
PHOTOCOPIABLE
MATERIAL

LESSON 5: THE PARALYMPIC WORLD

5. Try this Olympic puzzle!

1 2 3 4

7 8

10 11

12

13

14

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)
 141

PHOTOCOPIABLE
MATERIAL
EXTRA TEST

READING: THE MODERN OLYMPIC GAMES

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.

1. Read the text and choose the best answer. 4 pts

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 not
very big?
i. Russia and Brazil ii. South Africa and Pakistan iii. Australia and Cuba
5 pts
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?
__________________________________________________________________________________.
142
PHOTOCOPIABLE
MATERIAL

LISTENING 36

3. Listen and answer. What kind of text is it? 1 pts

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. 4 pts

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. 4 pts

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 8 pts
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?

0 - 5 6 - 11 12 - 19 20 - 26 total
score
Keep trying Review! Well done! Excellent!
26 pts
 143

UNIT 3
Answers

COMPLEMENTARY ACTIVITIES EXTRA TEST

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
READING
1. 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.

3. a. swimming; b. tennis; c. surfing; d. ice-hockey; e. LISTENING

running; f. American football 3. b.
4. a. CL; b. KH; c. KH; d. CL.
4. climbing: rope/ poles/ harness; skiing: ski boots / helmet / 5. a. False; b. False; c. False; d. True.
skiis; surfing: board / wetsuit / sunscreen; table - tennis:
net / paddles / ball. ORAL PRODUCTION
6. Check fluency, pronunciation and correct ideas expressed with
5. Across: 1. basketball; 5. highjump; 7. tennis; 9. gold; correct sentences.
10. bronze; 12. diving; 13. marathon; 14. hurdles.
Down: 1. boxing; 2. silver; 3. triathlon; 4. Athens; 6.
hockey; 8. Sydney; 11. record.
144
UNIT 4

SUGGESTED YEAR PLANNING

UNIT 4 HOME SWEET HOME

Minimum Obligatory Contents

Topic Strategies • To use expressions associated with the

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
• 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.
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.
 145

UNIT 4
Learning Abilities Expected Outcome Attitudes Resources Evaluation Time

• To predict content from • Acquisition of • To reinforce • Internet articles Reflections • 20 class hours for
visual clues. vocabulary related to the positive attitudes and web pages • Metacognition the main body of
• To recognize purpose of a environment and towards the • A radio Minitests text
text. environmental problems environment. Advertisement • Listening • 3 class hours for
• To discriminate between • The use of the • To identify, reflect • A survey. • Reading evaluation
facts and opinions. Imperative form and and offer solutions • Radio news. • Language • 3 class hours for
• To infer meaning of Future Tense to environmental Synthesis consolidation and
words from the context. • Express suggestions and problems. Test your complementary
future probabilities Knowledge activities
• To identify purpose and
• Effective and efficient • Listening • 1 class hour for
type of text.
use of writing skills as a • Reading cartoon strip
• To relate content and
means of • Language section.
personal knowledge.
communication. • Oral expression
• To predict content from Self-evaluation
pictures. Reading and
• To distinguish facts and Listening tests
ideas. Observation sheets
• To write a short Rubrics
interview.
• To complete a paragraph.
• To use new vocabulary.
• To express opinions.
• To report news and
problems.
• To give instructions.
• To apply a survey.
146
UNIT 4

UNIT 4
UNIT 4
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
YOU WILL LEARN THE YOU WILL PAY SPECIAL
Writing FOLLOWING LANGUAGE ATTENTION TO THESE VALUES:
• To write a short interview
• To complete a paragraph • The Present Continuous • Reinforcement of positive
• To use new vocabulary • The Future Tense attitudes towards the
Speaking • Obligations environment.
• To express opinions • Words related to the environment
• To report news and problems and environmental problems • Identification, reflection and the
• To give instructions offering of solutions to
• To apply a survey environmental problems.
 147

UNIT 4
HOME
SWEET HOME
IN THIS UNIT YOU WILL USE YOU WILL DEVELOP WRITING
THE FOLLOWING TEXT-TYPES: ·To write a short interview.
THESE ABILITIES: ·To complete a paragraph.
READING LISTENING ·To use new vocabulary.
·An article. LISTENING
·An interview.
·A web site. ·To predict content from visual clues.
·A radio
·To recognize the purpose of a text.
advertisement.
·To discriminate between facts and
·A news report.
opinions.
SPEAKING
·To express opinions.
·To report news and prob
·To give instructions. lems.
READING ·To do a survey.
YOU WILL LEARN THE ·To infer meaning of words from the
FOLLOWING LANGUAGE: context.
·To identify purpose and type of text.
·The Present Continuous. ·To relate content and personal
·The Future tense. knowledge. IAL
·Can to ask questions. Y SPEC VALUES:
·To predict content from pictures. ILL PA E
·Words related to the environment ·To distinguish facts and ideas. YOU W N TO THES
TIO
and environmental problems.
·Obligations.
ATTEN of po
tsitive
rcemen e
·Reinfo es towards th
attitud ment. on and
environ ation, reflecti
c
·Identifi le solutions tolems.
possib mental prob
environ

GETTING READY

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.

87

GETTING READY 3.Tell the students to work in pairs and

Introduce the topic of the unit make a list of problems that they think
drawing students' attention to the are affecting the country. Invite them
pictures. Start a conversation about to share their reflections with their
environmental problems. Brainstorm classmates.
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.
148
UNIT 4
WHAT ARE WE
DOING TO OUR PLANET? Lesson 1

BEFORE LISTENING
What is Earth
Day? Choose an answer:
BEFORE LISTENING a. a day when we celebrate
1. Are the following sentences true or false?
our planet's birthday. a. Human beings are making rainforests disappear.
b. a day when we solve the b. Lots of animal and plant species are dying.
c. The world's climate is changing.
1. ++ Tell the students to work in
planet's problems.
c. a day when we reflect
about our planet's
groups and reflect about statements a. problems.
2. The pictures illustrate important environmental problems. Can you
find their names in the box?
- c. Then, invite some groups to share
air pollution acid rain
their comments with their classmates. ocean pollution ozone layer depletion

(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 a b
their names in the box.
(L.A: to relate pictures and topic).
Answers: a. air pollution. b. acid rain.
PICTIONARY
c. ocean pollution. d. ozone layer
depletion. hang

3. ++ Now, ask the students to answer

harm c d

the question. Elicit some actions the nker

oil ta 3. Which of these problems are affecting your city/area/country?
students do to take care of our planet.
(L.A: to relate the topic and their own pour
4. Read what the school reporter, Kelly Hardrock, says.

reality). 5. Study the pictures and the words in the Pictionary. Can you predict
Answers: Will vary according to rain
fore
st what the text is about?

students' own experiences.

88 UNIT 4

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
LISTENING
predictions about the topic of the text.
(L.A: to predict content from visual
clues). 6. + 41 Play the recording. Tell the
students to listen and check their
PICTIONARY predictions about Earth Day.
tanker: barco petrolero (L.A: to validate predictions).
pour: derramar Answers: c.
harm: dañar
hang: colgar 7. ++ Ask the students to identify the
rainforest: selva tropical kind of text they listened to.
(L.A: to identify type of text).
Answers: c.
 149

UNIT 4
LISTENING

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 B
Oil tankers over the most important cities
Eating fish is participate in Earth Day projects
Smog is hanging dangerous to human health
Everybody 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.

Did you know that …
i. thousands ii. dozens iii. a lot
humans are reducing
c. Each Earth __________ we take care of our planet's problems. some fish species by up
to 10% of their original
i. week ii. month iii. Day population?

AFTER LISTENING

LANGUAGE FOCUS 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

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. 1. Invite students to revise the sentences
The students listen and choose the from the text.
correct alternative to fill in the blanks. 2. They identify what they refer to.
(L.A: to identify specific information). Answers: b.
Answers: a. iii. b. i. c. iii. 3. Encourage students to complete the rule.
We use the Present tense of to be +
verb + ing to talk about things that
AFTER LISTENING are occurring during a period of time in
__________________________
the present.
LANGUAGE FOCUS – The Present __________________________
Continuous
Remember 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.
150
UNIT 4
10. ++ 42 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. + 43 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).
American English:
Garbage
British English:
Rubbish
REFLECTIONS
What problems did I have to
exchange information with my
classmates?
How much did I connect the
topic to my everyday life?
90 UNIT 4
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
10. With your partner, follow the pattern below and ask and answer
questions 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 B
global disaster
acid
ozone
effect
warming
oil
green house
converter
rain
ecological
catalytic
layer
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. What
problems are affecting it most? Use the pattern below to share your
opinions. 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 are
more __________.
14. FL Translate the collocations in exercise 11 into Spanish and add more
to the list.
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. FL 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).