INGBC22G7B_1

TEACHER’S GUIDE Tomo 2
English 7 Susana Vásquez Zúñiga

Rommy Strasser Escobar
Carolina Osorio Valenzuela
básico
Javiera Muñoz Araya

Francisca Aguilera Osorio
Karla Raipán Ferrada
Ximena Herreros Daza
EDICIÓN ESPECIAL PARA EL MINISTERIO DE EDUCACIÓN PROHIBIDA SU COMERCIALIZACIÓN

7
TOMO 2
º
básico
INGLÉS
IDIOMA EXTRANJERO
GUÍA DIDÁCTICA DEL DOCENTE
Susana Vásquez Zúñiga
Licenciada en letras inglesas
Pontificia Universidad Católica de Chile


En este libro se utilizan de manera
Javiera Muñoz Araya inclusiva términos como “los niños”, “los
Licenciada en letras inglesas padres”, “los hijos”, “los apoderados”,
Pontificia Universidad Católica de Chile “profesores” y otros que refieren a
hombres y mujeres.
De acuerdo con la norma de la Real
Francisca Aguilera Osorio Academia Española, el uso del masculino
Licenciada en letras inglesas se basa en su condición de término
Pontificia Universidad Católica de Chile genérico, no marcado en la oposición
masculino/femenino; por ello se emplea
el masculino para aludir conjuntamente
a ambos sexos, con independencia del
Profesora de Inglés número de individuos de cada sexo que
Licenciada en Educación formen parte del conjunto. Este uso
Universidad de Concepción evita además la saturación gráfica de
otras fórmulas, que puede dificultar la
comprensión de lectura y limitar la fluidez
Ximena Herreros Daza de lo expresado.
Profesora de Educación Media en Inglés
Universidad Chileno Británico de Cultura
En este texto se utilizaron las siguientes
familias tipográficas: Helvetica Neue LT
Std, ITC Berkeley Oldstyle Std y Aspira Nar
La Guía didáctica del docente de Inglés 7º básico, es una creación de UD Publishing.
Dirección editorial
Arlette Sandoval Espinoza
Coordinación editorial
María José Martínez
Edición
Equipo editorial
Autoría
Susana Vásquez Zúñiga
Javiera Muñoz Araya
Francisca Aguilera Osorio
Ximena Herreros Daza
Corrección de estilo y pruebas
Equipo editorial
Dirección de arte
Carmen Gloria Robles
Coordinación de diseño
Gabriela de la Fuente Garfias
Diseño y diagramación
Katherine González Fernández
Kevin González Montenegro
Fotografía
Archivo fotográfico SM
Shutterstock
Gestión derechos
Loreto Ríos Melo
Jefatura de producción
Andrea Carrasco Zavala
Esta Guía didáctica corresponde al séptimo básico y ha sido elaborado conforme al Decreto
Supremo N° 614/2013, del Ministerio de Educación de Chile.
©2019 – UD Publishing Chile Spa – Coyancura 2283 piso 2 – Providencia
ISBN: 978-956-6061-02-1 / Depósito legal: 310581
Se terminó de imprimir esta edición de 407 ejemplares en el mes de octubre del año 2021.
Impreso en Brasil, por Coan Impresores.
Quedan rigurosamente prohibidas, sin la autorización escrita de los titulares del “Copyright”,
bajo las sanciones establecidas en las leyes, la reproducción total o parcial de esta obra por
cualquier medio o procedimiento, comprendidos la reprografía y el tratamiento informático, y
la distribución en ejemplares de ella mediante alquiler o préstamo público.
Índice
Tomo 1 Tomo 2
Organización Guía didáctica.................................................. 4 Organización Guía didáctica.............................................. 164
Indice Texto del Estudiante.................................................... 6 Indice Texto del Estudiante................................................ 166
Classroom language.............................................................. 8 Classroom language.......................................................... 168
Planificación semestral........................................................ 10 Planificación semestral...................................................... 170
Orientaciones y estrategias Orientaciones y estrategias

Unit 1: Feelings and Opinions ............................................. 12 Unit 3: Sports and Free-time Activities.............................. 172
Actividad complementaria................................................... 50 Actividad complementaria................................................. 210
Solucionario actividades...................................................... 58 Solucionario actividades.................................................... 218
Evaluación diagnóstica........................................................ 61 Evaluación diagnóstica...................................................... 221
Evaluación formativa............................................................ 63 Evaluación formativa.......................................................... 225
Evaluación sumativa............................................................ 65 Evaluación sumativa.......................................................... 229
Solucionario evaluaciones................................................... 67 Solucionario evaluaciones................................................. 232
Guiones de audios................................................................ 70 Guiones de audios.............................................................. 234
Templates de escritura y presentaciones orales................. 72 Templates de escritura y presentaciones orales............... 236
Planificación semestral........................................................ 80 Planificación semestral...................................................... 240

Orientaciones y estrategias Orientaciones y estrategias
Unit 2: Healthy habits........................................................... 82 Unit 4: Green Issues........................................................... 242
Actividad complementaria................................................. 120 Actividad complementaria................................................. 280
Solucionario actividades.................................................... 128 Solucionario actividades.................................................... 288
Evaluación diagnóstica...................................................... 131 Evaluación diagnóstica...................................................... 291
Evaluación formativa.......................................................... 133 Evaluación formativa.......................................................... 293
Evaluación sumativa.......................................................... 135 Evaluación sumativa.......................................................... 295
Solucionario evaluaciones................................................. 137 Solucionario evaluaciones................................................. 297
Guiones de audios.............................................................. 141 Guiones de audios.............................................................. 300
Templates de escritura y presentaciones orales .............. 146 Templates de escritura y presentaciones orales............... 306
Anexo............................................................................ 150 Anexo............................................................................ 310

Bibliografía......................................................................... 150 Bibliografía......................................................................... 310
Sitios web y enlaces.......................................................... 151 Sitios web y enlaces.......................................................... 311
Banco de lecturas adicionales........................................... 152 Banco de lecturas adicionales........................................... 312
163
Organización Guía didáctica
Los componentes de la propuesta editorial para la asignatura de inglés,
considera lo siguiente: Texto del estudiante, Cuaderno de actividades, y Guía
didáctica del docente. Este último componente incluye láminas y CD de audios.
Estos componentes se articulan a partir de un hilo conductor que cruza los distintos
momentos didácticos y establece una secuencia progresiva que da cuenta de los
Objetivos de aprendizaje (OA) del nivel.
Unit 1: Feelings and Opinions

Lesson 1: This Is Me!
Lesson 2: My Fashionable Friends
Unit 2: Healthy Habits

Lesson 3: Healthy Food
Lesson 4: A World of Healthy
Habits
Unit 3: Sports and Free-time

activities
Lesson 5: The Wonderful World of
Sports
Se organiza que son:
Unidades Lesson 6: My Hobbies
que están construidas en base

a tres momentos didácticos:
Unit 4: Green Issues
Lesson 7: Protecting the
Environment
Lesson 8: Natural Disasters
Inicio Desarrollo Cierre
164
Para dar cuenta de los OA, las habilidades y las actitudes, en el modelo didáctico del Texto,
del Cuaderno y de la GDD, se proponen las siguientes instancias:
Orientaciones y Actividades Evaluaciones

estrategias sobre: fotocopiables para fotocopiables
ambientes, ritmos y distintos ritmos de diagnósticas, de
estilos de aprendizaje. aprendizaje. progreso y sumativas.
Desde la
Guía
Fichas de refuerzo, Bibliografía para el
de profundización profesor y fuentes de
y actividades investigación para los
complementarias. alumnos.
Lecturas y recursos Actividades que Evaluaciones que permiten a

visuales orientados a apoyan el desarrollo los estudiantes visualizar sus
estimular en los alumnos e integración de fortalezas y sus debilidades de
Desde el Texto el pensamiento crítico los contenidos, forma continua.
y creativo, así como las habilidades y
habilidades disciplinares. actitudes.
165
Índice Texto del Estudiante
Unit 1: Feelings and Opinions.................... 4

Lesson 1: This Is Me!................................. 6
Lesson 2: My Fashionable Friends........... 18
Unit 2: Healthy Habits............................ 34

Lesson 3 Healthy Food............................ 36
Lesson 4: A World of Healthy Habits...... 48
166
Unit 3: Sports and Free-time
Activities................................................. 64
Lesson 5: The Wonderful World
of Sports................................................. 66
Lesson 6: My Hobbies............................. 78
Unit 4: Green Issues.............................. 94

Lesson 7: Protecting the Environment... 96
Lesson 8: Natural Disasters.................. 108
167
Classroom language
Track 89 Taking attendance

OK everyone, your attention please.
Classroom language
I’m going to take the attendance.
Good morning everyone!
Good afternoon everyone!
How are you today?
OK, let’s start today’s class.
Giving instructions
Silence, please.
Let’s calm down.
Come to the board.
Please, go back to your seats.
Please, open your books to page...
Close your books, please.
Pay attention, please.
Let’s clean up, please.
Please repeat after me.
Raise your hand.
Hands up!/Hands down!
Thumbs up/Thumbs down.
Check your answers.
Wait for your turn.
Work in pairs, please.
Work in groups, please.
Let’s sing a song!
Look at the picture.
Write your name.
168
Checking for understanding Encouragement
Do you understand? Super!
Do you need help? Well done!
Can I help you with this? Excellent!
Is that clear? Brilliant!
Are you sure? Wonderful!
Are there any questions? Congratulations!
Are you done? Good job!
Have you finished yet?
Saying goodbye
Alright, that’s it for today.
Class is over.
See you next class!
Goodbye, everybody.
Have a nice weekend!
169
Planificación semestral Tiempo estimado: 28 horas pedagógicas
Unidad 3 Sports and Free-Time Activities

Actitudes:
• Desarrollar una conciencia cultural o comprensión intercultural, demostrando interés, respeto y tolerancia por
otras culturas y por la propia y valorando su aporte al conocimiento. (OA B)
• Trabajar responsablemente en forma proactiva y colaborativa con una meta en común, y demostrando respeto
por los intereses e ideas de los demás. (OA D)
Habilidades
• Comprensión auditiva de textos variados, adaptados y auténticos breves y simples. Comprensión lectora de
textos adaptados y auténticos breves y simples, no literarios y literarios.
• Expresión oral y escrita por medio de diálogos y presentaciones en torno a temas de la vida cotidiana, textos
leídos, temas de otras asignaturas, temas de la cultura de otros países.
Temas/ Objetivos Nº de clases

OA
específicos (45min c/u)
OA1, OA2, OA3, OA4, OA7 Comprensión Oral: Demostrar comprensión de Escuchar y comprender un 1
L5: The Wonderful World of Sports(14 h)
ideas generales e información explícita en textos orales, identificar palabras y juego de adivinanzas sobre el
frases claves, identificar y usar estrategias de comprensión. deporte.
OA1, OA2, OA3, OA4, OA6, OA5, OA7, OA8 Comprensión Oral: Escuchar y describir diferentes 3
Demostrar comprensión de ideas generales e información explícita en deportes de manera oral.
textos orales, identificar palabras y frases clave. Participar en interacciones y
exposiciones, además de reaccionar a los textos orales.
OA9, OA10, OA 11, OA 12. Comprensión Escrita: Demostrar comprensión Leer y comprender la 2
de ideas generales e información explícita en textos escritos, literarios y no descripción histórica de un
literarios. Usar estrategias de comprensión de lectura. evento deportivo.
OA13, OA14, OA15, OA16 Expresión Escrita: Escribir historias, Escribir sobre los distintos 2
información relevante y una variedad textos breves, utilizando los pasos roles en los deportes.
de procesos de escritura. Demostrar conocimineto y uso del lenguaje para
informar y expresar opiniones de manera escrita.
OA1, OA2, OA3, OA6, OA8, OA9, OA13, OA15: Comprensión oral y Escribir una presentación 3
expresión escrita. Además, comprensión escrita. sobre deportes.
ideas generales e información explícita en textos orales, identificar palabras y juego de adivinanzas sobre
frases claves, identificar y usar estrategias de comprensión. diferentes deportes.
OA1, OA2, OA3, OA4, OA6, OA5, OA7, OA8 Comprensión Oral: Describir diferentes deportes 3
L6: My Hobbies (14 h)
Demostrar comprensión de ideas generales e información explícita en textos de forma oral.

orales, identificar palabras y frases claves. Participar en interacciones y
exposiciones,
OA9, OA10, OA 11, OA 12. Comprensión Escrita: Demostrar comprensión Leer y comprender una 3
iterarios. Usar estrategias de comprensión de lectura. evento deportivo.
OA13, OA14, OA15, OA16 Expresión Escrita: Escribir historias, Escribir sobre diferentes 2
información relevante y una variedad textos breves, utilizando los pasos deportes
de procesos de escritura. Demostrar conocimiento y uso del lenguaje para
OA1, OA2, OA3, OA6, OA8, OA9, OA13, OA15: Comprensión oral y Crear una presentación a base 4
expresión escrita. Además, comprensión escrita. de un poster.
170
Tiempo estimado: 28 horas pedagógicas
Unidad 4 Green Issues

Actitudes
• Usar de manera responsable y efectiva las tecnologías de la comunicación en la obtención de
información y la creación de textos, dando crédito al trabajo de otros y respetando la propiedad y
la privacidad de las personas. (OA E)
• Trabajar responsablemente en forma proactiva y colaborativa con una meta en común, y demos-
trando respeto por los intereses e ideas de los demás. (OA D)
Habilidades
• Comprensión auditiva de textos variados, adaptados y auténticos breves y simples. Comprensión
lectora de textos adaptados y auténticos breves y simples, no literarios y literarios.
• Expresión oral y escrita por medio de diálogos y presentaciones en torno a temas de la vida coti-
diana, textos leídos, temas de otras asignaturas, temas de la cultura de otros países.

OA
OA1, OA2, OA3, OA4, OA7 Comprensión Oral: Demostrar comprensión de Escuchar y comprender 2
ideas generales e información explícita en textos orales, identificar palabras y una conferencia sobre
L7: Protecting the Environment (14 h)
frases claves, identificar y usar estrategias de comprensión. contaminación.
OA1, OA2, OA3, OA4, OA6, OA5, OA7, OA8 Comprensión Oral: Expresar posibilidad de 3
Demostrar comprensión de ideas generales e información explícita en textos manera oral.
OA9, OA10, OA 11, OA 12. Comprensión Escrita: Demostrar comprensión Leer y comprender un artículo 2
de ideas generales e información explícita en textos escritos, literarios y no y una encuesta.
literarios. Usar estrategias de comprensión de lectura.
OA13, OA14, OA15, OA16 Expresión Escrita: Escribir historias, Escribir un volante sobre 3
información relevante y una variedad textos breves, utilizando los pasos reciclaje.
OA1, OA2, OA3, OA4, OA7 Comprensión Oral: Demostrar comprensión de Escuchar y comprender una 2
ideas generales e información explícita en textos orales, identificar palabras y entrevista periodística sobre
frases claves, identificar y usar estrategias de comprensión. un desastre natural
OA1, OA2, OA3, OA4, OA6, OA5, OA7, OA8 Comprensión Oral: Preguntar por información. 3
Demostrar comprensión de ideas generales e información explícita en textos
L8: Natural Disaster

(14 h)
OA9, OA10, OA 11, OA 12. Comprensión Escrita: Demostrar comprensión Leer y comprender una noticia 2
de ideas generales e información explícita en textos escritos, literarios y no sobre cómo mantenerse a salvo
literarios. Usar estrategias de comprensión de lectura. en un desastre natural.
OA13, OA14, OA15, OA16 Expresión Escrita: Escribir historias, Dibujar una historieta sobre 2
información relevante y una variedad textos breves, utilizando los pasos desastres naturales.
de procesos de escritura. Demostrar conocimiento y uso del lenguaje para
171
Orientaciones
y estrategias
Unidad 3 • Inicio
Ideas previas
Para recuperar conocimiento previo so-
bre el tema de la unidad, puede pedirle
a los estudiantes que hagan una lluvia
de ideas (brainstorming): Write words
and concepts you associate with the
title. Puede guiarlos con los siguientes
ejemplos de actividades que realizan
en su tiempo libre (free-time activities):
I like playing tennis, I like riding my
bike, I prefer swimming. Una vez que
tengan los conceptos, los estudiantes
comparten en voz alta lo que escribie-
ron. Escriba en la pizarra las palabras
y/o conceptos que más se repitan.
Ritmos y estilos
de aprendizaje
Para estudiantes con inclinaciones ar-
tísticas, puede pedirles que hagan un
dibujo sobre las actividades que les
gusta hacer al aire libre, ya sea deportes
o juegos. Diga: Draw a picture about
outdoor activities that you like. Para
estudiantes kinestésicos, puede hacer
una actividad en la pizarra. Puede di-
vidir la pizarra en dos, los estudiantes
forman dos equipos que se ponen en
una fila, y se les da 5 minutos para que
escriban la mayor cantidad de palabras
posibles en su espacio de la pizarra.
Diga: You have five minutes to write on Propósito y recomendaciones
the board as many words as you can.
Revise en conjunto con los estudiantes los objetivos de la unidad, de esa forma y
Un estudiante pasa a la vez, y le entre-
a medida que avancen en las actividades pueden recordarlos cuando lo necesite.
ga el plumón al estudiante que le sigue,
Una vez terminada la unidad puede recordar a los estudiantes que vuelvan a re-
y así sucesivamente, para luego revisar
visar los objetivos para que así se autoevalúen al terminar la unidad: Go back to
todos juntos.
page 64 and read the objectives. Have you achieved them? Do you need to practice
more to achieve them? What do you need to do to reach the objectives?
Utilice la actividad Before you start para activar conocimientos previos a la uni-
dad, así los estudiantes pueden ser capaces de reconocer la información que
tienen sobre el tema y recuperar más rápidamente los conceptos que aprenderán.
Además esta actividad está orientada a aquellos estudiantes que presentan algún
172
Texto del estudiante
Preguntas de profundización
Con el fin de ayudar a los estudiantes
a relacionar la unidad con su vida coti-
diana, pregunte: Is this picture familiar
to you in any way? Have you seen so-
mething similar in your country?
Para fomentar la reflexión en los estu-
diantes, puede preguntar lo siguiente:
Where do you think this is? Solicite a
los alumnos justificar sus respuestas
preguntando: Why do you think that?
Y relacionando siempre las preguntas a
las imágenes de esta sección.
Ambientes de aprendizaje
Revise los objetivos de la unidad junto
con los estudiantes, permítales que ho-
jeen la unidad y pregúnteles: What do
you think you will learn? What do you
want to learn? Why?
Anote las ideas en la pizarra, y pída-
les que entre todos decidan una meta
extra de lo que les gustaría aprender.
Por ejemplo: I want to learn more vo-
cabulary, o I want to finish the tasks on
time. Solicite a los estudiantes anotar
esa meta en el cuaderno que propi-
cia realizar una revisión a medida que
avanza la unidad para ver si el objeti-
vo se está logrando y así realizar una
auto-evaluación.
Solucionario
Before you start
4. • Nicolás Massú and Fernando
González. Lesson 5, pgs 67 & 68.
• Palin, the Mapuche sport. Lesson
5, pg 73.
tipo de dificultad, ya que al ser capaces de reconocer palabras/conceptos en in-
• Speaking Task. Lesson 6, pg 79.
glés les brinda mayor seguridad.
• Taking over the vest. Lesson 6, pg
De todas formas no obligue a participar a los estudiantes en esta etapa, ya sea
85.
compartiendo de forma oral o en actividades que requieren ir a la pizarra, si ve
que tienen mucha resistencia a ello.
173
Unidad 3 • Lesson 5
Ideas previas
Lea el título de la lección en voz alta:
The Wonderful World of Sports y pre-
gunte a los estudiantes si conocen lo
que significa la frase: Do you know
what the title means? Recoja las res-
puestas de los estudiantes para ver si
logran comprender su significado. Lue-
go puede pedirles que trabajen en pa-
rejas y hagan un listado de los deportes
que disfruten practicar. Diga: Which
sports do you enjoy practicing? Make
a list of activities and sports you enjoy
doing in your free time.
Profundización y variaciones
Puede pedir a los estudiantes que ha-
gan una lista de actividades de tiempo
libre distinta a los deportes que salen
en el texto. Por ejemplo decirles: What
activities do you enjoy doing in your
free time? Mention those that are not in
the text, but are part of your daily rou-
tine and you enjoy.
Solucionario
Before Listening A Guessing Game
1. a. tennis, football / soccer, karate
b. racket, ball, soccer shoes, karate
Gi (suit)
While Listening
2. Act 2
3. a.
b.
c. Propósito y recomendaciones
d.
Invite a los estudiantes a contestar la pregunta planteada al incio: What are some
After Listening of the most popular sports in your country? Recoja las respuestas de los alumnos
4. Respuesta variable. y escríbalas en la pizarra para que todos puedan visualizar su escritura.
5. Respuesta variable. Durante la actividad Before Listening, es importante recoger la mayor cantidad
de respuestas de los alumnos ya que estas servirán como base léxica para trabajar
las actividades siguientes. Si nota que para los alumnos es muy desafiante esta
actividad guíelos utilizando ejemplos que puedan relacionar con personas
conocidas como por ejemplo: Do you know Alexis Sanchez? Do you know what
sport he plays? What do you need to play football?
174
Ritmos y estilos
de aprendizaje
Si algunos estudiantes tienen dificulta-
des en mantener una conversación de
manera espontánea en inglés, permí-
tales que organicen sus ideas antes de
expresarlas de manera oral: To organi-
ze your ideas you can use the following
strategies:
• Create a mind map with the most
important concepts you want to
express, write the ideas in your
notebook.
• Organize your ideas on a graphic
organizer.
Use the ideas as a supporting material
while you have a conversation with
your classmates.
Solucionario
Speaking Task Describing Sports
1. Respuesta Variable
Options:
Volleyball is fun to do with friends.
Basketball is a little boring.
Swimming seems like a good way to
exercise.
Football is my favorite sport in the
world.
Karate is very exhausting to do.
2. Picture A – c. My strategy is to score
points with my serve.
Picture B – b. I love it when I score
three points with one shot.
3. a. Respuesta variable.
b. Respuesta variable.
Se recomienda ir realizando una correción de las actividades a medida que se

avanza en las secciones.
Speaking Task es una sección en la cual los alumnos tienen la oportunidad de
aplicar todo lo aprendido en la sección anterior, ya sea el vocabulario relacionado
a la unidad y estructuras. Pida a los estudiantes: Work in pairs and create
sentences with words from the two different groups. Por eso es muy importante
que antes modele lo esperado de los alumnos, de esta forma ellos también bajan
su carga de ansiedad al momento de hablar. Dé el siguiente ejemplo: I love
volleyball because it is fun to play with my friends.
175
Con el propósito de guiar las lecturas,
puede realizar las siguientes preguntas:
What do you see in the pictures? Is the-
re anything else? Which elements call
your attention the most? Why?
Ritmos y estilos
de aprendizaje
Como actividad inicial puede pedir a
los estudiantes que hagan una lluvia
de ideas (brainstorming) de forma oral
entre todo el curso, mientras el docen-
te escribe los conceptos en la pizarra.
Luego los estudiantes escriben las ideas
que surgen en su cuaderno. Diga: Let’s
do a brainstorming about sports events
you know about and then write the con-
cepts in your notebook. Es importante
que fomente la comunicación oral del
inglés en estas actividades para que los
estudiantes no sientan ansiedad al pro-
nunciar las palabras. Puede indicarles:
It’s okay to make mistakes, say only one
word out loud, or just give it a try, para
mostrar que todos pueden contribuir
con la lluvia de ideas.
Errores frecuentes
Un error frecuente de los estudiantes
en las actividades de lectura es priori-
zar la lectura rápida por sobre el enten-
dimiento, o viceversa. Puede explicar
que no es necesario apurarse en la lec-
tura y que algunas palabras pueden en-
tenderse desde el contexto, y aquellas
cuyo significado no se pueda dilucidar, Propósito y recomendaciones
o tengan otro significado, pueden ser El propósito de esta sección es abordar el tema de la unidad (sports and free-time
buscadas en el diccionario. activities) a través de una actividad que puedan relacionar con su propio entorno.
De esta manera, los estudiantes pueden relacionar el aprendizaje del idioma con
Solucionario su propia realidad, haciendo más cercano el aprendizaje del inglés.
Before Reading A Historical Antes de comenzar con las diferentes secciones y actividades, es importante que
Description of a Sports Event los estudiantes puedan predecir el contenido de la lectura, para luego contextua-
1. a. tennis lizar el tema que esta abordará, para esto haga preguntas del tipo: Do you know
what the Olympic Games are? Do you know who Nicolás Massú and Fernando
b. Chilean tennis players in Greece
González are? What do you win in the Olympic Games? Do you know where the
c. For the very first time in history,
Olympic games originated?
Chile had won a gold medal in
the Olympics.
176
Contexto
Si desea, puede entregar más informa-
ción sobre la ciudad de Atenas a los es-
tudiantes para darles contexto: Athens
is the capital of Greece. It was a place
where an ancient civilization grew and
developed. Athens was the center of An-
cient Greece.
Solucionario
While Reading
2. a. Athens
b. ankle injury
c. Mardy Fish
3. a. F
b. T
c. F
d. F
e. T
Una vez completadas todas las actividades de las secciones presentadas en estas
páginas (Before Reading - While Reading) se recomienda realizar preguntas que
fomenten habilidades de orden superior, tales como: Why do you think these
athletes are considered heroes? What evidence does the text have to say about this?
177
Con la finalidad de fomentar el pen-
samiento crítico en los estudiantes es
importante formular preguntas que
apunten al desarrollo de aquellas habi-
lidades. Se sugiere realizar las siguien-
tes preguntas: What is the text about?
What is the main idea of the text? What
other important sports events do you
know? Además puede realizar pregun-
tas que fomenten la metacognición de
los estudiantes: What is new to me in
relation to the topic? Why do I consider
this sports event the most important?
Solucionario
4. • Fernando González was playing
his semi-final match when he in-
jured his ankle.
• González was resting from his in-
jury when the Chilean team had
to play the double finals.
• Massú and Fish were playing the
finals when Massú scored the last
point after more than an hour.
After Reading
5. a. Fernando González gets injured.
b. Fernando González beats Tyler
Dent.
c. Mardy Fish loses to Nicolás
Massú.
d. The Chilean team wins gold in
the men’s finals.
e. Chile wins its first gold medal in
history.
6. a. Respuesta variable. Propósito y recomendaciones
Se recomienda corregir las diferentes actividades presentadas a medida que se
van desarrollando, de esta manera se van aclarando dudas en la medida que
se van presentando. Una buena técnica es ir realizando una corrección a nivel
grupal, para que así las respuestas nazcan desde los propios alumnos y auto-
monitoreen el trabajo.
Al momento del trabajo en grupos se recomienda generar un ambiente de trabajo
en donde realmente sea el inglés una herramienta de comunicación. Para esto
es importante modelar preguntas y frases que puedan utilizar los estudiantes
para este fin: What sport events do you know? Have you attended a sport match/
game? Why do you consider that sports event the most important? I think... In my
178
Es importante fomentar en los es-
tudiantes que durante el trabajo de
grupos sepan respetar los turnos de in-
teracción en especial durante las activi-
dades de la sección After Reading. Para
esto es necesario el constante monito-
reo de los alumnos. Utilice preguntas
como: How are you doing? What sports
event did you choose?
Solucionario
Reading and Vocabulary
1. team – ball – racket – court – player
– pitch - field
2. a. referee
b. bat
c. goggles
d. ball
e. field
3.
Play Do Go
Volleyball, Karate, Swimming,
basketball, yoga. skateboarding.
football.
opinion... From what I know I consider... etc. Tambien podría ser de gran ayuda
solicitar a los alumnos realizar un pequeño draft de lo que van a decir antes de
compartir sus ideas y opiniones al grupo que les corresponde, y de esta forma
fomentar la participación de todos los integrantes del grupo además de disminuir
los niveles de ansiedad.
179
Unidad 3 • Lección 5
Ideas previas
Antes de comenzar con la sección Lan-
guage Focus, solicite a los estudiantes a
dar ejemplos de oraciones/expresiones/
preguntas que puedan construir para
hablar en pasado. De esta manera se
puede hacer un diagnóstico del nivel
de conocimiento del idioma que tienen
como grupo y así apuntar a desarrollar
más habilidades en los alunmos que
tienen mayores fortalezas en el idioma,
como también generar instancias de
aprendizaje que permitan a los alumnos
que presentan mayores dificultades.
Ritmos y estilos
de aprendizaje
A medida que se avanza en las activi-
dades presentadas en las diferentes sec-
ciones de estas páginas, se recomienda
generar el trabajo de pares mezclando
alumnos que tienen mayores fortalezas
en el idioma junto con otros que pre-
sentan una mayor dificultad.
Errores frecuentes
Uno de los errores más frecuentes que
presentan los alumnos de este nivel es
la transformación del verbo desde su
forma base a pasado. Por esto es im-
portante la realización de la actividad 3
donde tienen que buscar el pasado de
los verbos a trabajar durante esta uni-
dad. Sumado a eso, es importante pun-
tualizar que la forma pasada del verbo
be tiene diferentes conjugaciones (was
and were). Para evitar errores escriba Propósito y recomendaciones
ejemplos utilizando diferentes sujetos
y permita a los estudiantes inferir una El propósito de la sección Language Focus es entregar a los estudiantes estruc-
secuencia del uso de was y were. turas y expressiones que les permitan adquirir los conocimientos, y así saber
Explique: In past tense of the verb to be utilizar el idioma de forma correcta, y en este caso, expresar ideas que tienen que
some pronouns are accompanied by the ver con eventos sucedidos en el pasado. Para guiar a los estudiantes introduzca
past form was (for example I, she, he, it) el tema diciendo: Today we are going to learn how to express ideas and talk about
and the other pronouns (you, we, they) past events. First, do you know how to say “I’m happy” but in the past? Or “I lose
are accompanied by the past form were. my phone” but in relation to past time? Have you heard about irregular verbs?
Well, today, we are going to learn how to use the rules to speak using past sim-
ple structures in relation to these verbs. De haber alumnos que puedan brindar
ejemplos de cómo expresar situaciones en pasado, se recomienda escribirlas en
180
Solucionario Pág 180

Language Focus
Past Simple
2. a. In the past.
b. Adding “d”or “ed” at the end of
the verb.
c. did
d. see
3. • be – was /were
• lose – lost
• win – won
• keep – kept
• make – made
• have – had
• do – did
• become – became
4. (1) was (2) became (3) lost (4) won
(5)kept (6) made (7) did (8) had
5. Respuesta variable.
Motive la participación de los estudian-
tes para que puedan relacionarse con sus
pares a partir de sus propias experien-
cias. Puede pedirles: Think of sports that
you know and how you can relate them to
the text. Are there any similarities?
Guíe a los estudiantes para que den sus
opiniones de forma respetuosa al ex-
presar sus ideas sobre el texto y se tur-
nen de manera que todos participen.
Para ello puede decir: Remember to
be respectful enough when giving your
opinion and take turns to express your
ideas to your classmates.
Solucionario
Reading Task An Article
la pizarra y realizar un pequeño análisis de su estructura. 1. Respuesta variable.
También se recomienda extender aquellos ejemplos don- 2. a. 3
de el pasado de be (was/were) sea utilizado para que los b. 5
alumnos realicen un análisis y puedan inferir con cuáles c. 1
personas se utiliza was o were. Finalmente a través de la d. 4
sección Reading Task, guíe a los alumnos a aprender acer- e. 2
ca de un deporte originario de nuestro país. Permita a los 3. a. 5 cm.
alumnos generar conexiones con conocimientos previos al b. 15
relacionar este juego con algún otro deporte que conozcan c. 200 meters
previamente. d. 2
181
Ideas previas
Con el propósito de crear aprendizaje
significativo a través del conocimien-
to previo, pregunte a los estudiantes:
Do you know what role means? Do you
know what roles in a sport are? Can
you give an example of different roles
from different sports?
Permita que los estudiantes hagan
una lluvia de ideas con distintos con-
ceptos /roles que puedan asociar a las
deportes.
Puede pedir a los estudiantes que in-
vestiguen sobre un un deporte que les
gustaría practicar pero no han tenido
la oportunidad de hacerlo: Find infor-
mation about a sport you would like to
practice but you haven’t been able to.
Write a short presentation including the
information you found.
De manera complementaria, puede pe-
dir a los estudiantes que indaguen más
sobre otras actividades que hacen las
personas en su tiempo libre: Ask your
parents or other family members if they
have practised extreme sports or what
they like to do in their free time. Ask
them to tell you about their experiences.
Solucionario
Writing Task Task the Different
Roles in Sports
b. Respuesta variable. Propósito y recomendaciones
2. 1. player 4. referee Uno de los propósitos de esta lección es entregar a los estudiantes léxico que apo-
2. player 5. fan ye y complemente el conocimiento de los alumnos en torno al tema de la unidad.
3. referee 6. fans Debe recordar además el uso del genitive case que aparece en el Language Tip,
3. a. This is John’s house. para esto diga: We add apostrophe S (’s) to show possession, that something be-
b. My dog’s favorite food. longs to somebody or a type of relationship between people. Luego continúe con el
c. Scorpion is Drake’s latest album. desarrollo de las actividades, si aún no le es fácil a los estudiantes entender el uso
d. Yellow Submarine is The Beatles’ de éste, escriba en la pizarra ejemplos que ayuden a graficar las diferentes formas
10th album. en que puede aparecer la letra “S”, tanto para su forma plural, verbal, y posesión.
e. I’m in Cass’ car now. Para la sección de Cross-curricular es importante situar un contexto en relación
f. Bob and Lucy are my parents’ a cotejar lo que los alumnos sepan sobre el tema, para esto pregunte: Have you
friends.
182
Con el fin de fomentar el trabajo inter-
disciplinario y la reflexión, pregunte a
los estudiantes lo siguiente:
Why is learning about international
competitions important?
Do you think that what you read in this
activity is informative?
Solucionario
Cross-Curricular History
1. a. 1936 - The tradition of the Olym-
pic Flame started.
b. 393 - It is believed the Olympic
Games ended.
c. 1924 - The first edition of the
Winter Olympic Games took
place.
d. 776 BC - The first Olympics were
celebrated.
e. 1960 - The first edition of the Pa-
ralympics took place.
heard about the Olympic Games? Do you know what sports are in the competition?
When were the last Olympic Games? Where did they take place? Do you know
where the first Olympic Games were held?
Para profundizar en el contenido, se recomienda que a medida que los estudian-
tes resuelvan las actividades hagan también un análisis de los conectores que
aparecen en el texto. Pregunte: What connectors can you find in the text? Have
you used some of them when you write?
183
Ideas previas
Con el fin de activar conocimiento pre-
vio y conectar la actividad con la vida
cotidiana de los estudiantes, puede
preguntar: What strategies do you use
to prepare a presentation? Do you think
those are helpful?
Ritmos y estilos
de aprendizaje
Genere grupos donde alumnos con
mayores fortalezas en el idioma traba-
jen con aquellos que presentan algún
tipo de dificultad. Además propicie
que los grupos se conformen de tal
manera que tengan alumnos con di-
ferentes estilos de aprendizaje. La
idea es que existan grupos en donde
se encuentren estudiantes que reflejen
habilidades kinestésicas, lógico-ma-
temáticas, lingüístico-verbal, etc. Una
vez conformados los grupos, solicite
que se asignen tareas para poder crear
su presentación, de esta forma cada
integrante del grupo sentirá que está
realizando un aporte desde sus propias
habilidades y capacidades evitando de
esta manera sentirse excluidos. Final-
mente monitoree que efectivamente
cada participante del grupo contribu-
ya al trabajo en equipo, si por algún
motivo le es desafiante asignarse roles
guíelos de tal manera que ellos mismos
puedan identificar en que área tienen
más habilidades y/o capacidades.
Solucionario Propósito y recomendaciones

Final Task La sección Final Task es una instancia donde los estudiantes pueden aplicar todo
lo aprendido durante la lección de manera diferente a lo realizado durante ella.
Además de ser una excelente instancia de evaluación (que puede ser formativa,
sumativa, etc) propicia el trabajo en grupo, recurre a la utilización de diferentes
habilidades de orden superior y consolida los contenidos y competencias que
el alumno debe haber adquirido a lo largo de esta parte de la unidad. Por esto
es importante que el rol del profesor sea de guía más que de protagonista del
conocimiento.
Recuerde monitorear el trabajo de manera permanente para conseguir los
objetivos y propósitos de la sección Final Task. Durante el desarrollo de la
184
Solucionario
Después de ser conformados los gru-
pos, solicite a los estudiantes contestar
las siguientes preguntas:
• What is the difficulty of the task?
• How long should the text be?
• Is there anything about the
instructions I don’t understand?
• How much time do I need to finish
the task?
• How should I get organized to feel
more motivated with the task?
Una vez respondidas estas preguntas,
solicite que un miembro del grupo que
anote las respuestas a modo de bitá-
cora. De esta forma los integrantes del
grupo son más conscientes del trabajo
y el rol que cada uno debe desempeñar.
actividad pregunte a los alumnos: How do you know where to find reliable
information? What evidence do you find to say the information is accurate? How
can you check if the information on the Internet is correct? para poder guiarlos en
la obtención de información verídica que tenga relación con el deporte elegido.
185
Ideas previas
Dibuje tres círculos en la pizarra y pí-
dale a sus estudiantes realizar un mapa
conceptual: Make a mind map about
words or concepts that you know or re-
member about sports. Luego, puede pe-
dir a dos estudiantes que compartan su
esquema en la pizarra y los expliquen,
con el fin de mostrar gráficamente la re-
presentación de sus ideas.
Pida a los estudiantes que hagan una
lista con los deportes más populares en
Chile: Make a list of popular sports in
Chile. Why do you think they are popu-
lar? In your own words, why are they
interesting or important? Do you prac-
tice any of these sports?
Permítales que trabajen en parejas y
que averigüen en libros o en internet
sobre diferentes deportes.
Solucionario
My Hobbies
Before Listening A Radio Interview
While Listening
2. Scott went to the mall. Jess went
rollerblading with her friends on
Thursday and went dancing on the
weekend.
3. a . B e c a u s e h e h a d a l o t o f
homework. Propósito y recomendaciones
b. They went to the mall. El propósito para trabajar en estas páginas es generar dos tipos de habilidades,
c. On Thursday. por un lado las secciones y actividades presentadas en la página 78 se enfocan
d. Because it’s too expensive. en desarrollar habilidades receptivas-auditivas mientras que en la 79 son del tipo
productiva-hablada.
After Listening
Se recomienda abordar las actividades de listening comenzando con las preguntas
4. a. He went to the mall to watch a
presentadas antes de la actividad en sí: What free-time activities do you do? How of-
movie.
ten do you do them? Recoja la mayor cantidad de ejemplos que los alumnos puedan
b. She went roller-blading. ofrecer, de esta manera se incentiva la participación y se genera un clima de baja
ansiedad. Relacione la información obtenida desde los alumnos y explique cuáles
de ellas se pueden considerar como hobbies haciendo una diferenciación con aque-
186
Con el fin de fomentar la reflexión
pregunte a los estudiantes lo siguien-
te: What do you know about compound
words? What are compound words used
for?
Con el fin de ayudar a los estudiantes
a relacionar el contenido con su vida
cotidiana, pregunte: What other com-
pound words do you know?
Ritmos y estilos
de aprendizaje
Monitoree el trabajo individual de los
estudiantes en las dos primeras activi-
dades y luego guíelos para que trabajen
en pares. Se recomienda fomentar la
cooperación, junte a alumnos que tie-
nen un manejo más elevado del idioma
con otros que presentan una mayor di-
ficultad o tienen menos conocimiento
del idioma inglés.
Solucionario
Speaking Task Compound Words
1.
Simple words Compound
words
b. running a. indoor
h. exercise c. videogames
d. rock climbing
e. football
f. outdoor
g. board game
2. Johanna Drew Stone
Mendez 1. outdoor
1. indoor 2. running
llas que se consideran como deportes. Para esto se recomienda hacer un paralelo a 2. videogames 3. rock climbing
través de una tabla dibujada en el pizarrón. Puede incluso, solicitar a los alumnos 3. board games 4. exercise
que ellos mismos realicen aquella clasificación. Diga: Classify free- time activities 4. football
and define which ones are hobbies and which ones are sports. Para las actividades
que se abordan en la sección Speaking Task procure que a medida que se van 3. Respuesta variable. Posibles respues-
completando, realizar una revisión de ellas para que de esta manera todos los tas: What do you like doing in your
alumnos tengan las mismas repuestas y puedan también auto corregirse. free time? Do you have any hobbies?
187
Ideas previas
Para introducir la lectura y motivar a los
estudiantes con el tema de esta sección,
solicite a los alumnos observar las imá-
genes que acompañan al texto, luego
pregunte: What do you see in the pictu-
res? Do you know what a bar chart is?
Can you tell why bar charts are used?
Contexto
Según el desarrollo de la clase, puede
entregar a los estudiantes algo más de
contexto sobre la lectura: There are
many ways to relax and enjoy our free
time. Some of them are more popular
than others. It’s important to relax and
rest in order to avoid anxiety in our
daily life.
Solucionario
Before Reading A Report
c. Respuesta variable.
Propósito y recomendaciones
Antes de comenzar con la lectura, invite a los estudiantes a discutir en pareja
sobre lo que les gusta hacer en su tiempo libre. Pregunte: What do you do in your
free time? Do you practice any sport? Do you have a hobbie? Do you like reading/
watching TV/ playing video games/etc.?
Dele tiempo a los estudiantes para responder las preguntas de la actividad 1 y
luego compartan las respuestas como clase de forma plenaria.
188
Solucionario
2. While Reading
a. week
b. five
c. biking
Luego, lea en voz alta las preguntas de la actividad 2 y pídales a los estudiantes
que realicen un skim del texto en busca de las respuestas. Explique el significado
de skim: Read the text quickly to find the key or new in order to find/understand
specific information. Una vez que hayan encontrado la información relevante
que sea útil para responder las preguntas propuestas a lo largo de las actividades,
asigne un tiempo de silencio para que los estudiantes puedan leer tranquilos.
Aborde la pregunta: Concerning what you’ve read, what do you think about free-ti-
me activities? para instar a los alumnos a responder desde su propia mirada y
opinión acerca del tema trabajado en la lectura.
189
Fomente el respeto entre todos quienes
participan de la clase, para que sus es-
tudiantes sientan que no hay nada de
malo en equivocarse al hablar.
En las actividades de lectura se reco-
mienda que cada estudiante pueda
buscar en el diccionario las palabras
que le causan más dificultad, y que se
realice una lectura de manera indivi-
dual primero para que puedan fami-
liarizarse con las palabras, buscar las
que no conocen, etc., de esta forma se
incentiva el trabajo independiente de
parte de ellos.
Es recomedable realizar la lectura tanto
de forma inpendiente y en silencio de
parte de los alumnos como hacerla en
en voz alta entre todos. La lectura en
voz alta ayuda a que sus estudiantes
conecten la pronunciación de algunas
palabras con su escritura, que en mu-
chos casos no coinciden de la misma
manera que ocurre en español. En la
actividad 5, puede proponer a los es-
tudiantes que trabajen en grupos y que
construyan un gráfico con las activida-
des más populares. Pueden comparar
los gráficos con el resto de los grupos y
comparar cuáles deportes y actividades
son las más comunes. También pueden
comparar cuáles actividades son indoor
y cuáles outdoor. Invítelos a reflexionar
sobre sus hábitos y la importancia de
realizar actividades al aire libre. Propósito y recomendaciones
Explique a los estudiantes la importancia de encontrar significados dentro del
Solucionario contexto de una oración. If you don’t understand a word, you can guess the
3. a. The purpose of the report is to meaning from the context. Look at the words surrounding the words you don’t
inform about the habits that children know, what do you think the meaning is? Is it an action? Is it an adjective?
and young people have in order to rest Propicie abordar las actividades propuestas en el After Reading dando tiempo
and relax. para el desarrollo de ellas ya que además de completar dichas habilidades se debe
b. In a brochure in a health considerar tiempo para que ellos puedan debatir en grupo.
dependency. Para la sección de Reading and Vocabulary no olvide recordar a los estudiantes
c. Teens and parents. que para desarrollar las actividades de aquella lección deben volver a las páginas
anteriores: Let’s read pages 80 and 81 to answer these questions.
190
Solucionario
1. a. Sixty-one percent of young peo-
ple spend at least two hours
indoors every weekday. (over
– outdoors)
b. The most popular outdoor activi-
ty for ten-to-twelve –year-olds is
surfing on the Internet. (eleven
– spending time in front of a TV
screen)
c. Eighty-four percent of this age
group like to play tennis and golf.
(biking, jogging, skateboarding,
walking, etc.)
d. Studies show that playing video
games and using computers are
not popular among young people.
(extremely)
e. Three quarters of all ten-year-olds
play video games. (twelve)
2. a. 95,2 %: 11-13-year-olds like han-
ging out as a free-time activity.
b. 49,5 %: 11-13-year-olds like rea-
ding or studying while sitting
outdoors as free-time activities.
c. 8 1 % : t w e l v e - y e a r- o l d s u s e
computers for non-homework
activities.
d. 84 %: 11-13-year-olds like biking,
jogging, skateboarding, walking,
etc. as free-time activities.
e. 54 %: 11-13-year-olds like pla-
ying or practicing team sports as
free-time activities.
3. Sedentary: the man reading under
the tree, the old man feeding the
pigeons.
Active: the woman running, the
woman playing basketball.
A medida que vaya desarrollando las diferentes actividades procure ir realizando 4. a. Respuesta variable.
una revisión general en conjunto con los alumnos. De esta manera todos llegan b. Respuesta variable.
a conlusiones similares, homogeneizando las respuestas y para aquellos que no c. Respuesta variable.
tengan respuestas correctas es una oportunidad de autocorreción.
191
Ideas previas
Antes de comenzar con el desarrollo
de las actividades puede realizar una
pequeña dinámica con los estudiantes
en la cual tengan que lanzar una pelo-
ta suavemente y quien la reciba debe
conjugar un verbo en presente, pasado
y continuo para realizar una peque-
ña familia de palabras (take, took, ta-
king). Diga: Today we are going to play
a game “The ball-word.” You are going
to receive a ball and say an “action” for
instance: “take”. Then your classmate
from your left is going to continue te-
lling another action, a word that is re-
lated to the previous term, for instance:
taking. The purpose of this activity is to
find as much ‘word-family’ as you can and
to let everybody participate in the game.
A medida que va desarrollando los di-
ferentes momentos de la clase pregun-
te: Do you know the diference between
while and when? Can you give more
examples using them?
Solucionario
Language Focus Past Continuous
1. Respuesta varaiable.
2. a. something we were doing at a
past moment in time.
b. two actions happening at the
same time.
c. to be.
3. a. Respuesta variable. Posible
respuesta: I was watching a TV series.
b. Respuesta variable. Posibles res-
puestas: Yes, I was. / No, I wasn’t. El propósito de la sección Language Focus es comprender el uso del past conti-
c. Respuesta variable. Posible res- nous. Explique a los alumnos que utilizamos este tipo de estructura para relatar
puesta : I was reading Papelucho. acontecimientos que estaban sucediendo en el pasado cuando otra acción acon-
d. Respuesta variable. Posible respues- teció o se llevó a cabo. Explique: The past continuous refers to a continuing action
ta: I was eating chicken and salad. or state that was happening at some point in the past.
4. Respuesta variable. Posibles respues- Se recomienda, para abordar las diferentes formas de aprendizaje, realizar una
tas: I was studying while I was lis- pequeña dinámica que ayude a graficar lo explicado. Para esto solicite la ayuda
tening to music. / We were playing de algunos alumnos y suponga una situación ficticia, por ejemplo: She/he was
video games when my mom arrived driving her car when her phone rang, un estudiante o incluso el docente pueden
home. / She was playing basketball actuar la dinámica para que de esta forma el concepto de lo que significa past
when she saw her friends. continuous quede gráficamente explicado.
192
Al abordar la sección Reading Task,
pregunte: Do you know what rock, pop,
metal, alternative, hip-hop music are?
Have you listened any of them? What
music style do you like? Guíe a los
alumnos a empatizar y generar toleran-
cia hacia las diferentes opiniones; para
esto puede decir: Don’t forget that ever-
yone is different. We can all have diffe-
rent music tastes or preferences. Debido
a que esta sección aborda el tema de
la música k-pop, procure prevenir si-
tuaciones que provoquen problemas a
nivel de convivencia escolar. Para esto
puede decir: Have you heard anything
about k-pop music? What have you
heard about it? Have you seen videos
about that style of music? What positive
characteristics can you say about that
style of music?
Solucionario
Reading Task An Article
5. a. People like K-pop because their
music is a great mix of pop and
hip-hop. Fans also appreciate that
the group members write their
own lyrics.
b. Because Coca Cola represents
America, so having their faces
on a Coke can really shows how
much influence they have.
c. They made history by being the
first Asian artist to reach number
1 on the Billboard 200 chart with
their album Love Yourself: Tear.
6. a. My friend Francisca really likes
BTS. They are her favorite k-pop
Luego al abordar la sección Reading Task, no olvide seguir todas las sugerencias group.
explicadas en la sección Ambientes de aprendizaje que aparecen en estas mismas b. Karla doesn’t really listen to BTS,
páginas. Finalmente en la actividad 3 de la página 85 del libro del estudiante, al but she admits that they sing and
momento de generar debate entre los alumnos destaque que toda opinión debe dance really well.
estar justificada y expresada desde el respeto y la tolerancia. c. I asked my friend Paulina: Do you
Además puede profundizar en los contenidos de la sección Reading Task pre- like BTS? And she said yes.
guntando a sus estudiantes: What do you think about k-pop? Do you know any d. Esteban said that he likes BTS,
bands? Do you have a favorite song? What kind of music do you listen to? but he prefers other bands like
Twenty One Pilots.
193
Debido a que Writing es una habilidad
del tipo productiva es importante ir rea-
lizando las actividades propuestas para
esta sección paso a paso e ir realizando
una corrección de forma general. Su-
mado a esto es recomendable agrupar
en pares a los alumnos de tal manera
que aquellos que tengan más habilida-
des lecto-escritoras puedan ayudar a los
alumnos que les cueste más trabajar con
este tipo de habilidades. Como también
es recomendable que aquellos estudian-
tes con mayores fortalezas trabajen con
aquellos que presentan algún tipo de
dificultad. No necesariamente aquellos
que tienen mayor conocimiento del
idioma presentan mayores habilidades
lecto-escritoras, es por esto que es im-
portante que a medida que se van desa-
rrollando las actividades de esta sección
monitoree el trabajo de los alumnos,
asistiéndolos contantemente, aclaran-
do dudas y paseándose por la sala de
clases.
Solucionario
Writing Task A Report
1. a. Recommendations
b. Introduction
c. Findings
2. - However
- but
Otra forma de abordar las actividades es solicitar a los estudiantes que realicen
esta tarea de manera individual, si observa que ellos son capaces, pero propicie
realizar una actividad de corrección de pares con algún compañero. Enfoque
tener en consideración aspectos como organization and structure of the text,
delivery of the message and the use of language.
Considere realizar un pequeño resumen utilizando un mapa conceptual que con-
tenga todo lo abordado durante esta unidad en torno a estructuras, vocabulario,
expresiones, etc. que puedan ser útiles para guiar a los estudiantes en el Writing
Task. Para esto puede decir lo siguiente: Let’s make a general review of the unit,
194
Al iniciar la actividad, invite a sus es-
tudiantes a revisar las instrucciones y
a preguntarse: What do I have to do?
Explain with your own words. Luego de
que se aseguren de entender la tarea,
invítelos a preguntarse: What actions
do I need to do to finish the task suc-
cessfully? How can I make sure at the
end that I did the task correctly?
Solucionario
Cross-Curricular Physical Education
what have you learned? What was new for you? Can you give examples of new
words or expressions you have learned?
Para la actividad de Cross-Curricular explique a los alumnos que se seguirán
integrando los contenidos y estructuras aprendidas a lo largo de la unidad pero
relacionándolo con otros subsectores de aprendizaje, como es Educación Física.
Una vez completada la actividad 2 de esta sección, solicite a los alumnos exponer
de forma grupal el trabajo realizado.
195
Unidad 3 • Final Task
Contexto
Utilizando la información trabajada en
las páginas 86 y 67, realice un organi-
zador grafico semanal (planner). Se re-
comienda retomar ideas trabajando en
estas páginas y/o en clases anteriores
para guiar a los alumnos.
Al ser un proyecto de naturaleza ki-
nestésica, es importante propiciar un
ambiente de trabajo acorde para regu-
lar la energía y el volumen de voz de
los alumnos, pero con la salvedad de
permitirles interactuar entre ellos. Para
lograr un ambiente de trabajo propi-
cio y agradable se recomienda trabajar
usando música suave, siempre y cuan-
do los estudiantes estén de acuerdo y
sientan que les ayuda a concentrarse
en la actividad. Permita que se muevan
por la sala y que exista la cooperación
entre distintos grupos. Sea el monitor
de la actividad aclarando dudas y/o
guiando a los alumnos cuando se es-
time conveniente. Finalmente fomen-
te un espacio de respeto cuando los
grupos presenten su trabajo al curso,
no permita que algunas personas si-
gan trabajando mientras hay un grupo
exponiendo.
Solucionario
Final Task
La sección Final Task tiene como propósito ser un proyecto donde el alumno
aplique todo lo aprendido previamente durante la unidad y dar un uso tangible
a los conocimientos y habilidades adquiridas.
Al ser de naturaleza independiente es importante estar monitoreando el trabajo
de cada grupo paseándose por la sala, preguntando si necesitan ayuda, clari-
ficando información de las instrucciones, revisando los avances en el trabajo,
indicando posibles errores y la forma de corregirlos. Para chequear que se esté
trabajando puede preguntar: Do you have any doubts? Do you need help? How
much time do you think you need to do the project? Fomente el trabajo colabo-
rativo pidiendo asiganación de roles y chequeando que se estén cumpliendo al
196
Solucionario
Al finalizar la actividad, invite a sus
estudiantes a analizar su proceso de
trabajo: Describe the actions you took
to do the project. Then analyze each
action and decide if they were adequate
or not. Write a new sequence of actions
that can help you improve the steps you
followed to develop the next activity in
a better way.
Después de realizada la actividad, pue-
de perdirles a los estudiantes que pla-
nifiquen una semana de actividades al
aire libre. Pídales que incluyan aquellas
actividades que más llamen su atención
o que siempre hayan querido probar.
Luego propóngales como desafío inten-
tar cumplir con la planificación sema-
nal y que escriban un pequeño reporte
sobre sus resultados.
monitorearlos diciendo: Who is the person in charge of the design? Who is the
person in charge of writing and preparing what you are going to say? How are you
going to present the information? La idea es que los alumnos tengan claro quién
va a desempeñar los distintos roles dentro del grupo para que así todos sientan
que aportaron en el trabajo desde sus propias habilidades. Es por esto que antes
de conformar los equipos de trabajo es importante identificar estas habilidades
de los alumnos y conformar los grupos lo más equitativamente posible.
197
Unidad 3 • Synthesize
Ritmos y estilos
de aprendizaje
Como en esta sección se realiza un aná-
lisis global de los contenidos y estruc-
turas adquiridas durante el desarrollo
de la unidad, es esencial procurar un
correcto trabajo en clases aclarando
dudas y guiando a los alumnos en su
trabajo. Para no dejar afuera todos los
diferentes estilos de aprendizaje procu-
re formar parejas y/o grupos heterogé-
neos en donde los alumnos con mayor
es fortalezas en el idioma puedan ayu-
dar a aquellos que presenten algún tipo
de dificultad. De esta manera se apo-
yan y monitorean entre ellos mismos.
Realice metacognición preguntando:
Why is it important to summarize the
content of the unit? Where can I apply
what I have learned? Is it useful for me
in my everyday life? What should I do
to improve my abilities of English using
this content? Why is it useful for me to
complete the Checkpoint section?
Solucionario
Synthesize
3. Main Idea: The Chilean tennis team
was very successful in Athens 2004.
Supporting Ideas:
a. Both players made it to the finals Propósito y recomendaciones
in the doubles tournament.
b. For the very first time in history, El propósito de la sección Synthesize es dar oportunidad a los alumnos de tener
Chile had won a gold medal in una visión general de las estructuras aprendidas en la unidad y sus funciones.
the Olympics. Para esto es importante destacar que el vocabulario a trabajar viene inserto en
Main Idea: Nicolás Massú evened the las actividades. Por esto es recomendable que el profesor haga un repaso de las
score for Fernando González. palabras e ideas nuevas que aprendieron a lo largo de las lecciones de la unidad
Supporting Ideas: 3. Para cotejar lo que los alumnos recuerdan podría realizar preguntas de meta-
cognición: Do you remember new words that you have learned during the unit?
a. Massú beat Tyler Dent, and he be-
Or, what new words have you learned? What new expressions have you learned?
came an Olympic finalist.
b. Nicolás Massú faced off against
Mardy Fish.
198
Solucionario
Check point
1. a. T
b. F
c. F
d. T
2. a. were / doing
b. was / doing
c. did / play
d. played
La sección Check Point tiene como propósito ejercitar el uso del idioma, para así
aplicar todos los conocimientos adquiridos a lo largo de la unidad.
199
Unidad 3 • Proyect
Las actividades de esta página requieren
de trabajo individual de los estudiantes,
así como el correcto uso de vocabula-
rio y tiempos verbales. Una manera de
monitorear el avance de los estudiantes
es fomentando la participación de los
mismos al corregir y entregar feedback
de las actividades, invitándoles a con-
testar preguntas generales y anotar sus
respuestas en la pizarra.
• What was the most difficult part
about the unit?
• Which abilities and strategies were
the most used?
• Do you have questions with one of
the topics seen? Can you think of a
way to work that out?
Solucionario
Check point
3.
109.1 The normal length of an
meters American football field.
13 The total amount of medals
that Chile has won in the
Olympics.
75% Teenagers that watch tele-
vision for more than two
hours every day.
50 kg The weight that Adriana
can lift.
3.5 The number of people who
billion watched the final of the Continuando con la ejercitación de lo aprendido durante la unidad es impor-
2018 FIFA World Cup. tante, es importante realizar preguntas de metacognición puntualizando el vo-
4. Respuesta variable. cabulario que se pretende aplicar en los ejercicios presentados en estas páginas.
Options: Pregunte: What sports and hobbies have we learned? Do you know any other
words?
a. Outdoor activities: biking,
jogging. Asimismo, se vuelve a reforzar el uso de los tiempos verbales a través de las ac-
b. Individual sports: golf, tividades, como filling the gaps, donde los alumnos deben aplicar lo aprendido.
swimming. Es por esto que se recomienda retomar lo repasado en la página 91 del texto del
c. Team sports: football, basketball. estudiante para poder completar el ejercicio correctamente.
d. Indoor activities: watching TV,
playing videogames.
200
5. 1. Hi Tony! I want to play some

sports this weekend. Do you want
to come?
2. Great Idea! When?
3 Tomorrow at seven.
4. Seven’s great. Where are we going
to play?
5. At the park!
6. Do you want me to bring
anything?
7. Yeah, sure! Do you want to play
football?
8. No. I don’t want to play football.
Let’s play some tennis!
9. Can you bring your racket? I
can’t find mine.
10. I’ll bring two rackets then! See
you there. Bye!
Pida a los estudiantes que compartan
los textos creados para la actividad 6
con su compañero de banco. De esta
forma se realiza una correción entre
pares que puede servir como metódo
de aprendizaje.
Solucionario
Luego los estudiantes producirán un texto a partir de los contenidos vistos a lo

largo de la unidad. Para esto es importante guiarlos ya que al ser una habilidad
productiva contempla una mayor complejidad.
Finalmente se espera que los estudiantes puedan producir y comunicar
información de manera oral, respecto a los deportes y/o hobbies vistos en clase.
En este role-play, los estudiantes deben hacer uso de vocabulario en donde
expresen claramente qué actividades realizan de manera indoor o outdoor; para
no causar confusión podría hacer un paralelo en la pizarra en donde los alumnos
clasifiquen qué actividades se consideran dentro de estas categoría. Pregunte:
What activities can you do indoor? What activities can you do outdoor? What
indoor activities do you like? What outdoor activities do you practice the most?
201
202
Cuaderno de actividades
203
204
205
206
207
208
209
Actividad complementaria Unidad 3 • Lección 5
Date:
Name:
Writing.
1 Write the letters in the correct order. Find out the name of each sport.
T-N-I-N-S-E: .
K-B-E-A-T-A-S-L-B-L: .
E-T-A-R-A-K: .
V-L-L-B-A-O-L-E-Y-L: .
M-W-S-I-M-I-G-N: .
2 Read the sports in the chart. Identify the verb they go with and write them in the blanks.
Snowboarding- Cycling- Ballet- Golf- Athletics- Yoga- Running- Baseball-
Swimming- Hockey- Aerobics- Volleyball- Rugby- Climbing
Do Play Go
karate
Learning tip…
Go The name is a verb ending in -ing Swimming

Do Non-team sports and recreational Dancing
activities
Play Sports with teams, competitions, Aerobics
tournaments and rules yoga
Material fotocopiable
Basketball
Rugby
Speaking.
3 Meet a classmate and dialogue.

a. Do you like sports? c. What is your favorite sport?
b. Do you practice any sport? d. Name some athletes you admire.
210
Reading.
4 Match these athletes with their thoughts.
a. b. c. d. e.
My racket
I want to become is my best I need my
Baskets are 2 Team work is
a black belt. friend goggles
meters tall very important.
Writing.
5 Write these verbs in their past form. Use the clues to solve.
A B C D E F G H I J K L
1 2 3 4 5 6 7 8 9 10 11 12
M N O P Q R S T U V W X
13 14 15 16 17 18 19 20 21 22 23 24
Y Z
25 26
BE 23-1-S / W-5-18-E: . MAKE M-A-4-5: .

LOSE 12-O-19-20: . HAVE 8-1-D: .
WIN 23-15-N: . DO 5-9-5: .
KEEP 11-5-P-20: . BECOME 2-5-C-1-13-E: .
6 Read the sentences and complete them with the missing verb. Use some of the verbs from
exercise 5. Material fotocopiable
a. Nicolás Massú and Fernando González an Olympic gold medal.
b. They in the first chilean couple of tennis players in obtain that kind of prize.
c. Fernando González playing after suffering an ankle injury during the match.
211
Date:
Name:
Reading.
1 Read the texts and write a, b, c, d or e in their correspondent description.
a. Volleyball Two teams play with c. Tennis It can be an e. Rugby

fifteen players into individual or a team
the field. The teams sport. They use a
have to carry, pass or racket with strings
kick the ball to score to hit a rubber ball
into the end zone. covered with felt.
The ball has to pass
The teams should
over the net and
score the highest
ground into the
amount of points to
opponent´s court.
win the match.
It is a one-self b. Basketball It is a team d. Golf This is a team

person sport. sport. Two teams sport. There
The player are needed. are five players
uses a club There are six in the court.
to hit a ball players in each To obtain the
into a specific court. They points the
quantity of score points by players have to
holes. They grounding the shoot the ball
have to reach ball on the other through a hoop
the holes with team´s court. which is ten
the lowest feet above the
amount of ground.
strokes.
Writing.
2 Look at the pictures. Choose one of them and write a short paragraph about the character.
I am
Agatha Robert Benjamin
212
Speaking.
3 Work with a partner. Use the texts you wrote in exercise number 2.
Ask to your partner and dialogue.
• How old is your character? • Do you like that sport?

• Which is his/her/their favorite sport? • Do you practice any sport?
• When did he/she started practicing • Have you ever practiced a team sport
that sport?
Writing.
4 Transform these sentences into the past simple tense.

a. I am very good at playing tennis. I keep working in my aces.
b. Sam works hard everyday to obtain his veterinarian degree.
c. It becomes very easy when you explain the subject.
d. My parents study psychology with Dr. Anderson.
e. Raphael and you keep living in Osorno.
Grammar.
5 Look at the family tree. Complete the sentences using ´s possessive to explain the
relationship between these people.
1. My mother is my grandmother´s daughter.
2. My uncle my ´s brother.
3. My aunt is my ´s wife.
4. My father ´s father.
5. I am my ´s grandson.
6. My cousin is my ´s nephew.
213
Actividad complementaria Unidad 1
3 • Lección 1
6
Date:
Name:
Writing.
1 Classify the activities from the chart into outdoor or indoor. Some of the activities can be both.
Go running in the park- play videogames- do gymnastics- go climbing – read- do yoga- play
with my dog- go dancing- watch a movie- go fishing- walk my pet- play tablegames- camping
Indoor Outdoor
Reading.
2 Read the sentences and answer. Circle T if it is true o F if it is false.
a. Most of young people like surfing on internet. T F

b. Indoor activities are dangerous. T F
c. Go fishing is an indoor activity. T F
d. Outdoor activities are funnier than indoor activities. T F
e. Watching TV is an outdoor activity. T F
f. Watching TV is one of the most popular activities for young children. T F
Speaking.
3 Work with a partner. Dialogue.

• Which is your favorite

indoor activity?
• Which is better to share

with friends?
• Do you prefer outdoor

watch tv play video games surf on the internet
activities?
214
Reading.
4 Read these past continuous sentences and circle when or while.

a. I was running when/ while the car hit me.
b. Sara was taking a shower when/ while the telephone was ringing.
c. Emma and Raul got surprised when/ while their daughter walked alone.
d. When/ While I was cycling, the storm started.
e. Max took the bus when/ while his mom called him.
f. Mario was eating an apple when/ while Camilo was eating a very big hamburger.
g. When/ While John was cooking dinner, his wife came back from work.
Language Use
Use WHEN to describe a short action usually in past simple,

which discontinue the development of another action.
Ex: Sara was sleeping when the telephone rang.
Use WHILE to express two situations that occur
simultaneously.
Ex: Dominic was riding his car while Bryan was surfing on
the internet.
215
Actividad complementaria Unidad 1
3 • Lección 1
6
Date:
Name:
Writing.
1 Look at the chart. Read the information, choose one of the characters and write a short
paragraph about these people hobbies, likes and dislikes.
Age Read a book Go dancing Do yoga Watch Tv Surf on internet

Paul 25 x x x
Jessica 73 x x
David 12 x x
Martha 46 x
I am
Speaking.
2 Read the text you wrote in exercise number 1 to your partner and create a dialogue. You can
use the questions given.
• What do you like doing in your free time?

• Do you have any hobby? Which one?
• Do you practice any sport?
• Do you eat healthy?

• Do you prefer inside or outside activities?
216
3 Read the sentences and write Past Simple (PS) or Past Continuous (PC) according to the
tense.
a. Most of the children consulted were between 10 and 12 years old.
b. Yesterday, the North American President asked for world peace.
c. Japan was developing very important medical advances for humanity.
d. Steven and Caroline were eating an amazing tuna sandwich.
e. What did you do last night? Actually, we stayed at home.
f. Where was Monica studying for the test?
4 Read the sentences and complete with While or When.

a. I was texting him, Jonathan arrived.
b. Gary Medel broke his leg he was playing a match.
c. She was listening to the radio she was preparing the breakfast.
d. A police man stopped Ana she was driving at 120 km/h.
e. What were you doing you saw your girlfriend for the first time?
5 Imagine you are making a presentation to your classmates about lesson 6. Create a poster
with the most significant content for you. Use the square below.
217
Solucionario actividades
Para el estudiante
Actividad complementaria 1 Lección 5 Actividad complementaria 2 Lección 5

1. Tennis, Basketball, Karate, Volleyball, Swimming.
2. Do: karate, ballet, yoga, aerobics, athletics. Go: snow- 1. a) e) c) c) e)
boarding, cycling, running, swimming, climbing. Play:
d) b) a) d) b)
baseball, hockey, golf, volleyball, rugby.
4. a. My racket is my best friend
b. I need my googles 2. a. aI was very good playing tennis. I kept working in
my aces.
c. I want to become a black belt.
b. Sam worked hard everyday to obtain his veterina-
d. baskets are 2 meters tall
rian degree.
e. Team work is very important
c. It became very easy when you explained the
5. Was/Were, lost, won, kept, made, had, did, became. subject.
6. a. won d. My parents studied psychology with Dr. Anderson.
b. were e. Raphael and you kept living in Osorno.
c. kept
3. 1. Grandmother´s
2. mother´s
3. uncle´s
4. brother´s or sister´s
5. grandmother´s or randfather´s
6. mother´s
218
Actividad complementaria 1 Lección 6 4. (Activity 5)
a. I was singing in the shower.
1. Indoor: play video games, do gymnastics, read, do b. Raul and Constanza were playing with the dog.
yoga, go dancing, watch a movie, play tablegames. c. You were sleeping in the car.
Outdoor: go running in the park, do gymnastics, go d. They were running in the park.
climbing, do yoga, play with my dog, go fishing, walk
my pet, camping.
5. (Activity 6)
a. 88 %
2. A. T b. 61 %
B. F c. 34 %
C. F d. 70 %
D. (Both, use this answer to create a dialogue) e. e95 %
E. F
F. T
3. (Activity 4)
A. When
B. While
C. When
D. While
E. When
F. While
G. When
219
Para el estudiante
Actividad complementaria 2 Lección 6
1. A. P. S
B. P. S
C. P. C
D. P. C
E. P. S
F. P. C
2. a. While
b. while
c. while
d. when
e. when
220
Evaluación diagnóstica Unidad 3
Date:
Name:
1. Complete the text with the correct form of the verbs given.( /14)
b. you (like) sports?
c. My cousin Carla (love) sports. She usually (go) to the gym on

Mondays and Wednesdays and (do) yoga on Fridays.
d. My friends Andrew and Keira (not practice) much sport.
e. What Amalia (do) in her free time? She (not play)

football, but she (do) aerobics every Tuesday and Thursday morning.
f. They (be) very lazy!
g. Nicholas often (chat) on the Internet and Thamara (write)

e-mails and (go) shopping on-line all day long!
221
Date:
Name:
2. Read the text and answer T for true or F for false. Write the correct sentence. ( /14)
Dear Camila,
I´m sitting on the beach, reading a book, Robert and Carol are playing in the sand
and Trevor is swimming in the sea. He is with another child.
Paul is listening to music with his headphones and eating an ice cream
We are having a fantastic holiday.
Pichilemu is a little village, most of their people live from fishing, crafts and hosteling
tourists.
There is a surf tournament this week. I´m waiting for it. Everybody here is really friendly
and they can say “hello” many times during the same day.
We are enjoying these holiday so much! I can´t wait to see you and tell everything about it.
Love,
Sandra
a. Camila is writing a letter to Sandra.
b. Trevor is listening to music.
c. Sandra is talking about her family.
d. Robert and Carol are playing in the sand.

e. Sandra feels really bored.
f. A surf competition is close.
g. Paul is eating a sandwich.
222
3. Read the letter in exercise 2. Imagine you are Camila. Tell Sandra about your vacation (where
you are, who are you with and give 3 ideas of what you and your family are doing)( /10)
Dear Sandra,
Camila
223
4. Complete the sentences according the information given in the chart.

( /17)
Like Dislike Love Hate
Eating pizza Go cycling Doing aerobics Playing rugby
Charles
Harry
William
Kate
a. Kate pizza. (eat pizza)
b. Harry . (do aerobics)
c. William doing aerobics, but he

(play rugby)
d. Charles . (go cycling)
e. Kate . (do aerobics)
f. Charles doing aerobics and going cycling.
g. Harry . (play rugby)
224
Evaluación formativa Unidad 3
Date:
Name:
1. Complete the sentences with the verbs GO, DO and PLAY. Pay attention in the 3rd person
singular. (__/7)
a. Francisca and Ana yoga every morning. They meditate every day.
b. I volleyball every Friday night. It´s my disconnection from the week.
c. You swimming every week. It´s very healthy for your heart.
d. Sofía hockey twice a week. She is terrific!
e. Mary snowboarding every winter. She loves snow!
f. We want to buy new uniforms! We athletics together.
g. My favourite sport is tennis. I it since I was a child.
225
2. Read the text and circle the correct alternative. (__/8)
I´m Natasha. I´m seventeen years old. I´m from Santiago, Chile.
My favorite sport is swimming. I started when I was six. My parents thought it was good
for me because I had weak joints, and they were right. My body became stronger and my
muscles started growing fast.
At first, it was very challenging because I felt very tired after every class, but I kept
practicing and I started loving the feeling of being into the water.
I go swimming every morning from Monday to Saturday for two hours. I have participated
in an incredible quantity of tournaments, but my next goal is to classify to the next Olympic
Games. I have the complete support of my coach, my family and my friends.
I´m training really hard because swimming taught me that you can really love something if
you put all your energy on it.
A. What age was Natasha when she started swimming?
a. Six years old.
b. She was sixteen.
c. Sixty years.
B. Who encouraged her to practice this sport?
a. Her friends.
b. Her parents.
c. Her coach.
226
C. She goes swimming:
a. Every Saturday.
b. Every afternoon from Monday to Sunday.
c. From Monday to Saturday.
D. She started swimming because:
a. She liked a famous swimmer.
b. She was sad.
c. She had health issues.
3. Use the words to write the sentences in Past Simple tense.(__/5)
a. Carla/to the church/go/ every Sunday morning.

.
b. Claudio/make/ his bed/ every day.
c. William/ not have/ a pet.

.
d. We/ lose/our car/ in an accident.

.
e. The students/enjoy/the English test.

.
227
4. Use when / while to complete the sentences.(__/6)
a. I was having lunch Joseph called.
b. I heard the doorbell, the telephone rang
c. I was doing my homework my mother was cooking.
d. Someone stole my wallet I was in the subway.
e. Camilla is buying some bread, Diego is buying meat.
f. Ramón was reading a book Juan was listening to music.
5. Look at the pictures. Complete with the name of the sports and the equipment.
She practices swimming.
She needs her
He plays
He uses a
She plays
She uses a
He plays
He uses a
228
Evaluación sumativa Unidad 3
Date:
Name:
1. Change these sentences from present continuous tense to past continuous tense.
a. I am sleeping at my parents´ home.

.
b. Samuel is crying because his mother didn´t buy a candy.

.
c. Dave and Sarah are listening to their favorite song.

.
d. Patty is running with her dog through the park.

.
e. They are dancing salsa for the competition.

.
2. Circle the correct option in each sentence.
a. She was reading/read a book in the beach when the big wave was coming/ came.
b. Agatha and Mark were enjoying/ enjoyed the movie while their mother was going/ went to
the hospital.
c. My father did/ was doing karate when he was being/ was a child.
d. I was swimming/ swam in the pool while Mat was knocking/ knocked the door.
e. While my best friend was having lunch/ had lunch I was studying/ studied for the test
f. Garfield was eating pasta/ate pasta when I was turning on/ turned on the TV. Material fotocopiable
229
3. Read the information in the chart and answer true or false. Correct the false statements.
Read a Go Watch Surf on

Age Do yoga
book dancing Tv internet
Jessica 49 √√√√ √√ √√√ √ √√
Simon 61 √ √√√√ √√ √√√ √
Camilla 15 √√ √√√ √ √√√√ √√√
Lorena 37 √√√ √ √√√√ √√ √√√√
True False
a. Camilla loves surfing on internet
b. Simon hates reading in his free time.
c. Lorena dislikes watching Tv and loves reading a book.
d. Simon loves going dancing and he likes watching TV.
e. Camilla and Jessica love doing yoga.
f. Lorena dislikes watching TV.

230
4. Imagine you are a famous person. You are in a TV show and the journalist wants to know some
things about you. Answer the questions.
a. Do you like indoor activities?

.
b. Do you practice any sport?

.
c. Do you need any special equipment?

.
d. Do you have any hobby?

.
e. How old were you when started doing it?

.
f. Where do you do it?

.
5. Write a note telling a friend about your favorite hobby or sport. You can say where you do it,
when, who goes with you, etc. (minimum 70 words)
231
Solucionario evaluaciones
Para el estudiante
Evaluación diagnostica Evaluación formativa

1. 1.
a. do-like a. Do
b. loves- goes- does b. play
c. don´t practice c. go
d. does-do- doesn´t play- does d. plays
e. are e. goes
f. chats- writes- goes f. do
2. g. play
a. False. Sandra is writing a letter to Camila. 2.
b. False. Trevor is Swimming in the sea. A. a
c. True. B. b
d. True.
C. c
e. False. Sandra is enjoying ( a similar answer can be
considered right. This is an inference) D. c
f. True. 3.
g. False. Paul is listening to music. 1. Carla went to the church every Sunday morning
3. To complete the task, the students have to be able to 2. Claudio made his bed every day
fill the ideas asked. 3. William didn´t have a pet
4. 4. we lost our car in an accident
a. loves eating pizza The students enjoyed the English test.
b. hates doing aerobics 4.
c. likes – dislikes playing rugby 1. When
d. dislikes going cycling 2. When
e. hates doing aerobics 3. While
f. dislikes 4. When
g. loves playing rugby 5. While
6. While
5. Goggles
Baseball- bat
Tennis- racket
Golf- club
232
Evaluación sumativa.
1.
a. I was sleeping at my parents´home.
b. Samuel was crying because his mother didn´t buy
a candy
c. Dave and Sarah were listening to their favorite song.
d. Patty was running with her dog through the park.
e. they were dancing salsa for the competition.
2.
1. Was reading- came
2. Were enjoying- was going
3. Did – was
4. Was swimming- was knocking
5. Was having lunch- was studying
6. Was eating- turned on
3.
1. False. Camilla loves watching tv
2. True.
3. False. Lorena dislike watching Tv and loves doing
yoga
4. True.
5. False. Camilla hates doing yoga. Jessica likes doing
yoga
6. True.
4. Correct according to the answers

5. To complete the task, the students have to be able to
fill the ideas asked
233
Guiones de audios
Audio Scripts Unit 3 Student’s Book treat each other as honored guests. In the past, it was also used
as a way to end disputes or as a ritual. Here are five of the
Track 22. Page 66. Activity 2. most important features of Palin:
Carla: Hi! Can you guess my favorite sport? I play it every 1. Palin is played between two teams that may have between
weekend! I started playing it when I was ten years old, and 5 and 15 players. / 2. Each palife (player) has a wiño (wooden
it’s my favorite thing to do. My favorite thing about it is that I stick) with which they hit a pali (ball). / 3. The pali usually has
don’t need a team to play, I only need an opponent. The only a 5 cm diameter, and it can be made from various materials.
bad thing about it is that it’s not an easy sport to play. You / 4. Each palife plays a different position on a field that is
need a special type of ball and a racket to hit it. And you also usually 200 meters long. / 5. Each team has to score points
have to play it in a special court with a net in the middle. I with the pali. A game ends when a team manages to score four
can only play on the weekends, but I have so much fun! points in a row.
Zack: Hey, I just finished playing a match of my favorite
sport. I play it every day! I started playing because of my
Track 25. Page 75. Activities 1 and 2.
idol, Aléxis Sánchez. What I really like about it is that it’s The Olympics is one of the most famous sporting events, but
really easy for me to play it. My friends love playing too, so what many people don’t know is that the Olympics is one of
we play it every time we can. Normally, you play it with a our oldest traditions as human beings. Evidence shows that
ball in a grass field, but we like to get creative. We have to the Olympics were celebrated in 776 BC, when somebody
improvise and transform our environment into a field, but from the city of Elis won an almost 200-metres foot race. This
in the end we always have a lot of fun. Can you guess my was the stadion race, which was the only Olympic sport event
favorite sport? of the first 12 ancient Olympic Games.
Anika: Some of my friends think that my favorite sport is The Olympic Games lost popularity, and it is believed that
not really a sport, but it is! You can score points, you can they ended in the year 393 when the emperor Theodosius I
win or lose, and it is a part of the Olympic games! It is demanded all practices similar to the Games to be eliminated.
different than many other sports because there is no ball, There were some attempts to revive the Olympics, but it
you only use your body. I can only practice it with other wasn’t until 1894 when Pierre de Coubertin founded the
people who train, because it can be a bit dangerous. My International Olympic Committee, that there was any serious
favorite thing about it is that training and practicing it is progress. Two years later, the first modern Olympic Games
relaxing for me. I want to be the best, and my goal is to were held in Athens, Greece.
make it to the next Olympic games, in Pekin. Can you guess After this, the olympics became an international success. In
what sport do I practice? 1924, the first edition of the Winter Olympic Games took
Track 23. Pages 68 and 69. Activity 2. place in Paris, featuring sporting events that could not be held
in the summer. Some decades later, the first edition of the
In the Olympic Games of 2004, the unthinkable happened. Paralympics took place in Rome in 1960, featuring athletes
The best tennis players of the world were competing for with disabilities.
olympic medals, and the tournaments included Nicolás
Massú and Fernando González, who were the 14th and 17th Probably the most famous symbol of the Olympics is the
best players in the world at the time. Olympic Flame. This tradition comes from the 1936 games,
and it involves thousands of athletes running from Greece
Both players made it to the finals in the doubles tournament to the place where the Olympics will take place to light the
on Thursday. They also played the semi-finals in singles on Olympic torch.
Friday, but then something happened. González was playing
his semi-finals match against Mardy Fish when he injured Track 26. Page 78. Activity 2.
his ankle. He lost the match. At the same time, Massú beat Entrevistadora: Today, we are discussing the results of a
Tyler Dent, and he became an Olympic finalist. new free-time report.
The first miracle happened on Saturday. González was still Researchers say that over 60% of young people enjoy free-
injured and he had to play against Tyler Dent for the Bronze time activities each week. On the other hand, over three
medal. The match lasted over two hours, but González won quarters of twelve-year-olds play video games. We have
the last set 16-14 and with it, the bronze medal. 12-year-old Scott Parker and 11-year-old Jess Lawrence in
But Saturday’s excitement was not over. Only 4 hours later, the studio to answer some questions.
González had to step onto the court again, this time for the Scott, what free-time activities did you do last weekend?
finals of the doubles tournament against the German team. Scott: I didn’t have much free time. I had a lot of homework.
At first, it seemed like Chile would win the match easily, but But when I had some free time I hung out with my friends!
González’s injury affected him, and his legs did not respond
well. The German team recovered and at one point had 4 Entrevistadora: Where did you hang out?
match points. Scott: We went to the mall this time. But we prefer visiting each
The Chilean players didn’t give up. They kept swinging their other’s houses where we can play video games or watch TV.
racquets until they won. For the very first time in history, Entrevistadora: Do you ever feel that watching TV is a waste
Chile had won a gold medal in the Olympics. of your free time?
The very next day, in the Olympic finals, Nicolas Massú Scott: No, I need the time to relax. I enjoy taking it easy
faced off against Mardy Fish. Mardy Fish had defeated an with my friends. I don’t like sitting around on my own. We
injured González, so Massú had to even the score. After an went to the mall to watch a movie.
hour of intense tennis, Nicolas Massú won gold again, and Entrevistadora: Okay. What about you, Jess? What did you
these two Chilean tennis players became heroes in Athens. do last week?
Track 24. Page 73. Activities 1, 2 & 3. Jess: I tried to make some time for my hobby.
It’s not exactly a sport, but an ancestral game that strengthens Entrevistadora: What did you do?
bonds between communities. According to tradition, the two Jess: I went roller blading with my friends on Thursday and we
teams that face each other share a meal after each game and
234
went dancing on the weekend. We wanted to go to the movies, sedentary activities. Here we make suggestions for using free
but we didn’t do it because it is too expensive. time based on a questionnaire applied to fortyone secondary
Entrevistadora: Do you ever feel your free time is unproductive? students. Findings According to the questionnaire, the most
popular free-time activity among teenagers at this age is
Jess: Sometimes. I sometimes watch TV, but I think it’s a waste hanging out with friends. Nearly 90% of teens do this every
of time. I would rather be roller-blading in the park. day. However, team sports (soccer, baseball, etc.) are also
Entrevistadora: Okay, thank you very much for your time Scott popular daily activities (80%). Only 50% of teens spend more
and Jess. And thank you listener for tuning in to our show. than an hour a day outdoors. At the same time, 75% of them
Tune in again next week! watch television for more than two hours a day.
Track 27. Pages 80 and 81. Activities 1 and 2. Recommendations 1. Teenagers should have a balance of
Rest and relaxation What do you like to do in your free time? indoor and outdoor activities. 2. Teenagers should be more
Rest and relaxation are important for our health, and free active. Conclusion Many adolescents like physical activities,
time gives us a chance to do the activities we enjoy. However, but don’t do them very often. In summary, young people
it is important to use the time we have in constructive ways. should spend less time watching television and find ways to be
Activities can be indoor, outdoor, active or sedentary. In the more active in their free time.
United States, current research shows that young people Track 30. Page 87. Activity 1.
enjoy doing outdoor activities. In fact, 61 percent of young The Activity Pyramid There are lots of reasons to get off the couch
people between the ages of six and nineteen spend at least and start exercising! Playing sports or doing exercise improves
two hours outdoors every weekday. The survey found that a health and fitness. It also helps you make friends and develops
number of other sports are popular. Teens play basketball or personal qualities, like cooperation and competitiveness. Look at
American football very often. Young people also enjoy going the activity pyramid and see how you can get more active. Think
on field trips, camping, bird and wildlife watching, doing of more activities you can do! You should... -try to watch less TV
karate or gymnastics, and aquatic sports such as swimming, -play fewer computer games -spend less time sitting -spend more
diving, and snorkeling. On the other hand, many youngsters time having fun with friends
spend a lot of their free time indoors. Indoor activities include
playing videogames, and using computers for non-homework Two or three times a week... -swing -climb ropes - play and
activities. Studies show that playing videogames and using have fun -do pull-ups -go dancing - do karate or judo Four
computers are extremely popular among young people. or five times a week... - go skateboarding - go running - go
Children under twelve buy one quarter of all videogames that biking - do aerobic exercises -play baseball - play soccer - play
sold. Three quarters of all twelve-year-olds play videogames, volleyball - do hobbies
while 81 percent of the same age group uses computers for Every day... • help around the house • walk • ride your bike •
non-homework activities. However, watching television is take the stairs • spend time outside
still by far the most popular activity among young people. In Audio Scripts Unit 3. Activity Book.
the US, the average eight- to eleven-yearold spends 28 hours
per week in front of a TV screen and four hours per week on Track 31. Page 38. Activity 1.
homework. What is clear from studies around the world is that On Sunday 16 August 2009, 23-year-old Usain Bolt from
young people from different cultures share similar interests and Jamaica became the fastest runner in the world when he ran
do similar activities. The difference is how much free time they the 100 meters in a world record time of 9,58 seconds. This
have. In some countries, young people complain they do not works out to 37,58 kilometers/hour (km/h)
have enough free time, while in others they say that they have so To recognize this outstanding achievement, he was awarded
much free time that they are bored. What do you think? the medal of the Order of Jamaica at the National Honours and
Track 28. Page 85. Activities 1 and 2. Awards Ceremony on 20 October 2009.
That is the best way of describing the image you see here. In In Río (2016), Bolt won gold medals in 100m, 200m, and 400m
case you didn’t know, that’s Jimin, one of the members from relays once again, but his speed was not as fast as in 2009.
k-pop sensation group BTS. There are not many things that He took 9,81 seconds to cover 100 meters which comes to
represent America better than the most cola drink, so having 36,7km/h.
their faces on it can really show how much influence they have. Track 32. Page 46. Activity 1.
BTS is a Korean band that debuted in 2013, but as time went The Importance of Play.
on they started to become famous all around the world, and Do you remember when you were a small child? What games
now they are the world’s most popular K-pop group. did you play? Kicking a ball? Jumping a rope? Creating an
The people who like them say that it’s because their music imaginary world? Experts agree that playing is important for
is a great mix of pop and hip-hop, and fans also appreciate children to develop into healthy adults. Here are five ways that
that the group members write their own lyrics. If that doesn’t play benefits kids:
impress you, then their talents at singing, rapping and dancing 1. Play helps children develop their own interests.
are enough to convince anybody. 2. When they play, children learn how to make decisions and
In fact, in 2018 they made history by being the first Asian solve problems.
artist to reach number 1 on the Billboard 200 chart with their 3. Children learn how to control their emotions, such as anger
album Love Yourself: Tear. Music specialists and fans agree and fear, when they play.
that they’re just beginning, and that they will keep breaking
records in the future. 4. Play helps children make friends.
Track 29. Page 86. Activities 1 and 2. 5. Play makes children happy!
Introduction This report investigates popular free-time Play is not just for kids, but for teenagers and adults as well.
activities among 12- to 13-year-olds in the U.S. Many It helps us learn, it relieves stress, and it makes us more
teenagers around this age enjoy different outdoor or physical productive at school and at work. Play isn’t a luxury- it is a
activities, but some of them spend a lot of time indoors doing necessity. So when you have some free time, don’t just sit and
watch TV. Engage in some brain-stimulating play!
235
Templates de escritura y presentaciones orales
ESCRITURA
Notes are pieces of informal texts which are written to a friend or relatives. They are short and
include a greeting, a body and an informal closing.
Greeting
Hey Andrea Greeting: say hello, hi or hey,

are the most common ways of
greet in this notes.
I’m going to dancehall lesson; could
Body: here you write the mes-
you please bring my laptop which is sage, something short but
meaningful.
Body on the cupboard in the library? I’m Closing: note are a very short
piece of information, that is
going to be there at 5:00 pm. why we normally close the mes-
sage informally with our name,
Thanks! so the reader will know exactly
who left the message.
Claudia.
Closing
Make your own

note with the
template below.
236
ESCRITURA 2
A city map is a useful tool for anybody who wants to visit your city!
Create a map of your city.
1. Use the internet to find information about the places you want to include.
2. Use the organizer below to take notes before making it.
Objectives of Article Writing

• It brings out the topics or the matter
ction of interest in the spotlight.
1. Introdu
• Topic • It offers suggestions and pieces of
points
ry of main
• Summa advice.
atement
• Thesis st • It influences the readers and urges
pporting
ph 1: First su
2. Paragra them to think.
argument.
d suppor-
ph 2: Secon
3. Paragra
ting argum
ent. Give proper context. Don’t assume your
suppor- reader knows as much about your topic
ph 3: Third
4. Paragra
ent. as you do. Think about the kinds of bac-
ting argum
rized
on: summa kground information that your reader
5. Conclusi
argument needs in order to understand the topic.
Write a compelling conclusion. Wrap
up your article with a dynamic conclu-
sion. Depending on your article, this
might be a conclusion that empowers
the reader.
Tips Write your introduction. A compelling
Outline your article. Before you begin to formally introductory paragraph is crucial for
write, write up an outline of your article. This out- hooking your reader. There are a num-
line serves as a guide to help you figure out where ber of ways to start an article, some of
you need more information. which include:
Choose quotes and other evidence to support • Telling an anecdote.

your points. This might include a statement that • Using a quote from an interview
someone has made, or a sentence within another subject.
article that is particularly relevant. Choose the
• Starting with straight facts of the
most important and descriptive part to use in your
story.
own piece. Add these quotes to your outline.
Make your own article, you are expected to write your article in 140 – 190 words.
237
PRESENTACIÓN ORAL 1
Oral presentations are useful because you can show your teacher and classmates what you have
learned and is also a great opportunity to practice pronunciation and other abilities, such as
self-confidence, team work and time management.
Use the graph below to organize your oral presentations, either in group or individually.
Topic: My Sport hero Introduction:
Group members: Body:
Information sources:
Conclusion
Task division:
238
INTERVIEW
An interview will help you to practice your English fluency and pronunciation. It also helps you
with your listening skills, since you have to focus on what your interviewer is saying.
Besides, you will get the opportunity to role-play in a formal performance. This will help you to
acquire social skills which are fundamental in society.
Topic:
Evidence and sources: My questions:
My opinions:
Conclusions:
239
Planificación semestral Tiempo estimado: 28 horas pedagógicas
Unidad 3: Sports and Free-Time Activities

Actitudes:
• Desarrollar una conciencia cultural o comprensión intercultural, demostrando interés, respeto y tolerancia por
otras culturas y por la propia y valorando su aporte al conocimiento. (OA B)
• Trabajar responsablemente en forma proactiva y colaborativa con una meta en común, y demostrando respeto
por los intereses e ideas de los demás. (OA D)
Habilidades
• Comprensión auditiva de textos variados, adaptados y auténticos breves y simples. Comprensión lectora de
textos adaptados y auténticos breves y simples, no literarios y literarios.
• Expresión oral y escrita por medio de diálogos y presentaciones en torno a temas de la vida cotidiana, textos
leídos, temas de otras asignaturas, temas de la cultura de otros países.

OA
L5: The Wonderful World of Sports(14 h)
ideas generales e información explícita en textos orales, identificar palabras y juego de adivinanzas sobre el
frases claves, identificar y usar estrategias de comprensión. deporte.
OA1, OA2, OA3, OA4, OA6, OA5, OA7, OA8 comprensión Oral: Escuchar y describir diferentes 3
Demostrar comprensión de ideas generales e información explícita en textos deportes de manera oral.
OA9, OA10, OA 11, OA 12. Comprensión Escrita: Demostrar comprensión Leer y comprender la 2
literarios. Usar estrategias de comprensión de lectura. evento deportivo.
OA13, OA14, OA15, OA16 Expresión Escrita: Escribir historias, Escribir sobre los distintos 2
información relevante y una variedad textos breves, utilizando los pasos roles en los deportes.
ideas generales e información explícita en textos orales, identificar palabras y juego de adivinanzas sobre
frases claves, identificar y usar estrategias de comprensión. diferentes deportes.
OA1, OA2, OA3, OA4, OA6, OA5, OA7, OA8 Comprensión Oral: Describir diferentes deportes 3
L6: My Hobbies (14 h)
Demostrar comprensión de ideas generales e información explícita en textos de forma oral.

exposiciones.
OA9, OA10, OA 11, OA 12. Comprensión Escrita: Demostrar comprensión Leer y comprender una 3
iterarios. Usar estrategias de comprensión de lectura. evento deportivo.
OA13, OA14, OA15, OA16 Expresión Escrita: Escribir historias, Escribir sobre diferentes 2
información relevante y una variedad textos breves, utilizando los pasos deportes.
240
Tiempo estimado: 28 horas pedagógicas
Unidad 4: Green Issues

Actitudes
• Usar de manera responsable y efectiva las tecnologías de la comunicación en la obtención de
información y la creación de textos, dando crédito al trabajo de otros y respetando la propiedad y
la privacidad de las personas. (OA E)
• Trabajar responsablemente en forma proactiva y colaborativa con una meta en común, y
demostrando respeto por los intereses e ideas de los demás. (OA D)
Habilidades
• Comprensión auditiva de textos variados, adaptados y auténticos breves y simples. Comprensión
lectora de textos adaptados y auténticos breves y simples, no literarios y literarios.
• Expresión oral y escrita por medio de diálogos y presentaciones en torno a temas de la vida
cotidiana, textos leídos, temas de otras asignaturas, temas de la cultura de otros países.

OA
OA1, OA2, OA3, OA4, OA7 Comprensión Oral: Demostrar comprensión de Escuchar y comprender 2
ideas generales e información explícita en textos orales, identificar palabras y una conferencia sobre
L7: Protecting the Environment (14 h)
frases claves, identificar y usar estrategias de comprensión. contaminación.
OA1, OA2, OA3, OA4, OA6, OA5, OA7, OA8 Comprensión Oral: Expresar posibilidad de 3
Demostrar comprensión de ideas generales e información explícita en textos manera oral.
OA9, OA10, OA 11, OA 12. Comprensión Escrita: Demostrar comprensión Leer y comprender un artículo 2
de ideas generales e información explícita en textos escritos, literarios y no y una encuesta.
literarios. Usar estrategias de comprensión de lectura.
OA13, OA14, OA15, OA16 Expresión Escrita: Escribir historias, Escribir un volante sobre 3
información relevante y una variedad textos breves, utilizando los pasos reciclaje.
OA1, OA2, OA3, OA4, OA7 Comprensión Oral: Demostrar comprensión de Escuchar y comprender una 2
ideas generales e información explícita en textos orales, identificar palabras y entrevista periodística sobre
frases claves, identificar y usar estrategias de comprensión. un desastre natural.
OA1, OA2, OA3, OA4, OA6, OA5, OA7, OA8 Comprensión Oral: Preguntar por información. 3
Demostrar comprensión de ideas generales e información explícita en textos
L8: Natural Disaster

(14 h)
OA9, OA10, OA 11, OA 12. Comprensión Escrita: Demostrar comprensión Leer y comprender una noticia 2
de ideas generales e información explícita en textos escritos, literarios y no sobre cómo mantenerse a salvo
literarios. Usar estrategias de comprensión de lectura. en un desastre natural.
OA13, OA14, OA15, OA16 Expresión Escrita: Escribir historias, Dibujar una historieta sobre 2
información relevante y una variedad textos breves, utilizando los pasos desastres naturales.
241
Orientaciones
y estrategias
Unidad 4 • Inicio
Ideas previas
Introduzca el tema de la unidad (el
futuro) haciendo que los estudiantes
hagan predicciones. Ejemplos de pre-
guntas serían:
• What is happening with the
environment?
• What solutions can you think of?
• What will life in the future be like if
we don’t care about the enviroment?
Recuerde hacer preguntas de segui-
miento, por ejemplo, si un estudiante
responde que están subiendo las tem-
peraturas, pregunte What’s the cause
of this phenomenon? Esto ayudará a
fomentar la discusión y que puedan
desarrollar más sus ideas.
Ritmos y estilos
de aprendizaje
En todas las salas de clases, sucede que
hay unos alumnos que suelen tener
mayores fortalezas en la discusión y
otros que casi no participan. Para evi-
tar esto, se sugiere separar a la clase
en grupos pequeños (3-5 personas) o
en su defecto, para clases de tamaños
pequeños se puede sentar a los alumnos
en semicírculo con el profesor al frente.
Para formar grupos, dé la siguiente in-
strucción: Gather in groups of 3, 4 or 5 Propósito y recomendaciones
people and discuss about what you think
will happen in the future. Para agruparse El propósito de estas dos páginas es introducir a los estudiantes al tema de
en un semicírculo, dé la siguiente in- la unidad y familiarizarlos con los contenidos y vocabulario. Indique que en
strucción: Bring your chairs to the esta unidad se tratarán el uso del modal verb could para expresar sugerencias
center of the classroom and let’s discuss y zero conditional para expresar condicionalidad. En términos de vocabulario,
what you think will happen in the future. éste se enfocará en medio ambiente y voluntariados: In this unit, you’ll learn
how and when to use the modal verb “could” to expess advice and also the zero
Estas dos modalidades potencian la in-
conditional, to express condition. Also you’ll learn new vocabulary about the
teracción entre alumnos y permiten que
environment and volunteering.
más alumnos puedan hablar.
242
Recuerde que si se opta por la opción
de grupos pequeños el profesor debe
pasearse por la sala monitoreando las
respuestas de los alumnos. Permítales
unos minutos para discutir el tema y
luego reúnanse como clase y pida a una
persona de cada grupo que comente lo
que hablaron. Pídale a personas que no
hayan hablado que comenten sobre las
predicciones de otros grupos. Si opta
por la opción de sentarlos en semicír-
culo, conduzca la discusión pidiendo
una predicción y luego opiniones sobre
esta predicción.
Para profundizar el contenido y acti-
var la mayor cantidad de conocimien-
to previo de los estudiantes posible,
puede hacer las siguientes preguntas:
• Is Chile taking care of the environ-
ment? Why/Why not?
• What consequences of climate change
is Chile experiencing?
• Do you think it is important to
discuss about the environment? Why/
Why not?
• Do you know any organizations that
take care of the environment that you
can volunteer on? Which ones? Would
you like to volunteer?
Solucionario
Before you start
4. • A drawing of an evil hurricane:
page 115.
• A text about noise pollution: page
103.
• An activity about matching pictu-
res with headlines: page 112.
• A text about human-made disas-
ters: page 117.
243
Ideas previas
Pídales a los alumnos que trabajen en
parejas y entréguele un papel a cada
uno. Hecho esto, presente el tema/
concepto que aprenderán en la clase y
solicíteles que escriban el problema me-
dioambiental que consideran más grave:
In pairs, take a piece of paper and write
the environmental problem you think is
the most serious. Luego, pase con un
tarrito o bolsa para que ellos depositen
sus respuestas allí.: Put your pieces of
paper inside the jar/bag. Lea en plenario
las respuestas y vaya pegando cada una
en una cartulina alrededor del nombre
del concepto protecting the environment
que debe estar escrito en el centro. Si
se repiten las ideas, pegue los papeli-
tos juntos. La idea es que este afiche
esté pegado en la pizarra durante toda
la clase para que los alumnos puedan
verla. Durante la clase o al final, vaya
completando con los alumnos las nue-
vas ideas que vayan descubriendo so-
bre el tema / concepto. Se recomienda
analizar la tendencia de la elección de
los estudiantes: smog, climate change,
noise pollution, etc.
Preguntas de produndización
Puede profundizar en la actividad
haciendo preguntas de seguimiento
para la actividad 1 con el objetivo de
desarrollar pensamiento crítico a través
de las sugerencias. Por ejemplo:
• Could we do something to prevent
pollution? Propósito y recomendaciones
• What consequences does pollution Se espera que en esta sección los estudiantes sean capaces de escuchar con
bring? propósito, puedan reconocer hablantes y la información que dicen, dar su
opinión sobre lo que alguien más dijo y puedan hacer sugerencias respecto
a problemas medioambientales. Para asegurar que la mayor cantidad de
estudiantes pudo comprender el audio, puede reproducirlo 2 o hasta 3 veces.
Para esto, indique lo siguiente: first, listen to the audio and try to understand
as many ideas as you can. Then, you’ll listen to it for a second time. While you
listen to it, try to answer activities 2 and 3. If you couldn’t finish, I’ll play the
audio one last time.
244
Para que los mismos estudiantes
chequeen el conocimiento que
adquirieron con las actividades de esta
página, puede preguntarles: How do we
make suggestions in English?
Solucionario
Before Listening
While Listening
2. a. T
b. F
c. T
d. F
After Listening
3. a. W
b. A
c. A
d. A
e. A/W
Speaking Task
3. a. (3)
b. (1)
c. (4)
d. (2)
4. Could can also be used as an auxi-
liary verb to express suggestion in a
polite way.
Ritmos y estilos de aprendizaje

En una clase con distintos niveles, las actividades de esta sección se pueden realizar
en parejas compuestas por un alumno cuyas habilidades estén más desarrolladas
y con otro estudiante que aun tenga que reforzar contenidos. La idea de esto es
pedir a los alumnos con habilidades más desarrolladas que actúen de mentores,
apoyando a sus compañeros. De la misma forma, este formato es muy beneficioso
para ambos estudiantes, ya que pueden aprender el uno del otro, generando un
ambiente de apoyo y respeto. Esto podrá ser de utilidad en la actividad 2, que es
parejas, pero puede ampliarse a las actividades 1 y 4 de la página 97.
245
Ideas previas
Para activar ideas previas sobre el tema
de la lección, invite a los estudiantes
a compartir entre todos si alguna vez
han participado en voluntariado.
Puede preguntar a los alumnos en qué
voluntariados han participado y ano-
tarlos en la pizarra y si no lo han
hecho, que nombre algunas organi-
zaciones en las que se pueda ayudar de
esta forma:
• Have you ever been a volunteer? In
which organization?
• If you haven’t participated, do you
know organizations that work with
volunteers? Which ones? What or
who do they help?
Contexto
Para contextualizar la lectura expli-
que lo siguiente sobre algunas organi-
zaciones de voluntariado: Volunteering
is important because you can help peo-
ple. Some organizations for volun-
teering are: Greenpeace, which helps
animals and the environment; Hogar
de Cristo helps poor people and people
who live on the street; Red Cross, which
provides health services.
Para profundizar en la lectura, puede
preguntar que reflexionen sobre la im-
portancia del voluntariado. What’s the
importance of volunteering?
Para llevar a cabo la lectura, puede pedir a los estudiantes que escaneen el texto
una vez antes de leer en conjunto. Pídales que también identifiquen palabras con
las que puedan no estar familiarizados para aclarar su significado. Dé la siguiente
instrucción: First scan the text and identify the words you don’t understand. Then
we’re going to discuss their meaning and finally we’ll read the text together.
246
Solucionario
While Reading
2. a. T
b. T
c. F
d. T
e. T
Se recomienda que la lectura la
realicen primero de forma individual y
rápida, haciendo un breve escaneo del
texto. Luego lean como clase, pida a
estudiantes que lean un párrafo: First,
read the text, skim it to get some gener-
al ideas about it. Then we are going to
read it with the class.
También indique que es importante
que el cuestionario lo respondan de
manera individual y no en parejas,
ya que éste hace referencia a sus ex-
periencias personales. Indique que las
respuestas deben registrarlas en sus
cuadernos: Answer the questionnaire
individually, not in groups or pairs
because you have to answer from your
personal experience. Also, remember to
register your answers in your notebook.
El propósito de las actividades de las páginas 98 y 99 es que los estudiantes
puedan comprender un texto acerca de adolescentes y su interés por actividades
de voluntariado. Se espera que los estudiantes puedan, primero, predecir el
contenido del texto en base a imágenes, para luego hacer la conexión con la
protección y preservación del medio ambiente. Como actividad extra, puede
pedir a los estudiantes que creen una organización que trabaje voluntariamente
a favor del medio ambiente. La instrucción podría ser la siguiente: Think of an
environmental issue. What organization would you create to protect the planet?
How could people volunteer in it?
247
Como manera de profundizar en la en-
cuesta, se puede pedir a los alumnos
que creen una presentación con la in-
formación obtenida. Se sugiere pedir a
los alumnos que piensen en cómo pre-
sentar la información de forma clara,
ordenada y creativa. Se puede sugerir
el uso de gráficos, imágenes, etc. Para
esto, dé la siguiente instrucción: Think
of other ways to visually share the infor-
mation you gathered in activity 3. It can
be a graph or other kind of images you
can think of. Be creative!
Solucionario
After Reading
5. a. responsible
b. organizations/foundations
c. organize
A través de las actividades de esta página, los estudiantes serán capaces de
expresar su opinión personal sobre actividades de voluntariado y, a la vez,
podrán conocer las opiniones de sus compañeros. Si se realiza la actividad de
profundización sugerida, los estudiantes también tendrán la oportunidad de
presentar sobre las experiencias personales de la clase de una manera novedosa.
Esto también le permitirá evaluar si son capaces de realizar una presentación
coherente en donde la información sea mostrada de manera ordenada. En la
actividad 4, invite a los estudiantes a recordar las funciones que cumplen las
palabras en cada categoría, y la ubicación que ellas toman en la oración. Esto
les ayudará a realizar la actividad 5.
248
Al iniciar la actividad 1, invite a los es-
tudiantes a revisar las instrucciones y a
responder:
• What should I do? Explain in your
own words. Then, contrast your
answer with the original instruction
to make sure you expressed the same
meaning.
• What do verbs and nouns refer to in
the instructions?
• What should I do to succesfully carry
out the activity?
• What should I do at the end of the
activity to make sure I did it right?
Solucionario
Reading and vocabulary
1. a. (5) c. (3) e. (1)
b. (2) d. (4)
2. a. Raúl
b. Luisa
c. Amanda
d. James
Profundizaciones y variación
Como alternativa a la actividad 4,
puede pedir a los estudiantes que
piensen en algún problema que afecte
a su comunidad y que propongan una
organización y sistema de voluntar-
iado. Pídales que en grupos de 4 re-
flexionen sobre las necesidades de su
colegio o barrio y que a partir de eso
inventen un nombre y un logo para
la organización, que piensen en qué
ayudarían los voluntarios y que final-
mente hagan un comunicado llaman-
do a ayudar a su organización. Dé la
siguiente instrucción: In groups of four,
think of a problem that affects your
school or neighborhood. Create an or-
ganization to solve the problem. Make
up a name and a logo and finally write
a notice calling for volunteers.
249
Ideas previas
Presente en la pizarra imágenes de
el medio ambiente dañado, destru-
ido o contaminado. Pregunte a los
estudiantes: Why do you think our
planet looks like this?
Se sugiere parafrasear sus respuestas
utilizando la estructura del zero con-
ditional y escribir bajo cada imagen
una oración que haga referencia a ella
expresando condicionalidad. Por ejem-
plo, si un estudiante responde “porque
hay contaminación”, puede parafra-
sear: “If we pollute the planet, it gets
damaged”.
Solucionario
Language Focus
1. Zero or real conditional is formed
using if + present simple, present
simple.
2. a. It is about the present.
b. It is the cause.
c. The result is definitive.
3. a. (4)
b. (3)
c. (1)
d. (5)
e. (2)
4. a. dies
b. is
c. is
d. rains
El propósito de esta sección consiste en presentar a los alumnos la estructura
y uso del zero conditional para hablar de cosas que generalmente son ciertas,
como hechos científicos. La actividad 2 tiene como objetivo que comprendan
la función y estructura del zero conditional, mientras que en las actividades 3,
4 y 5 los estudiantes deben poner en práctica lo aprendido.
Para la actividad final, se sugiere que pase por los puestos preguntando si hay
dudas respecto a la estructura y chequee si la están usando de forma correcta:
Do you have any questions? Do you understand when we use zero conditional?
250
Contexto
Antes de leer el texto puede discutir
con los estudiantes qué sonidos les
molestan en su día a día: What sounds
bother you throughout the day? Ellos
podrían responder: car horns or the
sound of contruction sites. Explique
que estos sonidos molestos en exceso
son conocidos como contaminación
acústica y que pueden ser tan dañinos
como cualquier contaminación: These
excessively annoying sounds are known
as noise pollution. Noise pollution can
be as damaging as water and air pollu-
tion. Now we’ll listen to a text that ex-
plains why it is harmful for people and
the environment.
Con el propósito de guiar a sus estudi-
antes en la organización de ideas que
escucharon en el audio de la actividad
1, formule preguntas como:
• What’s the main idea of what you
just listened?
• What would you change in the
organization of your text so it could
be understood better?
• What would you put first?
• How would you continue?
• What would you put at the end?
• Are there any other ideas that you
would like to include?
• Did you repeat any ideas? Would
you eliminate some ideas?
Una actividad diaria que potencia el logro de un ambiente de aprendizaje ideal es
la asamblea. Esta instancia suele emplearse como actividad de inicio de la jornada
en la que se trabajan distintos aspectos: desde recordar los nombres de todos y
comprobar si alguien no ha asistido, hasta tomar acuerdos sobre la organización
de las actividades del día. Para llevar a cabo la asamblea, se requiere que invite a
sus estudiantes a sentarse en círculo: Gather in a circle at the center of the class.
Discuta lo siguiente con sus estudiantes:
• Do you have any suggestions regarding the development of the classes?
• Do you feel comfortable in the classroom?
251
Ideas previas
Inicie la actividad con la siguiente
pregunta:
• Have you ever received one of
these?
Exponga el folleto o páselo para que
los estudiantes puedan verlo. Una
vez que todos hayan podido hacerlo,
haga las siguientes preguntas antes de
comenzar las actividades:
• What is the purpose of these
types of ads?
• What type of information can you
find on them?
Solucionario
Writing task
1. a. Recycling/Ecology
b. How to recycle/How to take care
of nature
c. Because it teaches you how to
take care of the planet.
A través del desarrollo de las actividades 1 y 2 se pretende que los estudiantes
apliquen correctamente el uso del modo imperativo y que puedan desarrollar
pensamiento crítico y habilidades de discusión y desarrollo de ideas a través
de la actividad 3.
Al momento de llevar a cabo la actividad 2, sugiérales a los estudiantes que se
fijen en la forma en que están escritas las recomendaciones en el volante: When
you write sentences to complete the flyer, focus on how the examples are written
There is no explicit subject and the verb is in its base form. This is the imperative
mode, which is useful when you make suggestions or orders.
252
Ideas previas
Para activar conocimientos previos,
muestre a los estudiantes distintas imá-
genes de graffitis. Pregunte si conocen
el nombre de esta forma de arte: Do
you know the name of these drawings
and paintings? Luego, puede profun-
dizar en los lugares donde pueden ser
encontrados y por qué creen ellos que
se realizan:
• Where can we find graffitis?
• Do you know why people like to
create graffitis? What do you think
about them?
Para reflexionar más sobre el origen
y propósito de los graffitis y además,
que los estudiantes puedan potenciar
su pensamiento crítico y desarrollar sus
ideas de manera oral, puede hacer las
siguientes preguntas:
• Do you think streets are as valuable
as an art gallery? Why/ Why not?
• Do you think there are different
kinds of graffitis? Which ones?
Is there one you think is more
important?
El propósito de esta sección consiste en permitir a los alumnos aplicar el uso
del idioma a través de una discusión y actividades de otra disciplina, en este
caso el arte. Esto les permitirá a los estudiantes practicar el idioma de manera
más natural, enfocándose en la actividad artística y no en el inglés en sí, pero
a la vez poniendo en práctica de manera contextualizada el vocabulario y
estructuras aprendidas a lo largo de la lección.
Al final de la actividad, puede motivar a los estudiantes a reflexionar sobre el
trabajo que realizaron, a través de preguntas como:
• What was the most difficult part of the activity?
• How would you improve your performance in the activity?
253
Ideas previas
Para activar conocimientos previos y
generar nuevo vocabulario, pregunte a
los estudiantes para qué sirve el objeto
en la imagen: What’s the object of the
image for? Luego de que respondan
que es una bolsa reutilizable, pregunte
qué opinan sobre esta y si ellos o sus
familias la utilizan y por qué: What do
you think about ecological handbags?
Do you and your family use them?
What for?
Ritmos y estilos
de aprendizaje
En una clase con distintos niveles, las
actividades de esta sección se pueden
realizar en grupos compuestos por
estudiantes con más fortalezas en el
idioma y con otros que aún tengan al-
gún tipo de dificultad. La idea de esto
es incentivar a los alumnos con habi-
lidades más desarrolladas que actúen
de mentores, chequeando gramática y
pronunciación. De la misma forma, este
formato es muy beneficioso para ambos
estudiantes, ya que pueden aprender el
uno del otro, generando un ambiente
de apoyo y respeto.
En esta sección se espera que los alumnos sean capaces de aplicar lo aprendido
en la lección, usando vocabulario sobre tecnología y las estructuras vistas para
hacer predicciones. Se espera que sean capaces de aplicar este conocimiento
para crear y luego clasificar a través de un mapa conceptual distintas
predicciones sobre el futuro. Se espera además que los estudiantes colaboren
para crear las predicciones, usando el idioma para dar su opinión, expresar
acuerdo y desacuerdo con lo dicho por sus compañeros de grupo y presentar
el trabajo hecho ante el resto de la clase.
254
Para actividades como esta, en las que
al final de la presentación los estudi-
antes formularán y responderán pre-
guntas, siempre es útil pedirles que se
anticipen a la situación y se pregunten
a sí mismos:
• What type of questions will my
classmates ask?
• How can I answer them?
De esta forma, los alumnos pueden
anticiparse a las preguntas y preparar
respuestas.
Si los alumnos van a presentar frente
a la clase sus bolsas, entonces vale la
pena que deje un tiempo para asesorar
a los alumnos con su presentación. Du-
rante la clase, mientras todos preparan
sus bolsas, vaya llamando a los grupos
y evalúe cómo está su presentación.
Asesore a los alumnos, señale oraciones
con errores y permítales corregir sus
propios errores: Before presenting your
ecological handbag, correct the mis-
takes you might have and that I pointed
out. In that way the information you
share will be delivered in a clear way.
El objetivo de esta sección es que los alumnos desarrollen habilidades de
discusión y potencien su creatividad a través de la creación y confección de
una bolsa ecológica. Los estudiantes podrán aplicar su conocimiento sobre el
cuidado del medio ambiente durante el desarrollo de la actividad, además de
desarrollar habilidades de trabajo en equipo. Finalmente, los alumnos deben
exponer su bolsa creada frente a la clase. Fomente un ambiente de respeto
durante las presentaciones, dando la siguiente instrucción: When you finish
your ecological handbag, share it with the class, explaining its parts. While
your classmates are presenting, listen carefully and respectfully to learn about
a new topic.
255
Ideas previas
Para activar conocimientos previos so-
bre desastres naturales, pregunte y es-
criba lo siguiente en la pizarra: What
natural disasters have happened in
your country? Tell us about it. A través
de esta actividad, podrá revisar el vo-
cabulario que manejan con respecto a
los desastres naturales y qué tan bien
manejan la estructura de past simple,
ya que inevitablemente se verán en la
necesidad de utilizar el tiempo pasado
para referirse a eventos anteriores en
los cuales experimentaron algún desas-
tre natural.
Teniendo en cuenta que las activi-
dades 1, 2, 3 y 4 se enfocan en un
audio el cual refleja una entrevista,
puede pedirles a los estudiantes que
desarrollen el mismo formato, toman-
do como guía el audio que escucharon.
Para esto, pídales lo siguiente: Write a
news interview and role play it. The
interviewer will ask questions about a
natural disaster either to an expert or
a witness that experienced a natural
disaster. Write your interview, check it,
practice it and then role play it in front
of the class.
Solucionario
A News Interview
Before Listening
1. Respuesta variable. Propósito y recomendaciones
While Listening
En esta actividad se espera que los alumnos sean capaces de identificar en
2. a. 1 los textos escuchados el propósito e ideas generales del audio, información
b. 3 específica con respecto a los desastres naturales y que sean capaces de
c. 5 relacionar el contenido con sus propias vivencias.
d. 2
Para asegurar que la mayor cantidad de estudiantes pudo comprender el audio,
e. 4
puede reproducirlo 2 o hasta 3 veces. Para esto, indique lo siguiente: First,
3. c
listen to the audio and try to understand as many ideas as you can. Then, you’ll
After listening
listen to it for a second time. While you listen to it, try to answer activity 2. If
4. Respuesta variable. you couldn’t finish, I’ll play the audio one last time.
256
Errores frecuentes
Un error frecuente que podría eviden-
ciarse en las actividades al momento
de escribir y hablar, respectivamente,
es usar frases demasiado largas y com-
plicadas, ya que el español lo permite
de esa forma, sin embargo el inglés no.
Los estudiantes pueden crear muchas
oraciones y unirlas en una a través
del uso de palabras como “and”, “or”,
“but”, “because”, etc. Recuerde a sus es-
tudiantes que a menos que la situación
lo amerite es mejor usar oraciones cor-
tas y separadas antes que una oración
muy compleja usando estos conec-
tores: In English, sentences tend to be
shorter than in Spanish. Use short sen-
tences and try to connect them using
the following connectors: “and”, “or”,
“but”, “because”.
Solucionario
Speaking Task
5. a. people
b. things/events
c. place
d. time
e. reason
6. a. Who
b. Where
c. What
d. Why
Para profundizar el contenido y relacionarlo con las actividades de la página ante-
rior, puede pedirle a los estudiantes que vuelvan a la entrevista que escribieron y
chequeen si utilizaron bien las palabras para hacer preguntas. Si se dan cuenta que
tuvieron errores, pídales que reformulen las preguntas. Esto ayudará a que inter-
nalicen el significado y uso de las palabras en cuestión. Para esto, dé la siguiente
instrucción: Go back to the interview you wrote on page 108. Check it again and
see if you use question words correctly. If you see any mistakes, correct them so the
questions express what you want to ask.
257
Contexto
Para contextualizar la lectura, cuénteles
que ésta se sitúa en Chile, y pregúnteles
qué desastres naturales ocurren más a
menudo en este país: This story takes
place in Chile. What natural disasters
are the most common here?
Luego comente con los estudiantes
que en Chile ocurren desastres como
terremotos, inundaciones tormentas
y sequías, todo esto debido a la natu-
raleza geográfica del país y a los efectos
del cambio climático: Chile is a special
country in which many different natural
disasters may occur, due to its geogra-
phy, weather and as an effect of climate
change. Some of the most common
natural disasters that occur in our
country are earthquakes, floods, storms
and draughts.
Finalmente, pregunte qué desastre
natural creen que tiene relación con la
historia que se presenta: What natural
disaster do you think will occur in the
story?
Solucionario
Before Reading
El propósito de esta lectura es que los estudiantes adquieran habilidades de
comprensión de lectura y vocabulario en un contexto conocido para ellos.
Sin embargo, es importante que el profesor dirija la actividad de tal forma de
no dañar susceptibilidades entre sus estudiantes. Es por esto que se aconseja
que la lectura sea llevada a cabo por el docente para que él vaya evaluando
la atmósfera de la clase. Para esto, indique: I will read the text and you’ll
follow the reading silently and individually. Por otro lado, es esencial que los
estudiantes sean capaces de extraer las ideas principales, buscar información
específica en el texto y mantener una discusión sobre posibles soluciones y
medidas que se pueden tomar frente a este tipo de situaciones.
258
Después de la lectura, invite a los
estudiantes a reflexionar sobre sus
propias experiencias con situaciones
similares a la expuesta en la lectura.
Esto resultará útil también para refor-
zar el uso de vocabulario para hacer
preguntas. Motive la discusión con las
siguientes preguntas:
• What were you doing during the
last earthquake in Chile?
• How did you feel?
• Where were you?
Errores frecuentes
U n e r ro r f r e c u e n t e q u e p u e d e
corregir en esta sección tiene relación
con los falsos cognados, es decir,
palabras que suenan o se ven parecidas a
palabras en español, pero que no tienen
el mismo significado. En este texto, este
e r ro r s e p u e d e d a r p a r t i c u l a r-
mente con la palabra “tremor”, la
cual suena similar a “temor” en es-
pañol. Para evitar esto, explique a
los estudiantes lo siguiente:There
are some words in English that sound
similar to other words in Spanish,
but in some cases they don’t mean the
same. These are the false cognates. For
example, the word “tremor” sounds sim-
ilar to “fear” in Spanish, but “tremor”
means a soft earthquake.
Para profundizar y reforzar las activi-
dades productivas de escritura, puede
pedir a los estudiantes que piensen en
Solucionario una situación que hayan vivido similar
While Reading a la de la historia. Luego pídales que
3. a. James
escriban su experiencia y la ilustren
de manera similar al texto que acaban
b. Carmen
de leer. Para esto, dé la siguiente in-
c. James
strucción: Have you ever lived a similar
d. Carmen
situation to Carmen and James’? Write
it down and then illustrate it. Finally,
share it with the class.
259
Ritmos y estilos
de aprendizaje
En una clase con distintos niveles, las
actividades de esta sección se pueden
realizar en parejas compuestas por un
alumno con mayores fortalezas y con
otro estudiante que aun tenga que refor-
zar contenidos. La idea de esto es pedir
a los alumnos con habilidades más de-
sarrolladas que actúen de mentores,
apoyando a su compañero que presente
algún tipo de dificultad. De la misma
forma, este formato es muy beneficioso
para ambos estudiantes, ya que pueden
aprender el uno del otro, generando un
ambiente de apoyo y respeto.
Solucionario
4. A. (1) Teenager falls off mountain!
B. (2) Have a safe climb!
5. a. False. It took place near Valdivia,
in the south of Chile.
b. True.
c. False. The news talked about an
earthquake alert.
d. False. Carmen’s father helped
them.
After reading
A través de las siguientes actividades, los estudiantes profundizarán lo
aprendido durante la lectura. Además tendrán la oportunidad de compartir
ideas y discutir posibles estrategias a tomar en caso de un desastre natural,
como los terremotos, lo que se acerca al contexto que se vive en el país. Además,
a través de esta actividad, se pretende generar empatía en los estudiantes ya que
deberán ser capaces de situarse en el lugar del otro. Esto tiene directa relación
con las actitudes que se enseñan implícitamente durante la unidad.
260
Después de hacer actividades grupales
o en pareja, como las actividad 6, se
sugiere que tengan una discusión como
clase en que los estudiantes compartan
lo discutido en sus grupos. Esto per-
mite que los estudiantes practiquen
su pensamiento crítico al opinar so-
bre lo discutido en otros grupos y le
permite a usted como docente el tener
una oportunidad de identificar y corre-
gir en conjunto con la clase los errores
frecuentes. Para esto, dé la siguiente
instrucción: Share your thoughts and
conclusions with the class. Who had the
most interesting story?
Solucionario
1. a. They were staying in a cabin near
Valdivia.
b. He went hiking although it was
very dangerous.
c. They went hiking after an earth-
quake alert.
d. Because she needed help.
For example:
First, Carmen and her family were
staying in a cabin, second James was
climbing up the mountain. Next,
some rocks were loosened and he
fell. Carmen called her dad and he
drove them to the hospital. Final-
ly, they took care of James at the
hospital.
Propósito y recomendaciones b. Respuesta variable.
El propósito de las actividades de esta página es poner en práctica el
vocabulario aprendido luego de la lectura y también desarrollar las habilidades
de comprensión, chequeando con las actividades 1 y 2 si fueron capaces de
comprender la lectura más allá de ideas generales. Para estas dos actividades,
se recomienda indicar a los estudiantes que primero las lleven a cabo de
manera individual y que luego compartan sus respuestas con un compañero:
In activities 1 and 2, you have to work individually first and then share your
answers with a partner to check your work.
261
Ideas previas
Para activar conocimientos previos
respecto a la simultaneidad de acciones
o a la interrupción de estas, puede pre-
guntar a los estudiantes lo siguiente:
What will happen if…
• you go hiking when there is an
earthquake alert?
• there is an accident?
Dé tiempo a los estudiantes para dis-
cutir estas preguntas en parejas y luego
pídales que compartan sus opiniones
con la clase. Parafrasee y escriba en la
pizarra sus respuestas utilizando las
palabras when y while, de manera que
se familiaricen con su uso.
Solucionario
Language Focus
2. a. Something they were doing at a
past moment in time.
b. Two actions happening at the
same time.
El objetivo de esta sección consiste en enseñar a los alumnos cómo usar los
conectores while y when para hablar sobre eventos que ocurren al mismo
tiempo o que interrumpen otra acción que ya estaba ocurriendo. Si es necesa-
rio, para que quede más clara la utilidad de estas dos palabras, puede dibujar
una línea de tiempo. Dibuje dos líneas paralelas y entre ellas la palabra “while”.
Explique: These two lines are actions happening at the same time, therefore, to
talk about that, we use “while”.
Luego, dibuje una línea, entre ella dibuje dos líneas cortas perpendiculares
y luego continúe con otra línea punteada . Explique: This action (línea) was
happening “when” (líneas perpendiculares) something happened and another
action interrupted the first.
262
Para profundizar en la actividad 4,
particularmente, puede preguntar lo
siguiente para que los estudiantes re-
flexionen sobre la traducción literal, las
diferencias entre inglés y español y la
importancia del contexto:
• Is your joke funny in English?
Why/Why not?
• Are there any words that translated
into English do not mean the same
in Spanish?
Ritmos y estilos
de aprendizaje
Al tratarse de un contenido abstracto
para los estudiantes, es importante que
el docente se apoye en las imágenes
para ayudar a la comprensión de los
chistes. Antes de leer los chistes, pídales
a los estudiantes que observen las imá-
genes y describan lo que en ellas está
sucediendo: Look at the images and
describe what is happening and how do
they look.
Solucionario
Reading Task
1. A. 4th image
B. 3rd image
C. 2nd image
D. 1st image
Propósito y recomendaciones d. Respuesta variable.
El propósito de las actividades de esta página es que los estudiantes puedan
poner en práctica el vocabulario aprendido a lo largo de la sección de una
manera más lúdica, entretenida y atractiva, a través de bromas. La idea de
esto es que también se hagan conscientes de las diferencias entre el inglés y el
español al momento de traducir las bromas en la actividad 4 y que lleguen a la
conclusión que las traducciones literales no siempre expresan el mismo signifi-
cado en ambos idiomas. Para esto, explique lo siguiente: Literal translations
don’t always convey the same meaning because some words change according to
the context in which they are inserted.
263
Ideas previas
Como contexto para la actividad puede
preguntar a los estudiantes qué cono-
cen sobre los comics, puede pedirle
que nombren algunos, que digan la
diferencia entre un comic y una tira
cómica, para qué sirven ambos y qué
características tienen en cuanto a su
forma física:
• Do you know comics? Can you
name some?
• What do you think is the difference
between a comic and a comic strip?
• What’s their function?
• What are their characteriscitcs
regarding their structure and also
physically?
Solucionario
Writing Task
El propósito de las actividades de esta página es que los estudiantes puedan
aplicar sus conocimientos del idioma de una manera más lúdica y potenciando
su pensamiento creativo. Para la actividad 4, teniendo en cuenta que no todos
los estudiantes cuentan con un alto desarrollo de sus habilidades para dibujar,
puede pedirles que trabajen en parejas y que busquen a un compañero que
pueda complementar sus habilidades: Work with a partner that either has good
drawing abilities (if yure good at writing) or with good writing abilities (if
you’re good at drawing). This way you’ll make a good team.
264
Contexto
La lectura tiene como propósito dar
un enfoque distinto sobre los desastres
naturales al resto de la unidad, que se
concentraba principalmente en los que
no eran producidos directamente por
el hombre. En este texto se explica la
importancia de la incidencia del ser
humano en la destrucción de la natu-
raleza. Para contextualizar la lectura, se
sugiere hacer las siguientes preguntas:
• What does “human-made” mean?
• What elements do you think can
create human-made disasters? Look
at the images to answer.
Para continuar con la discusión en
la actividad 3, se sugieren las sigui-
entes preguntas que ayudarán a los
estudiantes a desarrollar pensamiento
crítico respecto a la importancia de la
preservación de la naturaleza:
• Can you think of other
human-made disasters not
mentioned in the text? Which ones?
• Why is it important to avoid
human-made disasters?
• What measures should the
governments take to avoid
human-made disasters?
Solucionario
1. a. Human-made disasters are disas-
ters caused by people
b. A forest fire can destroy property,
Propósito y recomendaciones animals, vegetation and agricultu-
ral resources.
El propósito de esta lectura es que a través de un texto relacionado a las c. An oil spill can affect animals, ve-
ciencias sociales los estudiantes puedan adquirir nuevo vocabulario relacionado getation and humans that could
a la temática de pueblos originarios y culturas ancestrales. De esta forma serán breathe polluted air or eat conta-
capaces de poner en práctica sus conocimientos del idioma y sus habilidades minated food.
de comprensión de lectura de manera contextualizada. 2. a. Respuesta variable.
265
Ideas previas
Para activar conocimiento previo y que
los estudiantes puedan familiarizarse
con la actividad, pregunte lo siguiente:
• Do you know what a
documentary is?
• How is it different from a movie?
• What documentaries have you
seen?
La idea es que los estudiantes
puedan decir que un documental es
material audiovisual que tiene fines
informativos y que eso lo hace
diferente a las películas. Si no llegan
a esta conclusión, explique: A docu-
mentary is a film whose purpose is to
inform about a particular topic that
might be interesting for people. It is not
the same as a movie because movies are
meant to entertain, while documenta-
ries are meant to inform.
Errores frecuentes
Recuerde que uno de los objetivos de
la corrección de errores es dar a los es-
tudiantes las herramientas necesarias
para que sean capaces de autocorre-
gir sus errores sin depender tanto de
otras personas. Por lo tanto, dentro de
lo posible dé a los alumnos la posib-
ilidad de corregir ellos mismos los
errores frecuentes: escriba oraciones
con los errores frecuentes y pida a
distintos alumnos que identifiquen y
corrijan el error: What’s wrong with the
sentences on the board? How would you
correct them?
En esta sección se espera que los alumnos sean capaces de trabajar en equipo
y comunicarse en inglés para dar y discutir sobre desastres naturales y
organizarse para la creación de un documental en equipo. Para esto deben
asignarse roles, teniendo en cuenta sus destrezas y debilidades. Para esto,
indique: When you assign roles for the documentary, have in mind your strengths
and weaknesses to choose your task. Esto los incitará a reflexionar sobre sus
procesos de aprendizaje. Posteriormente, los estudiantes deberán de organizar
la información y crear un documental llamativo que exponga las ideas que
discutieron, promoviendo aún más el pensamiento creativo.
266
Para las actividades como esta, en las
que al final de la presentación los es-
tudiantes formularán y responderán
preguntas, siempre es útil pedirles
que se anticipen a la situación y se
pregunten a sí mismos:
• What type of questions will my
classmates ask?
• How can I answer them?
De esta forma, los alumnos pueden
anticiparse a las preguntas y preparar
respuestas.
Herramientas digitales
Para que los estudiantes puedan
recopilar información para sus docu-
mentales, sugiérales la siguiente pági-
na web: https://www.weatherwizkids.
com/
En ella podrán encontrar información
útil para crear sus documentales y
servirá también como fuente para
que puedan desarrollar sus propias
opiniones y reflexiones.
Use this website to find useful informa-
tion for your leaflet.
Si los alumnos van a presentar frente
a la clase sus documentales y dis-
cutir sobre el proceso de creación,
entonces vale la pena que deje un
tiempo para asesorar
a los alumnos con su
presentación. Durante la clase, mien-
tras todos preparan sus documentales,
vaya llamando a los grupos y evalúe
cómo está su presentación y su traba-
jo en general. Asesore a los alumnos,
señale oraciones con errores y per-
mítales corregir sus propios errores:
Before presenting your documentary
correct the mistakes you might have
and that I pointed out, that way the in-
formation you share will be delivered in
a clear way.
267
Para profundizar los contenidos de la
unidad, puede promover una discusión
en la que utilicen variadas estructuras
aprendidas:
• What were you doing for 2010
earthquake?
• What happens if it rains too much?
• What happens if it doesn’t rain for
too long?
• What happens if the tectonic plates
of the Earth move?
Ritmos y estilos
de aprendizaje
En una clase con distintos niveles, la
actividad 2 se puede realizar en pare-
jas compuestas por un alumno con
mayores fortalezas en el idioma y con
otro estudiante que presente algún tipo
de dificultad. La idea de esto es pedir
a los alumnos con habilidades más de-
sarrolladas que actúen de mentores,
apoyando a su compañero. De la
misma forma, este formato es muy
beneficioso para ambos estudiantes, ya
que pueden aprender el uno del otro,
generando un ambiente de apoyo y
respeto.
Las actividades de esta página tienen como fin hacer a los estudiantes recordar
y utilizar contenidos ya vistos a lo largo de la unidad, diga: Zero conditional
sentences express general truths, situations in which one thing always causes
another. When using the zero conditional, the correct tense to use in both clauses
is the simple present tense. Rapidamente recuerde el uso de los conectores
when and while: We can use ‘when’ and ‘while’ to mean ‘during the time that’, to
connect two events happening at the same time.
Además es importante permitir a los estudiantes ir más allá, esto se puede
lograr discutiendo las preguntas presentadas en la sección de Preguntas de
profundización.
268
Para las actividades que se realizan de
manera individual, como todas las de
esta página, aclare a los estudiantes
que es ideal que en primera instancia
trabajen solos para poner en práctica
sus conocimientos más teóricos del
idioma. Para esto, indique lo siguiente:
In activity 4 it is important for you to
work on your own, so you can identify
your difficulties while learning. Once
you finish, you can check your answers
with your seat partner and correct them
if necessary.
Solucionario
Check point
1. a. (3)
b. (2)
c. (4)
d. (1)
d. Respuesta variable.
e. Respuesta variable.
3. a. while
b. when
c. when.
d. while
e. while
d. Respuesta variable.
El propósito de las actividades de esta página es que los estudiantes continúen
desarrollando, principalmente, sus habilidades escritas y de gramática respecto
a los temas y estructuras vistos a lo largo de la unidad. Se espera que puedan
recordar contenidos vistos en clases, así como utilizar sus conocimientos y
experiencias para poder relacionarlos.
269
En caso de ser necesario, puede pro-
poner a los estudiantes más pregun-
tas para la actividad 1, de modo que
puedan continuar discutiendo sobre
las imágenes de la página. Puede pro-
poner lo siguiente:
• Do you know any of the places
above? Which one?
• Have you seen a similar situation
in real life? When?
• What do you think happened to the
houses in the pictures?
Solucionario
5. a. F
b. T
c. F
d. F
6. a. The earthquake lasted about three
minutes.
b. Monica was in Chile on vacation.
c. Because it was shaking too hard.
d. He stood on a doorway to protect
himself.
El propósito de las actividades presentadas en esta página es leer y comprender
un texto sobre el terremoto ocurrido en Chile en el año 2010, para luego
identificar información específica descrita en el texto. Asimismo, se incentiva
la comprensión de lectura y el pensamiento creativo de los estudiantes en base
a lo leído. Por otro lado, se espera que los estudiantes recuerden los conectores
when y while, siendo capaces de recordar e identificar su uso en algunas de las
preguntas de la actividad 6.
270
Para profundizar en la sección Before
you go on y continuar con las activida-
des y preguntas de metacognición para
que los estudiantes puedan reflexionar
sobre lo aprendido y sus procesos de
aprendizaje, puede pedirles que re-
flexionen las siguientes preguntas:
• Which strategies were easier
to use? Which ones were more
difficult?
• Was there any activity in particular
that was more useful to learn?
• Which strategies were easier
to use? Which ones were more
difficult?
• Was there any activity in particular
that was more useful to learn?
Para que los estudiantes puedan
retroalimentarse de las reflexiones de
sus compañeros, pida que las respues-
tas individuales que den a la actividad
7 la página 123 las compartan con sus
compañeros, leyendo sus reflexiones
en voz alta desplegándolas de mane-
ra visual. Para esto, dé la siguiente
instrucción: Share your thoughts and
reflections with the rest of the class.
Las actividades de esta página están orientadas a dar un cierre a la unidad en
que los estudiantes puedan identificar aquellos contenidos y actividades que
más les gustaron. Asimismo, se intenta volver a los alumnos conscientes de
sus propios métodos de aprendizaje, pudiendo identificar cuáles herramientas
les fueron más fructíferas a lo largo de la unidad. Explique lo siguiente: The
activities on this page are meant for you to think about your learning processes,
so focus on identifying your strengths, weaknesses and your learning strategies.
Think if those strategies were useful or not and discuss them with your partners.
271
272
273
274
275
276
277
278
279
Date:
Name:
1. Read the words in the chart. Complete blanks writing the kind of trash each
container has inside. Color.
• Paper
• Organic
• Plastic
• Glass
• E-waste
2. Read the labels and match with the pictures.
Fertilizers
Smog
Plastic Aerosol spray Fosil fuel
Speaking.
3. In groups of three. Read the questions and dialogue.

• Is your city polluted?

• Do you throw your garbage
in the streets?
280
Writing.
4. Write the name of “The Fourth R” and give one idea for each statement.
1.
3.
4.
Speaking.
5. Work with a partner. Look at the pictures and dialogue.
These are some actions you can take for

helping the environment.
• Do you practice any of these

actions?
• What else can we do in our daily

life for helping our planet?
281
Date:
Name:
1. Look at the chart. It contains information about 3 volunteers of different

entities.
Write a little paragraph with their stories and tell their reasons to become
activists.
Jacob, 38 Animal shelter, vegetarian, wants to stop endangered

species.
Francis, 10 Clean beaches, loves water, wants to prevent water
pollution.
Morgan, 17 Ecologist action, young children teacher, wants to create
environmental awareness.
282
Speaking.
2. Read Morgan´s invitation. Talk with a friend.
Being a volunteer is really touching

and requires a big amount of
commitment with community.
Would you like to become a volunteer?
Why? Why not? Where?
3. Match the sentences with the same meaning. Pay special attention to the words in bold.
• Would you like to volunteer by We offered our services to help the

walking dogs? community center.
• Please, volunteer to help clean

the ocean. Would you sign up for walking dogs.
• My cousin and I are volunteers You should enlist to keep the oceans
at the community center. clean.
• This is a shelter for cats and Birds take cover under the trees when it
dogs. rains.
• The homeless person went to He didn´t have a place to live, so he

live to a shelter.
went to a refuge.
• Trees are good shelter for birds

when it rains. This is a safe place for cats and dogs.
• The pollution of the sea is very

concerning! Is where you live very contaminated?
• We couldn´t see the city from
the mountain because of the The amount of impurities in the sea is
pollution. alarming!
• Is your city polluted? We were not able to see buildings

because of the smog in the city.
283
Date:
Name:
1. Write the names of these natural disasters.
1 2 3
4 5 6
Speaking.
2. In groups of four read Rafaella´s experience about the 2010 earthquake. Answer the
questions and write three ideas about your personal experience with earthquakes.
“It was a warn night in February 2010. I was coming back home from a friend´s birthday
party. It was almost 3 am when the earthquake started.
I was really afraid, my parents and grandparents were sleeping. We used to live in a very old
kind of construction made of mud. The house had structural damages. We had to move to
another place”.
Rafaella, 32.
• Do you remember that day?

• How old were you?

• What did the people around you do?
1.
3.
284
Reading.
3. Connect the questions with their answers

a. When did the volcano erupt? No, I didn´t. Can you
tell me about it?
b. Where were you in the 27F earthquake?
I took my purse and
c. Did you hear about the tsunami went to a safer place.
in Sumatra?
I was with my parents
d. What did you do when the fire at home.
came close to your house?
In March, 25th.
e. Did your house suffer damage
during the floods? Yes. We had to move
to another house.
4. Read and match the question words with the answers.

a. A book
b. on December, 18th
c. the President
d. Because of the pollution
e. in Central Park
5. In every school there is an emergency plan of action for natural disasters. Identify the safe
zones in the classroom and in the school. Draw one safe action.
285
Date:
Name:
Reading.
1. Look at the pictures and read the information in the bolds. Write the correct letter with
each natural disaster description
a.
An enormous large wave,
commonly caused by an
earthquake, which flows onto the
land and destroys things.
b.
An overflow of a large amount
of water beyond its normal
limits, especially over what is
normally dry land.
c. A large, destructive fire that

spreads over a forest or area
of woodland.
A sudden violent shaking of

d. the ground, typically causing
great destruction, as a result
of movements within the
earth’s crust or volcanic
action.
e.
A violent destructive whirling
wind accompanied by a
funnel-shaped cloud that
progresses in a narrow path

over the land.
f.
It is the sudden and violent
discharge of steam and
volcanic material.
286
2. Work with a partner. Imagine one of you is a journalist, and the other is a firefighter who
saved a little child during a tornado.
Create an interview.
287
Para el estudiante
Actividad complementaria 1- lección 7.

1. Paper- yellow/ Organic-green/ Plastic-red/ Glass_ blue/ E-waste-purple
2. Water pollution: fertilizers, fossil fuel, plastic. Air pollution: Smog, aerosol spray.
3. Dialogue.
4. Refuse, Reduce, Recycle, Reuse.
5. Dialogue.

6. The aim is that students should be able to add all the data given in a short paragraph.
7. Dialogue
—Would you like to volunteer by walking dogs? — Would you sign up for walking dogs?
—Please, volunteer to help clean the ocean— You should enlist to keep the oceans clean.
—My cousin and I are volunteers at the community center— We offered our services to help the
community center.
— This is a shelter for cats and dogs— This is a safe place for cats and dogs.
— The homeless person went to live to a shelter— He didn´t have a place to live, so he went to a refuge.
— Trees are good shelter for birds when it rains— Birds take cover under the trees when it rains.
—The pollution of the sea is very concerning!— The amount of impurities in the sea is alarming!
— We couldn´t see the city from the mountain because of the pollution— We were not able to see
buildings because of the smog in the city.
— Is your city polluted?— Is where you live very contaminated?
288
1. 1. Floods
2. Earthquake
3. Tornado
4. Tsunami
5. Volcano eruption
6. Forest fire
2. Personal opinión
3. a. In March, 25th.
b. I was with my parents at home.
c. No, I didn´t. Can you tell me about it?
d. I took my purse and went to a safer place.
e. Yes. We had to move to another house.
4. a. What?
b. When ?
c. Who?
d. Why?
e. Where?
289
Para el estudiante

1. a. An overflow of a large amount of water beyond its normal limits, especially over what is
normally dry land
b. A sudden violent shaking of the ground, typically causing great destruction, as a result of
movements within the earth’s crust or volcanic action.
c. A violent destructive whirling wind accompanied by a funnel-shaped cloud that progresses in
a narrow path over the land
d. An enormous large wave, commonly caused by an earthquake, which flows onto the land and
destroys things.
e. It is the sudden and violent discharge of steam and volcanic material.
2. The student creates an interview
3. Students present the interview to their classmates
290
Date:
Name:
1 Use the correct modal verb for each sentence.
Can (x1) Could (x1) Should (x3) Shouldn’t (x1) Must (x1)
a. If you want to save water, you take shorter showers.
b. If you want to pass your exam, you study
c. You stop every time you see a red light.
d. She help you, just ask her.
e. I do some excercise, I’m putting on some weight.
f. you close the door? It’s freezing!
g. Maria be upset. After all, it ended well.
h. If you want to do something for the planet, you start by saving energy.
2 Write the sentences in the correct order using the zero conditional
a. save/planet/if/help/you/the/you/water
b. There’s/storm/we/home/if/a/have/stay/to
c. We/if/reduce/we/pollution/recycle
d. Too many things/if we buy/produce more waste/we
e. walk/pollute/air/if/work/we/to/don’t/the
291
3 Read the text and determine if the sentences below are true (T) or false (F)
When we recycle, our actions have a direct positive impact on Earth. Many of the things
we throw away can be saved, and we can give them a new use.
We do this to preserve natural resources, for example water, which can be polluted by
plastics and toxic substance. We also recycle to reduce pollution. Instead of creating new
products and polluting the environment in the process, we can reuse old ones while they
fulfil their purpose.
By recycling, we reduce greenhouse gases that increase global warming. Global warming
causes serious weather problems which affect people and the Earth.
There are many things we can recycle, for example plastic, paper, metal and clothes,
among other things. If you want to start helping the planet and recycle, don’t get rid of
things you no longer use, because maybe it can be used for other purposes.
a. Recycling helps reduce pollution. T F
b. Greenhouse gases have influence on global warming. T F
c. It is not possible to recycle clothes. T F
d. Climate change has nothing to do with global warming. T F
e. We can recycle to avoid the production of new things. T F
f. Water cannot be polluted. T F

292
Date:
Name:
Reducing, reusing and recycle!
1 Match the images with the corresponding description.
2 Do you know any of these terms? Discuss with your partner.
a. Big companies must reduce its use to make

their products.
Take shorter showers.
Pollution in the sea. How do human
beings do it?
What are we talking about?
b. People must reduce their shopping activities in big

companies.
People could reuse it. Donate items to foundation or
give to people who might like it.
Recycle it for creating new ones.

Can you give other examples?
What are we taking about? Material fotocopiable
293
c. Instead of buying two bottles, you might choose

the larger one.
Give the elements made of this material a new
purpose. Do you know any?
How can you recycle this material?
What are we talking about?
d. What kind of organic materials do you know?
Use organic materials to give the earth some rest.

How can you do it?
294
Día Mes Año
Nombre:
1 In pairs, match the images with the correct names.
a. Air pollution
b. Plastic bags
c. Factories
d. Soil Erosion
e. Climate change
2 Complete the sentences with While o When.
a. I was on my way to school it started to rain.
b. My mother was running my father was preparing breakfast.
c. My grandfather was cooking his sister called.
d. I was painting the walls Tom was fixing the ceiling.
e. Cindy was was waiting for the police her mother arrived.
f. my classmates where having fun in the gym, I was busy doing my homework.
295
3 Complete the crosswords with vocabulary from natural disasters.
4 5
Down: Across:
1. It can have natural or human causes 3. What authorities ask you to do when a place
because of their use of cigarettes or lighters. becomes dangerous and you shouldn’t stay.
It is hard to control and can consume houses 4. A violent movement of the ground that
and woods. causes destruction of buildings and
structures in general.
2. Something unsafe that can cause harm is
something… 7. An event that’s more violent than a storm,
with strong, dangerous wind.
5. Big wave in the sea caused by earthquakes

or volcanic eruptions. 8. A weather event with heavy wind, rain or
snow.
6. Earth movement, less violent than an
9. This is the name used when the sea gets
earthquake.
contaminated by oil from factories or ships.
296
Para el estudiante
Evaluación diagnóstica 3. Read the text and determine if the sentences below are
true (T) or false (F)
1. Use the correct modal verb for each sentence.
a. Recycling helps reducing pollution T F
a. If you want to save water, you should take shorter
b. Greenhouse gases have influence
showers.
on global warming T F
b. If you want to pass your exam, you should study
c. It is not possible to recycle clothes T F
c. You must stop every time you see a red light.
d. Climate change has nothing to do
d. She can help you, just ask her. with Global warming T F
e. I should do some excercise, I’m putting on some e. We can recycle to avoid the
weight. production of new things T F
f. Could you close the door? I’m freezing! f. Water cannot be polluted T F
g. Maria shouldn’t be upset. After all, it ended well.
h. If you want to do something for the planet, you
could start by saving energy.
2. Write the sentences in the correct order using the zero
conditional
a. save/planet/if/help/you/the/you/water
• If you save water, you help the planet.
b. There’s/storm/we/home/if/a/have/stay/to
• If there’s a storm, we have to stay home
c. We/if/reduce/we/pollution/recycle
• If we recycle, we reduce pollution
d. Too many things/if we buy/produce more waste/we
• If we buy too many things, we produce more
waste
e. walk/pollute/air/if/work/we/to/don’t/the/we
• If we walk to work, we don’t pollute the air
297
Para el estudiante
Evaluación formativa Evaluación sumativa

1. a. 4 Water 1. In pairs, match the images with the correct names.
b. 3 Clothes a. 4
c. 2 Plastic b. 1
d. 1 c. 5
d. 3
e. 2
2. Complete the sentences with While o When
a. I was on my way to shcool when it started to rain
b. My mother was running while my father was pre-
paring breakfast
c. My grandfather was cooking when his sister called
d. I was painting the walls while Tom was fixing the
sailing
e. Cindy was was waiting for the police when her mo-
ther arrived
f. While my classmates where having fun in the gym,
I was busy doing my homework.
3. Complete the crosswords with vocabulary from natural
disasters
1W
D 2D
F 3E V A C U A T I O N
I N
R G
4E A R 5T H Q U A K E
S R
6T U O
7H U R R I C A N E U
E A S
8S T O R M M
O 9O I L S P I L L
298
299
Guiones de audios
Audio Scripts Unit 4 Student’s Book volunteers like the new experiences they have and 83% say
they do not feel pressured into doing volunteer work. Most
teenagers think that volunteering is more enjoyable if you
Track 33 Page 96. Activity 2. do it with friends. It is also better if you choose activities
Hello and welcome to my lecture about the causes and that interest you. If you love animals, you can work for an
effects of polluting the environment. You have probably animal rescue foundation. If you like helping the elderly,
heard environmental pollution and global warming many you ought to volunteer at a senior citizen home. You may
times, but have you actually thought about it? care about the environment. If so, you might want to help
The first thing we need to think about is pollution. What pick up trash in your area. You can help in any number of
is pollution? Pollution happens when nature can’t does not ways. Here is what teenagers said:
know how to decompose an element that was not introdu- “I think everybody should volunteer. You make new friends
ced in the environment naturally. In other words, if we put and experience new situations. I met some of my best
in the environment artificial things like plastic, we pollute friends volunteering on weekends.” AMANDA, 14 years old.
the environment. “Volunteering is interesting. It gives me the opportunity to
There are many types of pollution. First, there’s air po- learn new things. All my friends volunteer, and we always
llution. Some of the main sources of air pollution are the go together. It’s a big responsibility, and I love it! RAUL, 15
burning of fossil fuels and emissions of carbon dioxide from years old.
vehicles and factories. If fossil fuels are burned, smog is “I love volunteering. The children I work with are good fun,
formed, which pollutes many big cities and industrial zones. and they make me laugh! That’s important! It gives me a
People can contaminate the air by using certain everyday good feeling.” JAMES, 15 years old.
products, like aerosol sprays. If people get exposed to too
“I like helping others. It helps me appreciate the good
much air pollution, they can develop respiratory problems
things in life and behave more responsibility. I certainly
like asthma or lung cancer.
don’t have to do it; it’s my choice! You shouldn’t volunteer to
Then, there’s water pollution. Sources of water pollution is do something if you don’t like it.” LUISA, 15 years old.
the waste from agricultural fields, industrial sites and urban
areas. Additionally, if fertilizers get thrown into the sea, algae Track 35. Page 103. Activities 1 and 2.
grows way too much, which reduces the amount of available
oxygen for other species. Today, one of the worst pollutants (Efecto de sonido 1)
for the sea is trash. Trash can be made of various materials, Usually, pollution and contamination are related to things like
many of which seriously harm the sea. For example, if a trash or smoke, but pollution comes in many other shapes and
plastic bag ends up in the sea, sea creatures die because the forms.
plastic will probably get stuck in their bodies, and the plastic One of the types of pollution that usually gets overlooked is
takes hundreds of year to disintegrate. noise pollution. Noise pollution is the propagation of noise or
But that’s only two types of pollution. Just think about all sound waves that is harmful to nature or the living beings that
the things that we do and the pollutants that we and other are part of the environment.
human beings are creating every day. The way we are living Have you ever been disturbed in the street by noise coming
our lives harms the environment more than ever before, and from construction sites, machines and other things that are too
it’s time to change. loud? That’s because the streets of busy cities produce a lot of
noise pollution. You might even suffer from noise pollution
Track 34. Page 98. Activity 4. inside your house, when your neighbors are playing music too
A recent survey showed that today more teens are voluntee- loud or someone turns on the vacuum.
ring in comparison to earlier generations. Many teens are It sounds like noise pollution is a recent problem, but it has
spending more time helping out while getting experience at been documented that noise pollution was a thing even in the
the same time. There are many different ways to volunteer days of ancient Rome.
and a variety of jobs to do. Teenagers can decide what they Noise pollution can actually have very negative effects on our
want to do, how they want to do it, and where they can help health. The effect of loud noises on children can be perma-
out the most. What is more, these teens work for free and nent, and it can damage their learning and behavior. The
do not expect any reward. In the US, a survey of over 22,000 elderly also suffer a lot from noise pollution, and they can have
students discovered that 30% of teens now volunteer for heart problems because of it. Adults are not immune to noise
over 80 hours a year. It reported that 22% of students visit pollution either, and they can develop hearing or psychologi-
sick kids in hospitals and 54% belong to an organization cal problems if they’re exposed to too much noise.
that requires volunteer work. Furthermore, 22% say they
might continue to volunteer throughout their life. 32% of
300
Track 36. Page 108. Activity 2. Let’s go hiking up the mountain behind your house!”
Track thirty-six. Student’s book. Page one hundred and eight. I was telling James it was very dangerous because of the
Activity two. A News Interview. earthquake alert when he picked up his backpack and left
the house, so I followed him. The news specifically said that
REPORTER: Today we have a special guest in the studio. Tina
hiking during an earthquake was very dangerous.
Smith has an incredible story to tell us. Hello, Tina.
While James was climbing up the mountain, we felt another
TINA: Hi!
tremor! It was a really big one, and some rocks were loosened
REPORTER: Where did this story happen? because of it. James fell downhill and hurt his arm and head. I
TINA: On Maikhao beach in Thailand. called my dad while checking if James was ok.
REPORTER: When were you there? My dad was so mad! He drove us to the hospital, where they
TINA: I was 11-years-old. I was on vacation. took care of James. I’m sure we both learned our lesson and
REPORTER: Who were you with? will think twice before doing something this scary and irres-
ponsible again! We both feel that we were really lucky because
TINA: My family. it was just a tremor and not an earthquake.
REPORTER: What happened?
TINA: Well, I was standing in the sea when the tide suddenly Track 39. Page 115. Activity 1.
rushed out. Everybody was staring in amazement. I knew what a. Q: What kind of storm is always in a rush?
was happening. A tsunami was coming.
A: A hurry-cane.
REPORTER: How did you know?
b. Q: What do you call fifty penguins in the Arctic?
TINA: We had just completed a geography project about
A: Lost! Really lost! (Penguins live in Antarctica.)
tsunamis and huge waves at school.
c. Q: Why did the man smoke?
REPORTER: Wow. That was lucky! What did you do next?
A: Because he was on fire.
TINA: I told my parents we were in danger. At first, they didn’t
believe me. d. Q: Why do earthquakes shake?
REPORTER: Why didn’t they believe you? A: Because they like to rock and roll.
TINA: Because they thought I was too young to know about
tsunamis.
Track 40. Page 117. Activity 1.
When we talk about natural disasters, we refer to events that
Track 37. Page 108. Activity 3. happen as part of nature, like earthquakes. However, there is
another type of disaster caused by people, which is known as
REPORTER: What did you do next?
human-made disaster. This disaster severely affects people,
TINA: I told my parents about my geography projects. I exp- property and the environment (animals, plants, soil and wa-
lained how tsunamis come from earthquakes under the sea. ter). In Chile there have been several human-made disasters,
REPORTER: What did your parents do? which include: forest fires and oil spills.
TINA: They immediately told the hotel owners and the other Forest Fires
people on the beach. Everybody evacuated the beach. The big A forest fire is a specific type of wildfire (an uncontrolled fire).
wave came just a few minutes later. They can occur naturally, but many forest fires are caused by
REPORTER: Did you save everybody? humans with actions such as intentional fires and people’s
TINA: Everybody survived. But it wasn’t me who saved them. negligence with cigarettes, matches and campfires. Its effects
My geography teacher should take the credit. He told us how can be devastating because it can destroy property, animals,
and why tsunamis happen. I’m happy now that I was listening vegetation and agricultural resources.
in that class. Oil spills
Oil spills can take place on land, but they usually refer to
Track 38. Pages 110 and 111. marine environments (especially oceans). They can happen
by accident or intentionally when oil from ships and factories
Activities 2 and 3. spills and pollutes the water. As a result, not only the animals
My friend James spent a week with me last summer. We were and vegetation of the area could be affected, but also humans
staying in the mountains, at my father’s cabin near Valdivia. could breathe polluted air or eat contaminated food.
There was a big tremor in Valdivia the day we got there, and
the news warned that there could be an earthquake.
James: “Carmen, I’m really bored,” James said the next day.
301
Guiones de audios
Audio Scripts Unit 4 Activity Book.

Track 41, page 52. Activity 1.
Palabras por separado: Plastic - smog – industrial zone - fer-
tilizer - asthma - fossil fuel
Track 42. Page 60. Activity 1.

REPORTER: Today we have a special guest in the studio. Tina
Smith has an incredible story to tell us. Hello, Tina.
TINA: Hi!
REPORTER: Where did this story happen?
TINA: On Maikhao beach in Thailand.
REPORTER: When were you there?
TINA: I was 11-years-old. I was on vacation.
REPORTER: Who were you with?
TINA: My family.
REPORTER: What happened?
TINA: Well, I was standing in the sea when the tide suddenly
rushed out. Everybody was staring in amazement. I knew what
was happening. A tsunami was coming.
REPORTER: How did you know?
TINA: We had just completed a geography project about
tsunamis and huge waves at school.
REPORTER: Wow. That was lucky! What did you do next?
TINA: I told my parents we were in danger. At first, they didn’t
believe me.
REPORTER: Why didn’t they believe you?
TINA: Because they thought I was too young to know about
tsunamis.
REPORTER: What did you do next?
TINA: I told my parents about my geography projects. I exp-
lained how tsunamis come from earthquakes under the sea.
REPORTER: What did your parents do?
TINA: They immediately told the hotel owners and the other
people on the beach. Everybody evacuated the beach. The big
wave came just a few minutes later.
REPORTER: Did you save everybody?
TINA: Everybody survived. But it wasn’t me who saved them.
My geography teacher should take the credit. He told us how
and why tsunamis happen. I’m happy now that I was listening
in that class.
302
303
Guiones de audios
304
305
Template de escritura 1
A news article is an informative text that discusses current issues or recent pieces of news. They
could be related to general or specific topics. News articles are found in newspapers and magazines.
News articles can include photographs, graphs, recollections, interviews, polls, among others. They
generally answer the following questions who, what, when, where, why and how things happened.
Date
Headline (short and visually attractive statement that tells what the story is about)
Subtitle (supports the headline)
Byline: author of the text
Lead paragraph (answers the what, who, where, when, why and how questions on
the topic)
More information on the topic (if needed)
Write a short news article using the template below.
306
Template de escritura 2
A formal letter is a text that is used to communicate information in a professional context. It could
be a recommendation letter, a business letter, an invitation letter, a complaint, to solicit something,
among others.
Heading Natalia Sandoval

(receiver’s Chief executive
information)
Las Palmas 2524, Santiago
Salutation Dear Sir/Madam:
I write to ask for permission for this Friday. I have an

Main body important medical appointment I cannot postpone.
I would be out of the office from 3 to 5 pm.
I look forward to your answer.

Farewell
Best regards,
Rommy Rodinis
Write a short formal letter using the template below.
307
Template de presentación oral 1
Oral presentations are useful because you can show your teacher and classmates what you have
learned and is also a great opportunity to practice pronunciation and other abilities, such as self-
confidence, team work and time management.
Use the graph below to organize your oral presentations, either in group or individually.
Topic: Information sources:
Group members:
Introduction:
Information sources: Body:
Task division:
Conclusion:
308
Template de presentación oral 2
Group Discussion
Group discussions will help you to practice Topic: Write the topic of the discussion.
your English fluency and pronunciation. It Strategy: Write how you plan to organize your
also helps you with your listening skills, since questions, evidence and opinions.
you have to focus on what your classmates
are saying. My opinions: Take notes on what opinions and
arguments you want to share with your class-
Besides, you will get to know your classmates mates.
opinions and have the possibilities to share
your own ideas and views. This will broaden Evidence and sources: Take notes on sources
your perspective among certain topics and to support your opinions and arguments.
will help you to be more tolerant and respec-
tful towards others.
Topic:
My questions: Strategy and planification:
My questions: Evidence and sources:
309
Bibliografía Anexo
About mind maps:

• How to Build a Mind Map. (n.d.). Retrieved • Grinker, Roy, and Christopher Steiner, Perspectives on
April 23, 2015, from www.examtime.com/blog/ Africa: A Reader in Culture, History, and Representation
create-a-mind-mapconnect-ideas/ (Global Perspectives), Wiley-Blackwell, 1997.
• Concept maps or mind maps? (n.d.). Retrieved April • Schrampfer, Betty, Fundamentals of English Grammar,
23, 2015, from www.informationtamers.com/WikIT/ Pearson Education, 2002
index.php?
• Schrampfer, Betty, and Stacy A. Hagen, Richards,
title=Concept_maps_or_mind_maps?_the_choice
Jack C., and Charles Lockhart, Reflective Teaching in
• Diagrams Done Right. (n.d.). Retrieved April 23, Second Language Classrooms, Cambridge University
2015, from www.lucidchart.com/ Press, 1996
• Swan, Michael, Practical English Usage, Oxford
Common European Framework of Reference:
University Press, 1995
• Using the CEFR: Principles of Good Practice.
(n.d.). Retrieved April 23, 2015, from www. • Ponsonby, M. (1982). How now, brown cow? Oxford:
cambridgeenglish.org/images/126011-usingcefr- Pergamon.
principles-of-good-practice.pdf
• Communicative Competence according to Here are some suggested texts recommended by the
CEFR(chapter 5). (n.d.). Retrieved April 23, CRA (Centro de Recursos para el Aprendizaje) for EFL
2015, from www.coe.int/t/dg4/linguistic/Source/ students in 8th grade.
Framework_EN.pdf
• Council of Europe. (n.d.). Retrieved April 23, • Baptiste, B. (2012). My daddy is a pretzel. Barefoot
2015, from www.coe.int/t/dg4/linguistic/Cadre1_ Books: Reino Unido.
en.asp http://learnenglishteens.britishcouncil.org/ • Jahanforuz, R. (2013). The girl with a brave heart.
grammar-vocabulary/phrasal-verb-videos Barefoot Books: Reino Unido.
• Nettle, M. (2003). Developing Grammar in Context. • Various Authors. (2007). Apuntes de inglés. Pamón:
Cambridge, Cambridge University Press. España.
• Various Authors. (2010). Write source: writing and
Other resources: grammar, grade 3. Houghton Mifflin: Estados Unidos.
• http://web.stanford.edu/dept/CTL/Newsletter/ • Various Authors. (2010). Write source: writing and
cooperative.pdf grammar, grade 4. Houghton Mifflin: Estados Unidos.
• Rhoades, G. (2013, October 1). Minimizing the Chaos • Various Authors. (2010). Write source: writing and
through Cooperative Classroom Management. Forum, grammar, grade 6. Houghton Mifflin: Estados Unidos.
28-34 • Various Authors. (2012). Illustrated spanish-english
• Diamond, Harriet and Phyllis Dutwin, English the Easy student dictionary. Merriam-Webster: Canadá.
Way, Barron’s Educational Series, 2003
• Francis, Edward J., A Year in the Life of an ESL (English
Second Language) Student: Idioms and Vocabulary You
Can’t Live Without, Trafford Publishing, 2006.
310
Sitios web y enlaces
Information about the history of the Internet: Information about the impact caused by tourists:
• https://www.livescience.com/20727-internet-history. • https://www.nationalparks.uk/students/ourchallenges/
html tourism/impactsoftourism
• https://awareimpact.com/negative-effects-of-tourism/
Information on how to stay safe on social media: • http://www.theguardian.com/world/2008/
• https://usa.kaspersky.com/resource-center/preempti- mar/26/7
ve-safety/top-10-internet-safety-rules-and-what-not-
to-do-online
• http://www.safetynetkids.org.uk/personal-safety/
For examples of indigenous words used in Chile:
• https://educrea.cl/dia-de-la-lengua-materna-que-pa-
staying-safe-online/
labras-de-uso-diario-provienen-de-nuestros-pueblos-
Apps recommendations for teens: originarios/
• https://raisingteenstoday.com/9-cool-apps-teens/
For information about Chilean indigenous people:
Information about group work in the classroom: • http://www.precolombino.cl/en/culturas-americanas/
• http://www.icaltefl.com/index.php/teaching- pueblos-originarios-de-chile/
techniques/groups.html • http://chileprecolombino.cl/en/pueblos-originarios/
Online dictionary of idioms on the Internet and in About skimming and scanning:
common life: • http://www.butte.edu/departments/cas/tipsheets/rea-
• https://idioms.thefreedictionary.com/ dingstrategies/skimming_scanning.html
Strategies for Getting More Students to Talk in the Examples of skimming and scanning and activities :
Classroom. Reid, R. • https://ielts-up.com/reading/skimming-scanning.html
• https://www.edutopia.org/
article/9-strategies-getting-more-students-talk /w/ sound practice and information:
• https://www.youtube.com/watch?v=nMB5mX_PGHQ
Participation Points System to Encourage Classroom
Communication. McLachlan Jeffrey, D:
• http://iteslj.org/Techniques/Jeffrey-PointsSystem.html
How to encourage student participation:

• http://busyteacher.org/3933-how-to-encourage-
student-participation.html
Information about roles inside group work:

• https://teachingcenter.wustl.edu/resources/
teaching-methods/group-work-in-class/
using-roles-in-group-work/ Como complemento a los recursos presentes en la
Guía didáctica del docente, puede utilizar los recursos
• http://www.context.org/iclib/ic09/fcl/ existentes en su biblioteca escolar (CRA y digital). Para
esto, se le sugiere pedir asesoría al encargado CRA
de su colegio.
311
Banco de lecturas adicionales Anexo
Peter Pan (part II)

J. M. Barrie
She was already sure that he must be Peter, but it did “It has come off?”
seem a comparatively short name. “Yes.”
“Is that all?” Then Wendy saw the shadow on the floor, looking so
“Yes,” he said rather sharply. He felt for the first time messy, and she was sorry for Peter. “How awful!” she
that it was a shortish name. said, but she could not help smiling when she saw
“I’m so sorry,” said Wendy Moira Angela. that he had been trying to stick it on with soap. How
exactly like a boy!
“It doesn’t matter,” Peter gulped.
Fortunately she knew at once what to do. “It will sew
She asked where he lived.
it on”.
“Second star to the right,” said Peter, “and then straight
“What’s sew?” he asked.
on till morning.”
“You’re so ignorant.”
“What a funny address!”
“No, I’m not.”
Peter had a sinking feeling. For the first time he felt that
perhaps it was a funny address. But she was exulting in his ignorance. “I will sew it on
for you, my little man,” she said, though he was as tall
“No, it isn’t,” he said.
as herself, and she got out her sewing bag, and sewed
“I mean,” Wendy said nicely, remembering that she the shadow on to Peter’s foot.
was hostess, “is that what they put on the letters?”
“It might hurt a little,” she warned him.
He wished she had not mentioned letters.
“Oh, I won’t cry,” said Peter, who was already of the
“Don’t get any letters,” he said proudly. opinion that he had never cried in his life. And he
“But your mother gets letters?” clenched his teeth and did not cry, and soon his
“Don’t have a mother,” he said. Not only had he no shadow was behaving properly, though still a little
mother, but he had not the slightest desire to have creased.
one. He thought them very over-rated persons. “Perhaps I should have ironed it,” Wendy said
Wendy, however, felt at once that she was in the thoughtfully, but Peter, boylike, was indifferent to
presence of a tragedy. appearances, and he was now jumping about happily.
“O Peter, no wonder you were crying,” she said, and He had already forgotten that he owed his happiness
got out of bed and ran to him. to Wendy. He thought he had attached the shadow
“I wasn’t crying about mothers,” he said angrily. himself. “How clever I am!” he said, “oh, the cleverness
of me!”
“I was crying because I can’t get my shadow to stick

on. Besides, I wasn’t crying.”
››
312
››
Wendy was shocked. “You big talker,” she exclaimed, “Do you really think so, Peter?”
with sarcasm; “of course I did nothing!” “Yes, I do.”
“You did a little,” Peter said carelessly, and continued “I think it’s perfectly sweet of you,” she declared, “and
to dance. I’ll get up again,” and she sat with him on the side of
“A little!” she replied with pride; “if I am no use I can at the bed. She also said she would give him a kiss if he
least withdraw,” and she sprang in the most dignified liked, but Peter did not know what she meant, and he
way into bed and covered her face with the blankets. held out his hand expectantly.
To induce her to look up he pretended to be going “Surely you know what a kiss is?” she asked, surprised.
away, and when this failed he sat on the end of the “I will know when you give it to me,” he replied, and
bed and tapped her gently with his foot. “Wendy,” he not to hurt his feeling she gave him a thimble.
said, “don’t withdraw. I can’t help boasting, Wendy,
“Now,” said he, “should I give you a kiss?” and she
when I’m pleased with myself.” Still she would not
replied timidly, “If you please.” She inclined her face
look up, though she was listening eagerly. “Wendy,”
toward him, but he merely dropped an acorn button
he continued, in a voice that no woman has ever yet
into her hand, so she slowly returned her face to
been able to resist, “Wendy, one girl is more use than
where it had been before, and said nicely that she
twenty boys.”
would wear his kiss on the chain around her neck.
Now Wendy peeped out of the bed-clothes.
Glossary
Slightest: smallest
Exulting: feeling pleased
Creased: wrinkled
Sprang: jumped
Withdraw: become distant
Boasting: bragging
313
Reading Activity
1 Find five new words in the text and look up their meaning in the dictionary.
a.
b.
c.
d.
e.
2 What was Peter Pan’s solution to put the shadow in place? What was Wendy’s solution?
3 What did Peter Pan think a kiss was? Why do you think he did not know what the word kiss
meant?
4 How are the stereotypes about boys and girls from the text different from our modern views?
314
Reading and Writing

1 Read the article.
Environmental Issues in my Community 53

A big problem that affects my community is litter. People drop garbage everywhere.
There are empty bags and pieces of food all over my street. Also, people allow their
dogs to make a mess on the sidewalk.
Litter can cause many problems. If it blocks the drains, it causes floods when it
rains. It is also very unhealthy. There are rats and cockroaches on my street, and it
is very smelly in hot weather. Litter takes a lot of time and costs a lot of money
to clear up. In future, when I see somebody drop something
on the floor, I am going to ask him or her to pick it up. So,
don’t drop anything on the street. Neighborhoods look
nicer if they are clean.
2 Read the article and write T (true) or F (false).

a. Litter affects your community.
b. People should not allow their dogs to make a mess of the sidewalk.
c. Litter is unhealthy and also smelly in hot weather.
d. People should not drop garbage everywhere.
315
3 In pairs, think about one environmental problem that affects the community
where you live. Make notes in the table.
What is Who is How does it affect What can

affected? affected? you? we do?
Writing Tip 4 Create a poster that summarizes your results and

Publish present it to the class.
Sharing your work is the
final step of the writing
process. It can be done
in the classroom, on a
bulletin board, in the
school, on a blog, etc.
316
317
Bibliografía
318
319

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TEACHER’S GUIDE Tomo 2

English 7 Susana Vásquez Zúñiga

Javiera Muñoz Araya

EDICIÓN ESPECIAL PARA EL MINISTERIO DE EDUCACIÓN PROHIBIDA SU COMERCIALIZACIÓN

Carolina Osorio Valenzuela

Rommy Strasser Escobar

Orientaciones y estrategias Orientaciones y estrategias

Planificación semestral........................................................ 80 Planificación semestral...................................................... 240

Anexo............................................................................ 150 Anexo............................................................................ 310

Unit 1: Feelings and Opinions

Unit 2: Healthy Habits

Unit 3: Sports and Free-time

que están construidas en base

Inicio Desarrollo Cierre

Orientaciones y Actividades Evaluaciones

Lecturas y recursos Actividades que Evaluaciones que permiten a

Unit 1: Feelings and Opinions.................... 4

Unit 2: Healthy Habits............................ 34

Unit 4: Green Issues.............................. 94

Track 89 Taking attendance

Unidad 3 Sports and Free-Time Activities

Temas/ Objetivos Nº de clases

Demostrar comprensión de ideas generales e información explícita en textos de forma oral.

Unidad 4 Green Issues

Temas/ Objetivos Nº de clases

frases claves, identificar y usar estrategias de comprensión. contaminación.

orales, identificar palabras y frases claves. Participar en interacciones y

Se recomienda ir realizando una correción de las actividades a medida que se

Solucionario Pág 180

Solucionario Propósito y recomendaciones

5. 1. Hi Tony! I want to play some

Luego los estudiantes producirán un texto a partir de los contenidos vistos a lo

Go The name is a verb ending in -ing Swimming

3 Meet a classmate and dialogue.

4 Match these athletes with their thoughts.

BE 23-1-S / W-5-18-E: . MAKE M-A-4-5: .

1 Read the texts and write a, b, c, d or e in their correspondent description.

a. Volleyball Two teams play with c. Tennis It can be an e. Rugby

It is a one-self b. Basketball It is a team d. Golf This is a team

• How old is your character? • Do you like that sport?

4 Transform these sentences into the past simple tense.

b. Sam works hard everyday to obtain his veterinarian degree.

c. It becomes very easy when you explain the subject.

d. My parents study psychology with Dr. Anderson.

e. Raphael and you keep living in Osorno.

2 Read the sentences and answer. Circle T if it is true o F if it is false.

a. Most of young people like surfing on internet. T F

3 Work with a partner. Dialogue.

• Which is your favorite

• Which is better to share

• Do you prefer outdoor

4 Read these past continuous sentences and circle when or while.

d. When/ While I was cycling, the storm started.

Use WHEN to describe a short action usually in past simple,

Age Read a book Go dancing Do yoga Watch Tv Surf on internet

• What do you like doing in your free time?

• Do you eat healthy?

4 Read the sentences and complete with While or When.

Actividad complementaria 1 Lección 5 Actividad complementaria 2 Lección 5

Actividad complementaria 2 Lección 6