Dear Teachers,
GETTING TO KNOW YOUR BOOK:
Welcome to Crossing Bridges 1 and, for the first time, we have the
great opportunity of creating our own text books in the Institute. This
first edition is to complete the trialling and is still in the making
therefore it needs your feedback to improve. Crossing Bridges 1 has
many contents due to the fact that the profile of the students in the
different ICBC branches changes and we need to consider ‘convenios’
also, consequently each teacher will need to choose accordingly. As a
guide, keep to the Can Do statements at the beginning of each lesson
and at the end of the unit, they belong to the -A1 to A1 (units 1-3,
course 1) and A1 to +A1 (units 4-6, course 2) levels of the CEFR.
Please tell us when you find typos and errors but, most important
of all, tell us which activities work well, which could be improved
on, what topics are motivating for your students, etc. and send in
your proposals so that we are able to modify and adapt whatever is
necessary. This goes for all the components, Student’s & Teacher’s
book, audios, links, etc. We will send you a survey with some questions
once you’ve had a chance to use the book and we are asking you to
please respond, it’s the best way we have for making corrections and
improving the book.
We have considered a dynamic and personalised approach to language
learning in which learners are placed at the centre of the learning process
through a course that balances equal opportunities for learning through
listening, reading, writing and speaking to facilitate the development
of linguistic and communicative skills at the students’ level.
We really appreciate your collaboration and would love to have your
feedback and suggestions, please write to:
crossingbridges@britanico.cl
Hoping to hear from you soon,
Crossing Bridges 1 Team
1. KEY METHODOLOGICAL PRINCIPLES:
In order to use the book in an effective way, you should consider the
following principles:
a. The learner must be placed at the centre of the language learning
process by means of:
Personalising tasks in order to make the target language meaningful
to the individual learners in order to generate a strong sense of
achievement.
Promoting spontaneous participation and spoken interaction in a wide
range of patterns in order to generate a strong sense of achievement.
b. Balance tasks to provide learners with opportunities to process
language through listening, reading, writing and speaking activities
with clear and measurable outcome by means of:
Providing learners with frequent opportunities to activate the target
language in a meaningful way to make it more memorable.
Generating regular opportunities for controlled practice with systematic
opportunities to personalise language.
Generating frequent opportunities for the development of productive
skills in meaningful contexts by integrating them with carefully-staged
tasks aimed at developing receptive skills, considering the students´
level.
c. A systematic and comprehensive approach to developing speaking
skills by
Focusing on the use of functional and situational language.
Developing speaking strategies to help learners communicate at their
real level.
Promoting student-student interaction by means of a clear focus on the
generation of follow-up questions to promote interaction.
2.
We have included:
Photographs in the student´s book: you can use them as warmers,
autonomous work while you are doing administrative work at the
beginning of the lesson (make sure you give the right instructions), as
follow-up activities, as additional practice for fast finishers, as review
from last class, to check prior knowledge, or just as an additional
activity when you have some extra time.
Culture notes: This section adds background information related to the
title, subtitle or topic of the page with links to extra information you
can use as an ice breaker or just something to mention to add interest
to the topic of the lesson.
Links: the links are suggestions to add information to use as extra
practice, follow-up activities, as an alternative when you have a fast
class, or to spice up your lesson. There are songs which we can’t record
due to copyright issues but you can find on Youtube, some have the
lyrics, others you will have to search on https://www.lyrics.com/ or any
other preferred website, especially if you want to download an activity
sheet.
Subtitles on each page in the student´s book: these subtitles are meant
to be used as a warmer, follow-up activity and mainly for students to
understand the context of the topic. There are commonly used idioms,
expressions, names of songs, etc. Check if there are students who
already know what they mean.
Cognates: There are many cognates in this first book which you should
point out to your students to help them in their learning process.
Careful with false cognates!
Boxes: Use the boxes as suggested and the tips described in the
following section (3).
Objectives of units and Can Dos in the student´s book: You should
explain these to students explicitly, making sure they understand what
they are expected to learn.
Communication: This section provides guided practice in which you
carry out the activities as a class, or as pair or individual work to check
student’s general achievement in productive skills. If you consider it
important, you can assign a score or percentage to activities and ask
them to check their results.
Consolidation: This section is meant for students to answer individually
or in pairs. It considers most skills in an integrated way.
Grammar and vocabulary worksheets: This section adds additional or
guided practice. Students can work in pairs, individually and/or as a
class. Ideally, final doubts about vocab and grammar should come up
at this stage.
Test Yourself: This is the final stage of each unit and as such, it should
be developed by the student individually. This is THE opportunity the
student will have to show his/her learning in the unit he/she studied.
Guide him/her to complete this part as efficiently as possible. Read
the check list with the students and compare with the initial can
do statements from the beginning of each lesson in the final box of
Check Unit... Ask students to write an example and check they have
understood.
Centre pages (page 51-55): These pages are there for extra practice,
for fast finishers, for consolidation or as a revision. You can use them
as closure for the first course or a revision for the following course.
Students can think about different learning strategies and consolidate
their general learning. These pages are based on the Cambridge English
exams format, in this case a pre-Key English Test approach for students
wishing to sit for the exam as a final outcome at the end of book 2 (ICBC
level 4).
 3. GENERAL TIPS TO MAKE THE MOST OF THE BOOK
Picture 1. Use text images resourcefully by means of getting learners to describe them focusing on the description of the place
description or the setting, the people and what they are doing.
Useful questions:
• Is this a city in Chile?
• How many people can you see?
• What are they doing?
2. If needed encourage learners to refer to non-factual information for the sake of language practice.
Useful questions:
• Is it winter or summer?
• Are they friends?
• What are they talking about?
This will allow you to check what learners know about a topic, pre-teach vocabulary or check that learners understand
the use and meaning of new language.
Listening tasks 1. Engage learners with the topic through listening or speaking tasks to fully integrate skills and to activate prior knowledge.
2. Ask a general question for learners to get a general understanding of the context. Then ask more related questions to
get more details. Predicting is an important skill to develop.
3. Present post-listening tasks that aim at asking for reaction to content or to analyse linguistic content.
Speaking tasks 1. Organise and change interaction patterns according to the aims of different kinds of activities. Consider this in order to
vary the pace of the lesson, maximize learning and participation on task.
2. Promote interaction (either T-S or SS) to develop learners’ ability in that language.
3. Questioning is crucial to the way teachers manage the class, engage students with content, encourage participation and
increase understanding.
Ask questions and encourage learners to ask questions in the different stages of the lesson:
• Use questions during the lead-in to a lesson to brainstorm a topic, generate interest and present or activate topic-
related vocabulary.
• Use questions in the presentation stage to elicit learners’ prior knowledge, and guide them into recognising language
patterns.
• Use concept-checking questions (CCQs) to check meaning and understanding of key concepts and Instruction checking
questions (ICQs).
• Ask follow-up questions to personalise language use and encourage learners to ask them as well.
Reading tasks 1. Engage learners with the topic through reading or speaking tasks to fully integrate skills and to activate prior knowledge.
Use skimming and scanning techniques.
2. Warming learners up by means of engaging their interest in the topic of the text and pre-teaching vocabulary if necessary.
3. Analyse titles and visual information and encourage learners to make predictions about text content.
4. Present post-reading tasks that aim at asking for reaction to content or to analyse linguistic content.
Writing tasks 1. Engage learners with the topic through reading, listening or speaking tasks to fully integrate skills.
2. Make sure there is a purpose for the writing task and provide a model for the students to follow.
3. Provide learners with feedback on their written work so that they feel confident when they produce their final versions.
4. Encourage learners to self-correct and get peer feedback.

Focus on 1. Get learners to infer the patterns of linguistic rules by means of guided discovery.
grammar 2. Check learners´ understanding of use and meaning of the target forms.
3. Provide learners with opportunities for communicative spoken practice and additional opportunities to personalise
language.
Pronunciation Provide highly controlled pronunciation practice and provide students with corrective feedback in a systematic way. We
have included some pronunciation listening activities although this kind of drilling should be part of any class when you
detect it is necessary.
Functional 1. Engage learners with the situational or functional context through listening or speaking tasks to activate prior knowledge.
language 2. Get learners to role-play making sure this is manageable within their level.
3. Provide learners with extra support by means of having the language on the board.
4. Promote the fun and motivating aspect of role-play activities and present them as a chance for learners to express
themselves in a more forthright way. If possible use additional elements to make practice meaningful and language use
more memorable.
 Tips for Discuss these “boxes” with the students and ask them to express how they learn better. At this level they can do this in
learning L1.

Did you know? Use this as a way of activating your students’ motivation. Encourage them to share other similar situations as well.

Cultural notes These notes are only in the Teacher´s book for you to use as reference.
1. Engage learners with additional cultural information through spontaneous discussion to activate prior knowledge and
to generate interest.
2. Ask relevant follow-up questions.
3. Encourage them to research the different topics on their phones or tablets, guide them to the right pages so that they
can begin to understand how to search in English.
Language At the back of the book you will find a copy of what is in the Student’s book, guide your students to use it as a reference.
Focus Grammar: this section has a more detailed grammar explanation with common exceptions you may need to share with
your students.
Vocabulary: here you will find some extra vocabulary which you may need to use according to what your students want
to express. It’s presented by topics.
Language in Context: There is a list of expressions which you can use as a review.
Irregular verb list: There is a list of many verbs which students can use as a reference and to check.

4. GENERAL CHARACTERISTICS TO CONSIDER WHEN TEACHING 5. E Campus SUPPORT

ADULT BEGINNERS The series of Crossing Bridges text books has an online component as
a. Keep instructions clear and simple: make instructions crystal extra support, prepared especially for each book. Encourage students
clear by using as few words as necessary and by gesturing whenever to work on the platform to consolidate their learning process. Remind
possible, and break down series of instructions into smaller units. them that a daily contact with the language will definitely help them
b. Let them listen first: do not pressure students into speaking before to advance and become more fluent (even half an hour). Check the
they’ve had plenty of opportunities to listen to you using the language following page to guide them so that they can have access.
and they have had a chance to practise it among themselves..
c. Drill, repeat, drill, repeat, drill…: Beginners need lots of repetition
and drilling, especially as they get to grips with the sounds of this
new language. Most will need to take notes and/or write. Remember
to make drilling fun! Use drilling with movements, different voices,
different members of your class, etc.
d. Establish classroom language early on: Classroom language – Can
you speak more slowly? What do we have to do? I don’t understand.
What does… mean? How do you say… in English? – is usually
associated with teaching children, but it really helps with adult
beginners as well.
e. Avoid metalanguage: Don’t tell them how to say something: show
them. Give as much context as you can (visual prompts work well).
Never ask “Do you understand?”
f. Prepare well, prepare a lot, keep them talking: bear in mind that,
that unlike higher levels, you can’t rely on conversations developing.
Students don’t yet have the linguistic resources to engage in anything
other than simple exchanges.
g. Don’t overcorrect and allow for mistakes to become a great chance
for learning: remember that the aim is for them to communicate and
get the message through. They need to be understood and accuracy
is desired but fluency is basic for students to begin to feel confident
in this new learning path they have chosen.
 E Campus
Este sitio ofrece práctica intensiva en línea de las principales áreas
del idioma inglés serás redireccionado y una conexión internet. Esta
herramienta es ofrecida exclusivamente por el Instituto Chileno Británico
de Cultura de Santiago a sus alumnos en cursos.
Entre las actividades que puedes desarrollar en apoyo de tu aprendizaje
se encuentran: comprensión auditiva, pronunciación, gramática inglesa,
vocabulario, juegos de lenguaje y navegación guiada de sitios web para
la comprensión lectora. Todas estas actividades cuentan con un sistema
de autocorrección para que tu puedas realizarlas con total autonomía,
respetando tus tiempos y tus estilos de aprendizaje.
6. Unit 1 WELCOME
Page Lesson Topic Grammar & Vocabulary
7 1. You Say Hello, I Say Goodbye! Greetings. Verb to be
Pleased to meet you...
8 This is me … Personal Information. Numbers 0 - 9 / jobs/family
9 Where are we from? Origins. Pronunciation: ABC -Nationalities
10 2. The Apple Of My Eye. Physical appearance. Verb have/has got.
What do they look like? Look like for appearance. Describing appearance
11 What are we like? Personality. Like as for descriptions
Adjectives to describe personality
12 Go getter or couch potato Describing personality. Modal verb can.
Personality & physical adjectives
13 3. It’s A Small World. Places in a city or town. Describing areas, buildings and places
Here and there
14 Roaming around Touristic information. Can for requests. Requesting tourist information
15 What is your neighbourhood like? Describing neighbourhoods. Nouns & adjectives for city places. Functional language
16 Communication People and places. Developing speaking
17-9 Consolidation and worksheets Several Contents from unit 1
20 Test yourself Reflection Checking learning progress
21. Unit 2 WHO WE ARE
Page Lesson Topic Grammar & Vocabulary
24 4. The Way We Are Chilean characteristics, stereotypes. Expression: spend time.
Fact or fiction? Verbs: present simple affirmative
25 Good day sunshine Everyday habits. Verbs: present simple negatives. Connectors: and/or/but
26 Santiago, Santiago Life in Santiago. Questions: present simple
27 5. Culture Shock Cultural differences in habits. Present simple: 3rd person singular.
Is this true?
28 All in a day’s work City habits. Prepositions in/on/at. Contrasting questions
with do-does/verb to be. Wh/ question words
29 What’s the time? The time here and in the world. Pronunciation: Numbers 11 - 100 Telling the time
30 6. Day Tripper Week tour. Days of the week. Places to visit
Here we go...
31 Come on, fire questions... Holiday/ work habits and actions. Pronunciation: intonation of questions
32 Interviewing Mrs. Miller… Everyday life. Recycling previous structures and vocabulary
33 Communication Talking about everyday activities. Developing speaking
34-6 Consolidation and worksheets Several Contents from Units 1 - 2
37 Test yourself Reflection Checking learning progress
36. Unit 3 ON THE GO
Page Lesson Topic Grammar & Vocabulary
41 7. On Your Toes! Alternative activities. Questions with can/do
Keep going! Verb collocations
42 Keeping busy Unusual habits & lifestyles. Present simple tense
43 On your rounds Free time activities. Typical and unusual daily life activities
Functional language: expressions
44 8. Up In The Clouds Social networks. Specific vocabulary for social networks. Percentages
Twittering
45 What’s up? Participation in social networks. Survey questions. Comparing habits with others
46 Keeping in touch Chile and the rest of the world Wh/questions - present simple tense
in the digital era.
2
 Page Lesson Topic Grammar & Vocabulary
47 9. Here’s To Us Food from UK and Chile. Present simple vs. present continuous. Traditional dishes
Cheers!
48 Is this so? Chilean identity myths. Typical Chilean expressions and beliefs
49 What’s going on? Entertainment Contrasting present simple and continuous
50 Communication People, places and activities. Developing speaking
51-3 Consolidation and worksheets Several Contents from Units 1 - 3
54 Test yourself Reflection Checking learning progress

Page Lesson Topic Grammar & Vocabulary

57 Focus on Learning Learning strategies and the process General information
to remember.
58-9 Focus on Speaking Asking and answering personal and Speaking skills
general questions.
Finding out information.
60 Focus on Listening Listening strategies for Listening skills
understanding and finding specific
information.
61 Focus on Reading Reading strategies to understand a Reading skills
written text and extract specific
information.
62 Focus on Writing Note taking, writing a short and a Writing skills
long e-mail.
57. Unit 4 AT LEISURE
Page Lesson Topic Grammar & Vocabulary
64 10. At My Leisure Gender gap. Working time Adverbs of frequency
Which better half? vs. free time activities. Comparing work and leisure activities
65 Always, sometimes, never Typical leisure activities. Questions: How often..?
66 Time flies Frequency of daily activities. Other expressions of frequency
67 11. The Ball Is In Your Court … Healthy and unhealthy habits. Like/love + …ing
Healthy living Healthy lifestyle and advice
68 Take sides Different sports and their popularity. Do/play/go with sports. Stress and healthy proposals.
69 Music to my ears Different music genres. Articles: a/an/the or no article
70 12. Life Is Short… Gap Year: travelling. Reading for specific information
A year abroad Description of different countries
71 Pros and cons Visiting France, Italy and Spain. Possessive adjectives. Planning activities for a short tour.
72 Spending time… Comparing free time activities Verb + noun collocations.
and working hours. Completing a survey and making a summary
73 Communication Interviewing people. Developing speaking
74-6 Consolidation and worksheets Several Contents from Units 1 - 4
77 Test yourself Reflection Checking learning progress
72. Unit 5 FINDING MY NORTH
Page Lesson Topic Grammar & Vocabulary
81 13. Here, There And Everywhere Different cities and places in Chile. There is/ there are
Heading north Nouns and adjectives for describing places
82 Going south? The main Chilean cities: Adjectives for describing cities and the weather
Concepción and Santiago.
83 Oh Chile! Long petal, made of sand General characteristics of Colours
and rain! a region and places to visit. Geographical vocabulary for places
3
 Page Lesson Topic Grammar & Vocabulary
84 14. Travelling Around Places in the east and west of Chile. Chilean wine production
Oh Chile! Made of water, wine Climate and conditions for production
and snow! Asking questions related to places
85 East or west, home is best Describing places close to water Functional language to agree/disagree
(sea or lake). Activities and weather conditions
86 Come rain or shine Travelling for a relaxed weekend Words & phrases for describing places
or a business trip. Objects to pack for a weekend
87 15. Around The World … Recognising cities and countries Describing words for cities and interesting places to visit
City life from around the world.
88 Travel broadens the mind Asking questions about cities This/that - these/those
and describing them. Adjectives for places
89 As right as rain Comparing seasons and climate Seasons and months of the year
of different places.
90 Communication Describing different places. Developing speaking
and asking for information.
91-3 Consolidation and worksheets Several Contents from Units 1 - 5
94 Test yourself Reflection Checking learning progress
87. Unit 6 IT’S A QUESTION OF TIME
Page Lesson Topic Grammar & Vocabulary
98 16. Beyond Questions Profiles. Questions and answers in an interview
Ask me another
99 Then and now A celebration. Past simple of the verb to be
100 Finding your way Asking for directions. Functional language to ask for directions. Cardinal numbers
101 17. Crossing Cultures Chilean cultural facts. Listening for facts about Chile and short biographies
Culture quiz of famous writers
102 Following up The foundation of Santiago. Reviewing questions and answers
103 Where were they? Studying English in Brighton. Verbs in the past tense: affirmative, negative and questions
104 18. What Happened? A holiday on the coast. Comparing current events with events from last year
Holiday time
105 Yesterday What was life like in the past? Irregular verbs in the past
106 FAQs - Frequently Asked QuestionS Finding out about different topics Main question and follow-up questions. Present and past tense
from the past or present.
107 Communication A game: practise asking questions. Developing speaking
108-10 Consolidation and worksheets Several Contents from Units 1 - 6
111 Test yourself Reflection Checking learning progress

114 Unit 1 Topics: greetings - giving and asking for personal Grammar: verbs be/have got/can
information brief descriptions Vocabulary: personal information - appearance and character
115 Unit 2 Topics: telling the time - saying when we do things - giving Grammar: present simple tense
personal information Vocabulary: numbers - time expressions - daily routines
116 Unit 3 Topics: talking about in-progress situations - different Grammar: present continuous vs. present simple - spelling patterns
lifestyles Vocabulary: social media
117-16 Unit 4 Topics: asking and responding to personal questions Grammar: frequency adverbs and expressions - verb + ing - articles
Vocabulary: free time activities
119 Unit 5 Topics: expressing opinions - giving reasons Grammar: there is/are - pronouns this/these/that/those
Vocabulary: weather/seasons - ordinal numbers - prepositions
120 Unit 6 Topics: personal information from the past Grammar: past simple tense - Vocabulary: time expressions - directions
121 Verb list Reference: irregular verbs in the past
122-24 Unit 1 - 3 Tapescripts listening activities from the units listening activities from units
125-27 Unit 1 - 6 Tapescripts listening activities from the units listening activities from units
4
 1. Ask for expectations, experience with the language, etc.
Unit contents Unit 1 - WELCOME (page 6)
2. Explain how we usually learn and why so many activities are pair
Grammar Verb to be - have/has got
work or with the rest of the class. The importance of having to repeat
Vocabulary Personal information. Numbers 0/9. to remember.
ABC. City places.
3. Explain that this book has been written here in Chile and all feedback
Adjectives for appearance and character.
is welcome to improve its presentation so that they can learn better.
Communication Talking about technology and communication. 4. Look at the contents of the book. Make friends with the book: units,
skills Describing ways of communication and lessons - grammar and vocabulary sheets, symbols, instructions, etc.
technology.
Giving opinions.
Asking and answering questions on factual and
personal information.

At the end of this unit, students will be able to:

• understand greetings and simple personal information.
• use greetings and simple personal information to meet people.
• recognise simple descriptions of people.
• recognise simple descriptions of places and areas in town.
Read the OBJECTIVES to students and ask them if they recognise some
of the words.
Share the objectives with students so that they understand the meaning
and significance. Explain by using simple language so that everyone can
understand. Explain that they will be checking this at the end of the
Unit and show them.
ON YOUR WAY: Ask the students to look at the pictures and say what
the pictures have in common. They can brainstorm ideas in Spanish if
necessary.
STARTER: Ask students to circle the greetings they know and also the
ones that look familiar to them.
Read the greetings aloud to students so that they can hear the
pronunciation.
OPTIONAL FOLLOW-UP: Invite the students to read greetings aloud.
Don’t worry much about correcting pronunciation at this stage.
SPEAKING: To build confidence, ask students to work in pairs and share
their answers before you ask them to share with the rest of the class.
Ask students if they know the translation of the greetings in the list. Ask
them to share their answers with the class.

OPTIONAL FOLLOW-UP: ask the students to reproduce some of the

greetings in the pictures using the expressions in the list. They can
exchange partners.
MODEL an example for them first. CULTURE NOTES:
Picture 1: (guys in the gym) Greetings around the world.
Hey, What’s up? Hi there/ not too bad! https://www.youtube.com/watch?v=3tlNJibk234

SKILLS NOTES:
When checking, call on individual students to give their answer, then
ask the rest of the class if they agree, rather than allowing several
students to call out their answers at once.

6 Unit 1
Unit 1 - Lesson 1: You Say Hello, I Say Goodbye! (page 7)
Make reference to the song… Ask if anybody knows it….
https://www.youtube.com/watch?v=2Yq3JuKY2kQ
In this lesson students will be able to:
• understand simple sentences about greetings and personal
information.
• reproduce phrases and expressions about personal information.
• respond to personal questions about my origin, age and family.
Share the can do statements of the lesson with students. Keep language
simple.
CULTURE NOTES:
Strange greetings:
Sticking out your tongue in Tibet. To prove you are not the reborn
black–tongued king of Tibet.
Bedouin men rub their noses with each other as a respectful greeting.
ON YOUR WAY: Read the greeting PLEASED TO MEET YOU and ask
students to brainstorm ideas of its context.
STARTER: 1a. & 1b. Ask them to work in pairs and look at the pictures
and tick the expressions they think people in the pictures are using.
1b. Possible answers:
P1 (formal): Hello/ How are you?/ I’m fine!/ Good Morning!/ Nice to
meet you.
P2 (informal): Bye now/ See you later.
P3 (informal): How are you doing?/Not too bad/ bye now/ See you later.
1c. Encourage them to work in pairs to organise the lists in greetings
and goodbyes.
1c. Suggested answers:
Greetings: Hello/ Good morning/What’s new?/Good afternoon.
Goodbyes: Bye now/ See you later.
VOCABULARY: 2. Tell students you will read the greetings and goodbyes
aloud so that they learn pronunciation and intonation. You can read the
expressions 2 or 3 times.
Students can repeat after you.
SPEAKING: Give them 2 or 3 minutes to practise and then ask them to
walk around the classroom to exchange greetings with you and/or their
classmates.
GRAMMAR:
Ask students to look at the grammar box and practise reading the
pronouns with verb to BE and then the sentences. They can take turns.
Additionally, they can make a new sentence with their own information.
PRE-READING: 3a. Ask students to look at the pictures first and tell you
what people are doing. It could be in Spanish. Then they should guess
and match.
Answers: 1- kiss / 2-handshake/ 3- hug/ 4- bow.
READING: 3b. Read the text about greetings. Encourage them to follow
the reading in silence trying to guess meaning from context, especially
the expressions in bold.
Answers:
It’s Ok to be informal in situations with friends and family.
It’s OK to be formal in situations with people we don’t know and
business.
WRITING: 3c. Ask them to do the activity individually and then compare
answers with their partner. Take 2 or 3 min.
Check with the class.
Answers: Formal: Good morning/ Good afternoon/ Good evening/How
are you?/I’m very well, thank you!/Nice to meet you./ Nice to meet you
too./ How do you do?
Informal: Hello/ Long time not see./ What’s going on?/ Hi/ Nice to see
you again./ Howdy/What’s new?/I’m fine./ How are you doing?/ Hey,
What’s up?/ What about you?/ Not too bad!/ Hi there./ See you later./
Bye now.
Unit 1 - Lesson 1 7
 READING: 4. Ask them to complete their part individually and then, in Unit 1 - Lesson 1: This is me... (page 8)
pairs, to exchange information with their partner. Go round monitoring ON YOUR WAY: Start by modelling activity 4 with your own information.
that they understand. Use the board and/or the projector to show them.
PRE-LISTENING: 5a. & b. Before listening, ask students to read the
information first. Clarify key words and phrases. STARTER: Ask them to look at the box with Functional Language as a
LISTENING: They will listen to the recording once and tick (√). See guideline. Answer their queries.
complete typescript at the back of the book.
They listen again and check and compare their answers with their VOCABULARY: Ask them if they can say the numbers they see. If
partner. Check with the class. they can, ask them about their address and phone number. They can
Answers: exchange info with their partners and class.
1: What’s your name? / How old are you?/ My phone number is
97776584
2: My name is Nicole. / I like reading.
3: What do you do? / I am a teacher. / Where do you work?
4: Are you married? / Yes, I am.
FUNCTIONAL LANGUAGE: Read the chart aloud with a partner. Take
turns.
POST-LISTENING: Check students’ understanding on personal
information. Go around asking different questions from the Functional
Language box.
OPTIONAL FOLLOW-UP:
Ask your students to rap or just sing their personal information. They
may include:
- My name is...
- I’m ... + age
- I’m ... + marital status
- I work at…
- I live in + comuna
Ask them to share with the class. Model with your information.
OPTIONAL FOLLOW-UP:
Give them a situation - use the picture - and ask them to introduce
themselves. They can use the information from the Functional
Language box.

Fast finishers: Reproduce the dialogues from the listening (adapting or

however they remember them).

SKILLS NOTES: To practise asking and giving basic personal information.

https://www.youtube.com/watch?v=cpRA8rjtass

CULTURE NOTES:
Remind them that each country/culture have different ways of asking
for information. Before they visit a country they need to find out their
habits so that they don´t ask any rude questions and offend people.

Why is eye contact important?

Eye contact can make people more resistant to persuasion.
Eye contact makes your words more memorable.
Eye contact and movement helps people notice and remember you.
Eye contact makes people more honest.
Eye contact creates and deepens attraction.
Eye contact can even make you fall in love.

8 Unit 1 - Lesson 1
Unit 1 - Lesson 1: Where are we from? (page 9)
ON YOUR WAY: Start by asking them about the map, what places they
know and which ones they would like to visit. Model with your own
information. Read out the names of the countries in English.
Students should feel confident to speak even though they don’t have
many resources.
STARTER: 6a. Ask them to individually circle the options for immigrants
in Chile according to their experience. Then ask them to compare their
answers with their partner and add others.
CULTURE NOTES:
Person with most nationalities in the world.
This “octa-citizen” has passports from Canada, UK, Ireland, Belize,
Grenada, Dominica, St. Kitts, and Cape Verde. He is a lawyer and his
name is David Lesperance.
Answers: check 9a. But don´t give the answers yet.
6b. Encourage them to look at the map again and choose two more
countries where immigrants in Chile come from. Check with the class
and they can circle more options too.
SPEAKING: 7. Encourage students to give their opinion on immigrants
in Chile. They tick the emojis according to their own experience. Give
them the meaning of emojis on the board and an example of the
phrase they could use to give their opinion.
Example: I think people are happy with immigrants in Chile.
Ask them to compare their answers with their partner/class.
SPEAKING: 8. Ask students to work in pairs to answer these questions.
Clarify vocabulary doubts.
Check by asking them and writing the questions and answers on the
board. Use simple vocabulary & forms.
READING: 9a. Ask them to read the facts to check their answers. Were
they right?
9b. Ask them to stand and walk around the classroom asking these
questions.
MODEL the questions and possible answers.
Write information on the board.
Are you from Chile? Yes, I am. / No, I am not. I am from Haiti.
Are you an immigrant? Yes, I am. /No, I am not.
LISTENING: 10a. & b. Tell them they are going to listen to a conversation
and decide if the information in the table is true or false. Ask them to
compare their answers with their partner before listening to check.
Answers: True/False/False/True
Extra &/or fast finishers
Use the listening activity to create another dialogue & role play it.
GRAMMAR:
Check students’ understanding about origin. Explain the difference
between origin and address. Give your own information about origin
and address.
Practise by asking a few students about their origins and address.
PRONUNCIATION:
1. Tell students that it is OK not to understand much the first time. They
can compare their answers with their partner before listening again.
2. You can read the letters aloud to them so that they can find the
rhyming word.
Answers: A-way/B- be/O-hope/I-nice/Q-you
3. Start by giving them an example. You can give them the first answer
and then they continue with the rest.
Ask them to compare answers with their partner. Listen again and
check.
3. Answers: A,H / B,C,D,E,G,P,T,V / F,L,M,N,S,X / I,Y/ J,K / O / Q,U,W / R
/Z
4. Spell your name on the board to encourage students to do the same.
Call them out to spell either their names or address.
Unit 1 - Lesson 1 9
 ON YOUR WAY: read the expression THE APPLE OF MY EYE and ask
Unit contents Unit 1 - Lesson 2: The Apple Of My Eye (page 10)
students to brainstorm ideas of its context. Explain how/when it´s
used. Similar in Spanish? Check the Culture Note. Grammar Have/has got
In this lesson students will be able to:
• understand expressions about appearance and personality. Vocabulary Appearance
• paraphrase phrases and expressions about appearance and
personality. Communication Identifying key information.
Share the can do statements of the lesson with students. Keep language skills Discriminating information related to
simple. appearance and personality.
STARTER: 11a. Explain what the expression What do they look like? Describing people.
means. Talking what people are like.
Ask students to look at the pictures and guess who are brothers or
sisters. Compare with their partner then share with the class.
Answers: Julia-Eric/Brad-Doug/Scarlett-Hunter/Cecilia-Diana/Miley-
Noah/ Sofía- Sandra.
SPEAKING: 11b. Encourage them to give more names of famous
brothers and sisters in Chile. Write names on the board.
OPTIONAL FOLLOW-UP: Ask them which pair they like the best. Why?
VOCABULARY: 12a.& b. First ask students to make their guesses and
match. They can work in pairs.
Then ask them to look at the Vocabulary box and see how each
feature can be described so that they can check their answers. Check
options on the board. A word of warning: they don´t need to learn all
this vocabulary. They can practise with most frequent ones. The other
vocabulary is there for the more advanced students or the students
who need a word to describe.
LISTENING: 13a.& b. First make sure everyone understands the
meaning of the words given. Then ask them to listen and tick (√). Check
with their partner and class.
Answers: thin/short/tall
OPTIONAL FOLLOW-UP: you can project the picture of brothers and
Vocabulary box to describe some of them.
GRAMMAR: refer students briefly and simply to the use of have/has
got. Show them the examples and ask them to complete the sentences
given with their own information.
LISTENING: 13c. First clarify meaning of words and then ask students to
read the text and guess what is missing.
Then, ask them to listen and complete with what they hear. You can
play the recording twice for them to complete.
Before checking, ask them to compare their answers with their partner.
Call out students names to check.
Answers: A. thin/brown/straight - B. tall/hair/black - C. medium/has
got/ muscular
See complete typescript at the back of the book.

CULTURE NOTES:
The Apple Of My Eye: means someone who is precious, someone
cherished. Our daughters or sons we call the apple of our eye; our
grandchildren; our significant other, our soul mate, as it were.
LOOK LIKE: related to physical appearance (people and objects). to
seem.
SKILLS NOTES:
First steps for reading comprehension as a skill for life are:
Obtain relevant information from a short text on a familiar topic.
Recognise symbols in a text.
Recognise words in a text.
Recognise digits correctly.

10 Unit 1 - Lesson 2
Unit 1 - Lesson 2: What are we Like? (page 11)
ON YOUR WAY: Explain to the students what the expression WHAT ARE
WE LIKE? means.
Clarify meaning of objects in the pictures before you ask them to
continue.
STARTER: 14. Ask students to look at the pictures and circle the objects
that best describe them. Project your own as a model. They share their
choices with their partner.
OPTIONAL FOLLOW-UP: To check with the class, you can project the
pictures and ask students to stand up and circle one of their choices.
CULTURE NOTES:
WHAT ARE WE LIKE?: It´s an idiom and refers to general characteristics
of persons or objects, not physical appearance.
Emojis
There currently are over 800 different emojis and these are sent over
6 billion times a day through Facebook. According to Google, over 90
percent of the world’s population uses emojis and the most popular
emoji employed on both Facebook and Twitter is the ‘laugh cry’ face.
Isabel Allende’s Best sellers:
The House of Spirits - Eva Luna - Ines of my Soul - Island Beneath the
Sea - Paula
VOCABULARY: 15a. Clarify meaning of personality words.
Remind them about the objects they circled and ask them to circle the
3 adjectives that best describe their personality. Do the objects they
chose match with the words they circled?
SPEAKING: 15b. Ask them to share their answers with their partner and
ask and answer the question: What are you like?
Model an example with variations.
What are you like?
I’m spontaneous and talkative.
I’m funny but moody sometimes.
PRE-READING: 16a. Ask them about Isabel Allende and her work as a
novelist. Ask them to give you adjectives from activity 15a to describe
her.
READING: Ask them to read the text in pairs and underline the
personality adjectives they find.
Answers: .
successful/inspiring/charismatic/fun/extrovert/optimistic/
romantic/dramatic/affectionate//intelligent/self-disciplined.
16 b. & c. Ask them to read the text again and answer T/F.
Then share answers with their partner and class.
Answers: A. T/B.F/C.T/D.T
VOCABULARY: 16d. First verify all of them know the meaning of emojis.
Check the Culture Notes.
Then, ask them to write personality adjectives about Isabel Allende
below each emoji as corresponds.
They can check their answers with the class. You can call them to the
board.
Suggested answers:
Column 1: fun/ extrovert/ charismatic/ optimistic/
Column 2: romantic/ affectionate/inspiring/
Column 3: dramatic
WRITING: 16e: Start by writing a sentence about you. Ask them to use
the words in the text and the ones in 15a. to write about themselves.
OPTIONAL FOLLOW-UP:
Ask students to draw an emoji that defines their personality.
They should present the emoji and say 2 personality traits about
themselves.
OPTIONAL FOLLOW-UP:
https://www.youtube.com/watch?v=pCrV2LpTfJ8
You need to stop the video and ask students questions.
Tell them that it’s not important to understand every word but the
general idea. KEEP IT SIMPLE.
Check understanding by checking some expressions with the class.
Unit 1 - Lesson 2 11
 STARTER: 17a. In pairs ask them to look at the pictures again and match
them with the expressions in the bubbles.
Check individually with the class.
17b. Ask them to choose 2 expressions and take turns to read them
aloud to their partners.
SPEAKING: 18a. In pairs they will use the expressions to describe their
partner by looking at him/her.
Give them 2 or 3 minutes to exchange information. Then check some
descriptions with the class. Model one with a student.
18b. They complete the line with their information first and then
walk around the class and complete the chart about their classmates’
personality. They should ask the question: What are you like?
Unit 1 - Lesson 2: Go getter or couch potato? (page 12)
ON YOUR WAY: Explain what the expression GO GETTER OR COUCH
POTATO means. Ask them if they are one or the other.
Ask students to look at the pictures and tell what pictures they like best.
PRE-TEACHING: Before they can continue, you should clarify meaning
of words in the bubbles.
Careful with: FUN/FUNNY, they are very confusing. Both can be used
as adjectives.
Funny = it makes you laugh.
Fun = when you enjoy yourself and have a good time.

VOCABULARY: 19. Before they start, you should review Vocabulary

boxes on page 10 and to describe some of the pictures of people on
page 10.
Call out students individually to check.
WRITING: 20a. Check vocabulary with students and
Model an example with your information. They should check the
Vocabulary box.
My friends’ name is Juan Pablo. He is my friend because he is
charismatic. He is intelligent and talkative. He is always talking. People
also think he is funny.
My friend Juan Pablo has got brown eyes and black hair. He is tall and
muscular. He has got a square face and fair skin. I am lucky to have a
friend like Juan Pablo.
READING: 20b. Ask them to take turns to read their paragraph to their
partner
OPTIONAL FOLLOW-UP:
Ask students to write their signature on a piece of paper. Ask them to
write it BIG so that everyone can see it.
Then they take turns to be in front of the class and the rest can guess
about their personality by their signature.

Describe your friend.

https://www.youtube.com/watch?v=4b2jhbMNVZY

CULTURE NOTES:

Go getter: a person who is active, energetic and has the initiative to pursue the things they want.
Couch Potato: a lazy person who watches a lot of TV and sometimes also eats a lot.
Introverts: a reserved or shy person.
Things that introverts enjoy
1. Spending the day alone at home -2. Long walks - 3. Long one-to-one conversations with a close friend. - 4. Privacy.
5. Solo projects. - 6. Working from home.

12 Unit 1 - Lesson 2
 ON YOUR WAY: Read the expression IT’S A SMALL WORLD! and ask
Unit contents Unit 1 - Lesson 3: It´S A Small World! (page 13)
students to brainstorm ideas of its context. Explain when it´s used in
Grammar Present simple the English language. Ask if there´s a similar expression in Spanish. Take
advantage to explain here & there from the subtitle and start using it
Vocabulary Appearance, places, adjectives to describe in class as from now.
places.
Communication Describing places. In this lesson students will be able to:
skills Reading and understanding short texts. • identify specific places and areas in town.
Comparing information. • paraphrase brief descriptions.
Talking about places. • ask and respond about places and addresses.
Share the can do statements of the lesson with students. Keep language
simple.
SPEAKING: 21a. Ask your students to have a look at the pictures and
tick the ones they know. They share the places they ticked and ask
them to tell which place looks the most attractive to visit.
21b. Ask them to talk to their partner about where these places are.
To identify the places and choose their favourite one in Santiago.
Before this activity, make sure they know basic steps and vocabulary
to interact.
Answers: horizontally:
P1: Estación Central - P2: Plaza de Armas - P3: Cerro San Cristóbal - P4:
Museo Arte Q. Normal - P5: Teatro Municipal - P6: Cerro Santa Lucía
21c & d. Ask them to individually add 2 more places in Santiago they
like and compare their answers with their partner before sharing with
the class.
READING: 22a. Before the reading, ask them about iconic
neighbourhoods in Santiago. Use: What is your favourite neighbourhood
in Santiago? Individually they read the text about Bellavista.
22b. Ask the students to circle the best option individually and then
compare their answers with their partner.
Answers: 1. near Cerro San Cristobal/ 2. true/ 3. Friday night/ 4. Its
artistic places.
SPEAKING: 22c. Ask students to check their answers by exchanging
questions with their partner. Model a sentence. Encourage students to
use the Vocabulary box and the prompt given.
OPTIONAL FOLLOW-UP: fast finishers can use the prompts given at
the end of the Vocabulary box and complete sentences with places in
town. They can exchange information with their partner.

OPTIONAL FOLLOW-UP: As a class, you can also show them pictures

of other iconic places in Santiago and ask them to give key words or
phrases about them.
https://enviajes.cl/chile/santiago/lugares-para-visitar-en-santiago/

CULTURE NOTES:
You say it’s a small world to express your surprise when you unexpectedly
meet someone you know in an unusual place, or when you are talking
to someone and are surprised to discover that both of you know the
same person or have been to the same place.
Cerro San Cristobal: The statue of the Immaculate Conception measures
14 metres tall, and the pedestal on which it rests is 8.3 metres. It weighs
36,610 kilograms. On the pedestal there is a small chapel in which His
Holiness John Paul II prayed and blessed the city of Santiago on April 1,
1987. The statue is lit up at night by lights placed on its sides, allowing
it to be viewed from all over Santiago both day and night.

Unit 1 - Lesson 3 13
 READING: 23b. Ask the students to match the name of the cities in the Unit 1 - Lesson 3: Roaming around (page 24)
pictures with the words below. They can do it individually and then ON YOUR WAY: explain what the expression ROAMING AROUND
share answers with their partner. means. Relate it to the phone (roaming)
Answers: WARMER: 23a. Ask students to share information about cities they
1. Temuco - 2. Puerto Montt - 3. Iquique - 4. Valdivia - 5. Concepción - 6. have visited or know in Chile.
La Serena Remember: to know a place in English means that you know it very well
23c. Encourage your students to make sentences with their partner, - it´s not like in Spanish (conocer un lugar)
then share with the class using the prompt given.
Ask students individually to tell the class about their favourite city from Places to visit in Chile
the ones they matched. https://www.youtube.com/watch?v=5oB7QDk8yCs
PRE-LISTENING 24a. Ask them whether they have visited or know any
of the cities in the list and what they know about them. You can start
with your example.
OPTIONAL FOLLOW-UP: You can ask them to try to complete the
dialogues before listening.
LISTENING: Ask them to listen to the dialogue and mark their answers.
They listen to the recording twice. Then compare answers with their
partner.
See complete typescript at the back of the book.
Answers:
Villarrica - Coquimbo - Viña del Mar
24b. Tell students they will listen again but this time they will complete
the dialogues below with the words given in the box.
Before you start, clarify meaning of words.
Answers:
Dialogue 1: information/ lake/plenty/minutes
Dialogue 2: attractions/ pictures
Dialogue 3: clock/leaflets/go
24c. Play the recording again and ask them to check their answers with
the class.
You can read the dialogue to students before asking them to role-play.
Or they can listen to them again.
Ask them to choose one dialogue, practise it and role-play it with their
partner in front of the class.
CULTURE NOTES:
The city of Panguipulli is called the City of the Roses because there are
roses everywhere. And its name is a Mapuche name that means land of
lions. Pangui: land / Pulli: lions.
Other cities in Chile with Mapuche names are:
• Aconcagua – lugar de gavillas.
• Angol – subir de rodillas.
• Buin – lugar a gusto.
• Calbuco – agua azul.
• Ligua – adivino.
OPTIONAL FOLLOW-UP:
Show students a picture of a city in Chile and ask them to try to
recognise it. You can give them hints.
https://www.welcomechile.com/fotografias.html

14 Unit 1 - Lesson 3
Unit 1 - Lesson 3: What is your neighbourhood like? (page 15)
ON YOUR WAY: Explain what the expression WHAT IS YOUR
NEIGHBOURHOOD LIKE? means.
STARTER: Make students aware of the expressions in the Functional
Language box.
Practise the sentences in pairs. Demonstrate by reading one question
and one statement. Then they change partners and continue practising
using their own opinions by changing the sentences.
CULTURE NOTES:
Where does the word BARRIO come from?
It comes from the arabic word: barr which mean “out of the city” and it
also comes from barri which means “exterior and wild”.
SKILLS NOTES:
First steps for writing as a skill for life are:
1. Construct simple complete sentences correctly for an intended
audience.
2. Use capitalisation correctly.
3. Use full stops correctly.
4. Spell words correctly.
PRE-TEACHING: 25a. Clarify the meaning of words.
Ask them to read the words and choose the ones that would describe
their neighbourhood.
25b. Ask students to look at the words and classify them in positive and
negative writing them down under the list I like and I don’t like.
Answers:
I like: good, new, clean, beautiful, modern, quiet, near, safe, pleasant,
and residential,
I don’t like: dirty, polluted, old, crowded, dangerous, noisy.
SPEAKING: 26a.
Start with an example on the board.
Pair work. Ask students to answer the questions with their own
information using the Vocabulary box and the Functional language
box. Finally they share some with the class.
Suggested Answers.
A. The name of my neighbourhood is Villa Portales.
B. I love my neighbourhood.
C. My neighbourhood is near, safe and residential.
D. My neighbourhood is located in Estación Central District.
E. My neighbourhood is different from my partner’s.
26b. Ask students to walk around to ask and answer the questions in
26a. and compare characteristics with their partner’s.
You can model one question and answer with a student.
My neighbourhood is near but my partner’s neighbourhood is far.
SPEAKING: 27a.
Make sure students have enough neighbourhood adjectives to talk
from Vocabulary boxes on pages 13 & 15.
Write some examples on the board and ask them to give you some
names too. Model the description and complete it with the class on the
board or projector.
WRITING: 27b. Model a description so that they can gain some
confidence writing theirs. Write it on the board.
Ask them to work individually first and then compare information with
their partner.
You can check by calling them individually to say one sentence each.
EVERYDAY EXPRESSIONS:
28a. & b. Explain the context of the expressions to your students by
giving an example of each.
Then, ask them to listen to the expressions and use them in a sentence.
They can work in pairs and check with the class.
OPTIONAL FOLLOW-UP: They can walk around the classroom role-
playing the questions.
Unit 1 - Lesson 3 15
 1b. Before they start asking questions around, they should write their Unit 1 - Communication (page 16)
questions first. 1a. Students should be able to describe at least 2 pictures using the
You can model one sentence on the board. information they learned along the unit.
Where does you live? Encourage them to take another look at the Vocabulary and Grammar
What does she look like? boxes. Verb to BE should be used in most sentences.
Agregar estas otras preguntas: Model a few examples on the board.
Has he got gray hair? They need to use vocabulary and expressions related to personal
Is the bridge in London? information, physical appearance and personality.
Where is the Metro? They will also need to use information related to places.
Do they look happy?

Expected Language:
Horizontally.
Picture 1: He has got short black hair. He is a funny, spontaneous and
charismatic person.
Picture 2: She has got long brown hair. She is beautiful. She is an
inspiring and happy person.
Picture 3: He has got gray hair. He is relaxed and sociable.
Picture 4: This is an interesting attraction. It’s in London, England.
Picture 5: This is the Metro in Santiago. It´s a modern, safe but crowded
place.
Picture 6: This is a beautiful and happy family. They are happy and
sociable.

2a. In turns they use the expected language, students should be able
to describe the pictures to their partner. They must be able to use
different vocabulary from the unit according to the context.
2b. They can change partners to ask questions they wrote under each
picture. If possible check some of their questions randomly.

FOLLOW-UP:

1. Ask students to choose one picture and describe it as if it were a

person in their family.
2. You can give them a minute to write as many words as they can on
one picture.
3. Describe the person they don’t see in the picture but one that is
related to one of the characters in the picture, like a mother, brother,
etc.
4. They can share and compare information with the class. OPTIONAL FOLLOW-UP:
5. They can create a short dialogue among the characters in the pictures
either meeting or giving personal information. They can describe other pictures.
6. They can create a profile for one of the characters in the pictures. https://www.welcomechile.com/fotografias.html
7. They can imagine meeting one of them at the corner and decide
what they would ask them.

16 Unit 1 - Communication
Unit 1 - Consolidation (page 17) 1. Answers
1. Students should use personal information and greetings to complete A. Francisco: Hi / Francisco.
the dialogues. Lorena: My name/ How/you
Ask students to complete this activity individually using the information Francisco: I’m/do/live
from lesson 1. Lorena: live
Give them the chance to show they can do it on their own.
They can share their answers with their partner. B. Juan: See/later
Call out their names in pairs to read the dialogues. Pedro: now
Juan: bye

2a. Students should listen and then say the alphabet aloud.
Encourage them to take turns saying the alphabet.

2b. Using the alphabet they should spell their name aloud to the class.
Take turns.
Then they should spell their partner’s or one of their friend’s names.

3. They complete the missing information. They can check the lessons
along the book to get information or an online dictionary.
Answers.
A. have got
B. are
C. has got
D. is
E. is
F. are

4. Ask students to look at the example first.

Suggested Answers:
Tall: I am tall/ I am not tall.
Long straight hair: I have got long straight hair./ I haven’t got long
straight hair.
Well-built: I have got a well-built body./ I haven’t got a well-built body.
Dark skin: I have got dark skin./ I haven’t got dark skin.

6. Tell them to use vocabulary from lesson 3.

Suggested Answer:
This is Big Ben. It has got a clock it´s old. You can visit Big Ben in London, 5. Tell them to use vocabulary from lesson 2.
England. I like the Big Ben clock.
Suggested Answers:
- Queen Elizabeth is old, reserved and intelligent.
- The guard is from Buckingham Palace. He is serious and self-disciplined.
OPTIONAL FOLLOW-UP: you can do backward dictation/spelling with
their names or other words along the unit.
BACKWARD DICTATION:
You spell out words or a sentence but backwards, then they have to
discover what you have dictated. (pollution, noisy, optimistic)
NOITULLOP/YSION/CITSIMITPO/

Unit 1 - Consolidation 17
 2. Students can use vocabulary from lesson 2. Unit 1 - Grammar & Vocabulary Worksheets (page 18)
Answers: 1a. Students can use the Grammar box in lesson 1.
Chilean/ Brasilia/ Canadian/ Mexico D.F. / Spanish/ Bogotá/Argentinian/ Answers:
Peruvian/ Tokyo/ Haitian. am/is/are/m/are/m/are/am not/am/is/is/is/s

1b. Encourage the students to practise the dialogue with their partner.
3a. Play the recording twice and then check students’ answers. They can take turns to role - play in front of the class.
Answers:
1. Pamela´s phone number is 77705648
2. He lives at 3240 Av. Apoquindo.
3. The building is on Paris St. 73
4. Please write this number 378669214
5. The museum is on Maipú St. 675

4. Tell students they will need to make sentences using the information
given and the pictures.
Before asking you to correct, they should share them with their partners
and try to discover if they can improve them.

Suggested answers:
P1: They can speak different languages./ They speak English, German
and Spanish.
P2: They are extrovert and self-disciplined./ They have got a well-built
body.
P3: They are a family./ She has got two children./ She has got a boy
and a girl.
P4: He can read./ He is thin and he has got short curly hair. He is happy.

OPTIONAL FOLLOW-UP:
To practise personal appearance, personality and personal information.

Use the links below to show students pictures with info to describe.
http://www.lasegunda.com/especiales/nacional/nueva_cedula/pasaporte.jpg
https://image.slidesharecdn.com/vocabularioexamenumca-091004133326-phpapp01/95/vocabualrio-15-728.jpg?cb=1254663249
https://www.printfaast.com/image/cache/catalog/stationary/custom-idcard-online1-500x500.jpg
https://5.imimg.com/data5/UF/XS/MY-4947515/student-id-cards-500x500.jpg
https://5.imimg.com/data5/VM/HP/MY-2720326/student-id-card-500x500.jpg

18 Unit 1 - Grammar & Vocabulary Worksheets

Unit 1 - Grammar & Vocabulary Worksheets (page 19) 6. Check students’ understanding of the words first.
Students should look for answers in different directions.
5. This is a chance for students to show they understand different types You can assign this activity as a HW or give them a few minutes as a
of characteristics related to people´s personality. competition.
Suggested Answers:
Column 1: extroverted/ interesting/ intelligent/ hardworking/ sociable/
happy/ funny/ attractive/ charismatic/ easy going/ friendly/ relaxed. * * * * N * * * * D P D * * *
Column 2: boring/ pessimistic/ moody/ nervous/ lazy. D C L E A N * T * L * I L * *
Column 3: introverted/ talkative/ reserved/ shy.
Not Sure: serious/ dramatic/ ambitious. * E A * * * E * E O * R A * *
* R D * * I * A * * * T C * *
* * A W U * S * * * * Y O * *
* * N Q O A * * * * * * L * *
* * G B N R * D E T U L L O P
* * E T E * C * * * * * * * *
* * R * * A * * * * * * * * *
* * O * * * U * * N * * * * *
* * U E F A S T * * O * * * *
R E S I D E N T I A L I * * *
* * * * * * * * * F W * S * *
* * * * * * * * * * U E * Y *
* * * * * * * * * * * L N * *
7. Encourage them to tell you the answers orally about the places in the
pictures. Then they can work individually and then compare answers
with their partner.

Answers:
1. La Moneda
2. Museo de la Memoria
3. La Vega
4. Cementerio General.

8. Answers:
Down: Across:
1. Shop 6. Pharmacy 4. Hospital
2. Library 7. Bank 8. Restaurant
3. Café
5. School

OPTIONAL FOLLOW-UP:
1. Students can choose 3 words from the crossword and make a sentence.
2. With the words from the places in the neighbourhood they could write about their favourite place, café? Explain where it is, why they like it…
3. They could write a very short description of a famous place in Santiago/Chile - using vocab from the unit: model it,
Then their partner has to guess which one it is…
4. Song about neighbourhood : The Sky Is A Neighborhood (Official Music Video) - Foo Fighters
https://www.youtube.com/watch?v=TRqiFPpw2fY Lyrics https://genius.com/Foo-fighters-the-sky-is-a-neighborhood-lyrics
5 Show students pictures of different neighbourhoods and describe them using the words from the unit.
http://www.plataformaurbana.cl/

Unit 1 - Grammar & Vocabulary Worksheets 19

 Unit 1 - Test Yourself (page 20) Criteria for correcting.
Encourage students to use personal information about themselves • Encourage students to correct their partner’s answers so as to provide
using verb to be, personality, physical appearance, address and origin. feedback and notice how much they’ve learned as they check answers.
Suggested Answers: • When you correct or check, focus on unit CAN DOs
My name is…… • Students should be able to produce evidence on at least 6 out the 8
My address is… CAN DOs.
I am a student
I have got + physical appearance
1. I am + personality.
2. I am + height

2. Suggested Answer:
She has got medium curly brown hair. She is happy, spontaneous and
extrovert. She is beautiful.

3. Suggested Answer:
Students should use positive personality adjectives such as extrovert,
generous, friendly, intelligent, funny, honest, charismatic, etc. + verb
to be (is).
My friend’s name is Johnny
My friend is friendly and funny. He has got dark hair and brown eyes.

4. Suggested Answer:
Students should use positive or negative neighbourhood adjectives such
as: good, beautiful, safe, modern, residential, clean quiet, pleasant, etc.
+ verb to be (is).
My neighbourhood is modern and clean…

They can still have a look back to be sure. But the examples must be
authentic.
When students are not able to come up with authentic answers,
encourage them to go on and look back in the unit and find samples of
sentences or words they need.
If students are able to identify and recognise the sentences and
vocabulary, then they have partially achieved the objective of the unit.

INSTRUCTIONS ON HOW TO USE SELF ASSESSMENT:

Explain to your students that checking their own learning is important
and beneficial. Self-assessment helps students:
Explain to your students that checking their own learning is important
and beneficial. Self-assessment helps students:
• become responsible for own learning.
• be able to recognise next steps in learning.
• feel secure about not always being right.
• raise self-esteem and become more positive.
• be actively involved in the learning process.
• become more motivated.
Check unit 1 chart.
This chart should be completed by the students individually. This is a
chance for students to evidence their learning along the unit.
Suggested answers:
1. Hello. How are you? / What’s your name?
2. I’m fine, thank you./ I’m very well, thanks and you?/ How about you?
3. I’m 27 years old, I’m single. I’m from Puerto Montt. I live in
Providencia.
4. I’m + adjective / I have got + adjective + noun
5. I’m tall and I have got brown eyes. I’m talkative and generous.
6. near, clean and safe, residential, etc.
7. The zoo is fun and clean and it is in Cerro San Cristóbal in Santiago.
When they finish you can ask them to exchange their charts with their
partners or call out their names to give answers.

20 Unit 1 - Test Yourself

 At the end of this unit, students will be able to:
Unit contents Unit 2 - WHO WE ARE (page 23)
• understand vocabulary and simple expressions related to daily life.
Grammar Present simple, frequency adverbs and • use daily life vocabulary and simple expressions to find out about
expressions of frequency. other people’s lifestyles.
• express simple ideas about your daily life.
Vocabulary Verbs for daily routines and leisure activities,
personality adjectives.
Time expressions.
Read the OBJECTIVES to students and ask them if they recognise some
Communication Talking about daily routines. of the words.
skills Asking and answering questions about daily Share the objectives with students so that they understand the meaning
routines and leisure. and significance. Explain by using simple language so that everyone can
Reading: Understand texts about routines and understand. Explain that they will be checking this at the end of the
daily activities and when people do them. Unit and show them.

ON YOUR WAY: Write ‘people from Chile’ on the board and ask students
to write down as many words related to the key concept as they can.
Allow 2 minutes and then ask them to compare their lists. Explain the
expression “WHO WE ARE”.

STARTER: Ask students to look at the pictures and describe them in

terms of the people they can see and the places where they are.

Expected language: I see three children. They are in a park.

OPTIONAL FOLLOW-UP: Ask students relevant follow up questions

about the people and the places. Is this park in Santiago? Are the kids
from the south or the north of Chile?

Pictures to use as revision:

These pictures are a good opportunity to practise vocabulary from Unit
1. They can say if they´re from regions, they can describe the people
in the photos, places, etc. They can go back to the VOCABULARY boxes
for help.

Vocabulary: To build confidence, ask students to work in pairs and

write as many words and expressions they can think of by looking at
the pictures.
They can share their answers with the class.
You can write some of them on the board.
Are they the same?

SKILLS NOTES:
In some speaking exams you have to talk about pictures. Describing is a skill for life. Here are our top tips for describing a photo or a picture in an
exam.
1. Look at your picture carefully and take a few moments to think before you start talking.
2. Refer to the place. Say where you think the people are.
3. Refer to the people. Say who you think the people are.
4. Refer to actions. Say what is happening or what you think is happening.

Unit 2 23
 ON YOUR WAY: Explain the meaning of the expression THE WAY WE Unit 2 - Lesson 4: The Way We Are (page 24)
ARE and how it relates to the topic of the text. Add a brief comment of At the end of this lesson, students will be able to:
the meaning of Fact or Fiction? as you´ll need to talk of stereotypes or • understand and respond to simple instructions.
decide if they agree or disagree with comments in the text. • understand and respond to simple expressions related to our daily
life.
STARTER: 1. Write ‘people you know’ on the board and ask students to • reproduce phrases and expressions about weekly habits.
write down as many adjectives related to the key concept as they can.
Allow 2 minutes and then ask them to classify the adjectives as positive Share the can do statements of the lesson with students. Keep language
or negative. Draw a chart on the board. simple.
Ask students to write sentences using three adjectives from the box.
They can compare their answers with their partner.
Answers may vary.
READING: 2a. Ask students what they think the title of the article means
(The article is for people who are planning to visit Chile. It presents a
brief profile of Chileans and their culture.)
Read through all the points as a class. Explain unknown vocabulary by
means of using body language. They tick (√) the three things they most
agree with.

2b. Ask students to work in pairs to find out whether their partner
agrees or disagrees with each statement. They use the expression given
in the example 2b.

OPTIONAL FOLLOW-UP: Ask students relevant follow up questions.

Focus on yes/no questions. Do you spend a lot of time with your family?
Do you go out together?
POST-READING: 3a. & b. Ask students to read statements and decide if
they are True (T) or False (F) for themselves and their partners.
Make sure students understand vocabulary in sentences. If not revise
it with them.
They compare their answers with the class.
Read through the statements as a class. Ask relevant follow up
questions.

OPTIONAL FOLLOW-UP: Ask students relevant follow up questions.

Focus on WH Question words (What, Where, When, Who, Why). Where
do you work? Who do you work for? Where is your office?

CULTURE NOTES:
A stereotype is a set idea that people have about what someone or
something is like, especially an idea that is wrong.
• I think I fit the popular stereotype of a mad scientist.
• She was the very stereotype of the prim English woman.
(Cambridge Dictionary)
Song: Alesha Dixon - The Way We Are - FOLLOW-UP:
https://www.youtube.com/watch?v=7_BOhZ8wrr4 Play a board bingo with at least 10/15 words you want them to review
from both units. Write them on the board. Each student chooses 5 and
writes them down on paper.
Randomly start calling out the words, the first student to complete his/
her 5 words is the winner.

24 Unit 2 - Lesson 4
Unit 2 - Lesson 4: Good day sunshine (page 25)
ON YOUR WAY: Read the Culture Notes below to check the meaning of
the title. Write MY DAY on the board and ask students to write down as
many verbs related to the key concept as they can. Allow 2 minutes and
then ask them to read their lists. Draw a chart on the board.
STARTER: 4a. Ask students to match the verbs in the box with the
pictures on the right.
Answers:
P1. Wake up/ P2. Have a shower/ P3. Have a snack/ P4. Go to work /
P5. Work/ P6. Have lunch/ P7. Go to the gym/ P8. Go to a restaurant.
CULTURE NOTES:
“GOOD DAY SUNSHINE” is a song by the Beatles on the 1966 album
Revolver. It was written mainly by Paul McCartney and credited to
Lennon–McCartney.
https://www.youtube.com/watch?v=rFxXoHkIwMkset
PRE-TEACHING: Focus on the pronunciation of days of the week and
explain the use of preposition on + days of the week.
4b. Ask students to work in pairs to describe their routines using verbs
from activity 4a. and on + days.
They should share their answers with the class.
Expected language: I go to the gym on Monday, I have lunch at home
on Wednesday and Friday)
OPTIONAL FOLLOW-UP: Focus on WH Question words (What time do
you have breakfast? Do you have lunch at home?)
GRAMMAR: 5. Ask students to complete sentences with their
information with the correct form in brackets so that sentences are
true for them. Compare with their partner’s. Are they similar?
Make students aware of the Grammar box to revise the rules of present
simple forms.
OPTIONAL FOLLOW-UP: Ask students relevant follow up questions.
Focus on WH Question words (What time do you have breakfast? Do
you have lunch at home?)
GRAMMAR: 6. Explain the meaning of connectors and, but, or and tell
them that there are used to expand messages. Ask students to match
sentences in A and B using a connector.
Answers: and - but - or.
WRITING: 7a. Explain the grammar for the formation of yes/no
questions. As a class, ask students to write question with the verbs
given. They can write their questions in pairs.
Ask relevant follow up questions.
Focus on WH Question words (What time do you have breakfast? Do
you have lunch at home?)
A routine is the usual or fixed way of doing things.
There’s no set/fixed routine at work - every day is different. (Cambridge
Dictionary)
7b. In turns they ask each questions and answer them with yes/no
answers.
7c. They should write 3 key words they want to remember. You can guide
them by telling them what key words are and giving some examples.
SKILLS NOTES:
To organise description of routines.
A routine is a usual or fixed way of doing things.
On + (days of the week) On Monday I get up at 6.
In + (the morning, the afternoon) In the morning, I get up at 7.
You can combine the temporal expression.
On Monday morning, I get up at 8.
On Thursday I don´t work in the afternoon.
Unit 2 - Lesson 4 25
 STARTER: 8. Ask students to tick the three most aspects they love
the most about Santiago. They can compare their answers with their
partner. Are they similar?
OPTIONAL FOLLOW-UP: Ask students relevant follow up questions.
Focus on questions with Why? and short answers with because +
adjective.
Expected language: I don’t like public transportation because it is too
expensive / it is not safe.
LISTENING: 9a. Tell students that they are going to listen to a British
citizen living in Santiago talking about what he likes about the city. Ask
students to identify the aspects in 8. he refers to.
Answers:
Transportation/ Cultural Activities/Friendly people
Unit 2 - Lesson 4: Santiago, Santiago (page 26)
ON YOUR WAY: Write DO YOU LIKE YOUR CITY? on the board and ask
students to answer and give a reason.
Remind them that the title is taken from the song New York, New York.
Do they know it? Who sings it? (There are hundreds of versions. Frank
Sinatra made it famous).
Expected language: Yes, I do. Because of the people./ Because of the
parks. Write on the board all the answers provided by the students.

OPTIONAL FOLLOW-UP: Ask students relevant follow up questions

about how they greet people. Focus on Yes/No questions.

LISTENING: 9b. Tell students that they are going to listen again and
complete the sections of the text with the words in the box.
Answers:
be - need - save - apply - get up - take - go out - find - come - learn
SPEAKING: 10a. Ask students to work in pairs to ask each other
questions about living in Santiago or any other city. They should use
the example given and other vocabulary from the lesson.
Expected language: Do you like Parque Bustamante? Yes, I do. Because
it’s clean. Do you like malls? No, I don’t. Because they are too crowded.
10b. They exchange partners to ask and answer questions.
SKILLS NOTES:
Encourage students to use sentence frames to organise their thoughts
in a particular way, e.g.
‘In terms of public transportation, a positive aspect of Santiago is that
there are many options. A negative aspect is that it is expensive’

These phrases help you organise your ideas.

FOLLOW-UP:
Write a jumbled word or sentence on the board of a word/s you want
them to practise: lmltutculuari (multicultural) and ask the students to
write it correctly. Once you´ve modelled it, they can play it in pairs or
on the board all together. It can be team-work or a kind of competition.

CULTURE NOTES:

The UK has, for centuries, regulated which settlements can title

themselves a city. Under Henry VIII, the presence of a diocesan
cathedral was usually enough to guarantee the claim. Size didn’t matter
so much as the exercise of power – spiritual or temporal. Today, the
UK’s official criteria for what constitutes a city remain opaque, but
those put in place in 1907 remain a good rule of thumb: home to at
least 300,000 residents, a distinct identity that is the centre of a wider
area, and a good record of local government.
(The Guardian)

Song: Alicia Keys - New York | ORIGINAL Music Video

https://www.youtube.com/watch?v=BT4RlDl7z3w
Song: New York New York - Frank Sinatra

26 Unit 2 - Lesson 4
 ON YOUR WAY: Write NEWCOMER on the board and ask students to
Unit contents Unit 2 - Lesson 5: Culture Shock (page 27) predict the meaning of this word. Help students by means of writing
the following examples on the board. Jean is a newcomer to the town.
Grammar Present simple, question words.
She is from Haiti. Present alternative examples if necessary. Use L1 if
Vocabulary Everyday actions, numbers. necessary.
In this lesson students will be able to:
Communication Talking about one’s daily life. • understand simple expressions related to our way of life.
skills Identifying key information. • respond to personal questions about our way of life.
Reading for comprehension. • ask questions about our everyday actions.
Discriminating specific information.
Share the can do statements of the lesson with students. Keep language
simple
STARTER: 11. Explain that a newcomer is someone who has recently
arrived in a place. Ask students to identify three aspects of a culture
newcomers can find difficult to adapt to. They compare their options
with their partner.
You can also explain what Culture Shock means. Very simply.
OPTIONAL FOLLOW-UP: Ask students relevant follow-up questions to
discuss their answers. Why do you think it is difficult for newcomers to
adapt to food?
Expected language: Because food is too spicy.
LISTENING: 12. Tell students that they are going to listen to a British
citizen talking about problems she has experienced while living in Chile.
Ask students to identify the three aspects she refers to and tick ( √ ) the
correct images.
Answers: unclear pronunciation, punctuality, kissing & hugging.

OPTIONAL FOLLOW-UP: Ask students relevant follow up questions

about how they greet people. Focus on Yes/No questions
VOCABULARY: 13. Ask students to read the statements and determine
whether they are TRUE or FALSE for people from Chile. Discuss answers
as a class. Make sure students have the vocabulary they need to
understand the sentences.
OPTIONAL FOLLOW-UP: Ask students to express agreement by means
of using the expressions I agree / I don’t agree.
GRAMMAR: 14. In pairs, students write down four positive or negative
sentences about their partner. They use the verbs. Share their sentences
with the class.
OPTIONAL FOLLOW-UP: Encourage the class to ask follow up questions.
Allow some extra minutes for this. (What time do you have breakfast?
Do you have lunch at home?)
GRAMMAR: 15. Tell students to prepare 6 yes/no questions about the
pictures and interview their partner.
Expected language: similar to the examples.
CULTURE NOTES:
A culture clash is a feeling of confusion felt by someone visiting a
country or place that they do not know.
It was a real culture shock to find herself in Bangkok after living on a
small island.
(Cambridge Dictionary)
Song: Culture Shock - Ex'd Up (Studio Session) - Lomaticc, Sunny Brown
& Baba Kahn
https://www.youtube.com/watch?v=n-lHXXnM4qA

Unit 2 - Lesson 5 27
 SPEAKING: 16a. Ask students to describe pictures 1 to 6 using the Unit 2 - Lesson 5: All in a day´s work (page 28)
example given as a model. ON YOUR WAY: Ask students to look at the title ALL IN A DAY’S WORK
OPTIONAL FOLLOW-UP: and come up with suggestions of what it means. Check the Culture
Ask students relevant follow up questions. Focus on questions related Notes below.
to place, people and action. Where is the park? Are they married? Are
they talking about something nice or not? Ask alternative follow up STARTER: Project an image on the board with someone doing something
questions to get them to talk. Is this winter or summer? Do you think in a given place. Write ‘PLACE’ ‘PEOPLE’ ‘ACTION’ on the board and ask
this is Chile? Why? Why not? students to describe the pictures in terms of these aspects.
GRAMMAR: 16b. Ask students to write down three questions about
activities during the day to ask their partner. Check the questions and
answers as a class. They can use the Grammar box a as reference.
OPTIONAL FOLLOW-UP:
Encourage the class to ask follow up questions. Allow some extra
minutes for this. (What time do you have breakfast? Do you have lunch
at home?)
16c. They use the information in the chart to write four questions. You
can check their questions as a class. Write some on the board.
GRAMMAR: Revise the grammar boxes with students before the next
activity.
17a. & b. Ask students to write down four questions looking at the chart.
As a class check word formation. Tell students to ask these questions
around the classroom. Write an example on the board illustrating word
order.
They check answers with their partner and then with the class. You can
write their questions on the board.
OPTIONAL FOLLOW-UP: Encourage the class to ask follow up questions.
Allow some extra minutes for this. What time do you do sports? Do you
watch sports on TV?
LISTENING: 17c. Tell students that they are going to listen to Andrea
asking questions. Tell them to write down a suitable answer for each
question.
Answers:
What’s your name?/ Where do you live?/ What do you do?/ Do you live
in a house or a flat?

OPTIONAL FOLLOW-UP:
Ask students to tell the class about their partners.

Expected language:
His/her name is …. He/she is …. He/she lives in a flat.

17d. Encourage students to listen again and practice saying the

questions aloud for pronunciation practise.
17d. They take turns to ask and answer the questions. CULTURE NOTES:
ALL IN A DAYS WORK: (usually used for something unusual or difficult)
accepted as part of someone’s normal routine or as a matter of course.

Work-life balance refers to the amount of time you spend doing your
job compared with the amount of time you spend with your family and
doing things you enjoy:
It can be difficult to get the right work-life balance.
(Cambridge Dictionary)
A website where you can look for phrases and sentences in the lyrics
of songs:
https://www.lyrics.com/lyrics/ALL%20IN%20A%20DAYS%20WORK

28 Unit 2 - Lesson 5
Unit 2 - Lesson 5: What´s the time? (page 29)
ON YOUR WAY: Write WHAT DO YOU DO AT ________? on the board
and ask students individually to complete the question with a number
from 1 to 12. Ask that student a question. What do you do at one
(o´clock).
Ask them to tell you what they understand by the title WHAT´S THE
TIME? Explain by asking the question.
Expected language: I have lunch, I work, I go to the gym. Help students
by means of writing the correct answers on the board.
OPTIONAL FOLLOW-UP: Ask students relevant follow up questions
about numerical information (How old is your mother? How many
children does your best friend have? What’s your phone number?
What’s your address?)
CULTURE NOTES:
What is Greenwich Mean Time (GMT)? Greenwich Mean Time or
GMT is the clock time at the Royal Observatory in Greenwich, London.
It is the same all year round and is not affected by Summer Time or
Daylight-Saving Time.
When the sun is at its highest point exactly above the Prime Meridian,
it is 12:00 noon at Greenwich.
STARTER: 18a. & b. Draw a clock on the board to present the concepts
o´clock, past, half and to. Ask students to complete the times in the
chart with a suitable word. They can check their answers first, with
their partner and then listen to the typescript.
Answers:
o´clock / ten past / twenty past / twenty-five past / twenty to / ten to
/ five to
They listen again and practise saying the time.
OPTIONAL FOLLOW-UP: Ask students relevant follow up questions
about the things they do at that time. What do you do at 4:15 on
Mondays?
Expected language: I study at… Practise pronunciation.
WRITING: 19. Ask students to write the times.
Answers:
It’s twenty five to ten.
It’s twenty past three.
It’s twenty to nine.
Check answers with the class.
OPTIONAL FOLLOW-UP: Ask students to write down four questions
with ‘What time do you…? Explain the use of the pattern at + time. Tell
students to work in pairs and ask the questions to their partners.
READING: 20a.
Ask students what time it is. Ask them if they know what time it is in
other cities (Buenos Aires, Madrid, London).
Tell them that they are going to read a text about time zones. Encourage
them to predict what a time zone is. Read through all the points as a
class.
Check vocabulary that my cause interference.
20b. In pairs they answer the questions. Compare with the class.
Answers: 1.You need to check if, at the moment there are 3 or 4 hours
difference with the UK. 2. Chile has DST 3. zona horaria/huso horario 4.
Meridiano de Greenwich.
VOCABULARY:
1. & 2. Ask students to listen to the numbers and complete the words.
Listen again and check with their partner.
Then check answers on the board calling out names.
a. Encourage students to look at the words of time in 18a. & b. and 19.
You can model an example on the board.
b. Ask them to work in pairs and take turns to ask and answer questions.
They use the prompt they have in the example.
Refer them to the Grammar box.
Unit 2 - Lesson 5 29
 ON YOUR WAY: Project three images on the board with someone at
Unit contents Unit 2 - Lesson 6: Day Tripper (page 30)
the beach, the countryside and a big city respectively. Ask students
to choose the type of holiday they would like to have. They can also Grammar Frequency adverbs, present simple.
answer about where, when, who with, etc.
In this lesson students will be able to: Vocabulary Days of the week, expressions with days of the
• read simple factual texts and understand specific information. week, prepositions on, at.
• ask simple questions about time and activities.
• respond to personal questions related to activities and time phrases. C o m m u n i c a t i o n Scanning and skimming.
Share the can do statements of the lesson with students. Keep language skills Improving pronunciation.
simple. Categorising information.
STARTER: 21. Ask students about the expression: DAY TRIPPER. Writing and talking about time and activities.
This is the name of a Beatle´s song...
https://www.youtube.com/watch?v=jDm2soD0UFE
They can write ideas or words related to it.
Then, in pairs, they go through the set of questions and elicit suitable
answers. Encourage students to use full sentences.
Their answers should include one of the options asked in the questions.
Share answers with the class.

OPTIONAL FOLLOW-UP: Ask students relevant follow up questions to

give reasons for their answers. Why do you prefer to travel alone?
Expected language: Because it is cheap.
READING: 22a. Students look at the picture about Atacama Desert. Ask
students to discuss if they would go to a place like this on holiday. Why?
Why not?
OPTIONAL FOLLOW-UP: Ask students relevant follow up questions.
Focus on questions with WHY. Why do you like natural places like this?
Why not?
Tell students that they are going to read a text about a holiday
programme in San Pedro de Atacama. As a class, go through the
different bits encouraging students to predict the meaning of unknown
words. See CULTURE NOTES for more information.
22b. Read through the questions with the class. Students read and
answer the questions individually. Ask the students to check their
answers with their partners and then check as a class.
Answers: 1a, 2b, 3c, 4d.
SPEAKING: 22c. Ask students to talk about a place they usually visit.
Elicit information by means of asking relevant questions. What is the
name of the city or place? What is it like? What has it got? What can
you do there?
Expected answers: I usually go to Pucón. / It is a beautiful place. / It’s
got many interesting places to visit. / You can do sports. You can relax
with your family.

OPTIONAL FOLLOW-UP: Ask students write down follow up questions.

Students work in pairs to interview each other. Encourage them to add
more information if they can.
SKILLS NOTES: Guessing meaning from context: When you don’t
understand a word or a phrase, you can guess the meaning of the word
based on the clues given to you from other parts of the text, such as the
title, the other paragraphs and the words around the unknown word.
CULTURE NOTES: San Pedro de Atacama grew, over centuries,
around an oasis in the Puna de Atacama, an arid high plateau. Its first
inhabitants were the Atacameños, who developed basketworks and
ceramic pottery crafts that can now be appreciated by tourists in the
several souvenir shops as typical products. You can get there by car, bus
or flying to Antofagasta or Calama airport. It was part of Bolivia until
Chile won the War of the Pacific and claimed it.

30 Unit 2 - Lesson 6
Unit 2 - Lesson 6: Come on, fire questions (page 31)
ON YOUR WAY: In pairs, students look back to the reading in 22a.
and write down three questions. They can share them with the class.
Provide corrective feedback if necessary.
Look at the title: What does FIRE QUESTIONS mean? Ask them to write
as many words as they can that may be related to the expression. See
CULTURE NOTES for more information.
SKILLS NOTES:
We usually form questions by putting an auxiliary or modal verb
beforethe subject. Does he work?
Can you help me?
When the verb ‘to be’ is the main verb, we don’t use auxiliary verbs.
Are you tired?
Was the party boring??
We can add question words to get more or different information:
Where? When? Why? Who? Who with? What? Which? How?
CULTURE NOTES:
To FIRE QUESTIONS: if you fire questions at someone, you ask them a
lot of questions very quickly, so that, sometimes, it is difficult for them
to answer.
SPEAKING: 23a. Tell students to answer the questions about ‘A week in
San Pedro de Atacama’ (22a.) individually.
They check with their partner and take turns to ask and answer the
questions. Monitor pairs as they interact but don’t stop to correct any
mistakes. Ask students to write down the answers.
VOCABULARY: 23b. Unscramble the clues to form days of the week. Put
the days of the week in chronological order.
Answers:
3.Wednesday
6.Saturday
4.Thursday
2. Tuesday
1.Monday
5.Friday
7.Sunday
Weekend
23c. Take turns to play dictation or backward dictation.
OPTIONAL FOLLOW-UP: Ask students relevant follow up questions.
Focus on recycling the use of time expressions. What do you do on
Monday at 3 o´clock? What does your father usually do on Saturday at
10:30? Ask alternative follow up questions to get them to talk. What is
your favourite day of the week? Why? Which day is difficult for you?
Why?
SPEAKING: 24a. & b. Ask students to look at the pictures and discuss
the questions in the chart in pairs. As a class, read through the example
before they start.
Make sure they have the vocabulary they need. They can look back at
other vocabulary boxes if necessary.
Then in pairs they take turns to ask and answer the questions. Tell them
not to write down the answers until they are told to do so.
Encourage them to add more information if they can. Monitor and note
any common errors. When they have finished, ask students to answers
the questions in turns. Go through common errors together.
Finally, ask students to write down the answers in the chart and
compare them with their partner. Are they similar?
PRONUNCIATION:
Intonation.
This exercise practises intonation. Tell students that intonation refers
to the sound changes produced by the rise and fall of the voice and the
effect on the meaning of what is said. Illustrate with an example.
Play the recording, stopping after each sentence for students to repeat
and reproduce the intonation pattern they have just heard.
Ask students to practise with their partner. They can also record their
pronunciation using their phone.
Unit 2 - Lesson 6 31
 Expected language: I usually get up at 8 o´clock. / I have a cup of coffee.
/ On Monday, Wednesday and Friday, I have lunch at home. /
OPTIONAL FOLLOW-UP: Ask students relevant follow up questions.
Encourage them to use expressions like ‘It depends’.
LISTENING: 25a. Tell students that they are going to listen to Mrs Miller
talking about her usual day. She´s a British citizen married to a Chilean
engineer and living in Santiago.
Answers:
Lives: small flat/city centre
Family: husband & two daughters
Job: architect
Habits: gets up early, walks to office
Interests: likes reading, learning to play the violin
25b. After checking and comparing answers with their partner, they
should add more information from what they heard. Check with the
class and write info on the board.
25c. Listen again and check with the class.
Unit 2 - Lesson 6: Interviewing Mrs Miller... (page 32)
ON YOUR WAY: Talk about “INTERVIEWING”, what their experience is,
when, why?. Model with your experience. Write words that are related
on the board.
STARTER: Write the following questions on the board and ask them to
answer in pairs, in turns as in an interview.
1. What time do you usually get up in the morning?
2. What do you have for breakfast?
3. Where do you usually have lunch?
4. What time do you get home after work/school?
5. What do you do to relax?
6. What time do you go to bed?
7. How different is your weekend?
Check their impressions when they are done. Share with the class.

OPTIONAL FOLLOW-UP: Ask students relevant follow up questions to

personalise learning.
WRITING: 26a. Tell students to write their daily routine. Ask students
to first write the corresponding verbs on a list and then use this to help
them write their first draft.
Encourage them to use vocabulary and expressions presented along
the unit.
Expected language: On Monday morning, I wake up at 7 o’clock. /
During the week, I usually have lunch in a restaurant but on Saturday
and Sunday, I usually have lunch at home.
OPTIONAL FOLLOW-UP: Ask students relevant follow up questions to
personalize learning.
26b. They should compare their routine with their partner. Are they
similar?
VOCABULARY: 27a. Ask students to classify the expressions in the list
according to the time of the day when they do these activities. In turns
ask students to share their answers with the class. Expected language:
In the morning I get up and then I have breakfast. At midday, I usually
drink a cup of tea.
27b. They write questions using the activities in 27a. They can use the
prompt question given in the example.
They can change partners to ask and answer. They must use forms and
expressions given in previous activities and boxes. Make sure they have
the language.

OPTIONAL FOLLOW-UP: Ask students relevant follow up questions.

Focus on comparison to encourage the use of third person.
Expected language: I have lunch with some friends but Pedro has lunch
on his own.

CULTURE NOTES:
It is estimated that there are 5.200 British expats in Chile. During 2017
a total of 187 visas were issued to people from the United Kingdom.
http://www.extranjeria.gob.cl/estadisticas-migratorias/

32 Unit 2 - Lesson 6
Unit 2 - Communication (page 33) Consolidation point
1a. Students work in pairs and take turns to talk about the time they do Months: in January / in April
the activities in the pictures. Encourage students to review vocabulary Seasons: in spring / in winter
and grammar boxes through the unit if needed. Years: in 1984 / in 2015
They use the example as a prompt. Centuries: in the 20th century
Expected Language: P1. Get up / P2. Have breakfast/P3. Go to bed/get Longer periods of time: in the past / in the 1990s / in the holidays
up/ P4. Have a snack/P5. Surf the internet. Consolidation point
1b. Again, in pairs, they take turns to tell their partner about their Clock times: at 7:30 a.m. / at 5 o’clock
weekend. They should include the day, the action and the time as given Days of the week: on Monday
in the prompt. Days + parts of days: on Tuesday afternoon / on Saturday mornings
Alternatively, they can exchange partners. Times of day: in the morning / in the evening
Exceptions: at night / at the weekend

2a. Individually, they write questions to interview someone in the

classroom. Ideally someone they don’t talk to often.
They should be able to recycle the information from the boxes and
forms studied along units 1 & 2.
Expected language: Hello/ What’s your name?/ Where do you live?/
Do you have any children?/ Are you married?/ Where do you work?/
What do you enjoy doing?/ Describe yourself./ What time do you…?/
etc.
2b. They write their partner’s answers in the corresponding column.
2c. & d. Once they have the interview complete with questions and
answers, they should practise it and record it using their phones.
They can finally share the recordings with the class.
SKILLS NOTES:
Encourage students to use sentence frames to organise their thoughts
in a particular way, e.g. To describe or ask questions about someone’s
weekend, you can organise them in a temporal framework. On Saturday
morning, Then, On Saturday afternoon, In the evening, On Sunday
morning, On Sunday afternoon.

These phrases help you organise your ideas.

EXTRA GAME:
Play a game of Chinese whispers. They sit in a circle. Whisper a complete
sentence to the first student, for example, using a sentence frame and
a weekend activity. This person then has to whisper it to the next, etc.
etc. The last person who receives the message has to say it aloud and
then they can compare if it is the same or it got distorted on the way!

CULTURE NOTES:
Small talk is conversation about things that are not important, often
between people who do not know each other well. It can be made in
order to get to know each other:
I don’t enjoy parties where I have to make small talk with complete
strangers.
Making small talk is not as easy as it sounds. On the contrary, talking to
strangers can be extremely difficult.
(Cambridge Dictionary)

Unit 2 - Communication 33
 2. Answers: Unit 2 - Consolidation (page 34)
It’s eleven o´clock. 1. They write 5 questions based on the recording about Claire and
It’s half past five. David’s conversation.
It’s five past ten.
It’s twenty-five to five. Suggested Answers:
It’s ten past nine.
It’s twenty to four. What time do you usually get up?
It’s quarter past eight. Do you usually have breakfast?
It’s quarter to three. Where do you usually have breakfast?
It’s twenty past seven. What time do you start work?
It’s ten to two. Where do you usually have lunch?
It’s twenty-five past six.
It’s five to one.

3. Students should write questions using the words in the box. The
idea is to write the questions using WH words and present simple. The
example can be used as prompt.

Suggested Answers:
How often do you have lunch at home?
How often do you have dinner in a restaurant?
What time do you start work?
What time do you finish work?
When do you go to sleep?
When do you have lunch?

4. They read the text for comprehension and answer the questions.
Refer them to the SKILLS NOTES section to learn more.
Answers:
1.He lives in Manchester.
2. He is an engineer.
3. His wife is Mary Rose Smithy.
4. His wife is from Brighton.
5. She loves romantic novels.
6. They’ve got three children.
7. Yes, they do.
8. They go to the beach every summer.
9. On Sunday.
10. Answers may vary.

5. The idea is to create different forms of sentences that show the use SKILLS NOTES:
of present simple with its expressions and verbs. You need different skills for effective reading.
Suggested Answers: 1. Scanning is reading a text quickly to pick out specific information.
On Monday I get up at 6:30. 2. Skimming is reading a text quickly to get a general idea of what it is
I have lunch at home. about.
After work, I go to the gym. 3. Inferring is deciding how a writer feels about something from the
I usually have lunch with some workmates. way that they write rather than the words they use.
I always have a cup of coffee after lunch. Which strategy is the best to complete the activity 4? At his level they´re
When I get home, I have dinner. not expected to infer so only introduce the concept if required.

34 Unit 2 - Consolidation
Unit 2 - Grammar And Vocabulary Worksheets (page 35) 2. Suggested frame of answers:
1. Answers: a. Yes I do./ No, I don’t.
a. does/live b. He/She works at….
b. doesn’t live c. Yes, I do. Very near/ No, I don’t. I live far.
c. does/like d. Yes, he does./ No, he doesn´t.
d. On/at e. At + time.
e. start/starts

3. Answers:
a. My best friend doesn’t drive carefully.
b. He doesn’t usually have lunch at two o’ clock.
c. I don’t watch TV every day.
d. My sister doesn’t get up early every morning.
e. I don’t usually go out with my friends every weekend.

4. Answers:
a. Does your sister work in an office?
b. Do you live near here?
c. What kind of music does your best friend like?
d. What time do you start work?

5. Answers:
What time is it?
What time do you get up?
What does she do?
Does he live in a flat?
What kind of music does he like?

6. Answers:
A: Hi Patrick. Can I help you?
A: What do you need?
A: Do you know Amanda?
A: Yes. She lives in flat 7B.
A: Her brother has got a big van.

B: Hi. Yes, I need to move a closet.

B: I need a van.
B: Has she got black hair?
B: Yes, I know her well.
OPTIONAL FOLLOW-UP:
B: That’s great! Thanks for the information.
You can do backward dictation/spelling with actions and routine
expressions, as well as times.
BACKWARD DICTATION:
You spell out words or a sentence but backwards, then they have to
discover what you have dictated. (intelligent, usually, Saturday) OPTIONAL FOLLOW-UP:
TNEGILLETNI/ YLLAUSU/ YADRUTAS Ask them to role-play the situation but on the phone so they sit back
to back.
Before they start remind of the Functional Language they might need:
THE DISAPPEARING TEXT: Sorry, I don´t understand, can you repeat please... etc.
Write a paragraph about a persons daily acitivities and then read it out
with the class. You erase one word and they have to repeat the whole
paragraph, including the missing word. Continue erasing word by word
- they continue repeating the whole paragraph until there are no more
words to erase. It can be a competition or just for fun.

Unit 2 - Grammar & Vocabulary Worksheets 35

 7b. Suggested Answers: Unit 2 - Grammar And Vocabulary Worksheets (page 36)
What time do you get up?
What time do you have breakfast? 7a. Suggested Answers
What time do you have lunch? He gets up at 6:45 a.m. everyday.
What time do you take a nap? At 7:20 a.m. he has breakfast.
What time do you have tea in the afternoon? At 9:35 he takes a morning nap.
He doesn’t usually have lunch.
He has a snack at 12:15.
8. Wordsearch Answers: At 2:50 he rides his bike.
At 4:50 he has some tea.
K * V L * E * * * * T L S *
* R I I * * T * * A * E U *
* K O * S * * E L * P V R *
E * * W * I * K L E * A F D
L I S T E N T S E P * R * R
* * * * * * T L T W M T * I
W A T C H A S * * A R O * V
* P * * R Y O J N E E I C E
G * L T * * * * K * H E T *
O * E A * * * A * S * R * E
* * * C Y * T * I E D A E R
E V I L N * * N * D * H * L
W A L K * A I * * I * S * E
FOLLOW-UP: Ask them to choose 5 words and use them to create a
short dialogue with their partner.

9. Crossword
ACROSS
1. Tuesday
3. Sunday
4. Monday
5. Friday
DOWN
1. Thursday
2. Wednesday
3. Saturday
FOLLOW-UP:
Imagine a day in the life of a President (they choose which) and write
their activities for the week.
OPTIONAL FOLLOW-UP:
Students work in pairs and they can create a wordsearch or a puzzle
using clues with words or expressions from the unit.
10. Suggested Answers: They can use their cell phones.
On Monday I have breakfast at home but on Thursday I have lunch in They can use: crossword puzzle maker:
my office. http://puzzlemaker.discoveryeducation.com/WordSearchSetupForm.
On Wednesday I have lunch at home but my wife has lunch in a asp?campaign=flyout_teachers_puzzle_wordcross
restaurant. Or they can use any free site to create a puzzle or crossword.
On Sunday, I never go out or work. I just stay in doing nothing.

36 Unit 2 - Grammar & Vocabulary Worksheets

Unit 2 - Test Yourself (page 37)
1. Suggested Answers:
I get up at 6:30 every day.
I have a shower.
I have breakfast when I have time.
I start work at 8 every day.
I have lunch in a restaurant from Monday to Friday.
I usually have something light for dinner.
SELF- ASSESSMENT CHECKLIST.
Explain your students that checking their own learning is important and
beneficial. Self-assessment helps students:
• become responsible for own learning.
• be able to recognise next steps in learning.
• feel secure about not always being right.
• raise self-esteem and become more positive.
2. Suggested Answers:
On Saturday morning I get up at 10:00
I usually have breakfast at 10:30
I have a shower and then I go running.
I have something light for lunch.
After lunch, I take a long nap.
I try to read when I can.
Every Saturday night, I go out with my family.
3a. & b. Suggested Answer:
My favourite famous person is Shakira.
She lives in Spain with her husband and children. She is a very relaxed
person but she works a lot. She gets up around 10:00 and has breakfast
with her family. After breakfast, she spends time with her children and
practising new songs. She usually has lunch with her family. She travels
a lot but she loves being with her family.
Check unit 2 chart.
This chart should be completed by the students individually. This is a
chance for students to evidence their learning along the unit.
Suggested answers:
1. Discuss your opinion with your partner.
2. What time do you get up? At 7:00 o’clock.
3. I don’t have dinner every day.
4. I don’t read a lot.
5. What do you do on weekends?
6. Where do you work?
7. The text is about Atacama Desert.
8. What time do you go you bed?
9. When do you usually go to the gym?
When they finish you can ask them to exchange their charts with their
partners or call out their names to give answers.
Criteria for correcting:
• Encourage students to correct their partner’s answers so as to provide
feedback and notice how much they’ve learned as they check answers.
Students should focus on the following aspects:
1. Achievement. This refers to students doing what they were asked to
do.
2. Language. This refers to students using vocabulary and grammar
accurately.
3. Range. This refers to students repertoire of forms and functions
appropriate for the level.
4. Organisation. This refers to students producing texts which are
logical and ordered.
• When you correct or check, focus on unit CAN DOs
• Students should be able to produce evidence on at least 7 out the 9
CAN DOs.
Unit 2- Test Yourself 37
 At the end of this unit, students will be able to:
Unit contents Unit 3 - ON THE GO (page 40)
• describe simple ideas about different lifestyles and habits.
Present simple, present continuous, expressions
• use specific vocabulary and expressions to describe what people are Grammar
about daily life.
doing in different contexts.
Vocabulary Vocabulary related to language and Verbs
Read the OBJECTIVES to students and ask them if they recognise some for unusual activities and activities for fun
of the words. and relaxation, social media expressions and
Share the objectives with students so that they understand the meaning vocabulary, food from different cultures.
and significance. Explain by using simple language so that everyone can
Communication Talking about daily activities.
understand. Explain that they will be checking this at the end of the unit
skills Describing what one is doing.
and show them.
Talking about preferences.
Asking and answering about food and traditions.
ON YOUR WAY: Write the expression ON THE GO on the board and/ or
show it on the screen. Ask them to give ideas on what it means (not
translation). The more ideas or synonyms students give the better.

STARTER: Ask students to look at the pictures and say which activities
are similar to what they do at work or in their free time.
Ask them to choose their favourite activity from the pictures.

OPTIONAL FOLLOW-UP: You can provide students with some words that
are included in the pictures. Such as: talking on the phone, exercising,
walking the dog, meditate, etc. so that they can make phrases and
expressions to express their ideas.
Do not worry much about the expressions they produce. Instead
encourage their ideas and what they want to mean.

OPTIONAL FOLLOW-UP: You can provide students with some words that
are included in the pictures. Such as: talking on the phone, exercising,
walking the dog, meditating, etc. so that they can make phrases and
expressions to express their ideas.
Do not worry much about the expressions they produce. Instead
encourage their ideas and what they want to mean.

CULTURE NOTES:
ON THE GO: Very busy and active
Check out these fun graphs:

SKILLS NOTES:
Reading is a skill for life. Being able to gain meaning from text will get
them learning faster. Some ways you know they are doing a good job is
by asking them to:
• Follow a short text on a familiar topic.
• Use *language features to work out meaning in short text on a
Taken from: familiar topic.
https://www.boredpanda.com/truth-facts-funny-graphs-wumo/ *verb, noun, adjective, metaphor, adverb.

40 Unit 3
Unit 3 - Lesson 7: On Your Toes! (page 41)
In this lesson students will be able to:
• describe daily activities using simple collocations.
• understand and respond to questions about more informal or unusual
activities.
• write simple sentences about my life and activities.
Share the can do statements of the lesson with students. Keep language
simple.
CULTURE NOTES:
ON YOUR TOES: ready for any eventuality; alert.
Habits of Exceptionally Creative People
• Wake up early
• Exercise regularly
• Stick to strict schedule
• Keep your day job
• Work anytime, anywhere
• Learn That Creative Blocks Are Just Procrastination
Taken from:
https://www.forbes.com/sites/travisbradberry/2015/11/23/6-
unusual-habits-of-exceptionally-creative-people/2/#264c1234bf1d
ON YOUR WAY: To start, read the expression ON YOUR TOES and ask
students to brainstorm ideas of its context. Check Culture Notes below.
Keep going means to continue - don´t stop! it´s usually used to express
that you are tired and need to carry on!
STARTER: 1a. First, scan if students know any of the activities in the
pictures. Students look at the pictures and match them with the
descriptions. They can do this individually and then check their answers
with their partner.
Call out their names individually to check their answers as you mark
them on the screen.
Answers (horizontally):
1.B - 2.C - 3.F - 4.E - 5.D - 6.A
1b. Give students an example on similar and different activities.
Expected language: My life is similar to activities in the pictures. / My
life is different from activities in the pictures.
SPEAKING: 1c. Encourage students to make positive and negative
sentences. Provide with key words of the activities. They can retrieve
vocabulary from units 1 & 2.
They share their answers with their partner.
VOCABULARY: 2a. Ask students to complete the crossword on their
own. They can compare their answers with their partners.
Answers:
1. do/2. study/3.work/4.go/5.practise/6.date/7.take
SPEAKING: 2b. Encourage students to ask and answer in pairs first.
Then they can stand up and go around the classroom so that they can
ask and answer others.
PROVIDE students with language they need to make answers such as
frequency adverbs and other clarifications. Model on the board using
prompt given in the example.
OPTIONAL FOLLOW-UP: Show them another picture of people doing
other activities.
https://www.arthritissupplies.com/assets/images/slider/gallery/
banner1.jpg
PRONUNCIATION:
Make sure students listen and discover the /th/ sound by repeating the
sentences as naturally as possible. Demonstrate.
Explain that this is a sound that does not exist in the Spanish language
so they need to practise it.
Encourage them to work in pairs and practise the dialogue in pairs. If
time available, ask them to exchange partners.
FOLLOW-UP:
Some words in English with th/ are pronounced t/. Here is a little rhyme
to ask your students to have fun with.
Thomas is over there,
by the river Thames,
he´s with his brother,
they are great friends!
Unit 3 - Lesson 7 41
 GRAMMAR: 4. Show them the Grammar boxes and demonstrate Unit 3 - Lesson 7: Keeping busy (page 42)
before asking them to create their own sentences. They can work in ON YOUR WAY: Read the expression KEEPING BUSY and ask students to
pairs. Encourage them to use present simple (do/does/don’t/ doesn’t + brainstorm ideas of its context.
verb). They can use the prompt given in the example. STARTER: 3. First, scan if students know any of the activities in the
Call out students’ names individually to check. If you can, write their pictures. You can ask them to match the pictures in pairs and then
sentences on the board or project them to give them confidence. check with the class.
3. Answers (horizontally) P1.J / P2.D / P3. G / P4.I / P5.E / P6. F/ P7.A /
PRE-LISTENING: 5a. Tell students they will listen to a text about an P8. H / P 9.C / P 10.B
unusual family. Ask them if they know a family that is really unusual.
LISTENING: As they listen, they will have to tick (√) the sentences they
hear.
Answers:
-Some of them are nomadic.
-You need to learn how to camp, live outdoors.
-A Rainbow Family is not a good option for you.
5b. Listen again and check with the class.
SPEAKING: 6a. Encourage them to match the activities that they do
regularly, by demonstrating with your own. Then ask them to compare
their answers with their partner.
VOCABULARY: 6b. You can ask them to use an online dictionary. https://
www.linguee.es/ is a good option as it shows the words in context in
real texts.
They write other unusual activities.
Share their answers with the class by calling their names individually.
OPTIONAL FOLLOW-UP: You can provide students with some words
that are included in the pictures. Such as: reading a book/report,
chatting, drinking a cup of coffee or tea, doing exercise etc. so that they
can make sentences to express their ideas.
Do not worry much about the expressions they produce. Instead
encourage their ideas and what they want to mean.

READING: 7a & b. Ask them to read the text first before they startfilling
in with the words. Make sure they know the meaning of the words.
They check their answers with their partner.
Answers:
starts/morning/coffee/exercise/
wake up/around/pick…up/do/cook/dinner/plan

POST-READING: 7c. It’s a great idea for students to listen and then try
to imitate pronunciation and intonation.
They can read to each other in pairs and then you can ask them to read
some sentences aloud to other partners.
TIPS FOR LEARNING: Make students notice the tip and help them
understand its meaning.
OPTIONAL FOLLOW-UP:
Ask students to talk to their partner about things that keep them busy.
They can use the sentences in activity 7.
CULTURE NOTES:
KEEPING BUSY: Used many times as a greeting. “Been keeping busy”
either as a question or an answer.
The Rainbow Family
There is a website where you can find information about the rainbow
family. It’s called Somewhere Under The Rainbow.
If you are interested, you can find information on their following
gatherings and locations and how they are organised.
http://somewhereundertherainbow.org/find-a-gathering/

42 Unit 3 - Lesson 7
Unit 3 - Lesson 7: On your rounds (page 43)
ON YOUR WAY: Read the expression ON YOUR ROUNDS and ask
students to brainstorm ideas of its context. Check Culture Notes below.
STARTER: 8. First, ask students to identify the activity in each picture
using the words in the box.
First, make sure students have the language they need to carry out this
activity. Demonstrate by giving them the structures they will need to
follow to make their own sentences.
Suggested Answers:
P1. he is running /P2. she is singing. / P. 3 she is cooking/ P. 4 she is
typing./ P. 5 she is cycling /P. 6 he is doing carpentry. / P7 he is walking
the dog/P8 they are going shopping/P 9 he is working/ P 10 she is doing
the laundry.
CULTURE NOTES:
On your rounds: to be out on a regular visit. Used many times with
people like doctors.
Everyday English Phrases:
You can say “I’ll say” to show that you strongly agree with what the
other person says.
“Fat chance!” means that there is a very little possibility of something
happening. The possibility is so small that you think it won’t happen.
Find other phrases on:
https://www.youtube.com/watch?v=GOR7x15Nfz8
READING: 9a. Ask them to complete the sentences on their own first
and then compare their answers with their partner. Provide information
on what these expressions mean.
Answers:
A. go/morning. /B. help/C. neck/D. fingers/ best
9b. Contrast these expressions with similar expressions in Spanish, in
Chile. Ask them to practise the expressions with their partner.
WRITING: 9c. Explain to them they will need to use the expressions
from activity 9a. plus some words (verbs / nouns) of their own.
Answers:
do – morning/ Monday – neck/ keep our fingers crossed – hope for the
best.
OPTIONAL FOLLOW-UP: you can tell tell students about situations
where they can use some of these expressions.
FUNCTIONAL LANGUAGE:
Make students notice the expressions on the functional language box
so as to use English in a more authentic way. Tell them when these
expressions are usually used. They can practise saying them aloud.
WRITING: 10. Demonstrate with one example. Then check with the
class calling out students’ names individually.
Answers:
A. I go to bed late on Sundays/ B. We don’t have eggs for breakfast/ C.
We finish work early on Fridays/ D. Daniel goes to work by bus / E. You
watch sport on TV.
OPTIONAL FOLLOW-UP: They can tell which of these sentences are
true for them.
SPEAKING: 11a. Encourage students to take turns to ask and answer
the questions. You can give them one example by asking one student a
question and letting one student ask you a question.
Make sure students have the language to answer.
OPTIONAL FOLLOW-UP:
Ask students to write about their partner´s ideas using and, or and but
so they can use 3rd person singular.
11b. You can write the question on the board or project it for students.
Model with an example the gerunds at the beginning of the sentence.
Example: Running in the morning and having a good breakfast makes
me feel good. Singing in the shower or listening to music too. But
waking up early doesn’t make me feel good.
Unit 3 - Lesson 7 43
 ON YOUR WAY: Read the expression UP IN THE CLOUDS and ask
Unit contents Unit 2 - Lesson 8: Up in The Clouds (page 44)
students to brainstorm ideas of its context. Relate the word cloud to
where you can file info in space. Grammar Present simple
In this lesson students will be able to:
• recognise international language symbols for social media. Vocabulary Social media
• understand and paraphrase simple expressions about social media.
• answer a survey on social media. Communication Identifying key information.
• find information in a simple factual text to answer questions. skills Paraphrasing simple expressions.
Share the can do statements of the lesson with students. Keep language Scanning and skimming.
simple.

STARTER: 12a. Start by checking who has a Twitter account. Twittering

in a new verb, created for the people who use Twitter. Ask them to look
at the twits and tell you which they like the best and why? Give them an
example so that they know how to answer the question
SPEAKING: 12b. Model on the board if necessary or show them some
“memes”.
Ask them to work in pairs and talk about funny comments on social
media. For example, on Facebook. They can share their comments with
the class.

VOCABULARY: Before you continue, make students notice the

expressions on the Vocabulary box. Ask them to read the expressions
and tell you if they know the meaning of the phrases in cursive. If not,
explain as necessary. KEEP IT SIMPLE. Then, ask them to write the
words in the columns below in English and Spanish.
They compare answers among themselves. You monitor & check.

English Spanish
Device Dispositivo
Memory stick Memoria extraíble
Store Almacenar
Get online Estar en línea
Do a search Hacer una búsqueda
Website Página web
User-friendly Amigable para el usuario
Keyboard Teclado
Wireless Inalámbrico
Scroll down Desplazarse hacia abajo READING: 13a. & b. Ask them to skim the text and understand the
Broadband Banda ancha general meaning. Ask students to complete the facts individually.
Download files Descargar archivos Once they finish, ask them to compare answers with their partner.
Then check with the class calling out names individually.
Answers: D/A/E/F/B/G/C
CULTURE NOTES: SPEAKING: 13c. Ask students to use information from the Vocabulary
UP IN THE CLOUDS: Meaning “not to be in touch with reality”. box and activity 13a. to ask their partners questions. Model by asking a
Social networking was born one day in 1971, when the first email was student a question and then asking a student to ask YOU.
sent. The two computers were sitting right next to each other. The Make students notice the difference between answers with Verb to be
message said: “qwertyuiop” These are the upper line letters on the and answers with do/does.
keyboard OPTIONAL FOLLOW-UP:
Taken from: https://1stwebdesigner.com/history-of-social-networking/
Ask students to look at their favourite social network on their phones
and tell you what they see. Register what they tell you on the board.
And then ask students to identify which social network it is.

44 Unit 3 - Lesson 8
Unit 3 - Lesson 8 What´s up? (page 45)
ON YOUR WAY: Read the expression WHAT’S UP and ask students to
brainstorm ideas of its context. Relate it to the phone app. and the
different spelling involved.
Ask them if they recognise all the different logos and tell each
other which they use/don´t use. Tell them they are going to use this
information in activity 15.
CULTURE NOTES:
WHAT´S UP? Meaning: What’s happening? or what´s going on? Used
on greeting someone or if you think someone is hiding information, not
telling you all they could…
Song: 4 Non Blondes - What's Up (Official Video)
https://www.youtube.com/watch?v=6NXnxTNIWkc
Unknown Social Media Networks
10. Line for Heaven - 9. Nextdoor - 8. ZiiTrend - 7. Ncludr - 6. Dark
Web site - 5. Chirp - 4. REMcloud - 3. Stache Passions - 2. Influence - 1.
ASmallWorld
STARTER: 14. Tell students they will work in pairs asking and answering
the questions.
Make sure they have the language they need; that they understand the
questions and know how to answer. Model one or two questions with
them.
Check answers calling out students randomly.
Register their answers on the board.
WRITING: 15a. & b. Ask them to complete the Venn diagram. They
should use social media information. Model with your info on the
board.
They compare their answers with their partner and then with the class.
Some suggested Answers:
For personal life: Whatsapp, Instagram, Spotify, Facebook
For personal life and work: Spotify, You Tube, Facebook
Usually for work: Twitter
VOCABULARY: 16a. First ask students to have a look at the expressions
and decide whether they know them or not.
Answers:
A: friend/Bio/Timeline/status update/F2F/
B: hashtag/Bio/ filter
C: LOL/1432/F2F
16b. Ask students to talk to their partner and find out which terminology
they know and whether it’s the same in Spanish. Share with the class.
16c. Tell the students to write down what terminology they want to
remember from the list. Compare answers with the class.
READING: 17a & b. Before asking the students to answer the quiz,
make sure they understand the language.
Once they have answered individually, ask them to compare answers
with their partner. Then give them the interpretation of answers.
TIP: It’s always a good idea to start by giving your information first, so
that students are confident to give theirs.
Answers:
If most of your answers are NEVER, then you are not a Social Media
addict at all. If at least 5 of your answers are RARELY, then it’s still time
for you to stop. If most of your answers are USUALLY, then, be careful.
You are becoming an addict.
If most of your answers, 7 out of 9, are ALWAYS, then you are an addict.
Get some help!
OPTIONAL FOLLOW-UP:
Students can create their own Venn diagram about their favourite
network. Check their diagrams calling out names individually.
Unit 3 - Lesson 8 45
 SPEAKING: 18a. Remember to always check that students have the Unit 3 - Lesson 8: Keeping in touch (page 46).
language to answer the questions. You can start by demonstrating with ON YOUR WAY: To start, read the expression KEEPING IN TOUCH and
your own info. Students’ answers should be short. Then, they compare ask students to brainstorm ideas of its context.
with their partner. STARTER: Before you start with activities stop by the Did You Know
Alternatively, you can also call out students individually to share one of box and ask students to read the facts about Facebook. Is it new
the answers with the class. information, or do they have different information?
Expected Language:
about ...friends/ once a day /I upload family photos...
18b. Encourage students to complete the table with key info that is
related to social media. You can ask them which one is their favourite.
Start by giving an answer with your info or famous person’s.
Suggested Answers.
YouTube: Example: YouTuber, fan, YT
Facebook: FB, on fleek, Yaaaas
Instagram: IG, FBF, TBT, Bae, WCW
Twitter: b4, b/c, idk,Cre8,TL
Google: G+
Whatsapp: OMG, C&P, ASL, IMU, ATM
LinkedIn: LI, profile, greypensil, hover, sabe.
Others: B2B
18c. They should compare their answers with their partner first. Then
they share with the class, if they´re interested.
Write answers on the board, so that students add the ones they don’t
have.

READING: 19. Before asking students to read the text, scan it to point
out any difficult word or expression that may confuse students while
reading. Then ask them to read it individually and answer the T/F
activity. Check with the class.
Answers:
A. T/ B. F/ C. /T/ D. F/ E. F

20. Students work in pairs and answer the questions.

Model a way to answer them.
Expected language:
The most boring network is….
I would like to join…… sites
I’d prefer to meet people…..
Encourage students to use the models but you DO NOT need to explain
the structures. CULTURE NOTES:
OPTIONAL FOLLOW-UP: Students can talk to their partner about who KEEPING IN TOUCH: To keep in touch usually means “keep posting
they keep in touch with. They can share their answers with the class. information to each other”, especially in business. For close friends, it
TIPS FOR LEARNING: usually means “let’s stay close” (as in close friends).
This is an excellent opportunity to get to know your students. Discuss -
in Spanish, if necessary - how they learn, or remember. What strategies The 10 most sociable countries: (Inhabitants who use social networks
they use. - out of 100)
New Zealand - 68.95 Australia - 67.60 - Canada - 66.23 - United States
- 65.45 - Iceland - 65.34 - Norway - 65.06 - Denmark - 64.49 - Malta -
63.77 - Germany - 63.21 - Ireland - 63.09

46 Unit 3 - Lesson 8
 ON YOUR WAY: Read the expression HERE’S TO US and ask students
Unit contents Unit 3 - Lesson 9: Here's To Us (page 47) to brainstorm ideas of its context. See Culture Notes below. Cheers!
Grammar Present simple and present continuous was otriginally used for a toast but now it means Thanks! in informal
language. In some regions it also means Hello!
Vocabulary Food, customs and traditions Then share the objectives of the lesson with students and explain their
significance using simple language so that everyone can understand.
Communication Comparing and contrasting. Explain that they will be checking this at the end of the unit also and
skills information. show them.
Identifying key information. • recognise differences and similarities in cultures.
Paraphrasing simple expressions. • understand and describe what usually happens and what is happening
Scanning and skimming. now.
STARTER: Ask them what their favourite dish is. Write preferences on
the board and then compare. Clarify the difference between dish &
plate.

GRAMMAR: Refer to the Grammar box. Make sure they understand the
difference between Present simple expressions and present continuous
expressions. KEEP IT SIMPLE. Don’t go too far!
22a. Ask them to try to complete the table. They can do it in pairs.
Monitor and check.
Suggested Answers: 1. She likes going to an “after hour”/ 2. They are
watching the concert / 3. She is eating sopaipillas/ 4. She likes playing
darts. / 5. They are hanging out in an open air concert/ 6. She is eating
fish and chips.
SPEAKING: 22b. Students should use the info in the pictures to compare
their likes. Top pictures are from Chile and bottom pictures from the UK.
Make sure they understand the use of BUT to contrast ideas. KEEP IT
SIMPLE. Register their answers on the board. Then check.
22c. They write sentences using the prompt in 22b. but with pronoun
“I”
OPTIONAL FOLLOW-UP: Show them a picture of someone eating. Ask
them to describe them.
https://www.pexels.com/search/people%20eating/

PRONUNCIATION: /sh/ & /ch/ sound

Encourage your students to listen and take turns to practise with their
partners. Compare with Chilean pronunciation.

CULTURE NOTES:
HERE´S TO… a formula used in proposing a toast to someone or
something.
Top 10 national dishes: Hamburgers, U.S. - Ackee and Saltfish, Jamaica
- Bulgogi, Korea - Kibbeh, Lebanon/Syria - Goulash, Hungary - Wiener
Schnitzel, Austria - Pot-au-Feu, France - Roast Beef and Yorkshire
Pudding, England - Irish Stew, Ireland
See details at:
https://www.shutterstock.com/es/search/traditional+food

Unit 3 - Lesson 9 47
 PRE-TEACHING: make sure students know the key language before Unit 3 - Lesson 9: Is this so? (page 48)
reading the text. ON YOUR WAY: Explain the meaning of the expression and give a few
Some key vocabulary may be: foreigners, earthquake, ashamed, naked, examples. See Culture Notes for more explanation.
boldness, worship, avocado. STARTER: Write “Chile” on the board and ask students to brainstorm
READING: 23a. Ask students to read the text individually, trying to words related to Chile. The more words the better.
understand the general idea instead of trying to understand word by Ask them to look at the 3 pictures at the top of the page and brainstorm
word. Explain there will be words in English that are similar in Spanish how those pictures can be related to Chilean idiosyncrasy.
such as: stereotypes, unique, etc.
If most students understood the text - keep on going. If not, read it
again with them.
POST-READING: 23b. They can say: I agree or I disagree. They should
underline key words and write them on the lines. Explain that key
words are words that give meaning to the text.
23c. They can compare their list with their partner.
OPTIONAL FOLLOW-UP:
Write their lists on the board, circling the key words that are repeated.

PRE-LISTENING: ask students to recall the information they read about

Chileans.
LISTENING: 24a. Students listen to the second part of the text.
24b. Play the listening again and ask students to write the ideas they
understood. Then share with their partner.
POST-LISTENING: 24c. & d. Tell students they will listen to the text again
and they will need to complete the text with the correct sentences.
Answers:
A. people/ B. plans - vacations/ C. are - almost / D. animalism - animal
They listen again and check.
OPTIONAL FOLLOW-UP:
Ask students to make a list of animal names Chileans use to call people
and reasons why. Share with the class.

25a. GRAMMAR and VOCABULARY: You can model the text with your
information first on the board or the screen. Encourage them to use
Vocabulary and grammar boxes along the unit.
25b. They take turns reading the information to their partner.
25c.They use their phones to record their texts and share the with the
class.
25e. Make sure students have the language to ask. They can go back to
unit 1 or Grammar Reference to get language they need. They can use
the prompt given in the example.
OPTIONAL FOLLOW-UP: Students can work in pairs making a list of
FOLLOW-UP: things they think foreigners need to know about Chile.
Categorising dictation: Read students some lexis you’ve decided to Fast Finishers: They can record the reading text and then listen to
focus on from units 1-3. Ask the students to write down the lexis in themselves to check their pronunciation.
three groups: I know / I’m not sure / I don’t know what this means.
Then students can peer-teach, use dictionaries, get your input etc.
CULTURE NOTES:
IS THIS/THAT SO? Meaning: 1.Is this/that right? - rising question
intonation. 2. That is what you say, but I do not believe you. -no rising
question intonation. Slightly rude.
CHILE
• Chile is the only country that does not have poisonous snakes.
• In Chile there are more than 1300 volcanoes. Many of them are active
such as Villarrica, Cerro Azul and Cerro Hudson.

48 Unit 3 - Lesson 9
Unit 3 - Lesson 9: What’s going on? (page 49)
ON YOUR WAY: Ask students to brainstorm about the title of this page.
They can work in pairs deciding when this expression is used. They can
also discuss if it’s part of a greeting or just a question. They can use
their phones to look up the info.
STARTER: It´s an alternative way of asking “What’s happening?”
“What´s up?” Ask students to look around and ask: What’s going on?
You can give them an answer and they can follow your model.
Ex. We are learning, you are talking, etc.
CULTURE NOTES:
There are about 1360 songs lyrics that contain the expression WHAT’S
GOING ON?
Song: What's Going On - Playing For Change - Song Around The World
https://www.youtube.com/watch?v=JEp7QrOBxyQ
Fast Finishers: They can look up some of the titles and artists of the
song lyrics that contain the expression WHAT’S GOING ON? And then
share it with the class.
PRE-TEACHING: Refer students to the Grammar box. Make sure they
understand what the present continuous is for. Give them real examples
using their names and actions.
SPEAKING: 26a. & b. Students should take turns to say what people are
doing in each picture. Tell them to use the words given in the box and
the structure from the Grammar box.
Answers:
In picture 1 people are drinking/ 2. people are posing for a picture / 3.
people are dancing / 4. people are chatting. / 5. the girl is smiling / 6.
children are playing football.
26c.They should share their answers with their partners.
26d. They take turns asking & answering questions about what they are
doing now and what their families and/or friends are doing. Model with
an example on the board.
What are you doing now? I’m studying English.
OPTIONAL FOLLOW-UP: They can exchange pairs and/or walk around
the class asking and answering.
Check with the class.
GRAMMAR:
27a. Answers:
A. is reading - B. is writing - C. are learning - D. are ______ paying - E.
are completing
27b. Answers:
Column A: He travels by bus/ She goes to work/ I don’t ride my bike on
Sunday.
Column B: We aren’t watching TV/ They are having lunch/ Are you
having a shower?
GRAMMAR: 28. Answers.
Make students notice the difference between present simple and the
present continuous.
A. reads - B. watch - C. is singing - D. doesn’t help - E. is coming - F. Does
______ go
OPTIONAL FOLLOW-UP:
You can show students a picture of a day at work/ a day at the gym/
a day at school, etc. and they should be able to describe the picture
(people, place, actions, etc.). Call out names individually so that
everyone has a chance to say one sentence.
Extra: Ask students to write 4 sentences about their classmates using
present simple and present continuous. Check with the class.
Unit 3 - Lesson 9 49
 SPEAKING: 1a. Students should be able to talk about what is happening Unit 3 - Communication (page 50)
and what people are doing in the picture. They will need to use present FUNCTIONAL LANGUAGE:
continuous + complement. • Describing what they see.
Monitor they are actually trying to describe the picture. • Talking about themselves.
• Scanning to find key information.
Model: I see many people in the park. In the picture, people are walking • Role-playing a situation following a model.
in the park. Some of them are talking. One man/guy is talking on the
phone. Some people are lying down on the grass. There is girl walking Other Activities Students Can Do to Keep on Learning:
with her laptop. You can ask them to draw a scene of their lives such as lunch with
their family, weekend with friends, etc. and exchange the drawings for
1b. Suggested Answers: classmates to describe.
A. People are walking, many people, park, Sunday, free day, water,
trees, the day is sunny, etc.
B. I see people, women, men, green grass, a pond, some tables, seats,
etc.
C. They are talking, they are walking, they are talking on the phone,
they are relaxing, etc.
D. They are at the park.
1c. Once they’ve compared with their partner, they can add other
words and expressions. Encourage them to write words and phrases
even if their English is missing some parts.

SPEAKING: 2.
First model with your information. Then ask them to write some key
words first. They can go back to previous units to retrieve info they will
need. Tell them they will need to take turns to talk.
Suggested Answers:
1. I live in Providencia/ I live at 340 Ricardo Lyon street.
2. I have 1 brother and 1 sister/ I have 1 daughter.
3. I’m tall, slim and I have brown eyes and long hair.
4. On weekdays, I work and study English.
5. On weekends, I spend time with my family/friends.
6. I love reading, but I don’t like cooking.
7. I usually go to Lican Ray on holiday.
8. I am writing some sentences now.

COMPREHENSION: 3a. & b.

Strategy: First, students should have a look at the dialogue to scan
key words, to make sure they understand what it is about. Provide
vocabulary they need. They should share answers with their partner.
Answers:
3/7/11/1/5/13/10/8/6/9/4/2/12.
Make sure you check the answers with the class.
PRONUNCIATION: 3c. & d.
Give some time to students to practise and record the dialogue with
their partner. They should sound as real as possible. Encourage them to SPEAKING: 4.
use correct intonation. Ask them to look at the photo and decide which person in the photo
You can model the dialogue before they start. they would like to be. Once they’ve decided, they should complete the
Then share some with the class. How did they think they did it? description with information that matches the character.
Model:
Name________ From (country/comuna/city)
Description: I have got (eyes + colour) and (hair+colour+ length). I am
(height) and complexion). I can (ability)
I usually (daily activity) but (daily activity he/she does not do)
We are celebrating (Independence Day/ Halloween/My friend’s
birthday) because (it´s Saturday night).

50 Unit 3 - Communication
Unit 3 - Consolidation (page 51) SPEAKING: 1a.
Students are expected to: Encourage students to use the guiding questions to describe the
• describe daily activities and actions in progress. pictures with their partner. They can take turns describing one picture
• describe what they see. each. Students should use present simple and present continuous to
• use present simple and present continuous as it corresponds. describe the pictures.
• exchange information with their partner and class. Model 1 or 2 pictures so that they know exactly what the instructions
• provide and gather information. mean.
If there are areas where they need more practice, provide activities at 1b. Suggested Answers:
the end of this Unit. Picture 1. They are a couple./They are at the park./They are riding their
bikes. /It’s 10:00 o’clock in the morning.
Picture 2. They are 2 women./ They are in class./ They are painting./
It’s 3 p.m.
Picture 3. They are a girl and a grandmother./They are in the garden./
They are planting flowers./ It’s 6 p.m.

GRAMMAR AND VOCABULARY: 2a.

Students should be able to answer these questions individually.
Encourage them to work autonomously, revising the grammar and
vocabulary boxes in previous units.
Answers may vary. While monitoring, check grammar.
Model 2 or 3 random questions with your own information.
2b. Encourage students to ask and answer questions with their partner
using correct pronunciation and intonation.
2c. They should stand up and ask and answer around till they find what
they are looking for. Then call out names individually to share answers.

OPTIONAL FOLLOW-UP:

Students take turns asking each other present simple and present
continuous questions to which they think the answer will be “Yes, I am”
or “Yes, I do”. They get one point for each “Yes” answer to questions like
“Are you sitting down?” and “Do you like cheese?” You can also expand
the game to allow “Yes, (s)he is” and “Yes, (s)he does” questions about
their friends and family.
Taken from:
https://www.usingenglish.com

Fun Memory Game

Here is a fun memory game to help students practise the present
continuous tense.

Copy this link in your browser and download the specifications:

https://www.teach-this.com/images/resources/fun-memory-game.pdf

Unit 3 - Consolidation 51
 Suggested Answers: Unit 3 - Grammar And Vocabulary Worksheets (page 52)
1. GRAPHIC ORGANISER This is a section for students to practise grammar and vocabulary in
Afternoon Activities: take a nap/ read a book/ watch the soap opera/ context.
go shopping. Encourage them to complete activities on their own; comparing their
Evening Activities: have “once”, go to a happy hour, go to the movies, answers with their partner once they are done.
and hang out with friends.
Night Activities: watch a movie, have dinner, go out with friends, read
a book, talk on the phone, check Facebook.
Weekend Activities: watch Netflix, read a book, go shopping, clean the
house, go running.
Morning Activities: have breakfast, take the dog for a walk, running,
cook lunch, gardening.
Holiday Activities: go to the beach, read a book, watch TV, go to the
movies, go out with friends, take naps, rest, rest….

2a. Answers to wordsearch.

K * * * * * * * * S * K * * *
R R * Y O U * * R * * C * * *
E * O * * * * E * * * I * * *
T D * W * * W * * * * T * * *
T * O * T O * E * * * S * * *
I N * W L E C * * * * Y * * *
W * U L N I N S T A G R A M F
T * O O V L * L W * * O * * A
* F * E C * O H A * * M * * C
* * D * * C A A * I * E * * E
V I R A L T A * D * C M * * B
* P + S S E L E R I W O * * O
* * O A * * * * * * * * S * O
* * P S * * * A R E * * * * K
* P * * T * * * G R E A T * *
The less time it takes the students to find the words the better. Once
they find the word they check its meaning.
2b. Once they´ve found the words they can try to discover the hidden
message. YOU ARE GREAT.
OPTIONAL FOLLOW-UP:
3a. They could write one activity from each category.
3b. Encourage students to check grammar and vocabulary boxes to Use a dictionary to help you complete a list with daily activities from A
make statements or questions using present simple and continuous. to Z. All of the words must begin with the letter of the alphabet given.
Model: What time do you get up? / What do you usually do in the Some letters may have many different answers, while others may not
morning? /I’m reading a mystery book/ I rarely go running. have an answer.
Consider breaking your class into two teams and see which team can
come up with the most (correctly spelled) words within a given time
limit.
4. Answers: Taken from: https://www.allthingstopics.com/daily-activities.html
Daniel is a doctor. He LIVES in Puente Alto with his family. He WORKS
in a hospital.
At the moment, he IS DRINKING a coffee with a friend in the cafeteria.
His friend, Michael, IS British, he COMES from Wales but he IS WORKING
in an office in Santiago this month.

52 Unit 3 - Grammar & Vocabulary Worksheets

Unit 3 - Grammar And Vocabulary Worksheets (page 53)
This is a section for students to produce grammar and vocabulary in
context.
Encourage them to complete activities on their own; comparing their
answers with their partner once, they are done.
OPTIONAL FOLLOW-UP:
Present Simple bluff
One student makes a true or false statement about their routines or
those of people they know such as family members and people in their
neighbourhood. Perhaps after answering questions like “How often…?”
and “Why do/ does…?”, the other people guess if the statement was
true or not. They can continue to lie (hopefully convincingly) during the
questioning stage.
Taken from:
https://www.usingenglish.com
5. Answers:
A. get/B. have/C. have/D. go/E. watch/F. brush/G. get up
6. Suggested Answers:
Every day I… get up at 6 a.m. Then, I take a shower and have breakfast
and brush my teeth. I go to work by bus. I finish work at 6 p.m.
Right now I… am writing some sentences and learning English in my
classroom at the ICBC.
7. Answers: B. The use of social networks is dominated by 90% of young
people.
Encourage students to read the text aloud with their partner.
8. Answers:
is (several times)- think - am falling - am feeling - has got - does/live -
works - meet - does/do - designs - keeps - keep
9a. Suggested Answers:
A day in the life of a Mum and her daughter
In the morning they have breakfast, they eat bread but don’t drink
orange juice.
At midday they have a salad and spaghetti.
After lunch they go for a walk or take a nap.
In the evening they have “once” but they don’t eat avocado.
At night they watch a cartoon and have a glass of milk.
9b. Practise with another partner.
Model:
Partner A. This is the mother. She has a good breakfast on Sunday
morning.
Partner B. What does she eat?
Partner A. She eats bread but she doesn’t drink orange juice.
9c. Students describe their Sunday using present simple structures and
contextual vocabulary. They can refer to the Grammar and Vocabulary
boxes, as well as previous activities in this section for help.
Unit 3 - Grammar & Vocabulary Worksheets 53
 1. Answers:
Students should be able to produce short texts that include present
simple structure using 3rd person singular, frequency adverbs such as
usually and sometimes, verbs that indicate daily actions such as: read,
take a nap, ride a bike, take a shower, get up, have lunch, breakfast,
dinner, etc., and vocabulary used along the unit that can be related to
food, daily actions and social networks.
Unit 3 - Test Yourself (page 54).
The purpose of this section is for students to finally check how much
they have learned along the unit.
Activities on this section are aligned to unit CAN DOs, so encourage
your students to complete the activities individually and as honestly
as they can.

2.
This is an excellent opportunity for students to recycle vocabulary from
previous units. They can then exchange information with their partners.

3a. & b.
Students should be able to produce sentences that include present
continuous structure using is/are, and vocabulary they see in the
pictures, such as appearance, books, father and daughter, computer,
bed, yoga, pencil, coffee and verbs such as: read, work, write, give a
speech, talk, etc.
They write what they produced orally in activity 3a.
This chart should be completed by the students individually. This
chance for students to evidence their learning along the unit.
Suggested Answers:
1. Do you have a hobby? / Yes, I love painting.
2. I like gardening with my daughter in the morning.
3. What is your favourite social network? / It’s Facebook.
4. I like Facebook because I can post my daily ideas.
5. English breakfasts are different from Chilean breakfasts but both are
delicious.
6. I am working now but my sister is reading a book at home.
When they finish you can ask them to share what they have written and
help each other correct the sentences.

INSTRUCTIONS ON HOW TO USE SELF ASSESSMENT:

Explain to your students that checking their own learning is important
and beneficial. Self-assessment helps students:
• become responsible for own learning.
• be able to recognise next steps in learning.
• feel secure about not always being right.
• raise self-esteem and become more positive.
• be actively involved in the learning process.
Check unit 3 chart.
• become more motivated.
This chart should be completed by the students individually. This is a
chance for students to evidence their learning along the unit.
Criteria for correcting:
Suggested Answers:
• Encourage students to correct their partner’s answers so as to provide
1. Play sports, Work hard.
feedback and notice how much they’ve learned as they check answers.
2. What activities do you do regularly? I gossip.
• When you correct or check, focus on unit CAN DOs.
3. I read a book every month.
• Students should be able to produce evidence on at least 6 out the 8
4. Hashtag is used for Instagram.
CAN DOs.
5. What is your favourite social media?
6. I rarely check my Facebook account first thing in the morning.
7. People in Latin America use social networks a lot.
8. British people eat fish and chips but Chileans eat “choripan”.
9. She is eating sopaipillas and they are playing football.
10. I work every day. I am eating a sandwich now.
When they finish you can ask them to exchange their charts with their
partners or call out their names to give answers.

54 Unit 3 - Test Yourself

 ON YOUR WAY: Write the following questions on the board:
Unit Contents FOCUS ON SKILLS page 57- 62
How do you learn English at home?
Grammar according to level How often do you learn English? Give a few examples.
Expected language: I learn English with movies, songs, learning
Vocabulary different topics applications, internet activites, language exchanges, travelling.
I learn English once a week, twice a week, everyday.
Communication Talking about different learning strategies and STARTER: What do I need to learn? Get the students to read the
skills how memory works. definition of the word ‘skill’. What other skills do they have? Did they
practise it a a lot? You may need to give a personal example to help
them understand. Get them to discuss in pairs and then feedback to
the class about their partner.
Expected language:
I can play the piano. I practised for 10 years.

How about your attitude? Ask the students to read the paragraph.
Then get them to discuss the following questions:
What is your attitude towards English? Positive or negative? Why?
Which attitude is the best for learning?
Expected language:
I have a positive attitude towards English . A positive attitude is the best
- it gives you motivation. Ask students how they think they learn English
best: by listening, using visuals, moving around, by speaking with their
classmates, by reviewing every 2 or 3 days, etc.?

MEMORY: The rest of the page focuses on a explaining how memory

works. The language used here is too difficult for the students at this
level. So some aspects of this can be discussed – as much as can be
understood. The main aim here is to make sure they understand some
learning strategies and memory techniques, so that they become
aware of their learning process and in consequence be responsible
for their learning process and be more autonomous. If you think it's
important they understand this, take a break from English and discuss
it in Spanish.

EXTRA ACTIVITY 1: Language Acquisition

• Discuss the word consolidation with your partner. Can you think of
any synonyms?
• Explain to the students that when you learn something in class, the
teacher may give you homework on the same topic. Why do teacher’s
do that? Elicit answers such as to consolidate the information already
learnt, it makes it easier to remember, strengthening the same
patterns in your brain, etc.
EXTRA ACTIVITY 2:
• Write the word affective filter on the board. Tell the students that this
is something that happens in your brain while learning a language,
when you get nervous or panic. Your brain creates a block that makes
it very difficult to learn more. Get the students to discuss in pairs
what they could do to remove this filter. Elicit answers such as: relax
more, know that it is OK to make mistakes, have a positive attitude,
don’t try to compete with others, learn at your own pace, etc.

Focus on Learning Strategies 57

 Then as a group write their answers on the board. Add any more that Focus On Speaking Skills 1 (page 58)
were not mentioned but are in the grey box. Focus on the pronunciation This section in the book can be used as revision, for extra practice, for
of the sentences. Drill them and make sure their intonation in the fast finishers or if you have students who will sit for the Key Cambridge
questions rise (with yes or no answers). Use gestures and mimicking to English Exam.
double check meaning. ON YOUR WAY: Tell the students to close their book. Get them to think
SPEAKING: 1a. Students work individually on this first. Make sure that about any classroom language that helps them communicate with
they choose a topic that particulary interests them. each other and the teacher. Give them one example from the grey
BEFORE they make the questions, make sure you direct their attention FUNCTIONAL LANGUAGE box.
to the rubric at the bottom of the page. Tell them that later on their
language will be assessed using that rubric. With that in mind, they can
start thinking of their questions.
Monitor closely to see if they struggle with the questions. Before asking
the questions, get them to give their questions to a partner to see if
they can spot any mistakes.
1b. Then, get the students to partner up with someone else and ask
their questions. THE STUDENTS MUST RECORD THE CONVERSATION.
Make sure they write notes about the answers they give.
1c. Now they must listen and assess each other. Tell them to be honest
as it will help them improve their speaking skills. As a teacher you will
need to see if you agree with them.
1d. Now ask the studets to repeat the whole process again but with
a different topic. It doesn’t necessarily have to be related to the book
– you could also put up a few examples on the board to help them
be inspired. Make sure that this time they focus ONE aspect of their
speaking (grammar, vocab or pron.) that they feel they really need to
improve. Once they have finished go through the rubic again to see if
they have improved or not.
2. This game can be done back to back. Ask the students to sit back to
back. Then ask them to choose a picture between them, one being A
and the other being B. Then ask them to cover the picture that they
will not be looking at. They will then need to start describing what they
both see and discover the differences together. When they discover
the difference, ask them to circle it. You may want to conver some
functional language here to help them with describing pictures.
Expected language:
There is a…
There are ….
I can see….
He is…. ing / She is ……ing.
He is…. / She is ….
in the back….. on the left…. on the right…. at the top…. at the bottom…

2. Find the differences. Answers:
1. In Picture A the short cook in the front on the left has a kerchief
(necker or scarf) - in picture B he hasn't.
2. The same cook has a big spoon in his hand in Picture A but not in
Picture B.
3. In Picture A the tall, fat cook in the top row is serious and in Picture
B he's laughing.
4. In picture A the cook in the top row on the right has a very tall hat
and in Picture B it is short(er).
5. In Picture A the baker on the right has more bread/ buns on the plate
than in Picture B.
3. FIND SOMEONE WHO…. Ask the class if they have ever played this
game before. If not it would be a good idea to model it. Ask a stronger
student to stand up and ask them a question Do you wear a watch?
Write their answer down if they say yes . Ask the students then to stand
up and do the same, asking various people until they have yes answers.
The most ‘yeses’ they get, the better. The one with the most wins.
EXTRA ACTIVITY:
After the game is finished, ask some of the students if they remember
some details about the persons answers and what they were.

58 Focus On Speaking Skills

Focusing On Speaking Skills 2 (page 59)
ON YOUR WAY: Write the word restaurants on the board. Get them
to brainstorm a few examples of good and bad restaurants in Santiago.
Then they compare their lists with each other to see if they are similar.
EXTRA ACTIVITY: adapted version of Speed Dating
Model an interview using WH questions
1. Hand out cards to each student with a famous person. They are NOT
to show it to anybody.
2. Students sit in two lines across from each other.
3. They ask each other questions, using WH questions and try to guess
who the other person is. If they discover who the person is, they can´t
reveal it yet. They can make a note to remember.
4. Give them 2 minutes to exchange information then one line of
students moves to the right, now facing a new partner. The person on
the line who gets left without a partner goes to the beginning of the
line.
This continues until everyone has had an opportunity to meet every
member of the opposite line.
5. At the end of the event, before each one reveals their secret identity,
ask everybody who they think their interviewee were. You can do this
on the board. Finally, the winner is the person who guessed most
correctly.
4a. Ask the students to read the instructions carefully and analyse the
grey box. Do the first example with them.
The get the students to work together on the task. Think about how
to pair students up – weak and strong students together always. Also
swapping pairs regularly is very beneficial for the students as they can
learn new things from their partner.
Example answers:
What is the name is the restaurant? (The Four Lanterns)
Where is it? (Soho)
What is the phone number? (44 659087315)
How do I make reservations? Online or by phone
Is it open on weekends? Yes
What type of food does it have? Mediterranean and Greek
Is it cheap? Yes
Does it have a website? Yes
4b. Make sure the other student reads through the information about
the restaurant while his or her partner is designing the questions. Get
them to underline the key words. Once they are both ready, they can
have the conversation. Get the person who is asking the questions to
write down the answers they hear. Then when they have finished, ask
the students to compare their answers with the correct information in
the box.
5a. For this activity, the students will need to work in pairs and one of
the students in the pair will need to close their books. The one who
has the the book open will need to read all of the information and
underline the key words.
5b. Meanwhile, the one with the books closed will need a couple of
minutes to design some questions to ask about the new Sports Centre.
Once they have both prepared, they can begin their conversation. Get
the student who is asking the questions to write down the answers
they hear. Once they have finished, Ask them to compare the answers
with the the correct information written down.
Example answers:
What is the name of the sports centre? 360 Sports and Fitness Centre
Where is it? Bringstone Road and Park Avenue
What sports do they have? Outdoor and indoor
Are there any classes on Saturday? No
Are thre any activities on Sunday? Yes, a family programmae including
hiking, cycling and horse riding.
Is it expensive? It depends on the subscription
How can I find out more information? Website and email.
Focus on presentation skills 59
 Listening tips: Ask the students to read through Step 1. Then, without Focus On Listening Skills (page 60)
looking at the book, ask the students to talk to their partner everything ON YOUR WAY. Write down the word listening on the board. Get the
that they remember or understood. Monitor closely and make sure students to talk about listening in English in pairs. Do they find it hard or
they don’t miss out any important information. easy? Does it depend on who’s talking? What about films? Do subtitiles
Repeat this process for all 4 steps. Then ask them some concept help? Feedback as a class.
checking questions such as.
Which step helps you guess what the content of the listening is?
Which step makes you listen to specific things?
Which step should you focus on content words?
Which step helps you understand the meaning of vocabulary?

1. This activity puts each step into practice.

Predicting: The students should NOT listen to the audio before step 1.
Get them to predict the content BEFORE listening.
Expected answers:
Who? A doctor
Where? A doctor’s practice
When? Work hours
Why? Could be all three.
Listening for gist: Then ask them to listen to answer the listening for
gist question and to see if they were right about their predicitons.
Expected answer:
The text is about a visit to the doctor’s.
Listening for detail: Then ask them to underline any key words in step 3
BEFORE listening. Then play the audio again and get them to write the
answers down.
Expected answers:
Name of the patient: Cathy (it´s in the instructions)
Symptons: bad cough and sore throat
Medical problems: the flu
Medical prescription and suggestions: Asprin every four hours, lots of
rest and fluids.
Infering meaning: At this level, students are not expected to infer
meaning, only if you have very fast learners you could give it a try. You
may need to play the audio again for this, however looking at the audio
script is also OK as they have already listened to the audio twice. Also, if
this part is too difficult, you could give the definitions but in the wrong
order, and they can match them up while infering from meaning.

2. Note taking
2a. & b. Tell the students they are going to practise a prediction task. Get 2e. Elicit that the telephone number was difficult to answer because
them to read the instructions, the grey box and the questions carefully, there was none.
they answer them individually and check answers with a partner.
Suggested answers: NOTE:
hotel, prices and availability of rooms.Then play the recording, and ask There is a mistake in the printing of the book. There is no telephone
them to discuss in pairs if their answers were similar. number mentioned in the conversation but there is an email address.
2c. and d. Tell the students now that they will do a detailed task. Make I suggest you tell your students to correct the book and listen for the
sure they understand all of the words in the grey box. Then play the email address or do as is suggested in 2e.
recording. Get the students to check their answers with a partner, and
then give the correct answers to check.
Answers:
37 bradford street
87 pounds
there is no telephone number
museum
Monday.

60 Focus On Listening Skills

Focus On Reading Skills (page 61)
ON YOUR WAY: Write down the word reading on the board. Get the
students to discuss the following questions in pairs: Is reading in English
difficult for you? Why/why not? What do you read in English outside of
the classroom? Does it help you learn? Then feedback as a class.
EXTRA ACTIVITY:
Tell the students now to come up with several questions based on the
theme of the reading that they will have to ask their partners . Give
them 5 minutes to do this individually. Monitor closely and check for
any errors that empede communication. Then ask the students to
stand up and go and talk to someone in the class they haven’t talked to
for a while, and ask the questions. Then get them to share what their
partners said to the class.
Skimming and scanning: Write these words on the board and see if the
students have ever heard of them before. Elicit the definitions that are
in the book.
Ask the students to give examples of WHEN we would skim and scan.
Elicit examples such as skimming an interesting article, news on the
internet, etc. and scanning an important document, contract etc.
Step 1: Ask students to read through step 1 carefully, trying to remember
as much as possible. Then get them to close their books and recite what
they have just learned to their partner. Elicit all the information as a
class before opening the book again.
1a., b. & c. Ask students to read through the 4 different options, then
look at the title and the picture. Then in pairs they will have to discuss
which is the correct option. Once they have the answer, ask them to
read through the article quickly to check their answers. Then they
discuss with their partner if their answers are the same or not.
Answer:
C: a projected wind farm
Step 2: Students read what scanning is about and again try to get them
to remember everything they read. Then ask them to close their book
and recite what they remember to their partner.
Then focus their attention on the 4 questions at the bottom of the page.
Make sure they read them carefully, underline any key words so they
know what they are looking for. Remind the students that synonyms of
the words may be used instead so they will need to be careful of this.
Then get the students to answer the questions individually. When they
are finished, ask them to check their answers in pairs. Then give them
the right answers. Ask them how they did, if they found it difficult and
why.
Answers:
a) Cabo Negro
b) six million dollars
c) three turbines
d) 2013.
Remind the students that usually the answers come in the same order
as the questions, making it easier to find.
Focus On Reading Skills 61
 1. Tell the students that they will be looking at a training programme Focus On Writing Skills (page 62)
and an email. Get the students to read the instructions carefully, and ON YOUR WAY. – Write the word writing on the board. Get the students
read through both grey boxes carefully too. to discuss the following questions:
Before writing they need to have input of the vocabulary they will need What is difficult about writing in English? Do you ever write to someone
and a purpose for their writing. They can highlight or underline all the in English? Is it formally or informally? What differences can you see
key words, clarify doubts. At this level, they could work in pairs for the usually between these two when writing?
reading of the information to make sure they have understood it.
Answers:
1. Conference room morning,
2. O’Higgins room afternoon
3. San Martin
4. San Martin or Conference Room

2. Explain to the students that when writing, you usually use a model
first. From this, you can understand the language used and the structure
of the writing.

Ask them to look at the model email and answer the following
questions: Is it formal? Does it have everything it needs?

Now get them to check the checklist with the model email. Does it tick
all the boxes? Any missing?

3. Now explain to the students that they will write their own email.
They will need to follow the same structure as the model, and use
similar language. Get them to write individually, and make sure they
plan in bullet points what they will write first (following a,b and c) . Give
them 5 minutes, and then get them to swap with a partner for peer
correction. Monitor this closely to check they are correcting correctly.
Tell the students that while they check their partners work, they must
use the checklist below to see if it has all the information.

4a. & b. Now tell the students that they will practise their writing
further, but this time without a model. However the structure has
been given and they must use it in that order. Ask them what kind of
language they would use, formal or informal? (more informal as you
are talking to a friend)

Get them to do this activity in groups. Then, ask the students to read
the checklist again to see if they have all the information. Then ask the
emails to be passed around the class, so everyone gets a chance to read
everyones. Then vote for the best one in the class. Make sure they give
you reasons for their choice.
IMPORTANT TIP: Elicit from students any differences in style when
writing in English and Spanish. Elicit the length of sentences. Remind the
students to keep things simple and use as many full stops as possible.
Spanish writers tend to use much more commas than in English or have
very long sentences. In English, it looks much more professional if the
writing is made of lots of short sentences.

62 Focus On Writing Skills

ON YOUR WAY: Write ‘LEISURE / FREE TIME ACTIVITIES’ on the board
and explain that they are synonyms and what the title means. Ask
students to write down as many words related to what people do in
their free time as they can. Allow 2 minutes and then ask them to
compare their lists.
CULTURE NOTES:
Gardening, birdwatching, stroking your cat – whatever it is you like
doing, just go for it. It’s officially good for you!
New research published by the Society for Personality and Social
Psychology (and not the Institute of the Completely Obvious, as you
may have expected), says that valuing your time more than the pursuit
of money leads to feelings of greater wellbeing. And by valuing your
time, they mean spending it wisely on hobbies, exercising or being with
your family. (Taken from The Guardian)
Unit contents Unit 4 - AT LEISURE (page 63)
Grammar Present simple, frequency adverbs and
expressions of frequency. Verb pattern like, love
+ gerund. Articles and possessive adjectives.
Vocabulary Verbs for daily routines and leisure activities,
personality adjectives
Communication Using Frequency adverbs and frequency
skills expressions.
At the end of this unit, students will be able to:
• understand and express simple ideas about leisure and how often
you do things.
• use simple expressions to find out about other people’s leisure time
and how often they do things.
Read the OBJECTIVES to students and ask them if they recognise some
of the words.
Share the objectives with students so that they understand the meaning
and significance. Explain by using simple language so that everyone can
understand. Explain that they will be checking this at the end of the
Unit and show them. Use Spanish, only if necessary.
STARTER: Ask students to look at the pictures and describe them. Tell
them to say where they think the people are, who they think the people
are and what is happening (as seen in unit 2).
Expected language:
I see two people. They are in a park. They are walking the dog.
OPTIONAL FOLLOW-UP:
Ask students relevant follow up questions about hypothetical situations
related to the picture. Encourage them to use the expressions I think
/ I don’t think. Do you think they are near home? Do you think they
are family? Do you think they are running for fun or do you think they
are professional runners? Explain the difference between FACTUAL
INFORMATION and HYPOTHETICAL INFORMATION.
Expected language:
I think they are family, I don’t think this is a park I think this is a private
club.
Unit 4 63
 In this lesson students will be able to:
• respond questions about leisure activities. Unit contents Unit 4 - Lesson 10: At My Leisure (page 64)
• ask questions about leisure activities. Grammar Adverbs of frequency, expressions of frequency
• understand and use simple expressions of frequency.
Share the can do statements of the lesson with students. Vocabulary Everyday and free-time activities
Keep language simple.
Explain who our “better half” is: our partner (as the topic is related Communication Talking about the ways we spend our time
to men and women you can make the connection). There is a simple skills and the frequency we do or don’t do different
expression in Spanish. activities
ON YOUR WAY: Write ‘AT MY LEISURE’ on the board and ask students to Expressing likes and dislikes.
write down as many verbs related to the activities they do in their free
time as they can. Allow 2 minutes and then write a list on the board
with these verbs.
OPTIONAL FOLLOW-UP: Ask students relevant follow-up questions.
Where do you play football? When do you play football? Encourage
students to work in pairs to ask each other questions about their free
time activities.
STARTER: 1. Ask students to complete the chart with the words in
the box according to how often they do these activities in their free
time. As a class, ask students in turn to tell you about the activities
they always do (100%) and the activities they never do (0%). Write the
words always and never next to the figures 100% and 0% respectively.
Repeat the sequence with the adverbs, usually, sometimes and hardly
ever. Clarify vocabulary if necessary.
PRE-READING: Ask the students to quickly look at the title then skim
through the text. They share their ideas as to what the text is about.
READING: 2a. Now ask students to read the text and discuss their
opinion with their partner.
You can check as a class and write some of their opinions on the board.
They can use verbs from activity a.
OPTIONAL FOLLOW-UP: Ask students whether they agree or disagree
with the idea that there is a relationship between gender and leisure
and the generation of stereotypes. Keep it simple.
Expected language:
Men (always) play computer games. Women do not.
OPTIONAL FOLLOW-UP: Focus on yes/no questions. Write these
questions on the board and ask students to work in pairs to find out
whether their partner agrees or disagrees with each statement. Do you
spend a lot of time with your family? Do you go out together?
POST-READING: 2b. Ask students to read statements and decide if they
are True (T) or False (F) according to what they read.
Answers:
Fathers spend more time on leisure than mothers.
Women don’t spend more time on leisure than men. CULTURE NOTES: Around 60% of Chilean people prefer spending their
OPTIONAL FOLLOW-UP: Ask students relevant follow up questions. free time at home, either watching TV (53%) or making an “asado”
Focus on WH Question words (What, Where, When, Who, Why). Where (47%). 500 people were surveyed to find out how Chileans entertain
do you work? Who do you work for? Where is your office? themselves and around 60% prefer doing something at home.
Staying at home implies being technology dependent. Most home
GRAMMAR: 3. Ask students to complete the chart with the highlighted
entertainment is linked to technology. 91% of Chileans use technology
frequency adverbs in the text.
to be entertained. The smartphone is the favourite device with 75%
Answers: (approximate %)
of preference. Computers get 19% and tablets 6%. Chileans are so
100% 80% 70% 50% 20% 0% fascinated with technology that they can spend up to 150 hours a
month in front of a smart screen (TV or phone). That is almost 6 days.
always usually often sometimes hardly ever never Adapted from: http://noticias.universia.cl/cultura/noticia

GRAMMAR: Ask students to complete sentences using the verb given

and a frequency adverb to make sentences that are TRUE for themselves
using the sentences in activity 3. Answers will vary.

64 Unit 4 - Lesson 10
UNIT 4 - Lesson 10: Always, sometimes, never (page 65)
ON YOUR WAY: Write ‘LEISURE / FREE-TIME ACTIVITIES’ and the
following categories: TEENS, YOUNG ADULTS AND ADULTS. Ask students
to write down as many verbs describing things these people do in their
free time as they can. They can share their answers with the class.
STARTER: 4. Ask students to read the statements and decide whether
they are True (T) or False (F) for themselves. Tell them to discuss the
answers with their partner and encourage them to ask relevant follow-
up questions following the model given in the example. Are they
similar? Compare answers with the class. You can project the activity
on the board and compare the class’ answers. Are they similar?
OPTIONAL FOLLOW-UP: Ask students relevant follow-up questions to
see what they think about the topic.
Encourage them to use expressions like: I think, From my point of
view. Encourage them to use expressions of agreement like: I agree/
I disagree.
CULTURE NOTES:
41% of Chilean are addicted to junk food and eat it at least once a week.
Men eat around 5% more junk food than women.
Adapted from:
http://www.24horas.cl/tendencias/salud-bienestar
PRE-LISTENING: Ask students relevant follow-up questions. Focus on
WH Question words (What do young adults you know do in their free
time? What do your friends do? What do children you know do in their
free time?)
LISTENING: 5a. Tell students that they are going to listen to a radio
programme about gender and leisure. Before listening, ask students to
make predictions and justify their answers.
Expected language: I think women spend more time doing exercise.
Then, ask students to listen and tick the correct answers.
Answers:
1. men, 2. women, 3. women 4. women 5. women.
POST-LISTENING: 5b. Tell students that they are going to listen again
and then complete the summary of the text.
Suggested Answers:
Men usually spend more time with their friends.
Women usually spend more time at home.
Men don’t spend more time doing regular exercise.
Women usually spend more time solving problems at home.
WRITING: 5c. Tell students to write down three sentences about the
activities a person they know well does in his/her free time.
Answers:
They can write similar sentences as in activities 4 or 5. Make sure they
use the correct pronoun/name + form of the verb.
Check their answers on the board.
SPEAKING: 6a. Ask students to look at the pictures and describe them.
Tell them to say where they think the people are, who they think the
people are and what is happening (as seen in unit 2).
Expected language: I see a man. He is at home. He is eating.
WRITING: 6b. Ask students to write a question with HOW OFTEN for
each verb. Tell students to work in pairs and ask their partner.
Answers:
How often do you eat junk food? How often do you work out? How
often do you go to the doctor´s?
6c. Ask students to complete each box writing three relevant follow-up
questions. Focus on WH Question words. Check they have the language.
Suggested Answers:
Who do you go with? Why do you like junk food? What is your favourite
restaurant?
What are your favourite exercises? Where do you work out? What’s the
name of the gym?
When do you go to the doctor? What’s the name of the doctor? Where
is the doctor?
6d. Tell students to ask a partner the questions in 6c and present to
the class.
Expected language. Valeria never has junk food. She doesn’t like it.
Unit 4 - Lesson 10 65
 GRAMMAR: Tell the class that longer frequency phrases usually come
at the end of the clause. I go to the doctor twice a month. I have dinner
in that restaurant every week. Explain the pattern adverb + a unit of
time (once a month, twice a day, three times a year) presenting relevant
examples.
Encourage them to use these phrases by using follow-up questions
when they´re talking.
PRE-SPEAKING: 8a. Ask students to complete the chart with the verbs
in the box to make true sentences about themselves. Complete the
chart.
Go through the different columns with the class. Ask students
individually. Encourage students to use complete sentences. Encourage
student/student interaction. Write them on the board and provide the
class with corrective feedback.
Expected language: I always go shopping, I never go to the gym.
OPTIONAL FOLLOW-UP. Ask students relevant follow-up questions
related to the chart they just completed.
SPEAKING: 8b. They compare their answers with their partner. Are
they similar or different?
SPEAKING. 9a. Ask students to look at the pictures and describe them.
Tell them to say where they think the people are, who they think the
people are and what is happening (as seen in unit 2).
Expected language. I see a man. He is at the airport. He is waiting.
They follow the example given.
UNIT 4 - Lesson 10: Time flies (page 66)
ON YOUR WAY: Read the phrase TIME FLIES and ask students to
brainstorm ideas of its context. Is it similar in Spanish?
STARTER: 7. Put students in small groups. Give them 2 minutes to write
down a question with HOW OFTEN for each picture. Ask each group in
turn to tell you the questions. Write them on the board and provide the
class with corrective feedback.
Expected answers:
How often do you do sports? How often do you travel by plane? How
often do you go to the doctor´s? How often do you go shopping? How
often do you do the housework?
SPEAKING: Put students in pairs and ask them to interview their partner.
Monitor as they interact but don’t stop to correct any mistakes. Ask
students to write down the answers if necessary. Keep it simple.
OPTIONAL FOLLOW-UP: Ask students relevant follow-up questions.

9b. Ask students to complete a profile thinking they are one of the
people in the pictures in 9b. Provide necessary language if needed. As
they should work in pairs, they need to choose different people from
the pictures.
You can model with your own information on the board.
Then they work in pairs and create a dialogue using the prompt given
and completing with the correct information.
9c. Finally they practise the dialogue and record it on their phones.
They can share some of the recordings with the class.
OPTIONAL FOLLOW-UP:
They can change partners and practise other dialogues. They can also
record it and the class can choose the best one.

CULTURE NOTES:
Things that people usually hate doing.
• Putting away laundry. Folding shirts and matching socks.
• Do the dishes.
• Listen to voice mail.
• Buying an insurance.
• Paying bills.
• Making changes to a TV, phone, or internet plan.
• Going to the dentist.
• Applying for a new job.
• Getting quotes for work on your house.
• Changing email addresses.
Taken from:
http://wbckfm.com/the-10-little-life-tasks-we-hate-doing-the-most/

66 Unit 4 - Lesson 10
 ON YOUR WAY: read the above expression and ask students to
Unit contents Unit 4 - Lesson 11: The Ball Is In Your brainstorm ideas of its context. Explain how/when it´s used. (it´s when
Court... (page 67) you have to decide or you say it to somebody else and they will have to
Grammar Present simple, like/love + ing, articles. decide). Similar in Spanish?
In this lesson students will be able to:
Vocabulary Healthy & unhealthy habits, collocations, sports • ask and answer questions about their lifestyle.
• understand simple expressions about healthy lifestyle.
Communication Identifying key information.
• express likes and dislikes on these topics.
skills Discriminating information.
STARTER: 10a. Explain that a healthy person is someone who is
Expressing likes and dislikes.
strong and well. They can share their opinion whether they consider
Asking for clarification.
themselves healthy or unhealthy.
Ask students to identify three aspects from the list that make them
healthy or unhealthy.
You can write their options on the board to compare with the class.
OPTIONAL FOLLOW-UP: Ask students relevant follow up questions to
justify their answers. What sports do you do? When? Who with? How
often?
Expected language: I play tennis with my brother. I play once a week.
WRITING: 10b. Ask students to complete the sentence with verbs from
9a.
Expected language: I like playing sports and going to the gym but I
don’t like smoking or drinking.
OPTIONAL FOLLOW-UP: Ask students relevant follow-up questions
about how often they do the things they do.
Brainstorm some ideas on the board.
PRE-LISTENING: 11a. Tell students that they are going to listen to a talk
on health advice and ask them to read the phrases and share which
phrases they think will be mentioned.
LISTENING: 11a. Now they listen and identify the tips to stay healthy
mentioned in the report. They write the numbers as they hear.
Answers:
1. Focus on physical activity 2. Eat fruit and vegetables 3. Control your
weight 4. Get enough sleep.
OPTIONAL FOLLOW-UP: Find out whether they follow the pieces of
advice mentioned in the text. Do you work out? Do you eat healthy
food? Do you get enough sleep?
POST-READING: 11b. In pairs ask them to read the statements and
determine whether they are TRUE or FALSE for people from Chile and
for themselves. They complete the chart and compare their answers
with the class. Encourage students to use full sentences.
Expected language: Chileans don’t like doing exercise. I like doing
exercise. My partner doesn’t like doing exercise.
GRAMMAR: (like + ing) As a class, go through the set of statements and
elicit suitable follow up comments. Explain that we can use ‘like’, ‘love’,
CULTURE NOTES: Break these unhealthy habits: ‘hate’ to say how we feel about an activity. Explain that the verb that
• Not Drinking Enough Water. describes this activity takes the -ing form.
• Eating Late at Night. WRITING: 12a. Before writing, go through the Grammar box with them
• Not Getting Enough Exercise. and practise making sentences. Then in pairs they write five questions
• Sleeping very little.
• Eating Too Much Sodium. about healthy life and free-time activities using the phrases given.
• Eating Lunch at Your Desk. Then they should take turns to ask and answer the questions. They can
• Skipping Dessert. change partners. Ask students to write down the answers.
• Not Changing or Sanitising Your Kitchen Sponge. To write the questions, they follow the prompt given in the example.
Adapted from: http://www.eatingwell.com PRONUNCIATION: Play the recording for students to underline the
target sound. Check as a class. Then play the recording again for
students to repeat.
NOTE: There is a mistake in the box. It should say: James likes jelly and
jam.

Unit 4 - Lesson 11 67
 STARTER: 13a. In pairs ask students to complete a list with the three UNIT 4 - Lesson 11: Take sides (page 68)
most popular sports according to what they think. ON YOUR WAY: read the expression TAKE SIDES and ask students to
Then compare their answers with the class on the board. Are they brainstorm ideas of its context. Explain how/when it´s used (to define
similar? Provide vocabulary if necessary. your situation; either a. or b.). Similar in Spanish?
PRE-LISTENING: 13b. Tell students they are going tolisten to a radio Remember: In English, we do/play sports. To practise is the action of
programme about the most popular sports in the world. They predict doing something again and again in order to master it.
which they think they are. Provide vocabulary if necessary.
LISTENING: 13b. Now they listen and complete the ranking with the
top five.
Answers:
1. Football 2. Basketball 3. Cricket 4. Tennis 5. Athletics

OPTIONAL FOLLOW-UP:
Ask students to listen again and elicit reasons for the position of the
different sports in the ranking. Focus on questions with WHY?
Expected language: I think tennis is popular because many people play
it.
POST-LISTENING: 13c. Ask students to complete the ranking with the
top five most popular sports in their country according to what they
think. They use the prompt given in the example.
SPEAKING: 14. Ask students to tick the sports they enjoy doing/ playing
/watching. As a class, go through the different sports and elicit suitable
answers. Encourage students to use full sentences. They compare their
answers with their partners.
Expected answers: I like playing football. / I love watching tennis but I
don’t like playing it.

OPTIONAL FOLLOW-UP:
Ask students write down follow-up questions. Students work in pairs
to interview each other. Encourage them to add more information if
they can.
PRE-READING: 15a. Write ‘To reduce stress, I …’ Ask students to discuss
what they do to reduce stress. As a class, discuss students’ answers.
READING: 15a. They are going to read a text about how to keep a
healthy lifestyle to reduce stress. Encourage students to express
agreement or disagreement. They use: I agree/ I disagree.
Expected language: To reduce stress, I play football, I go to the gym,
I walk.
OPTIONAL FOLLOW-UP:
Ask students relevant follow-up questions. Focus on questions with
VOCABULARY: Collocations refer to words that are found together in
WHY. Why do you like playing football to reduce stress?
language. Collocations can be fixed, where it is difficult to replace one
POST-READING: 15b. In pairs they complete the list of stressful
of the words with an alternative.
situations, giving a healthy idea. Model examples on the board.
Expected answers: Stressful situation: Late for work. Healthy idea:
CULTURE NOTES:
Get up earlier.
Why do Chileans get stressed?
15c. Ask students to complete the sentences with their information.
According to a study carried out by ADIMARK in 2017, Chileans mainly
Model with your own information.
get stressed because they don’t have as much free time as they wish or
Provide key vocabulary if necessary. They can also use expressions from
as they used to have. This lack of free time is linked to unhealthy eating
the Vocabulary box and activity 14.
habits choosing flavour instead of quality. They are too tired to cook or
Check with the class.
find healthier ways of eating.
Stress has also been related to the effort people make to have a better
life, which has led only to a worse way of life. It´s a vicious circle.
Adapted from:
https://fch.cl/estres-los-chilenos-se-duplica-cuatro-anos/

68 Unit 4 - Lesson 11
Unit 4 - Lesson 11: Music to my ears (page 69)
ON YOUR WAY: Ask students to brainstorm ideas about MUSIC. Share
their ideas with the class and write them on the board.
STARTER: 16a. Write the expression MUSIC TO MY EARS on the board
and ask students to predict its meaning. Write an example on the
board. ‘When they say we can go home it is music to my ears’. Tell the
class that it refers to something you are happy to hear about. Ask the
class to tell you if there is a similar expression in Spanish.
CULTURE NOTES:
According to Spotify the most popular singers/bands in Chile during
2016-17 were:
Most popular artists:
1. Coldplay 2. Daddy Yankee 3. Nicky Jam 4. Justin Bieber 5. Yandel
Most popular Chilean artists:
1. Villa Cariño 2. Movimiento Original 3. Los Prisioneros 4. Los Bunkers
5. Francisca Valenzuela 6. Noche de Brujas 7. Gepe 8. La Combo Tortuga
9. Los Tres 10. Joe Vasconcellos
GRAMMAR: Tell the class that we use the definite article ‘the’ in front
of a noun when we believe the hearer/reader knows exactly what we
are referring to. We use the indefinite article, ‘a/an’, with countable
nouns when the hearer/reader does not know exactly which one we
are referring to (We use ‘a’ when the next word starts with a consonant.
Use ‘an’ when the next word starts with a vowel or with a mute h.)
SPEAKING: 16b. As a class, go through the different types of music and
elicit examples and write them on the board. As a class, go through the
different questions and elicit relevant answers from students.
Expected language: I like listening to rock music. I also like listening to
opera.
OPTIONAL FOLLOW-UP: Encourage students to change partners asking
and answering the questions in 16b.
They use the prompt given in the example.
PRE-LISTENING: 17a. Tell students that they are going to listen to a local
DJ talking about Jessie J. They look at the photo and the information
below trying to predict some of it.
LISTENING: 17a. Now they listen and complete the chart. They will
probably need to listen twice.
Famous as Songwriter Born in Seven Kings
Nationality British Father Stephen Cornish
Born on March 27, 1988 Mother Rose
Height 1,75 Married No
Zodiac sign Aries
POST-LISTENING: 17b. Before they complete the text, go through
the Grammar box and give plenty of examples. Then ask students to
complete the text about Jessie J. This is a good chance for them to do
peer correction, they share answers and only after that you give them
the answers.
Answers:
Jessie J was part of a group. The name of the group was ‘Soul Deep’.
In 2011 she was the winner of the MOBO Award. Her first album was
an instant hit and her third album was a worldwide hit. In 2012 she
appeared in the British television talent show ‘The Voice UK’.
EXTRA info to play the song if you want. Her first hit was Price Tag. The
song is about making music because she wants to, not just for the sales
and pleasing the people.
https://www.youtube.com/watch?v=qMxX-QOV9tI
SPEAKING: 18a. As a class go through the four questions they need
to ask/answer. As a class, read through the example before they start.
Then in pairs they ask and answer the questions. Encourage them to
add more information if they can. Monitor and note any common
errors. Ask students to write down the answers in the chart.
You can model with your information.
They can change pairs to compare their answers.
WRITING: 18b. Read through the writing task with the class. Ask
students to complete the sentences with information from 18a. Model
with your information if necessary. Share some their answers with the
class.
18c. They write about a singer they know. They write the information
using the same prompt in activity 17a. They can use their phones to
find out more information about their favourite singer/ musician /
band, etc.
Once it’s complete, in pairs they take turns asking and answering using
the examples given.
Unit 4 - Lesson 11 69
 ON YOUR WAY: read the expression LIFE IS SHORT and ask students to
brainstorm ideas of its context. Explain how/when it´s used. Similar in Unit contents Unit 4 - Lesson 12: Life Is Short... (page 70)
Spanish? Grammar Possessive adjectives, present simple, enough.
STARTER: Ask students to describe the pictures. Tell them to refer
to the place, the people, who they think the people are and what is Vocabulary Free time activities
happening or what they think is happening.
Expected language: I think they are…/ They are at school/ They are Communication Recognising specific information.
students. skills Expressing preferences.
You should model an example on the board. Asking for clarification.
OPTIONAL FOLLOW-UP: Ask students relevant follow-up questions
about the topic. In this lesson students will be able to:
SPEAKING: 19. Explain that a gap year is the period between leaving • look for and recognise specific information in a text.
school and starting university that is sometimes spent travelling or • give their opinion on simple matters.
working. Ask students to discuss the questions in pairs. Clarify when • express preferences about a healthy or unhealthy life.
necessary. Share the can do statements of the lesson with students. Keep language
They can share their answers with the class. Write some of their simple.
answers on the board.
PRE-READING: 20a. Ask the class about things they know about France,
Spain and Italy. Focus on simple facts as capital cities, famous landmarks
and fun facts. Provide some information on the board to guide them.
Keep language simple.
READING: 20b. Ask students what they think the title of the article
means (The article provides potential students in a gap year with useful
information about the experience).
Read through all the sections as a class. Explain unknown vocabulary.
Write down the common usage words they don't understand to recycle
later on (play a board bingo).
They can answer the questions in pairs.
Answers:
In Italy.
In Spain
In France
In Spain
In Italy
OPTIONAL FOLLOW-UP: Ask students relevant follow-up questions.
Focus on yes/no questions assessing the different aspects of a gap year
in these countries. Do you think this is positive or negative?
Write answers on the board to share.

CULTURE NOTES:
API Gap Year - Community Service Programs in Chile
Spend one, two, or three months volunteering with API in Valparaiso or
Santiago, Chile! Take a gap month or semester to work with locals green
initiatives and environmental awareness among other service projects.
Learn about Chilean culture with local tours and cultural activities
outside of your community service time.
Participants can contribute to the local community through service
projects at local non-profits, teaching English through local community

groups, or participating in youth empowerment programs through tutoring and surfing. Participants can also improve their Spanish language skills
through the completion of a Spanish language and conversation course at a local language institute. Placements are available in both Santiago
and Valparaiso, Chile.
One-month, two-month, and three-month placements are available.
https://www.goabroad.com/providers/academic-programs-international/programs/api-gap-year-community-service-programs-in-chile-157843

70 Unit 4 - Lesson 12
Unit 4 - Lesson 12: Pros and cons (page 71)
ON YOUR WAY: read the expression PROS and CONS and ask students
to brainstorm ideas of its context. Explain how/when it´s used. Similar
in Spanish? (advantages & disadvantages is a more formal way of saying
it)
STARTER: 21. Ask students to discuss whether they agree or disagree
with the pros and cons of taking a gap year presented in the chart. As a
class, read through the statements before they start. Then in pairs they
do the task and answer the questions. Encourage them to add more
information. Monitor and note any common errors. Provide the class
with relevant feedback.
OPTIONAL FOLLOW-UP: Ask students relevant follow-up questions.
SPEAKING: 22. Ask the class about things they know about the cities
in the pictures. They can share information they know. You can elicit
the names of the cities so that they have more information to talk. The
cities are: Paris, Rome & Madrid (from top to bottom).
PRE-LISTENING: 23a. In pairs ask them to read the statements and
predict, they write (F) for France, (S) for Spain and (I) for Italy. Ask them
to compare their answers.
LISTENING: 23b. They listen to two people talking about these countries
and check their answers.
Answers:
1. F/ 2. S/3. I/4. S/5. I/6. F/ 7. F/ 8. I/9. S
POST-LISTENING: 23c. In pairs ask them to discuss whether they would
like to take a gap year. Encourage students to use full sentences.
Expected language: They can use the prompt given in the example.
Also: I would like to take a gap year. Spain would be an option because
they speak Spanish.
OPTIONAL FOLLOW-UP: Ask students relevant follow-up questions to
give reasons for their answers. Would you like to spend some time in an
English-speaking country? Yes, I can learn English.
WRITING: 24a. Read through the writing task with the class. Ask
students to first read the prompt and then ask them to write down a
plan for a weekend tour to a city they know well. Circulate and help
where necessary by pointing out errors for students to self-correct. In
pairs, students correct their texts together. Ask students to read their
texts to the class.
Suggested Answer:
Description: Santiago is the capital of Chile. It has got many beautiful
places and there are very nice people.
Saturday: In the morning: visit Parque Metropolitano.
Have lunch: at Mercado Central.
At night: visit Bellavista or Barrio Italia.
Sunday: Visit Cerro Santa Lucía.
Have lunch: at Costanera Center.
At night: visit Plaza Ñuñoa.
24b.They take turns asking and answering. They use the prompt given
in the example.
Model with your information if necessary.
GRAMMAR: Tell the class that we use possessive adjectives (my, your,
his, her, its, our, their) to show something belongs to somebody: That’s
my flat/ Her car is brand new.
CULTURE NOTES: Some foreigners declare pros and cons of living in
Chile:
Pros
• The city is a regional hub within Latin America. Fantastic quality of
life. Cheap flights to different South American cities. Vibrant nightlife
and dining out scene. Wide range of accommodation options. Subway
system, Santiago offers a range of easily accessible outdoor activities.
Picturesque city with a backdrop of the Andes Mountains. Stable
government and safe country to relocate to. Large and diverse expat
community. Tasty and inexpensive seafood and quality local wines.
Relatively low crime rate compared with other large Latin American
cities.
Cons
• Language barrier – some Spanish is vital. City tends to close on
weekends as everyone goes to the beach/mountains/family. Long
work weeks, Road signs are not bilingual and not always clear. More
expensive than most Latin American countries. Earthquakes.
Unit 4 - Lesson 12 71
 STARTER: With their partner, they can brainstorm ideas on how they UNIT 4 - Lesson 12: Spending time... (page 72)
spend their time when at home and work. They can write their ideas ON YOUR WAY: Read the expression SPENDING TIME and ask students
using key words in English or Spanish. Model some examples on the to brainstorm ideas of its context. Explain difference with “passing the
board. Check with the class. time”. Is it the same in Spanish?
SPEAKING: 25a. In pairs students read the figures in the pie chart that Spend time is used to talk about the time you do an activity. Pass the
illustrate how North Americans spend their free time (this information time means doing something to make the time pass faster while you
comes from a survey but is not explicit as to how many people were are waiting for something else. e.g. I'm spending time at my mother's
interviewed or where they are from!). Ask them to classify the verbs house. ... I look at magazines to pass the time while waiting for my
in the chart in one of the following categories: It’s not enough – It’s appointment at the dentist's office.
enough – It’s too much. Give one example. As a class, go through the
set of statements and elicit suitable follow-up comments. Encourage
students to use full sentences.
Expected language: I think they spend too much time watching TV. I
think the time they spend doing sports is not enough.
OPTIONAL FOLLOW-UP: Ask students relevant follow-up questions
such as: Why do you think N. Americans spend so much time watching
TV?
Expected language: Because they don’t like working out.
25b. They draw a chart about how they think people spend their time
in their country. They compare their chart with their partner. Are they
similar? Encourage students to use full sentences as in 25a. to share
with the class.
WRITING: 26a. Explain that collocations refer to words that are found
together in language.
Answers:
Play / Go / Do / Go / Watch / Spend / Search / Visit
26b. & c. Ask students to write questions about free time activities
using like + ing and verbs from 26a. They can use the prompt given
in the example and model some examples on the board. In pairs, take
turns to ask and answer the questions.
OPTIONAL FOLLOW-UP: They can change partners to ask and answer
the questions. They can also record the questions and answers.
SPEAKING: 27a. Students use the information given in the chart and
write questions to ask three partners. They have to use the prompt
given in the example. They walk around the classroom asking and
answering the questions. Then share the information with the class.
Expected language: How much time do you spend working? / How
many hours do you spend…….?
OPTIONAL FOLLOW-UP: Ask students relevant follow-up questions.
WRITING: 27b. In pairs they write a summary by calculating the average
time spent doing the activities in 27a. They complete the prompt.
Model one example on the board. Then complete the chart with:
It’s not enough, It’s enough and It’s too much using the information
collected in 27a. CULTURE NOTES:
British people are becoming less sociable because of technology.
Technology has influenced their leisure time.
Young people spent more than a third of their overall leisure
time – around 14 hours per week – using technology.

72 Unit 4 - Lesson 12
UNIT 4 - Communication (page 73)
1a. Students look at the pictures and write sentences to describe what
people are doing. Then they write sentences to express how often they
do these activities. They can use the prompt given in the example. They
are expected to use frequency adverbs and present simple. Model a
few sentences on the board they give you.
Expected language: I go to the gym three times a week… I play video
games at weekends….
1b. They talk to their partner whether they like doing the activities in
the pictures in 1a. or not. They use the prompt given in the example: I
like going to the gym because I feel relaxed. Encourage students to use
vocabulary learned through the unit.
2a. & b. Students take turns to ask and answer the questions using
the information from 1a. First, they complete the dialogue. Then, they
role-play the situations.
Suggested Answers:
A. Do you like going to the gym?
B. Yes, I love going to the gym.
A. How often do you play video games?
B. I play video games three times a week.
A. What time do you watch TV?
B. We watch TV after dinner.
A. Why do you like reading?
B. Because I feel relaxed.
3. In pairs students take turns to describe the pictures in 1a. They use
the example given as a prompt.
You can also model one on the board.
Alternatively, they can change partners after 3 pictures.
Encourage them to use as much variation of vocabulary as possible.
4. They answer the questions in pairs.
These questions require answers with yes/no answers or specific
answers. They must be able to identify which answer is required each
time.
You can elicit one example if necessary.
5a. In pairs create a profile for one of the people in pictures in 1a.
Make sure they understand and have the language to do it.
You can model with your information on the board with the help of the
class.
They will need information from previous units.
5b.They change partners and describe the profile they created. The
new partner must guess what picture they are talking about. Then they
swap roles to listen to their partner’s description and guess.
Expected language may be: My person’s name is…/ He-she is from…./
He-she works at…/He-she likes….. but doesn’t like…./ His-her favourite
music is…. etc.
OPTIONAL FOLLOW-UP:
They can create other people’s profiles using some famous people’s
pictures. They can present their profiles in front of the class.
Famous Chilean people:
http://www.esacademic.com/dic.nsf/eswiki/257633
Famous British people: http://univer-vd.com/lang/2016/03/2983
Famous People worldwide:
http://staff-force.com/surprising-first-jobs-famous-successful-people/
Unit 4 - Communication 73
 2a. & b. They read the text and answer the question: Who is healthy Unit 4 - Consolidation (page 74)
in Megan’s family? 1a. Answers:
I am from Winchester, Hampshire. Winchester is a city in the United
Healthy Unhealthy Kingdom. I live in a town called Taunton which is on the River Tone. I
live in a house in a noisy street in a commercial neighbourhood. The
Megan gets up early Ewan has a cup of coffee for street is called Hudson Avenue and the house is old, nearly 200 years
Megan meditates for 30 breakfast. old! I am a doctor and I work in the local hospital. I like books, music
minutes. Ewan drives to work. and taking photographs in my free time. I usually have lunch at the
Megan has a good breakfast. Ewan usually buys fast food. cafeteria in the hospital. Sometimes I go to an Indian restaurant near
Megan cycles to work. Ewan loves drinking and home because I love Indian food.
Megan always eats a light smoking. 1b. Students describe the picture. They complete the prompt given.
lunch of fruit and vegetables Suggested Answer:
I can see beautiful houses and people are walking in the streets. Taunton
has trees but I can’t see cars.

3. Answers:
1. b
2. a
3. c
4. b
5. a

4. Answers:
1. Smoking is not allowed.
2. No walking on the grass.
3. You can’t photocopy books.
4. This is not a parking area.
5. This is the dancing area.

5. Students complete the prompt given to describe what they do on

Saturday and Sunday, what they enjoy doing and whether they are a
healthy person or not.
They compare their answers with their partner.

Suggested Answer:
On Sunday I clean the house in the morning and I like going to the park
in the afternoon with my family.
On Sunday I love spending time with my family but I hate going
shopping.
I think I am a happy person because I relax in my free time.

OPTIONAL FOLLOW-UP:
Students can describe what people are doing in the pictures and how they spend their time. They should use vocabulary used in previous activities.
https://www.shutterstock.com/image-photo/collage-set-photos-happy-smiling-family-1007513314
https://www.alamy.com/stock-photo-happy-teenage-friends-spending-free-time-in-cafe-89446999.html
https://www.alamy.com/stock-photo-three-happy-friends-spending-free-time-together-in-park-sitting-on-91759343.html

74 Unit 4 - Consolidation
Unit 4 - Grammar And Vocabulary Worksheets (page 75) 2. Answers:
1a. Answers: b. I go to the gym twice a week.
a. They usually go to the theatre on Saturdays. c. I go to the doctor three times a year.
b. I always have lunch with my wife after work. d. At work, we have business meetings twice a month.
c. He usually has breakfast in his office. e. I go to work four times a week.
d. I often get up late at the weekend. f. My brother comes to visit me every week.

1b. Answers: 3. Answers:

a. How often do they go to the theatre?
b. How often do you have lunch with your wife?
c. Where does he usually have breakfast?
d. How often do you get up late?
a. He doesn’t like going shopping because he hates crowded places like
shopping centres.
b. She loves searching the internet. She can spend hours doing that.
c. Does he like swimming in the sea?
d. He loves going to parties but he doesn’t like dancing.
e. They enjoy singing Karaoke in the pub on Friday night.
f. Do you like meeting your friends in the pub?

4. Answers:
a. running/jogging.
b. trekking/ swimming
c. smoking/skating

5. Answers:
1. his
2. her
3. its
4. their
5. yours
6. My
7. its

OPTIONAL FOLLOW-UP:
Present simple practice for fast finishers.
https://www.eslgamesplus.com/present-simple-tense-action-verbs-
interactive-monkey-game/

https://www.really-learn-english.com/simple-present-exercises.html

Unit 4 - Grammar & Vocabulary Worksheets 75

 7a. Answers: Unit 4 - Grammar And Vocabulary Worksheets (page 76)
football, tennis, judo, skiing, swimming, trekking, taking photographs, 6. Answers:
cycling, meditating, cooking a. I always go swimming in summer.
b. He never plays tennis in December.
7b. Answers: c. They do karate every Friday evening.
1. Watching TV. d. She does yoga half an hour every day.
2. Skateboarding. e. The children play chess at school.
3. Horse riding f. She usually goes skiing in winter.
4. Shopping g. He hardly ever goes cycling on Tuesday.
5. Running

7c. Students should use the prompt given in the example to write their
sentences.

8a. Suggested Answers:

hip hop
rock
heavy metal
instrumental
folk
rap
classical
jazz
opera
8b. Suggested Answers:
My favourite music is rock. I usually listen to it when I am on the metro.
My partner’s favourite music is pop. He usually listens to it at work.

9. Answers:
When you are running late in the morning, slow down.
When you have a lot of work, work out.
When you are having a long commute, listen to music.
When you are having interpersonal conflict, communicate. When you
feel sleepy during the day, take a nap.
When you lose things, take notes.
When you have insomnia, drink some milk.

10. Answers:
Where is the Colo Colo stadium?
Why are you feeling happy?
How often do you usually go shopping?
What time do you go cycling?
What is your neighbourhood like?
OPTIONAL FOLLOW-UP:
Collocation activities: do, play, go.
You can forward the links to your students or you can do these activities
as a class.
https://www.ecenglish.com/learnenglish/lessons/go-do-play-sports-
collocations
https://www.usingenglish.com/quizzes/417.html
https://www.learn-english-today.com/lessons/lesson_contents/
exercises/play-go-do_quiz1.html

76 Unit 4 - Grammar & Vocabulary Worksheets

Unit 4 - Test Yourself (page 77)
CRITERIA FOR CORRECTING.
• Encourage students to correct their partner’s answers so as to provide
feedback and notice how much they’ve learned as they check answers.
• When you correct or check, focus on unit CAN DOs
• Students should be able to produce evidence on at least 6 out the 8
CAN DOs.
INSTRUCTIONS ON HOW TO USE SELF-ASSESSMENT:
Explain to your students that checking their own learning is important
and beneficial. Self-assessment helps students:
• become responsible for their own learning.
• be able to recognise next steps in learning.
• feel secure about not always being right.
• raise self-esteem and become more positive.
• be actively involved in the learning process (partner not
recipient).
• become more motivated.
1. Students write sentences using the prompt given in the example.
They should be able to use vocabulary through the unit and previous
units to create their sentences.
For this activity they are expected to use frequency adverbs: usually,
always, often / time indicators: once a week, everyday, three times a
month, in the morning, in the afternoon/ present simple.
They can still have a look back to be sure. But the examples must be
authentic.
When students are not able to come up with authentic answers,
encourage them to go on and look back in the unit and find samples of
sentences or words they need.
If students are able to identify and recognise the sentences and
vocabulary, then they have partially achieved the objective of the unit.
2. Students write sentences about activities they like and don’t like
doing in their free time.
They should follow the prompt given in the example.
For this activity they are expected to use time indicators: once a week,
everyday, three times a month, in the morning, in the afternoon/ like/
don’t like + ing / because + reason.
3. Students complete the paragraph with their information.
Suggested Answer:
I am a healthy person because I do exercise every day. I like eating fruit
and I like drinking water. I love trekking but I don’t enjoy running. 4.
Answers:
1. c / 2.b / 3.a / 4.b / 5.c
5. Suggested Answers:
From Monday to Friday I spend my time working during the day and
going to the gym in the evenings.
At the weekend I like watching TV and spending time with friends.
I usually do the same routine activities during the week. I change some
activities at weekends.
Check unit 4 chart.
This chart should be completed by the students individually. This is
a chance for students to evidence their learning along the unit. It´s
important they write their sentence.
Suggested Answers:
1. In my free time I like watching TV.
2. What do you like doing in your free time?
3. I usually listen to music on the metro.
4. What time do you finish working? At 6 p.m.
5. I play sports three times a week and drink water.
6. I like drinking coffee but I don’t like smoking.
7. I understand that changing the way you think can also reduce
stress.
8. I think that playing video games every day is too much.
9. I spend time with my friends when I am stressed.
When they finish you can ask them to exchange their charts with their
partners or call out their names to give answers.
Unit 4 - Test Yourself 77
 At the end of this unit, students will be able to:
• understand information and use expressions about places, travelling Unit contents Unit 5 - FINDING MY NORTH (page 80)
and local customs. Grammar There is/are, This/That/These/Those,
• interact in a simple way by asking and answering questions about WH- words, Present simple.
preferences, favourite places, ways of travelling and weather.
• produce simple texts that describe a town, city or country, including Vocabulary Places, climate, local weather, countries.
weather conditions and climate.
Communication Recognizing words and expressions.
Read the OBJECTIVES to students and ask them if they recognise some skills Discriminating information.
of the words. Reading and understanding simple texts related
Share the objectives with students so that they understand the meaning to local culture.
and significance. Explain by using simple language so that everyone can Talking about places, weather and tourism.
understand. Explain that they will be checking this at the end of the unit
and show them.
ON YOUR WAY: Write “Tourism in Chile” on the board or the screen
and ask students to brainstorm whatever ideas or words related. Write
them all and then ask students to compare and see which ones are
trendy.

STARTER: Ask students to look at the pictures and say which places in
the pictures they have already visited.
Ask them to choose their favourite place from the pictures.

OPTIONAL FOLLOW-UP: Ask students to write questions about the

places in the pictures. Give them an example on the board. These
questions can be Yes/No or Wh-questions.
- Once they have written their questions, they can take turns answering
them and checking if they are right.
TIP: do not worry much about the expressions they produce. Instead
encourage their ideas and what they want to express.

CULTURE NOTES:
The world’s oldest mummies were found in Chile.
These mummies were buried more than 7,000 years ago in the arid
desert of northern Chile.
Found in the arid desert valleys around Arica in northern Chile, the
Chinchorro mummies are the oldest mummies discovered in the world
to date.
The Chinchorro were a prehistoric people who lived in scattered
communities and used fishing to help them survive on the desert coast
of Chile and Peru.
The nearly 300 mummies, which have been recovered in recent years
from the dry coastal area near the Perú border, are thought to date
from between 5000 BC to 1500 BC.
http://www.dailymail.co.uk/sciencetech/article
SKILLS NOTES
A skill for life is to speak, to communicate and engage in discussion with
others. To start, you should be able to obtain information from simple
verbal communication by:
• Following the gist (general idea) of simple verbal communication.
• Obtaining necessary information for a given task.
• Following single step verbal instructions correctly for a given task.

80 Unit 5
Unit 5 - Lesson 13: Here, There And Everywhere (page 81)
ON YOUR WAY. Ask about or explain the meaning of the title.
Ask students about places in Chile they have been to. Write the names
on the board and then compare. Which place they have been to the
most? The least?
OPTIONAL FOLLOW-UP. They can do some extra practice with There is/
are/ I can see… by describing the classroom to their partner.
In this lesson students will be able to:
• identify different places in the north and south of Chile.
• describe different cities in the north and south of Chile.
• recognise customs and traditions from different cities and towns in
the north and south of Chile.
Share the can do statements of the lesson with students. Keep language
simple.
STARTER: 1a. Students tick the places they have visited. They can also
say whether these places are in the north or south. Share their answers
with their partner. Although the use of present perfect is in some of the
examples you do not need to go into any lengthy explanation or activity
to clarify it. It´s here only as a presentation so that they can recognise it
in any simple text as the English language uses it a lot.
Answers: Horizontally
Picture 1: Concepción/ Picture 2: Valparaiso/ Picture 3: Castro/ Picture
4: Arica/ Picture 5: La Serena/ Picture 6: Antofagasta.
1b. & c. Students complete with names of cities/towns they have visited
in the north and south. In pairs they compare their answers. You can
call out their names individually to share answers with the class.
OPTIONAL FOLLOW-UP: Write all the names of cities students gave on
the board. Which is the city that everyone has visited or knows very
well?
2a. Before they start, ask them to read the questions and check their
understanding. Then ask them to choose the answers and compare
with their partners.
2a. Answers:
Check with the class.
A. Magallanes / B. Punta Arenas/ C. Antofagasta/ D. Castro/ E. Pucón.
GRAMMAR: Make students aware of the use of there is/are. Clarify if
necessary. Ask them to complete the box and discuss why they chose
those answers. Only then give them the correct answers and clarify if
necessary.
Answers:
a. are
b. isn’t
c. Are
d. Is
NOTE: make sure students understand the difference between there is
and there are + noun
3. They take turns to describe what they can see in pictures 1a. They
can use the prompt given in the example and the words in the box for
descriptions.
Check vocabulary before they start.
OPTIONAL FOLLOW-UP: Give students an example on how to describe
a picture using key words and the structures There is/are and I can
see… You can have a sample picture handy to describe. http://www.
vihreatsylit.fi/en/wp-content/gallery/hesperianpuisto/hesperiap5.jpg
Language Note: To “know” a place in English, is to know it very well
- it´s not the same as “conocer un lugar” in Spanish. In English we go
to places or visit them.
CULTURE NOTES: Sandboarding
The Atacama Desert is also composed of soft, shifting sand dunes
where there’s the perfect opportunity for sandboarding. You can take
your own board or contact one of the small outfitters who rent out
everything from a board to helmets, gloves and goggles. For anyone
who’s less sure on their feet, you can sit on a toboggan and slide down
the sandy slopes with all of the thrills and none of the spills!
Taken from:
https://www.cascada.travel/en/News/Things-do-Chiles-far-north
Unit 5 - Lesson 13 81
 STARTER: 4a. Encourage students to read the sentences first and check Unit 5 - Lesson 13: Going south? (page 82)
vocabulary that may interfere with their comprehension. ON YOUR WAY: Start by asking students to describe Santiago (or
Answers: (horizontally) another famous city). They should say what Santiago is famous for.
Picture 1: F/ Picture 2: D / Picture 3: C / Picture 4: C/ Picture 5: E/Picture They use there is and there are + noun.
6: A You can demonstrate.
PRE-READING: 4b. Encourage students to guess what city it is in each In Santiago there is a tall building called Gran Torre Santiago (Costanera
picture. Share with the class. Centre). The tallest in South America.
Expected language: I think it’s + name of the city. In Santiago there are many people.
Suggested Answers: (horizontally)
P1. Santiago centro / P2. A city in the south / P3. a highway near
Santiago or Ruta 5 sur / P4. Plaza de la Independencia, Concepción /
P5. Catedral de Concepción / P6. a big city and a river
The pictures are all from Concepción but you can accept all answers.
READING: 4c. & d. Ask students to read the questions before reading
the text. That will give them information on what to look for when
reading. Check any tricky vocabulary first.
Alternatively, they can read in pairs.
They check answers with their partner. Alternatively you can call out
their names individually to check with the class.
Answers:
A.T / B.F / C.T / D.T / E.F /
POST-READING: This is a chance for them to talk about cities they like
or don’t like. Demonstrate.
I visited/have visited Licán Ray and I like it because there is a beautiful
lake. / I visited / have visited Valdivia and I don’t like it because it rains
a lot.
WRITING: 5a. Answers:
A. are - modern - historic /B. capital /C. visit – beautiful /D. are –
universities /E. hot – sunny/ F. important – city
5b. They check answers with their partners and then they can check
with the class.
3 more characteristics for Santiago:
• Santiago is a cosmopolitan and energetic city.
• In Santiago there are varied museums and great restaurants.
• There are many hillside parks in Santiago.
5c. Demonstrate with an example of yours on the board.
Expected language:
Barrio Brazil is a great place to live. There are many shops to buy food
and drinks. There are many restaurants too. Parque Brazil is in Barrio
Brazil too. Children can play there.
OPTIONAL FOLLOW-UP:
You can write the name of another city on the board or show a picture
and students can describe it in pairs. 6a. Make students aware of the Vocabulary box. Explain and give more
You can demonstrate with some sample questions. Remind students of examples if necessary.
the structure of questions. Answers:
Example: Mist: misty/ Sun: sunny/Ice: icy/ Storm: stormy/Wind: windy/Cloud:
• Is your city in the north or south? cloudy/Rain: rainy/Fog: foggy.
• Is your city big? 6b. Make it simple and once they have written the sentence, share it
• What attractions can you find? with the class and write some on the board. Are they the same?
Expected language: Santiago is cloudy and cold today.
CULTURE NOTES: Tourist web sites recommend many cities to visit in
Chile. Some foreigners who have already visited Chile think that apart
from San Pedro de Atacama, Valparaiso and Santiago, the south has
some treasures that are worth visiting such as Castro, Villarrica, Pucón,
Puerto Varas and Valdivia. These cities are breath taking because of
their incredible landscapes, delicious food and people who smile and
are welcoming. Adapted from: https://theculturetrip.com/south-
america/chile/articles/6-chilean-cities-you-need-to-visit/

82 Unit 5 - Lesson 13
Unit 5 - Lesson 13: OH, Chile! Long petal, made of sand and rain!
(page 83)
ON YOUR WAY: Start by telling students about the title of this page.
Explain that it was adapted from Pablo Neruda’s poem called “Cuando
de Chile”
https://www.poemas-del-alma.com/pablo-neruda-cuando-de-chile.htm
They can brainstorm ideas or key words about the poem and share with
the class.
OPTIONAL FOLLOW-UP: You can show students another description of a
city and they can make sentences and questions using the information.
Examples:
https://en.wikipedia.org/wiki/Mejillones
https://en.wikipedia.org/wiki/R%C3%ADo_Negro,_Chile
CULTURE NOTES:
• Chile is the longest country in the world from north to south with
2,647 miles (4259.93 kilometres)
• You can spot 4000-year-old trees in Chile’s southern region. They are
mostly of the amazingly long-lived alerce tree species.
• Puerto Williams in Chile is the southernmost village in the world.
Taken from: http://thefactfile.org/chile-facts/
PRE-LISTENING: In pairs, ask students to look at the picture and write
as many words and expressions about what they can see in the picture.
What are the building? Where are they? etc.
They work in pairs and complete the sentences about Arica.
Answers:
A. shopping street / B. Peruvian and Bolivian vendors / C. offers
ceramics- Parinacota
LISTENING: 7b. Encourage students to predict the words before they
listen. Then they listen and check or write as they hear. Tell them it’s
OK not to understand every word. They need to practise taking notes
and this is a good opportunity to do so.
Once they’ve written the words, they compare with their partner.
7c.They listen again to distinguish the words in the text.
Answers:
Spring / Peruvian / Norte Grande / opening / golden / panoramic /
entrance
7d. Students can compare their answers with their partner.
Suggested Answers:
Arica means opening in Aymara.
In Arica there are golden sand dunes and you can see protected vicuñas
at the Lauca National Park.
8a. You can demonstrate with a sample city in the north or south:
Town or city: Pisagua
Things to do: enjoy looking at old English-style mansions
Places to visit: teatro municipal and cemetery
Best time to go: all year round.
If they don't have information on these places to share, then they could
look them up on their phones.
8b. Students ask questions to find out about their partner’s cities.
Expected language: The prompt given in the example.
Demonstrate on the board with one example.
They should ask at least 2 questions.
9a. Ask students to look at the pictures in 7a. and 8a. and answer the
questions. They can work in pairs and then compare their answers with
the class.
Answers:
A. purple / B. blue / C. white / D. blue & light blue / E. green
9b. In pairs they look at the pictures on page 80 and take turns to ask
and answer questions about the colours.
Expected language: What colour is the palm tree? /What colour is the
vicuña?/ What colour is the lake? What colour are the hills?
They can share their answers with the class.
Unit 5 - Lesson 13 83
 ON YOUR WAY: Read the expression OH CHILE! MADE OF WATER, WINE
AND SNOW! and ask students to brainstorm ideas of its context and Unit contents Unit 5 - Lesson 14: Travelling Around (page 84)
meaning. Relate this expression with the title of the previous lesson. Grammar There is/are, Present simple with verb Be.
Ask them to brainstorm more words they would relate to Chile when
describing it to foreigners. You can give them some examples which Vocabulary Places, adjectives, travelling list.
can be adjectives or nouns: prosperous, stable, long, rain, etc.
STARTER: 10a. Ask students if they know the places in the box. Then Communication Agreeing and disagreeing
ask them to complete the category as corresponds. Alternatively, you skills Paraphrasing simple expressions.
can ask them to find the places on a map on their phones. Scanning and skimming.
Answers: Describing places.
Coastline: Mehuin, Valparaíso, Mejillones, Pichilemu, Tal- Tal
Mountain: Valle del Elqui, San Pedro de Atacama, Coñaripe Icalma, In this lesson students will be able to:
Nahuelbuta, Cajón del Maipo, Armerillo • answer simple questions about different places in the west and east
OPTIONAL FOLLOW-UP: ask them to talk to their partner and add more of Chile.
places to both categories in 10a. • describe customs and traditions from different cities in the east and
Some examples are: west of Chile.
Coastline: Niebla, La Serena, Sto. Domingo • understand information about places and weather in the west and
Mountain: Panguipulli, San Felipe, Los Andes. east of Chile.
PRE-READING: 11a. Ask students to give a fast reading (skimming) Share the can do statements of the lesson with students. Keep language
to the text. They share their ideas. Encourage them to answer: What simple.
places does the text mention? Is the climate good for growing grapes?
Where are the main wine regions?
READING: 11a. Now ask them to read the questions below A-E and
then they read the text slowly (scanning) to find the answers and to
underline words or expressions that may interfere with comprehension.
Encourage them to look up the words they don’t know on an online
dictionary such as: https://www.linguee.cl/ or any other they usually
use. Ideally, they should try to work out the general meaning of the
words with their partners before going to as dictionary.
Answers:
A. T / B.F / C.F / D.T / E.F
11b. Encourage students to work in pairs and take turns asking and
answering questions about Chilean wine. They should use the prompt
given in the example.
Remind them of the structure to ask yes/no and WH words questions
using do/does/is/are, etc.
12a. & b. First, they try to name each one of these places. Then they
read the sentences A-F and match the pictures with the sentences. Then
in pairs, they take turns reading the sentences aloud to each other.
Answers: (horizontally)
P1.B / P2.C / P3.D / P4.F / P5.E / P6.A
12c. Encourage students to take turns asking and answering questions
about the pictures. They should use prompts given in the example.
Remind them of the structure to ask yes/no and WH words questions
using do/does/is/are, etc and this/that…
12d. Students take turns asking questions to guess the name of the
place his/her partner is thinking of.
They should use the prompt given in the example. Encourage to use
vocabulary throughout the unit.
They can change partners as well.
OPTIONAL FOLLOW-UP: Students work in pairs asking and answering
questions about the collage of pictures.
https://lalegal.cl/noticia/3585 CULTURAL NOTES:
https://www.actitudfem.com/guia/vida-y-estilo/viajes/destinos- The Andes Mountains is the world’s longest mountain range. Located
turisticos-en-chile along the Ring of Fire, the Andes are geologically a young mountain
range that includes over 600 volcanoes (within Chile alone), many
of them active, and almost 10% have erupted (at least once) within
the last century. https://www.worldatlas.com/webimage/countrys/
samerica/chile/clland.htm
84 Unit 5 - Lesson 14
Unit 5 - Lesson 14: East or west, home is best (page 85)
ON YOUR WAY: Ask students if they realized that the title rhymes. Ask
them to share other short phrases that rhyme in English.
Some examples: A. I’m OK. And you?
https://www.quora.com/What-are-some-good-short-phrases-that-
rhyme
STARTER: 13a. Students work in pairs. One of them is A: and the other
is B: They organise the conversation, then exchange it with another pair
of students to help correct each other.
13b. Only then you read it out aloud for them to correct and listen to
the right pronunciation with clear intonation and pronunciation. They
can practise reading it with their partner.
CULTURE NOTES:
This is a note about Valle del Elqui on a web site about vacationing
in Chile: “The heart of Chilean pisco production, the Elqui Valley is
carpeted with a broad cover of green stripes. Famous for its futuristic
observatories, seekers of cosmic energies, frequent UFO sightings, poet
Gabriela Mistral and quaint villages, this is a truly enchanting – and
enchanted – area, and one of the must-visit places in Norte Chico”
https://www.lonelyplanet.com
13a. Answers:
A. Good Morning!
B. Morning, How are you today?
B. I’ m good but it’s raining in Santiago now!!
A. Ahhh. I see…
B. Yes, it’s awful! And it’s very cold!
A. Not very cold for me……..
B. Really? Where are you from?
A. I’m from Pichilemu. Mornings are very cold! But I still love Pichilemu.
I surf there.
B. Right! I still like Santiago with rain!
13c. Encourage students to read the dialogue individually first to make
sure they don’t have doubts about pronunciation. Then they can role-
play the dialogue in pairs in front of the class if time available.
14a. They complete the text about a touristic place.
Answers:
favourite / sunny / rainy / friendly / food / beach / skiing / trekking /
swimming
WRITING: 14b. Write the words on the board in case students had not
noticed them: mountains - desert. They can write their sentences in
pairs or individually. Then call out their names individually to check.
Check they have the correct structure to write their sentences.
Suggested Answer:
The Andes mountains separate this country from Argentina.
The Atacama desert is the driest on Earth.
14c. They compare their answers with their partner and class. Then
they practise reading the text to each other.
Clarify pronunciation if necessary.
15a. Answers may vary according to each student’s preferences.
Encourage them to practise with their partner and sound as natural as
possible. You can model once or twice. Refer them to the expression in
the top part of the Functional Language box.
15b. Explain to students that they can agree, disagree or be neutral in
their opinion.
Answers:
Smile: I agree, I think so, I prefer.
Neutral: That’s OK., All right with me, That’s fine, I’m not sure.
Sad: I disagree, not really, I don’t agree, I don’t think so,
15c. Students read questions on 15a. again but now they use the
expressions from 15b. They take turns asking and answering.
Alternatively, they can change partners.
OPTIONAL FOLLOW-UP. “Our Opinions” Giving, explaining and
summarising opinions.
https://www.teach-this.com/functional-activities-worksheets/giving-
opinions
Unit 5 - Lesson 14 85
 STARTER: 16a. In pairs, ask the students to look at the words in the list Unit 5 - Lesson 14: Come rain or shine (page 86)
and circle the ones that they know. Then they complete the packing ON YOUR WAY: The meaning of the title is: whatever happens - no
list individually. Check with the class. Suggest the online dictionary to matter what...
look up words and phrases in the list they don´t know. https://www. Example: Come rain or shine, I’ll see you on Thursday.
linguee.cl/ Ask students to brainstorm ideas, words, phrases, etc. on the ideal
Suggested Answers: components for a weekend away or holidays. Ideas can be related to
There is: lightweight clothing, travel backpack, belt, deodorant, weather, clothes, etc.
hairbrush, toothbrush, toilet paper, first aid kit, sunblock, a jacket, As you write them on the board, notice which ones are becoming
water bottle, credit card, cash, T-shirt. trendy. Why? Discuss.
There are: sweaters, jeans, pyjamas, sunglasses, phones and chargers,
cold medicines.
NO: make up, perfume, laptop, shampoo and conditioner, books and
magazines.
16b. Students compare their packing list with their partner. They take
turns asking and answering. They should use the prompt given in the
example.
16c. Suggested Answer:
Toothbrush and hairbrush, laptop, phone and charges, perfume, make
up, credit card, cash and formal clothes but not pyjamas because it’s
only one night.
PRE-LISTENING: 17a. & b. Ask them to check vocabulary that may
interfere with comprehension. Clarify as necessary. Ask them to
predict the words to complete the gaps while they read the text before
listening.
LISTENING: 17a. Tell them to listen carefully. They listen again and
check their answers.
Answers:
best / weekend / a lotc / do / buses / every hour / expensive / best /
funiculars / twenty two / cheapest / hills / cash / view /
17b. They check their answers with their partners and only listen again
if necessary.
POST-LISTENING: 17c. Students take turns asking and answering
questions about the text. They use the example as prompts to ask and
answer.
Alternatively, you can call out names individually to ask and answer
questions.
WRITING: 18a. & b. Clarify vocabulary if necessary. They use the
example as a prompt to write their own. Call out students individually
to read one sentence. You can write them on the board to compare.
Suggested answers:
There is cold water in Lago Llanquihue in Frutillar.
Pablo Neruda’s beach house is in Isla Negra.
There are colonial buildings in Zapallar.
There is quality fish like corvina in Isla Negra. OPTIONAL FOLLOW-UP:
18c. Students write sentences about a place they like. They follow Ask students to choose a place they have visited or been to and ask
the example in activity 18b. They compare their sentences with their them to make sentences and talk to their partner. They should use:
partner. Are they similar? There is/ there are/ that is/these are…..
Alternatively, you can show them a picture and they can do the same
in turns. http://live.mci-group.com/wp-content/uploads/2016/08/
santiagodechile.jpg
CULTURE NOTES:
The lowest ever recorded temperature was at Vostok Station, Antarctica
on July 21 in 1983 at a bitter -89,6°C.
Temperature records in Chile during 2017:
Quinchamali: max. 43° New national high record for Chile (official)
Cauquenes: max. 45° New national high record high for Chile (unofficial)
Source: http://www.mherrera.org/records1.htm

86 Unit 5 - Lesson 14
 ON YOUR WAY: Ask students if they have travelled abroad. If they
Unit contents Unit 5 - Lesson 15: Around The World (page 87) haven’t, ask them where they would like to travel.
Grammar Demonstrative adjectives, present simple Ask them to look at the photos of different cities around the world and
guess what cities they are: The pictures from left to right are:
Vocabulary Cities in the world, adjectives for places, top line: a. Berlin (Germany / b. Wellington (New Zealand) / c. Toronto
seasons and months. (Canada) / d. Zurich (Switzerland)
middle line: e. Stockholm (Sweden) / f. Frankfurt (Germany) / g.
Communication Communication skills
Amsterdam (The Netherlands - Holland) / h. Vancouver (Canada)
skills Describing places.
bottom line: i. Ottawa (Canada) / j. Auckland (New Zealand) / k. Geneva
Understanding key information.
(Switzerland) / i. Basel (Switzerland). Write some of their ideas on the
Comparing information.
board.
STARTER: 19a. Ask students read the names of the cities first and then
In this lesson students will be able to: the countries. Clarify any doubts they may have. Notice that some of
• express simple ideas about different places in the world. them may have a translation in Spanish (Stockholm: Estocolmo; Geneva:
• describe cities from different countries. Ginebra). The numbers next to the name of the cities is their place in
• understand and give information about places and weather. the 20 best. The first being Vienna and the last being Stockholm.
Share the can do statements of the lesson with students. Keep language Answers:
simple. A: Hamburg, Berlin, Dusseldorf, Munich & Frankfurt - B: Geneva,
Bern, Basel & Zurich - C: Stockholm - D: Wellington & Auckland - E:
Melbourne & Sydney - F: Vancouver, Ottawa & Toronto - G: Copenhagen
- H: Amsterdam - I: Vienna.
19b. They share answers with their partner and look up the cities they
don’t know on internet. Who knew all the answers? Check with the
class. This is a good opportunity to practise pronunciation for some of
these main cities and countries.
19c. Ask students to work individually and then compare their answers
with their partner. When everyone’s ready, call out names individually
to share answers. Demonstrate:
My favourite city is GENEVA because you can walk, ride your bike or use
public transport easily. It is a friendly city.
PRE-LISTENING: 20a. Ask students to read the questions before
listening to the text. They will probably know some of the answers.
Anyway, encourage them to understand the main idea of what they
will listen to.
LISTENING: 20b. Now they listen and tick the answers they hear.
Answers:
A: Europe /B: The Republic of Ireland/C: a lake/D: England
POST-LISTENING: 20c. In pairs, students practise asking and answering
the questions in 20a. You can demonstrate with pronunciation and
intonation first. Encourage students to sound “natural”.
OPTIONAL FOLLOW-UP:
Students can find out more about some cities and write sentences
using the example of in 19c. They can work in pairs. You can write some
of their sentences on the board to see what’s trendy.
CULTURE NOTES:
• Berlin is one of the best cities to live in according to this website.
• The Germans in Berlin consume 125 tons of sausages daily.
• In the centre of Berlin city, you will find a sneaker/trainer wall inspired
by the famous wall that separated east Berlin from west Berlin.
• Berlin has more museums than rainy days, it has 175 museums in
total.
SKILLS NOTES: • Berlin has 1700 bridges; this makes it the city with more bridges than
The ability to engage in discussion with others no matter the level of Venice.
English is a skill for life. Consider the following to keep the discussion Taken from: https://www.dwtltd.com/blog/fun-facts-about-different-
going: cities-of-the-world/
Make relevant contributions to the discussion.
Express simple views clearly during verbal communication.
Make effective verbal request to require information.

Unit 5 - Lesson 15 87
 STARTER: 21a. They can work on this activity with their partner. They Unit 5 - Lesson 15: Travel broadens the mind (page 88)
can also use internet to get the names of the cities in English. ON YOUR WAY: Ask them if they think the expression of the title is
Suggested answers: true? Why? What can we learn from visiting other places here in Chile
Europe: Paris, London, Madrid, Berlin, Budapest, Prague, etc. or elsewhere?
Asia: Hong Kong, Bangkok, Seoul, Pekin, Manila, etc. Ask them to choose a country or a city in the world (other than Chile),
Africa: Nairobi, Lagos, Johannesburg, Dakar, etc. and write as many things as they can about it in 1 minute. They can
Australia: Adelaide, Melbourne, Sidney, etc. compare with their partner. If time available, you can call out some
America: Bogotá, Santiago, Lima, Caracas, La Habana, etc. students to share with the class.
21b. Answers:
A. big / B. large / C. the most populated / D. modern / E. colonial-
elegant / F. enormous – safe
21c. Encourage students to recycle more adjectives to describe cities
and places from previous units.
They should write sentences following the model and sentence word
order. Use the example given as a prompt.
They can use the names of the cities from activity 21a.
22a. Ask the students to skim quickly through the text and tell you what
they understood. The text is about Dunedin, a town in New Zealand.
They can look it up on their phones. Then they work in pairs and choose
the correct option.
Answers:
small/ wonderful/ cheap/ hills/ buildings/ coffee shops/ town/
interesting/ famous / street/ beautiful/ rainy
22b. Pairs can take turns asking and answering questions about
Dunedin. If time available, they can change partners. Encourage
suitable pronunciation. Demonstrate reading the questions.
Expected language. Where is Dunedin? Dunedin is in New Zealand.
23a. Encourage students to recycle vocabulary and expressions from
other activities as well as the Vocabulary box. Give them some time
to check and then start. Demonstrate with a sample description. Only
after you've modelled a text on the board or projected can you ask
them to write their own text.
My ideal city is Brecon in Wales. It’s in Europe. It’s famous for its town
walls and market. The weather is usually rainy and cool. There are some
beautiful churches to visit. You can eat delicious Pwll Mawr cheddar in
picnics or restaurants. Brecon is a great place to live.
23b. They share their writing with their partners and help each other to
correct. After that you can ask them to share with the class.
GRAMMAR: Clarify doubts if necessary. Ask them what the difference
is between these words then do the follow-up activity.
a. those/ b. This/ c. that/ d. these/ CULTURE NOTES: Where do Chileans travel for winter holidays? (2017)
OPTIONAL FOLLOW-UP: Posición Destino Pais
Students take turns to describe the classroom using demonstrative 1. Iquique Chile
adjectives. They use examples from the Grammar box and some words 2. Santiago Chile
from the Vocabulary box. 3. Nueva York Estados Unidos
4. Buenos Aires Argentina
5. Cancún Mexico
6. Miami Estados Unidos
7. Rio de Janeiro Brazil
8. San Pedro de Atacama Chile
9. La Serena Chile
10. Lima Perú
11. Pucón Chile
12. Paris Francia
13. Cartagena Colombia
14. Orlando Estados Unidos
15. Punta Arenas Chile
16. Arica Chile
17. Puerto Varas Chile
18. Playa del Carmen Mexico
19. Londres Inglaterra
20. Buzios Brazil
Source: Trivago.cl

88 Unit 5 - Lesson 15
Unit 5 - Lesson 15: As right as rain (page 89)
Explain the meaning of the expression: to feel healthy or well again. To
be/feel as right as rain.
Example: Take this aspiring and you´ll feel as right as rain.
ON YOUR WAY: You can write the names of some cities in Chile and ask
students what the weather is like in these cities. Write the weather
words students say on the board. Then add more that are going to be
useful for the next activity.
Ref: rainy, sunny, cool, cloudy, cold, freezing, foggy, hot / it’s hot and
sunny….
CULTURE NOTES:
In 2017, Bangkok was the top most visited city in the world. There are
over 22 million overnight visitors every day.
Why go? It’s an enigmatic city that mixes modernity and tradition, all in
the same place. Food, sights and people are difficult to forget.
Taken from:
http://www.telegraph.co.uk/travel/galleries/the-worlds-most-visited-
cities.
STARTER: 24a. They look at the pictures and guess what the weather is
like in each city. They can use the Vocabulary box on this page and the
one on page 74. They can find out on their phones.
Suggested answers:
A: hot and humid/ B. warm and sunny/ C: cold and windy/ D: warm
and cool at night.
24b. Suggested answers:
It’s the cool season in January in Bangkok but in Chile it’s summer.
It’s autumn in October in Paris but it’s spring in Chile.
It’s a hot season in December in Dubai and it’s summer in Chile.
NOTE: Bangkok has 3 seasons (hot, rainy and cool) and Dubai has 2
seasons (hot and hotter).
PRE-READING: 25a. Tell them they're going to read a text about a
person living in Chicago. Ask if anybody has ever been there or if they
know where it is.
READING: 25a. Ask them to read the text quickly to get a general idea.
Then they work in pairs and complete the text with the words in the
box.
Answers:
big/ fascinating/ nice/good/ interesting/ favourite/ great
25b. After students complete the text, then you can read it out for
them to check and listen to your pronunciation. Only after that they
can take turns to read it with their partners. They could even record it
and share with their class.
Read out the Did You Know? box and share the information with the
students. Allow for questions and comments. They can also look it up
on a map on their phones.
Suggested Answer:
A: What’s your favourite place in England?
B: It’s St. Mawes in Cornwall.
A: What is it like?
B: It’s a fishing village by the sea and surrounded by low hills and
beautiful nature.
There are tranquil places to take a walk and only two pubs. There are
not big shops and there are not many people.
PRONUNCIATION:
1. & 2. Listen and practise with their partner. The more fluent they can
say the rhyme the better. They can do choral practise as well.
26. Encourage students to use as many descriptive words as possible.
They can check the adjectives in the vocabulary box at the bottom of
the page.
OPTIONAL FOLLOW-UP:
Students can describe another picture collectively so that each of them
can give a different sentence to describe it.
http://moziru.com/images/market-clipart-lively-18.jpg
Unit 5 - Lesson 15 89
 ON YOUR WAY: Write the name of a city on the board/screen and ask Unit 5 - Communication (page 90)
students to brainstorm words that would describe that city. Then ask FUNCTIONAL LANGUAGE:
them to make sentences using the words. • Describing what they see.
They can read them to the class. • Comparing information.
1. Encourage students to describe the cities. Ask them to write their Other Activities Students Can Do to Keep on Learning:
descriptions individually, then compare them with their partner and You can ask them to look up a picture on internet of their favourite
finally call out some students individually to read their descriptions to place and take turns with their partner to describe what they see.
their classmates.
They can follow the same structure of activity 23b.

Suggested words to include in the answers:

Osorno: volcano, blue sky, river, cold, sunny, nature, beautiful, hilly,
quiet…

Arica: dry, sunny, big, colourful, interesting, wonderful, flat…

Antofagasta: wonderful, water, sea, beach, big, flat, famous, tranquil…

Santiago: big, hill, interesting, famous, crowded, near, old…

OPTIONAL FOLLOW-UP:
In pairs, they can create a new city/town with one characteristic from
each of the cities in the pictures. One characteristic from Osorno, one
from Arica, etc. and describe it to the class. They can also do this activity
as a class, so that each one gives one sentence.
You can start with the first sentence on the board.
OPTIONAL FOLLOW-UP:
With the words they used to describe the pictures, they can create a
crossword puzzle.
They can download the app Crosssword Constructor from Play store.

CULTURE NOTES:
The National Geographic website on its section “Travel”, ranks the 7
reasons why tourists should visit Chile:
1. Adventure Tourism
2. Hiking and Trekking
3. Walking on Glaciers
4. Stargazing
5. Wine routes
6. World Heritage
7. Hot Springs.
Adapted from:
https://www.nationalgeographic.com/travel/destinations/south-
america/chile/sponsor-content-7-reasons-why-you-should-put-chile-
on-your-must-see-list/

90 Unit 5- Communication
Unit 5 - Consolidation (page 91) 1a. Students look at the pictures and in pairs take turns to describe
Students are expected to: them. They use the prompt given to describe. They can check the
• Describe places. expressions throughout the unit.
• Describe what they see. 2. Before they do the activity elicit if they now anything about Sydney
• Identify and elicit key information. and if they can compare it to Santiago. Then students read the text
• Exchange information with their partner and class. about Sydney and compare it with Santiago. They should discuss the
• Use there is/are and present simple. differences and similarities between both cities.
If there are areas where they need more practise, provide activities at They can use the information in the example as a prompt to continue.
the end of this unit. You can elicit another example.
They should be able to use correct language to discuss. They are
expected to use: have/has, there is/are, present simple, adjectives to
describe places.
The idea is to use the same sentences in the text but with positive or
negative statements depending on the difference or similarity with
Santiago.
3a. Students complete the text with words from the unit. The students
should complete the text with words that fit in the context. Sometimes
more than one option is possible.
Suggested answers:
NORTH
There are many beautiful cities and towns in the north of Chile. Some of
them are: Antofagasta, Putre, Arica, Iquique, La Serena and Coquimbo.
In the north, the weather is usually warm and sunny and it occasionally
rains.
Nature in the north is different from nature in the south. In the north,
you can find beautiful beaches, Desierto de Atacama and animals like
llamas and vicuñas.
CENTRE
Santiago is the capital of Chile and it’s very big and interesting. There
are many places to go and have fun.
In the central part of Chile, near Santiago, you can enjoy great wines
and the snowy mountains.
SOUTH
In the south, there are beautiful cities and lakes. Some of them are:
Talca, Osorno, Panguipulli, Villarrica, Lican Ray, Puerto Varas and
Castro.
The weather is usually cool and it rains a lot.
There are many beautiful places to take long walks.
There are also many wonderful lakes, forests and animals like the puma
and penguins.
Chile is a great place to live.
2b. They compare their answers with their partner and help each other
correct. Allow them to discuss their answers before you finally tell
CULTURE NOTES: them.
According to a food and travel writer on internet, tourists should come OPTIONAL FOLLOW-UP:
to Chile for 15 reasons. Some of these reasons are: They can write the description of a city around the world using similar
• Pucón expressions as in the previous activity. You can give them this link if
• Indigenous Culture necessary.
• Manjar https://www.tripadvisor.cl/Tourism-g293974-Istanbul-Vacations.html
• German Culture and beer
• Chilean food
• Puerto Varas
• Patagonia
• Atacama Desert.
Adapted from:
https://www.huffingtonpost.com/entry/15-reasons-to-put-chile-on-
top-of-your-travel-plans_us_579ad673e4b00e7e269effad

Unit 5- Consolidation 91
 2a. Students should look for words in all possible directions.
(from left to right - from right to left - top, down - bottom, up, diagonally
in all directions)
beach - buildings - church - coastline - flowers - food -fountain -
mountains - museums - north - people - shopping malls - south - square
Unit 5 - Grammar And Vocabulary Worksheets (page 92)
This is a section for students to practise grammar and vocabulary.
Encourage them to complete activities on their own; comparing their
answers with their partner once they are done.

1. Answers:

Down

hot, clear, icy, cloudy, sunny, stormy, snowy, rainy, warm

2b. Possible answer:

In my neighbourhood there is a church and two shopping malls that
people visit.
3a. Answers:
North: Arica, Parinacota, Tocopilla
South: Osorno, Pucón
East: Cajón del Maipo, Curicó, Valle del Elqui
West: Viña del Mar, Isla Negra, Pichilemu
3b. Suggested Answers:
I’m going to the north of Chile and in my backpack I put: lightweight
clothing, jeans, pyjamas, sunglasses, phone, first aid kit, sun block,
a jacket, credit card, cash, deodorant, toilet paper and shampoo,
deodorant, toilet paper and shampoo.
I’m going to the south of Chile and in my suitcase I put:
sweaters, jeans, pyjamas, sunglasses, phone, first aid kit, cold medicines,
sun block, a jacket, credit card, cash, deodorant and shampoo.
3c. In this activity, students should be able to describe the place they
chose in 3b. answering the questions. They should be able to look
for vocabulary and expressions throughout the unit to write their
description.
Expected production: 2/3 sentences.
Clarify if necessary.
OPTIONAL FOLLOW-UP:
They can describe what the weather is like on a set of pictures in
different cities.

https://lh3.ggpht.com/uRS3M0IwNJ2oF1imM8WfnJbbTkl4BeV6O2
rm-neHY-XDKN_YPVh3CwyO1C4XeRBxsKg=h900
http://i.imgur.com/8NwUIBC.png
https://dsx.weather.com//util/image/w/001twchottestcities.jpg?v=at
&w=485&h=273&api=7db9fe61-7414-47b5-9871-e17d87b8b6a0
http://i.dailymail.co.uk/i/pix/2016/08/04/19/36E0FA0700000578-
3724108-image-a-50_1470334995087.jpg
https://www.samaa.tv/wp-content/uploads/2017/08/rain-1-640x463.
jpg

92 Unit 5 - Grammar & Vocabulary Worksheets

Unit 5 - Grammar And Vocabulary Worksheets (page 93)
This is a section for students to practise grammar and vocabulary.
Encourage them to complete activities on their own; comparing their
answers with their partner once they are done.
4. Students should write sentences describing what’s in the pictures
using there is/there are + noun as it corresponds.
5a. Answers:
a. This-these / b. Those- those/ c. These-those/ d. This-those/ e. This
- those
5b. Answers:
These/this/that-/that/That/those/Those-/That

6. Answers:
A. I´m washing my hair now.
B. Do you know the answer?
C. Are you waiting for the school bus? You´re in the wrong place!
D. That bike costs 50.000 CLP
E. Do you understand the question?
F. I do my housework every day.

7. Answers:
A. We ARE MAKING A cake for mum´s birthday now.
B. Every Sunday I CALL my grandmother in Antofagasta
C. At the moment my sister ISN’T studying English.
D. My parents ARE TAKING the dog for a walk right now.
E. My brother NEVER EATS fish because he´s allergic.
Encourage students to write words and phrases they want to learn.

OPTIONAL FOLLOW-UP:
They can describe the classroom.
They can take turns describing a room in their house and the rest has to
draw the room as they hear the description - (picture dictation). They
should use demonstrative adjectives/ there is/are.
8. Answers: (Horizontally)
hotel – go this way
traffic lights – bridge
bed and breakfast - parking

CULTURE NOTES:
Unusual things to do (for tourists) in Santiago:
• Order an “earthquake” at La Piojera.
• People-watching in Plaza de Armas.
• Go on a graffiti tour.
• Visit Londres 38.
• Spy on Chile’s most famous poet.
• Taste gourmet indigenous cuisine at Peumayen Ancestral Food.
• Go to a controversial military restaurant.
Adapted from:
https://theculturetrip.com/south-america/chile/articles/top-unusual-
things-to-see-and-do-in-santiago-chile/

Unit 5 - Grammar & Vocabulary Worksheets 93

 CRITERIA FOR CORRECTING. Unit 5 - Test Yourself (page 94)
• Encourage students to correct their partner’s answers so as to provide The purpose of this section is for students to finally check how much
feedback and notice how much they’ve learned as they check answers. they have learned along the unit.
• When you correct or check, focus on unit CAN DOs Activities on this section are aligned to unit CAN DOs, so encourage
• Students should be able to produce evidence on at least 7 out the 9 your students to complete the activities individually and as honestly
CAN DOs. as they can.
2. Students answer the questions using complete answers. They 1. Students should be able to produce a text that includes descriptive
should be able to recognise the meaning and use the expressions used adjectives, demonstrative adjectives and there is/are.
throughout the unit and in previous units as well. Clarify if necessary. Students should be able to recycle vocabulary and expressions from
And offer an example. the unit. They can use similar activities to use as model.
3. This is an excellent opportunity for students to recycle vocabulary
from previous units. They can then exchange information with their
partners.
They should be able to write coherent sentences using present simple
with its expressions and usage.
4. This is an excellent opportunity for students to recycle vocabulary
from previous units. They can then exchange information with their
partners.
They should be able to write coherent sentences using present
continuous with its expressions and usage.
Check unit 5 chart.
This chart should be completed by the students individually. This
chance for students to evidence their learning along the unit.
Possible answers:
1. El Valle de la Luna is in the north and Panguipulli is in the south.
2. El Valle de la Luna is a fascinating place in San Pedro de
Atacama. Panguipulli is a tranquil place for vacations.
3. In the south people like drinking “mate”. In the north people enjoy
the beach.
4. Where is Pichilemu? It’s on the coastline. Where is Cajón del Maipo?
It’s in the mountains near Santiago.
5. In Putre, people make beautiful ceramics and crafts.
6. I think Wales is a great country to live in.
7. Bangkok is in Asia but London is in Europe.
8. Dubai has a very hot weather. There isn’t winter in Dubai.
When they finish you can ask them to exchange their charts with their
partners or call out their names to give answers.
CULTURE NOTES:
London and Tokyo are considered as the best cities in the world. Why?
Because both of them offer everything: business, great food, forests,
tradition, modernity, tranquil places, good education and history.
Although they are very expensive.
Adapted from:
https://www.cntraveler.com & https://www.archdaily.com
INSTRUCTIONS ON HOW TO USE SELF ASSESSMENT:
Explain to your students that checking their own learning is important
and beneficial. Self-assessment helps students:
• become responsible for own learning
• be able to recognise next steps in learning
• feel secure about not always being right
• raise self-esteem and become more positive
• be actively involved in the learning process
(partner not recipient)
• become more motivated

94 Unit 5- Test Yourself

 At the end of this unit, students will be able to:
Unit contents Unit 6 - IT´S A QUESTION OF TIME (page 97)

Grammar Question formation. Past simple. Imperatives. • ask and answer questions about personal information.
• ask and answer questions about directions.
Vocabulary Verbs for regular activities. Verbs for directions. • understand vocabulary and expressions related to personal
Places in a city. information in relevant contexts.
• use vocabulary and simple expressions to find out about other
Communication Asking and answering questions about general
people.
skills information.
Asking and answering questions about
Read the OBJECTIVES to students and ask them if they recognise some
directions.
of the words.
Asking and answering questions about past
Share the objectives with students so that they understand the meaning
events.
and significance. Explain by using simple language so that everyone can
understand. Explain that they will be checking this at the end of the
Unit and show them.
ON YOUR WAY: Ask students to describe what they see in the pictures.
Where do they think the people are? Are the people asking questions?
Are they answering questions? Why is the person asking/answering the
questions? How is the person feeling about answering these questions?
As a class, go through an example.
Expected language: The man is asking questions to find a place in the
city. The man is feeling good because he is helping someone.
OPTIONAL FOLLOW-UP:
Ask students relevant follow-up questions about how the people are
feeling about asking and answering questions. Encourage them to use
the expressions like I think / I don’t think.
Expected language: I think the man on the left is nervous because he
doesn’t know the answer.
You can share a few topics for the Culture notes and ask them if it´s the
same here in Chile. What are the impolite questions to ask in a social
situation?
Talk about the differences when conversations are among friends or in
more formal situations.

CULTURE NOTES: Here is a list of topics that polite people do not bring
into social conversation in English speaking countries:
Sex, religion, politics, money, illness, the food before them at the
moment, which foods they customarily eat or reject and why, anything
else having to do with bodily functions, occupations, including their
own and inquiries into anyone else’s; the looks of anyone present,
especially to note any changes, even improvements, since these people
were last seen; and the possessions of anyone present, including their
hosts’ house and its contents and the clothing being worn by them and
their guests, even favorably.
(taken from The Chicago Tribune)

Unit 6 97
 ON YOUR WAY: To start, read the expression BEYOND QUESTIONS and
ask students to brainstorm ideas of its context. Unit contents Unit 6 - Lesson 16: Beyond Questions (page 98)
In this lesson students will be able to: Grammar Verbs in the past, prepositions
• ask personal questions about what people do at work and in their
free time. Vocabulary Describing events in the past
• answer questions and recognise events from the past and now.
Communication Talking about present and past events.
• make myself understood by using memorized phrases and single
skills Asking and giving directions.
expressions.
Asking questions and giving answers.
Share the can do statements of the lesson with students. Keep language
simple.
STARTER: 1. Tell students that asking each other questions is frequent
but there are some questions that you never ask because they make
other people uncomfortable (refer to culture notes on previous page).
Ask students to read questions 1 to 8 and classify them as APPROPRIATE
or INAPPROPRIATE. Go through the questions as a class and ask for
reasons for students’ answers. Encourage the use of the verb depend
+ on.
Expected language: Asking question 1 is inappropriate but it depends
on the people asking and answering.

OPTIONAL FOLLOW-UP: Ask students relevant follow-up questions.

Do you ask questions like these? When do you think it is OK to ask a
question like this?

PRE-READING: 2a. Ask students to describe the picture. Focus on the

potential relationship among the people in it. What they think the title
of the article means (The text describes the life of an immigrant)
READING: 2a. As students read the text as a class, ask follow up
questions to recycle language use. When were you born? Where were
you born? Are you married? Do you like this city?
Expected language:
In May. In Santiago. No, I am not. I like this city because it is interesting.
Read through the fact file as a class. Explain unknown vocabulary.
Answers:
Name: Antonio Arenas
Age: 41
Year of birth: 1977
Marital status: married
Children: 2
Likes and dislikes: likes the city.
OPTIONAL FOLLOW-UP: Ask students relevant follow-up questions.
Encourage students to interact by means of asking relevant questions.
Expected language: I live in a flat and Victor lives in a flat too. / I haven’t CULTURE NOTES: Some of the Most Embarrassing questions you
got a car but Enrique has. should not ask a person:
POST-READING: 2b. In pairs, students practise the interview. They swap 1. Have you shared your best friend’s secret with others?
roles. Clarify pronunciation and intonation issues. They can also read 2. Did you pick your nose with your fingers and then shake hands with
it in pairs. someone?
2c. & d. Put students in pairs and ask them to write down two extra 3. What went wrong in your last relationship?
questions about the profile. Ask them to ask and answer the questions. 4. What do you fear most in a relationship?
Monitor as they interact but don’t stop to correct any mistakes. Ask 5. Something about you that your friends dislike?
students to write down the answers if necessary. They can record it 6. Are you addicted to social media?
with their phones and share it with the class. 7. What is the most childish thing you still do?
OPTIONAL FOLLOW-UP: Ask students relevant follow-up questions.
8. Are you more possessive about your dog or your boyfriend?
9. Two things you would like to change about yourself?
10. Do you express fake sentiments on social media?

98 Unit 6- Lesson 16
Unit 6 - Lesson 16: Then and now (page 99)
ON YOUR WAY: read the expression THEN AND NOW and ask students
to brainstorm ideas of its context. You can make a list on the board
and ask them brainstorm words or expressions related. Check with the
class. Is it similar in Spanish?
STARTER: 3. Ask students to describe the picture in pairs. Tell them to
focus on what is happening.
Expected language: I see a family. They are celebrating. Probably this
is a birthday party.
CULTURE NOTES:
Why Does the Past Seem Happy?
Generally speaking, research on memory shows that retrieving
information from memory involves both enhancing the information you
want to retrieve as well as inhibiting competing memories. Storm and
Jobe suggest that the more effective people are at inhibiting memories,
the more they will be biased toward positive memories of their past
and away from negative memories.
Adapted from: https://www.psychologytoday.com
PRE-READING: Ask students relevant follow-up questions about how
the people are feeling and how they feel about celebrating their
birthday. Encourage them to use the expressions like I think / I don’t
think.
Expected language: I like celebrating my birthday with my friends and
family.
READING: 4a. Ask students what they think the title of the text means.
Answers:
People present: All his friends and his brother
People not present: His sister and his uncle
Special Food: Chilean food and Ecuadorian food
Place: His flat.
READING: 4b. Before they read the text ask them to look at the chart
so that they know what information they need to look for. Then read
through all the text as a class. Explain unknown vocabulary.
People present: three friends
People not present: other friends
Special Food: nothing special
Place: Antonio’s flat.
POST-READING: Ask students relevant follow-up questions related to
the language used in the text.
e.g. How old are you now? (careful, for some it might be offensive so
explain that they don´t have to say the truth but they need to practise
the question!). Did you celebrate your last birthday? Were all your
friends/ family in your last birthday party?
GRAMMAR: 4c. Ask students to complete the sentences using was and
were. Guide them to the text where the past simple of the verb to be
is used.
Answers:
was, wasn’t.
GRAMMAR: Make students aware of the past of verb to be. They
can make similar sentences given in the examples with their own
information.
GRAMMAR: 5. Ask students to read the texts again and to complete the
reasons why celebrations were fun and boring respectively.
Answers:
40
were, were, was, was
30
was, was, were, were, were, was.
SPEAKING: 6. Put students in pairs and take turns to interview their
partner. Monitor as they interact but don’t stop to correct any mistakes.
Ask students to write down the answers if necessary.
OPTIONAL FOLLOW-UP: Ask students relevant follow-up questions.
Unit 6 - Lesson 16 99
 LISTENING: 8a. Tell students that they are going to listen to a man
asking how to get to the British Institute in Miraflores 123 from Plaza
de Armas. Tell them to highlight the way on the map. You can project
the map and invite some students to mark the map to check they
understood.
POST-LISTENING: 8b. Ask students to to complete the text with what
they remember. Then they listen again if they have different answers;
maybe even more useful to go to the audio script at the back of the
book to check. Check answers as a class. Put students in pairs to
practise the dialogue.
Answers:
five or six, go along, turn right, next to
Unit 6 - Lesson 16: Finding your way (page 100)
ON YOUR WAY: read the expression FINDING YOUR WAY and ask
students to brainstorm ideas of its context. Check with the class. Is it
similar in Spanish?
PRE-LISTENING: 7. Ask students to look at the map and tell you whether
they know the area. In pairs they talk together about the places marked
in the map. Have they been to any of these places? Share their answers
with the class.
OPTIONAL FOLLOW-UP: Ask students relevant follow-up questions.

SPEAKING: 8c. Put students in pairs to role play a dialogue to ask for
directions to get from Plaza de Armas to Universidad de Chile, Torre
Entel and Universidad Católica. Encourage them to use the words in
the Vocabulary boxes. Model one dialogue as a class before they start.
They should also follow the prompt given in the example.

8d. Put students in pairs to ask for instructions about how to find a
particular place and how to get from Plaza de Armas to another place.
Expected language. How can I get from Universidad de Chile to Palacio
de la Moneda? Monitor as they interact but don’t stop to correct any
mistakes. Ask students to write draw the way on the map if necessary.
Check some of their maps on the board.

OPTIONAL FOLLOW UP:

Practise giving directions:
http://learnenglishteens.britishcouncil.org/sites/teens/files/null/
listening_map_a2_v1_1.jpg

CULTURE NOTES:

Terrible sense of direction? Here is the reason why:

If you don’t know your left from your right and frequently find yourself
holding a map upside down, blame your grid cells.
Newly identified in the human brain, these cells help the brain navigate
in unfamiliar environments.
Differences in how well the cells work could help explain why some
people have a better sense of direction than others.
Rats, bats and monkeys have their own versions.
Taken from: http://www.dailymail.co.uk

100 Unit 6 - Lesson 16

 ON YOUR WAY: read the expression CROSSING CULTURES and ask
Unit contents Unit 6 - Lesson 17: Crossing Cultures (page 101)
students to brainstorm ideas of its context. Check with the class. Is it
Grammar Pasts simple of regular verbs, Question words similar in Spanish? Explain what a quiz is, if they don´t know it.
STARTER: 9.Explain that culture is defined as the way of life, especially
Vocabulary Biography information, past events the general customs and beliefs, of a particular group of people at a
Communication Understanding key information. particular time. Put students in pairs to answer the following questions.
skills Paraphrasing information. What are some things that define a culture? What do you think is
Asking and answering questions. interesting about your culture? Do you know much about your own
culture?
In this lesson students will be able to: Share answers with the class. Are they similar?
• ask and answer questions about their life and others. OPTIONAL FOLLOW-UP: Ask students relevant follow-up questions.
• understand simple expressions about other people’s lives. Focus on WH Question words.
• describe past experiences. PRE-LISTENING: Tell students that they are going to listen to a radio
Share the can do statements of the lesson with students. Keep language programme about cultural facts in Chile. Ask students to look at the
simple. pictures and share what they see.
LISTENING: 10a. They listen and order the pictures 1-6 in the order they
are mentioned.
Answers:
2 5 3 4 6 1
LISTENING: 10b. Ask students to listen again and to decide if the
statements are (T) true or (F) false.
Answers:
F-T-T-T-F-T
OPTIONAL FOLLOW-UP: Ask students relevant follow-up questions.
Focus on WH Question words. What do you know about Chiloe?
POST-LISTENING: 10c. Put students in small groups. Give them 2
minutes to write down a suitable question for each answer in 10c. Ask
each group in turn to tell you the questions. Write them on the board
and provide the class with corrective feedback. Check them as a class.
Ideally, they shouldn't listen again, you can guide them to the tapesript
at the back of the book if they need to check an answer.
Suggested answers:
What does the name ‘Chile’ mean?, What time do Chileans have
‘once’?, Where do ‘mingas’ take place?, Where does the word ‘huaso’
come from? Why do people like Neruda? What is Gabriela Mistral’s real
name?
WRITING: 10d. Ask students to read the information about Pablo
Neruda and Gabriela Mistral and complete the chart with their mini-
biography.
Real name: Lucila de María del Ricardo Eliécer Neftalí
Perpetuo Socorro Reyes Basoalto;
Godoy Alcayaga
Place of birth: July 12, 1904 in April 7, 1889 in Vicuña
Parral
Lived: in Chile and abroad exiled
Died: January 10, 1957 in September 23, 1973 in
CULTURE NOTES: New York. Santiago.
Latin American writers you cannot miss reading in your lifetime: Occupation: Poet educator Writer, Diplomat,
Julio Cortázar, Pablo Neruda, Gabriela Mistral, Gabriel García Márquez, Politician
Mario Benedetti, Mario Vargas Llosa, Jorge Luis Borges, Octavio Paz, Most famous Veinte Poemas de Tala
Eduardo Galeano, Miguel Angel Asturias, Ernesto Sábato. book: Amor
Adapted from: https://culturacolectiva.com/letras/los-escritores-
latinoamericanos-indispensables/ Won Nobel 1945 1971
Literature Prize:

Unit 6 - Lesson 17 101

 SPEAKING: 12a. & b. Put students in pairs and ask them to choose 4 Unit 6 - Lesson 17: Following up (page 102)
topics to talk about. ON YOUR WAY: read the expression FOLLOWING UP what they think
Then they write 1 main question and 3 follow-up questions for the expression refers to. They can brainstorm ideas in pairs and then
each topic and interact to answer them. They take turns asking and share them with the class.
answering. STARTER: 11. Tell students that when you participate in conversation,
They can share their answers with the class. Are they similar? you share thoughts, feelings and ideas with other people by asking
Suggested answer: and answering questions. Write the following question on the board:
Topic: Your Neighbourhood. Are you a healthy person? Ask each student this question. Then, write
Main question: What is your neighbourhood like? down the following three questions on the board: How often do you
Follow-up questions: Is it safe? / What's the name of your street? / Is visit a doctor? When do you do exercise? What do you like eating?
it clean? Explain that these are follow-up questions because they are related to
OPTIONAL FOLLOW-UP: Ask students relevant follow-up questions if the main question and aim at getting more information.
necessary. Provide the class with corrective feedback at the end of the
activity.
SPEAKING: 12c. Students change partners to ask and answer other
student's questions. Monitor as they interact but don’t stop to correct
any mistakes. Ask students to write down the answers if necessary.
WRITING: 12d. Read through the task and topics with the class. Give
students five minutes to write a text about their partner. Monitor
and encourage self-correction. Focus on the use of forms you
have looked at in previous lessons. They should be able to retrieve
information from other units (grammar and vocabulary) to write sound
sentences. Encourage them to ask their partners if they need more
information. Ask them to share some of their answers on the board.
PRE-READING: 13a. In pairs they discuss the questions and make
guesses. Share their answers on the board.
Answers:
Pedro de Valdivia.
February 12 in 1541
Near Huelen Hill ( Sta Lucía)
Some native people living there were moved to other places to live.
La Moneda was built in 1784
The Cathedral was built in 1670

READING: 13b. Read through the text as a class to check the information
discussed in 13a.

POST-READING: Ask relevant follow-up questions. Students may have

extra information to add, encourage them to do it.

CULTURE NOTES:
Santiago in the Past.
https://www.pinterest.cl/omarreyesbaez/chile-past/

102 Unit 6 - Lesson 17

Unit - 6 Lesson 17: Where were they? (page 103)
ON YOUR WAY: Ask them to brainstorm ideas of what they did last
weekend. They don´t need to write complete sentences. You check
their ideas on the board and see who wrote ideas in past simple.
STARTER: 14a. Put students in pairs. Ask them to describe the picture
by means of answering the three questions. Share their answers with
the class to compare answers.
OPTIONAL FOLLOW-UP: Ask relevant follow-up questions.
CULTURE NOTES:
The Best Places To Study Abroad
- Bond University — Gold Coast, Australia.
- Keio University — Tokyo, Japan.
- University of Granada — Spain.
- Fudan University — Shanghai, China.
- American College Dublin — Ireland
- University of Belgrano (Sol Education Abroad) — Argentina. ...
- New York University at Berlin — Germany.
- University of Cape Town — South Africa
- Lorenzo de’ Medici — Florence, Italy
- Universidad VERITAS — San José, Costa Rica
- King’s College — London, England
Taken from: https://www.buzzfeed.com/laraparker/the-best-places-
to-study-abroad?
PRE-READING: 14b. Ask students to fill in the gaps in the phrases with
the verbs in the box.
Answers:
1. stay /2.ask /3.study /4.play /5.visit /6.learn /7.answer /8.spend
/9.travel /10.learn /11. want /12.like
READING: 15a.Write ‘Studying abroad’ on the board. Ask students to
discuss what they think about studying abroad. As a class, discuss
students’ comments.
Tell students that they are going to read a text about Sara and
Jonathan's trip to England to study English. Go through the text as a
class explaining new vocabulary.
OPTIONAL FOLLOW-UP:
Ask students relevant follow-up questions. Do you think staying in the
home of a local family is positive?
POST-READING: 15b. Read the text again and determine if answers to
the questions are positive (yes) or negative (no).
Answers:
no – yes – yes – no - yes.
GRAMMAR: 15c. Ask students to read the text again and find the past
simple of these verbs.
Answers:
travelled – stayed – learned – practised – study – asked – answered –
played – visited – liked – watched – spent –wanted – helped
GRAMMAR: Ask students to complete sentences 1 to 4 so they are
true for them using verbs in 15c. Ask students to make predictions
about the formation of simple past. Go through the examples.
Suggested Answers:
1. I watched a film yesterday.
2. I travelled to the south last week.
3. I visited my mother last month.
4. I learned English last year.
OPTIONAL FOLLOW-UP: Ask students relevant follow-up questions.
Focus on WH Question words
OPTIONAL FOLLOW-UP:
Practise simple past of regular verbs Remind them there is a list of
irregular verbs in the past at the back of the book (page 121).
https://elt.oup.com/student/solutions/elementary/grammar/
grammar_06_022e?cc=cl&selLanguage=en
https://agendaweb.org/verbs/past-simple-regular/index.html
Unit 6 - Lesson 17 103
 ON YOUR WAY: Write HOLIDAY TIME on the board and ask students Unit contents Unit 6 - Lesson 18: What Happened? (page 104)
to brainstorm words and ideas about it. Mark similar words and then
ask them to give reasons why they chose those words or expressions. Grammar Past simple of irregular verbs, question words,
STARTER: Put students in small groups. Give them 2 minutes to past events
describe the places and what the people are doing. The photos are all Vocabulary Places, community, holidays
from Viña and Valparaíso.
OPTIONAL FOLLOW-UP: Ask whether anyone in the class has ever Communication Comparing and contrasting present and past
been to these places. Focus on questions like: When was the first time skills information.
you went there? When was the last time you went there? Would you Describing life now and then.
like to visit this place? Paraphrasing information.
PRE-READING: 16. Put students in pairs and ask them to discuss the Asking and answering.
questions. Monitor as they interact but don’t stop to correct any
mistakes. Ask students to write down the answers if necessary. In this lesson students will be able to:
Suggested answers: • ask and answer questions about present events.
I go on holiday every summer. • ask and answer questions about past events.
We usually go to Viña for holidays • communicate in tasks requiring a simple exchange of information on
We usually go on holiday in February. familiar topics and activities.
Yes, we did. We went to Viña and Valparaiso. Share the can do statements of the lesson with students. Keep language
OPTIONAL FOLLOW-UP: Ask students relevant follow-up questions. simple.
READING: 17a.Tell students that they are going to read a text about
Lucy’s holidays. As a class, go through the different bits encouraging
students to predict the meaning of unknown words. Ask students to
underline all the verbs in the text.
Then ask students to classify sentences in the chart as ‘things that
happened last year’ and ‘things that are happening this year’.
Last year This year
Example: They stayed in They are staying in Viña.
Valparaíso. They are visiting the casino and
It rained. the Palacio Barburizza.
They visited “La Sebastiana”. They are cycling.
They walked the hills.
They didn´t visit the Museo N. y
M. in Playa Ancha.

READING: 17b. Ask students to read the text again and circle the correct
answer for each question.
Answers:
No, it wasn´t - Yes, it did - Yes, they did - Yes, they did - Yes, they did.
Ask the students to read the questions and answers in pairs.
POST-READING: Have a general conversation or they can work in
pairs once you've modelled. Ask them to talk about their last holiday/
weekend and adapt the questions from the reading.
CULTURE NOTES:
Best Holiday places:
Paris, France. New York, New York.
Rome, Italy. Cancun, Mexico.
London, England. Miami, Florida.
Orlando, Florida. San Francisco, California.
Myrtle Beach, South Carolina. Branson, Missouri.
Taken from:
https://www.travelchannel.com/interests/travel-tips/articles/top-10-
vacation-spots PRONUNCIATION: Once students have identified the ’ed’ pattern
for regular verbs, write up three categories on the board: -ed= / t /
(watched), -ed= / d / (played), -ed= / Id / (wanted). Point out that
these represent different sounds and ask the class to read them out.
Ask students to decide which category the rest of the verbs go in. Elicit
answers individually and categorise the verbs as a class.

104 Unit 6- Lesson 18

Unit 6 - Lesson 18: Yesterday (page 105)
ON YOUR WAY: Yesterday is the name of the famous song written by
John Lennon. This is the original version https://www.youtube.com/
watch?v=2uneYz201p0 but there are many more to share.
Put students in pairs. Give them 2 minutes to describe the pictures. Tell
them to focus on the changes in the places throughout years.
Expected language: In the past there were no buildings. In the past
people travelled by tram. In the past, tourists didn´t visit the city.
STARTER: 18. Ask students to discuss the questions in pairs. Encourage
the use of past simple. Monitor as they interact but don’t stop to
correct any mistakes. Then, discuss students answers as a class. Write
them on the board. Provide the class with corrective feedback.
Expected language: life was…. 100 years ago. People had a …… life.
PRE-READING: 19. Now they personalise their conversation as I'm
sure they know of people who have lived 50 years ago even if they are
much younger. They answer the questions in pairs and can share a few
comments all together.
Expected language: My mother says she bought our food in a shop
nearby. There were no malls.
READING: 20a. Ask students what they think the title of the text means
(The text describes how neighbourhoods have changed over time) Now
they read the text with their partner.
POST-READING: Explain unknown vocabulary and confirm the
questions they had discussed before and compare the text with their
own experiences. Are they similar?
OPTIONAL FOLLOW-UP: Ask students relevant follow-up questions.
Focus on yes/no questions about their neighbourhood when they were
younger. Did you know your neighbours?
WRITING: 20b. They read the text again and write 5 sentences about
their old neighbourhood using the verbs in the chart.
Answers:
People had many friends.
People knew most of their neighbours.
Children played in the street.
People spent time with their neighbours.
Most people bought groceries at the local grocery stores.
GRAMMAR: Past simple irregular verbs. Explain that most verbs have
past tense and past participle in –ed (worked, played, listened). But
many of the most frequent verbs are irregular. Use verbs from the text
above to illustrate the difference.
PRE-LISTENING: 21a. Tell students that they are going to listen to Ana
and Derek talking about what they did yesterday. Ask them what they
think they did?
LISTENING: Tell students to listen and answer the question.
Then they complete the chart with what they can remember.
After that, they share with their partners to confirm and finally listen
again to check.
Answers:
Ana - Ana spent the day with Peter. She had lunch with Peter. She went
to the cinema with him. She found a present for Tom.
Derek – Derek went shopping – He did the housework – He bought a
laptop for Tom.
POST-LISTENING: 21b. In pairs and ask them to write down questions to
ask their partner about what they did yesterday. Monitor as they write
down the questions and provide students with corrective feedback.
They take turns asking and answering the questions. They can also
change pairs.
Students work in pairs and find the correct form of the verb in past.
Model a few sentences and ask them to create their own.
Unit 6 - Lesson 18 105
 SPEAKING: 23. Ask students to write down a series of follow-up
questions for the main question in each box. Monitor as they write
down the questions and provide them with corrective feedback. Then
put students in pairs to ask and answer questions. You can elicit some
examples of follow-up questions.
Expected language. How old is he/she? He/she is… years old.
SPEAKING: 24a. & b. Ask students to write down a series of questions
about last weekend. Monitor as they write down the questions and
provide them with corrective feedback. Then they take turns to asking
and answering. They can change partners.
Expected language. Where did you go? Did you have fun? What did
you do? Who did you go with? When did you return?
Remind them of the use of past simple auxiliary and word order. They
can look through the unit if in doubt.
They can try asking and answering the questions without reading. How
many can they remember? How natural do they sound. They can go
around the classroom asking some questions they remember.
OPTIONAL FOLLOW-UP:
Practise asking and answering questions:
https://c1.momondo.net/content/articles/54/5447c885-7f71-3ab0-
9ea7-1561ee533fdc.jpg
106 Unit 6 - Lesson 18
Unit 6 - Lesson 18: Frequently Asked QuestionS (page 106)
ON YOUR WAY: Write the expression FREQUENTLY ASKED QUESTIONS
(FAQs for short) on the board and ask students to brainstorm ideas of
what they can relate it to. Where do you find this? In Spanish?
STARTER: 22. Ask students to write as many questions as they can in
2 minutes. Remind them to ask questions using the past tense also.
Monitor as they write and provide students with corrective feedback.
As a class, go through students’ questions by means of writing them on
the board. Provide them with corrective feedback.
Some suggested answers are:
Where do you work everyday?
What did she do last year?
What time does he start work?
How often did she go out with his friends last week?
Unit 6 - Communication (page 107) 1. Encourage students to work in pairs.
This is a good opportunity to get the students talking and practise They must choose 1 topic every 30 seconds or 1 minute - according to
question frames in a fun way. your group.
Speaker A talks about the topic as much as he/she can.
Speaker B listens and writes down 3 follow-up questions to ask.
They change roles. Ideally, both should be able to ask questions and
answer appropriately, using grammar and vocabulary seen throughout
the unit and previous units.
They can look back to similar activities.
They can change partners to ask around.
FOLLOW-UP:
If you think appropriate, you can turn this activity into a kind of
competition to see which pair finishes first though all the questions
must be correctly written.
2. Individually, they should complete the 5 questions using the given
prompts. Then they work in pairs to ask and answer each other.
FOLLOW-UP: They can change partners - going around the class or they
could role-play the conversation and then record it.
OPTIONAL FOLLOW-UP:
Conversation topics:

https://conversationstartersworld.com/topics-to-talk-about/

Unit 6- Communication 107

 EXTRA ACTIVITY 1: Word Volleyball Unit 6 - Consolidation (page 108)
Choose a topic from the unit. All you need is a small ball. You can Students read the texts and write 3 yes/no questions and 3 WH
start the game by having a student toss you the ball and ask you a questions for each topic described in the texts.
relevant question. You answer it, toss or hand the ball to another They should work individually creating the questions and then compare
student and then ask them a related question. You want to encourage their answers with their partners.
quick questions and answers from your students to give this a real-life They can also exchange partners asking and answering.
scenario feel. They can look back in previous activities as prompts for their answers.
This game involves the entire class and reinforces communication Practise asking questions.
skills, review asking and answering questions, gain more confidence to They can practise some of the dialogues:
speak, polish their grammar when speaking and develop those crucial https://www.thoughtco.com/ask-and-answer-questions-1210033
listening skills as well.
EXTRA ACTIVITY 2: Vocabulary Showcase
Vocabulary words from this and previous units. If you're not sure,
choose to go over a list you’ll use for the game with your students if
desired.
1. Divide your class into two teams. The team that begins will choose
their first contestant.
Student A from Team A will stand with his or her back to the whiteboard.
2. Write a vocabulary word on the board and start the clock. Two
minutes per word is best practice, in order to get multiple students
involved.
3. Once the clock starts, Team A has to give Student A clues, they can
use mime, etc. (You set the rules)
4. If Student A gets the vocabulary word correct, Team A gets a point.
5. Team B will elect a team member and the Vocabulary Showcase will
continue.
6. The team with the most points wins.
The skills your students will build upon are quick English thought,
listening, communication and, of course, valuable vocabulary building
which is necessary for the future.
EXTRA ACTIVITY 3: 20 Questions
This game is great for practising yes/no questions. Model the first
example.
1. A student thinks of an object (something from the unit: person,
place, object - you give the rules)
2. Then the other students take turns asking questions and trying to
determine what that object is.
3. The class limit is 20 questions and those include the final guesses.
(e.g. Is it Plaza de Armas?)
4. If the class guesses the object correctly, they win the round. If not,
the person who chose the object wins.

108 Unit 6 - Consolidation

Unit 6 - Grammar And Vocabulary Worksheets (page 109) 1a. Answers:
1. Where were you yesterday in the morning?
2. My sister was born in 1981.
3. How many bedrooms were there in your house?

1b. Suggested Answers (2. is a question):

1. I was at work yesterday in the morning.
2. When was your sister born?
3. There were 7 bedrooms in my house.

2a. Answers:
1.did, were
2.was
3.did
4.did, were
5.was

2b. Suggested Answers

1. I lived in Osorno when I was a child.
2. No, my father was born in Santiago.
3. Yes, I did. I studied in the small school in my city.
4. Yes, I did. I had many friends when I was a child.
5. My best friend was Pamela.

3a. Answers:
1. Where was your mother born?
2. What time did she get up this morning?
3. I got home at 9 p.m. last night.
4. I didn’t have breakfast yesterday.

3b. Answers:
1. Where were you born?
2. What time did you get up this morning?
3. Did you get home at 9 last night?
4. Did you have breakfast yesterday?

4. Answers:
1. When did you finish school?
2. How many languages do you speak?
3. When did you start work?
OPTIONAL FOLLOW-UP:
5. Suggested Answers:
Past simple practice. I was born on July 8th in 1976. In Licán Ray.
http://www.pearsonlongman.com/insync/pdfs/unit/in_sync4_unit02_ I went to school in Villarrica.
lr.pdf Then, I went to university in Valdivia.
After that, I got married and came to Santiago.

Unit 6- Grammar & Vocabulary Worksheets 109

 6. They write main questions and follow-up questions of topics they are Unit 6 - Grammar And Vocabulary Worksheets (page 110)
interested in.
They can use the prompt given in the example.
Then they can compare their questions with their partner and they can
help each other correct.
7. Answers:
1.b
2.a
3.b
4.c
5.b
6.c
8. Answers:
Hi, these are directions to get from Torre Entel to Museo de Bellas
Artes. Go along Alameda street for eight blocks and turn left by the
National Library. Go along that street for seven blocks and it’s on the
right, just by the park. See you tomorrow.
9. Answers:

Who did you go with?

What did you do?
Why did you go there?
Did you have a good time?
Where did you have lunch?
What did you do in the afternoon?
What did you do in the evening?
What time did you go to sleep?
Now practise the dialogue using these questions.

EXTRA ACTIVITY:
1. Project a map on the board, can be a local or a foreign city.
2. Students work in pairs. You hand out cards:
3. Student A with instructions of where they are and where they want
to get to. 4. Student B has to give student A the directions. Then they
swap roles.
5. They can either change partners after that or you can hand out more
cards.

OPTIONAL FOLLOW-UP:
Practise asking and giving directions:

https://www.ego4u.com/en/cram-up/vocabulary/directions/exercises?02
https://elt.oup.com/student/champions/level02/dialogues/dialogue03?cc=cl&selLanguage=en

110 Unit 6 - Grammar & Vocabulary Worksheets

Unit 6 - Test Yourself (page 111) 1. Answers:
1. Where do you live?
CRITERIA FOR CORRECTING. 2. Do you have any brothers or sisters?
• Encourage students to correct their partner’s answers so as to provide 3. Do you work?
feedback and notice how much they’ve learned as they check answers. 4. What did you eat for breakfast?
• When you correct or check, focus on unit CAN DOs 5. What do you like doing?
• Students should be able to produce evidence on at least 5 out the 7 6. Where were you born?
CAN DOs. 7. Where did you go with your friend?

They can still have a look back to be sure. But the examples must be
authentic.
When students are not able to come up with authentic answers,
encourage them to look back in the unit and find samples of sentences
or words they need.
If students are able to identify and recognise the sentences and
vocabulary, then they have partially achieved the objective of the unit.
2. Answers:

1. When was Alexis Sanchez born?

2. Where was he born?
3. Who did he live with?
4. When did his career start?
5. When did he sign a contract with Barcelona?
Check unit 6 chart.
This chart should be completed by the students individually. This is a
chance for students to evidence their learning along the unit.
Suggested Answers:
1. Do you work? What do you do?
2. I lived in Osorno when I was a child. Now I live in Santiago
3. How can I get there?
4. What is your occupation? I’m a teacher.
5. He found life in Santiago difficult at first.
6. I went to the cinema with my friends.
7. Do you have many friends now?
8. Pablo Neruda won the Nobel Prize in 1971.
9. Where is your neighbourhood? Is your neighbourhood safe? Is it
clean?
10. Do you talk to your neighbours?

When they finish you can ask them to exchange their charts with their
partners or call out their names to give answers.
INSTRUCTIONS ON HOW TO USE SELF ASSESSMENT:
Explain your students that checking their own learning is important and
beneficial. Self-assessment helps students:
• become responsible for own learning
• be able to recognise next steps in learning
• feel secure about not always being right
• raise self-esteem and become more positive
• be actively involved in the learning process (partner not recipient)
• become more motivated

Unit 6- Test Yourself 111