TEACHER'S BOOK

Lina Alvarado Jantus

TEACHER'S BOOK
ENGLISH 7º Básico
PEFC/29-31-75

9 789563 391893
EDICIÓN ESPECIAL PARA EL MINISTERIO DE EDUCACIÓN
PROHIBIDA SU COMERCIALIZACIÓN

EDICIÓN ESPECIAL PARA EL MINISTERIO DE EDUCACIÓN

PROHIBIDA SU COMERCIALIZACIÓN
 TEACHER'S BOOK

Lina Alvarado Jantus

Teacher of English
Instituto Profesional Chileno-Británico
2015 © Ediciones Cal y Canto
Travelers 7º básico Teacher’s Book Reedición
Nº de Inscripción: 235.003
ISBN: 978-956-339-189-3
Original text © Lina Alvarado Jantus
Teacher of English
Instituto Profesional Chileno-Británico

Original illustrations © Ediciones Cal y Canto Ltda.

Design © Ediciones Cal y Canto Ltda.
General Manager Jorge Muñoz Rau
English Editor Lina Alvarado Jantus
Designed by María Jesús Moreno Guldman
Cover designed by María Jesús Moreno Guldman
Layout by María Jesús Moreno Guldman
Proofreading Nicholas Gunn John
General Production Cecilia Muñoz Rau
Production Assistant Lorena Briceño González
Recording Producer Rodrigo González Díaz
Recording Engineer Ignacio Arriagada
Photos 123RF Stock Photos

2014 © Ediciones Cal y Canto

Travelers 7º básico Teacher’s Book
Nº de Inscripción: 235.003
ISBN: 978-956-339-136-7
Original text © Lina Alvarado Jantus
Teacher of English
Instituto Profesional Chileno-Británico

Basado en Travelers 7º Básico

2009 © Ediciones Cal y Canto Ltda.
Nº de Inscripción: 171.757
ISBN: 978-956-8623-52-4

All rights reserved; no part of this publication may be reproduced, stored in a retrieval system, transmitted in
any form, or by any means, electronic, mechanical, photocopying, recording, or otherwise, without the prior
written permission of the publisher.

Impreso en RR Donnelley.
Se terminó de imprimir 7.400 ejemplares en el mes de enero de 2015.

CONTENTS
• PLAN OF THE BOOK ......................................................................... 4
• DESCRIPTION OF THE COURSE ...................................................... 6
Student’s Book.................................................................................. 7
Teacher's Book .................................................................................. 9
CD........................................................................................................ 9
• CLASSROOM MANAGEMENT ....................................................... 10
• INTEGRATING THE FOUR SKILLS IN THE
ENGLISH CLASSROOM .................................................................. 11
• TEACHING STRATEGIES FOR ACTIVELY ENGAGING
STUDENTS IN THE CLASSROOM ................................................. 12
• ORIENTATIONS TO DEVELOP CRITICAL THINKING ................... 16
• COMMON EUROPEAN FRAMEWORK OF
REFERENCE FOR LANGUAGES ..................................................... 17
• CLASSROOM LANGUAGE.............................................................. 18
• PHONETIC ALPHABET CHART ..................................................... 19
UNIT 1: WELCOME, FRIENDS ........................... 20
• Error Alert!...................................................................23, 25, 28, 29
• Background Information ........................................................22, 27
• Extra Test ......................................................................................... 33
UNIT 2:
WELCOME TO MY COUNTRY ............................ 36
• Error Alert!............................................................ 39, 41, 43, 45, 46
• Background Information .............................................................. 38
• Extra Test ......................................................................................... 49
3
UNIT 3: THE WORLD OF SPORTS.............. 52
• Error Alert!.................................................................................57, 59
• Background Information ................................... 53, 54, 55, 56, 61
• Extra Test ......................................................................................... 66
UNIT 4: HOME SWEET HOME? ...................... 68
• Error Alert!..........................................................................71, 75, 77
• Background Information .................................................70, 73, 77
• Extra Test ......................................................................................... 82
• EVALUATION INSTRUMENTS (Photocopiable) ......................... 86
• LANGUAGE REFERENCE (Photocopiable) .................................. 99
• IRREGULAR VERBS (Photocopiable) ........................................108
• THEMATIC INDEX .........................................................................110
• BIBLIOGRAPHY, ADDITIONAL BIBLIOGRAPHY, WEB PAGES ....111
• QUESTION BANK ..........................................................................112
Answers .........................................................................................117
• ANSWERS ......................................................................................119
Workbook ......................................................................................119
Reading Booklet...........................................................................120
4
PLAN OF THE BOOK
5
6
DESCRIPTION OF THE COURSE
Travelers has been written especially for teenagers in the seventh
year of primary school and has been designed according to the
main guidelines of the Chilean Curriculum and the orientations
provided by the Ministry of Education.
Over the past few years, the Ministry has considered the growing
challenges of our emerging global society, generating a wide range
of efforts to equip students with the necessary skills, abilities and
attitudes to adapt to the requirements of the 21st century.
In this new scenario, where technological advances have
provided global access to information and communication,
education is no longer understood as the mere transmission of
knowledge from teacher to students. Rather, education in this
new paradigm is conceived as a dynamic process involving
teachers, students, and information. In this process, students
use their thinking skills and develop a wide variety of abilities
which enable them to make sense of the new information, in
order to respond to global demands.
In the case of English, the new trends in teaching can be
summarized in the following points:
• Development of critical thinking and creative thinking.
It is essential that students develop the necessary thinking
skills which will enable them to analyze, interpret, and
synthesize new information in a wise and organized way. In
addition, the 21st century learner must be prepared to solve
problems in the globalized world and reflect on their own
learning process.
• Explicit teaching of learning strategies. The explicit
teaching of different learning strategies is recommended as it
can facilitate the internalization, storage, retrieval, and use of
new language elements. In addition, the use of learning
strategies can help students tackle listening, speaking, reading
and writing tasks and favor vocabulary and grammar learning.
• Language learning through communicative tasks
(Task-based language learning). The integration of
communicative tasks into the foreign language classroom
makes interaction become a central element of learning.
• Connections. The incorporation of content-based elements
into English language teaching emphasizes the idea that
current education is mainly interdisciplinary.
• Culture and cultural competence. In the 21st century,
intercultural competence has become an indispensable skill to
be used in the world of work and studies.
• Writing process. The current trends give writing an
important role in the learning process and they approach the
teaching of this skill from a process rather than a product
perspective. Under this perspective, writing is defined as a
process constituting of different steps in which students
generate ideas to write a composition, organize them, give
them coherence, draft, revise and check their writing , to
finally publish a final version of their text.
• Use of TICS and multimodal texts. The development of
communication and information technologies and the multiple
resources available in the Internet constitute a valuable
resource to enhance the learning process of a second language.
The use of technology helps students who have different
learning styles, making them less dependent on the teacher as
the only source of information.
• Integrated skills
The integrated development of the four skills of the English
language (listening, speaking, reading and writing) constitutes
the most important aspect of the process of learning of a second
language. This vision of integration is aligned with the
communicative approach and presents language as natural and
motivating. According to this emphasis, the learning objectives of
English have been organized as follows:
Listening is the skill which allows learners to listen to the
language and make sense of its sounds, in order to identify the
message conveyed and comprehend the information that has
been expressed orally.
The objectives for listening comprehension demand the
listener to have an active role in the reconstruction of the
message by assigning it meaning at a variety of levels (text,
self, world, other texts, etc.).
Speaking is the productive skill which is used to
communicate ideas in oral form. In the development of this
skill, the learning of new communicative functions and the
purpose of the message play a central role. Oral expression
activities have a strong emphasis on the functions of
language, so these can be used actively in significant ways.
Reading. Reading comprehension is defined as the process by
which meaning is constructed from different texts (literary
and non-literary) and from reader’s previous knowledge. Like
speaking depends on the listening context, reading provides
students with comprehensible information and language
models which can be later used in written expression. The

development of reading comprehension is a fundamental tool
which allows students to access to new knowledge, interesting
topics, and different aspects of English language culture.
The objectives for reading demand students to comprehend
adapted and authentic simple texts, identifying the main
topic, general ideas, and specific information. Together with
this, students are also expected to express their own
impressions and feelings related to the reading material.
Writing is a productive skill of the language which consists of
using written expression to communicate a message. In this
approach, English written production is understood as a
process that starts with guided writing, that is, writing
according to a model, to finally reach free writing.
According to the main curricular objectives and organization,
Travelers aims to:
- foster an integrated development of listening, speaking,
reading and writing skills, activating the corresponding
previous knowledge to construct and express meaning.
- train students in the use of learning strategies that will allow
them to tackle real-world communicative tasks.
- develop critical and creative thinking.
- provide content-based material which presents the language
as a means to access to information in different areas and
make interdisciplinary connections with other subjects.
- help students develop cultural competence and realize
English is an important tool for exchanging information,
knowledge and culture.
- encourage awareness of the use, functions and different
communicative purposes of language.
Alignment with international standards
Mastering a language can be interpreted in many different
ways; therefore it is difficult to give an accurate description of
what it means for a student to be in a beginner, intermediate or
advanced one.
Regarding this, the national curriculum establishes the Level A2
of the Common European Framework (CEFR) as the standard
level a student should achieve when finishing 8th grade.
According to this target level, at the end of their 8th year, students
should be able to understand key aspects of standard information
normally found at school, work, their free time, etc. In addition, they
should be able to deal with certain situations in which they are
7
INTRODUCTION
expected to use the English language; they should be capable of
producing simple texts about familiar topics, and they should also
have the ability to describe experiences, events, hopes, expectations
and ambitions, and to justify and explain opinions and plans.
The Student’s Book contains four units based on the English
program for the level and the concepts and guidelines of the
Chilean curriculum.
STUDENT´S BOOK
Unit 1: WELCOME, FRIENDS.
Unit 2: WELCOME TO MY COUNTRY.
Unit 3: THE WORLD OF SPORTS.
Unit 4: HOME SWEET HOME.
Unit Structure
• Each unit begins with a two-page spread showing a diagram
of the objectives of the unit, attractive illustrations to set the
theme and to motivate students, and a few short activities
meant to introduce the topic, activate previous knowledge,
and raise students’ interest.
• The BEFORE YOU START section identifies and practices
vocabulary, language and skills that students will need to
master in order to move on to the new contents of the unit.
• The tasks in each unit are indicated with the following
headings: Reading, Listening, Writing, Language focus,
Useful expressions, Vocabulary, Test your knowledge,
and Self-evaluation.
• The tasks to develop reading, listening and writing skills help
students learn strategies to improve their understanding of
written and spoken messages, as well as to compose different
types of brief texts.
In the case of the lessons working with reading and listening skills,
the methodology adopts a three-phase approach. Each phase is
specified in the lessons as while and after reading / listening tasks.
The Before reading / listening activities provide a setting,
motivation and linguistic preparation, and activate previous
knowledge; the While reading / listening activities focus
students’ attention on specific tasks that guide their reading /
listening, providing different points of view for the same text,
and the After reading / listening activities connect the text
with their own reality, give practice on a specific grammar
structure, clarify points that may be useful later on, and / or
enlarge vocabulary areas.
 8
INTRODUCTION
• To develop writing skills, the lesson starts with a simple
analysis of a model text. This phase, called Have a look at...,
includes activities that will help students to analyze the model
text in terms of its format and language. This simple and
important analysis will allow them to have a clear idea of
what they will have to write in the lesson task.
After students are familiar with the text’s main characteristics,
they prepare their writing in a phase called Drafting. In this
section, students focus on the organization of their ideas and
manipulate the language they will use both at word and
sentence level. The next step is the phase Writing, where
students use their practice in the previous phases to elaborate
their composition.
Finally, students have the opportunity to edit their work in the
last phase, Editing, where they can also find technological
resources to publish their compositions.
Finally, the speaking skill is integrated along the lessons, in
the form of guided exercises that invite learners to discuss
topics, role-play and repeat dialogs and monologues.
• Language focus. Travelers deals with grammar only after a
certain structure has appeared in a reading or listening text
and it is likely to be encountered again in other texts.
Students are asked to find or revise the example(s) of the
structure in the text and analyze how it works, going through
a guided process of discovery.
The activities are meant to promote independent learning,
and to make students figure out grammar, word formation,
and vocabulary rules by themselves.
• Complementary activities that provide extra practice on
the contents of the unit.
• Vocabulary Summary. This section provides a list of all the
words that appear throughout the book for students to resort
to whenever necessary. It is at the end of the book.
• Project is a section that plays an important role. It can be a
useful tool for clarifying particular problems, and for creating
an instance where students can apply what they have learnt in
the unit.
It gives students a chance to revise their knowledge,
connecting the activities with the skills developed.
• Evaluation is an ongoing process in Travelers, and an integral
part of learning. It takes the form of both student evaluation
and teacher evaluation. This is done informally after Lessons 2
and 4 in each unit, through theTravel Back section. It helps
students revise their performance in the reading, listening,
and language activities and also allows teachers to make
further use of the reading and listening texts.
More formal evaluation is done at the end of each unit through
the Test your Knowledge and Self-evaluation sections.
In the Test your Knowledge section students revise contents
and evaluate their performance in the whole unit.
The Self-evaluation section allows students to reflect on
their strengths and weaknesses. It provides feedback on how
much they have learnt, putting them in a position to make an
assessment of their work. Learners, by getting involved in
their evaluation, come face to face with their learning
problems and consciously try to tackle them. Students are
asked to evaluate their performance, their participation, their
products, and the working arrangement.
• Useful expressions is a special section that gives students
authentic and up to date expressions to use while speaking
or writing.
• Glossary. This section compiles all the methodological
terminology used throughout the book.
• Learning styles. Travelers considers that there are different
learning styles in a classroom, so different kinds of activities
have been included.
- Visual learners need visuals in the classroom, for example:
posters, realia, flash cards, visual organizers, etc.
- Auditory learners learn better by listening, and like working
in pairs and small groups.
- Kinesthetic learners learn through physical activities like
competitions, board games, role-plays, etc.
- Tactile learners like board and card games, projects, etc.

• Values. Value-enhancing topics such as equality, health,
respect, the environment, etc., appear explicitly throughout
the course. Through guided questions and simple discussions,
students are encouraged to reflect about and form opinions on
broader social issues concerning their lives and the world
around them. Cultural differences are also highlighted at
relevant points in the course as well as particular aspects of
English-speaking countries such as information related to
historical and geographical facts, cultural heritage, teenage
lifestyles, etc. in order to raise students’ awareness of the
target culture, and develop a richer perspective of their
own culture.
• There are other small but interesting sections in the units.
- Did you know that...? The aim of this section is to provide
more information on the main topic of the lesson and
interest students in finding more information on their own.
- Throughout the book students and teachers will also find
website-based resources to expand their knowledge of
specific subjects.
- Target strategies. The purpose of this section is to give
students clear strategies for them to deal with the new
content, texts and recordings on their own. In this way,
students will be able to become better users of the English
language.
- WB XX RB XX These symbols make reference to the page of
the Workbook and the Reading Booklet where students can
find more practice and reading related to the topic of
the lessons.
TEACHER’S BOOK
This component includes:
• Instructions and orientations that will help teachers work
with contents , resources, and activities proposed throughout
the book.
• An introduction with a description of the course, the
methodology used, suggestions for classroom management,
general methodological suggestions for the activities and to
deal with big classes, description of the course components, etc.
9
INTRODUCTION
• Detailed teaching notes for every unit.
• The cognitive abilities implied in every activity of the lessons.
• Background notes for the teacher related to the information
content of the different texts.
• Error alert! A section that helps the teacher with information
about the most common errors students can make. However,
teachers must be very careful as to when and how to correct
errors, always keeping in mind to avoid interrupting students
while they are doing communicative activities.
• Observation and evaluation sheets for the teacher and the
students (photocopiable, in Appendix at the end of the book):
- Listening comprehension.
- Reading comprehension.
- Extended response reading rubric.
- Behavior rubric.
- Beginners’ writing.
- Project evaluation.
- Writing Process
• Answers for all the tasks in the Student’s Book ,in the tests, in
the Workbook, and Reading Booklet.
• The transcript of the recordings.
• A complete bibliography for the teacher.
• A list of useful web sites for the teacher and the students.
• Four extra tests that have also been included in the
Student's Book.
• The level of difficulty of the activities included in the book.
This is shown with the following icons:
Low = + Medium = ++ High= +++
CD
The CD contains all the material for the listening tasks, including
Pronunciation, Listening, and Listening test material. It also
includes useful expressions for the classroom. The transcripts of
the recordings are at the end of each unit.
10
CLASSROOM MANAGEMENT
Discipline
One of the reasons for bad discipline is usually students’ inability
to cope with the tasks. The noisiest students will demonstrate
their frustration by means of loud outbursts and disruptive
behavior, while the rest of the class may remain passive. To
avoid discipline problems, these preventative strategies are
suggested:
- careful planning, so that students realize there is a feeling of
purpose which keeps their attention on the task in hand;
- clear instructions, given very simply and assertively so that
students know exactly what to do.
Working with big classes
These ideas may help you deal with a big class and allow you to
put into practice the suggestions for activities in the lessons.
• At the beginning of the year, discuss and establish, together
with the class, a few class rules. Ask different groups to write
them on pieces of poster board and display them on a wall.
• Train your students to work in pairs or groups from the very
beginning, little by little, first only in pairs, doing simple tasks
such as making lists of words, looking up words in a
dictionary, preparing a couple of questions, etc., then move on
to more complex tasks, and finally start asking them to work
in groups.
• Apply different criteria to form pairs and groups: sometimes
put together students of similar levels and assign different
tasks according to their levels; at other times, form mixed-
ability pairs or groups, so that stronger students may help
weaker ones.
Pairwork and groupwork
Students learn best when they are actively involved in the
process. Some students tend to learn more of what is taught
and retain it longer when they are working in small groups.
Other students have better results when they are working on
their own, especially in reading and writing activities.
Take an active role in group formation, so that the students do
not always work with the same people, to take full advantage
of the variety of learning styles and abilities.
Students should assume different roles each time (coordinator,
secretary, researcher, presenter, artist, writer, etc.).
• Informal learning groups are temporary clusterings of
students within a single class session. They can be initiated,
for example, by asking students to turn to a neighbor and
spend two minutes discussing a question you have asked. You
can also form groups of three to five to solve a problem or
answer a question.
• Formal learning groups are teams established to complete
a specific task, such as write a report, carry out a project, or
prepare a presentation. These groups may complete their work
in a single class session or over several weeks.
• Study teams are long-term groups (usually existing over the
course of a semester) with stable membership whose primary
responsibility is to provide members with support,
encouragement, and assistance in completing course
requirements and assignments.
General Strategies
Plan for each stage of group work. Decide which topics,
language contents, or projects might lend themselves to formal
group work. Think about how you will organize students into
groups, help groups negotiate among themselves, provide
feedback, and evaluate the products of group work.
Carefully explain to your class how the groups will operate, how
they will be graded and point out the importance of roles and
responsibilities when planning group work. Explain the
objectives of the group task and define any relevant concepts.
Give students the skills they need to succeed in groups, such as
being active and tolerant, listening, helping one another in
mastering content, giving and receiving constructive criticism,
and managing disagreements.
Consider written contracts that list members' obligations to
their group and deadlines for tasks.
(Adapted from: Gross Davis, B. (1993). Collaborative Learning: Group Work and
Study Teams. Retrieved July 18, 2012 from http://teaching. berkeley.edu/bgd/
collaborative.html)

INTEGRATING THE FOUR SKILLS IN THE
ENGLISH CLASSROOM
Commonly accepted perspectives on language teaching and
learning recognize that, in meaningful communication, people
employ incremental language skills not in isolation but in
tandem.
In real life, language skills - listening, reading, speaking and
writing - never occur in isolation. For example: in
conversations, we listen and speak; when filling in a form, we
read and write, etc. Therefore, the teacher´s task is to imitate
what happens in real life within the classroom.
“The integrated-skill approach exposes English language
learners to authentic language and challenges them to interact
naturally in the language. Learners rapidly gain a true picture
of the richness and complexity of the English language as
employed for communication. Moreover, this approach stresses
that English is not just an object of academic interest or merely
a key to passing an examination; instead, English becomes a
real means of interaction and sharing among people. This
approach allows teachers to track students' progress in
multiple skills at the same time. Integrating the language skills
also promotes the learning of real content, not just the
dissection of language forms. Finally, the integrated-skill
approach can be highly motivating to students of all ages and
backgrounds”. (Oxford, 2001)
With careful reflection and planning, any teacher can integrate
the language skills to strengthen the tapestry of language
teaching and learning and use English effectively for
communication.
The Task Based approach promotes that students participate
completing tasks that require communicative language use.
From this perspective, tasks are defined as activities that can
stand alone as fundamental units and that require
comprehending, producing, manipulating, or interacting in
authentic language while attention is principally paid to
meaning rather than form (Nunan, 1989).
In task-based instruction, basic pair-work and group-work are
often used to increase student interaction and collaboration.
11
For instance, students work together to write and edit a class
newspaper, develop a television commercial, enact scenes from
a play, or take part in other joint tasks.
Here are some ideas for integrating the four skills in the
English classroom:
• Comparing. Finding similarities and differences on two quite
similar texts, pictures, places or events that learners have
experience of. (Example: Compare your list of possible 20th
century icons with your partner’s list. Did you have any
people in common? Tell each other why you chose them. How
many reasons did you both think of? Finally, combine your
two lists, but keep it to five people. Tell your picture story to
another pair and listen to theirs. Compare stories – make a
list of the main similarities and differences.)
• Problem-solving. These are activities based on common
problems – pollution, family relationships, friendship, etc.
(Example: Think of a town center where there is too much
traffic. In pairs, think of three alternative solutions to this
problem. List the advantages and disadvantages of each
alternative. Then decide which alternative would be the
cheapest one, the most innovative one, the most
environmentally friendly one. Report your decisions to
another pair / group / the class, and discuss with them which
solution would be the best one to put forward to the local
government.)
• Sharing personal experiences and story-telling. These
are activities where learners are asked to recount their
personal experiences and tell stories. They give learners a
chance to speak for longer and in a more sustained way. And
it is something people often do in real-life. In order to
encourage richer interaction, it is advisable to add a clear
goal, make instructions more precise, and give clear
completion points.
Adapted from: Oxford, Rebecca. Integrated Skills in the ESL/EFL Classroom.
(September, 2001). Retrieved 29 September 2014 from: http://photos.state.gov/
libraries/india/13974/PDFS/INTEGRATEDSKILLS-OXFORD.pdf
12
TEACHING STRATEGIES FOR ACTIVELY
ENGAGING STUDENTS IN THE CLASSROOM

High-achieving students know what needs to be learned and
how to learn it. Research has demonstrated that students
learn best when they self-regulate / set their own academic
goals, develop strategies to meet them and reflect on their
academic performance.
An organized and informed focus on strategy training will help
students learn and, at the same time, will provide them with
more opportunities to take responsibility for their learning.
In the field of language learning, there has been a change of
paradigm over time: from the early focus on the product of
language learning (linguistic or sociolinguistic competence) to a
greater emphasis on the processes and the characteristics of
language learning strategies. These learning strategies have
been defined as those specific actions, behaviors, steps, or
techniques that students (often intentionally) use to improve
their progress in developing language skills, and that can
facilitate the internalization, storage, retrieval, or use of the
new language. Training students to use these strategies
properly can help them become better language learners.
Along the same line, research evidence has shown that “whether it
is a specific conversation, reading, writing, or other class, students
need to constantly monitor and evaluate the strategies they
develop and use; and they need to be aware of the nature, function
and importance of such strategies" (Graham, 1997, p. 169).
One way to foster strategy use in the classroom is to consider
them in the lessons. For this purpose, Travelers has
incorporated various ways in which students can learn the
language by modeling, practicing or presenting different
strategies, in order to appeal to a variety of learning styles.
These are presented in the "target learning strategy" boxes,
which highlight specific strategies and guide students to use
them for developing different skills and tasks.
Reading Comprehension strategies
Comprehension strategies are conscious plans or procedures
that are under the control of a reader, who makes decisions
about which strategies to use and when to use them to get
meaning from text.
Strategies can help students become better readers if they
• use different strategies before, during, and after reading,
• use strategies whenever they read
• think about how strategies can help them
Scientific research reveals important information about what
students should be taught about text comprehension and
how it should be taught.
The following strategies appear to have a firm basis for
improving text comprehension.

Before reading While reading After reading

• Preview the text by looking at • Evaluate predictions and revise them as needed. • Think about, or reflect
the title, headings, and images. • Connect the meaning of one sentence to the meaning of another; use background on what they read.
• Recall prior knowledge; think knowledge to try to clarify the meanings of words and phrases. • Mentally summarize
about what they already know • Interact with the text; ask questions about its content and reflecting on its ideas. major points or
about the topic of the text. • Focus the attention on the reading goals. events in the text.
• Set goals for their reading. Note • Reread a passage before going on. • Go to other sources to
find additional
the structure, or organization of • Summarize the content of a passage as they read it.
• Make inferences as they read. information about the
the text, and create a mental
topic of the reading.
overview or outline of the text • Create mental images, or visualize a setting, event, or character to help
to help decide whether it is understand a passage in a text. • Talk with a classmate
relevant to their goals. about which strategies
• Monitor comprehension as they read.
they used and why
• Predict what the text will be • Rephrase a passage in their own words.
they used them.
about by using prior knowledge. • Look up the meanings of difficult words.
 13

To effectively use these strategies, teachers should spend time
modeling for students how to make meaningful questions to
themselves. The following chart shows examples of questions
teachers can use to help students develop reading comprehension
strategies while they read.
Does this remind you of something?
Has this ever happened to you?
Making connections
INTRODUCTION
Listening and Speaking Strategies
Listening strategies are techniques or activities that
contribute directly to the comprehension. Learners can
become better listeners if they develop a set of listening
strategies and match appropriate strategies to each listening
situation.
In the Pre-listening stage, students need to understand how

Do you know someone like him / her?
Are you like this character?
What do you already know that will help understand what
you’re reading?
Does this information confirm or conflict with what you’ve
read in other sources?
What do you think will happen next?
Predicting
to recognize the purpose of the listening message, and make
connections about the topic or tone to tune in as preparation
for processing the information. Teachers can use directions,
vocabulary competition, film watching, or description of
drawing sketches to tune their brain in the second language
listening.
In the While listening part, the teaching task will mainly
focus on note taking skills. EFL learners need to be taught and

Based on the material you’ve looked over before reading,

what can you predict… encouraged to actively think about what they’re listening to.
What does this title / heading / picture make you think? In order to teach EFL learners to think when listening,
Although the author hasn’t told it, what do you think about… focusing on note-taking skills is a good way of helping
What is the author saying? learners to concentrate and to look for clues in what they’re
Why is that happening? listening to.
Questioning

Why did this character…? After listening, students need to act upon what they have
Is this important? heard to expand their thinking.
How does this information connect with what you have Here are examples of strategies to help develop students’
already read? listening comprehension.
Is this making sense?
What’s going on here? Before listening
Monitoring

What have you learned? • Think of what they already know about the topic of
Do you need to reread? the recording.
What does this word mean? • Anticipate what will come.
What text clues help you fill in missing information? • Evaluate which listening strategies will serve best in the
This story is mainly about… particular situation.
Summarizing

How is the story organized?
The author’s most important ideas were…
How does the text organization help you?
What are the key words?
What are the pictures/scenes in your mind?
Visualizing
• Predict what the speaker(s) might say.
While listening
• Figure out the purpose for listening.
• Listen carefully to the speaker.
• Attend to the parts of the listening input that are relevant

What do you hear / taste / smell or feel?
What do the characters, the setting, and the events of the
story look like in your mind?
Can you picture this new information?
Adapted from: Capistrano Unified School District. (2003). Student Reading
Comprehension Strategies. Retrieved from: http://www.readinglady.com/mosaic/
tools/Student%20Reading%20Comprehension%20Strategies%20explanation%20
from%20Leslie.pdf
to the identified purpose and ignore the rest.
• Listen for more information that the speaker tells about an idea.
After listening
• Think about what they have listened.
• Monitor their comprehension and the effectiveness of the
selected strategies.
• Evaluate if they achieved the listening comprehension goals.
• Evaluate if the combination of listening strategies selected
was effective.
14
INTRODUCTION
On the other hand, speaking in the target language is one of the
most demanding and crucial tasks in students’ everyday life. The
teaching of speaking involves more than just providing them with
speaking fluency practice. Teachers need to focus on skills and
strategies that will help students negotiate meaning and
communicate effectively with other people.
These strategies help all students improve their language
development in a supportive, encouraging way.
• Model language by saying aloud and writing the ideas and
concepts you’re teaching.
• Have students retell stories aloud.
• Teach choral speaking and reading
• Sing or read songs. Children can bring in a favorite song to
perform alone or as a group, but make sure you have heard the
song first and can approve it.
• Have students read and perform theater scripts.
• Correct content, not grammar. To model proper grammar and
syntax, restate or rephrase students’ questions or statements.
• When asking questions, give choices for the answer.
• Encourage students to describe, summarize, define, contrast, and
compare by modeling. Be sure to show and not just tell when
teaching a new concept, idea, or vocabulary.
Writing strategies
For a second language learner, writing is an extension of listening
and speaking. Therefore, students must be provided opportunities
to build, extend, and refine oral language in order to improve
written output.
A great deal of research on writing highlights the fact that this skill
is rarely done in isolation, but is virtually always done in response
to source texts (Cumming, Kantor, Powers, Santos, & Taylor, 2000;
Hale et al., 1996; Hamp-Lyons & Kroll, 1996; Horowitz, 1991; Leki &
Carson, 1997; Weigle, 2002).
That is, students are rarely asked to write essays based solely on
their background knowledge; before they write on a given topic
they are expected to read, discuss, and think critically about that
topic and the type of text they are expected to produce.
Currently there is general agreement that reading and writing are
both fundamental cognitive processes that depend upon cognitive
activities such as selecting important information, organizing and
retrieving information, summarizing or consolidating information,
and so forth. Thus, instruction in reading and writing becomes an
important aspect of enhancing students’ skills.
Recently, writing instruction has moved from a product orientation
to a process orientation that stresses response during writers’
planning, drafting, revising, editing and publishing.
Fundamental to this process is writing for real purposes and
audiences, students’ sharing of ideas and written work, students’
ownership of their topics, frequent writing opportunities, and
opportunities for extended writing.
It is also important for students to view their own writing
published, formally or informally. This provides them with a
purpose to planning their texts, as well as purposes for drafting
and revising (since their work will be “public”, they experience the
need to shape the work to best represent their own goals).
The writing process involves a series of steps to follow in producing
a finished piece of writing. Every writer follows his or her own
writing process. Here are the five steps in the Writing Process and
some useful tips and instructions to use with your students.
 15

INTRODUCTION
Step Actions Tips and instructions
1. Prewriting Prewriting is forming ideas and planning • Use brainstorming or create a graphic organizer.
how to present information. This is the • Observe, imagine, interview.
planning phase of the writing process, • Gather the information.
when writers brainstorm, research,
gather and outline ideas, often using
diagrams for mapping out their
thoughts.
2. Drafting Drafting is creating the first version of a
• Use three or more important ideas from the prewriting and add
paragraph. This step turns prewriting specific, interesting details.
ideas into sentences. Writers create their
• Develop complete sentences.
initial composition by writing down all
• Add supporting details.
the ideas in an organized way. • Don’t worry about making mistakes – just get your ideas down on
paper.
3. Revising Revising is changing, taking out, or • Read carefully to make sure the wording is clear and complete.
adding words to make meaning more • Ask yourself:
clear. The goal of this phase of the Is my message clear?
writing process is to improve the draft. Did I include enough information?
Did I accomplish my purpose?
4. Editing Editing is correcting spelling, • Read it aloud to yourself.
punctuation, and grammar errors. At this • Ask a friend/ peer to listen to your work.
point in the writing process, writers • Use a checklist to check capitalization, punctuation and spelling.
proofread and correct errors in grammar • Have another writer’s feedback.
and mechanics, and edit to improve style
and clarity.
5. Publishing Publishing is making a final copy. In this • Submit to the teacher/peers /editors / etc.
last step of the writing process, the final • Send it to interested / individual groups.
writing is shared with the audience. • Display it in your classroom.
• Read it aloud.
• Submit it to publication.
Adapted from: The 5-Step Writing Process: From Brainstorming to Publishing. (n.d.) Retrieved from: http://www.liferichpublishing.com/AuthorResources/General/5-Step-
Writing-Process.aspx#sthash.1xrD4Dgq.dpuf
16
ORIENTATIONS TO DEVELOP
CRITICAL THINKING
Recent research has shown that, in general, students who develop critical thinking skills are more able to achieve better marks,
become less dependent, create knowledge, evaluate, and change the structures in society.
Teachers’ questions constitute a central aspect to develop students’ critical thinking. These are examples of questions and tasks that
consider the different levels of thinking proposed in the New Bloom’s Taxonomy (Anderson et al., 2001).
Skill Key words
Remember, repeat, identify
Remembering
match, reproduce
Describe, explain, paraphrase,
Understanding give examples, infer,
interpret, predict, summarize
Demonstrate, dramatize,
Apply
illustrate, show, use
Compare, contrast, critique,
Analyze discriminate, show in a
diagram, select
Discuss, justify, evaluate,
Evaluate
monitor, check, confirm
Design, create, elaborate,
Create
generate, plan
Questions Examples of tasks
What / How / Where is…?
When / How did …happen? Answer questions
How would you explain / describe…? Discriminate between true and false
How would you show…? information
Who / what were the main…? Name…
What are the …? Recite a poem
What is the definition of…?
How would you classify…?
How would you compare / contrast…?
How would you rephrase the meaning Classify the …
of…? Elaborate a list of the main ideas
What is the main idea of…? Compare two characters of the story.
What can you say about…?
How would you summarize…?
How would you use…?
What examples can you give… Read a paragraph.
How would you solve the…? Check and correct a text written by a
What have you learned about…? classmate.
What would result if…?
What are the parts / characteristics of…?
Why do you think…?
Read and identify authors’ points of
What is the theme…?
view about global problems.
What conclusions can you draw…?
Determine the character’s motivation in
How would you classify…?
a story.
What evidence can you find…?
What is the relationship between…?
What is your opinion of…?
Evaluate the arguments in favor /
What would you recommend…?
against …
How would you rate / evaluate…?
Justify the idea that…
How would you support the view…?
How would you improve…?
What would happen if…? Write an article about…
What alternative can you propose…? Write a song…
How could you change the plot / plan…? Dramatize…
What can you predict…?
 17
COMMON EUROPEAN FRAMEWORK
OF REFERENCE FOR LANGUAGES

The restructured version of the Common European Framework of reference for language learning, teaching and assessment represents
the latest stage in a process which has been actively pursued since 1971 and owes much to the collaboration of many members of the
teaching profession across Europe and beyond.
The Common European Framework of Reference for Languages (abbreviated as CEFR or CEF) is a standard, international scale of levels for
language learning.
One of the aims of the Framework is to help describe the levels of proficiency required by existing standards, tests and examinations in order to
facilitate comparisons between different systems of qualifications. For this purpose the Common Reference Levels have been developed. Ideally a
scale of reference levels in a common framework should meet the following criteria. The table below shows the three bands and six levels of the
CEF, together with the approximate hours required to achieve each level and what a person is able to do with the language at each level.

CEF band CEF level hours level descriptor (ability at this level)
• Can understand with ease virtually everything heard or read.
• Can summarize information from different spoken and written sources, reconstructing
Mastery
C2 1000+ arguments and accounts in a coherent presentation.
orProficiency
C • Can express him/herself spontaneously, very fluently and precisely, differentiating finer
shades of meaning even in the most complex situations.
Proficient
Effective • Can understand a wide range of demanding, longer texts, and recognize implicit meaning.
user • Can express him/herself fluently and spontaneously without much obvious searching for expressions.
Operational
C1 800 • Can use language flexibly and effectively for social, academic and professional purposes.
Proficiency or
• Can produce clear, well-structured, detailed text on complex subjects, showing controlled use
Advanced of organizational patterns, connectors and cohesive devices.
• Can understand the main ideas of complex text on both concrete and abstract topics,
including technical discussions in his/her field of specialization.
Vantage or
• Can interact with a degree of fluency and spontaneity that makes regular interaction with
B2 Upper 600 native speakers quite possible without strain for either party.
Intermediate
B • Can produce clear, detailed text on a wide range of subjects and explain a viewpoint on a
topical issue giving the advantages and disadvantages of various options.
Independent
• Can understand the main points of clear standard input on familiar matters regularly
user encountered in work, school, leisure, etc.
Threshold or • Can deal with most situations likely to arise whilst travelling in an area where the language is spoken.
B1 400 • Can produce simple connected text on topics which are familiar or of personal interest.
Intermediate
• Can describe experiences and events, dreams, hopes & ambitions and briefly give reasons and
explanations for opinions and plans.
• Can understand sentences and frequently used expressions related to areas of most
immediate relevance (e.g. very basic personal and family information, shopping, local
geography, employment).
Way-stage or
A2 200 • Can communicate in simple and routine tasks requiring a simple and direct exchange of
Elementary
A information on familiar and routine matters.
• Can describe in simple terms aspects of his/her background, immediate environment and
Basic matters in areas of immediate need.
user • Can understand and use familiar everyday expressions and very basic phrases aimed at the
satisfaction of needs of a concrete type.
Breakthrough
A1 • Can introduce him/herself and others and can ask and answer questions about personal
or Beginner
details such as where he/she lives, people he/she knows and things he/she has.
• Can interact in a simple way provided the other person talks slowly and clearly and is prepared to help.
Adapted from: Verhelst, N., Van Avermaet, P., Takala, S., Figueras, N., & North, B. (2009).Common European Framework of Reference for Languages: learning, teaching, assessment.
Cambridge University Press.
18
CLASSROOM LANGUAGE

1 The time Look.

Greetings A: What’s the time? / What time is it? Look at the pictures.
Good morning. / Good afternoon. / B: It’s one o’clock. / It’s two o’clock. / It’s three Look up these words in the dictionary.
Hello. / Hi. o’clock. / Make a list.
Good bye. / See you tomorrow. / See you It’s ten o’clock. / It’s twelve o’clock. Make a list of topics.
later. A: What’s the time? /What time is it? Make some notes.
Have a nice weekend. / Enjoy your B: It’s quarter past nine. / It’s half past ten. / Match the pictures.
holiday. It’s five past eleven. / It’s Name three activities.
ten past twelve. / It’s twenty past one. / Open the window.
Moods and feelings It’s twenty five past two. Open your books.
A: How are you today? A: What’s the time? / What time is it? Pay attention, please.
B: I’m fine. / I’m great. / OK. / Very well, B: It’s a quarter to eight. / It’s twenty five to Put the pictures in order.
thank you. nine. / It’s twenty to ten. / Read the instructions.
I’m not very well. / I have a problem. / It’s ten to three. / It’s five to four. Read the sentences.
I’m feeling low. / I’m sad. Select the correct answer.
Some Commands and Instructions Silence, please.
Asking for clarification (STUDENTS) (TEACHERS) Sit down.
Can you repeat that, please? Add more words. Stand up.
Can you say that again, please? Answer the questions. Talk to your partner.
Sorry? I didn’t understand very well. Be quiet. That’s all for today, thank you.
Can you help me with this exercise, Check your answers. Work in groups of 4.
please? Check your predictions. Work in groups of three or four.
Close the door. Work with your partner.
Encouragement (TEACHERS) Come to the board.
Well done! Write the sentences.
Compare your answers.
Good! Compare your answers in your group. Turn taking and permissions
Excellent! Complete the paragraph. (STUDENTS)
Good work! Complete the sentences. It’s your turn.
Congratulations! Complete the summary. Sorry, it’s my turn.
The date Complete the table. Excuse me, can I say something?
A: What day is it today? Copy the instructions. Excuse me; can I leave the room for a
B: It’s Monday. / It’s Tuesday. / It’s Cross out the words you do not hear. minute?
Wednesday. / It’s Thursday. / Discuss the ideas in your group. Can I talk to you after the class?
It’s Friday. / It’s Saturday. / It’s Do exercise 1. May I go to the bathroom?
Sunday. Do not write in ink.
Do not write in your book. Encouragement (TEACHERS)
A: What’s the date today? Do it more carefully. / Say it again. / Try
B: It’s (Monday) March 9th. Fill in the blanks.
Find examples in the text. to correct that, please.
The weather Find out who wrote this poem. Not too bad. / You’ll do better next time.
A: What’s the weather like today? Find the cognates in the text. / Keep trying!
B: It’s sunny. / It’s cloudy. / It’s hot. / It’s Go to the board. Well done. / Congratulations. / Excellent.
cold. / It’s nice and warm. / Identify the best description. / Good work.
It’s nice and cool. / It’s raining. / It’s Listen to the recording.
snowing. Listen.
 19
PHONETIC ALPHABET CHART

Vowels Consonants

/ɪ/ /iː/ /e/ /b/ /d/ /ð/

ship sleep ten boat daughter the
swim please many cabbage cloudy this
/æ/ /ɑː/ /ɒ/ /f/ /g/ /h/
man car dog flower gorilla house
bag father stop coffee green he
/ɔː/ /ʌ/ /ʊ/ /j/ /k/ /l/
four but put yes cake look
ball love book yellow cap calendar
/uː/ /ɜː/ /ə/ /m/ /n/ /ŋ/
food birthday mother mum name sing
two word attack miss can kangaroo
/p/ /ʒ/ /dʒ/
pen pleasure juice
soup television June
/r/ /s/ /t/
Diphthongs red sun ten
write mouse better
/eɪ/ /aɪ/ /ɔɪ/ /tʃ/ /ʃ/ /θ/
face price choice teacher shoe think
day high boy chair flash thumb
/ɪə/ /eə/ /ʊə/ /v/ /w/ /z/
near square cure love woman zoo
here fair poor violet vowel zebra
/əʊ/ /aʊ/
go cow
goat mouth
 UNIT 1 WELCOME, FRIENDS

In this unit you will use the following skills:

Listening Speaking
Listen and find specific information in a phone call and in Express own ideas in short dialogs and monologs about:
a conversation about free time activities by: • favorite free time and weekend activities,
• identifying the sequence of events, • personal experiences,
• recognizing vocabulary related to free time activities, • abilities.
• relating written and spoken versions,
• identifying expressions of time. Writing
Complete short paragraphs and write an e-mail
Reading • describing favorite activities using the expressions like,
Read and identify main ideas and specific information in a love, enjoy + ing,
literary extract and in an e-mail about friends and favorite • expressing abilities,
activities, by: • using language and vocabulary related to free time
• recognizing main ideas from cognates, activities,
• discriminating between correct and incorrect • using the appropriate format.
information,
• recognizing type and purpose of a text,
• relating topic and personal knowledge.
 21

UNIT 1
PAGE 7 PAGE 10
GETTING READY Lesson 1: MY BEST FRIEND
Introduce the unit inviting students to think about the questions on
Time Five class hours.
friends and friendship and give their own opinions. Encourage them
to say what they like doing with their friends. Make them compare Read, listen, and identify main ideas and specific
answers with their partners. Encourage them to give their own information in a literary extract about friends and
opinions and to justify their impressions giving reasons. favorite activities.
Ask them to look at the teenagers in the pictures and answer the Exchange information about favorite activities.
Objectives
questions in Exercise 3 in pairs. Then, tell them to do Exercise 4 Say the numbers.
individually. Write a short paragraph about best friends’ favorite
activities, likes, and dislikes.
PAGE 8 Use like, love, hate + ing.
BEFORE YOU START CD, Tracks 2, 3, 4.
Reading booklet, Page 3.
What students need to know before this unit: Materials Complementary Activities, Student’s Book, Page
• The verb To Be, Present tense. 32, Exercise 1.
• The days of the week. Workbook, Pages 4, 5.
• Activities.
Evaluation Reflections, Student’s Book, Page 12.
This section contains activities meant to identify and activate their
previous knowledge of the topic and related vocabulary, and to BEFORE READING
establish the starting point for the activities that will follow.
Make students look at the title of the lesson and ask them what
Give students time to form groups and discuss the exercises that
makes a best friend special and different from other friends. Listen
have to be done in pairs or groups; encourage them to reflect and be
to different opinions and write some ideas on the board. Generate
honest to do those that require individual responses.
class discussion on this question first and then motivate them to
work in groups to do the activities in this section.
Answers
1. Monday, Thursday, Friday, Sunday. 1. + Make students discuss these questions. Encourage them to
2. Picture 1: She´s studying. ask further details about their best friends and to give extra
Picture 2: They´re playing video games. information if possible.
Picture 3: They´re camping. 2. ++ Explain to students that they are going to read three
Picture 4: They´re riding their bikes. popular quotes about friendship. Tell them these quotes
Picture 5: They´re playing soccer. represent general views about friendship in the English speaking
Picture 6: He´s reading a book. world. Encourage them to express if they agree with them and to
3. Student´s own answers. give reasons that support their answers. Ask them if they have
4. Student´s own answers. ever heard similar ideas in Spanish in popular quotes or sayings
5. a. hobby. they are familiar with.
b. three times a week.
c. No, because they like him/her playing the drums. 3. +++ Make students read the paragraph about Herman Hesse
d. Dan. and reflect on the way in which an event like World War I may
6. Student´s own answers. have influenced the writer’s novel. You can guide this reflection
by asking them what kind of stories they think they would
write if they lived the experience of a war.
Target strategy: Predicting
Draw students´ attention to this strategy. Read it aloud and explain
that good readers always make predictions based on what they
already know. This will allow them to understand the text better.
22
UNIT 1
4. +++ Ask them to look at the picture on Page 11. Motivate
them to think about the reasons why the author of this text
would want to say something about his best friend. Tell them the
words in the Vocabulary box on Page 12 can give them a clue.
What kind of information would the writer give? Why? Encourage
them to share their ideas with the rest of the class.
READING
5. + 2 Students read the text quickly and check their predictions.
Remind them that this first reading is only to check their
predictions. After they have read and check, ask students if they
know the novel and if they have read it in Spanish. Share more
information about the text and the author with them.
Target strategy: Evaluating
Draw students´ attention to this strategy. Explain to them that they
should always evaluate their predictions and revise them as they
read. This will allow them to understand the text better.
Background information
Demian: The Story of Emil Sinclair’s Youth (1919) is a semi-
autobiographical novel by German writer Hermann Hesse.
Demian was published in the aftermath of World War I and grew
out of Hesse’s experience of psychoanalysis with Carl Jung and J.
B. Lang.
The novel is set in Germany in the decade preceding World War I,
roughly 1904 to 1914. It is narrated by Emil Sinclair and describes
Sinclair’s personal inward journey to an understanding of his deep
inner self.
Source: Cengage, G. (2013) Novels for Students. Retrieved June5, 2013, from http://www.
enotes.com/demian
Hermann Hesse (1877-1962), was a German poet and novelist,
who depicted in his works the duality of spirit and nature, body
versus mind and the individual's spiritual search outside the
restrictions of society. In 1922 appeared Siddhartha, a novel of
asceticism set in the time of Buddha. Its English translation in the
1950s became a spiritual guide to the generation of American Beat
poets. Hesse was awarded the Nobel Prize for Literature in 1946.
World War I, also known as First World War, was a global war
centered in Europe that began on 28th July 1914 and lasted until
11th November 1918. One hundred thirty five countries took
part in this war and more than 15 million people died. It is said
that it started when a Serbian shot an Austro-Hungarian
archduke in Sarajevo, Bosnia, but there were more complicated
reasons that led to WWI. It ended by the signing of many
different treaties, the most important being the Treaty of
Versailles.WWI was the first war in which tanks, aeroplanes and
submarines were much used as weapons.
6. +++ Draw students’ attention to the characteristics of the text.
Guide their reflection asking them some questions, such as What
is the writer doing in the text?, What is the setting of the story?,
Who is telling the story? Who is Demian? How do we know that?
Ask students what chapter of the novel they think the extract has
been taken from and why.
Listen to their reasons and guide the answers. Explain that the
author is introducing Demian and describing him for the first
time, so it seems to be the beginning of the story.
Answers
c. Because the narrator is describing the protagonist of the story,
Demian.
7. +++ Read the instruction aloud and make sure students
understand they have to identify a synonym for each word.
Before starting the activity, emphasize that the words are all
cognates and elicit their ideas about the meaning. Do the first as
an example. Check orally.
Answers
I. Unpredictable: unexpected. Exceptional: remarkable.
Assertive: mature.
II. Ironic: sarcastic.
III. Honored: flattered. Curious: odd.
PAGE 11
Target strategy: Monitoring.
Ask students to evaluate and revise the predictions they made
before reading the text. Explain that in this way they are
monitoring their comprehension of the text.
PAGE 12
8. ++ Read the sentences aloud and explain that each sentence
contains a piece of false information. Students have to identify it
and find the correct information in the text. Check orally.
Answers
a. Demian looked like a simple boy.
b. The classroom was small.
c. Demian looked like a boy who doesn’t like doing assignments.
d. Demian was a farm boy.
9. +++ Motivate students to identify the attitudes that the
narrator expresses in the extract and discuss their ideas with a
partner. Ask them what kind of description they have read and
what feelings they can recognize in it.
Invite students to work in pairs and reflect about the questions.
Encourage them to share their answers with their classmates.

a. The author pictures the Hare’s friends as selfish. None of them
wanted to help the Hare.
b. Demian is pictured in a different way. He is worried about his
new friend and he knows exactly where he lives.
Vocabulary
Ask students to do this activity in pairs. Check their answers orally.
Answers
gentleman / well educated man;
mature / adult;
assignment / task;
odd / strange.
LANGUAGE FOCUS
EXPRESSING LIKES AND DISLIKES
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 provide the answers.
Answers
2. Children don’t like seeing this kind of expression in a face.
3. Children.
4. We express our favorite activities using like /enjoy + a
verb ending in ing. We express our dislikes using don’t /
doesn’t + like + a verb ending in ing.
If the subject is he, she or it, the verbs add a letter s in the
affirmative form.
WB 2 Find more practice of this topic on Page 2 of the Workbook.
10. +++ Tell students to imagine that they are Sinclaire's friend,
Demian. Encourage them to think how Demian would describe
Sinclaire and motivate them to write a description. Tell them to
think what activities the character may enjoy doing. Make sure
students apply what they learned in the Language Focus in their
description.
Useful expressions
Draw students´ attention to the expressions in the box and remind
them to use as many as possible in their description.
11. + 3 First play the recording and ask students only to
listen. Then play the recording again for students to repeat each
pair of numbers. Make sure they distinguish the difference in
pronunciation and accentuation encouraging them to clap as
they recognize the stressed syllables. Ask them what syllables
they clapped in each case.
23
UNIT 1
'thir`teen - `thirty; 'four`teen - `forty; 'fif`teen - `fifty;
'six`teen-`sixty; 'seven`teen - `seventy; 'eigh`teen - `eighty;
'nine`teen -`ninety.
WB 3 Find more practice of this topic on Page 3 of the Workbook.
Error Alert!
Students may find it difficult to distinguish between 13th / 30th, 14th
/40th, 15th / 50th, etc. Draw students’ attention to the fact that the
stress is on the last syllable in numbers ending in –teen, and on
the first syllable in numbers ending in –ty. Have students repeat
several pairs of numbers until they can produce the correct stress.
Draw students’ attention to the pronunciation of the letter s,
pronounced /s/ and the letters th, pronounced / θ /. Explain that
if we use one instead of the other in English we can change the
meaning of a word.
Example: miss /mis/ = echar de menos, and myth /mi θ/ = mito.
Help students with the pronunciation of thirteen / θ ɜr`tin/;
compare the pronunciation of / θ/ with Spanish words such as
zapato, zapallo, zueco, as pronounced by a Spanish person.
PAGE 13
12. + 4 First, students only listen. Then, they listen and
repeat the conversation.
TRANSCRIPT 4
Kelly: What’s your best friend’s name?
Dan: Mark Peterson.
Kelly: How old is he?
Dan: He’s twelve.
Kelly: What are his favorite activities?
Dan: He likes playing football and tennis.
Kelly: And what do you like doing?
Dan: I like swimming.
Additional activity
Use this short conversation for ‘shadow reading’. Ask students to
listen to the recording and read the conversation aloud with
them, trying to imitate the speed and rhythm of the speakers on
the recording. This task is challenging and motivating and can
be used with any oral practice activity. It works well after some
exposure to the rules of pronunciation-connected speech, stress
and intonation.
WB 3 Find more practice of this topic on Page 3 of the Workbook.
13. ++ Invite students to read the information about Hayley and
Carlos in the cards.
24
UNIT 1
14. +++ Encourage students to complete the paragraph in
their notebooks using the information in Exercise 13. Refer
them to the Language Focus to make sure they use the correct
structures when expressing likes / dislikes. Invite some
students to read their paragraphs aloud. Make general
corrections to provide a model for the rest.
15. Ask fast finishers to complete the card with information
about their best friends. Encourage them to talk about him / her
with their partners.
Assign this activity as homework to the rest of the students.
16.+++ 66 Ask students to read and listen to the fable The
Hare with Many Friends in the Reading Booklet. Have them
identify the differences between the two texts (Demian is an
autobiographical story, based on real facts; The Hare with Many
Friends is a fable). Share with them some characteristics of fables.
Useful information
Fable (n.): a short, traditional story, usually involving animals,
which is intended to show people how to behave.
Source: http://dictionary.cambridge.org/dictionary/learner- english/fable?q=fable
PAGE 14
Lesson 2: A TRIP TO THE CAPITAL
Time Five class hours.
Listen and identify main ideas and specific
information in a telephone conversation about
friends and activities in the city.
Practice pronunciation of /s/.
Objectives
Express events that are happening at the moment
of speaking.
Write a short telephone conversation.
Use the Present Continuous tense.
CD, Tracks 5, 6, 7.
Complementary Activities, Student’s Book,
Materials
Page 32, Exercise 2.
Workbook, Pages 6.
Evaluation Reflections, Student’s Book, Page 16.
BEFORE LISTENING
1. + Read the instruction aloud and make sure students remember
Kelly, the girl who appeared in the first lesson. Elicit predictions
about the country where the children come from.
2. ++ Ask students if they can guess the meaning of the word
cyber-pal only by reading the instruction in Exercise 1. Help
them clarify what the word means and ask them if they have a
cyber-pal. Ask them if they think they would like to have a friend
from a country in particular and why.
Target strategy: Using previous knowledge
Draw students´ attention to this strategy and explain it to them.
Tell students that by thinking of what they already know and
anticipating what they will listen to, they will be able to understand
the recording better.
3. ++ Ask students to form groups to match the sentences and
the pictures. They can use the dictionary to check the meanings
in Spanish. Choose one student per group to share the answers
with the class.
Answers
a. 2. b. 3. c. 4. d. 1.
4. ++ Invite students to read the words in the Vocabulary box.
Explain to them they are words that will appear in the text they are
going to listen to. Ask them to classify the words in the chart
according to their meanings. Then, help students remember other
expressions they already know and add them to the chart. Make
them copy and complete the chart in their notebooks.
Answers
Time Actions
Early Arrive
leave
Vocabulary
Ask students to complete the sentences in their notebooks. Check orally.
Answers
arrive; leaves; around; early.
PAGE 15
LISTENING
5. + 5 Tell students they are going to listen to a telephone
conversation between Kelly and Ignacio and to check their
predictions in Exercise 2. It is important to emphasize that this
first listening is only to get the general meaning of the text and
to check their predictions, therefore it is not necessary to
understand every single word.
Target strategy: Focusing attention
Remind students to listen only to the parts that are relevant to the
purpose of the listening task and ignore the rest. This will help them
become better listeners.
Answers
Texas, the USA.
6. ++ 5 Read the questions aloud and help students discover
the kind of information they are going to look for.
Students listen to the recording again and concentrate on the
specific information required. Check orally.

Answers
a. iii. A boy and a girl.
b. ii. Santiago.
7. ++ 5 Students listen to the conversation once more and
select the correct alternative to complete each statement.
Guide them to concentrate on the kind of information that
is required.
Example: a. numbers / the time; b. different buildings; c. days of
the week; d. means of transport.
Check orally.
Answers
a. iii. (One week); b. ii. (a hotel); c. iii. (Friday); d. ii. (plane).
PAGE 16
8. ++ 5 Make students match the beginning and the ending
of the sentences before listening to the recording. Then play it
again and ask them to check their answers.
Answers
a. iv. (I’m ringing from Santiago.); b. vi. (We’ll stay here for a
week.); c. vii (You can go all around the city.); d. v. (We haven’t
got much time.); e. ii. (We have to be at the airport.); f. i. (We’ll
stay with my father.); g. iii. (He’s got a big house there.)
Useful expressions
Draw students´ attention to the sentences in the box and explain
that they are common expressions people use in everyday English.
9. +++ 5 Explain to students the previous activities helped
them decode the content of the conversation. Tell them they
must listen to the recording for the last time and do something
different now. Draw their attention to questions a – d. Explain
to them that they are not going to find literal information in the
recording to answer these questions, as it was the case in the
previous activities. Tell them they must pay attention to clues in
the recording, for example, speakers’ intonation, intention and
attitudes. Be clear about how important it is to make inferences
from what they can understand to answer this kind of questions.
Also, explain students it is necessary to identify exactly what
elements, words, or expressions in the recording helped them
decide their answers.
TRANSCRIPT 5
Ignacio: Aló.
Kelly: Can I talk to Ignacio, please?
Ignacio: Eh, Ignacio speaking.
25
UNIT 1
Kelly: Hi, Ignacio, it’s Kelly here. Your cyber-pal.
Ignacio: Kelly? From Texas?
Kelly: Yes, but I’m ringing from Santiago. We arrived from Texas
today. The plane landed at 5:15 in the morning.
Ignacio: Wow! How early! How are you?
Kelly: We’re fine, in the city and we’ll stay here for two weeks.
Ignacio: Oh, where? In a hotel?
Kelly: Yes. Ignacio, tell me, what is Santiago like? What can we
do here?
Ignacio: Lots of things! For example, you can go all around the
city in a tourist bus. That is really cool. You can go to the
mountains and look at the city from above. You can also
visit the National Museum of Art, the Moneda Palace and a
lot of shopping centers; besides you can…
Kelly: Stop! Stop! We haven’t got much time. On Friday, we are
leaving for Antofagasta. We have to be at the airport at
half past six in the morning! We’ll stay with my father. He’s
got a big house there.
Ignacio: Why don’t you come over this afternoon and meet my friends?
Kelly: That sounds great! I can interview them for my school
magazine.
Ignacio: I’ll ask my mother to pick you up…
Answers
a. No, he wasn´t. b. He feels excited. c. She feels excited, too.
d. Wow! How early!; That is really cool!; That sounds great!
LANGUAGE FOCUS
THE PRESENT CONTINUOUS
Remember that these activities are meant to promote independent
learning, so help, guide and check, but do not give the answers.
1. Students revise the examples.
2. Guide them to discover what the sentences express.
Answers
b. (Actions that are happening at the moment).
3. Students´ own answers.
Error Alert!
Students may omit the verb to be when using the
Present Continuous.
PAGE 17
WB 4 Find more practice of this topic on Page 4 of the Workbook.
10. + 6 Play the recording. Students first listen and then
listen and repeat the tong twister, paying attention to the
pronunciation of sounds, rhythm and intonation.
26
UNIT 1
11. ++ In this activity, students have to describe the pictures that 13. +++ 7 Students practice, and role-play the telephone
show different actions taking place. To do this, they must start conversation in pairs, imitating the model in the recording.
describing the pictures orally and conclude the activity writing
14. +++ Students work in pairs.
a paragraph that describes all the pictures. Revise the structure
a. Ask students to read the dialog again complete the chart in
in the Language Focus again and ask students to work with a
their notebooks with the different expressions in each stage of
partner and look at the pictures. Ask them What can you see in
the conversation.
these pictures? What are they doing? and elicit some answers.
Have them focus on the example and tell them this is a model Answers
they can use to make their descriptions. Expressions to use in a phone conversation
Then motivate them to write a paragraph describing the Begin the Identify Ask to talk Offer to take End the
conversation yourself to a conversation
pictures on the space provided. somebody message
Answers Hello, Hi. this is Can I speak Can I take a Ok, no
Answers will vary. to... message? problem

Extra! b. Encourage students to write a short telephone conversation in

Collect some pictures of people doing different activities from
magazines or from the other units of the Student’s Book. Show
them to students and ask them to say what the people are doing.
Alternative: Mime game
Give some students the pictures you collected and encourage
them to mime the actions. The other students have to guess
what the mime is and say the complete sentence, e.g.: You are
riding a bike; You are swimming; You are eating a sandwich, etc.
You can do this activity as a class or in groups.
PAGE 18
12. ++ 7 Invite students to read the dialog and identify the
situation (a telephone conversation). Explain to them that the
conversation between Kelly and Ignacio is a good example of a
typical telephone conversation. Tell students they are going to
listen to another example of a telephone conversation. Explain
students that sometimes the person we call is not at home and
we need to leave him / her a message. Then play the recording
and encourage them to focus their attention on the expressions
used by the speakers.
Useful expressions
Draw students´ attention to the expressions in the box and
explain that they are common phrases people use in phone
conversations.
TRANSCRIPT 7
A: Hello.
B: Hi, this is Betty. Can I speak to George?
A: Sorry, he isn’t at home. Can I take a message?
B: Can you tell him that Betty called?
A: OK. No problem.
their notebooks using their own ideas and following the model
in Exercise 12.
c. Invite students to role-play the conversations in front of
their classmates.
15. Motivate fast finishers to look around and see what is
happening in the classroom. Ask them to focus their attention
on some classmates and the teacher and write a paragrpah
saying what they are doing.
Answers
Answers will vary.
PAGE 19
TRAVEL BACK
The travel back section provides material to check and revise
students’ progress and, at the same time, information for the
teacher about any points that the majority of the students may have
problems with. Make sure they understand what they are expected
to do, play the recording again for the listening part, and give them
time to answer individually.
Answers
1. c.
2. a. My salvation came in an unexpected way.
b. One day, another class entered into our large classroom.
c. There’s something odd above the doorway I like very much.
3. a. They don’t have much time. b. They are leaving for the
north. c. She says it‘s great.
4. a. Ignacio. b. Kelly. c. Ignacio.
5. Students´ own answers.
6. a. iv. b. iii. c. i. d. ii.

PAGE 20
Lesson 3: LIVING ABROAD
Time Five class hours.
Read, listen and identify main ideas and specific
information in an e-mail about living in another
country.
Objectives Practice pronunciation of /k/, /æ/.
Express abilities.
Complete an e-mail expressing abilities.
Use modal verb can.
CD, Tracks 8, 9.
Complementary Activities, Student’s Book,
Materials
Page 32, Exercise 3.
Workbook, Pages 7, 8.
Evaluation Reflections, Student’s Book, Page 16.
Target strategy: Previewing
Draw students´ attention to this reading comprehension strategy.
Tell them that by looking at the title, headings and images they will
be able to understand the text better.
BEFORE READING
1. + Encourage students to answer the questions in pairs. Students
may use Spanish if necessary, but encourage them to use the
vocabulary from previous lessons.
Background information
The United States
The United States is a federal union of fifty states and one
district (District of Columbia). The original thirteen states were
the successors of the thirteen colonies that rebelled against
British rule. Most of the rest correspond to territory obtained
through war or purchased by the US government. The exceptions
are Vermont, Texas, and Hawaii, which were independent
republics before joining the union.
Answers
a. A girl with a cell phone and a bag.
b. It is the USA.
c. They show famous landmarks of the USA.
Vocabulary
Ask students to do this activity in pairs. Check their answers orally.
Answers
top: North; down: South; left: West; right: East; left/right: Ocean;
right/The Bahamas: island; top/Chicago: lake.
27
UNIT 1
2. + Read the instruction aloud and check that students
understand the task.
Possible answers
live in another / foreign country.
3. + Ask students if they think Ema likes the new city where she is
living now. Elicit possible reasons why Ema may or may not like
the city.
4. + Invite students to work on their own and only help them if
necessary.
Possible answers
buzón de entrada; destacados; conversaciones; enviados;
borradores; principal; correo basura; papelera.
PAGE 21
READING
5. ++ 8 Invite students to read the text and find supporting
information in it that indicates if Ema likes the city or not.
Check orally.
Answers
Yes, she likes the city.
Supporting information: This is a beautiful city and the people are
very nice. We live in a beautiful area.
Target strategy: Focusing attention
Remind students to keep in mind and focus on their goals while
reading.
PAGE 22
6. ++ Read the incomplete sentences and the alternatives with the
class. Students read the mail again to choose the correct alternative.
Answers
a. ii. b. iii. c. i. d. i.
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 8 of the Introduction.
7. +++ Encourage students to do this activity in pairs. Draw their
attention to the Useful expressions box in order for them to learn
and use new phrases.
28
UNIT 1

Answers PAGE 23
A: Hi, _______. What are you doing? 8. + 9 First students only listen. Then they listen and
B: I´m reading an email. She´s living in San Antonio now. repeat the tongue twister imitating the model of pronunciation.
A: Really? Does she like it?
WB 5 Find more practice of this topic on Page 5 of the Workbook.
B: Sure! She says it is beautiful!
A: Does she have new friends? 9. ++ Tell students to complete the e-mail in their
B: Yes, she has three new friends. notebooks applying the structure in the Language Focus.
Check orally.
Vocabulary
Draw students´ attention to the list of words in the box and ask Useful expressions
them to find them in the text on Page 21. Help them by saying that Draw students´ attention to the expressions in the box and explain
two words belong to the vocabulary of e-mails, and the other two that people use them to talk about abilities.
words are in the text itself. Check answers orally. 10. +++ Invite fast finishers to work in groups of four and
Answers ask them to carry out a survey of the things their friends can / can't
do. Elicit the questions they have to ask and write them on the
discard: to throw something away;
board: Can you dance / play the piano / sing / cook / speak English /
attach: to add something to an email;
swim? Encourage them to apply the survey to other friends or
daily: happening every day;
relatives as homework and to take notes in their notebooks. Make
miss: to notice that somebody is not near you.
some students prepare a presentation of the results.
LANGUAGE FOCUS Extra!
CAN / CAN’T Ask each student to write three things they can do on a slip of
Remember that this section is designed to help students revise paper. Make sure they do not write their names on the papers.
or discover by themselves a particular grammar structure or an Divide the class into groups of six or seven students. Ask them to
interesting item of vocabulary from the text. collect the papers and mix them up. Each student in the group
1. Invite students to locate the sentences in the text, paying must take a slip of paper, read the sentences in it, and guess
special attention to the words in bold. who the writer is. If he / she doesn’t guess, the next student will
2. Help students complete the rule. take the chance to do it.
Answers WB 6 Find more practice of this topic on Page 6 of the Workbook.
We use can when we want to express that we have the ability to
do something. We use can’t when we want to express that we PAGE 24
don’t have the ability to do something. Lesson 4:
WHAT DO YOU DO ON THE WEEKEND?
Additional activity Time Five class hours.
Elicit the structure for the interrogative form and write it on the Listen and identify main ideas and specific information
board. Have students practice it asking questions about abilities in a conversation about weekend activities.
to their partners. Practice pronunciation of the days of the week.
Example: Can you speak Chinese? Can you hop on one foot? Can Objectives
Talk about weekend activities.
you run fast? etc. Complete a weekend diary.
Error Alert! Use prepositions of time.
Students may tend to put to after can; explain that modal verbs CD, Tracks 10, 11, 12.
Materials
such as can, must, could should, would, are followed by the Workbook, Page 9.
infinitive without to. Evaluation Reflections, Student’s Book, Page 26.
Example BEFORE LISTENING
I can play tennis. (Correct) Target strategy: Using previous knowledge
I can to play tennis. (Incorrect) Remind students that they will be able to understand the

recording better if they resort to what they already know about
the topic. Help them by asking some questions such as:
- What do you like about the weekend? Why?
- What don´t you like? Why?
- What do you usually do on the weekend?
- Where do you go?
- Who do you visit?
1. + Motivate students to look at the pictures and to match them
with the names of the activities.
Answers
1: prepare a barbecue. 2: stay at home. 3: meet friends.
4: rent DVDs. 5: do sports. 6: do homework.
2. ++ Ask students about their free time activities. Encourage
them to use the new vocabulary from Exercise 1, if necessary.
WB 7 Find more practice of this topic on page 7 of the Workbook.
3. +++ Encourage students to do this activity using their own
ideas. Then, invite them to perform the dialog in front of the class.
Error alert!
The days of the week in English are always written with capital
letters, but not in Spanish.
4. + Tell students that the words in the Vocabulary box are in the
recording they are going to listen to. Ask students to read the
definition of each word and to provide examples of their own.
Tell them to write the examples in their notebooks.
PAGE 25
LISTENING
5. + 10 Ask students to listen to the recording and identify the
activities mentioned. Write them down in your notebook.
Additionally, you can make students compare the children's
plans with their own notes for their ideal weekend in Exercise 3.
Which is more exciting? Would they like to be in their place?
Answers
Ema: stay at home, go to the club. Dan: go to parties, rent DVDs.
Ann: visit grandparents.
Target strategy: Focusing attention
Draw students´ attention to this strategy. Tell them to identify the
purpose of the listening task and to focus on the relevant information.
6. ++ 10 Students listen to the recording again to number the
sentences in the order they hear them.
Answers
a. 5; b. 3; c. 1; d. 4; e. 2; f. 6
29
UNIT 1
7. +++ 10 Invite students to match the activities in column A
with the corresponding time in column B. Ask them to identify
the logical time to perform each of the activities and then
answer. Then, play the recording once more and ask students to
check their answers.
Answers
a. iii.; b. v.; c. iv; d. i.; e. vi.; f. ii.
TRANSCRIPT 10
Ema: What do you do on the weekend, Dan?
Dan: Err, nothing special. My parents and I go shopping on
Saturday morning. In the afternoon, I like to do or watch
sports on TV. What about you, Ann?
Ann: I usually visit my grandparents. They always prepare a
barbecue on Sundays.
Ema: Do you often go to parties?
Dan: Sure! On Saturdays, I have dinner at 9:00 and then I go out.
If the weather is cold, I stay at home and rent some DVDs.
And you, Ema?
Ema: Oh! I usually stay at home. On Saturday morning, I help my
mother. In the afternoon, my sister and I go to the club and
meet some friends there.
Ann: What time do you study?
Ema: On Sunday. I wake up at ten and go out for a walk or for a
ride. We usually have lunch at two o’clock and then I study
or do homework.
Dan: Hey! How about visiting Andy this afternoon?
Ann: That’s a great idea!
Dan: OK. See you there at 4:30.
Ann: See you!
Ema: Bye!
LANGUAGE FOCUS
PREPOSITIONS OF TIME
Remember that these activities are meant to promote students’
independent learning, so help, guide and check, but don’t take an
active part.
1. Students revise the examples from the text. Ask them to pay
special attention to the words in bold. (idea of time).
2. Make students identify the meaning of the words in bold.
at: a. in: en. on: en (indicating time).
3. Ask students to analyze the examples in Point 1 and then
complete the rule.
Answers
We use at for a precise time.
We use in for months, years, centuries and long periods.
We use on for days and dates.
30
UNIT 1
WB 7 Find more practice of this topic on Page 7 of the Workbook.
Additional information
One way to help students remember how to use these
prepositions of time is to give them a sentence that contains all
three, e.g.:
On Sundays, I get up at 10:00 in the morning.
You may ask them to write a version of the sentence that is true
for them and then read it aloud to their classmates.
PAGE 26
8. +++ Make students have a look at the visual clues and then
ask them to complete the sentences using a preposition from
the Language focus.
Answers
a. in the afternoon. b. in summer. c. at two. d. on Sundays.
9. + 11 First play the recording and ask students only to
listen. Then play the recording again for them to repeat each day
of the week.
Extra!
Make cards with anagrams to review the days of the week
(mixed-up letters, e.g. duysan for Sunday). Prepare this
beforehand making sure you include all the letters.
Show one card to a student and ask him / her to unscramble the
letters and say the correct word.
10. ++ 12 First, students read the diaries and work in pairs to
complete the dialog about Joanna and Stevie's weekend activities
in their notebooks. Then, play the recording and ask students to
check their answers.
Answers
A: What do Joanna and Stevie do on the weekend?
B: Joanna goes shopping and Stevie goes cycling.
A: What do they do in the morning?
B: On Saturdays, they go shopping. On Sundays, they play tennis.
TRANSCRIPT 12
A: What do Joanna and Stevie do on the weekend?
B: Joanna goes shopping and babysits. Stevie goes cycling.
A: What do they do in the morning?
B: On Saturdays, they go shopping. On Sundays, they play tennis.
11. +++ Encourage students to practice repeating the dialog
in pairs. Invite some pairs to role-play it in front of the class.
Useful expressions
Draw students´ attention to the expressions in the box and explain
that people use them in everyday English.
12. +++ Have students compare the diaries with their own
routines. Encourage them to find similarities and differences. Ask
them what they do on the weekends and motivate them to write
their own diary in their notebooks. Make some students come to
the board and share their diaries with the rest of the class.
13. +++ Ask students to work with a partner. Encourage them to
make questions to each other about their diaries and find out
how similar or different their weekend routines are.
Useful expressions
Draw students´ attention to the expressions in the box and explain
that people use them in everyday English.
14. Fast finishers may report to the rest of the class what they
have learned about their partner's diaries. Motivate them to
describe their partners' routine using prepositions of time.
PAGE 27
TRAVEL BACK
The Travel Back section provides material to check and revise students'
progress and, at the same time, information to the teacher about any
points that the majority of the students may have problems with. Make
sure they understand what they are expected to do, play the recording
again for the listening part, and give them time to answer individually.
Remind them to copy and complete the table in Exercise 6 in their
notebooks.
Answers
1. b.
2. a. San Antonio: beautiful. b. Seaworld: famous.
3. b.
4. a. grandparents. b. sports. c. home.
5. a. Linda can ride a horse. She can’t speak German.b. Phil can
use a computer. He can’t ride a horse. c. Linda and Phil can
use a computer but they can’t speak German.
6. Everyday activities: going to school; doing homework.
Weekend activities: watching movies; preparing a barbecue.
PAGE 28
Lesson 5: TO MY CYBER-PAL
Time Three classes.
Plan, draft, edit, and write a final version of an
Objectives e-mail to a cyber-pal giving personal information
and talking about favorite activities.
Complementary activities, Student’s Book,
Materials
Page 33, Exercise 4. Workbook, Page 10.
Evaluation Writing box, Student’s Book Page 29.
 31

UNIT 1
HAVE A LOOK AT... An email EDITING

In this lesson, students will learn to write an e-mail to a friend. Before the
writing process starts, it is necessary to analyze a model of the text they
are going to write. This section of the lesson will guide them in this
important analysis with questions and activities that will help them
discover the structure and format of an informal e-mail, as well as help
them reflect on the type of language that is often used in this type of text.
1. Tell students that they are going to write an e-mail to a friend.
Explain to them that any writing activity entails a process and it
needs preparation.
Start drawing students’ attention to the structure of the e-mail.
Ask them to analyze it and identify the different components of
the message.
6. When students finish writing, tell them to revise and edit their
work using the list in the Writing box on Page 31.
PUBLISHING
7. Motivate students to write a final corrected version of the e-mail
and send it to their partners. If it is not possible, ask them to
write the final version of the message on a sheet of paper and
give it to their friends.
You may give the writing assignment as homework and check it in
the next class, or have students check their classmates’ messages.
PAGE 30
Kelly, Matt, and the Time Machine

2. Ask students to copy and complete the table in their notebooks. 13 Episode 1: Matt and Kelly arrive in Chile
Have students classify the expressions in the box according to Help students clarify the connection between the characters that
their function. have appeared in the lessons and those in the cartoon strip. Read
Point out that there are expressions, such as Hi, Love, Best, that the title and the introductory paragraph with them to make sure
are friendly and informal and can be used when writing an they understand the setting of the children’s adventures.
e-mail to a close friend.
Make students listen to the recording while they read or motivate
Greeting Closing Signing off them to read the story on their own.
Dear Ted Write soon Your friend Help only if they ask you to.
Hi, Mary Lots of love Best wishes
Creative Skills
Hi I miss you Love
The purpose of this section is to foster and enhance students’
Hello Best
creative skills using the comic strip episode.
Cheers 1. Make students work in groups of four to discuss what they
think happened to Kelly and Matt after they opened the
PAGE 29 box. Motivate them to share their ideas and vote the most
ORGANIZING
popular in the group.
2. Encourage them to create their own comic strip with the
3. Now students must choose their favorite activities and abilities idea they chose.
from the phrases in the box. 3. Explain to students they must role-play their comic in front
of the class. Have them practice the dialogs they created
4. Encourage students to answer the questions in full sentences in before performing.
their notebooks. Refer them to the Language focus on Pages 14
and 24 of the Student’s Book. PAGE 32
DRAFTING COMPLEMENTARY ACTIVITIES
5. Ask students to complete the task in their notebooks following This section provides extra practice on the contents of the unit and
the model provided. Motivate them to use the expressions, allows the teacher to diversify the way he / she deals with them, taking
vocabulary, and structures they learned in the Unit. into account students’ different interests, rhythms, and learning styles.
Circulate and monitor while they are writing, offering and You can assign the activities as homework; or use them as time-
giving help as needed. fillers or as revision before the unit test (Test your knowledge).
WB 8 Find more practice of this topic on Page 8 of the Workbook. Before starting these activities, remind your students to complete
the diagram and write the e-mails in their notebooks.
32
UNIT 1

PAGE 34
TRANSCRIPT 15
PROJECT
On vacation
This section includes final synthesis activities meant to allow students Marie: What do you do for your summer vacation, Peter?
reflect, consolidate and integrate knowledge, and revise their Peter: I usually go to the seaside with my friend Mark.
learning process. Marie: Sounds great! And you, Paul?
They also provide the opportunity to present language in a significant Paul: Well, I go to the country, to my uncle’s farm and I always do
context and to internalize language patterns that they may use later on. lots of things!
Read the instructions aloud and make sure that all the students Marie: Like what?
understand clearly what they are expected to do. Paul : In the morning, I help my uncle take care of the animals. In
Set a date and time for the presentations. the afternoon, my cousin and I sometimes ride a horse all
Assign a place in the classroom to display the albums and a time for around the place or we go fishing.
the presentations. Marie: And you, Peter; what do you usually do?
After each presentation, give students enough time to evaluate Peter: Well, I usually do different things, like swimming, making sand
their performance using the prompts provided. castles, running on the beach … What about you, Marie?
Evaluate students’ performance and give them feedback. You can Marie: On Mondays and Thursdays, I help my mother at the shop,
use the Project Evaluation rubric on Page 97 of the Teacher’s Book. but on weekends all the family goes camping. We always
TEST YOUR KNOWLEDGE have a really good time!
Explain to students that the purpose of this section is to help them
revise contents and evaluate their performance in the whole unit. Read Possible answers
the instructions and make sure all the students understand what they 7. 4 points 3 points 2 points 1 point
are expected to do in each activity. Encourage them to give honest Student can Student can Student can Student can
answers in order to detect their strengths and weaknesses. complete the complete three complete two only complete
Check students’ results and revise any points that the majority of them four sentences sentences sentences the sentence
had problems with. expressing expressing his/ expressing expressing
Before starting the test, ask students to copy and complete the table his/her name, her name, age, his/her name his/her name.
in Exercise 1 and the sentences in Exercise 6 in their notebooks. age, likes, and and what his/ and age.
dislikes. her likes.
Answers
8. Great! Not too bad Help!
1. 14 Name Age City Likes Hates Other information
Laura 13 La Music, playing the Loves making Student can tell his/ Student can tell Student can’t tell
Serena piano, going to the friends from all her personal some of his/her his/her personal
cinema, dogs. over the world. information to his/ personal information to his/
Ariel 12 Curicó Music, playing the Dogs Can write in English. her partner. information to his/ her partner.
guitar, pets. her partner.
Sandra 16 Punta Playing tennis, Cats Can play the drums.
Arenas music, singing, dogs.
PAGE 35
2. 14 a. They both like dogs. b. They like music.
c. The mails are in English. SELF-EVALUATION
3. 14 Sandra; they have similar likes, the same pets, etc. The purpose of this section is to allow students reflect on their
4. 15 d. strengths and weaknesses. Make sure they all understand what they
5. 15 a. ii., b. iii., iv., c. i. are expected to do and give enough time to answer the questions.
6. a. Peter goes shopping at eleven o ´clock on Saturday Encourage students to make an honest analysis and show interests in
mornings. In the afternoon, he meets his friends at the club. their results.
b. Peter plays tennis with his dad at ten o´clock on Sunday Motivate them to go back to the Language Focus sections of the
mornings. lessons that presented problems. Encourage them to write a list of
remedial actions to improve their performance in the future.
 33
EXTRA TEST

READING 16

nd
be rt o. I’m th irte en. I love music a
Hi! My name is Ro h my best
a ying the gu ita r and singing wit
I like pl I hate
ni a. I do n’t lik e watching TV and
friend So free time
lkin g to pe o ple on the phone. My
ta ming every
ivities a re ve ry simple; I go swim rty
act usually go to a pa
tu rd a y nigh t I
week-end. On Sa scos. I
nd ’s ho us e; I do n’t like going to di
at a frie sleep
to m us ic a t night; in fact, I go to
love listening but I
o n! I a m no t a brilliant student,
with my radio things.
gl ish a nd m a th ; I hate memorizing
like En

1. Read the text and answer. What is Roberto doing? 1 point

a. Telling a story.
b. Reporting a piece of news.
c. Giving personal information.
d. Inviting a friend to a party.

2. Read the text again and complete these sentences. 5 points

a. Roberto likes .
b. He doesn’t like .

• TRAVELERS 7º BÁSICO
c. On weekends he likes .
d. At night, he loves .
e. At school, he likes , but he hates .

3. Read the text once more. Answer these questions. 3 points

a. How old is Roberto? .
TEXTO DEL ESTUDIANTE página 120 •

b. Is he a very good student? .

c. Who is Sonia? .
34 UNIT 1

VER
O M E F R IE N DS ARE FORE
S
, MY BEST FRIEND
Sometimes in ; • friend
fi n d a sp e c ia l You are my best friend,
you
e w h o c h a n g es your life, • hard
someon • life My very best ,
w h o m a k e s you laugh
Someone ;
• sad
You make me ,
until you can’t u b e li e ve
• stop
everyday.
makes yo
someone who rld.
a t th e re is g ood in this wo You share your great ,
th
ts you through you share your best
Your friend ge times,
,
d ti m e s, a n d so please don’t take my best
confuse
times. friend .
and
friendship.
This is forever • away • friend • happy
• snacks • toys

LISTENING 17

4. Listen to the poems and fill in the blanks with the words in each box. 10 points

WRITTEN EXPRESSION

5. Work in pairs. Complete this dialog with your ideas. 5 points

A: What do you like to do on weekend?

B: I and What about you?
• TRAVELERS 7º BÁSICO

A: I and .
B: That’s great. What’s your favorite at school?
A: I love . And you?
B: My favorite .

ORAL EXPRESSION
TEXTO DEL ESTUDIANTE página 121 •

6. Role-play the dialog in Exercise 5 with your partner. 5 points

0-7 8 - 15 16 - 23 24 - 29 TOTAL
SCORE
Keep trying Review! Well done! Excellent!
29 pts
 35

UNIT 1
ANSWERS TO EXTRA TEST UNIT 1

1. c. He is giving personal information.

TRANSCRIPT 17
2. a. Roberto likes music, playing the guitar, singing with his friend.
b. He doesn’t like watching TV, talking to people on the phone and Some Friends are Forever
going to discos. Sometimes in life,
c. On weekends he likes swimming and going to parties at a you find a special friend;
friend’s house. someone who changes your life,
d. At night he loves listening to music. Someone who makes you laugh
e. He likes English and math, but he hates memorizing things. until you can’t stop;
3. a. He is 13. someone who makes you believe
b. Not brilliant, but OK. that there is good in this world.
c. Sonia is his best friend. Your friend gets you through
hard times, and sad times,
5. Some friends are forever: life, friend, stop, hard, sad and confused times.
My best friend: friend, happy, snacks, toys, away This is forever friendship.
My Best Friend
You are my best friend,
My very best friend,
You make me happy,
Every day.
You share your great snacks,
You share your best toys,
So please don’t take
My best friend away.

6. Accept any coherent and logical ideas. Check that students use the language and structures that were presented in the unit.
5 points 4 points 3 points 2 points 1 point 0 point
Student can complete Student can complete Student can complete Student can complete Student can complete Student can’t
all the information all the information some of the a little of the only one piece of complete any
required in the dialog, required in the dialog, information required information required information in information in
without any spelling but makes some in the dialog, without in the dialog, and the dialog. the dialog.
mistakes. spelling mistakes. spelling mistakes. makes a lot of spelling
mistakes.

8.
5 points 4 points 3 points 2 points 1 point 0 point
Student can exchange Student can exchange Student can exchange Student can exchange Student can exchange Student can’t
the information with the information with the information with the information with the information with exchange information
his/her partner, with his/her partner, with his/her partner, with his/her partner, but his/her partner, but with his/her partner,
a correct a correct acceptable his / her interaction is affected language mistakes
pronunciation, no pronunciation, and a pronunciation, but pronunciation is not by pronunciation interfere with
hesitation, and no minimum hesitation, hesitates and makes clear, he/ she mistakes and a lot of comprehension.
grammar mistakes. and no grammar some grammar hesitates a lot, and hesitation.
mistakes. mistakes. makes a lot of
grammar mistakes.
36
UNIT 2

UNIT 2 WELCOME TO
MY COUNTRY

In this unit you will use the following skills:

Listening • using visual clues to interpret information,
• organizing information in a chart.
Listen and identify specific information in a radio
interview and in a tour by: Speaking
• discriminating between correct and incorrect
Express ideas in dialogs about:
information,
• personal experiences,
• using oral clues to predict content,
• Chilean people and places.
• discriminating sounds,
• identifying the correct sequence of events. Writing

Reading write short paragraphs and a brochure related to Chilean

people, places, and traditions:
Read and identify main ideas and specific information in a
• using language and vocabulary of the unit,
brochure and a museum guide by:
• talking about past states,
• identifying type and purpose of a text,
• using prepositions of place,
• using the context to infer the meaning of
• recognizing the textual organization of a brochure.
new words,
 37

UNIT 2
PAGE 37 Before starting, remind students to copy and complete the diagram
in Exercise 3 and the table in Exercise 4 in their notebooks.
GETTING READY
Answers
Introduce the topic of the unit showing the pictures on Page 36 and
talking about different places in Chile. 2. a. The general topic is the Tapati festival. b. The specific topic
is the description of the festival as regards traditional
1. Encourage students to discover how much they know about their activities. c. It is celebrated on Easter Island in February. d.
country answering the quiz. Check orally. It is body painting or Takona. e. They test their physical skills
Answers by throwing themselves down a mountain at great speed.
a. iii. b. iii. c. ii. d. iii. e. iii 3. PLACE: Easter Island. TIME: every February. ACTIVITIES:
election of queen; competitions in swimming and canoeing;
2. Ask students to look for information to complete the fact file preparations of traditional costumes, songs and dances;
about Chile in their notebooks. sharing of stories; body painting; physical skills competitions.
Make sure they understand the type of information they have to 4. Art Means of Traditions Oral
include. Then they compare answers in their groups. transport tradition
body painting totora small costumes myths
Answers using natural boats
Country: Chile pigments
Area: 756,096 km2 totora rafts songs legends
Population: 16.572.475 (est. July 2012) dances
Capital City: Santiago swimming
Language: Spanish and canoeing
Currency: Peso ($) competitions
5. 1. When is the Tapati festival? 2. It´s in February. 3. Where
Additional Information: does it take place? 4. It takes place on Easter Island. 5. What
The area mentioned above corresponds to continental Chile and is it about? 6. It´s about physical skills competitions and
the oceanic island. The rest of the area corresponds to the body painting.
Chilean Antarctic territory. 6. Students´ own answers.
When we consider this last item, the area is 2.006.096 km2,
PAGE 40
which is the one we can find in some web pages and texts.
Lesson 1: LA TIRANA FESTIVAL
Extra!
Ask students the capitals of American countries. Elicit any Time Five class hours.
interesting information they can give about Chile. Read, listen, and identify main ideas and specific
PAGE 38 information in a brochure about a traditional
Chilean celebration.
BEFORE YOU START
Exchange information about traditional celebrations.
Objectives
What students need to know before this unit: Practice the initial sound /w /.
• The verb To Be, Present Simple and Past Simple. Write a short paragraph about a traditional
• Plurals. celebration in Chile.
• Prepositions of place. Use question words.
• Words to describe professions and jobs. CD, Tracks 18, 19, 20.
This section contains activities meant to identify and activate their Complementary Activities, Student’s Book,
Materials
previous knowledge of the topic and related vocabulary, and to Page 60, Exercise 1.
establish the starting point for the activities that will follow. Workbook, Pages 9, 10.
Give students time to form groups and discuss the exercises that Evaluation Reflections, Student’s Book, Page 43.
have to be done in pairs or groups; encourage them to reflect and be
honest to do those that require individual responses.
38
UNIT 2
BEFORE READING
1. + Introduce the topic of the lesson asking students to answer
the questions. Tell them to look at the pictures and recognize
what kind of celebration they show.
Answers
a. People around the world celebrate
Christmas, Easter, Mother’s Day, etc.
b. Christmas, Independence Day, Easter.
c. Will vary.
Target strategy: Skimming
Read the strategy aloud and explain to students what skimming is
(rapid reading to pick up the important and most noticeable points).
Tell them that this will aloud them to understand the text better and
eventually become better readers.
Background information
American most important festivities and celebrations
Independence Day
Independence Day is July 4th. This holiday honors the nation’s
‘birthday’ - the adoption of the Declaration of Independence on
July 4th, 1776. It is a day of picnics and patriotic parades, a night
of concerts, and fireworks.
Labor Day
Labor Day is the first Monday in September. This holiday honors
the nation’s working people, typically with parades. For most
Americans it marks the end of the summer vacation season and
the start of the school year.
Thanksgiving Day
Thanksgiving Day is celebrated on the fourth Thursday in
November. In the fall of 1621, the Pilgrims held a three-day
feast to celebrate a bountiful harvest. Many regard this event as
the nation’s first Thanksgiving. The Thanksgiving Feast became
a national tradition and almost always includes some of the
foods served at the first feast: roast turkey, cranberry sauce,
potatoes, and pumpkin pie.
Columbus Day
Columbus Day is celebrated on the second Monday in October. The
day commemorates October 12th, 1492, when the Italian navigator
Christopher Columbus landed in the New World. The holiday was
first proclaimed in 1937 by President Franklin D. Roosevelt.
Memorial Day
Memorial Day is a United States federal holiday that is observed on
the last Monday of May (observed in 2012 on May 28th). It was
formerly known as Decoration Day. This holiday commemorates
American 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. ++ Make students look at the pictures on Page 41. Ask them
what they know about the celebration in the text and brainstorm
their ideas on the board.
3. +++ Draw students' attention to Kelly's illustration. Ask them
why they think Kelly decided to write a brochure about La
Tirana. Make sure students know the meaning of brochure.
Brochure: a small magazine containing details and pictures of
goods, services you can buy, or descriptions of places you can visit.
Extra!
Invite students to predict which of the words they think will
appear in the Text.
READING
4. + 18 Ask students to read the text quickly and check their
answers in Exercises 2 and 3.
Remind them that this first reading is only to check their
predictions and to get the general idea of the text.
WB 10 Find more practice of this topic on Page 10 of the Workbook.
Target strategy: Visualizing
Draw students´attention to this strategy and explain it. Tell them
that it will be easier to understand the text if they picture what it is
happening while they read it.
PAGE 42
5. ++ Encourage students to answer the questions and compare
them with their partners. You may want to share some
background information after you check their answers.
Possible answers
a. The event takes place in the small town of La Tirana 72 km far
from Iquique from 12th to 18th July . b. It is an attractive religious
festival in honor to the Virgin of Carmel. c. The main event is the
procession of Las Diabladas, or Dance of the Devil. d. Students´
own answers. e. Students´ own answers.
Background information
Fiesta de La Tirana is a festival in the town of La Tirana located in
the Tarapacá Region of northern Chile. It is held from the 12th to
18th of July. It is in honor of Our Lady of Mount Carmel (in Spanish
Virgen del Carmen). Over 200,000 people attend the festival. Two
hundred seven religious brotherhoods participate in the festival
too. Many participants wear colourful clothes. There is a platform
with the statue of Our Lady of Mount Carmel.
 39

There are also masked dancers performing the dance called
Diablada or "Danza de los Diablos" (in English Dance of the Devils).
It was brought to Chile by Bolivian saltpeter miners. The dance is
performed by squads that are family based or include members of
some dance society.
There is a story about the origin of this festival. In 1540, the
expedition led by Diego de Almagro (known as the discoverer of
Chile) arrived to the area. There, they met the Incaican princess
Huillac Humu. Due to her attitude towards Spaniards she was
known as La Tirana (The Tyrant). But one day, she fell in love with
one of her Spanish captives; his name was Almeyda. She wanted
to get married and even become a Christian. Her community did
not like her wish so they decided to kill the princess and her lover.
Around 1650, Antonio Rondón bulit a hermitage next to her grave.
In the 18th century, a church was built and a little town was born.
Nowadays, in front of the church there is the Museum of La Tirana
UNIT 2
Error Alert!
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.
8. ++ Students use the question words in the Language Focus to
complete the questions in a logical way.
Answers
a. What, do. b. where, go. c. when, study. d. what, do. e. where, go.
9. + 20 Students listen and check the questions they completed
in Exercise 8, and then listen and repeat.
You can use this recording for ‘shadow reading’. Ask students to
listen to the recording and read the questions aloud with it, trying
to imitate the speed and rhythm of the speakers on the recording.
TRANSCRIPT 20

(in Spanish Museo de La Tirana). The museum was founded by A: What do you do for your birthday?
Andrés “Cacique” Farías. B: Where do you go on holiday?
6. ++ Ask students to do the activity in the Vocabulary box and C: When do you study for the tests?
check answers orally. Help them if necessary. Then, tell them to D: What do you do on Sundays?
use those words to complete the sentences in Ex. 6. Ask them to E: Where do you go in summer?
copy and complete them in their notebooks.
PAGE 43
Answers 10. ++ Tell students that now that they have comprehended the
a. square. b. masks. c. costume. d. devil. e. Patron Saint. text they have to think of seven questions about the reading and
write them in their notebooks.
LANGUAGE FOCUS 11. ++ Ask students to work in pairs and go around the classroom
QUESTION WORDS checking their work.
Do not forget that this section is designed to help students revise 12. +++ Encourage students to continue working in pairs to
or discover a particular grammar structure by themselves. do this activity.
1. Ask students to revise the questions, paying special attention Useful expressions
to the words in bold. Draw students´ attention to the phrases in the box and tell them
2. Make students identify the type of information each question that people use those expressions to talk about experiences.
word requires, and then complete the rule. 13. +++ Encourage students to copy and complete the diagram in
Answers their notebooks with words from the brochure. Invite them to
We use definite types of words called question words to ask copy the diagram on the board, then check and ask the rest of the
questions about place - (where), time - (when), things - class to copy the map.
(what).
Answers
Place
7. + 19 First play the recording and ask students only to listen.
Then play the recording again for them to repeat each word, La Tirana Festival La Tirana,
paying special attention to the pronunciation of the initial 72 km from Iquique
sound. Explain to them that this sound is similar to the initial Date Activities
sound in the Spanish words hueso, huaso, huincha. People
12th to 18th July dancing eating
tourist pilgrims singing
40
UNIT 2
14. Motivate fast learners to find information about another
popular celebration in Chile and prepare a presentation. Tell them
they can use the text as a model and the diagram in the previous
exercise to organize their presentation.
Additional information
Enhancing students’vocabulary is important to develop their reading
comprehension. A word map is a visual organizer that promotes
vocabulary development. Using a graphic organizer, students think
about terms or concepts in several ways. Most word map organizers
engage students in developing a definition, synonyms, antonyms,
and a picture for a given vocabularyword or concept.
Extra!
Motivate students to create word maps on the board with different
headings. Encourage them to illustrate different types of
connections between the words and to include graphic support.
Give students who need extra help the chance to work with
a partner.
Allow students to use pictures to illustrate when appropriate.
Adjust the number of words students need to map.
You can find more useful information, examples, and templates
for elaborating word maps at http://www.readingrockets.org/
strategies/word_maps/
PAGE 44
Lesson 2: IN THE NORTH
Time Five class hours.
Listen, and identify main ideas and specific
information in a radio interview.
Give information about location of places.
Objectives
Practice the sounds /e /, / ɑ /, /e ɪ/, /e ə/.
Write a description of the location of places in a map.
Use prepositions of place.
CD, Tracks 21, 22, 23.
Materials
Workbook, Pages 9, 11.
Embedded evaluation, you can use any exercise of
Evaluation
Listening or After listening section.
BEFORE LISTENING
1. + Ask students to look at the pictures and answer Kelly’s
questions. Check orally.
Answers
1. Morro de Arica. 2. Viña del Mar. 3. Volcán Osorno. 4. Torres del
Paine. 5. San Pedro de Atacama. 6. Palacio de la Moneda
in Santiago.
2. ++ Students look at the Vocabulary box to find out the meaning
of some words. Encourage them to use a dictionary and work in
pairs to do this activity. Ask them to write the meanings in their
notebooks and then check their answers orally.
Answers
Fortress: a fort or group of forts often including a town. Church: a
building designed for public forms of worship, especially Christian
worship. Town hall: a building used for carrying on the town´s
business. House of government: a building used for the state and its
administration.
Write their ideas on the board.
3. + Explain to students that they are going to listen to a radio
interview about a very famous place in Chile. Make them guess
what place it is by reading the title of the lesson and using the
visual clues in Exercise 1. Take notes of students’ ideas on the
board but do not correct or confirm the predictions at this point.
Target strategy: Predicting
Draw students´ attention to this strategy and explain it to them. Tell
them that they will be better prepared to understand the recording
by predicting what people may say.
PAGE 45
LISTENING
4. + 21 Students listen to the recording once and check their
predictions in Exercise 3.
Answers
The place is San Pedro de Atacama.
Target strategy: Focusing attention
Remind students to pay attention to the relevant parts of the
recording to reach their purpose.
5. ++ 21 Play the recording again. Ask students to identify the
speakers in each case.
Answers
a. S. b. J. c. M. d. S. e. M.
6. ++ 21 Before playing the recording, make students identify all
the places of the city in the map. Then ask them to listen again and
number the places in the order the speakers mentioned them.
Answers
1: Town Hall. 2: church. 3: square. 4: post office. 5: museum.
6: handcrafts fair. 7: parking lot. 8: stadium.
 41

UNIT 2
Extra! LANGUAGE FOCUS
You can provide some numbers as clues, so that students can
identify the rest easily. PREPOSITIONS OF PLACE
1. Tell students to read the examples from the text. Guide their
TRANSCRIPT 21 attention towards the words in bold.
2. Make students complete the rule. Help them to discover it by
Presenter: This is our section ‘Travel blogs’ with our reporter Jim themselves, but do not take an active role.
Robinson. Where are you this week, Jim? Answers
Jim: Hi! I’m in front of the Town Hall of San Pedro, in the Prepositions of place are short words that we use to indicate
middle of the Atacama Desert. It’s a small but beautiful the location of things.
village near the city of Calama, in the north of Chile.
I’m with two young friends, Sofía and Marcos. Error Alert!
Marcos: Hello! There are some prepositions of place (at, in, on) that can also
express ideas of time.
Sofía: Hi!
Additional exercise
Jim: Do you live in San Pedro?
Identify what idea the preposition denotes in each case. Write
Sofía: No, we’re from Calama. We usually work here in P (place) or T (time).
summer.
____ I live at 267, Sunset Ave.
Jim: What do you recommend to visit here? ____ We are going to visit our grandma on Tuesday.
Marcos: This is a lovely and tiny town to visit. Everything is ____ The festival of La Tirana takes place in July.
made of clay, even the church! ____ There are beautiful places to visit in San Pedro
Sofía: It is really nice to walk around; you can do it in 1 hour de Atacama.
or less. ____ The ceremonies go on 24 hours a day.
Marcos: Starting at the central square, people can visit San ____ The procession is at 11 in the morning.
Pedro church. Opposite the church and behind the Post
Office there is the Archeological Museum, with more PAGE 46
than 1000 pieces in exhibition. 7. +++ Help students identify the correct locations in the map. Ask
Sofía: I recommend the handcrafts fair. It’s next to the them to first read the sentences carefully and try to identify one of
museum. There are also the ruins of an ancient the places clearly. From then on, they should follow the references.
fortress, Pukará de Quitor. They are very near San
Pedro. School Square
CENTRAL AVENUE
Hospital
Jim: I see everything is within walking distance, what do
visitors do with their cars? MAIN STREET
Marcos: Oh, there is a big parking lot behind the museum. It’s Town Hall
opposite to the stadium.
Jim: Thank you, friends. Next week... Church Post Office

Library
Police Station

Extra!
Encourage students to tell their classmates the location of some
places in their town / city.
Example: The school is next to the Post Office / Town Hall /
Church, etc.
42
UNIT 2
8. + 22 Students first listen and then listen and repeat each
pair of words, imitating the pronunciation.
Additional information
Explain that some words are pronounced differently in American
and in British English.
Words American English British English
Fair, pair /fer/, /per/ /f e ə/, /p e ə/
Lot, not /lɑt/, /nɑt/ /lɒt/, nɒt/
9. ++ 23 Form pairs and ask students to listen and practice
the dialog.
Use the recording for ‘shadow reading’, making students listen
and then listen and repeat at the same time.
Select some pairs to role-play the dialog in front of their
classmates. Do not forget to give praise and encouragement,
especially to weaker students. Let them know what they are
doing well, as well as what they need to improve.
TRANSCRIPT 23
Speaker 1: Excuse me, where is the Town Hall?
Speaker 2: It’s in Main Street, opposite the Post Office.
Speaker 1: And the police station?
Speaker 2: It’s behind the Post Office.
Speaker 1: Where can I find a hospital?
Speaker 2: The hospital is in Central Avenue, opposite the library.
Useful expressions
Draw students´ attention to the phrases in the box and read them
aloud. Remind students to use those expressions whenever they
are asking for and giving directions.
10. +++ Invite students to have a look at the map in Exercise
6 once again. Explain to them they must choose a location in the
map so they can ask and answer questions about it. Ask them to
create a dialog using the dialog in Exercise 9 as a model.
Motivate them to write their dialog in their notebooks, practice
it and then role-play it.
WB 11 Find more practice of this topic on Page 11 of the Workbook.
11. Invite gifted students to expand their practice by asking
them to create a map of their neighborhoods in their notebooks
or on a separate sheet of paper. Encourage them to locate their
house or apartment in the map, and other places too. Motivate
them to work in pairs, share their maps and make questions
about the places in them.
PAGE 47
TRAVEL BACK
The activities in this section provide material to check and revise
students’ progress and, at the same time, information to the teacher
about any points that the majority of the students may have
problems with. Make sure they understand what they are expected
to do and then give them time to answer individually.
Before starting, remind students to write sentences in Exercise 2 and
4 in their notebooks.
Answers
1. 72 – kilometers ; 24 – hours; 200,000 – people
2. a. La Tirana is near Iquique.
b. People dance and sing 24 hours a day.
c. The most important event of the festival is a procession.
3. a. F. b. NM. c. T. d. T. e. NM. f. T.
4. a. What do you do on the weekends?
b. What are you going to do next weekend?
c. When is your birthday?
5. a. iii. b. i. c. ii.
PAGE 48
Lesson 3: THE PEOPLE OF THE LAND
Time Five class hours.
Read, listen, and identify main ideas and specific
information in a brochure of a Chilean museum.
Give information about past states.
Identify vocabulary related to occupations of
Objectives
original Chilean peoples.
Write a short paragraph about one ethnic group
in Chile.
Use the past tense of the verb To Be.
CD, Tracks 24, 25.
Reading Booklet, Page 4.
Materials Complementary Activities, Student’s Book Page 61,
Exercise 2.
Workbook, Pages 12, 13.
Embedded evaluation, you can use any exercise of
Evaluation Reading or After Reading section.
Reflections, Student’s Book Page 50.
BEFORE READING
1. + Introduce the topic of the lesson telling that, after visiting their
father, Kelly and Matt continue their trip and are now visiting the
south. Invite students to name places the children are visiting. Tell
them that the boy is particularly interested in our country and has

some questions for them. Make them read Matt’s questions and
ask them if they can recognize where the people in the pictures
come from. Elicit the meaning of the word Mapuche.
Make notes on the board but do not check at this point.
2. +++ Refer students to Chilean history and tell them to read
the names of Chilean aborigines. Ask them to copy the table in
their notebooks and then write the names in the correct
column, according to the place they lived. Invite some students
to come to the board to check the exercise.
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.
Answers
sailors: people whose job is sailing. hunters: people who chase
or search for wild animals. nomads: people who have no
permanent single place for living, but move from place to place,
usually within an established area. warriors: people engaged or
experienced in warfare. fishermen: people who fish for profit.
shepherds: people who herd, tend or guard sheep.
farmers: people who operate or manage farms.
Target strategy: Recalling previous knowledge
Remind students that they will be able to understand the text better
if they resort to what they already know about the topic.
4. ++ Students associate the indigenous groups in Exercise 2 with
the characteristics in Exercise 3. Again, make reference to what
students may have learnt in social studies. Do not check at
this point.
Answers
Indigenous people. Mapuche means The People of the Land.
Sailors: changos, chonos. Hunters: mapuches, onas.
Nomads: onas, changos, chonos. Warriors: mapuches.
Fishermen: changos, chonos. Farmers: mapuches, aymaras,
diaguitas.
5. + Encourage students to make predictions about what
information they think they will find in the brochure.
PAGE 49
Target strategy: Evaluating
43
UNIT 2
Remind students to check and correct their predictions about the
text as they are reading.
PAGE 50
READING
6. + 24 Ask students to read the text quickly to check their
predictions in the previous exercises. You can use the CD and let
students listen to the recorded version of the text as they read.
7. + Students read the text again and choose the correct
alternative to complete each sentence.
Answers
a. iii. South. b. ii. eight.
8. +++ Ask students what common characteristics exist between
the indigenous groups in the text. Elicit all of them are nomad and
most of them are extinct. Make students reflect on the reasons
that could explain these facts and then encourage them to
complete the sentences with their own ideas in their notebooks.
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 8 of the Introduction.
Vocabulary
Invite students to write an example sentence for each word in their
notebooks. Ask students to do this activity in pairs and go around
the classroom checking their work.
LANGUAGE FOCUS
PAST SIMPLE FOR PAST STATES
Remember that this section is designed to promote independent
learning, so help, guide and check, but do not give the answers.
1. Invite students to revise the examples from the text.
2. Help them identify the correct alternative.
3. Make them complete the rule.
Answers
2. b.
3. We use the Past Simple of the verb to be to express states
that existed during a period of time in the past.
The verb to be has two forms in the past tense: was
(singular) and were (plural).
WB 12 Find more practice of this topic on Page 12 of the Workbook.
Error Alert!
Many students may have a difficulty in using the correct form of
To Be and may tend to omit its presence in the sentences.
Example: I so happy, (incorrect). I was so happy, (correct).
44
UNIT 2
PAGE 51
9. ++ Explain to students that they will have to replace the
underlined parts of the dialog with their own information.
Remind them that this activitiy is meant to be done in pairs. Go
around the classroom checking their work.
WB 12 Find more practice of this topic on Page 12 of the Workbook.
10. +++ 25 Encourage students to listen to the recording
carefully and practice it in pairs.
TRANSCRIPT 25
A: Who were the original people in the south?
B: The onas, the yámanas and the alacalufes.
A: What do you know about them?
B: They were nomads, hunters, and sailors.
A: What were their main traditions?
B: They had an important spiritual life.
A: Were they artists?
B: Yes, they were.
WB 13 Find more practice of this topic on Page 13 of the Workbook.
11. ++Motivate students to use the dialog as a model and create a
new one in which they ask questions about the Spanish conquerors.
Encourage them to answer the questions with what they have
learned in history. Make them role-play their dialogs.
Useful expressions
Draw students´ attention to the questions in the box. Remind them
to use those expressions when creating their own dialog.
Extra!
Motivate fast finishers to ‘interview the text’ and expand their
conversations adding two or three questions and answers. You
can assign this activity as homework for the rest.
Additional information
Teaching students to ask their own questions improves their
active processing of text and their comprehension. By generating
questions, students become aware of whether they can answer
the questions and if they understand what they are reading.
12. ++ You can treat these activities as a mini-project and assign
an extra mark. Explain to students that they must find
information about one ethnic group in Chile and then complete
the fact file.
13. +++ Encourage fast learners to use the information
they collected and write a paragraph about the ethnic group
they chose. Motivate them to read the paragraph aloud in order
to provide a model for their classmates.
14. +++ 67 Students need to practice concept connection.
When they are exposed to new information, they should look
through their memory for things that seem related to the new
information.
Higher order thinking takes thinking to higher levels than
restating the facts. It requires that we do something with the
facts. We must understand them, make inferences from them,
connect them to other facts and concepts, categorize them,
manipulate them, put them together in new or novel ways, and
apply them as we seek new solutions to new problems.
At this point, invite students to read the American legend
The Little People in the Reading Booklet in groups.
Remind them that there are some questions at the end of the
Reading Booklet that may guide their reading and reflection.
After reading the text, make students identify and compare the
characteristics of the indigenous groups.
Reading Booklet answers
1. The Makiaweesug.
2. One night, a Makiaweesug asked a Mohegan man for help
because his wife was very sick.
3. In the first paragraph, the legend explains who the protagonists
are. In the second paragraph, the legend narrates the event
which originated that the Mohegan could meet the Makiaweesug.
Then, the legend narrates what happened next. Finally, the
legend tells the conclusion of the story and narrates the
Makiaweesug’s present situation.
PAGE 52
Lesson 4: VISITING THE SOUTH
Time Five class hours.
Listen, and identify main ideas and specific
information in a tourist guide speech.
Give information about daily activities.
Practice the initial sounds /v/, /b/.
Objectives Identify vocabulary related to interesting places
and activities.
Write a short paragraph about a daily routine.
Use prepositions of time.
CD, Tracks 26, 27, 28.
Reading Booklet, Page 14.
Materials Complementary Activities, Student’s Book Page
61, Exercise 3.
Workbook, Pages 12, 13.
Embedded evaluation, you can use any activity in
Evaluation the Listening or After Listening section.
Reflections, Student’s Book Page 54.

BEFORE LISTENING
1. + Elicit names of beautiful cities in the south of Chile. Invite
students to guess which city the children are visiting. Tell them to
use the title of the lesson and the pictures on Page 53 as clues. Do
not check at this point. Have students look at the Vocabulary box
and ask them in what city they can find a bridge and sea lions.
Write some ideas on the board and ask them if they know what
city Kelly, Matt, and their father visited once again.
2. ++ Students work in pairs to check the meaning of the phrases
that look very similar in Spanish.
Answers
a. mercado. b. variedad local. c. jardín botánico. d. santuario
natural. e. especies nativas. f. plato típico.
Vocabulary
Draw students´ attention to the words and questions in the box.
Read the instruction aloud and ask them to do the activities in pairs.
Tell them to answer the questions in their notebooks and check their
answers orally.
Answers
bridge: a structure that reaches across a river, road, etc., and
provides a way of crossing. on your left: located on the same
side of your body as your heart. on your right: located opposite
to the left side. seafood: any fish or shellfish from the sea used
for food. sea lion: a large-eared seal having a blunt nose and a
small amount of underfur.
3. + 26 Play the recording twice. First students listen, and
then they listen and repeat paying special attention to imitate
the pronunciation of the initial sounds /b/ and /v/.
Error Alert!
Explain to students that words have to be pronounced properly,
as each initial sound entails a different meaning.
/b/ has the same mouth position as /p/, but using your voice. Try
saying /p/ and then holding your neck to make sure that your voice
is being used when you say /b/. There should be a sudden release of
air as you say the sound, meaning that it is impossible to extend it.
/v/ has the same mouth shape as /f/, but using your voice. Put
your top teeth on your bottom lip. It is possible to extend this
sound for as long as you like.
Examples: Vow – bow; vat – bat; vet – bet; vowel – bowel
Additional exercise
Practice saying both words in the list and making sure the
pronunciation of each is different.
bat – vat ; berry – very; best – vest; bowl – vole; ban – van;
bow – vow; bowels – vowels; bet - vet .
45
UNIT 2
LISTENING
Target strategies: Predicting / Focusing attention
Draw students´ attention to this strategy pointing out the
importance of predicting before they listen to a recording. Also,
remind them to focus only on the relevant parts while they are
listening.
4. + 27 Tell students they are going to listen to the recording
once, just to identify the name of the city. Remind them that
this first listening is only to check their predictions in Exercise 1.
Answers
The city is Valdivia.
5. ++ 27 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.
Answers
a. iv. b. v. c. i. d. iii. e. ii.
PAGE 53
6. +++ 27 Ask students to read the names of the places in the
pictures. Then they listen again and number the places in the
order they are mentioned.
Answers
a. (1) b. (4) c. (3) d. (2)
7. ++ 27 Ask students to identify the items in the boxes that
the speaker mentions. To make the task easier, you can tell them
to tick the items they do hear first, and then listen again to
check the ones that are not mentioned. After checking the
exercise, start a conversation about the adventure sports that
they can practice in their area.
Answers
a. boat, bus, kayak.
b. canopying, hiking, kayaking, rafting, trekking.
TRANSCRIPT 27
Guide: ...During this tour, we’re going to visit the most typical and
important places in Valdivia. Let’s start our trip! On your left, you
can see the Calle-Calle river. After the tour, you can walk along the
river, or take a boat or a kayak. Now, on your right, you will see the
fluvial market, with our local variety of fish and fruit. We’ll stop
now to visit the market pets, the sea lions!
OK, across from the market you can see a bridge. After we cross it,
we will see the Universidad Austral, on the right; we’re going to visit
it and walk around the botanical garden.
46
UNIT 2
Good news! We’ll finish our tour in the market, where you can find
some typical restaurants and try the ‘curanto’, a typical dish made
with seafood, meat, and potatoes. Ah! Just one more thing before
we go to have lunch. If you want to rent a horse in the Fundo Teja
Norte or buy a ticket for a rafting experience, just contact us. You
can also try canopying, kayaking, hiking,and trekking. Our city
offers a lot of possibilities for practicing sport adventures.
Vocabulary
Draw students´ attention to the questions in the box and ask them
to answer the questions individually. Remind them to use the words
in Exercise 7 and then share their answers with their partners.
Remind them to work in their notebooks.
LANGUAGE FOCUS
PREPOSITIONS OF TIME
This section is designed to help students revise or discover a
particular grammar structure or an interesting item of vocabulary
from the text.
The activities are meant to promote independent learning, so
help, guide and check, but do not give the answers.
1. Ask students to revise the examples from the text, paying
special attention to the words in bold.
2. Help them complete the rule, but do not take an active part.
Answers
When we want to indicate relationships of time, we use
prepositions of time.
We use during to indicate something that occurs through a
period of time.
We use before to indicate something that occurs earlier than a
certain time or event.
We use after to indicate something that occurs later than a
certain time or event.
WB 14 Find more practice of this topic on Page 14 of the Workbook.
Error Alert!
It is easy to confuse prepositions with adverbs because words
that are prepositions can also act as adverbs. An easy way to
distinguish prepositions from adverbs is to examine if there is an
object. The word is a preposition if it has an object.
Example: The boy sat on the fence. (‘The fence’ is the object of the
preposition ‘on’)
A single word acting as an adverb answers the questions
Where?, When?, How?
Example: If you want to see the eclipse, you will need to go
outside. (It answers the question Where will you need to go?)
PAGE 54
8. ++ Ask students to do this activity in pairs and encourage
them to use the expressions in the box. Go around the classroom
checking their work or helping them if necessary. Then, motivate
them to perform their dialog in front of the class.
9. + 28 Use this recording for ‘shadow reading’. First ask
students to listen, then play the recording again and ask them
to read at the same time.
10. +++ Make students read what Anna says about her routine
and then ask them what they do every day after school. Encourage
them to work in pairs and take turns to describe their routines and
say how similar or different their are with respect to Anna's.
Extra!
Motivate students to practice and say the monolog aloud in
front of their classmates.
11. Invite fast finishers to write a paragraph describing their
routines during the week and on the weekend.
Useful expressions
Draw students´ attention to the expressions in the box and remind
them that they are used to talk about habitual actions. Ask students
to use as many expressions as possible when doing Exercise 10.
PAGE 55
TRAVEL BACK
Remember that the activities in this section provide material to check
and revise students’ progress and, at the same time, information for
the teacher about any points that the majority of the students may
have problems with. Make sure students understand what they are
expected to do and then give them time to answer individually.
Answers
1. c. 2. a. 70,000. b. same. c. fishermen. d. north.
3. a., d., f. 4. a. market, fish, fruit. b. tour, typical. c. city,
sports. 5. Students´ own answers. 6. a. curanto. b. mask. c.
kayak. d. plane.
PAGE 56
Lesson 5: COME TO VISIT MY COUNTRY
Time Three classes.
Plan, draft, edit, and write a final version of a
Objectives
brochure promoting a traditional celebration in Chile.
Materials Workbook, Page 15.
Evaluation Writing box, Student’s Book Page 57.

HAVE A LOOK AT... a brochure
In this lesson, students will learn to write a brochure. Before the writing
process starts, it is necessary to analyze a model of the text they are
going to write. This section of the lesson will guide them in this
important analysis, with questions and activities that will help them
discover the structure of a brochure and reflect on the type of language
that is often used in this type of text..
1. Ask students to analyze the model carefully and make sure they
understand the task they are expected to complete.
2. After they have analyzed the text, tell them to answer the
questions about its purpose and intended audience.
Answers
a. ii. b. i.
PAGE 57
Explain to students that writing creatively involves a series of planned
situations and activities that gradually lead to independent writing. To
achieve this, it is important to model good writing, write with them
collaboratively, guide their efforts and allow them to work on their own.
ORGANIZING
3. Have students brainstorm possible ideas for their papers and
make them share their ideas aloud so that you can comment on
them and clarify any doubts. Ask students to copy the diagram
in their notebooks and then use it to organize their ideas.
DRAFTING
4. Give them some brief suggestions on how to improve their basic
ideas and the organization of those ideas.
WRITING
5. Once students have a first draft, divide the class into groups of
three or four, and have each group read and comment on each
other’s drafts.
WB 15 Find more practice of this topic on Page 15 of the Workbook.
EDITING
6. Make students revise their drafts using the checklist based on
the specific goals of the assignment on Page 57.
You may ask them to correct their classmates’ works. Such peer
review not only gives students a number of varied responses to
their writing; it also gives them the opportunity to critically
analyze the writing of others.
At every stage, have students reflect aloud about who they are
writing to, and the conventions of the genre they are writing.
47
UNIT 2
Such meta-cognitive thinking may be the primary skill necessary
for the student to transfer what they learn about writing to their
own lives.
PUBLISHING
7. Motivate students to write and decorate a final version of the
brochure. You can assign this final stage as homework, with an
extra mark. Display students’ works in a visible place of
the classroom.
PAGE 58
Kelly, Matt, and the Time Machine
29 Episode 2: Lost!
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.
You can use the CD to allow students to listen to the recorded
version of this episode.
Creative Skills
The purpose of this section is to foster and enhance students’
creative skills using the comic strip episode.
1. Make students work in groups of four to imagine Kelly and
Matt talked to the Mapuches during the episode.
2. Encourage them to create a dialog of the conversation they
imagined they had. Motivate them to role-play the dialog in
front of the class.
PAGE 60
COMPLEMENTARY ACTIVITIES
This section provides extra practice on the contents of the unit and
allows the teacher to diversify the way he / she deals with them,
taking into account students’ different interests, rhythms, and
learning styles.
You can assign the activities as homework; or use them as time-
fillers or as revision before the unit test (Test your knowledge).
48
UNIT 2

Answers
1.
Student A:
2. Where do the Yi people have a holiday? 3. What is the name
of the holiday? 6. When is this holiday? 7. Who guided the
Yi people? 10. When do they hold the torches?
Student B:
1. Who has a holiday in China? 4. When do they have a holiday?
5. Why do they have this holiday? 8. What did they kill?
9. What do they hold. a. The text is about a Chinese holiday
called Torch Day. b. The origin of this festivity goes back to 3,000
thousand years ago when a Yi person did something to the devil
and this one cast a spell on the area. c. Locusts are grasshoppers
with short antennae which commonly migrate in swarms and
strip the vegetation. d. In the past, the torches were supposed
Answers
1. a. 5. b. 3. c. 1. d. 2. e. 4.
2. Places you can visit: main square, famous museums, ship
replica, hills, the harbor. Things you can buy: antiques, typical
products, souvenirs. Activities you can do: use the funiculars,
go to the harbor, see sea birds, take a ride on carriages, rent
bicycles. Birds you can see: pelicans, seagulls, pigeons.
3. Yes
4. a. Chile. b. Peine. c. tourist bus. d. flamingo.
5. a. pool. d. birds species.
6. a. They were sailors. b. The Onas were hunters. c. They were
nomads. d. They were religious.
TRANSCRIPT 31

to kill the locusts. At present, they make the streets look like a Alan: Paul, where are you calling from?
fire dragon. e. The Yi people are friendly and superstitious. Paul: I am in the Atacama Desert, in the north of Chile.
Alan: How did you get there?
3. a. rappelling. b. parachuting. c. snowboarding. d. surfing.
Paul: I came on a bus tour.
e. motocross. f. windsurfing. g. parapenting. h. luge.
Alan: Are you enjoying it?
PAGE 62 Paul: Yes! Do you know that for miles there are no people and
PROJECT that it never ever rains in some areas?
The activities in this section are meant to consolidate and apply Alan: Are there any special places in the desert?
the contents of the unit. Ask students to read the instructions Paul: There is an astonishing oasis town near here. It’s
carefully and make sure all understand what they are expected called Peine.
to do. Alan: What can you see there?
Set a date for the presentations. Paul: Well, let me see ... first, the amazing ruins of a city from the
Use the Project rubric on Page 97 to evaluate students’ work. time of the Spanish conquerors, where you can see the
PROJECT EVALUATION oldest church in Chile!
Make students reflect on their own performance and motivate Alan: Really!
them to give honest answers in order to identify their main Paul: Also, there is a natural pool in the rocks. That is the place
strengths and weaknesses. Once they have asked, encourage where all the locals meet.
them to think of possible actions to help improve their performance And of course, Los Flamencos National Reserve. There, there
in the future. are hundreds of flamingos and other local bird species.
TEST YOUR KNOWLEDGE Alan: Wow!
Explain to students that the purpose of this section is to help them
7. Great! Not too bad Help!
revise contents and evaluate their performance in the whole unit.
Read the instructions and make sure they all understand what Student answers the Student answers one Student can’t answer
they are expected to do in each activity. Encourage them to give three questions to or two questions to the questions to his
honest answers in order to detect their strengths and weaknesses. his / her partner. his / her partner. her partner.
Check students’ results and revise any points that the majority of
PAGE 63
them had problems with.
Before starting, tell students to copy and complete the diagram in SELF-EVALUATION
Exercise 2 and the activities in Exercises 4 and 6 in their notebooks. As in the previous unit, the purpose of this section is to allow students
identify their strengths and weakenesses.
 49
EXTRA TEST

READING 32

Y
ZY GEOGRAPH
CHILE - A CRA

North Desert.
of Ch ile is th e m ineral-rich dry Atacama
The northern third t springs, immense sa
lt flats, and
o vo lca no es , ho
There are als Luna.
such as the Valle de la
north region

cular rock form ation s

specta

Central Andes lley, as opposed to the

extreme
of Ch ile , th e Ce ntral Va
The heart cities, such as
and so ut h, is a lan d of major industrial
north rms.
d Va lp ar aiso, an d va st fruit and vegetable fa
Santiago an
o rich in minerals.
The Central Valley is als
central region

South ilean Lake

0 kilom eters fro m the capital is the Ch
About 1, 00 pine
de ep bl ue lake s, cle ar mountain streams,
District, an area of
ed mountains.
forests, and snow-topp sp ar sely populated archipelago of
Ch ile is a
The southern third of ro us glacier covered mou
ntains,
d islan ds, treac he
thickly foreste
s.
and deep coastal fjord
south region

Antarctica , co mpletely different from

the dry
ut h of th e co un try
In the very so diest continent,
lies co ol An tarct ica - the coldest and win ica is
desert, than 99 percent of Antarct

• TRAVELERS 7º BÁSICO
e So uth Po le. M or e
situated over th the world’s
w ith ice an d co nt ains about 70 percent of
covered
fresh water.

ng team.
Created by: Publishi
TEXTO DEL ESTUDIANTE página 122 •

1. Read the text quickly and answer. What is the purpose of the text? 2 points

a. ____ To give information about Chile.

b. ____ To invite foreigners to come to Chile.
c. ____ To show some pictures of each region.
50 UNIT 2

2. Complete these sentences according to the information in the text. 4 points

a. The vast percentage of the mineral wealth in Chile is found .

b. The less populated area in Chile is .
c. The Antarctica and the desert are .
d. The Central region concentrates .

3. Which of these pieces of ideas is not mentioned in the text? 2 points

a. ____ Chile is a land of contrast.
b. ____ It is dry everywhere in the north.
c. ____ The most arid desert in the world is in Chile.
d. ____ The Spanish looked for gold and fertile land.

LISTENING – MAIN DESTINATIONS IN THE NORTH

4. 33 Listen to the recording. Number the destinations in the order they are mentioned. 5 points

a. ___ Atacama Salt Lakes.

b. ___ Iquique.
c. ___ La Tirana.
d. ___ The Moon Valley.
e. ___ Geysers of El Tatio.

5. 33 Listen and complete these sentences. 3 points

a. Iquique is a place to and spend some time on the .

b. Some of the natural include sand dunes.
c. This is certainly one of the most parts of the .

WRITTEN EXPRESSION

6 points, 2 points each

• TRAVELERS 7º BÁSICO

6. Write three sentences telling what you can see / do around your town.
a.
b.
c.
TEXTO DEL ESTUDIANTE página 123 •

ORAL EXPRESSION

7. Imagine you are visiting a museum of history and think about three questions about indigenous peoples 6 points
you would like to ask to the guide. Then, ask them to your partner and answer his / her questions.

0-7 8 - 15 16 - 23 24 - 28 TOTAL
SCORE
Keep trying Review! Well done! Excellent!
28 pts
 51

UNIT 2
ANSWERS TO EXTRA TEST UNIT 2

1. a.
2. a. in the north. b. very different regions / very distant.
c. the main cities.
3. d.
4. 33 a. (4). b. (1). c. (5). d. (2). e. (3).

5. 33 a. great / relax / beach. b. amazing / formations. c. district /

beautiful / country

TRANSCRIPT 33

Speaker: For travelers that would like to visit the northern part of
Chile, these are five destinations that shouldn’t be missed.
Iquique
Iquique sits right on the Pacific coast. It is the perfect city to start
your travel adventures in northern Chile. Iquique is a great place
to relax and spend some time on the beach.
The Moon Valley
The Moon Valley receives its name because of its resemblance to
the surface of the moon. Some of the amazing natural formations
include sand dunes, which were created by strong winds over
thousands of years.
Geysers of El Tatio
There are only two places in the world where one can see the
phenomenon of natural geysers that spout from the earth’s
surface: northern Chile and Yellowstone. To experience this event,
it is necessary to get up and head towards the geothermal field
at around four am.
Atacama Salt Lakes & High Desert Lagoons
This district is certainly one of the most beautiful parts of the
country, with its snowcapped mountains in the background and
flamingos that feed and rest in the lagoons.
La Tirana
The festival in La Tirana takes place in the northern part of Chile
on July 16th every year. It is full of Andean music, traditional
dance, and elaborated costumes.
52
UNIT 3

UNIT 3 THE WORLD OF SPORTS

In this unit you will use the following skills:

Listening • inferring topic from cognates,
• extracting specific information.
Listen and identify explicit and main information in a
conversation and in personal reports about sports by: Speaking
• recognizing vocabulary related to sports, Express own ideas in monologs and dialogs about:
• matching oral texts and visual clues, • games and sports,
• discriminating sounds, • personal experiences,
• identifying speakers. • paralyimpic sports and outdoor activities.
Reading Writing
Read and identify main ideas in a literary extract and in an Write a short paragraph and a brief informative text :
encyclopedia article about sports and sports events by: • using new vocabulary related to sports and sports
• predicting content from pictures, events,
• predicting content from previous knowledge, • narrating experiences,
• discriminating between correct and incorrect • comparing two sports,
information,
• identifying the text structure of an informative text.

PAGE 65
GETTING READY
1. Introduce the unit drawing students’ attention to the pictures.
Ask them to identify and classify them in two groups. Then, ask
students to write the sports under the corresponding column in
their notebooks and add more examples of their own.
Answers
Olympic sports: athletics, swimming.
Non-olympic sports: motocross, surfing.
2. Ask students to form groups of three and explain the activity
to them. If possible, organize this activity with the Physical
Education teacher and outdoors. If not, go around the
classroom checking the students´ work or helping them.
Answers
a. 2. b. 1. c. 3
Background Information
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.
53
UNIT 3
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 to the Olympic Charter.
PAGE 66
BEFORE YOU START
What students need to know before beginning this unit:
• To identify abilities (can / can’t).
• The past tense of the verb To Be.
• Words related to sports and physical activities.
• Short and long adjectives.
This section contains activities meant to identify and activate
their previous knowledge of the topic and related vocabulary, and
to establish the starting point for the activities that will follow.
Give students time to form groups and discuss the exercises that
have to be done in pairs or groups; encourage them to reflect and
be honest to do those that require individual responses.
Before starting, remind them to copy and complete the diagram
in Exercise 1 in their notebooks.
Answers
1. Ball sports: football, basketball, hockey, baseball, rugby, golf,
handball, etc.
Extreme sports: bungee-jumping, sky-diving, motor-racing,
rock-climbing, parachuting, hang-gliding, paragliding, etc.
Water sports: swimming, diving, surfing, water-polo, scuba-
diving, etc.
Winter sports: skiing, snowboarding, ice-skating, etc.
3. BAT: to strike or hit with a bat.
DRIVE: to hit, propel or kick with much force.
HIT: to drive or propel by a stroke.
SCORE: to earn in a game, as points or hits.
SHOOT: to fling, propel.
THROW: to hurl or propel from the hand.
4. WB 16 Students´ own work.
5. Students´ own answers.
54
UNIT 3
PAGE 68
LESSON 1: A SPECIAL GAME
Time Five class hours.
Read, listen, and identify main ideas and specific
information in
literary extract about a traditional British sport.
Objectives
Exchange information about past abilities.
Write a short paragraph expressing past abilities.
Use could / couldn’t.
CD, Tracks 34, 35.
Materials
Workbook, Pages 16, 17.
Embedded evaluation, any of the activities in the
Evaluation Reading section; Exercise 13, Student’s Book.
Reflections, Student’s Book, Page 71.
BEFORE READING
1. + Start a conversation about sports and novels. Ask your students
to read what Dan says in groups and then invite them to share
their comments with their classmates. Allow Spanish if necessary.
Elicit some ideas and guide students to discover the right answer
( Alice in Wonderland) . Then ask them What's Alice in Wonderland
about? What do you know about it? Motivate students to read the
alternatives and identify the plot of the novel.
Answers
b. The name of the novel is Alice in Wonderland.
Background information
Alice's Adventures in Wonderland (commonly shortened to Alice in
Wonderland) is an 1865 novel written by English author Charles
Lutwidge Dodgson under the pseudonym Lewis Carroll. It tells of
a girl named Alice who falls down a rabbit hole into a fantasy
world populated by peculiar, anthropomorphic creatures. It is
considered to be one of the best examples of the literary
nonsense genre and its narrative course and structure, characters,
and imagery have been enormously influential in both popular
culture and literature, especially in the fantasy genre.
Lewis Carroll: born on January 27th, 1832 in Daresbury,
Cheshire, England, Charles Dodgson wrote and created games
as a child. At age 20 he received a studentship at Christ Church
and was appointed a lecturer in mathematics. Dodgson was shy
but enjoyed creating stories for children. His books were
published under the pen name Lewis Carroll.
The book Alice's Adventures in Wonderland was released in 1865.
It gained steady popularity, and as a result, Carroll wrote the
sequel, Through the Looking-Glass and What Alice Found There
(1871). By the time of his death, Alice had become the most
popular children's book in England, and by 1932 it was one of
the most popular in the world.
Besides writing, Carroll created a number of fine photographs.
Shortly before his 66th birthday, Lewis Carroll caught a severe case of
influenza, which led to pneumonia. He died on January 14th, 1898.
Adapted from: Lewis Carroll. Biography. (2013). Retrieved July 22, 2013, from: http://www.
biography.com/people/lewis-carroll-9239598
2. ++ Ask students to have a look at the pictures and identify the
name of each movie.
Answers
1: The Wizard of Oz. 2: The Chronicles of Narnia. 3: Alice in
Wonderland.
Background information
Oz the Great and Powerful is a 2013 American fantasy adventure
movie.
The movie is based on L. Frank Baum's Oz novels, and also pays
homage to the 1939 MGM film, The Wizard of Oz. Set 20 years
before the events of the books, Oz the Great and Powerful focuses
on Oscar Diggs, who arrives in the Land of Oz and encounters three
witches: Theodora, Evanora and Glinda. Oscar is then enlisted to
restore order in Oz, while struggling to resolve conflicts with the
witches and himself.
The Chronicles of Narnia is a series of fantasy movies based on
The Chronicles of Narnia, a series of novels written by C. S. Lewis.
From the seven novels, there have been three film adaptations so
far—The Lion, the Witch and the Wardrobe (2005), Prince Caspian
(2008) and The Voyage of the Dawn Treader (2010).
The series revolves around the adventures of children in the
fictional world of Narnia, guided by Aslan, a talking lion and the
true king of Narnia.
Alice in Wonderland is a 2010 American computer-animated
and live action fantasy movie directed by Tim Burton.
The movie is inspired by English author Lewis Carroll's 1865
fantasy novel Alice's Adventures in Wonderland and its 1871 sequel
Through the Looking-Glass. Alice is now nineteen years old, 13
years after her previous visit, and she is told that she is the only one
who can slay the Jabberwocky, a dragon-like creature controlled
by the Red Queen who terrorizes Underland's inhabitants.
Target strategy: Previewing
Remind students that they will be able to understand the text better
if they pay attention to its title, headings and images.
3. +++ Draw students’ attention to the pictures that illustrate the
text on Page 69. Ask them if they know the game. Make students

guess the rules of the game, and some ideas related to it (elements,
equipment, the name of the court, purpose of the game, etc.)
Background information
History of Croquet
Croquet has been traced back to the 1300's. Originating in France,
the game was called ‘paille-maille’ which means ball-mallet.
Croquet became popular throughout the British Empire. It has
survived as a sport and is even gaining in popularity today as a
rather high class sport on the level of badminton. There are
associations throughout the English-speaking world where
competition is fierce and standards high.
Adapted from: The rules of croquet (n.d.). Retrieved July 22, 2013, from: http://www.
toycrossing.com/croquet/
4. ++ Tell students to have a look at the pictures on Page 69 again
and then choose the sentence that best represents their predictions
about the content of the text. Do not check their ideas at this stage.
Target strategies: Making connections / Using previous
knowledge
Draw students´ attention to these strategies. Explain to them that to
get a better understanding of a text, they should connect all pieces
of new information to what they already know.
PAGE 70
READING
5. + 34 Tell students to read the text or play the recording to allow
them listen to the recorded version of the story while they read.
Ask them to confirm or correct their predictions in Exercise 4.
Answers
a.
Vocabulary
Draw students´ attention to the words in the box and tell them that
those words also appeared in the text. Read the instruction aloud
and ask students to do this activity in pairs. Ask them to work in
their notebooks and check answers orally.
Answers
arches: doorways, gateways, openings having curved heads.
crocket ground: land having an indicated shape, quality, or character.
doubled-up: joined, coupled.
flamingo: a wading bird having webbed feet, a bill bent downward
at the tip, and pinkish to scarlet feathers.
hedgehog: an insect eating animal with spiny hairs on the back
and sides.
ridges and furrows: long narrow elevations of land and long
narrow trenches made in the ground by a plough.
55
UNIT 3
6. ++ Students read the headings and decide which of them
matches each paragraph in the text. Make sure they know there
is one distractor.
Answers
I. d II. b III. c
7. +++ Draw students’ attention to the words in red in the text.
Motivate them to identify the meaning of them, according to
the context in which they have been used in the text.
Answers
a. – iii. b. – v. c. – vi. d. – ii. e. – i. f. – iv.
8. ++ Ask students to work in groups of four and have them
discuss the questions. Motivate them to share their impressions
about the characters, the setting and events in the story.
Encourage them to share their ideas with the rest of the class.
9. +++ Ask students to answer the question underlying the
sentences in the text that help them support their opinions.
10. +++ Now ask students to reflect on the Queen’s character. Elicit
their ideas taking some notes on the board. Then invite students
to identify words in the text that may be used to describe the
Queen and compare with them your notes on the board.
Motivate students to write a sentence describing the Queen and
invite some of them to read their descriptions aloud.
Answers
The words that may help are: furious passion, shouting.
Did you know that…
Read the information in the box aloud. Elicit any other interesting
information that students may know about croquet.
PAGE 71
LANGUAGE FOCUS
COULD / COULDN’T
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 provide the answers.
Answers
2. a. – ii. b. to the past.
3. Could and couldn’t are the Past tense forms of can and can’t.
We use could and couldn’t to talk about what was or wasn’t
possible in the past, or to refer to past ability or inability.
WB 17 Find more practice of this topic on Page 17 of the Workbook.
56
UNIT 3
11. ++ Refer students to what they have studied in the Language
Focus. Ask them Who was allowed to do more things in the croquet
game? Alice or the Queen? What could Alice do and what couldn't
she do? What about the Queen? Motivate them to answer these
questions writing a list of the actions these characters could and
couldn't do. Then ask them Was this a hard game for Alice? Why?
elicit some answers and have students write a brief paragraph
saying how difficult the game was, using could, couldn't and their
lists to explain their points of view.
Answers
a. Alice couldn’t understand why the game was so curious.
Alice couldn’t manage her flamingo.
Alice could have a dispute with the Queen.
The Queen could cut people’s heads.
12. ++ 35 Students first only listen, then they listen and repeat
the dialog.
13. +++ Students work in pairs and replace the underlined
parts in the dialog with their own ideas. Encourage them to act
their dialogs in front of their classmates.
Useful expressions
Encourage students to use the expressions in the box while they
create a dialog on their own.
14. Invite fast learns to deduce the rules of the game croquet in
Wonderland and motivate them to write a brief descriptive
paragraph about it in their notebooks.
PAGE 72
Lesson 2: THE FIRST MARATHON
Time Five class hours.
Listen, and identify main ideas and specific
information in a conversation about the origin of
an important sports event.
Objectives Exchange information about past events.
Write a short summary of a story.
Use connectors so, so that, because, and but to
link ideas.
CD, Tracks 36, 37.
Materials
Workbook, Page 18.
Embedded evaluation, any of the activities in the
Evaluation Listening section; Exercise 12, Student’s Book.
Reflections, Student’s Book, Page 73.
BEFORE LISTENING
1. + Ask students to form groups and discuss the questions. Then,
invite one student to share their comments with the other groups.
The answers will vary according to students’ experiences.
2. + Ask students to look at the map and to locate the places in the
box. Invite them to reflect on the possibility of running between
Marathon and Athens, and between Marathon and Sparta.
Before doing the task, you may need to share some additional
information and geography facts with your students.
Background information
The Persian/Greek War
Over the years the Persian Empire expanded to the
Mediterranean 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.
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 Pheidippides)
marched to the plains of Marathon to prepare for battle.
The Battle of Marathon
The Athenian Army was outnumbered four to one 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 three 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.

Error alert!
Greece /country – Greek /nationality (NOT: Grecian)
Watch out for more incorrect applications of suffixes.
Additional exercise
Complete the table. Write the corresponding nationality.
Country Nationality
France
The USA
The Netherlands
Peru
The UK
Denmark
3. +++ 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.
4. ++ Ask students if they know what a marathon is. Make them
explain their partner in their groups what they know about a
marathon.
5. + Ask students if they have ever participated in a marathon.
Encourage them to say what popular marathons they know.
Target strategy: Recalling previous knowledge
Encourage students to think about all the activities they have done
so far and try to anticipate what the recording will be about.
PAGE 73
LISTENING
6. + 36 Ask students to listen to the recording and check their
predictions in Exercise 3. Motivate them to identify who are the
people in the conversation.
Remind students that this first listening is only for them to
confirm or correct their predictions. They do not need to
understand every single word.
Answers
b.
Target strategy: Taking notes
Remind students to take notes of the most important information
as they listen. This will help them understand the recording
better.
7. ++ 36 Play the recording again. Ask students to listen
carefully and answer the questions in their notebooks.
57
UNIT 3
Answers
a. The students want to run in the city marathon.
b. Matt is training really hard to accomplish that.
c. The teacher tells the story because Matt asked him about the
first marathon runner.
d. The name of the city was the Plain of Marathon and the name
of the race is the same, marathon.
e. Today, this situation could be solved through a phone call, an
email, etc.
8. +++ 36 Now that students have comprehended the
recording, make them reflect about their own reactions to the
story. Ask them if they think they could act like Pheidippides in
a similar situation and why.
TRANSCRIPT 36
Teacher: Boys and girls, who wants to run in the city marathon?
Girl: I do!
Boy: I do, too!
Teacher: And you, Matt?
Matt: Sure! I am training really hard. Who was the first
marathon runner?
Teacher: He was a Greek man called Pheiddipides. He was a
messenger.
Matt: Tell us the story!
Teacher: Ok, let’s travel in history. In 490 BC, Persia is a huge
empire. It wants to capture Athens, in Greece, so there is a
big war between them. When the Persian army arrives at
the Plain of Marathon, the Greek soldiers are waiting at
the top of a hill. The Greeks send a messenger, Pheidippides,
from Marathon to Sparta so that he can get help. He runs
for two days over the mountains. The Spartans don’t
want to fight because there isn’t a full moon and they
can’t see the enemy, so he returns to Marathon.
Matt: What do the Greeks do?
Teacher: They attack the Persian army. They win the battle, but
the Persians try to get to Athens to capture the women
and children, so Pheidippides has now another job. He
must run 40 kilometers to Athens to tell them that the
Persians are coming. When he arrives, very tired, he tells
the news and then he dies.
Matt: Poor him!
Teacher: In 1896, the first marathon race winner of the modern
Olympic Games was a Greek runner. His name was
Spiridon Louis and, like Pheidippides a long time before,
he was also a postman!
58
UNIT 3
Vocabulary
Draw students´ attention to the words in the box and tell them TRANSCRIPT 37

that they appear in the recording. Encourage them to do this Speaker 1: Who was the first marathon runner?
activity in pairs, and then, check their answers orally. Encourage Speaker 2: A man called Pheidippides.
them to write the sentences in their notebooks to keep a record of Speaker 1: Where was he from?
the new words.
Speaker 2: From Greece, from a city called Marathon.
Answers Speaker 1: What was his job?
a. war. b. army. c. hill. d. plain. Speaker 2: He was a postman.
LANGUAGE FOCUS
Speaker 1: And who was the first marathon runner of modern times?
Speaker 2: His name was Spiridon Louis. He was also Greek and a
CONNECTORS postman, like Pheiddipides
Remember that this section is designed to help students revise
or discover a particular language item. The activities are meant 11. Motivate students to find out how much they learned about the
to promote independent learning, so help, guide and check first marathon. Allow them to work in pairs to solve the
them, but do not provide the answers. crowssword.
1. The students read the sentences from the recording. Draw Answers
their attention to the words in bold. Down: 1: Olympia. 2: Athens. 3: Spartans.
Answers Across: 4: postman. 5: Persia. 6: Marathon.
2. i. because. ii. but. iii. so. iv. so that.
12. Encourage fast learners to work in pairs to do this activity.
3. We use because to introduce a reason; but to introduce a
Ask them to search for the answer to the question on the
contrast, so to introduce a conclusion, and so that to
Internet, magazines, newspapers, etc. and to share their
introduce a purpose.
findings the following class.

WB 18 Find more practice of this topic on Page 18 of the Workbook. PAGE 75

PAGE 74 TRAVEL BACK

9. ++ Ask students to identify the main events in the story
and write a list in their notebooks. Then make them go back to
the Language Focus and revise the connectors. Explain to them
they must transform their notes into a paragraph, write a
summary of the story and connect their ideas with these linkers.
Monitor and clarify questions when necessary.
The activities in this section provide material to check and revise
students' progress and, at the same time, information to the teacher
about any point that the majority of the students may have
problems with. Make sure they understand what they are expected
to do and then give them time to answer. Before starting, remind
students to work in their notebooks.

10. +++ 37 Invite students to listen and read the dialog. Answers
Then play the recording and ask them to check and practice it 1. Students´ own answers.
following the model of intonation and pronunciation. 2. a. manage. b. at once. c. dispute.
3. a. empire. b. top. c. postman.
Encourage some pairs to role-play the dialog in front of
4. c.
their classmates. 5. Students´ own answers.
Answers 6. Students´own answers.
Marathon runner, Pheidippides, from Greece, Marathon, was a
postman, marathon runner, Spiridon Louis, Greek, postman,
Pheidippides.

PAGE 76
Lesson 3: STICKS AND BALLS
Time Five class hours.
Listen, read, and identify main ideas and specific
information in an encyclopedia article about sports
and sports events.
Exchange information about sports and sports events.
Objectives
Practice the initial sound /b/.
Write a short description of a sport.
Use the verb To Be to talk about permanent
situations.
CD, Tracks 38, 39, 40.
Complementary activities, Student’s Book, Page
Materials 88, Exercises 1, 2.
Reading booklet, Page 6.
Workbook, Pages 19, 20.
Embedded evaluation, any of the activities in the
Evaluation Reading section; Exercise 14 Student’s Book.
Reflections, Student’s Book, Page 79
BEFORE READING
Target strategies: Previewing / Recalling previous
knowledge
Remind students that they will be able to understand the text better
if they pay attention to its title, headings and images. Also, tell them
that by previewing and thinking about what they know about the
topic, they will be able to predict what the text will be about.
1. + Start the lesson talking about famous sports people in Chile.
Brainstorm names of sportspeople and the sports in which they
stand out in.
Answers
They are all famous sports people. They are all Chilean.
Error alert!
Sports: deportes
Sportspeople: deportistas (NOT: sportive/sportist people)
Watch out for more incorrect language transfers from Spanish.
2. + Ask students to identify the people in the pictures and to
relate them to the name of the sport.
Answers
Picture 1 (Bárbara Riveros): running. Picture 2 (Tomás González):
gymnastics. Picture 3 (Alexis Sánchez): soccer. Picture 4 (Kristel
Kobrich): swimming. Picture 5 (Francisco ‘Chaleco’ López):
motocross. Picture 6 (Natalia Ducó): athletics.
59
UNIT 3
3. +++ Invite your students to look at the pictures and identify
which of the sports require special equipment.
Brainstorm names of equipment related to the sports and write
the words on the board.
Possible answers
Tennis: b - i (other: net, trainers). Soccer: a - c (other: gloves for
goalkeepers). Golf: d - j (other: tee, golf shoes). Hockey: g (other:
leg pads, ball (puck for ice hockey). Baseball: h - f - e (other: ball,
special clothes, leg pads).
WB 19 Find more practice of this topic on Page 19 of the Workbook.
Vocabulary
Draw students´ attention to the words in the box and ask them to
do the activity in pairs. Ask them to write the meanings in their
notebooks and then check orally.
Answers
base: any of the four corners of a baseball diamond.
goalkeeper: a player whose chief duty is to prevent the ball or
puck from crossing or entering the goal. net: a fabric made up of
evenly sized open mesh. pitcher: the player who throws the ball
to the opposing batter. puck: a black disk of hard rubber that is
hit into the goal in a game of ice-hockey. stick: an implement
used to strike and drive a ball or puck, as a hockey stick.
4. ++ Have students look at the words in the box one more time
and elicit what they know about these sports. Ask them which
sport they like the most and if they have ever played any of
them. Motivate them to discuss this in pairs.
5. ++ Draw students' attention to the words in the Vocabulary
box. Ask them to guess what sport the words are connected with.
Do not check at this stage.
Answers
Base - baseball. Goalkeeper - soccer. Net - tennis. Pitcher - baseball.
Puck - ice-hockey. Stick - hockey / ice-hockey.
PAGE 77
READING
6. + Ask students to skim the text and check if they find the sports
they predicted in Exercise 5.
Answers
baseball; hockey; tennis; ice hockey.
Target strategy: Evaluating
Encourage students to stop to think about the text, check and revise
their predictions, they will be able to undersand what they are
reading better.
60
UNIT 3

7. + Students now read the text more carefully. Then they read WB 20 Find more practice of this topic on Page 20 of the Workbook.
the sports in the box and choose the name that corresponds to
each description. 10. ++ Refer students to the Language Focus and ask them to
complete the sentences with the Present Tense of the verbs in
Answers brackets.
a. Baseball. b. Hockey. c. Tennis. d. Ice hockey.
Answers
8. ++ Ask the students to read the text again and then complete a. is, attracts. b. use. c. have. d. is. e. are. f. represent.
the diagram with information from the text in their notebooks.
Remind them to do this with each of the sports mentioned. Vocabulary
Ask students to form groups of four to do this activity. Read the
Possible Answers instruction aloud and make sure they understand what they are
NAME: baseball. PLAYERS: batter, pitcher. PLACE: baseball pitch; supposed to do. Explain any doubts and go around the classroom
fair territory. EQUIPMENT: a bat, a ball, bases. OBJECTIVE: hit the checking their work.
ball and run around all the bases.
PAGE 79
WB 19 Find more practice of this topic on Page 19 of the Workbook. 11. + 39 First play the recording and ask students only to
PAGE 78 listen. Then play the recording again to allow students to repeat
after listening to each word, paying special attention to the
9. +++ 68 Invite students to read the extract of the play
pronunciation of the initial sound.
Time Travelers in the Reading Booklet, and then answer the
questions. 12. ++ 40 Motivate students to answer the questions. make
a dialog with their partners about their favorite sport using some
Answers of the expressions in the Useful expressions box. Then, tell them
a. They are both related with sports. to compare their dialog with the recorded version.
b. The children think it’s a barbaric game, that the ball is not Extra!
treated well. You can use the recording for ‘shadow reading’.
c. It is a description from a futuristic point of view. The children
from the future are describing basketball. TRANSCRIPT 40
d. Probably because people won’t play basketball in the future.
Girl: What's your favorite sport?
Did you know that… Boy: Soccer.
Let students read this section on their own and share comments in Girl: And your favorite team?
their groups. Boy: It's Colo-Colo
LANGUAGE FOCUS Girl: Who's your favorite sportsperson?
Boy: I like Alexis Sánchez.
PERMANENT SITUATIONS
Girl: Why?
Keep in mind that this section is designed to help students discover
a particular grammar or language structure by themselves. Help Boy: Because he plays very well and he is also very nice.
and guide them but do not provide the answers. Girl: Which sports do you practice?
Answers Boy: I play volleyball at school.
2. a. – iii. b. – i. Girl: How often do you play?
3. We use the Present Simple to express situations or events Boy: Twice a week.
that are permanent, or for those statements that express
facts that are always true (as in the case of general facts of 13. +++ Tell students to work in pairs. Encourage them to
nature). In this tense, the 3rd person singular (he, she, it, or interview their partners about sports, asking the questions and
a name) adds an s at the end of the verb. 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.
14. ++ Ask 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.
Draw students attention to the points listed and tell them they
must include them in their description. You can help them
organize their writing focusing on each sport in the box and
asking questions such as How many teams are needed to play this
sport? How many players play in each team? What kind of
equipment is needed? What is the aim of the game?
15. VOCABULARY GAME
Invite fast learners to fill in the blanks to complete the names of
the sports. Draw their attention to the clues in the pictures.
Answers
a. running. b. climbing. c. aerobics.
16. Encourage students to take turns to describe the sports in
Exercise 15 in detail to their partners.
PAGE 80
Lesson 4: AN EXTREME EXPERIENCE
Time Five class hours.
Listen and identify main ideas and specific information
in personal reports about extreme sports.
Exchange information about extreme experiences.
Objectives
Practice vowel sounds /æ /, / ʌ /, /e /
Write a short paragraph describing an extreme sport.
Use prepositions of movement.
CD, Tracks 41, 42, 43.
Materials
Workbook, Page 21.
Embedded evaluation, any of the activities in the
Listening section; Exercises 11, 12, Student’s Book,
Evaluation
Page 82.
Reflections, Student’s Book, Page 81.
BEFORE LISTENING
Target strategy: Questioning
Ask students to have a quick look at the title of the lesson and
other clues. Then, ask them to think and write three questions
that might be answered in the recording and three possible
answers. This will allow students to get a better understanding of
the material to be listened to.
61
UNIT 3
1. + Before beginning, draw students' attention to the name of
the lesson.
Start a conversation about extreme experiences and elicit
names of extreme activities or sports. You may give them
some additional information.
Background information
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.
Examples of extreme sports
Extreme sports cover a vast assortment of activities. A few of the
more common types include: mountain biking, climbing, and
drag racing. Other kinds of extreme sports have developed from
a familiar activity. For example, skiing is a common sport.
2. ++ Motivate students to work in pairs and decide which of the
words in the box can be related to x-sports.
Possible answers
amazing - amusing - dangerous - exciting - scary - stressful
3. +++ Invite students to read the sentences and relate them to
the pictures.
Answers
a. To feel the wind around – Sky diving
b. To see the landscape from above – Mountaineering
c. To go down a river – Rafting
d. To smell the flowers – Cycling
4. ++ Ask students to do this activity in pairs. Go around the
classroom checking their work.
62
UNIT 3
Vocabulary
Ask students to look up the meaning of words and write them down
in their notebooks.
Answers
Breeze: a wind or current of air, especially a light one. Cord: a
string made of several stands braided, twisted or woven together.
Dive: to plunge into water, or descend through the air, especially
headfirst. Float: to rest or move in a liquid, the air, etc Landscape:
a section or area of natural scenery that can be seen from a single
viewpoint. Roller coaster: a small railroad, especially in an
amusement park, with open cars that moves along high, sharply
winding tracks.
5. + Before playing the recording, ask students to read the words
in the Vocabulary box. Explain to students these words will
appear in the recording. Ask them if these words give them any
clue to predict what sports Kelly's friends practice.
PAGE 81
LISTENING
6. + 41 Play the recording. Tell students to confirm or correct
their predictions in Exercise 5. Remind them to pay special
attention to all familiar words they can identify, in order to get
the general meaning of the text.
Answers
Speaker A and Speaker B liked the experience.
Speaker C didn't like the experience.
Target strategy: Focusing attention
Remind students to focus on the relevant pieces of information and
to take some notes as they are listening.
7. ++ 41 Play the recording again. Ask students to relate each
picture to the speaker.
Answers
Picture 1: B (Dan). Picture 2: A (Andy). Picture 3: C (Ann).
8. +++ 41 Play the recording once more. Ask students to
number the sentences in the order they appear.
Answers
a. 1. b. 2. c. 3. d. 5. e. 6. f. 4.
TRANSCRIPT 41
Kelly: Andy, do you practice an extreme sport?
Andy: Oh, yes!
Kelly: Please, tell us about it.
Andy: Well, it is amazing, but scary!
Kelly: Why is it so scary?
Andy: To begin with, there is no pool at the bottom. I just close my
eyes and jump down. When I open them again, I see the
ground getting closer and closer. I can hear and feel the
wind around me. When I pull the cord, I am calm again,
floating towards the ground.
Kelly: And you, Dan?
Dan: I don’t practice any X-sports, but every time I get on my bike
and ride across the country, it's a new experience. I love to
feel the cool breeze on my face, I can see the beautiful
landscape, smell the flowers, and be in contact with
nature. It is nice and relaxing!
Kelly: Of course it is! What do you think Ann? Do you like extreme
sports?
Ann: Oh, I hate them! But my brother goes rafting in summer
and I go with him.
Kelly: Oh! Tell us about your experience.
Ann: You know I can't swim, so I’m always scared when we go
rafting! Up and down, up and down! I prefer a roller coaster
at an amusement park!
Useful expressions
Draw students´ attention to the expressions in the box. Explain to
them that they appear in the recording and that people use those
expressions when talking about life experiences.
LANGUAGE FOCUS
PREPOSITIONS OF MOVEMENT
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.
Answers
2. c.
3. Words such as across, from, towards, and down are
prepositions of movement. They indicate in what direction
the action is performed.
WB 21 Find more practice of this topic on Page 21 of the Workbook.
PAGE 82
9. ++ Refer students to what they studied in the Language Focus.
Tell them they are going to practice the use of prepositions and
encourage them to fill in the blanks in the paragraph with an
adequate preposition of movement in a. Then ask them to read
the paragraph they completed and use it as a model to write a

similar paragraph in which they describe the way from school to
their house.
Answers
a. from, to, down, along, across, up.
Remember students they can find additional practice of this topic
on Page 2, Exercise 2, of the Workbook.
10. ++ 42 First play the recording and ask students only to
listen. Then play the recording again for students to repeat the
tongue twister, paying special attention to the different vowel
sounds and to the weak vowel in -er.
11. ++ 43 Invite students to work in pairs and put the
dialog in order.
Then, encourage them to practice and role-play it in front of
their classmates.
TRANSCRIPT 43
Speaker 1: Hi, guys! Do you want to see my photos?
Speaker 2: Sure! Where’s this one?
Speaker 1: In Punta de Lobos, near Pichilemu.
Speaker 3: Groovy! Do you usually go windsurfing?
Speaker 1: I sure do. Our country has fantastic places to do that.
Speaker 2: What do you like most?
Speaker 1: I love going up and down the water and riding the
waves to the shore.
12. ++ 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.
13. +++ Ask them to interview a classmate and write notes in
their notebooks. Next class, motivate each group to report the
results to the class.
14. Encourage fast learners to write a list of more extreme
sports and the equipment needed, as in the example:
Snowboarding - board, helmet, goggles.
PAGE 83
TRAVEL BACK
The mini-tests provide material to check and revise students' progress
and, at the same time, information for the teacher about any points
that the majority of the students may have problems with. Make sure
63
UNIT 3
they understand what they are expected to do, play the recording
again for the listening part and give them time to answer individually.
Answers
1. a. The batter can only run when the ball lands in fair territory.
b. The court may be grass, clay, hard, or carpet.
c. Goalkeepers need extra protection because the puck travels
at high speed.
2. Andy: b, c, a. Dan: a, b, c.
3. Have, use, compete, is, wear.
4. a. along. b. across. c. from, to.
PAGE 84
Lesson 5: A POPULAR SPORT
Time Three classes.
Plan, draft, edit, and write a final version of an
Objectives
informative text describing a sport.
Materials Workbook, Page 22.
Evaluation Writing box, Student’s Book Page 85.
HAVE A LOOK AT… an informative text
In this lesson, students will learn to write an informative text. Before
the writing process starts, it is necessary to analyze a model of the
text they are going to write. This section of the lesson will guide
them in this important analysis, with questions and activities that
will help them discover the structure of an informative text and
reflect on the type of language that is often used in this type of text.
1. Motivate them to answer the questions individually and then
share comments in general. Draw students’ attention to the text
structure, visual aids, and general organization.
Answers
b. The first paragraph contains general information about the
sport: cricket.
The second and third paragraphs tell about the objective and
purpose of the game.
The last sentence tells who the winner of the game is.
c. The pictures are very helpful as they show different aspects of
the game.
d. The words in bold are related to specific vocabulary.
e. The text is written in Present Tense, as it expresses permanent
situations.
Assign the activities in the following sections as homework.
64
UNIT 3
ORGANIZING
2. Explain to students that they are going to write a text like the
one in the model. Motivate them to choose a popular sport in
Chile or in any other country, and collect information about it
completing the diagram in their notebooks.
PAGE 85
3. With the information they collected, invite students to complete
the answer questions a – f in full sentences. Ask them to work
in their notebooks.
DRAFTING
4. Make students use the information they collected to write a first
draft of an encyclopedia article like the one they read. Remind
them to use the text in Exercise 1 and the Writing box as a guide.
WB 22 Find more practice of this topic on page 22 of the Workbook.
EDITING
5. Ask students to bring their first drafts and exchange them with
their partners. Invite them to check their classmates’ works,
using the list in the Writing box.
WRITING
6. Once students’ articles have been corrected, encourage
them to write a final version and stick them on a colored
piece of cardboard, adding pictures or illustrations to decorate
their works.
PUBLISHING
7. Display the articles on a visible place of the classroom and invite
students to make oral mini-presentations.
PAGE 86
Kelly, Matt, and the time machine
Episode 3: Where are the players? 44
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.
You can use the CD to let students listen to the recorded version of
the story as they read.
Encourage fast learners to summarize the story, and allow
Spanish if necessary.
Creative Skills
The purpose of this section is to foster and enhance students’
creative skills using the comic strip episode.
1. Make students work in groups of four to discuss where they
think Kelly and Matt will go.
2. Encourage them to create the new episode of the comic strip.
Motivate them to write a draft in their notebooks first to later
display the final version in a piece of carboard, in a visible part
if the classroom.
PAGE 88
COMPLEMENTARY ACTIVITIES
This section provides extra practice on the contents of the unit and
allows the teacher to diversify the way he / she deals with them,
taking into account students’ different interests, rhythms, and
learning styles.
You can assign the activities as homework; or use them as time-
fillers or as revision before the unit test (Test your knowledge).
Answers
1. a. swimming. b. tennis. c. surfing. d. ice-hockey. e. running.
f. American football.
2. climbing: rope/ poles/ harness.
skiing: ski boots / helmet / skiis.
surfing: board / wetsuit / sunscreen.
table - tennis: net / paddles / ball.
3. Across: 1. basketball; 5. highjump; 7. tennis; 9. gold;
10. bronze; 12. diving; 13. marathon; 14. hurdles.
Down: 1. boxing; 2. silver; 3. triathlon; 4. Athens; 6. hockey;
8. Sydney; 11. record.
PAGE 90
PROJECT
The activities in this section are meant to consolidate and apply the
contents of the unit. Ask the students to read the instructions carefully
and make sure all understand what they are expected to do.
Encourage students to create a poster to advertise the Paralympic
Games in Chile.
a. Tell them to think about everything they know of the Paralympic
Games and Paralympic athletes in Chile.
b. Make them search the Internet or look for information in
newspapers and magazines.
c. Ask them to emphasize the message they want to transmit.
d. In groups, the students gather the information and create a
poster to promote the event.
e. Display the posters in a visible area of the classroom or the school.
Set a date for the presentations.
Use the Project rubric on Page 97 to evaluate students’ work.
 65

UNIT 3
PROJECT EVALUATION
Make the students reflect on their own performance and motivate TRANSCRIPT 46

them to give honest answers in order to identify their main
strengths and weaknesses.
Once they have asked, encourage them to think on possible actions
to help improve their performance in the future.
TEST YOUR KNOWLEDGE
Explain to your students that the purpose of this section is to help
them revise contents and evaluate their performance in the whole
unit. Read the instructions and make sure all the students understand
what they are expected to do in each activity.
Encourage them to give honest answers in order to detect their
strengths and weaknesses. Check students' results and revise any
points that the majority of them had problems with.
Before starting the test, remind them to copy and complete the
table in Exercise 6 in their notebooks.
Kelly: Dan, what is your favourite sport?
Dan: I like all sports, but I really love swimming.
Kelly: Don't you like soccer? I think it is the most popular sport in
the world.
Dan: Sure! I like soccer very much, too.
Kelly: What can you tell me about it?
Dan: Well, I know that the game is played mainly with your feet,
but you can also use other parts of your body, like your
thighs, your chest, or your head.
Kelly: Can you use your hands?
Dan: No. Goalkeepers are the only players that can use their
hands.
Kelly: What is the aim of the game?
Dan: Each team tries to control the ball. The aim is to score a goal,
and the team that scores more goals wins the match.

Answers 6. 4 points 3 points 2 points 1 point

1. a. Wimbledon. b. The quarters of a clock face. c. Pete You can write You can write You can write You can write
Sampras / Roger Federer. d. Martina Navratilova. e. Grass. four words four words two or three only one word
2. a. - ii. b. - iii. c. - i. related to the related to the words related related to the
3. a. Football, popular sport. b. player, ball. c. aim, score sports. sports. to the sports. sports.
You don’t You make You make
a goal.
make any some spelling some spelling
4. chest; feet; head; legs, thighs. spelling mistakes. mistakes.
5. a. I can´t sleep so I´m going to drink a glass of hot milk. b. My mistakes.
sister likes going to the disco but she doesn´t like dancing. c. I
am taking a part-time job so that I can earn money for PAGE 91
vacations. d. In summer, I like to go sailing because the weather
is nice. SELF-EVALUATION

The purpose of this section is to allow students to reflect on their

strengths and weaknesses. Make sure all the students understand
what they are expected to do and give enough time to answer the
questions. Encourage students to give honest answers and show
interest in their results.
Motivate them to go back to the Language Focus sections of the
lesson that presented problems and to write a list of remedial
actions to improve their performance in the future.
66
EXTRA TEST

READING 47

ANCIENT GREEK GAMES

The most famous athletic competition in Ancient Greece was the Olympic Games.
Olympia was an ancient city in Greece where the Olympic Games started. At the
beginning, the Games were part of a religious festival in honor of Zeus, King of the
Gods, held every four years.
The first Olympic Games were in about 776 BC.
In those days, the only event was a short sprint, from one end of the stadium to
the other. The running track was very wide. Twenty people could run together.
Later, there were four days of many different competitions. The events were the
same kind as in the Olympics today: running, jumping, throwing the javelin, throwing the discus,
horse racing, and the marathon.
The competitions were only for men. Young men from rich families competed for prizes and for the
favor of the Gods. Women couldn’t compete. They had their own festival at Olympia, the Heraia,
in honor of Hera, wife of Zeus. Women could compete in running races, but only unmarried girls
could take part.
The spectators were from all over Greece. Only men, boys, and unmarried girls could attend the
Olympic Games.
The prizes were crowns of sacred olive branches.
• TRAVELERS 7ºº BÁSICO

1. Read the text and identify which paragraph is about 4 points

a. Paragraph ____ Place of origin
b. Paragraph ____ Participants
c. Paragraph ____ Types of sports
TEXTO DEL ESTUDIANTE página 124 •

d. Paragraph ____ Prizes

2. Read the text again and underline the correct answer. 4 points
a. Where did the Ancient Olympic Games take place?
i. In Olympia.
ii. In different cities in Greece.
iii. In different countries.
 67

UNIT 3
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. Gold coins.

LISTENING

3. 48 Listen and answer. What kind of text is it? 2 points

a. An interview.
b. A conversation.
c. A piece of news.

4. 48 Listen to the recording. Write CS for Chris Sutton or KH for Kelly Holmes. 4 points

a. ____ : very good at long jump.

b. ____ : blue belt in judo.
c. ____ : plays volleyball.
d. ____ : got nine gold medals.

5. 48 Listen again. Decide if the sentences are true (T) or false (F). 4 points

a. ____ Carl Lewis is the fastest runner in history.

b. ____ Carl Lewis has got nine medals in total.

• TRAVELERS 7º BÁSICO
c. ____ Kelly Holmes is American.
d. ____ Kelly Holmes didn't get a silver medal.

0-5 6-9 10 - 14 15 - 18 TOTAL

SCORE
Keep trying Review! Well done! Excellent!
18 pts
TEXTO DEL ESTUDIANTE página 125 •
68
UNIT 3
ANSWERS TO EXTRA TEST UNIT 3

READING

1. a. II. b. V. c. IV. d. VIII.

2. a. i b. iii. c. iii. d. ii
3. 48 b.
4. 48 a. CS. b. KH. c. KH. d. CS.

5. 48 a. False. b. False. c. False. d. True.

TRANSCRIPT 48

Charles: What are you doing, Nicky?

Nicky: I'm reading about an important athlete.
Charles: Who are you talking about?
Nicky: Chris Sutton.
Charles: Why is he so famous?
Nicky: He is a very fast runner and is also very good at the long
jump; he plays American football too!
Charles: Did he get any medals?
Nicky: Lots of medals! He got nine gold medals and one silver
medal, ten in total.
Charles: Have you heard about Kelly Holmes?
Nicky: Who is she?
Charles: Well, she is a very important athlete too.
Nicky: Where is she from?
Charles: The United Kingdom. She is very good at running and has
a blue belt in judo. She also plays volleyball!
Nicky: Did she get any medals?
Charles: She got three Olympic medals! Two gold medals and one
bronze medal.

UNIT 4
In this unit you will use the following skills:
Listening
Listen and identify specific information in an interview and
in a radio advertisement, and in a news report related to
environmental problems by:
• predicting content from visual clues,
• recognizing the purpose of a text,
• distinguishing facts and opinions.
Reading
Read and demonstrate comprehension of general and
specific information in an article and in a website about the
environment and taking care of our planet by:
• inferring meaning of words from the context,
• identifying type and purpose of a text,
• relating content and personal knowledge,
• predicting content from pictures,
• distinguishing problems and solutions.
69
UNIT 4
HOME SWEET HOME
Speaking
Express ideas and personal opinions in monologs and dialogs
about:
• problems that affect the environment,
• suggestions to solve environmental problems,
• future actions to take care of our planet.
Writing
Write a short paragraph and an interview:
• using vocabulary related to environmental problems,
• making suggestions to solve environmental problems,
• expressing personal opinions about the topic of the unit,
• identifying the text structure of an interview.
70
UNIT 4
PAGE 93
GETTING READY
Introduce the topic of the unit drawing students’ attention to the
pictures. Start a conversation about environmental problems.
Brainstorm students’ ideas about this topic so that you know how
much they know about it.
1. Help students find the differences among the pictures. Allow
the use of Spanish.
2. Ask them to identify the places that are shown in the pictures.
3. Ask students to work in pairs and make a list of problems that
they think are affecting the country. Invite them to share their
reflections with their classmates.
PAGE 94
BEFORE YOU START
What students need to know before beginning this unit:
• to express future events.
• to identify events that are happening at the moment of speaking.
• words related to nature and environment.
This section contains activities meant to identify and activate their
previous knowledge of the topic and related vocabulary, and to
establish the starting point for the activities that will follow.
Give students time to form groups and discuss the exercises that
have to be done in pairs or groups; encourage them to reflect and be
honest to do those that require individual responses. Before starting,
remind students to complete the activities in their notebooks.
Answers
1. Earth (8); drought (5); dry (1); sea (6); rainforest (7); recycle
(2); sun (3); water (4).
2. a. seas. b. droughts. c. rainforests. d. Earth. e. water.
f. recycle.
3. CAUSES: the making of plastic objects (grocery bags, bottles,
food containers, coffee cup lids, straws, etc).
PROBLEM: five patches or islands of plastic in the oceans.
CONSEQUENCES: marine creatures (sea birds, mammals, sea
turtles) being killed due to ingestion or suffocation.
4. Jordan: Look dad! There are no fish in the river and water is dirty.
Dad: Yeah, son! It´s really sad.
Jordan: Why is that?
Dad: Becuase people use a lot of plastic and factories throw
away tons of waste into the river every day.
Jordan: What can we do about it?
Dad: We could reuse plastic containers for example. We all
should take care of our planet!
PAGE 96
Lesson 1: AN INCONVENIENT TRUTH
Time Five class hours.
Read, listen, and identify main ideas and specific
information in a web page containing information
about global warming.
Exchange information about future events.
Objectives Complete a short paragraph expressing opinions
about global warming.
Practice the sound /s/.
Use will to express future consequences.
CD, Tracks 49, 50, 51.
Reading Booklet, Page 8.
Materials Complementary activities, Student’s Book, Page
116, Exercises 1, 2
Workbook, Pages 23, 24.
Embedded evaluation, any of the activities in the
Reading section; Exercises 8, 10, Student’s Book,
Evaluation
Pages 98, 99.
Reflections, Student’s Book, Page 99.
BEFORE READING
Target strategies: Recalling previous knowledge /
Making connections
Remind students to resort to their previous knowledge on this
subject and connect it to their lives. This will allow them to
understand the text better and become good readers in the end.
1. + Before starting the lesson, devote some minutes to talk
about global warming. Elicit students’ ideas about this concept
and ask them if they have heard about Al Gore and his
‘Inconvenient Truth’. You may need some additional information.
Background information
An Inconvenient Truth is an American Academy Award-winning
documentary film about Global Warming, presented by former
United States Vice President Al Gore and directed by Davis
Guggenheim. The film premiered at the 2006 Sundance Film
Festival and opened in New York and Los Angeles on May 24th,
2006. An Inconvenient Truth focuses on Al Gore and his travels in
support of his efforts to educate the public about the severity of
the climate crisis.
 71

UNIT 4
Vocabulary Possible answers
Ask students to do this activity in pairs. Remind them to try to guess
heat up: to become completely warm or hot. go back out: to
the meaning of the words and then look up the words they do not
return to. go up: to move toward the sky. year to year: every year.
know.
result in: to happen because of something else that happened or
Answers was done before. as a result of: as a consequence of.
burn: be on fire.
6. +++ Encourage students to discuss the questions in pairs.
coal: black mineral.
Make them report their ideas asking them to move around the
half: one of two equal parts.
classroom changing partners and discussing their own thoughts
heat: become hot.
and those of their original partners.
melt: liquefy.
7. +++ 69 Results of research have shown that students’
2. ++ Ask students to read the title of the text and to identify the level of comprehension can be improved by teaching units of
purpose of the website. Then have them focus on the words in study that contain fictional and informational texts on the same
the Pictionary and read the first four lines of the text. Ask them topic. Lessons that contain fictional and informational texts on
How do these words and these lines help you clarify the text the same topic address both of these instructional concerns:
purpose? Have your ideas changed after considering these clues? It activates background knowledge for students with prior
Answers knowledge of the topic and builds it for students without prior
a. knowledge.
Adapted from: Soalt, J. (2005). Bringing together fictional and informational texts to
PAGE 97 improve comprehension. The Reading Teacher, 58(7), 680-683.

READING Explain to students that they will read another type of text
dealing with the same topic. Ask students to read the poem
3. + 49 Students skim the text quickly to get the general idea of
Global Warming is about the Green Hair in the Reading Booklet.
the text.
Explain to them that the questions 1 – 3, on Page 11, will guide
Target strategy: Skimming their reading and reflection.
Draw studetns´ attention to this strategy and ask them to try hard Once they have read the poem, ask them to answer the
to skim the text. Explain to them that by focusing on larger words questions a – c and then share their ideas in groups of six.
and phrases related to the them of the text, they will be able to
understand the text better. Answers
Error alert! a. Your hair is being exposed more and more to the sun who is
Responsible (NOT: responsable). pulling all your hair out.
Watch out for more cases of negative language transfer from b. Paragrap III. The poem expresses a similar idea, using
Spanish to English. metaphors / poetic language.
c. The poet wants the reader to reflect about the problem and to
4. + Ask students to read the information from the website to get worried.
confirm or correct their predictions in Exercise 2.
LANGUAGE FOCUS
5. ++ Invite students to read the text again and choose a title for
each paragraph. THE FUTURE
Answers Remember that these activities are meant to promote students’
Paragraph I - c. Paragraph II - b. Paragraph III - a. independent learning, so help, guide and check but do not take
an active part.
PAGE 98
Answers
Vocabulary 2. c.
Read the instructions aloud and draw their attention to the words in 3. To talk about things we think will happen in the future, we
the box. Ask students to work on their own and then, check their use will + verb.
answers orally.
WB 24 Find more practice of this topic on Page 24 of the Workbook.
72
UNIT 4
8. + 50 Refer students to the Language Focus and ask them
to think and answer the questions about the environment. Then
play the recording and let students check their answers while
they listen. Ask them to work in their notebooks.
Answers
a. Sea level will rise. b. It will rain more. c. They will go up
between two and six degrees.
TRANSCRIPT 50
Speaker 1: What will happen with sea level in the future?
Speaker 2: Sea level will rise.
Speaker 1: What about rainfall?
Speaker 2: It will rain more.
Speaker 1: What will happen with the temperatures?
Speaker 2: They will go up between two to six degrees.
WB 23 Find more practice on this topic on Page 23 of the Workbook.
Extra!
You can also use the recording for ‘shadow reading’. Play the CD
and ask students to read aloud while they read.
Ask students to practice asking and answering the questions
with their partners.
PAGE 99
9. +++ In groups, students read the list of possible future effects
of Global Warming. Emphasize these are effects that could take
place during this century. Motivate them to rank the effects in
terms of how dangerous they percieve them and make sure they
explain their thoughts and share their ideas with the class. Ask
them to summarize their discussion choosing three top
dangerous effects.
10. +++ With the information they collected in Exercise 9,
students complete the paragraph expressing their opinions
about global warming.
11. ++ Invite students to read their paragraphs aloud. Remember
that it is important not to interrupt students while they are
reading or doing a speaking activity. To correct pronunciation
mistakes, a better alternative is to take notes of the most
important errors you detect and then correct them in general.
Did you know that…
Let students read this section on their own and share comments in
their groups.
Useful expressions
Draw students´ attention to questions in the box. Tell them they are
expressions to talk about the environment and future events.
12. + 51 Play the recording. Students first only listen. Then,
they listen and repeat the tongue twister.
13. +++ Invite students to create a dilaog using the phrases in the
Useful expressions box and the vocabulary of the lesson.
Encourage them to perform it in front of the class.
14. Encourage fast learners to discuss in pairs what actions can
be taken at school level to protect the environment. Motivate
them to make a list of recommendations and share it with
the class.
PAGE 100
Lesson 2:
WHAT ARE WE DOING TO OUR PLANET?
Time Five class hours.
Listen, and identify main ideas and specific
information in a recording about Earth Day.
Exchange information about events that are
Objectives happening at the moment of speaking.
Answer questions and report results of a survey.
Practice repeating questions and answers.
Use the Present Continuous.
CD, Tracks 52, 53, 54.
Complementary activities, Student’s Book,
Materials
Page 117, Exercise 3.
Workbook, Page 25.
Embedded evaluation, any of the activities in the
Listening section; Exercise 10, Student’s Book,
Evaluation
Page 102.
Reflections, Student’s Book, Page 71.
BEFORE LISTENING
1. ++ Invite students to work in groups and reflect about
statements a - c. Then, invite some groups to share their
comments with their classmates.
2. + Tell students to look at the pictures that illustrate important
environmental problems and ask them to relate them to their
names in the box.
Check answers and clarify the meaning of ozon layer depletion.
Ozone layer depletion: The wearing reduction of the amount of
ozone in the stratosphere. Industries that manufacture things like
insulating foams, solvents, soaps, cooling things like Air
Conditioners, Refrigerators and ‘Take-Away’ containers use
something called chlorofluorocarbons. These substances are
heavier than air, but over time, (2-5years) they are carried high
into the stratosphere by wind action and cause ozone layer
depletion.

Answers
Picture 1: air pollution.
Picture 2: acid rain.
Picture 3: ocean pollution.
Picture 4: oxone layer depletion.
WB 25 Find more practice of this topic on Page 25 of the Workbook.
3. ++ Ask students to answer the question and explain their
answers. Have them think about the areas where they live and
reflect how these problems are affecting them.
Answers
Will vary according to students’ own experiences.
4. +++ To continue with the topic of the class, ask students to
read what the school reporter, Kelly Hardrock, says. Elicit their
ideas about Earth Day and write them on the board.
You may need some additional information on this topic.
Background information
Earth Day, originally celebrated at Spring Equinox around March
20th, is an annual day on which events are held worldwide to
increase awareness and appreciation of the Earth’s natural
environment.
Answers
c.
5. +++ Before playing the recording, tell students to look at the
pictures and the words in the Vocabulary box. Make sure they
understand the meaning of the words and invite them to make
predictions about the topic of the text.
Target strategy: Predicting
Remind students to make predictions about what they are about
to listen to by paying attention to the pictures and themes
discussed so far.
PAGE 101
Target strategy: Focusing attention
Draw students´ attention to this strategy and remind them of the
importance of focusing on the parts that are relevant to the purpose.
Tell them to check their predictions after they have listened for the
first time.
LISTENING
6. + 52 Play the recording. Tell students to listen and check their
predictions about Earth Day.
Answers
c.
73
UNIT 4
7. ++ 52 Ask students to identify the kind of text they listened to
and explain what clues helped them indentify them. Check
answers and describe the characteristics of each text type to clarify
at the end.
A conversation: a talk, especially an informal one, between
two or more people, in which news and ideas are exchanged.
An interview: a conversation, such as one conducted by a
reporter, in which facts or statements are elicited from another.
An advertisement: a notice, such as a poster or a paid
announcement in the print, broadcast, or electronic media,
designed to attract public attention or patronage.
Answers
c.
8. ++ 52 Students listen to the text again and match the
phrases in column A with the phrases in column B.
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. Motivate students to find and share more interesting
facts about the topic of the lesson.
9. +++ 52 Play the recording once more. Ask students to listen
and choose the correct alternative to fill in the blanks.
Answers
a. i. b. iii. c. ii.
TRANSCRIPT 52
Speaker: Oil tankers are pouring millions of gallons of oil into the
oceans. The oil is polluting the water and harming sea
life; eating fish is becoming dangerous to human health.
Heavy gray smog is hanging over the most important
cities all over the world. The destruction of rainforests
and other habitats is threatening thousands of animal
and plant species around the globe. We need to wake up
and learn what we are doing to our planet! On Earth Day
we care about and try to understand our planet´s
problems. Everybody can participate in Earth Day
projects. How? Recycling materials like cans, glass and
paper. Think about what YOU can do to help make the
planet a cleaner and healthier place!
74
UNIT 4
Vocabulary
Read the instruction aloud and draw students´ attention to the
words in the box. Explain that those are words or phrases that
appeared in the recording. Ask them to do this activity in pairs and
check their answers orally. Tell them to work in their notebooks.
Answers
a. harm. b. pour. c. hang. d. rainforest. e. oil tanker.
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.
Answers
2. b.
3. When we describe an action that is happening at the
moment of speaking, we use the Present Continuous.
We also use this tense to talk about trends or tendencies
(things that are changing in a specific direction).
PAGE 102
10. ++ 53 Ask 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.
Play the recording and ask students to check their answers and
pay attention to the intonation and pronunciation.
TRANSCRIPT 53
A: Where is smog hanging?
B: Over important cities all over the world
A: What is polluting the air?
B: Heavy gray smog.
A: What are oil tankers doing?
B: They are pouring oil into the oceans.
Useful expressions
Tell students to use the expressions in the box to complete a
phone conversation and then role-play it in front of the class.
11. + Ask students to do this activity in pairs using all the vocabulary
and grammar they have learned so far. Go around the classroom
checking their work and helping them if necessary.
12. + 54 First students listen. Then they listen and repeat
the sentences paying special attention to the pronunciation of
the contraction.
13. ++ Motivate students to work in groups and discuss what
environmental problems they think are affecting their school
community. Encourage them to formulate seven yes / no
questions related to these problems and their solutions. Explain
to them their questions are part of a survey they will apply.
Emphasize that they must interview their classmates and take
notes of all their answers in their notebooks.
14. +++ With the information they collected, students
answer the questions a – b. Then, invite them to report their
results in front of their classmates.
15. Invite students to work in pairs. Tell them to think about and
write a list of actions they can take to make the school a better
and cleaner place. Invite them to read their lists aloud.
PAGE 103
TRAVEL BACK
This mini-tests provides material to check and revise students’
progress and, at the same time, information to the teacher about
any points that the majority of students may have problems with.
Make sure they understand what they are expected to do and then
give them enough time to answer individually.
Answers
1. a. When the temperature is higher.
b. It comes from burning coal, wood or gasoline in cars.
2. a. - iv. b. - iii. c. - i. d. - ii.
3. a. True. b. True. c. False. d. False.
4. a. oil. b. oceans. c. fish. d. rainforests.
5. Students´ own answers.
6. a. cause. b. rainforest.
PAGE 104
Lesson 3: WE CAN SAVE THE PLANET!
Time Five class hours.
Read, listen, and identify main ideas and specific
information in a web page about recycling.
Exchange ideas to protect environment.
Objectives
Write some ideas to help protect the environment.
Practice the sounds /s/, /ʃ /
Use modal verbs must and should.

CD, Tracks 55, 56, 57.
Reading booklet, Page 9.
Materials Complementary activities, Student’s Book,
Page 117, Exercise 4.
Workbook, Pages 26, 27.
Embedded evaluation, Exercises 11, 13 Student’s
Evaluation Book, Page 107.
Reflections, Student’s Book, Page 107.
BEFORE READING
1. + Ask students to look at the pictures and answer Andy’s questions.
Allow the use of Spanish at this stage.
Brainstorm students’ ideas about the meaning of healthy.
Answers
Picture 2. Because our world is dirty and polluted.
2. ++ Invite students to look at the pictures and then talk with
their partners about the things they can do to keep a healthy
environment. Ask them to write a list of things that can help:
a. in their community c. at school
b. at home d. themselves
Brainstorm their ideas and write a list of actions on the board.
Tell them to organize the information in a chart or in a diagram
in their notebooks.
WB 26 Find more practice of this topic on Page 26 of the Workbook.
3. + Explain students they will read a text that talks about the
environment. Have them focus their attention on the following
elements in the text: the title, the first two lines and the
subheading. Then ask them if these elements help them
identify what type of message the author wants to communicate
in the text. Make sure they explain their answers.
4. + Make students stop and think about the word green that is
used in the text. Ask them What does the author means by
'green'? Motivate them to discuss this in pairs and to mention
what previous knowledge they have on the topic.
Target strategy: Getting main ideas
Draw students´ attention to this strategy and explain that by having
a quick look at the title and first sentences, they will be able to get
the main idea of the text. Ask them to answer the questions in pairs
and check their answers orally.
PAGE 105
Target strategy: Evaluating
Remind students to check or correct their predicitons as they are
reading the text.
75
UNIT 4
READING
5. + 55 Ask students to read the text quickly to see if the things
they wrote in their lists in Exercise 3 are included in the text.
Error alert!
Idiomatic expression.
To do our share = to do what is expected of us to help; to do our part.
Vocabulary
Draw students´ attention to the words in the box and remind them
that those words appeared in the text. Ask them to do this activity
in pairs and then, check their answers orally.
Answers
chemicals: a substance that is used in chemistry.
flower pot: a container in which a plant is grown.
papier mache: pieces of paper mixed with flour and water.
photo frame: a flat object used to put a photograph in.
purse: a small container for money.
6. ++ Tell students to read the text again, underline the main
ideas and complete the diagram in their notebooks.
WB 27 Find more practice of this topic on Page 27 of the Workbook.
Answer
‘Green‘ is the term many people use to talk
about taking care of the planet.
How can we help?
Reduce Reuse Recycle
7. +++ Ask students to work in pairs and discuss how green they
think they are. Motivate them to explain their answers and find
ways to put the recommendations in the article into practice in
their everyday life.
PAGE 106
8. +++ Encourage students to read the poem Global
Warming in the Reading Booklet and then answer the questions
1 – 3 that will guide their reflection.
Once they have read, ask them to answer questions a – c to
compare both types of texts dealing with the same topic.
Explain to them that there won’t be correct or wrong answers,
as they are meant to allow students express their personal
reactions and emotions.
Vocabulary
Ask students to do this activity in pairs. Check answers orally. Ask
them to write the list of examples in their notebooks.
76
UNIT 4
Answers
All the words have the initial particle "re" (prefix).
It means "action done over or again", and also "action done in
order to undo or reverse a situation".
LANGUAGE FOCUS
OBLIGATIONS AND SUGGESTIONS
Remind students that this section is meant to help students revise
or discover a particular grammar structure by themselves.
Answers
2. a.: a., b. b.: c., d.
3. We use must, mustn't, should and shouldn't when we talk
about obligations and when we give suggestions.
9. + 56 Play the recording. Students first only listen. Then,
they listen and repeat the tongue twister, paying special
attention to the initial sounds.
10. +++ In pairs, students ask and answer questions about the
actions to take related to the three principles stated in the text:
Reduce; Reuse; Recycle.
Extra!
Encourage some pairs to role-play their dialogs in front of their
classmates.
Did you know that…
Let students read this section on their own and share comments in
their groups.
WB 27 Find more practice of this topic on Page 27 of the Workbook.
PAGE 107
11. ++ 57 In pairs, students complete the dialog with their own
ideas. Then, play the recording and invite them to revise their
answers.
TRANSCRIPT 57
Speaker 1: What can we do to help our planet?
Speaker 2: Well, we can recycle things and reduce energy.
Speaker 1: How can we help here at school?
Speaker 2: We should reduce our garbage.
Speaker 1: We should also recycle used paper!
Useful expressions
Remind students that they should use the expressions in the box to
complete the dialog.
12. +++ Motivate students to practice the dialog and to
dramatize it in front of their partners.
13. +++ Make students practice their dialogs and present them to
their classmates. Do not forget to give praise and encouragement,
especially to weaker students. Make positive comments on their
work and let them know what they are doing well, as well as
what they need to improve.
14. Motivate fast learners to reflect on what they have learned
about the environment during the Lesson. Ask them to look at the
table and focus on the categories in it. Encourage them to reflect
on how their knowledge of the topic has varied throughout the
lesson and have them complete the table in their notebooks with
their own ideas. Then ask them to use their notes in the table to
write a paragraph about their learning.
PAGE 108
Lesson 4: CAN WE STOP IT?
Time Five class hours.
Listen and identify main ideas and specific
information in an interview.
Exchange information about pollution.
Objectives
Write some questions about environment.
Practice sounds /s/, /ʃ /, /tʃ /
Use modal verbs to ask for help and invite.
CD, Tracks 58, 59, 60.
Materials
Workbook, Page 28.
Embedded evaluation, any of the activities in the
Evaluation Listening section; Reflections, Student’s Book,
Page 109.
BEFORE LISTENING
While students are still with their books closed, start the class with
a general conversation about pollution. Write the word on the board
and elicit students’ ideas about this concept. Ask students if they
know the word that is used in Spanish. Accept the use of Spanish if
necessary, as this is the stage when you need to collect students’
general information on the topic, not their ability to express
themselves in English.
1. ++ With the information you collected, help students define
pollution in their own words.
Answers
Pollution: the act of polluting (destroying, contaminating,
something, especially the natural environment)

Error alert!
Incorrect language transfer.
Pollution (NOT: contamination)
2. + Ask students to look at the pictures and identify the kinds of
pollution they can see. At this stage, accept Spanish if necessary.
Background information
Environmental problems
Acid Rain: It is caused by airborne acidic pollutants and has
highly destructive results. Acid rain, one of the most important
environmental problems of all, cannot be seen. The invisible
gases that cause acid rain usually come from automobiles or
coal-burning power plants.
Air Pollution: Air pollution includes all contaminants found in
the atmosphere. Air pollution can be found both outdoors and
indoors. Pollutants can be trapped inside buildings, causing
indoor pollution that lasts for a long time.
Global Warming: Global warming is called the greenhouse
effect because the gases that are gathering above the earth
make the planet comparable to a greenhouse. By trapping heat
near the surface of the earth, the greenhouse effect is warming
the planet and threatening the environment.
Ozone Depletion: The ozone layer protects the Earth from the
ultraviolet rays sent down by the sun. If the ozone layer is depleted
by human action, the effects on the planet could be catastrophic.
Smog: In many areas around the world, smog has reached
extraordinary levels. The word smog is a combination of the
words smoke and fog.
Water Pollution: Every year, 14 billion pounds of sewage,
sludge, and rubbish are dumped into the world’s oceans. 19 trillion
gallons of waste also enter the water annually. The problem of
ocean pollution affects every nation around the world.
Rainforest Destruction: The atmosphere and oceans are not
the only parts of the environment being damaged. Rainforests are
being quickly destroyed as well, and their survival is questionable.
Answers
1. smog. 2. acid rain (lluvia ácida). 3. noise pollution
(contaminación acústica). 4. oil spill (derrame de petróleo).
3. + Invite students to write the names of the problems in English
below each picture.
Answers
1. smog. 2. air pollution (acid rain). 3. noise pollution. 4. oil spill.
77
UNIT 4
4. +++ Invite students to read statements a - c carefully and
then check the ideas they think are true. Encourage some of
them to share their opinions with their classmates, but do not
give the correct answers at this stage.
5. + Before listening, explain students they will listen to Kelly
interviewing a neighbor and that the questions in this interview
are about pollution. Have them look at the words in the Vocabulary
and predict if the man expresses a pesimistic or optimistic attitude
towards pollution. Motivate them to take notes of all those parts
in the recording that will help them identify the speaker's attitude.
Target strategies: Recalling previous knowledge /
Monitoring
Remind students to resort to what they already know about this
topic in order to predict what the listening will be about. Then,
remind them to monitor their predictions as they listen to the
recording.
PAGE 109
LISTENING
6. + 58 Students listen to the recording and confirm or correct
their ideas in Exercise 5. Ask them what clues in the recording
helped them confirm their predictions.
Target strategies: Focusing attention / Taking notes
Draw students´ attention to this strategy and remind them to
take notes of all relevant information.
7 + 58 Explain students they are going to listen to the interview
and identify specific information they must transcribe literally.
Have them read the questions (a - d) and ask What kind of
information do you think is missing in a? Elicit the answer a body
part and continue doing the same with the rest of the questions
in the exercise. Explain this is a useful strategy that they can use
whenever they need to extract specific, literal information from a
a text.
Answers
a. lungs. b. climate. c. animals. d. water.
8 ++ 58 Ask students to listen to the recording again, this time
focusing on the suggestions that the man gives and motivate
them to circle the right option.
Answers
b and c.
78
UNIT 4

TRANSCRIPT 58 A: What type of pollution most affects our city?

Kelly: Can you help me, Sir? We’re doing a survey on B: I think smog is our worst problem.
environmental problems.
Useful expressions
Man: Sure! What do you need?
Tell students that the expressions in the box are used in the
Kelly: Can I ask you a few questions?
interview of Exercise 10. Also, tell them they are expressions used to
Man: OK. ask about and give opinions.
Kelly: Do you think pollution is an important problem in
our city? PAGE 110
Man: Absolutely! Pollution is changing our life! 11. + 60 Students first listen. Then they listen and repeat the
Kelly: Can you give us some examples? tongue twister.
Man: Well, nowadays, pollution is everywhere. It gets into the Vocabulary
air and irritates people’s lungs. It’s also changing the Ask students to form groups of four or five to play this game. Explain
climate, damaging our animals, and poisoning the what they are expected to do and go around the classroom checking
water we drink! their work.
Kelly: Can you make any suggestions to solve this problem?
LANGUAGE FOCUS
Man: In the first place, we shouldn’t use vehicles that burn
gasoline. Engineers should build cleaner cars or use Inviting and asking for help
wind or solar power. Remember that this section is meant to help students revise or
Kelly: Would you like to ….? discover a particular grammar structure by themselves.
Man: Oh! Sorry! I have to leave now…
Answers
Kelly: Thank you very much! Excuse me, can you help me?
2. a. Can you help me, Sir? / Teacher, can you help me with this
Woman: Oh! I’m sorry, I don’t have time now. question?
Did you know that… b. Would you like to participate in an interesting survey?
Let students read this section on their own and share comments in c. Sure!
their groups. d. Sorry! / I´m sorry, I can´t...

9. +++ 58 Play the recording for the last time and invite 3. We use polite phrases such as Can you...?, Would you like
students to take notes of their own answers to the questions. to…? when we want to ask for help or make an invitation.
Kelly asks in the interview. Then have them share their ideas We use Sure! or OK when we want to accept invitations, and
with their groups and explain their points of view. Sorry! when we want to reject them.

10. +++ 59 In their groups, students use the pattern to talk 12. +++ Make students go back to the conversation in the
about the different types of pollution that were mentioned in Language Focus. Ask them to role-play these conversations and
the recording. encourage them to create two more dialogs of their own in
Then, play the recording and make students listen, compare which they use the courtesy expressions they have just learned.
ideas, and complete. Useful expressions
Draw students´ attention to the expressions in the box and ask them
TRANSCRIPT 59
to use those phrases in their dialog.
A: How many types of pollution can you remember?
B: There are many types of pollution: smog, acid rain, ocean 13. ++ Have students work in groups of three. Explain to them
pollution, … each memeber of the group must describe a picture and
A: How does pollution affect our environment? indicate the type of pollution they think is illustrated in each
B: It changes the climate, damages animals, and irritates people’s case, explaining their answers. Tell them they also have to
lungs. discuss possible solutions to stop the different types of pollution
in the pictures.

Answers
1. noise pollution. 2. water pollution. 3. air pollution.
Extra!
Motivate students to find and bring pictures illustrating
environmental problems. Invite them to show the pictures and
ask their classmates to guess / identify the problems in them.
14. Invite fast learners to choose one type of pollution and
find further information about it. Motivate them to take notes
in their notebooks and share this information with their class.
You can recommend visiting the following website to learn
more about pollution.
Green Living
http://greenliving.lovetoknow.com/Types_of_Pollution
WB 28 Find more practice of this topic on Page 28 of the Workbook.
PAGE 111
TRAVEL BACK
Remember that this mini-test provides material to check and revise
students’ progress and, at the same time, information for the
teacher about any points that the majority of students may have
problems with. Make sure they understand what they are expected
to do and then give enough time to answer individually.
Answers
1. a. True. b. False. c. False. d. True.
2. a. use. b. reduce. c. reduce. d. recycle. e. use. f. reuse.
g. donate. h. create.
3. c.
4. a. Do you think pollution is an important problem?
b. It´s also changing the climate, damaging our animals ...
c. Engineers should build cleaner cars or use wind or solar
power.
d. Can you make any suggestions to solve this problem?
5. Student´s own answers.
6. a. iii. b. iv. c. i. d. ii.
PAGE 112
Lesson 5: ASK THE SCIENTIST
Time Three classes.
Objectives Draft, edit, and write a final version of an interview.
Materials Workbook, Page 29.
Evaluation Writing Box, Student’s Book Page 113.
79
UNIT 4
HAVE A LOOK AT... an interview
In this lesson, students will learn to write an interview. Before the
writing process starts, it is necessary to analyze a model of the text
they are going to write. This section of the lesson will guide them in
this important analysis, with questions and activities that will help
them discover the structure of an interview and reflect on the type
of language that is often used in this type of text.
1. Explain to students that they are going to write a short interview
about a scientific topic of their interest. As a first stage, invite
students to analyze the organization of the text and identify the
different elements in it.
Answers
Interviewer: Q ; Interviewee: D.L; Date: March 14th,2014;
Title: Protecting the environment; Introduction: The first
paragraph is the introduction.
ORGANIZING
2. Invite students to imagine they will interview a famous scientist
who will give them tips to save water. Encourage them to create
a title and a name for the scientist.
PAGE 113
3. Ask students to unscramble the sentences that will answer the
questions in the interview. Tell them to write the sentences in
their notebooks.
Answers
a. People should have showers rather than baths.
b. The showers must not last more than three minutes.
c. When taking a shower, don’t use the water while you have the
shampoo on your hair.
d. You can clean your teeth by putting water into a glass.
e. You should help your family save water by using a watering
can to water plants.
f. You can also help your school save water.
WB 29 Find more practice of this topic on Page 29 of the Workbook.
4. Now students identify the correct question for each answer in
Exercise 3.
Answers
i. e ii. c iii. a iv. d v. f vi. b
80
UNIT 4
DRAFTING
5. Tell students to revise the model in Exercise 1 and then write the
questions and answers together to form an interview. Remind
them to add all the necessary information (title, name of
interviewer / interviewee, introduction, date).
Ask students to imagine what other piece of information the
interviewer may like to obtain from the interview. Motivate them
to create two more questions that reflect the extra information
they think the interviewer may want to elicit from the scientist.
EDITING
6. Make students revise and correct their work using the list in the
Writing Box and then write a final version of the interview.
PUBLISHING
7. Finally, as homework, ask students to practice the interview
with their partners taking turns to be the interviewee and the
interviewer. Next class, invite them to role-play it in front of
their classmates.
PAGE 114
Kelly, Matt, and the time machine
Episode 4: Merry Christmas 61
Elicit information about what students remember of previous
episodes. Help them remember that Kelly and Matt were in the
Roman Coliseum, trying to escape from the gladiators and lions.
Motivate students to read this last episode and know how the
children finally returned home. You can use the CD to allow
students listen to the recorded version of the episode.
At the end of the class, get their feedback and comments on the
story and invite them to summarize it. Allow the use of Spanish, if
necessary.
Creative Skills
The purpose of this section is to foster and enhance
students’ creative skills using the comic strip episode.
1. Make students work in groups of four to imagine how
this final episode could have been different.
2. Encourage them to create a new final episode. Motivate
them to write a draft in their notebooks, and then write
a final version. Collect all the episodes in the class and
make a portfolio. Share the portfolio with your students
so they can appreciate their classmates' work.
PAGE 116
COMPLEMENTARY ACTIVITIES
This section provides extra practice on the contents of the unit and
allows the teacher to diversify the way he / she deals with them,
taking into account students’ different interests, rhythms, and
learning styles.
You can assign the activities as homework; or use them as time-
fillers or as revision before the unit test (Test your knowledge).
Before starting, remind students to write the list of predictions in
Exercise 2 in their notebooks.
Answers
2. a. will fly. b. will wear. c. will clean. d. will communicate.
e. will go.
3. a. exhaust fumes, acid rain. b. ozone layer. c. greenhouse
effect, global warming. d. oil spill, ecological disaster.
4. a. environment. b. atmosphere. c. deforestation.
d. environmentally friendly. e. greenhouse gas. f. global
warming. g. natural resources. h. recycle.
PAGE 118
PROJECT
The activities in this section are meant to consolidate and apply the
contents of the unit. Ask students to read the instructions carefully
and make sure all understand what they are expected to do.
Set a date for the presentations.
Use the Project rubric on Page 97 to evaluate students’ work.
PROJECT EVALUATION
Make students reflect on their own performance and motivate them
to give honest answers in order to identify their main strengths and
weaknesses.
Once they have asked, encourage them to think on possible actions
to help improve their performance in the future.
TEST YOUR KNOWLEDGE
Explain to students that the purpose of this section is to help them
revise contents and evaluate their performance in the whole unit.
Read the instructions and make sure 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.
Before listening, remind students to work in their notebooks.
 81

UNIT 4
Answers 7. and 8.
1. I. - c. II. - a. III. - b. IV. - d. 3 points 2 points 1 point 0 points
2. Many of the things people are doing are good. (introduction) Student writes Student writes Student writes Student can’t
In big cities, cars and buses are affecting the air. (1st paragraph) three predictions one or two only one write predictions
They are making a big hole. (3rd paragraph) in relation to the predictions in prediction in in relation to the
3. a. It is 4,600 million years old. b. Because many factories environment, relation to the relation to the environment.
are damaging the water. c. They destroy the ozone layer. uses the environment, environment,
4. a. iii. b. i. c. i. appropriate uses the uses some
5. a. True. b. False. c. True. language and appropriate vocabulary, but
6. a. ozone. b. rain. c. pollution. d. warming. vocabulary, and language and makes a lot of
7. Students´ own answers. does not make vocabulary, but spelling
spelling makes some mistakes.
8. Possible answers: Sea level will rise. Temperaures will go
mistakes. spelling mistakes.
higher. Poles will melt. There will be more hurricanes,
tornados, etc.
9.
9. Students´ own answers.
Great! Not too bad Help!
TRANSCRIPT 63 Student can mention Student can mention Student can’t mention
three things we can do one or two things we can any thing we can do to
Reporter: Yes, amazing news from Hawaii aquarium. A mother to help our planet. do to help our planet. help our planet.
dolphin chats with her baby …over the telephone!
Presenter: Oh! What do you mean? PAGE 119
Reporter: This special event takes place in the aquarium where
SELF-EVALUATION
the mother and her two-year-old calf swim in
separate tanks. The purpose of this section is to allow students to reflect on their
Presenter: Oh! And do you know what they are talking about? strengths and weaknesses. Encourage them to give honest answers
and show an interest in their results. Motivate them to go back to
Reporter: Scientists are completely sure that dolphins are talking
the Language Focus sections of the lessons that presented problems
and now they are trying to find out what they are
and to write a list of remedial actions to improve their performance
saying. They are studying wild and captive dolphins by
in the future.
listening to and learning their code.
Presenter: Oh! Well, it seems scientists have a very difficult task.
Reporter: Oh, yes; deciphering ‘dolphin speak’ is tricky because
their language depends on what they’re doing:
playing, fighting, or going after tasty fish.
Presenter: Oh! If you like mysteries and detective work, then this
is the job for you. And who knows-maybe someday
you’ll get a phone call from a dolphin!
82
EXTRA TEST

READING 64

THE PLANET IS HEATING UP – AND FAST

Glaciers are melting, sea levels are rising, forests are drying up, and wildlife
is fighting to stay alive. It is clear that humans are causing most of the
damage by releasing gases that are part of our modern lives. Called
‘Greenhouse Gases’, their levels are higher now than in the last
650,000 years.
We call the result ‘Global Warming’, and it is causing a set of changes
to the Earth’s climate, that varies from place to place. It’s changing the
rhythms of life for all living things.
The ‘Greenhouse Effect’ is the warming that happens when certain gases in the Earth’s atmosphere
trap heat.
First, sunlight shines onto the Earth’s surface, where it is absorbed and then radiates back into
the atmosphere as heat. The more greenhouse gases are in the atmosphere, the more heat gets
trapped.
There are several greenhouse gases responsible for warming, and humans emit them in a
variety of ways. Most come from the combustion of fossil fuels in cars, factories and electricity
production. The gas responsible for the most warming is carbon dioxide, also called CO2.
Scientists often use the term ‘climate change’ instead of ‘Global Warming’. This is because as the
Earth’s average temperature climbs, winds and ocean currents move around the globe in ways
that can cool some areas, warm others, and change the amount of rain and snow falling. As a
result, the climate changes differently in different areas.
The rapid rise in greenhouse gases is a problem because it is changing the climate faster than
• TRAVELERS 7º BÁSICO

some living things may be able to adapt to.

Now, with concentrations of greenhouse gases rising, the Earth’s remaining ice sheets (such as
Greenland and Antarctica) are starting to melt too and the extra water will potentially raise sea
levels significantly.
TEXTO DEL ESTUDIANTE página 126 •

1. Read the text and circle the correct alternative. 1 points

The text is:
a. an encyclopedia article.
b. a news report.
c. a piece of advice.
 83

UNIT 4
2. Read the text again and decide if these statements are true (T) or false (F). 4 points

a. Greenhouse gases are part of daily life.

b. Global warming affects all living organisms.
c. If the atmosphere traps more greenhouse gases, the temperature decreases.
d. Climate change is a synonym for global warming.

3. Answer these questions. 3 points

a. What is the greenhouse effect?

b. Where do greenhouse gases come from?

c. Where can we still find areas with ice on Earth?

LISTENING

4. 65 Listen to the recording and circle the correct alternative.

What is the speaker doing? 2 points
a. Interviewing an expert.
b. Reporting a piece of news.
c. Reciting a poem.

5. 65 Listen again. Number the phrases in the order you hear them. 5 points

a. Eggs to lay.
b. It’s not as harmless.
c. The noise we make.
d. Can’t be heard.

• TRAVELERS 7º BÁSICO
e. Songs of birds.

6. 65 Listen to the recording again. Complete as you listen. 4 points

a. The call of every little .

b. Its for some potential mate.
TEXTO DEL ESTUDIANTE página 127 •

c. The Emu pondered what to .

d. should live underground.
84 UNIT 4
WRITTEN AND ORAL PRODUCTION

7. Here is a list of facts that damage the environment. Read and write some ideas to help solve these problems. 4 points
a. Exhaust fumes damage the Earth’s ozone layer.
IDEA: We can .
b. People throw away millions of tons of bottles, cans and plastic containers.
IDEA: We can .
c. We use over 400 liters of water at home every day.
IDEA: We can .
d. People cut down two hectares of forests every minute to produce paper.
IDEA: We can .

8. Choose three ideas in Exercise 7 and share them with your partner. 3 points

0-6 7 - 15 16 - 21 22 - 26 TOTAL
SCORE
Keep trying Review! Well done! Excellent!
26 pts
• TRAVELERS 7º BÁSICO
TEXTO DEL ESTUDIANTE página 128 •
 85

UNIT 4
ANSWERS TO EXTRA TEST UNIT 4
TRANSCRIPT 65
1. a.
Below The Surface, by Celia Berrell
2. a. True. b. True. c. False. d. True.
Noise pollution: cars, machines.
3. a. The greenhouse effect is the warming that happens when It’s not as harmless
certain gases in the Earth’s atmosphere trap heat. b. They come as it seems.
from the combustion of fossil fuels in cars, factories and
The call of every little bird
electricity production. c. We can find ice in Greenland and
won’t travel far
Antarctica.
or can’t be heard.
4. c.
Its song for some potential mate
5. a. (4) b. (1) c.(3) d.(2) e. (5) is stifled by
6. a. bird b. song c. do e. humans the noise we make.

7. 8. Check fluency, pronunciation and correct ideas expressed with And so it either moves away
correct sentences. Assign points according to these criteria. or has no fertile
eggs to lay.
The Emu pondered what to do
so songs of birds
could still get through.
Deciding that to drown our sound
humans should
live underground.

7.
Great! Not too bad Help!
Student can mention three things that damage Student can mention one or two things that Student can’t mention any fact that damages
the environment, with good pronunciation, in damage the environment, and makes some the environment.
a fluent way. pronunciation mistakes

8. 4 points 3 points 1 point 0 point

Student writes a list of four facts
that damage the environment,
uses the appropriate language
and vocabulary, and does not
make spelling mistakes.
Student writes a list of two or
three facts that damage the
environment, uses the appropriate
language and vocabulary, but
makes some spelling mistakes.
Student writes only one fact that Student can’t write any fact that
damages the environment, uses damages the environment.
some vocabulary, but makes a lot
of spelling mistakes.
86
EVALUATION INSTRUMENTS
These evaluation instruments are assessment tools you can use
to measure students' work. They are scoring guides that seek to
evaluate students' performance based on the sum of a full range
of criteria rather than a single numerical score.
The evaluation instruments provided here include:
• Rubrics
• Questionnaires
• Observation sheets
The instruments included in this section differ from traditional
methods of assessment in that they examine students in the
actual process of learning, clearly showing them how their work
is being evaluated. They communicate detailed explanations of
what constitutes excellence throughout a task and provide a
clear teaching directive.
The instruments' strength is their specificity, which means that
individual students can fall between levels, attaining some but
not all standards in a higher level. And while scores can be
translated into final grades, it is important that we remind
students that not every score ‘counts.’
These instruments are meant, above all, to inform and improve
teachers' instruction while giving students the feedback they
need to learn and grow.
These instruments can also be used in peer assessment and then
used to provide feedback.
Prior to assessment, the evaluation instruments can be used to
communicate expectations to students. During the assessment
phase, they are used to easily score a subjective matter.
After an instrument is scored, it should be given back to
students to communicate to them their grade and their
strengths and weaknesses.
Students can use them to see the correlation between effort and
achievement. Sharing the instruments with students is vital as the
feedback empowers students to critically evaluate their own work.
ADVANTAGES OF USING A VARIETY
OF EVALUATION INSTRUMENTS
• Teachers can increase the quality of their direct instruction by
providing focus, emphasis, and attention to particular details
as a model for students.
• Students have explicit guidelines regarding teacher
expectations.
• Students can use these instruments as a tool to develop their
abilities.
• Teachers can reuse these instruments for various activities.
• Complex products or behaviors can be examined efficiently.
• They are criterion referenced, rather than norm referenced.
Evaluators ask, “Did the student meet the criteria for Level 4?”
rather than “How well did this student do compared to other
students?”
• Ratings can be done by students to assess their own work, or
they can be done by others, e.g., peers, teachers, instructors,
U.T.P. people, etc.
APPLYING EVALUATION INSTRUMENTS
Self- assessment
Give copies to students and ask them to assess their own
progress on a task or project. Their assessment should not count
toward a grade. The point is to help students learn more and
produce better final products. Always give students time to
revise their work after assessing themselves.
Peer assessment
Peer assessment takes some time to get used to. Emphasize
the fact that peer assessment, like self-assessment, is
intended to help everyone do better work. You can then see
how fair and accurate their feedback is, and you can ask for
evidence that supports their opinions when their assessment
don't match yours.
Again, giving time for revision after peer assessment is crucial.
Teacher assessment
When you assess student work, use the same instrument that was
used for self- and peer-assessment. When you hand the marked
instrument back with the students' work, they will know what
they did well and what they need to work on in the future.
Using the evaluation instruments provided in this section is
relatively easy.
Identify the maximum number of points for achieving the highest
level of quality and assign a number to the students' performance.
Typically, the gradations increase/decrease in one point.
The last column shows the actual score assigned to this particular
student, based on his or her actual performance. The overall total
score is assigned by simply adding together the scores.
Once you have worked out students' scores, you can express

them in gradations. Gradations are the descriptive levels of
quality starting with the worst quality up to the best quality.
Always keep in mind that, however you use them, the idea is to
support and to evaluate student learning.
Here is a description of each of the evaluation instruments provided:
Listening Comprehension
Use this instrument two or three times in a semester to assess where
the students rank within the four categories and to determine where
the strengths and the weaknesses of the class lie. After applying the
instrument, ask the students to get into groups of four and analyze
their results. As a class, discuss important points that may help
improve listening skills in the future.
To work out the score of each student identify the maximum number
of points for achieving the highest level of quality and assign a
number to the students' performance according to this scale.
Once you have worked out the score of each student, you can apply
this chart to express his/her results:
1= Unsatisfactory - 2 = Fair - 3 = Very Good - 4 = Excellent
Reading Comprehension
The goal of this reading assessment instrument is to determine if
the students have improved their reading comprehension skills.
Use this instrument once a month. Once you have applied this
instrument, make the students identify their strengths and
weaknesses and brainstorm ideas that could help them improve
their performance in the future. This instrument also gives the
teacher the opportunity to focus diagnostic attention on students
whose performance has been identified as below standard.
You must take into account that the maximum score corresponds
to the highest expected results conceived by this teaching
proposal for this level.
To work out the score of each student identify the maximum number
of points for achieving the highest level of quality and assign a
number to the students' performance according to this scale.
Once you have worked out the score of each student, you can
apply this chart to express his/her results:
1= Unsatisfactory - 2 = Fair - 3 = Very Good - 4 = Excellent
Extended-Response Reading
Use this instrument in any lesson that invites students to
demonstrate comprehension by responding to open-ended
questions. Use the checklist to assess reading tasks, to provide
87
PHOTOCOPIABLE
feedback to students and as a basis for discussion and feedback
for each student as well.
To work out the score of each student, identify the level of student's
performance, according to the scale provided by this instrument.
Behavior
Use this instrument when you detect some problems related to
students' behavior. This rubric is meant to offer information on
students' attitude and behavior in relation to their classmates
and can be a useful source of information for class council. It can
be applied by teachers or used for peer assessment.
After applying this instrument, make students identify the areas
in which they got higher scores, and also the areas that they
should pay more attention to in the future.
To work out the score of each student identify the maximum number
of points for achieving the highest level of quality and assign a
number to the students' performance according to this scale.
Once you have worked out the score of each student, you can
apply this chart to express his/her results:
0= Unsatisfactory - 1 = Fair - 2 = Very Good - 3 = Excellent
Beginner's Writing / Writing Process
Use these rubrics to assess your students' writing skills.
You can use them two or three times in a year. These instruments are
very useful for teachers to grade a writing assignment. It is important
to show students the instrument to be used beforehand so that they
get better quality work; they know what they are supposed to
produce and it saves problems afterwards as they can see where they
can have points taken off.
These instruments should also be used after each task is
complete, not only to evaluate the product, but also to engage
students in reflecting on the necessary steps they must follow to
produce a polished piece of writing.
To work out the score of each student identify the maximum number
of points for achieving the highest level of quality and assign a
number to the students' performance according to this scale.
Once you have worked out the score of each student, you can apply
this chart to express his/her results:
1 - 2= Unsatisfactory - 3 - 4 = Fair - 5 = Very Good - 6 = Excellent
Project
Use this instrument every time students do a project. Each
student is evaluated along three dimensions, each having to do
88
PHOTOCOPIABLE
with student's contribution to the work, the final product, and
any other aspects the teacher considers important to assess,
such as: how effectively the student accomplished his or her
responsibilities as a member of the team or the quality of his or
her interactions with the other team members.
These dimensions are assigned a score of 1 through 7; these
values represent increasing degrees of achievement in the
particular dimension. The last column is the actual score
assigned to this particular student, based on his or her actual
performance, along the three dimensions. The overall total
score is assigned by simply adding together the scores
corresponding to the three dimensions.
Oral Presentation
Use this instrument two or three times per student during the
year. Students will be evaluated in: Non-verbal skills, Vocal Skills
and Content areas.
The teacher can give each student a copy of the instrument and
then read it with them. The students will improve their
performance if they know in advance what they are expected to
produce and the areas they have to focus their attention on.
To work out the score of each student identify the maximum
number of points for achieving the highest level of quality and
assign a number to the students' performance according to
this scale.
Once you have worked out the score of each student, you can rate
each category according to the scale provided in the instrument.
Self Assessment - General English
This instrument is meant to allow students to recognize and
evaluate their general abilities in relation to English. You can
apply it three times, at the beginning of the year and at the end
of each semester, so that students can identify their level of
achievement.
Make students read the descriptions of tasks that they can do
and ask them to check the appropriate areas that indicate how
they rate themselves.
After applying this document, you may inform students if their
results coincide with your ideas about their performance.
Homework
You can use this instrument anytime you assign homework.
When applying it, the first step is to provide clear expectations to
your students. After reading the rubric, students are clear on
what an acceptable homework assignment looks like and what
an unacceptable homework assignment looks like.
The system can improve students' homework skills because
• the teacher gives each student attention about their homework;
• students can see the opportunities to improve their work;
• the teacher has the data required to give a ‘pure’ homework
grade for homework completion.
At the same time you can also include a reward component. For
example, students who average a grade of three or four for the
month, can earn an extra mark in the next period.
To work out the score of each student identify the maximum
number of points for achieving the highest level of quality and
assign a number to the students' performance according to
this scale.
Once you have worked out the score of each student, you can
apply this chart to express his/her results:
0 -1= Unsatisfactory - 2 = Fair - 3 = Very Good - 4 = Excellent.
Feedback
Here are some phrases that are useful for giving feedback and
making comments to your students:
You are developing a better attitude toward your classmates.
You can be very helpful and dependable in the classroom.
You have strengthened your skills in ___.
You are learning to be a better listener.
You are learning to be careful, cooperative, and fair.
You are very enthusiastic about participating.
Your work habits are improving.
You have been consistently progressing.
You are willing to take part in all classroom activities.
Your attitude toward school is excellent.
You are maintaining grade-level achievements.
You work well in groups, planning and carrying out activities.
Your work in the areas of ____ has been extremely good.
You are capable of achieving a higher average in the areas of ____.
You would improve if you developed a greater interest in ___.
 89

PHOTOCOPIABLE
EVALUATING LISTENING COMPREHENSION

Name: Lesson: Date:

Skills Criteria Points

1 2 3 4
Understanding key events or facts. Understands 1 or 2 Understands some Understands many Understands most
events or key facts. of the events or events or key facts, events in sequence
key facts. mainly in or understands
sequence. most key facts.
Understanding details. Gets few or no Gets some Gets many Gets most
important details. important details. important important details
details. and key language.
Responding appropriately to features Almost never. Sometimes. Most of the time. Nearly always.
such as: laughter, silence, etc., and /
or accentuation, intonation, and
rhythm.

Answering questions. Answers questions Answers questions Answers questions Answers questions
with with some with literal with
incorrect misinterpretation. interpretation. interpretation
information. showing higher
level thinking.
Doing tasks. Provides limited or Provides some Provides adequate Provides insightful
no response and response to response to response to
requires many teacher with four teacher with two teacher with one
questions or or five questions or three questions or no questions or
prompts. and prompts. and prompts. prompts.
At the end of the session, the Answer factual Answer factual Summarize the Reveal the
listener is able to: questions on questions on beginning, middle, sequence of
general general and and end of the events, providing

• TRAVELERS 7º BÁSICO
information. specific story. details on dialog,
information. and motivation of
characters.

Total points
PHOTOCOPIABLE MATERIAL •
90 PHOTOCOPIABLE
EVALUATING READING COMPREHENSION

Name: Lesson: Date:

Skills Criteria Points

1 2 3 4
Understands key events or facts. Understanding Understanding Understands many Understands most
one or two events some of the events events or key facts, events in sequence
or key facts. or mainly in or understands
key facts. sequence. most key facts.
Understands details. Gets few or no Gets some Gets many Gets most
important details. important details. important important details
details. and key language.
Identifies characters or topics. Identifies one or Identifies one or Identifies many Identifies all
two characters or two characters or topics or characters or
topics using topics by generic characters by topics by specific
pronouns (he, name (boy, girl, name in text (Ben, name (Old Ben
she, it, they). dog). Giant). Bailey).
Answering questions. Answers questions Answers questions Answers questions Answers questions
with with some with literal with
incorrect misinterpretation. interpretation. interpretation
information. showing higher
level thinking.
Doing tasks. Provides limited or Provides some Provides adequate Provides insightful
no response and response to response to response to
requires many teacher with four teacher with two teacher with one
questions or or five questions or three questions or no questions or
prompts. and prompts. and prompts. prompts.

Total points
• TRAVELERS 7º BÁSICO

Taken and adapted from: http://www.storyarts.org/classroom/usestories/listenrubric.html

PHOTOCOPIABLE MATERIAL •
 91

PHOTOCOPIABLE
EXTENDED-RESPONSE READING RUBRIC – SELF-ASSESSMENT

Name: Date: Class:

Points Criteria
• I explain the main ideas and important information from the text.
• I connect my own ideas or experiences to the author’s ideas.
4
• I use examples and important details to support my answer.
• I balance the author’s ideas with my own ideas.
• I explain some of the main ideas and important information from the text.
• I connect some of my own ideas and experiences to the author’s ideas.
3
• I use some examples and important details to support my answer.
• I balance only some of the author’s ideas with my own ideas.
• I explain only a few ideas from the text.
• I summarize the text without including any of my own ideas or experiences.
2 OR
• I explain my own ideas without explaining the text.
• I use general statements instead of specific details and examples.
• I explain little or nothing from the text.
1 • I use incorrect or unimportant information from the text.
• I write too little to show I understand the text.
• I write nothing.
0
• I do not respond to the task.

http://www.isbe.net/assessment/pdfs/reading_extended_rubric.pdf

• TRAVELERS 7º BÁSICO
PHOTOCOPIABLE MATERIAL •
92 PHOTOCOPIABLE
BEHAVIOR RUBRIC

Name: Lesson: Class:

Never Rarely Generally Always
Behavior skill Points
0 1 2 3
On time and prepared
1. Arrives on time.
2. Brings necessary materials.
3. Completes homework.

Respects teacher
1. Follows directions.
2. Listens to teacher.

Attitudes
1. Demonstrates positive character
traits (kind, trustworthy, honest).
2. Demonstrates productive
character traits (patient,
thorough, hardworking).

3. Demonstrates concern for others.

Total
Teacher’s comments:
• TRAVELERS 7º BÁSICO

http://www.isbe.net/assessment/pdfs/reading_extended_rubric.pdf
PHOTOCOPIABLE MATERIAL •
 93

PHOTOCOPIABLE
BEGINNERS’ WRITING

Points Criteria

1 Writing has some words. No punctuation. Scribbly letters. A picture.

Writing has short simple sentence(s) on the topic. Some punctuation (full stops and question marks).
2
Letter size and shape need fixing. Picture matches topic.
Writing has some simple sentences on the topic. Some attempt to put ideas in order.
Some correct, some ‘best guess’ spelling.
3
Capitals, periods, and question marks used correctly most of the time.
Correct printing. Some spacing between words.
Writing has most sentences on the topic. Ideas in order. Sentences with some details and describing words.
4 Correct spelling of most high frequency words. Most punctuation correct.
Letters and spacing between words are correct.
Writing has all sentences on the topic. Ideas in order. There is a beginning, a middle, and an end.
5 Many details and interesting words. Correct spelling for all high frequency words.
Correct punctuation; printing and spacing with few errors.

Writing has sentences giving more information about the topic. Beginning, middle, and end with a lot of
information and details. Sentences use interesting and expressive language.
6
Sentences are put together in a paragraph. Correct high frequency words and some harder words.
Correct punctuation. Neat, well spaced, easy to read.

http://www.isbe.net/assessment/pdfs/reading_extended_rubric.pdf

HOMEWORK RUBRIC

Homework Rubric
Interesting, neat, and easy to read.
Exceptional Work
4 With date and name.

• TRAVELERS 7º BÁSICO
On time.
Neat and easy to read.
Complete
3 Must have date and name.
Must be on time.
Difficult to read.
Incomplete (directions not followed)
PHOTOCOPIABLE MATERIAL •

2 Has name, missing the date.

May be on time.
Unorganized and/or difficult to read.
Incomplete
1 Missing name and date.
Late.
http://www.jamestownri.com/school/classes/4_1/homeworkrubric.htm
94 PHOTOCOPIABLE
PROJECT

NAMES: DATE::

Process Poor Satisfactory Excellent Points

1. Has clear vision of final product. 1,2,3 4,5 6,7
2. Properly organized to complete project. 1,2,3 4,5 6,7
3. Managed time wisely. 1,2,3 4,5 6,7
4. Acquired needed knowledge base. 1,2,3 4,5 6,7
5. Communicated efforts with teacher. 1,2,3 4,5 6,7

Product (Project) Poor Satisfactory Excellent Points

1. Format. 1,2,3 4,5 6,7
2. Mechanics of speaking / writing. 1,2,3 4,5 6,7

3. Organization and structure. 1,2,3 4,5 6,7

4. Creativity. 1,2,3 4,5 6,7

5. Demonstrates knowledge. 1,2,3 4,5 6,7

Others:

1. 1,2,3 4,5 6,7

1,2,3 4,5 6,7
2.
1,2,3 4,5 6,7
3.
4. 1,2,3 4,5 6,7

Total:

Teacher’s comments:
• TRAVELERS 7º BÁSICO

Source: http://www.sdst.org/shs/library/resrub.html
PHOTOCOPIABLE MATERIAL •
 95

PHOTOCOPIABLE
ORAL PRESENTATION RUBRIC

Your Name: Group Topic :

Group Members:

Oral Presentation Rubric Possible Points Self-Assessment Teacher Assessment

Provided depth in coverage of topic. 10

Presentation was well planned and coherent. 10

Personal experience integrated where relevant and
appropriate. Explanations and reasons given for 10
conclusions.
Communication aids were clear and useful. 10

Bibliographic information for others was complete. 10

Total Possible Points. 50

Rate each category according to the following scale:

9-10 = excellent
7-8 = very good
5-6 = good
3-4 = satisfactory
1-2 = poor
0 = unsatisfactory

• TRAVELERS 7º BÁSICO
PHOTOCOPIABLE MATERIAL •
96 PHOTOCOPIABLE
STUDENT SELF ASSESSMENT OF FOREIGN LANGUAGE PERFORMANCE

Grade: Name :

Description Yes Yes

No
Language I can do the following: (no assistance) (with assistance)

1. Greet someone and ask the person how she/he feels.

2. Tell someone a little information about my family.
3. Describe my best friend.
4. Discuss three countries where a foreign language is spoken
and tell a few interesting points about these countries.

5. Understand and respond to questions asked to me about my

name, age, where I live, and the music I like.

6. Read a simple short paragraph.

7. Write a note to a pen pal telling him / her about myself.
8. Write to my teacher and describe a typical day from the time I
get up to the time I go to bed.

9. Write the correct endings of verbs, when requested, because I

understand which endings go with specific subjects.

Read the descriptions of tasks that you can do.

Check the appropriate areas that indicate how you rate yourself.
• TRAVELERS 7º BÁSICO
PHOTOCOPIABLE MATERIAL •
 97

PHOTOCOPIABLE
WRITING PROCESS RUBRIC

Step 1 2 3 4 Score
Gets no or limited key Gets few key words / Gets numerous key Gets numerous and
Planning / Brainstorming words / ideas ideas words / ideas detailed key words /
ideas
Uses no or limited key Uses few key words / Uses most of key Uses all of key words
words / ideas from ideas from planning words / ideas from / ideas from planning
planning stage. stage. planning stage. stage.
Drafting
Shows no Shows weak Most of first draft is Uses additional ideas.
organization and organization and organized. First draft is highly
structure of first draft. structure of first draft. organized.
Revising Does not add, delete Add, deletes or Adds, deletes or Adds, deletes or
or rearrange ideas rearranges a few rearranges adequate rearranges numerous
from the first draft. ideas from the first ideas from the first adequate ideas from
Details are not draft. draft. the first draft.
specific and clear. Few details are Most details are All details are specific
specific and clear. specific and clear. and clear.
Editing Does not correct Corrects some errors Corrects most of Corrects all the errors
errors of: of: errors of: spelling, of:
spelling, punctuation, spelling, punctuation, punctuation, spelling, punctuation,
capitalization, and capitalization, and capitalization, and capitalization, and
sentence structure. sentence structure. sentence structure. sentence structure.
Publishing Does not write the Writes part of the Writes most of the Writes the final copy
final copy in clear final copy in clear final copy in clear in clear handwriting
handwriting or types handwriting or types handwriting or types or types it correctly
correctly on a it correctly on a it correctly on a on a computer.
computer. computer. computer. Sentence fluency is
Sentence fluency is Sentence fluency is Sentence fluency is strong.
poor. poor in most parts. strong in most parts.
Total
Conclusions
Needs to work on...

• TRAVELERS 7º BÁSICO
Observations:
PHOTOCOPIABLE MATERIAL •

Adapted from: http://readingready.wikispaces.com/Writing

98 PHOTOCOPIABLE
READING COMPREHENSION - SELF ASSESSMENT

Grade: Name :

Always Sometimes Never

1. I make predictions before I read.

2. I understand the message-the text makes sense to me.

3. I know when I am having trouble understanding the text.

4. I know the main idea of the text.

5. I understand the words in the text.

6. I understand the punctuation.

7. I know how to find different parts of the text (chapters, pages,

beginning, middle, end).
8. I can pick out clues from the reading to help me make an
interpretation.

9. I give my opinion-make a judgment-about the text.

10. I support my opinion with details from the text.

11. I know the difference between fact and opinion.

12. I can see similarities and differences between the texts I read.
• TRAVELERS 7º BÁSICO

13. I can make connections between the text and my own life.

14. I can make connections between the text and other subjects.

15. I can pick out words from the story that help me work out
PHOTOCOPIABLE MATERIAL •

the setting.
 99
LANGUAGE REFERENCE

Personal pronouns Possessive adjectives

I my

you your

he his

she her

it its

we our

they their

Use personal pronouns instead of a noun.

Julie has a red sweater.
She has a red sweater.

Use possessive adjectives before a noun to show possession.

John has a new car.
His car is new.

Possessive –’s
Add possessive –’s to a noun to show possession.
My mother’s shoes are brown.

IMPERATIVE
Use the imperative to give instructions or orders.

• TRAVELERS 7º BÁSICO
To form the imperative use the verb in its base form.

Listen.
Be quiet, please.
Come to the board.
Open your book on page 10.
PHOTOCOPIABLE MATERIAL •
100 PHOTOCOPIABLE

VERB TO BE
Present Simple form

Affirmative Negative Question form

I am tall. I am not strong. Am I strong?

You are nice. You aren’t tall and slim. Are you tall and slim?

He’s young. He isn’t old. Is he old?

She is kind and generous. She isn’t tall. Is she tall?

It is black. It isn’t big. Is it a cat?

We are talented. We aren’t lazy. Are we lazy?

They are beautiful. They aren’t fast. Are they fast?

Past Simple form

Affirmative Negative Question form

I was tall I wasn’t strong. Was I strong?

You were nice. You weren’t tall and slim. Were you tall and slim?

He was young. He weren’t old. Was he old?

She was kind and generous. She wasn’t tall. Was she tall?

It was black. It wasn’t big. Was it a cat?

• TRAVELERS 7º BÁSICO

We were talented. We weren’t lazy. Were we lazy?

They were beautiful. They weren’t fast. Were they fast?

Use the verb To Be to describe physical appearance and personality in the present and in the past.
Examples: Is / Was he old? Yes, he is / was. / No, he isn’t / wasn’t. She is / was kind and generous. You are / were tall and thin.
PHOTOCOPIABLE MATERIAL •
 101

PHOTOCOPIABLE
LIKES AND DISLIKES

Expressing likes

subject like / enjoy verb + ing

I like / enjoy dancing cueca

You like / enjoy eating chocolate

Emma likes/ enjoys going shopping

Marek likes /enjoys doing homework

My cat likes/enjoys playing with a ball

We like / enjoy watching TV

They like/ enjoy listening to music

Expressing dislikes

don’t like / enjoy

subject verb + ing
doesn’t like / enjoy
I don’t like / enjoy dancing cueca

You don’t like / enjoy eating chocolate

Emma doesn’t like / enjoy going shopping

Marek doesn’t like / enjoy doing homework

• TRAVELERS 7º BÁSICO
My cat doesn’t like / enjoy playing with a ball

We don’t like / enjoy watching TV

They don’t like / enjoy listening to music

We express our favorite activities using like /enjoy + a verb ending in - ing. We express our dislikes using don’t / doesn’t + like + a verb
PHOTOCOPIABLE MATERIAL •

ending in - ing. If the subject is he, she or it, the verbs add a letter s in affirmative sentences.
102 PHOTOCOPIABLE

PRESENT CONTINUOUS

Affirmative Negative Question form

I’m watching TV. I’m not watching TV. Am I watching TV?
You’re shopping. You aren’t shopping. Are you shopping?
He’s wearing shorts. He isn’t wearing shorts. Is he wearing shorts?
She’s sitting next to her mum. She isn’t sitting next to her mum. Is she sitting next to her mum?
It’s eating. It isn’t eating. Is it eating?
We’re making costumes. We aren’t making costumes. Are we making costumes?
They’re making hot dogs. They aren’t making hot dogs. Are they making hot dogs?

Use the Present Continuous to talk about what is happening at the moment of speaking.
For verbs ending in consonant + vowel + consonant, double the last consonant.
For example: sit-sitting; shop-shopping.
For verbs ending in –e, take out the –e and add –ing.
For example: write-writing; dance-dancing.

PREPOSITIONS OF TIME

at Use the preposition at for a precise time We are meeting at 10.

in Use the preposition at for a precise time My birthday is in March. She was born in 2001.
The party is on Saturday. My birthday is on
on Use the preposition in for months years, centuries and long periods.
December 7th.
during Use the preposition on for weekdays and specific dates. It’s cold at night but warm during the day.
• TRAVELERS 7º BÁSICO

Use the preposition during to indicate something that occurs through a

before We will meet before the concert.
period of time.
We use after to indicate something that occurs later than
after Take this medicine after lunch.
a certain time or event.
PHOTOCOPIABLE MATERIAL •
 103

PHOTOCOPIABLE
PREPOSITIONS OF PLACE
Prepositions of place are short words that we use to indicate the location of things. The pictures illustrate the meaning of these prepositions:

in front of behind near next to opposite

PREPOSITIONS OF MOVEMENT
Prepositions of movement indicate the direction in which actions are performed.
The following two prepositions can be illustrated visually:

up down

Example: The floor moved up and down during the earthquake.

Prepositions Examples
from The point in space at which a journey, motion, or action starts.
The place, person or thing that someone or something moves I walked from my house to school this morning.
to
toward.

• TRAVELERS 7º BÁSICO
across movement over a place or region. I like running across the street alone.
Moving in a constant direction on any more or less horizontal
along Michael Jackson danced along the corridor.
surface.
Billy rode his bicycle towards the park but
towards In the direction of something.
stopped at Joey's house.
PHOTOCOPIABLE MATERIAL •
104 PHOTOCOPIABLE

CAN
Affirmative Negative Question form
I can dance very well. I can’t play the guitar. Can you play the guitar?
You can skate quite well. You can’t speak Japanese. Can you speak Japanese?
He can swim. He can’t play soccer. Can he play soccer?
She can play the guitar. She can’t sing well. Can she sing well?
It can help the police. It can’t see at night. Can it see at night?
We can run fast. We can’t cook well. Can we cook?
They can jump very high. They can’t fly. Can they fly?

Use can to talk about ability or inability.

Tony can swim, but he can’t dance.
Can they swim? Yes, they can. / No, they can’t.

COULD

Affirmative Negative Question form

I could dance very well. I couldn’t play the guitar. Could you play the guitar?
You could skate quite well. You couldn’t speak Japanese. Could you speak Japanese?
He could swim. He couldn’t play soccer. Could he play soccer?
She could play the guitar. She couldn’t sing well. Could she sing well?
It could help the police. It couldn’t see at night. Could it see at night?
We could run fast. We couldn’t cook well. Could we cook well?
• TRAVELERS 7º BÁSICO

They could jump very high. They couldn’t fly. Could they fly?

Use could to talk about past ability or inability.

When I was little I could run very fast.
Could you jump high? Yes, I could. / No, I couldn’t.
PHOTOCOPIABLE MATERIAL •
 105

PHOTOCOPIABLE
PRESENT SIMPLE

Affirmative Negative Question form

I take a shower at 6:00. I don’t take a shower at 6:00. Do I take a shower at 6:00?
You get up at 7:00. You don’t get up at 7:00. Do you get up at 7:00?
He walks home in the afternoon. He doesn’t walk home in the afternoon. Does he walk home in the afternoon?
She finishes work at 5:30. She doesn’t finish work at 5:30. Does she finish work at 5:30?
It likes eating fruit. It doesn’t like eating fruit. Does it like eating fruit?
We go to the museum on Saturdays. We don’t go to the museum on Saturdays. Do we go to the museum on Saturdays?
They live at Cocoa Beach. They don’t live at Cocoa Beach. Do they live at Cocoa Beach?

Use the Present Simple to talk about routines, likes and dislikes and facts.
For he, she and it add –s or –es to the verb.
Examples: He walks to school. She finishes school at 3:00 p.m.

QUESTION WORDS
We use definite types of words called question words to ask questions about place, time and things.

Place Time Things

where when what
Where is Italy? When is your birthday? What do you want to study in the future?

CONNECTORS

• TRAVELERS 7º BÁSICO
We use connectors to link different ideas in a sentence or text. The connections between these ideas are related to
different concepts like contrast (two opposite ideas), reason (cause), conclusion (summarizing ideas) and purpose
(objective, goal).

Contrast Reason Conclusion Purpose

PHOTOCOPIABLE MATERIAL •

but because so so that

I really enjoyed the Carnival I study hard because I like to We are no great friends of We will cut the cake, so that
in Rio, but I think our La be a good student. his, so we were not invited to everyone can get a piece.
Tirana Festival is much more his birthday.
special.
106 PHOTOCOPIABLE

PRESENT CONTINUOUS FOR TRENDS AND TENDENCIES

Most often, we use the Present Continuous tense to talk about actions happening at the moment of speaking but this tense
is also used for expressing tendencies or trends.
Examples:
Our country is getting richer.
The Internet is becoming less of something new.
The Universe is expanding.

THE FUTURE (WILL)

affirmative negative interrogative

I will help you carry the bags. They will not buy that house. Will she sing at the party?

Use will + verb to express actions that happen in the future..

Examples:
• I will translate the e-mail, so Mr. Smith can read it.
• Will you help me move this heavy table?
• I will not do your homework for you.
• I won't do all the housework myself!
• TRAVELERS 7º BÁSICO
PHOTOCOPIABLE MATERIAL •
 107

PHOTOCOPIABLE
OBLIGATIONS AND SUGGESTIONS
When we want to express obligations, we use must + verb in infinitive without to.

Subject Must Main verb

I must go home.
You must visit us.
We must stop now.

Must CANNOT be followed by to. So, we say: I must go now.

When we want to give suggestions, we use should + verb in infinitive without to.

Affirmative Negative Question form

She should work. You shouldn’t go to school today. You’re very sick. Should I help the teacher?

INVITING AND ASKING FOR HELP

When we want to ask for help or make an invitation, we use some polite phrases introduced by can and would.

To make invitations, we use would.

Example: A: Would you like to go to the movies next weekend?

B: Sure
A: Would you like to visit our grandparents tomorrow?

• TRAVELERS 7º BÁSICO
B: Sorry! I must study for my exams.

We use Sure! or OK when we want to accept invitations, and Sorry! when we want to reject them.
To ask for help, we use can.

Example: Can you help me, Sir?

Can you help me with Exercise 3, please?
PHOTOCOPIABLE MATERIAL •
108
IRREGULAR VERBS

Infinitive Past simple Past participle Meaning Infinitive Past simple Past participle Meaning
be was/were been ser, estar get got got obtener
beat beat beaten batir, derrotar give gave given dar
convertirse, go went gone ir
become became become
llegar a ser grow grew grown cultivar; crecer
begin began begun empezar
hang hung hung colgar
bend bent bent doblar(se)
have had had haber; tener
bite bit bitten morder
hear heard heard oír
blow blew blown soplar
hide hid hidden esconder
break broke broken quebrar
hit hit hit golpear
bring brought brought traer
hold held held sostener
build built built edificar
hurt hurt hurt dañar
burn burnt/burned burnt/burned quemar(se)
keep kept kept guardar
burst burst burst reventar(se)
know knew known saber; conocer
buy bought bought comprar
lay laid laid poner
catch caught caught tomar
lead led led conducir, liderar
choose chose chosen escoger
learn learnt/learned learnt/learned aprender
come came come venir
leave left left dejar
cost cost cost costar
lend lent lent prestar
cut cut cut cortar
let let let dejar
deal dealt dealt repartir
lie lay lain yacer
dig dug dug cavar
light lit lit iluminar
do did done hacer
lose lost lost perder
draw drew drawn dibujar
make made made hacer
dreamt/ dreamt/
dream soñar querer decir,
dreamed dreamed mean meant meant
significar
drink drank drunk beber
meet met met encontrar(se)
drive drove driven conducir
• TRAVELERS 7º BÁSICO

pay paid paid pagar

eat ate eaten comer
put put put poner
fall fell fallen caer
alimentar, dar read read read leer
feed fed fed
de comer ride rode ridden montar
feel felt felt sentir ring rang rung sonar
fight fought fought combatir rise rose risen levantarse
PHOTOCOPIABLE MATERIAL •

find found found encontrar run ran run correr

fly flew flown volar say said said decir
forbid forbade forbidden prohibir, vedar see saw seen ver
forgive forgave forgiven perdonar sell sold sold vender
freeze froze frozen helar(se) send sent sent enviar
 109

PHOTOCOPIABLE
Infinitive Past simple Past participle Meaning
set set set fijar
shake shook shaken sacudir
shine shone shone brillar, relucir
shoot shot shot disparar
show showed shown indicar
shut shut shut cerrar(se)
sing sang sung cantar
sink sank sunk hundir(se)
sit sat sat sentarse
sleep slept slept dormir
speak spoke spoken hablar
spell spelled/spelt spelled/spelt deletrear
spend spent spent gastar
stand stood stood estar de pie
steal stole stolen robar
stick stuck stuck pegar
swim swam swum nadar
take took taken tomar
teach taught taught enseñar
tear tore torn romper
tell told told contar
think thought thought pensar
throw threw thrown lanzar
understand understood understood entender
wake (up) woke (up) woken (up) despertar(se)
llevar, usar ropa,

• TRAVELERS 7º BÁSICO
wear wore worn
accesorios
win won won ganar
write wrote written escribir
PHOTOCOPIABLE MATERIAL •
110
THEMATIC INDEX

TOPICS AND VOCABULARY

Friends ............................................................................................................................................................................................. 12, 13, 15, 16, 28, 30

Expressing likes and dislikes .........................................................................................................................................................................13,14,15,31
Free time activities ........................................................................................................................................................................................... 26, 27, 28
Chilean places ..................................................................................................................................................... 32, 33, 42, 43, 46, 47, 54, 55, 64, 84
Chilean traditions .............................................................................................................................................................................................................43
Chilean people ............................................................................................................................................................................................. 50, 51, 52, 53
Sports events ..................................................................................................................................................................................................... 71, 75, 76
Different sports ..................................................................................................................................................................73, 78, 79, 80, 81, 82, 83, 84
Environmental problems ............................................................................................................................................................................... 99,100, 101
Types of pollution ...............................................................................................................................................................102, 103, 104, 110,111,112
Ways to protect the environment ...........................................................................................................................................106, 107, 108, 109, 115

LANGUAGE

Likes and dislikes: Like, enjoy, don’t / doesn’t like + -ing .........................................................................................................................................14
Past Simple, to be, affirmative ......................................................................................................................................................................................52
Present Simple, permanent situations .........................................................................................................................................................................80
Can / Can’t .........................................................................................................................................................................................................................24
Could / Couldn’t .................................................................................................................................................................................................................73
Inviting / asking for help ............................................................................................................................................................................................. 112
Question words: When…, Where…, What… .........................................................................................................................................................44
Prepositions of movement .............................................................................................................................................................................................83
Prepositions of time: in, on, at .......................................................................................................................................................................................27
Prepositions of time: during, after, before ...................................................................................................................................................................55
Prepositions of place: opposite, behind, next to, in front of ......................................................................................................................................47
Connectors: and, but, so that .........................................................................................................................................................................................75
Present Continuous, affirmative ...................................................................................................................................................................................19
Present Continuous, trends ......................................................................................................................................................................................... 103
Future, affirmative ........................................................................................................................................................................................................ 100
Obligations and suggestions: Should / Shouldn’t ; Must / Mustn’t ....................................................................................................................... 108
 111
BIBLIOGRAPHY, ADDITIONAL
BIBLIOGRAPHY, WEB PAGES

· Adams, M.J. et al. (2000). Phonemic Awareness in Young Children: Additional bibliography
A Classroom Curriculum. Baltimore, Maryland: Paul H. Brooks
Publishing Co. • Bampfield, A. et al.( 1st Ed.). (1997). A world of English.
Cambridge: Cambridge University Press.
• Burke, J. (2003). Reading Reminders - Tools, Tips, and Techniques. • Bampfield, A. et al.( 1st Ed.). (1996). Welcome to English.
(1st ed.). Portsmouth, NH: Boynton / Cook. Cambridge: Cambridge University Press.
• Corbeil, J.C, Archambault, A. (1992). The Macmillan Visual • Blanchard, K. & Root, C. (1st Ed.) (1996). For your information 1.
Dictionary. (pp. 77 – 112, 150 – 152, 219 – 250, 349 - 355). New Boston: Addison Wesley Longman Publishers.
York: Macmillan Publishing Company. • Deriu, B. (1st Ed.) (1997). The big mistake and other stories.
Madrid: Ediciones Vicens Vives.
• Fox, Gwyneth associated editor et al. (1st ed.). (2007). Diccionario
• Escott, J. (2002). Lucky break. Harlow, Essex: Pearson Education
Macmillan Castillo Español – Inglés, Inglés - español. Mexico
Limited.
DF: Editorial Macmillan de México S.A. de C.V. • Escott, J. (2008). Hannah and the hurricane. Harlow, Essex:
• Hamel, B. (1st Ed.). (1998). Dictionary of English-Spanish cognate Pearson Education Limited.
words. Bilingual Book Press. USA. • Kerr, L. (1st Ed.) (1998). Mission Apollo. Oxford: Oxford
University Press.
• Loyd, S. (2000). The Phonics Handout. Essex: Jolly Learning, Ltd.
• Loyd, S., & Werman, S. (2003). Jolly Dictionary. Essex: Jolly Web pages
Learning, Ltd.
• http://www.johnsesl.com/templates/quizzes/LQ.php
• Mascull, B.( 1st Ed.). (1997). Collins cobuild key words in science and • http://www.esl-lab.com/
technology. Portsmouth: Heinemann Publishers. • http://www.manythings.org/el/
• Moon, J. (1st ed.). (2000). Children Learning English. Oxford: • http://www.esldesk.com/esl-links/index.htm
Macmillan Education. • http://www.languagegames.org/la/crossword/english.asp
• http://www.esl.about.com/cs/listening/
• Murphy, R.M. (2nd ed.). (1997). Essential Grammar in Use.
• http://www.sikids.com
Cambridge: Cambridge University Press.
• http://www.gobartimes.org
• Peregoy, S.F. et al. (3rd ed.). (2005). Reading, Writing and Learning • http://www.energyquest.ca.gov
in ESL. White Plains, NY: Addison Wesley Publishing Company. • http://www.englishlistening.com
• Rauff, R. (1st edition). (1994). Wonderful World of English. • http://www.tolearnenglish.com
Chicago, IL: World Book, Inc. • http://www.saberingles.com.ar/
• http://www.focusenglish.com/dialogues/conversation.html
• Rinvolucri, M. et al. (1st ed.). (1995). More Grammar Games. • http://www.isabelperez.com
Cambridge: Cambridge University Press. • http://www.antimoon.com/how/pronunc-soundsipa.htm
• http://www.onestopenglish.com
• http://www.holidays.net
• http://www.members.tripod.com/~towerofenglish
• http://www.eslcafe.com
• http://www.longman-elt.com
• http://www.enciclopedia-sm.com/youandinternet.asp
• http://www.cln.org/int_projects.html
112
QUESTION BANK

UNIT 1 Lesson 4: What do you do on the weekend?

Lesson 1: My best friend
1. Answer these questions about the text on Page 11.
a. What is the type of expression children don’t like to see
in a face?
b. How did the boy feel when Demian said “let’s walk
together”?
c. How did the narrator feel when Demian talked about his
house?
Lesson 2: A trip to the capital
1. Choose the correct alternative to answer these questions.
a. Why does Ignacio speak in English?
i. Because he wants to practice.
ii. Because Kelly doesn’t speak Spanish.
iii. Because Kelly doesn’t like speaking in Spanish.
b. What does Ignacio mean when he says “How early!”?
i. That the plane arrived before the time scheduled.
ii. That the plane arrived very early.
iii. That the plane arrived on time.
c. Why can’t Kelly visit so many places in Santiago?
i. Because she doesn’t like the city.
ii. Because she has to meet her father.
iii. Because she is only staying for a few days.
Lesson 3: Living abroad
1. Make a list with four interesting places in your city / town.
a.
b.
c.
d.
2. Write sentences about the places you listed using you can.
Example: You can visit Cerro Santa Lucía.
a.
b.
c.
d.
3. The text on Page 21 mentions two great places in San
Antonio that people can visit. What are these places?
a. . b.
4. What activities do you think people can do there? Complete
the sentences.
a. At people can
b. At people can
1. Answer these questions about the recording.
a. What does Dan think about his weekends?
i. That he does very exciting activities.
ii. That he does very boring activities.
iii. That he does habitual activities.
b. What do the children think about visiting a friend?
i. They think it’s a very good idea.
ii. They think it’s boring.
iii. They don’t think it is a good idea.
2. Are your weekends similar or different to the children’s
weekends? Explain.
Lesson 5: To my cyber-pal
1. Choose the correct alternative.
a. What is the greeting of an e-mail / letter?
i. The name and address of the person to whom the
letter is being sent.
ii. An opening salutation.
iii. The text that contains the message.
iv. A complimentary sentence.
b. What is the body of an e-mail / letter?
i. The name and address of the person to whom the
letter is being sent.
ii. An opening salutation.
iii. The text that contains the message.
iv. A complimentary sentence.
. c. What is the closing of an e-mail / letter?
. i. The name and address of the person to whom the
. letter is being sent.
. ii. An opening salutation.
iii. The text that contains the message.
iv. A complimentary sentence.
. 2. Write an e-mail to one of your best friends and invite him/
. her to spend the weekend with you and your family in the
. beach. Remember the structure of an e-mail.
.
Reading Booklet: The Hare with many friends
1. Before reading the text on Page 3 of the Reading Booklet,
. think and write three questions you would like to know
about the story.
2. Read the story and see if you can find the answers to your
. questions.
. 3. Who saved the hare’s life in the end?

UNIT 2
Lesson 1: La Tirana festival
1. Circle the correct alternative to answer these questions.
a. What does the word but (Paragraph 2, l. 2) introduce in
the sentence?
i. An additional idea. ii. A contrast. iii. A reason.
b. What does the word and (Paragraph 3, l. 5) introduce in
the sentence?
i. An additional idea. ii. A contrast. iii. A reason.
c. What does the word while (Paragraph 5, l. 2) mean?
i. That the pilgrims first dance and then the visitors eat
and shop.
ii. That the visitors first eat and shop and then the
pilgrims dance.
iii. That the visitors can enjoy the dances at the same
time they eat and shop.
2. Which of these pieces of information can be inferred from
the text? Write or underline the sentence related.
a. The ceremonies represent a mixture of traditions.
b. Most of the pilgrims are of indigenous origin.
c. People wear elaborated clothes to celebrate this tradition.
Lesson 2: In the North
1. Are these sentences true (T) or false (F)?
a. Sofía and Marcos live in Calama.
b. Marcos doesn’t like San Pedro.
c. Sofía thinks it takes a lot of time to walk around.
d. There isn’t any place to park in San Pedro.
2. Answer these questions.
a. After you have listened to the recording, would you like
to visit San Pedro? Why?
b. Do you think Sofía and Marcos are good guides?
c. Is it important to arrive by car?
Lesson 3: The people of the land
1. What do these sentences from the text mean? Circle an
alternative.
a. “In Chile, nearly 700,000 people belong to an indigenous
group.”
i. In Chile, more than 700,000 are indigenous people.
ii. In Chile, a very few people are indigenous.
iii. In Chile, there are 700,000 indigenous people
approximately.
113
QUESTION BANK
b. “The Mapuche, or people of the land, represent 87.3%
of the indigenous population.”
i. The Mapuche is a very important indigenous group.
ii. The Mapuche is not an important indigenous group.
iii. The Mapuche represent a about the half of the
indigenous population.
c. “All these groups, except the Mapuches, are extinct now.”
i. All the indigenous groups are extinct.
ii. The Mapuches are extinct.
iii. Only the Mapuches survive.
Lesson 4: Visiting the South
1. Underline the incorrect information in these sentences.
a. During the tour, the visitors are going to visit historical
places in Valdivia.
b. After the tour, tourists can ride along the river.
c. They’ll stop to visit the zoo pets, the sea lions!
d. The tour finishes at the botanical garden.
e. Visitors can rent bikes at the Fundo Teja Norte.
Lesson 5: Come to visit my country
1. Answer these questions.
a. Do you think it is important to include pictures in a
brochure? Why?
b. Would you also include maps? Why?
Reading Booklet
1. Answer these questions about the text The Little People.
a. Who were able to see the ‘Little People’?
i. Those who had very good sight.
ii. Those who could see in the woods.
iii. Those who were very intuitive.
b. What can you infer from the second paragraph?
i. That the Mohegan were waiting for the ‘Little People’.
ii. That the Mohegan woman wanted to know the little
people’s house.
iii. That the Mohegan were perceptive.
c. According to the text, what was the experience like?
i. It was frightening.
ii. It was surprising.
iii. It was calm and relaxed.
d. What do the Mohegan think about ‘the little people’?
i. That they are hidden in the woods.
ii. That they are dead.
iii. That the White people killed them.
114
QUESTION BANK

UNIT 3 i. A reason. ii. A contrast. iii. A conclusion.

iv. A purpose.
Lesson 1: A Special Game
e. We took some blankets so that we could keep warm.
1. What do these words refer to in the text on Page 69? i. A reason. ii. A contrast. iii. A conclusion.
a. it (P. 1, l. 2) : . iv. A purpose.
b. her (P. 2, l. 2): . f. He didn't give me his telephone number, so I looked it up.
c. it (P. 2, l. 6): . i. A reason. ii. A contrast. iii. A conclusion.
d. she (P. 3, l. 1): . iv. A purpose.
e. she (P. 3, l. 7): . g. I’ll give her praise because she's a good student.
2. Find words in the text that mean the same as these. i. A reason. ii. A contrast. iii. A conclusion.
a. fold (P. 1, l. 4): . iv. A purpose.
b. amusement (P. 2, l. 3): . h. Tim grew up in the U.S.A., but he doesn't speak English.
c. in a short time (P. 2, l. 6): . i. A reason. ii. A contrast. iii. A conclusion.
d. certain (P. 3, l. 1): . iv. A purpose.
e. undoubtedly (P. 3, l. 4): .
f. troubles (P. 3, l. 6): . Lesson 3: Sticks and balls
3. Answer these questions. 1. Read the text on Page 77 and answer these questions.
a. What made Alice think that “it was a very difficult game”? a. How many times can the batter try to hit the ball in baseball?
b. Why did Alice begin to feel nervous? b. How fast can the ball travel in hockey?
c. Do you agree with the Queen’s way of solving problems? c. What is the purpose of the net in tennis?
Yes No d. Are all tennis games similar in length? Explain.
Why? Explain in your own words. e. What is the main objective in ice-hockey?
f. According to the information you can infer from the text,
Lesson 2: The First Marathon
who can’t play tennis?
1. Answer these questions in your own words. g. If women and men play tennis together, how many sets
a. Why is Matt interested in the first marathon runner? would they play? Why?
b. What is the relation between the story and the children’s h. Ice-hockey is a faster variation of the original game. How
activities? fast do you think the puck travels?
c. Did the moon play an important role in the story? Why?
Why not? Lesson 4: An Extreme Experience
d. Whose lives did Pheidippides help to save in Athens? 1. Choose the correct alternative.
e. Could the story have another end in these days? Explain. a. How does Andy define his experience?
2. Read these sentences. What do the parts underlined express? i. Amazing but scary. ii. Nice and relaxing.
a. We stayed out all night so that we could watch a meteor iii. Dangerous and stressful.
storm. b. How does Dan define his experience?
i. A reason. ii. A contrast. iii. A conclusion. i. Amazing but scary. ii. Nice and relaxing.
iv. A purpose. iii. Dangerous and stressful.
b. The baby cried, so his mother gave him some candy. c. Which of these sentences expresses the correct sequence
i. A reason. ii. A contrast. iii. A conclusion. of events?
iv. A purpose. i. Andy closes his eyes. He feels the wind around him. He
c. He asked for another cup of coffee, but there was no more. jumps down. He feels calm. He pulls the cord. He floats
i. A reason. ii. A contrast. iii. A conclusion. towards the ground. He sees the ground getting closer.
iv. A purpose. ii. Andy closes his eyes. He jumps down. He sees the ground
d. She needs a job because she needs to be able to getting closer. He feels the wind around him. He pulls the
support herself. cord. He floats towards the ground. He feels calm.

d. Who enjoyed their experiences?
i. Kelly, Andy, and Ann.
ii. Andy and Dan.
iii. Andy, Dan, and Ann.
e. What does Kelly think of cycling?
i. She thinks it’s scary.
ii. She thinks it’s stressful.
iii. She thinks it’s relaxing.
f. Why is Ann always scared when going rafting?
i. Because she doesn’t like roller coasters.
ii. Because she doesn’t like to jump up and down.
iii. Because she doesn’t want to fall into the water.
Lesson 5: A Popular sport
1. Read these sports definitions. Underline the information in
them according to the color code. Aim of the game (red) /
Characteristics (blue) / Equipment (green).
a. American football is a tough game of running, passing,
and body-tackling. The field is divided into strips. When a
team has the ball, it tries to advance the ball strip by
strip in a series of downs. Players wear helmets, shoulder
and leg pads, gloves, and special boots.
b. Basketball is a fast, popular game in which teams of five
dribble the ball with their hands to throw it into the
opponents’ basket. Players usually wear colorful uniforms
and high, padded shoes which give them firm support.
c. Squash is an indoor sport played in an enclosed court.
Players aim to hit the ball with a special racquet onto
one or more walls so their opponent can’t hit it before it
bounces on the floor.
Reading Booklet: Time Travelers
1. Choose an alternative to answer these questions.
a. What does Paul mean when he says “No offense, Grace…”?
i. That he agrees with her.
ii. That Grace said something offensive to him.
iii. That he doesn’t agree with her.
b. What does Mrs. Sampson mean when she says “It’s too
tragic to watch!”?
i. That the game is very tragic.
ii. That the game is also tragic.
iii. That the game is not tragic at all.
c. Why is the girl jumping and shouting?
i. Because she is scared of Grace and David.
ii. Because she doesn’t like the game she is playing.
iii. Because it’s her way of showing joy.
115
QUESTION BANK
UNIT 4
Lesson 1: An Inconvenient Truth
1. Underline the sentence that expresses a correct sequence of
events in each case.
a. i. We burn coal, wood, or gasoline. We release carbon
dioxide. The carbon dioxide goes up. The earth heats up.
ii. We release carbon dioxide. The carbon dioxide goes up.
The earth heats up. We burn coal, wood, or gasoline.
b. i. Temperatures will go up over the next century. Sea
level will rise. Sea ice will melt.
ii. Temperatures will go up over the next century. Sea
ice will melt. Sea level will rise.
c. i. There will be more hurricanes. They will cause more
rainfall. There will be more evaporation. It will cause
more clouds.
ii. There will be more evaporation. It will cause more
clouds. They will cause more rainfall. There will be
more hurricanes.
2. Find a word in the text on Page 97 that means the same
as these.
a. Liberate (P. 1, l. 3): .
b. Catch (P. 1, l. 7): .
c. Culpable (P. I, l. 9): .
d. Normal (P. II, l. 3): .
e. Rise (P. III, l. 2): .
f. Originate (P. III, l. 7): .
Lesson 2: What are we doing to our planet?
1. Answer these questions according to the recording.
a. How is the destruction of rainforests affecting animals?
b. What do we need to know?
c. Can you participate in any project?
d. What do you need to think?
e. In your opinion, what is the purpose of the advertisement?
f. Do you find it compelling?
Lesson 3: We can save the planet!
1. In the text, there are some words in single quotation marks.
Circle the correct reason.
a. Because they are words in another language.
b. Because they are what other people said.
c. Because they are scientific / specific terms.
d. Because they are the most important information in the text.
2. What is the meaning of ‘do our share’? Explain in your own words.
116
QUESTION BANK

3. What ‘difference’ do you think we must do? Reading Booklet : Global Warming is about
4. How would you categorize these actions? Write Reduce, the Green Hair
Reuse, or Recycle.
1. Read the poem Global Warming is about the Green Hair and
a. Placing water bottles, pop cans, into special bins
answer these questions.
instead of the garbage.
a. Where does Mr Earth sit?
b. Printing on paper already printed on one side.
b. What’s the problem with Mr Earth’s head?
c. Printing as little as possible.
c. What is the sun doing?
d. Using kitchen scraps to make compost.
d. How does Mr Earth feel?
e. Converting used paper into new paper products.
e. What do you think Mr Earth’s green hair is?
Lesson 4: Can we stop it? 2. Read the poem Global Warming. Answer these questions.
1. What is Kelly doing? Choose an alternative. a. What does the word we refer to?
a. Inviting some people to a meeting. b. According to the poem, what is the color of the sky?
b. Asking questions to conduct a survey. c. What will be happen soon?
c. Reporting a piece of news. d. What environmental disasters are mentioned?
2. Do you think she is polite? Why? Why not? e. When must we act?
3. Is the man willing to answer? Why? Why not? f. Who will pay for our mistakes?
4. Is the woman willing to answer? Why? Why not?
5. Do you think we can stop pollution? In what way?
Lesson 5: Ask the scientist
1. Check the tips you would take into account when preparing
an interview.
a. Always be polite and courteous to your interviewee.
b. Don’t ask for permission before recording.
c. Include an introduction to identify the person you
are interviewing and the topic to be discussed.
d. Ask the same question two or three times.
e. Use simple questions that are to the point.
f. Follow a logical and sequential order in your questions.
g. Ask questions that can be answered with a simple
yes or no.
 117
ANSWERS

ANSWERS
UNIT 1 Reading booklet
Lesson 1 1. a. iii; b. iii; c. iii; d. i
1. Children don’t like sarcastic expression. UNIT 3
2. He felt flattered.
3. He felt surprised. Lesson 1: A Special Game
1. f. The croquet ground.
Lesson 2 g. Alice’s.
1. a. ii; b. ii; c. iii h. The croquet game.
i. Alice.
Lesson 3
j. The Queen.
1. Answers will vary.
2. Answers will vary. 2. g. Double.
3. Sea World / San Antonio Zoo. h. Laughter.
4. At the Sea World, people can see marine animals. i. Soon.
At the San Antonio Zoo, people can see different and strange j. Sure.
animals. k. Really.
l. Difficulties.
Lesson 4 3. j. That all the players played at the same time, the Queen
1. a. iii; b. i was always shouting, there was a ridge or a furrow in
2. Answers will vary. the way, and the soldiers were always getting up.
Lesson 5 k. Because she was afraid of the Queen.
1. a. ii; b. iii; c. iv l. Possible answer: No, because cutting people’s heads is
not a good way to solve problems.
UNIT 2 Lesson 2: The first Marathon
Lesson 1 1. Possible answers:
1. a. ii; b. i; c. iii a. Because he is going to participate in a marathon race.
2. All of them. b. The teacher wants to motivate his students to
a. The festival is in honor to the Virgin of Carmel but some participate.
traditions come from the indigenous Andean peoples. c. Yes. As there wasn’t a full moon, the Spartans didn’t
b. Descendants of the indigenous peoples travel to the festival. want to fight so Pheidippides had to go back to
c. People wear extraordinary costumes and masks. Marathon.
d. He helped to save children’s and women’s lives.
Lesson 2 e. In these days, Pheidippides can send an e-mail or make
1. a. T; b. F; c. F, d. F a phone call to warn the people in Athens.
2. Answers will vary.
2. a. iv.; b. iii.; c. ii.; d. i.; e. iv.; f. iii.; g. i.; h. ii.
Lesson 3
1. a. iii; b . iii; c. iii Lesson 3: Sticks and Balls
1. a. Three times. b. At 160km/h. c. To divide the court in two
Lesson 4 halves. d. Men games are longer. They play a maximum of five
a. Historical. b. ride. c. zoo. d. botanical garden. e. bikes sets. e. To shoot the rubber puck into the opponent’s goal. f.
People who can’t hold a racquet. g. They would play three sets
Lesson 5 because women can’t play more. h. It travels at more than 160
Answers will vary. km/h (which is the speed of the puck in the original game).
118
ANSWERS

Lesson 4: An extreme experience Lesson 4: Can we stop it?

1. a. i.; b. ii.; c. ii.; d. ii.; e. iii. ; f. iii. 1. b.
2. Yes, she is. She asks questions in a polite way. She uses
Lesson 5: A popular sport modal verbs such as: can, would.
a. American football is a tough game of running, passing, 3. Yes, he is.
and body-tackling. The field is divided into strips. When a
4. No, she isn’t. She doesn’t have much time.
team has the ball, it tries to advance the ball strip by
strip in a series of downs. Players wear helmets, shoulder 5. Answers will vary.
and leg pads, gloves, and special boots. Lesson 5: Ask the scientist
b. Basketball is a fast, popular game in which teams of five
dribble the ball with their hands to throw it into the 1. a. ✔; c. ✔; e. ✔; f. ✔
opponents’ basket. Players usually wear colorful Reading Booklet
uniforms and high, padded shoes which give them firm
1. a. On the barber’s chair.
support.
b. It is being exposed to the sun. (The sun is burning it)
c. Squash is an indoor sport played in an enclosed court.
c. It is pulling the hair out.
Players aim to hit the ball with a special racquet onto
d. Stressed.
one or more walls so their opponent can’t hit it before it
e. The trees and rainforests.
bounces on the floor.
2. a. To human beings.
Reading Booklet b. Black.
a. iii.; b. i.; c. iii c. Everything will be destroyed.
d. Tsunamis, hurricanes, earthquakes, forest fires.
UNIT 4 e. Now.
Lesson 1: An inconvenient truth f. The children in the future.
1. a. i.; b. ii.; c. ii.
2. a. release. b. trap. c. responsible. d. average. e. go up.
f. cause.

Lesson 3: We can save the planet!

1. c.
2. It means to do that part of the work which you morally
should do. If there are ten people, then the work should be
divided equally between them - each person has to do his/
her share (of the work).
3. Answers will vary.
4. a. Recycle. b. Reuse. c. Reduce. d. Recycle. e. Recycle.
 119
ANSWERS

WORKBOOK UNIT 2: WELCOME TO MY COUNTRY

UNIT 1: WELCOME, FRIENDS Lesson 1: La Tirana Festival
Lesson 1: My best friend 2. a. i.; b. ii.
1. a. She’s 12. b. She lives in San Diego. c. They are reading and 3. a. T. ; b. T.; c. F.
listening to music. 4. portion, Mediterranean, fertile, populous, political.
2. a. February 20th. b. math. c. reading and listening to music.
d. computer, homework e. meet Tina and make lots of new Lesson 2: In the North
friends. 1. behind; in front of; next to
3. 13: thirteen; 30: thirty; 14: fourteen; 40: forty; 15: fifteen; 2.
50: fifty; 16: sixteen; 60: sixty; 17: seventeen; 70: seventy;
18: eighteen; 80: eighty; 19: nineteen; 90: ninety. 325(tracey’s house)

Main Street
4. a. doing experiments; b. doing homework; c. practicing

Subway station
sports; d. reading stories. Newcombe st
Lesson 2: A trip to the capital
1. a. – 2 ; b. – 3 ; c. – 1 ; d. – 6; e. – 5; f. – 4 Bus stop Restaurant
Lesson 3: Living abroad First Street
1. a. dancing, play the guitar, sing b. English, French, Spanish
c. soccer, swimming, skating, baseball
Benja Ann Lesson 3: The people of the land

Languages English French, Spanish 1. a. were at school.

Music Dancing Dancing, playing the guitar, singing b. was at home.
Sports soccer Swimming, skating c. was in the kitchen
3. a. Benja can skate very well. (He can dance very well.) d. were in bed.
b. Ann’s sister can play basketball. (Ann’s brother can 5. was, were, was, were, were, were, was, was, was, was, was.
play baseball.) Lesson 4: Visiting the south
c. Ann can play the piano. (Ann can play the guitar.)
d. Benja can’t dance. (Benja can dance.) 2. a. before. b. During. c. After.
5. a. Where can I have a soft drink? (1) UNIT 3: THE WORLD OF SPORTS
b. Where can I watch a movie? (2) Lesson 1: A special game
c. Where can I buy a newspaper? (4) 1.
d. Where can I send a postcard? (5) Olympic sports Non-Olympic sports
e. Where can I take a train? (6) athletics, badminton, basketball, climbing, jogging,
Lesson 4: What do you do on the weekend? canoeing, cycling, football, paragliding, squash, surfing,
gymnastics hockey, judo, karate, windsurfing, wrestling.
1. 2., 3., 4. Students' own ideas. skating, swimming, tennis,
volleyball, weightlifting.
2. Team sports: badminton, basketball football, hockey,
squash, tennis, volleyball.
Indoor sports: badminton, basketball, football, hockey,
squash, tennis, volleyball.
Sports played: with a ball, basketball, football, tennis,
volleyball.
Outdoor sports: basketball, football, tennis, volleyball.
3. They are all for both men and women.
120
4. a. can’t dance / could dance. Lesson 2:
ANSWERS

What are we doing to our planet?

b. could run. c. can speak. d. can play.
1. 1: Oil tankers are polluting the oceans.
e. could swim. f. could play.
2: People are destroying forests.
Lesson 2: The first marathon
3: Smog is polluting the cities.
1. a. Because she was a woman. b. Stamati Revithi. 4: Industries are causing acid rain.
c. Greece. d. Because the officials couldn’t remember her name 5: Heavy gray smog is hanging over the cities.
and they called her Melpomene (the Greek muse of Tragedy). 6: Fish are dying.
2. I’ll turn up the radio because I want to listen to the news. 2. Let’s take care of our resources
My parents stopped the car so that we could look at the
Lesson 3: We can save the planet!
view.
1. a. ✗. b. ✓. c. ✗. d. ✓. e. ✓. f. ✗.
Lindsay invited me to the party but I couldn’t go.
2. Possible answers: 1. I will save the planet recycling.
I don’t have a raincoat but I have an umbrella.
2. We can save the planet planting more trees.
My best friend lied to me, so I don’t trust him anymore.
George got lost because the directions were not clear. Lesson 4: Can we stop it?
3. a. recycle waste.
Lesson 3: Sticks and balls
b. throw away / rubbish bank.
1. 1: gym. 2: swimming pool.
c. nuclear waste.
3: soccer pitch. 4: basketball court.
d. environmentally friendly.
5: tennis court.
Lesson 5: Ask the scientist
Athletics Basketball Gymnastics Tennis Soccer Swimming
Javelin, Ball. Balls, ribbons, Racquet, Ball, Goggles. 1. a. – i. ; b. – ii. ; c. – iii. ; d. – i ; e. – ii. ; f. – ii.
discus, balance beam, balls. leg pads.
shot, uneven bars, READING BOOKLET
hurdles. vault, pommel The Hare with Many Friends
horse, rings.
1. A dog was chasing the Hare and his friends didn’t help him.
Lesson 4: An extreme experience 2. Answers will vary.
1. Paul likes soccer. Sue likes swimming. Tim likes 3. Answers will vary.
skateboarding. Lee likes basketball. Liz likes dancing. Jane The Little People
likes aerobic.
1. The Little People were mysterious creatures called
2. a. across, from, to. b. down. c. towards. d. along. e. up.
Makiaweesug who could only be seen by those Mohegans
Lesson 5: A popular sport who were especially perceptive could see them sometimes in
2. a. a typical rural game. the woods.
b. since colonial times. 2. The wife of Little Man got very sick and asked the Mohegan
c. to throw the disk so that it lands on the target box. Woman to help him.
d. outside of Chilean cities. 3. Answers will vary.
e. individual, it can be played in teams. Time Travelers
UNIT 4: HOME SWEET HOME
1. The children are feeling scared and confused. Students will
Lesson 1: An inconvenient truth give the reasons they think explain the reaction of the
1. a. – ii. ; b. – iii. ; c. – iv. ; d. – i. children.
2. a. How will they destroy the asteroid? The spacecraft will 2. This text is a play while the others are a fable and a legend.
smash it into it. b. Who will answer the questions? 3. Answers will vary.
Jenny and Tania will. c. Will you come to my party? Global Warming is about Green Hair
Of course I will.
Answers will vary.
3. Will replace, will use, won’t be, will be, will detect, will use,
will be. Global Warming
Answers will vary.
 TEACHER'S BOOK
Lina Alvarado Jantus

TEACHER'S BOOK
ENGLISH 7º Básico
PEFC/29-31-75

9 789563 391893
EDICIÓN ESPECIAL PARA EL MINISTERIO DE EDUCACIÓN
PROHIBIDA SU COMERCIALIZACIÓN

EDICIÓN ESPECIAL PARA EL MINISTERIO DE EDUCACIÓN

PROHIBIDA SU COMERCIALIZACIÓN