Name:

School:
Teacher:
Year:
2011 Ediciones Cal y Canto Ltda.
Travelers 8 bsico
Original text Lina Alvarado Jantus.
Teacher of English
Instituto Profesional Chileno-Britnico.
2010 Ediciones Cal y Canto Ltda.
Travelers 8 bsico
Original text Lina Alvarado Jantus.
Teacher of English
Instituto Profesional Chileno-Britnico.
2009 Ediciones Cal y Canto Ltda.
Travelers 8 bsico
Original text Lina Alvarado Jantus.
Teacher of English
Instituto Profesional Chileno-Britnico.
Travelers Magazine section
Based on:
2008 Editorial Macmillan de Mxico, S.A. de C.V.
English Corner 1 Students Book, Look it up! section
English Corner 2 Students Book, Look it up! section
Methodological support Ana Manonellas Balladares.
Postgraduate Diploma of Education
Monash University - Melbourne Australia.
Original illustrations Ediciones Cal y Canto Ltda.
Design Ediciones Cal y Canto Ltda.
General Publisher Jorge Muoz Rau.
Publisher Alicia Manonellas Balladares.
Assistant Publisher Gloria Caro Opazo.
Ly-sen Lam Daz.
Designed by Mara Jess Moreno Guldman.
Cover designed by Mara Jess Moreno Guldman.
Layout by Mara Jess Moreno Guldman.
Proofreading James Doo.
Illustrations Edgardo Contreras.
General Production Cecilia Muoz Rau.
Production Assistant Lorena Briceo Gonzlez.
Recording Producer Rodrigo Gonzlez Daz.
Photos Banco de Fotos Ediciones Cal y Canto.
N de Inscripcin: 171.756
ISBN: 978-956-8623-53-1
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 RR Donnelley
Se termin de reimprimir 235.001 ejemplares en el mes de octubre de 2009.
TEXTO PARA EL ESTUDIANTE INGLS
Lina Alvarado Jantus
Teacher of English
Instituto Profesional Chileno-Britnico
bsico
DISCOVER YOUR BOOK DISCOVER YOUR BOOK
4
L A N G UA G E F O C U S
Section designed to help you revise or
discover a particular grammar structure.
The activities are meant to promote
independent learning.
Getting ready Attractive illustrations to provide a setting and some simple
exercises to activate your previous knowledge. You can also examine the objectives
of the unit here.
Listening The tasks will help you to
develop strategies to improve your
understanding of spoken messages.
Reading The tasks will help you to
develop strategies to improve your
understanding of written texts.
Mini - test These are short evaluation
activities that allow you to analyze your
performance. You complete the tasks
with a time limit and check your score.
REFLECTIONS
Questions to help you reflect on your
learning process and to raise your
awareness of how you develop your own
learning strategies to become a more
effective learner.
L
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CD with
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FL
Listening section.
Activities for Fast Learners .
Speaking activities.
Pronunciation activities.
5
Comic Strip The adventures of the main characters of the book, at the end of
each unit. You read this section on your own, for fun, with no evaluation activities.
Synthesis This section allows you to revise the content of each unit and
reflect on which exercises helped you achieve the learning objectives.
Test your knowledge A formal test at the end of the unit to evaluate your
progress and help you discover what you need to revise.
Self-evaluation Guided analysis of your strengths and weaknesses, to
help you check your progress and find ways to improve.
Travelers Magazine A magazine
for you to read and enjoy, with
interesting articles and activities to
help you improve your reading and
study skills.
PICTIONARY
Special picture glossary
that helps you with the key
words in the text you are
going to read or listen to.
Did you know that
Interesting bits of
information on the
topics of the lesson.
American English
British English
Differences between American
and British English in spelling
and / or pronunciation and / or
vocabulary.
Additional information
related to the topic
can be found on the
Internet.
6
PLAN OF THE BOOK PLAN OF THE BOOK
NAME CULTURAL ELEMENTS
PAGES 8 - 33
Listening
HOLIDAYS AND CELEBRATIONS . . . . . . . . . . . . . . . . . . . .10
TOP OF THE POPS . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . .18
CHILES NATIONAL DANCE . . . . . . . . . . . . . . . . . . . . . . . . .26
Reading
A CHILEAN CELEBRATION . . . . . . . . . . . . . . . . . . . . . . . . . .13
MYTHS AND LEGENDS . . . . . . . . . . . . . . . . . . . . . . . . . . . .21
Oral production
to use everyday English . . . . . . . . . . . . . . . . . . . . . . . . . . .12
to talk about a topic . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . .16
Written production
to organize ideas to complete paragraphs . . . . .16 /29
to present information in graphic organizers . . . . . .22
Language and vocabulary
adverbs of frequency . . . . . . . . . . . . . . . . . . . . . . . . . . . . .12
connectors . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . .15
the Past Simple Tense . . . . . . . . . . . . . . . . . . . . . . . . . . . . .23
words related to traditional celebrations,
music and dances . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . .26
NAME SELF - CARE
PAGES 34 - 59
Listening
WHOS IN CONTROL? . . . . . . . . . . . . . . . . . . . . . . . . . . . . . .40
HELP FOR YOU! . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . .48
Reading
HOW FIT ARE YOU? . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . .36
LEARNING TO LEARN . . . . . . . . . . . . . . . . . . . . . . . . . . . . . .44
BULLYING - YOU ARE NOT ALONE . . . . . . . . . . . . . . . . . .52
Oral production
to express possibility, obligation and no obligation . .49
to use everyday English . . . . . . . . . . . . . . . . . . . . . . . . . . .50
to role-play communicative situations . . . . . . . . . . . .54
Written production
to complete dialogues and sentences . . . . . . . . . . . .42
to write instructions . . . . . . . . . . . . . . . . . . . . . . . . . . . . . .46
Language and vocabulary
question words . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . .38
words related to feelings, moods
and physical activities . . . . . . . . . . . . . . . . . . . . . . . . . . . . .39
modal verbs . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . .49
UNIT 1 1 UNIT
UNIT 2 2 UNIT
7
NAME DIFFERENT LIVES
PAGES 60 - 85
Listening
TXPERIENCES IN A FOREIGN COUNTRY . . . . . . . . . . . .62
DO YOU LIKE JOKES? . . . . . . . . . . . . . . . . . . . . . . . . . . . . . .70
DO YOU STUDY HARD? . . . . . . . . . . . . . . . . . . . . . . . . . . . .78
Reading
INTERNATIONAL ENGLISH . . . . . . . . . . . . . . . . . . . . . . . . .65
FESTIVALS AROUND THE WORLD . . . . . . . . . . . . . . . . . .73
Oral production
to exchange information . . . . . . . . . . . . . . . . . . . . . . . . . .64
to express opinions . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . .72
Written production
to complete a fact file . . . . . . . . . . . . . . . . . . . . . . . . . . . . .76
to write sentences . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . .81
Language and vocabulary
superlatives . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . .63
the Present Perfect tense . . . . . . . . . . . . . . . . . . . . . . . . . .67
words in American and British English . . . . . . . . . . . . .68
conditional sentences . . . . . . . . . . . . . . . . . . . . . . . . . . . . .80
NAME PEOPLE AND PLACES
PAGES 86 - 111
Listening
A MAGIC ROLE . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . .92
PEOPLE THAT CHANGED PEOPLE . . . . . . . . . . . . . . . . .100
Reading
FOLK HEROES . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . .88
FLORENCE NIGHTINGALE - A WOMAN OUT OF HER TIME .97
A SPECIAL PLACE FOR CHILDREN . . . . . . . . . . . . . . . . .104
Oral production
to talk about imaginary situations . . . . . . . . . . . . . . . . .93
to give biographical information . . . . . . . . . . . . . . . . . .99
Written production
to complete a biography . . . . . . . . . . . . . . . . . . . . . . . . . .99
to complete a time line . . . . . . . . . . . . . . . . . . . . . . . . . . .102
Language and vocabulary
prepositions of time and place . . . . . . . . . . . . . . . . .91 / 98
words to express inventions and professions . . . . .100
UNIT 3 3
UNIT
UNIT 4 4 UNIT
BIBLIOGRAPHY . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . .112
TRAVELERS MAGAZINE . . . . . . . . . . . . . . . . . . . . . . . . . . .113
IRREGULAR VERBS . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . .125
WEB PAGES . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . .128
UNIT
1
1
UNIT
CULTURAL ELEMENTS
CULTURAL ELEMENTS
1. Match the sentences with the people in the photos. 2. Complete with your information.
a. Hi, I'm Peter. I'm from California, in the USA.
b. I'm Ahmed. I'm from Cairo, in Egypt.
c. I'm Akemi. I'm from Kyoto, in Japan.
d. I'm Sadhvi. I'm from Calcutta, in India.
9
GETTING READY
YOU WILL LEARN THE
FOLLOWING LANGUAGE:
the Past Simple Tense
sequence markers
adverbs of frequency
words related to traditional
celebrations, music and dances
YOU WILL DEVELOP THESE
ABILITIES:
Y
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IL
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IA
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c
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ra
l a
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l d
iv
e
rs
ity.
IN THIS UNIT YOU WILL USE
THE FOLLOWING TEXT-TYPES:
READING
a brochure
a legend
LISTENING
personal reports
an interview
a telephone
conversation
LISTENING
to use previous knowledge to
predict content
to identify specific information
to recognize participants in a
communicative situation
to discriminate between main and
secondary ideas
READING
to identify type and purpose of a
text
to infer meaning of words from the
context
to recognize textual elements
to identify the sequence of events
SPEAKING
to talk about a topic
to use everyday English
WRITING
to organize ideas to complete
paragraphs
to present information in graphic
organizers
Hello, I'm ___________________.
I'm from __________________,
in _____________________.
Paste
your
photo
here
UNIT 1
10
1. Look at the pictures and find the names of the special occasions.
Which of them do you celebrate?
2. Match the pictures below with the words in the box.
BEFORE LI STENI NG
costumes parades presents
traditional food trick or treat
w
a
te
r
b
a
llo
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s
a
m
b
a
p
a
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ty
fo
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m
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s
ic

PI CTIONARY
C
h
r
is
tm
a
s
tr
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HOLIDAYS AND
CELEBRATIONS Lesson 1
a
b
c
d e f
a b c
d
e
Celebration Activities Clothes Special elements
CULTURAL ELEMENTS
11
5. Listen to the recording. Did you guess any of the celebrations?
6. Listen to the recording again and match the pictures of the
children with the celebration they are talking about.
7. Listen again and put information in the corresponding slots in
the chart. (some slots will be empty).
8. Listen and identify the incorrect information in the sentences.
a. Mikes favorite celebration is Halloween because he loves playing
with water.
b. Anas favorite activity during Carnival are the parades.
c. Elizabeth doesnt like Christmas food.
d. In Chile, the most important celebration is Christmas.
3. With your partner, make a list of cognates related to the topic of
holidays and celebrations in your notebook.
4. Kelly Hardrock, the International school reporter, talked to some
students from all over the world about their favorite celebrations. Can
you guess which celebrations they mentioned?
Independence Day Halloween Christmas Carnival
LI STENI NG
Ana, Brazil Francisco, Chile Elizabeth, UK Mike, USA
Halloween
Big parties Tree and _________
_________ food
L A N G UA G E F O C U S Frequency adverbs
1. Read these sentences from the text.
a. We always enjoy our Carnival games. b. I never miss this celebration.
c. Children often fly kites this time of the year. d. Sometimes it rains.
2. Complete the general rule.
We use words like _____________, _____________to express the frequency
in which we do certain things.
3. Complete the scale with a frequency adverb:
12. Choose a celebration and find this information:
a. How your classmates celebrate it.
b. How often they do certain activities to enjoy the celebration.
FL
UNIT 1
12
AFTER LI STENI NG
always
100% 90-70% 70 40 % 30 10% 0 %
usually _________ _________ never
9. How do you celebrate Independence Day? What special activities do
you do? Complete the following letter to a friend.
In Chile, Independence Day is celebrated on the ______________. We have
______________days off school. People usually go to ______________to
______________and to eat ______________and fly ______________. There are
also ______________.
10. Listen and repeat these ordinal numbers.
REFLECTIONS
What are the most serious
problems I had when writing in
English?
When did I need the
teachers assistance?
11. Read the following dialogue and match the underlined parts with
the words in the box. Listen, check and repeat. Then role - play it with
your partner.
A: Whats your favorite celebration?
B: Its Independence Day. Its wicked!
A: Do you usually fly kites?
B: Sure! I love it!
yes really good
1
st
, 2
nd
, 3
rd
, 4
th
, 5
th
, 11
th
, 12
th
, 13
th
, 14
th
, 19
th
, 20
th
, 21
st
, 22
nd
, 23
rd
Did you know that
one of the most
traditional celebrations
in Chile is Cuasimodo?
On the Sunday after
Easter, priests take the
holy sacraments to the
people who cant go to
church.
CULTURAL ELEMENTS
13
2. Look at the pictures and identify the type of celebration.
a. sports b. religious c. historic
3. Look at the text on page 14 and decide where it comes from.
4. In pairs, find the meaning of these words in the dictionary.
a. leave b. damage c. reach
d. heritage e. mass
1. Read what Fernando says and answer his question.
BEFORE READI NG
Traditions
and celebrations
are very important and
vary from country to
country. They show us the way
people live and different ways
of celebrating special dates.
What different kinds of
celebrations do you
know?
r
e
s
c
u
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m
is
s
io
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a
r
y
m
a
s
s
fir
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PI CTIONARY
fe
s
tiv
ity
A CHILEAN
CELEBRATION
Lesson 2
A scientific article
a piece of news a piece of news
a.
An encyclopedia entry
b.
A travel guide A travel guide d.
c.
In 1919, a big fire damaged almost all the
church but the community managed to rescue
the original image.
In 1925, the five communities of the island
finished the construction of
which is today part of the World Heritage.
Since then, people celebrate this important
festivity every August 30 and also on the third
Sunday of January, in the summer version of
the festivity.
The celebrations begin at 11 in the morning
with a mass outside the church, accompanied
by . After lunch, there is a
procession. Local people take the statues and
religious figures from the church and parade
them around the town.
UNIT 1
14
5. Read the text and check your predictions.
6. Read the text again and answer these questions.
a. How can people get to the island?
b. When did the celebrations begin?
c. What happened in 1919?
d. How do people celebrate?
READI NG
Taken from: http://www.interpatagonia.com/iglesiaschiloe/caguach_i.html
One of the most important religious festivities
in the south of Chile is the festivity of
Nazareno del Caguach. It takes place in
Chilo, that it doesnt appear
on maps. People can reach it after two hours
of navigation from Achao, or they can take a
boat that leaves at around six in the morning
from Dalcahue .
The first traditional celebration began in 1778
when a Franciscan missionary, Hilario
Martinez, brought from
Spain and five communities of the island
began to adore it with special devotion.
(1)
(2)
(3)
(4)
A CHILEAN CELEBRATION
CULTURAL ELEMENTS
15
7. Read the text and find information that supports these sentences.
a. You cant arrive by car or bus.
b. The present church is not the original one.
c. People celebrate this festivity twice a year.
d. Celebrations dont begin early in the morning.
8. Put these sentences in the blanks in the text.
a. the image of Jesus of Nazareth
b. on an island so small
c. traditional music and singing
d. The present temple
9. Read the text again. Which of the words underlined corresponds to
each of the following definitions?
a. worship, love deeply and respect highly.
b. harmed, injured.
c. a group of people following each other in an orderly way, taking
part in a religious ceremony.
d. display, exhibit.
AFTER READI NG
American English:
Encyclopedia
British English:
Encyclopaedia
L A N G UA G E F O C U S Connectors
1. Read the sentences from the text, paying special attention to the
words in bold.
the Franciscan missionary Hilario Martnez took the image from Spain
and five communities began to adore
the community rescued the image of Jesus because a big fire
damaged almost all the old church.
People can reach Caguach from Achao, or they can take a boat from
Dalcahue.
2. Which of the words introduces:
a. an alternative idea? __________________________________.
b. an additional idea? __________________________________.
c. a reason? __________________________________.
3. Complete this general rule.
When we want to express ______________ideas, or to combine
______________, we use a set of words called sentence ______________.
REFLECTIONS
Did the exercises
help me to
understand the text?
YES NO
11. In your group, talk about an important festival or celebration you
know. Follow the pattern.
A: Do you know the name of an important celebration?
B: Yes, the ___________.
A: Where is it celebrated?
B: In ___________, every ___________.
A: What do people do?
B: They ___________.
12. With the information you collected in exercise 11, complete the
following paragraph about a festivity or celebration in your area.
This festival is celebrated in ___________(place) every ___________(date). It
is celebrated in honor of ___________. Celebrations include ___________and
___________. People usually ___________(any useful information).
13. Read the paragraph to your classmates.
14. Listen and repeat.
The celebrations began in 1778.
In 1919, a big fire damaged the church.
In 1925, the communities finished the church.
15. Listen and repeat this dialogue.
A: How do people celebrate Independence Day?
B: They eat traditional food, dance the national dance and
fly kites.
A: When do people celebrate Independence Day?
B: They celebrate it on the 18
th
and 19
th
of September.
16. Substitute the highlighted words with your own ideas. Practice
and then role-play the dialogue with your partner.
FL
UNIT 1
16
10. Match sentences in A and B using and, because, or.
People can celebrate in August.
It is not easy to go to Caguach.
There is a mass outside the church.
A
There is a procession.
People can celebrate in summer.
It doesnt appear on maps.
B
How did I show support
to my classmates?
MINI - TEST
MINI - TEST
CULTURAL ELEMENTS
17
LI STENI NG
1. Listen to the text in lesson 1 again and identify where Ana and Francisco come from.
2. Listen again and fill in the blanks.
a. I love ______________!
b. Families get together for big ______________.
c. People have ______________days off.
READI NG
3. Read the text in lesson 2 and write the event that corresponds to each year.
a. 1778: _______________________ b. 1919: _______________________
c. 1925: _______________________ d. 1970: _______________________
4. Read the text again and answer the following questions.
a. What kind of festivity does the text describe?
b. How does the celebration begin?
LANGUAGE
5. Complete the following sentences with an adverb of frequency.
a. People _______________________eat special food to celebrate Christmas. (100%)
b. We _______________________miss a party. (0%)
c. Students _______________________dance the Cueca at schools in September. (50 %)
d. Children _______________________fly kites in September in Chile. (90%)
6. Connect these pairs of sentences using and, or, because.
a. For Halloween, children wear costumes.
For Halloween, children play tricks.
b. We cant get to Caguach early in the morning.
The trip takes two hours.
c. People can celebrate in winter.
People can celebrate in summer.
d. People can celebrate twice.
There is a summer and a winter version of the festival.
Argentina Brazil Chile Peru the USA Venezuela
3 '*)
4 '*)
2 '*)
4 '*)
2 '*)
3 '*)
0 - 5
Keep trying
6 - 10
Review!
11 - 15
Well done!
16 - 18
Excellent!
*&*a$
)c&(e
18 '*)
UNIT 1
18
BEFORE LI STENI NG
1. How many types of music do you know? Make a list with your partner.
2. Think about all the familiar words related to music that you know and
write them under these headings.
3. Match these words with the definitions.
a. career to make a record available for people to buy.
b. release to give an incentive to do something.
c. impress job or profession.
d. encourage to be noticed and admired.
4. Read what Kelly says and follow her instruction.
a. Whats your name?
b. How old are you?
c. Where did you study?
d. Have you got a girl/boyfriend?
e. Where do you live?
f. Have you got any brothers or sisters?
g. What are your favorite activities?
5. Listen and check the questions Kelly asked.
6. Listen to the interview and choose the correct alternative.
The reporter is interviewing a:
a. movie star.
b. sports star.
c. music star.
LI STENI NG
Instrument People Types Other
Guitar Singer Rock Band
A new star is
visiting our country for the
first time and Im going to
interview him. Choose the
questions that you think Im
going to ask him:
g
u
e
s
t
g
e
r
b
il
a
u
d
ie
n
c
e
PI CTIONARY
TOP OF THE POPS Lesson 3
Name:
Age:
Type of music:
Musical instrument:
N of pets:
N of brothers/sisters
Favorite sport:
LilChris
CULTURAL ELEMENTS
19
7. Listen to the interview again and complete the fact file.
10.Talk to your partner about your favorite music stars. Use the pattern to
share and compare your opinions and find out if you have the same
tastes.
You: Who is your favorite singer?
Your partner: _____________.
You: What kind of music does he / she play?
Your partner: _____________.
You: Does he / she play a musical instrument?
Your partner: No / Yes. He / She plays _____________.
11.Write an interview with a real music / movie star you like using the
questions in Ex. 4. Provide real information in the answers.
12. Listen and practice. Pay special attention to the pronunciation of
the letter b.
Bill wants a gerbil.
Bill wants to be big.
Bill wants to play in a band and record many albums.
AFTER LI STENI NG
8. Yes or No?
a. He plays hard rock.
b. He has got a girlfriend.
9. Complete the following sentence with LilChriss plans for the future.
He wants to be _____________________________________________________.
UNIT 1
20
13. Complete the dialogue with words from the box.
a. Listen and check.
b. Listen and repeat.
c. Then, role-play it with your partner.
15. How much do you remember about the lesson? Try this crossword! FL
A: ____________ what? LilChris is giving a show on Tuesday!
B: I know. Hes my favourite singer.
A: ____________ go together!
B: ____________? ____________!
14. Grade these music styles from 1 to 5 according to your preferences
(1: you hate it; 5: you love it).
Great Really Guess Let's
REFLECTIONS
How did I use my previous
knowledge to get the main
idea of the text?
How many words did I learn?
folk rock classical reggae reggaeton
You will find more interviews, film reviews, games, quizzes and interesting
information at:
http://news.bbc.co.uk/cbbcnews/default.stm
American English:
Practice (verb, noun)
British English:
Practise (verb)
Practice (noun)
Across
1. LilChris has got five: g ___________.
3. Figure it Out is his first: a ___________.
4. It is the type of music LilChris doesnt
play: h ___________.
6. This lesson is about: m ___________.
8. Lil Chriss profession: s ___________.
Down
2. LilChriss favourite sport: s ___________.
5. This is LilChriss instrument: g ________.
7. This is a classical instrument :
p ___________.
1
3
4
5
8
7
6
2
CULTURAL ELEMENTS
21
2. Answer Kellys question.
3. Match the words in the box with their Spanish equivalents in the list
below.
1. Since the very beginning of history, human beings have tried to
explain certain things or events. Do you know examples of this? Can
you identify these pictures?
a. bebida
b. dbil
c. hojas de rbol o de planta
d. recompensa
e. refugio
f. resistencia
g. viaje
4. Have a quick look at the text and identify all the cognates. Then,
guess what the story is about.
beverage endurance journey leaves
reward shelter weak
BEFORE READI NG
Can you mention
some well-known
Chilean myths or
legends?
tr
ib
e
h
u
n
te
r
fo
r
e
s
t
fa
r
m
PICTIONARY
a
b
o
r
ig
in
e
MYTHS AND LEGENDS
Lesson 4
Tup came to earth
Tup gave Yari
a green plant
Tup told Yari
Yari was a girl
Yari stayed
with her father
and asked
Yari for food
because he
was weak
and offered
Yari a reward
that gave her father
comfort and health
to share the plant
with the tribe
Tup was surprised
that lived
in Paraguay
UNIT 1
22
5. Read the text and check your prediction. Support your ideas.
6. Complete this diagram with the different elements of this text.
7. Find the partner for each tile to form complete sentences. Then write
the sentences in your notebook in the correct order of events.
Topic:
____________________
Message:
________________
Time / Location:
________________
Characters:
________, ________,________
Type of text:
_________________
Did you know that
Chilean mythology is
characterized by a
multitude of beliefs of
the indigenous people
and others of European
origin?
T
he G"aran( $ere !he aborigine !ha! li#ed
in !he Parag"a&an fore! before !he Spanih
people arri#ed. The& $ere nomad and
!he& mo#ed aro"nd !he !erri!or& looking for ne$
land !o farm.
One da&, $hen a !ribe $a abo"! !o mo#e !o a
ne$ loca!ion, one of !he olde! men decided !o
!a& beca"e he fel! !ired and $eak for !he
jo"rne&. Hi da"gh!er Yari !a&ed $i!h him
beca"e he didn)! $an! !o lea#e him alone. Soon
!he& had #er& li!!le !o ea!. A! !ha! momen!, !he
piri! T"p' decended !o ear!h.
Dreed like a nomadic h"n!er, T"p' aked Yari
for food and hel!er for !he nigh!. E%!remel&
genero", Yari offered him hopi!ali!& and !he
la! of her food. Her chari!& "rpried !he piri!
and he ga#e her a re$ard. Yari aked for
ome!hing !o make her fa!her !ronger and
heal!hier.
T"p' "ed hi magic
po$er !o gro$ a green
plan! $i!h $hi!e
flo$er. He !a"gh! Yari
and her fa!her !o
prepare !ea "ing !he
plan!) lea#e. When
Yari) fa!her drank !he
!ea he fel! m"ch
be!!er. T"p' !old
!hem !o hare !he
plan! $i!h !he re! of
!he !ribe. No$, !hi
be#erage bring comfor!,
heal!h and end"rance !o G"aran( people.
Yerba Mate and the Guarani people
READI NG
CULTURAL ELEMENTS
23
9. First only listen. Then listen and repeat the list of words and the
tongue twister. Pay special attention to the pronunciation of the
letters th.
Earth father health them with then
Elizabeths birthday is on the third Thursday of this month.
AFTER READI NG
L A N G UA G E F O C U S The Past Simple tense
1. Read these examples from the text. Pay special attention to the words
in bold.
Tupa came down to earth. / Tupa used his magic.
They moved around the territory. / Tupa gave Yari a reward.
2. What is the difference between used, moved, and came, gave?
3. Remember what you studied in 7th grade and complete this general rule.
We use the Past Simple tense to narrate events that happened in the ____.
To form the _______of regular verbs, we add ____ / ___to the base form
of the verb. There is no rule to form the ________of ________verbs.
8. Complete the following text with the past tense of the verbs in brackets.
The Aauca is a typical flower that grows in the north
of Chile. The legend says that Aauca _________ (be)
a young girl who _________ (live) in a little town. One
day, a Spanish miner _________ (arrive) at the town
and they _________ (meet).
They _________ (fall) in love but the miner _________
(leave) the town and never _________ (come) back.
Aauca _________ (die) and immediately the valley
_________ (be) full of red flowers. The people
_________ (name) the flowers in her memory.
UNIT 1
24
11. In pairs, complete the dialogue between Yari and Tupa.
a. Listen and check.
b. Listen and repeat.
c. Role-play it with your partner.
Tupa: Whats ___________ name?
Yari: My ___________.
Tupa: Why are you alone with your ___________?
Yari: Because he didnt ___________.
12. Continue the dialogue with ideas from the text. Then, act it out
in front of your classmates.
FL
10.Myths and legends are two ways of explaining things. Follow the
path from the words to the definitions and decide: What is the text, a
myth or a legend?
B: An old !or& from !he
pa! !ha! i preen!ed a
par! of hi!or&. One of !he
elemen! i a magic e#en!
!ha! i probabl& no! !r"e.
Their h"man pro!agoni!
generall& in!erac! $i!h
fab"lo" or fan!a!ic
charac!er.
A: A !radi!ional !or&
abo"! "pena!"ral heroe
!ha! e%plain !he origin of
e#en! or !hing in
&mbolic lang"age. The
pro!agoni! are ""all&
god, "perior !o h"man
being.
MY
t
h
l
e
G
en
d
REFLECTI ONS
Did I have problems
to understand the
exercises?
Did I need the teachers
assistance?
YES NO
MINI - TEST
MINI - TEST
LI STENI NG
1. Listen to the text in lesson 3 again and put the information in the order you hear it.
a. _______I want to be as big as possible.
b. _______A new star of pop music is visiting our country.
c. _______I didnt sing before I went to Rock School.
2. Listen again and decide if the statements are true or false.
a. He didnt have singing lessons when he was a boy.
b. His parents encouraged him to sing.
c. He doesnt like animals.
d. He doesnt like sports.
READI NG
3. Read the text in lesson 4 again and choose the correct alternative. What kind of text is it?
a. A piece of news. b. An extract from a book. c. An advertisement.
4. Read the text in lesson 4 again and answer the following questions.
a. Where is the story from? b. Who were the Guarani?
c. What did Tupa make grow? d. What did Yari prepare?
LANGUAGE
5. Fill in the blanks in this dialogue.
A:Who ________________your ________________music star?
B: My _____________________________________________________________________.
A:What ________________of ________________does he / she ________________?
B: He / She _______________________________________________________________.
6. Complete the following paragraph with the Past Simple Tense of the verbs in brackets.
The young music star Rihanna _________(be) born in 1988, in Barbados. She _________(live)
there until 2004, when she _________(go) to New York. In 2005, she _________(record) her first
album and _________(win) many prizes.
In 2006, Rihanna _________(reach) the first place on the Billboard list with her second album.
1 '*
2 '*). , eac
1
2
4 '*)
3 '*)
4 '*)
6 '*)
CULTURAL ELEMENTS
25
0 - 5
Keep trying
6 - 10
Review!
11 - 15
Well done!
16 - 20
Excellent!
*&*a$
)c&(e
20 '*)
UNIT 1
26
R J G H Z
A P D R F H D U P D T L M
U F E S T I V A L S X T MW R
H O C J G L A N G U A G E O I
E O D MU S I C P Z T J H P D
I D B V N X R E L I G I O N F
P C L O T H E S R A O I N U M
R T Z X M U O T E V R O B V I
WM H J U Z I L K Q Y O P
E S T X A
BEFORE LI STENI NG
1. What are the elements of a countrys culture? Try this Culture Word
Search and find seven of those elements.
2. Match the name of these dances with the corresponding picture.
breakdance flamenco samba maypole tango
r
id
in
g
tr
o
u
s
e
r
s
r
id
in
g
b
o
o
ts
flo
w
e
r
e
d
d
r
e
s
s
PI CTIONARY
c
ir
c
le
CHILES NATIONAL
DANCE Lesson 5
a b
c
d
e
CULTURAL ELEMENTS
27
5. Listen to the recording and check if you were right about the
national Chilean dance.
6. Listen again and choose the correct alternative.
a. The dance was declared official in __________________.
i. 1969 ii. 1979 iii. 1959
b. People usually dance it for __________________celebrations.
i. Christmas ii. Easter iii. Independence Day
c. Movements consist of circles and __________________.
i. semicircles ii. triangles iii. rectangles
LI STENI NG
3. Match the words in the box with their Spanish equivalents.
a. espuelas
b. delantal
c. llevar puesto, usar ropa
4. Read what Kelly says and answer her question.
apron spurs wear
I'm preparing a
presentation about the
national Chilean dance. Can
you help me? Which dance is
it? In your notebook, write
what you know about it.
UNIT 1
28
7. Identify the things that are mentioned in the recording.
a
b
c
d
e
f
g
h
i
j
k
l m
n
o
p
q
r
s
American English:
Pants
British English:
Trousers
CULTURAL ELEMENTS
29
8. First only listen and then listen and repeat. Pay special attention
to the vowels.
back beginning bird symbol
The batter with the butter is the batter that is better!
9. Answer Ignacios questions in your group.
10.Make a list of traditional Chilean dances and the region they are from.
11. Listen and repeat these questions.
a. What is the name of the dance?
b. Where is it from?
c. What clothes do people wear?
d. When do people dance it?
12.Talk to your partner to compare the lists you made in exercise 10 and
exchange information. Use the questions in exercise 11 as clues.
13.With the information you collected, write a short paragraph about a
dance you choose.
This dance is called ____________and it is from ____________. People dance
it ____________. They wear/dont wear ____________. The musical
instruments that are used are ____________.
14. Match the text-message expressions in A with their meaning in
B. What does this text-message say? Rewrite it in everyday English.
FL
A: m8 cu 2nite ru l8tr b4r
B: before later mate see you are you tonight
AFTER LI STENI NG
How ru M8? iM in
town 2nite ru going
2 danCe? Call Me b4 7.
Cu l8r.
Call Menu
REFLECTIONS
What difficulties did I have to
understand the text?
What were the key words I
used to get the general ideas?
a. Is it important to
know about the
traditional music and
dances of your country?
b. What other traditional
Chilean dances do you
know?
EPISODE 1:
THE COMPETITION
EPISODE 1:
THE COMPETITION
K
e
l
l
y

H
a
r
d
r
o
c
k
,

s
c
h
o
o
l

r
e
p
o
r
t
e
r
K
e
l
l
y

H
a
r
d
r
o
c
k
,

s
c
h
o
o
l

r
e
p
o
r
t
e
r
LANGUAGE
use the Past Simple tense?
use connectors?
ATTITUDES
reflect and appreciate the
value of traditional
celebrations as part of our
culture?
LISTENING
find specific information in a
text?
identify speakers in a
conversation?
recognize the correct sequence
of events?
READING
identify type and purpose of a
text?
infer meaning of a word from
the context ?
recognize textual elements?
WRITING
complete a paragraph about a
topic?
SPEAKING
talk about traditions and
celebrations?
Revise this unit. Can you
identify the exercises that
helped you to:
SYNTHESIS
SYNTHESIS
TEST YOUR KNOWLEDGE
TEST YOUR KNOWLEDGE
READI NG: NATI ONAL HOLI DAYS
1. Identify the correct alternative to finish the sentence.
The text is ___________________
a. a letter to a friend. b. a piece of news.
c. an advertisement . d. a description.
2. Read the text and find information to support or
contradict these statements.
a. National holidays are the same day in all countries.
b. In the United States, there are many parades and
fireworks on the fourth Thursday in November.
c. Americans usually eat traditional food on
Thanksgiving Day.
d. French people dont have to pay for events on the
14th of July.
e. American, French and Mexican people celebrate
their national holiday with parades.
3. Read the text again and match the words in bold with
a picture.
UNIT 1
32
5 '*)
1 '*
4 '*)
Countries around the world have national holidays. They are, of course,
on different days but the ways people celebrate are sometimes the same.
The United States have three holidays that are the same in the rest of the
world: Easter Sunday, Christmas Day and New Years Day. The national
holiday is on 4th July. There are many parades with bands. People cook
and eat food outside their houses and after that they have a night of
concerts and fireworks.
Americans also have another national holiday, Thanksgiving Day, the
fourth Thursday in November. On this day people usually eat some of the
foods that they served at the first feast: turkey, potatoes, pumpkin, etc.
In France, the national holiday is on 14th July. There are big parades
with soldiers, and airplanes fly in the sky. People dance in the streets and
many events like concerts or operas are free on that day.
Mexican people celebrate their independence on 16th September.
School children march in parades and there are bands and mariachi
music everywhere. People eat traditional food called chiles en nogada on
this day.
a b c d
6. Complete the following sentences with the correct
frequency adverb.
a. In Chile, children ___________dance cueca at
school in September. (90 %)
b. In Brazil, people ___________celebrate Carnival
with water. (100 %)
c. In the USA, children ___________miss Halloween
celebration. ( 0%)
7. Connect the beginning of sentences (a. and b.)
with their endings (c. and d.).
a. People celebrate with parades
b. You can participate in this celebration in winter
c. or in the second version in summer.
d. and traditional music.
ORAL EXPRESSI ON
LANGUAGE
Answer the following questions
and check your progress in this
unit. Tick the box that is
true for you.
SELF-EVALUATION
SELF-EVALUATION
Can I understand instructions?
Do I understand the general
meaning of the texts?
Can I use my previous knowledge to
predict the content of a text?
Can I identify specific information in
a text?
Can I give examples?
Can I use everyday English ?
Did I like to work in a group?
Was the topic interesting?
Did I work more than my partners?
Can I talk and write about
celebrations and traditions?
Can I roleplay a situation with my
partner?
Do I understand the teacher?
Do I understand the oral texts?
Do I recognize different people
speaking?
Can I recognize the sequence of a
text?
LI STENI NG A DRUMMI NG STAR
4. Drumming wonder Mark Lung, 12, is starting a
Chilean tour with the Philharmonic Orchestra this
week. Listen to the interview and identify the
following information.
a. N of hours that he plays every day: ___________
b. Person he admires: ___________
c. Favorite composer: ___________
d. Favorite place: ___________
e. Future dream: ___________
5. Read these sentences and listen to the recording.
Identify the incorrect information in some of them.
a. Its the first time Mark visits the country.
b. His father is a composer and a pianist.
c. He would like to play the drums on the moon.
CULTURAL ELEMENTS
33
5 '*)
3 '*)
2 '*)
0 - 6
Keep trying
7- 13
Review!
14 - 21
Well done!
22 - 26
Excellent!
*&*a$
)c&(e
26 '*)
3 '*)
$! )*e%! %g
$a%g+age
)'ea#!%g / ,(! *!%g
'(&"ec* / g(&+' ,&(#
(ead!%g
8. Choose a topic and tell your partner three bits of
information about it.
a. Independence Day in Chile
b. Favorite kind of music / singer
c. Traditional dances in Chile
3 '*)
Help! Great! Not too bad