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WORKBOOK
Lina Alvarado Jantus
EDICIÓN ESPECIAL PARA EL MINISTERIO DE EDUCACIÓN
PROHIBIDA SU COMERCIALIZACIÓN
INDEX
Unit 1: Exploring traditions . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 2
LESSON 1
A chilean celebration . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 2
LESSON 2
Holidays and celebrations . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 4
LESSON 3
Myths and legends . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 5
LESSON 4
Chile’s national dance . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 7
LESSON 5
Summarizing a legend . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 8
Unit 2: Take care of yourself. . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 9
LESSON 1
How fit are you? . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 9
LESSON 2
Who’s in control? . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 11
LESSON 3
A schoolboy’s journal . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 13
LESSON 4
Help for you! . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 15
LESSON 5
My personal online journal . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 16
Unit 3: Inspiring people . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 17
LESSON 1
Folk heroes . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 17
LESSON 2
People that changed people . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 19
LESSON 3
Florence Nightingale - A woman out of her time . . . . . . . . . . . . . . . . . . . . . . 20
LESSON 4
Who I am. . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 22
LESSON 5
Influential lives . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 24
Unit 4: Different people, different lives . . . . . . . . . . . . . . . . . . . 25
LESSON 1
Experiences in a foreign country. . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 25
LESSON 2
Do you like jokes? . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 27
LESSON 3
Festivals around the world. . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 28
LESSON 4
Top of the pops . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 30
LESSON 5
To my country . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 31
UNIT
Lesson 1
1
EXPLORING TRADITIONS
A CHILEAN CELEBRATION
1 Read the texts about Chilean celebrations. Match them with the name, date, and place of
each celebration.
Target strategy:
Underlining and highlighting
Note key words
Identify specific information
La Tirana
12 – 16th July / North of Chile
We Tripantu
June 23 – 24 / IX Region
Andean Carnival
February / North of Chile
I.
Each year, the Mapuche people wait for the
‘new sun’ to return from the west. The New
Year coincides with the winter solstice, as they
believe that winter brings the renewal of life. A
religious or community chief directs the rituals
that call up to their ancestors.
II.
Each year, nearly 200,000 people descend upon
the tiny town to celebrate this festival. It is
one of Chile’s most important and well-known
cultural festivals. This religious celebration is
based on Chile’s Catholic roots and honors
the Virgin of Carmel, the patron saint of Chile.
Pilgrims, musicians, and dancers dressed in
traditional clothing celebrate day and night
throughout the festival to honor the Virgin.
III.
It is a three-day festival that celebrates the
peaceful mixture of Spanish and indigenous
cultures, as well as Catholic and indigenous
traditions. Chilean, Peruvian and Bolivian
participants come together to celebrate with
elaborated costumes, dance groups and brass
bands, which compete for the favor of
the audience.
2 Read the texts again and answer these questions.
2
a. What does We Tripantu mean?
.
b. Who is the Patron Saint of Chile?
.
c. What does the Andean Carnival celebrate?
.
UNIT 1
3 Complete the sentences with your own ideas.
a. Lorena always studies a lot. However,
.
b. The service at this restaurant is excellent and
.
c. Joseph is a careful driver
.
but
d. Christie loves playing sport
.
e. Anna is a talented music
.
4 Find a sentence in the texts related to each picture (1 – 6). Then look up their meanings in a
dictionary and answer the questions below.
a. When is the winter solstice in Chile?
b. When is the summer solstice in Chile?
c. When can you usually see Chilean pilgrims? Where do they go?
d. What other word can you use instead of roots in this context?
e. What instruments does a brass band include?
f. In what other ocassion do people wear costumes?
g. What other things can be renewed?
3
Lesson 2
HOLIDAYS AND CELEBRATIONS
1 Complete this paragraph about Independence Day in El Salvador. Use the clues in parenthesis and
your own ideas to fill in the blanks.
Target strategy:
Skimming
Independence
Day in my country, El Salvador,
Read quickly without looking
is on September 15th, but the people
at the details and identify the
(80%) start to prepare for it on
main idea, using your
st
May
1
.
There
are
schools and military parades in
background knowledge.
the streets. Each school group
(90%)
divides
: the head of the group marches holding
, the players and dancers, and the students who march
behind the others. The parade is on September 15th.
at
7 a.m., and all the students march while the air force does aerobatics
above the town. After the celebration is finished, we
(30%) go to
. We
(100%) take
two days off. My family and I
(50%)
visit
.
2 Complete the questions starting with How often do you...? and then use the prompts to ask each of
the questions to four other students.
Example: How often do you study?
Student 1
Student 2
Student 3
Student 4
Study
Eat fast food
Do exercise
Visit your grandparents
Have a picnic
3 Choose one of the student’s answers and write a short paragraph saying how often he/she does
each activity.
Make sure to follow the
steps in the writing process
and to check your work with
the Writing box on page 31 of
the Student’s Book.
4
UNIT 1
MYTHS AND LEGENDS
Lesson 3
1 Complete the passage with the past tense of the verbs in parenthesis and your own ideas. Then read
the passage aloud to your partner and compare stories. Report the differences to the rest of the class.
Example: In my story, Helen went to
. In my classmate’s story, she went to
.
Last
, Helen
for
. She
afternoons she
(have) a great vacation. She
(have) classes in the
(do) some sports like
(go)
In the evenings she often
with
On the weekends, they
where they
Helen
They all
(stay) in
and in the
.
or
(watch)
.
(drive) to
(see) some
(meet) a lot of
. All the
in her class
(promise) to come back
and
. They
(visit)
.
(learn)
(be) sorry to go home.
.
2 Look at the pictures. Use the clues and the verbs in Exercise 1 to write what these people did.
a. My friends and I / math / yesterday:
b. Peter / a big sandwich / for lunch:
c. Joanna / an interesting book / last month:
d. Brenda and Tom / the zoo / last week:
e. Gustave Eiffel / the Eiffel Tower / in 1889:
f. Liza / an e-mail / in the morning:
g. My father / this painting / he was young:
h. My mother / my sister / last Monday:
5
3 Write about you. Complete this paragraph about what you did yesterday.
Date
.
at
Yesterday, I
and I
In the morning, I
I
and then I
at
.
. After lunch, I
.I
In the evening I
.
and I
.
at
.
4 Read the paragraph within your group. Compare your activities.
5 Answer this quiz in your group.
a. Write the verbs in parentheses in the Past Simple tense. Your group scores one point for each
correct verb form.
b. Circle one option. Your team scores one point for each correct choice.
Points
Questions
1. Pablo Picasso
(be) born in Spain / France / Italy.
2. The Second World War
(begin) in 1935 / 1939 / 1945.
(live) most of his life in
3. Pope Francisco I
Rome / Santiago / Buenos Aires.
4. John F. Kennedy
when he was 33 / 43 / 53.
5. The English king Henry VIII
wives.
6. J.R.R. Tolkien
(make) films.
7. Man
1969 / 1979.
6
UNIT 1
(become) president of the USA
(have) two / four / six
(write) books / (paint) pictures /
(go) to the Moon for the first time in 1959 /
Lesson 4
CHILE’S NATIONAL DANCE
1 Complete the table.
Adjective
Adverb
Adjective
angry
loud
bad
nervous
careful
normal
comfortable
quick
fast
quiet
good
sad
happy
slow
hard
successful
Adverb
2 Complete the sentences with the past tense of the verbs and the correct form of the words in
brackets.
(not do) very
a. I’m sorry, but you
b. You should try to act
c. Please speak
d. You really shouldn’t speak too
e. She
f. We
(work) really
g. Ben
(start) shouting
h. You should do that
(good).
(normal).
(quiet).
(fast).
(succesful / finish) the course.
(hard) all week.
(angry).
(careful).
3 Write questions and answer using the clues provided.
Example: How do they act? (good)
They act well.
a. How / Daniel /speak (loud)
b. How / the students / behave (nervous)
c. How / the turtle / move (slow)
d. How / my little sister / laugh
e. How / Laura / sing (bad)
f. How / you / feel (comfortable)
7
Lesson 5
SUMMARIZING A LEGEND
The Navel of the Earth
Target strategy:
As you read, identify the main
ideas in the text.
A long, long time ago, Hotu Matua, the king of the Maori territory, decided to migrate with his
people to an island in the middle of the ocean. When they landed, Hotu Matua called the island
Te Pito O Te Henua, which means Navel of the Earth.
After exploring the island, Hotu Matua organized his people, the Hanau Momoko (Thin People)
in twelve clans. They then built the village of Hanga Roa.
Some years later, a second group of people arrived in the island, the Hanau Eepe (Big People) and
forced the Thin People to carve big stone statues called Moai. These statues were representations
of their ancestors and were built standing on large stone platforms called Ahus.
For many years, the Thin People worked for the Big People extracting stone, carving moais
and transporting them for many kilometers to the platforms, until the day when they rebelled
against them and killed them all. After this, they went to live in the village of Orongo, on the
Rano Kau volcano.
2 Underline the main events in the text.
3 Write the summary of the story and read it aloud to your classmates. Follow the model and
instructions on Pages 30 and 31 of the Student’s Book.
Make sure to follow the
steps of the writing process
and to check your summary
with the Checklist on Page 31
of hte Student’s Book.
8
UNIT 1
TAKE CARE OF YOURSELF
UNIT 2
Lesson 1
HOW FIT ARE YOU?
1 Write the verbs in the box in the right place of the word web.
play listen to write watch
the newspaper
television
read
soccer
the radio
a letter
visit
friends
2 Write a sentence for each of the verbs (6) and related words that appear in the previous task.
9
3 Which of these sentences are true for you?
a.
I read the newspaper every day.
b.
I play soccer twice a week.
c.
I watch television three times a week.
d.
I never write letters.
e.
I visit friends every week.
f.
I go swimming once a week.
4 Write five questions about habitual activities. Use How often... and the words in Exercise 1.
a.
.
.
b.
.
.
c.
.
.
d.
.
.
e.
.
.
5 Ask your partner the questions in Exercise 4. Take notes of his / her answers.
6 Write a paragraph about your partner’s habitual activities. Read it aloud to your classmates.
(His / her name)
,
.
Make sure you follow the
steps in the writing process:
Organizing
Drafting
Editing
Writing
Publishing
10
UNIT 2
Lesson 2
WHO’S IN CONTROL?
1 Write the correct pronouns that correspond to each phrase.
Possessive pronoun (It’s ___.)
Indirect object pronoun (Give it to ____.)
It belongs to Susan.
It belongs to Brian.
It belongs to my parents.
It belongs to our family.
It belongs to me.
2 Rewrite the underlined phrases using a possessive pronoun.
a. It isn’t my car.
It isn’t
b. You can’t take it. It isn’t your money.
.
.
c. Those are Debbie’s books.
Those books are
d. I like my new jacket, but I don’t like Tom’s new jacket.
.
.
e. My mother found her passport, but she didn’t find my father’s passport.
.
f. I recognize that voice. It’s my mother’s voice.
.
3 Look at the example and rephrase the sentences in a similar way.
Example: This silver watch belongs to my grandfather.
This is his silver watch.
It is his.
a. This photo belongs to my mother.
.
b. This dog belongs to our neighbors.
.
11
4 Look at the pictures and use the visual clues to complete what these people are saying. Use object
pronouns (me, you, us, etc.).
a. What a great movie,
I
!
b. Your eyes are really beautiful.
I
.
c. There’s too much noise.
Can
?
d. A. Look! There’s the hummingbird!
B. Where? I can’t
!
5 Read this dialog. Fill in the blanks with a possessive pronoun (mine, yours, his, hers, etc.) or an object
pronoun (me, you, him, her, etc.).
Sara and Daniel: Dad, can you take
to the cinema, please?
Dad:
Ok, what time?
Sara:
The film starts at 7. Veronica, a friend of
Dad:
Ok! I hope she doesn’t live very far!
Sara:
Oh, she does! But don’t worry; she’s staying at a friend’s house, not at
Dad:
Okay. And you Daniel, do you need anything?
is coming too, can we pick
Daniel: No, thanks. My friend Carlos talked to his aunt, and she’s going to take
12
UNIT 2
up?
. It isn’t far.
.
A SCHOOLBOY’S JOURNAL
Lesson 3
1 Have a quick look at the text below. What kind of text is it?
Target strategy:
a. A newspaper article.
b. Tips in a teenagers’ magazine.
c. A doctor’s prescription.
d. An advertisement.
Yes!
w Plan your time carefully. Good time
organization helps you learn fast and well.
w Plan your school work step by step, with
deadlines that are possible to achieve. This
will give you more self-esteem.
w Make a study timetable three weeks before
your exams, and leave free time to relax and
have fun.
w Have a short break every 45 minutes while
you study. Stand up and walk around, you’ll
feel more awake!
w Prepare a week’s plan with all your activities
(school, meals, study, fun, etc.). You will see
where you are wasting time that you can use
to study or read.
w Revise little and often (every day, every two
days, every three days).
Understanding the text
structure
Making connections
No!
w Don’t study for hours the day before your
exams! You will feel tired and your brain
won’t work well.
w Don’t study for a long period without
breaks. You will not remember information
very well.
w Don’t worry too much. You will feel more
stressed and anxious and will not learn well.
w Don’t try to learn a lot in a short time.
w Don’t try to solve problems by yourself, ask
for help.
Adapted from: (2010, September). Back to school.
Just for teens magazine, 9/10, 14-16.
2 Match the actions in Column A (a – d) with their consequences in Column B (i – iv).
A
a.
b.
c.
d.
Make a timetable.
Have short regular breaks.
Study the night before.
Worry too much.
B
i. You’ll feel anxious.
ii. You’ll feel more awake.
iii. You won’t remember information well.
iv. You’ll have time to relax, have fun, and study.
13
3 Add two more recommendations like the ones in the text.
a.
.
b.
.
4 What future intentions would you express in these situations?
a. You have been studying for three hours without pause.
.
b. You think you don’t have time for all your activities.
.
c. You have many things to study.
.
d. You feel stressed and anxious before each test.
.
e. You don’t understand the exercises very well.
.
5 How do these people feel? Put the tiles together to form complete sentences and then find the
correct word to describe their feelings.
angry confused happy sad scared stressed
My brother feels
when he heard his
uncle was very sick.
Andy was
when he hears
noises at night.
14
UNIT 2
I was very
as he didn’t know
what to do.
about her exams.
She’s very
when I heard the
good news.
Tom felt
Sandra’s really
ne
because someo
.
stole her bag
Lesson 4
HELP FOR YOU!
1 Complete the dialogs with phrases from the box.
get rid of sort of What’s the matter with got a point
i. A: Hey! You look sad! ____________ you?
B: My girl / boyfriend doesn’t want to see
me any more!
ii. A: My mother says the music is too loud and
I think she’s ____________; my ears hurt!
B: Yes, mine too!
iii. A: Have you finished your homework?
B: Well, ____________. I couldn’t do all
the exercises.
iv. A: We must ____________ these clothes.
We never wear them!
B: OK, but please let me keep this sweater.
2 Rewrite these sentences using must, can / could or can’t.
a. It’s an obligation to do the homework every day.
.
b. It’s possible that you study with a classmate.
.
15
Lesson 5
MY PERSONAL ONLINE JOURNAL
1 Read these posts in a forum. Complete the first two columns of the table.
Target strategy:
Identify specific information
Posted by:
Angelthebest13
Member since: April, 2013
Status: Offline
Posts: 38
I always have a pen and paper with me because I like writing everything
down. If the teacher writes a word on the board, I always copy it down in
my notebook. And I like English grammar, really! I often do extra grammar
exercises at home. My friends think I’m crazy. But I’m not good at speaking
English. In the future I’ll definitely speak more in class at school and I’ll try to
meet some English or American friends to chat on the Internet.
Posted three days ago.
Posted by:
Prettycandy1145
Member since: June, 2013
Status: Offline
Posts: 32
I don’t study much at home, but I’m lucky because I have a very good
memory. I can remember words and expressions and new vocabulary
that we do in class. The problem is I can’t pronounce them. My
pronunciation is not very good. I think English pronunciation is very
difficult. So in the future I’m going to listen to stories and songs, and
I’ll repeat dialogs at home. That’s good practice for pronunciation.
Posted five days ago.
Angelthebest13
Prettycandy1145
You
Good at
Bad at
2 Think about your own situation and complete the third column of the table in Exercise 1.
3 Use the information in the table to write a short post about yourself. Follow the models in Exercise 1.
4 Tell your classmates about your intentions. Listen to them and make a list of good ideas to become a
better learner of English.
Make sure you follow the
steps of the writing process on
Page 58 of the Student’s Book.
16
UNIT 2
UNIT 3
Lesson 1
INSPIRING PEOPLE
FOLK HEROES
1 Life isn’t the way it used to be. Complete the comparative chart telling what the people used to do
in the past.
In the past...
Now...
a.
People drive cars.
b.
People read by electric light.
c.
People cook in microwave ovens.
d.
People travel in jet planes.
e.
People use washing machines.
f.
People use word processors and computers.
g.
People send e-mails and instant messages by cell phones.
2 What is wrong in this picture of a classroom 200 years ago? Write sentences and then read them to
your partner. Follow the example.
Example: 200 years ago, people didn’t use to... They used to...
17
3 Read the words in the box aloud. Identify the pairs that ryme and circle each pair with a different color.
become
key
sand
dice
drums
king (2)
shield
string
me
own
sing
wait
eyes
singing
wind
field
plate
ringing
stand
word (2)
in
streets
world (2)
4 Read the lyrics of this famous song and complete it with words from the box. Then find the song on
the Internet, listen to it, and check.
Viva La Vida
By Coldplay
I used to rule the
Seas would rise when I gave the
Now in the morning I sleep
Sweep the streets I used to own.
For some reason I can’t explain
Once you go there was never
Never an honest
And that was when I ruled the
I used to roll the
Feel the fear in my enemy’s
Listen as the crowd would
“Now the old king is dead!
Long live the
!”
It was the wicked and wild
Blew down the doors to let me
Shattered windows and the sound of
One minute I held the
Next the walls were closed on
And I discovered that my castles
Upon pillars of salt and pillars of
Revolutionaries
For my head on a silver
Just a puppet on a lonely
Oh, who would ever wanna be
I hear Jerusalem bells are
Roman Cavalry choirs are
Be my mirror, my sword and
My missionaries in a foreign
People couldn’t believe what I’d
.
.
5 Answer these questions.
a. What did the singer use to do?
b. How did the singer’s enemies use to feel?
c. What does the singer do now?
18
UNIT 3
.
.
?
Lesson 2
PEOPLE THAT
CHANGED PEOPLE
1 Did you know that some of the most famous inventions were created by kids? Read these texts and
complete the table.
The Popsicle
In 1905, 11 year-old
Frank Epperson
left a mixture of pow
dered soda,
water and a stick in
a cup on his porch
overnight — and it w
as a cold night.
He woke up the next
morning and it
was a frozen delicac
y on a stick.
He initially called it
was so popular with
the ‘Epsicle’, and
the other kids at scho
ol
th
at he got a patent on
it in 1923 and then so
ld the rights to a big
company.
Braille
Louis Braille invented Braille, an alphabet using raised
dots, at the age of 15. Before that, each letter was
raised and to read, one had to feel out each letter.
The books were heavy and took a long time to read.
Braille was actually born with sight but became blind
at the age of three, after an eye injury. At the age of
10, he entered the Royal Institute for the Blind in Paris
and five years later, invented Braille.
Target strategy:
Identify specific information
Adapted from: Best Kids Inventions – Amazing Ideas. (n.d). Retrieved May 8, 2013 from Best Kids Inventions http://www.squidoo.com/kids-inventions
Invention
Inventor
Age
Year
2 Read the texts again. Answer these questions.
a. What was Epperson’s invention initially called?
b. When and why did Louis Braille become blind?
.
.
19
Lesson 3
FLORENCE NIGHTINGALE,
A WOMAN OUT OF HER TIME
1 Read this poem written in honor of Florence Nightingale. What are the
similarities and the differences with the text in Lesson 3 of the Student’s Book?
Target strategy:
Make text-to-text connections
Compare / contrast
Florence Nightingale
A poem for kids
Long ago there was a soldier
Fighting in a war.
His name was Bert, and he got hurt,
His leg was very sore.
The rats saw that she meant business
And ran away in fear.
Then Florence smiled and Bertie said,
“I’m really glad you’re here.”
They took him to a hospital
And put him in a bed.
They hoped he would get better but
He got much worse instead.
She gave him a nice clean bandage
And ointment for the pain.
And it was not too long before
Bertie felt well again.
It was a nasty, smelly place
Everything was dirty The floors, the beds, the bandages,
Poor old injured Bertie.
Florence Nightingale was the best
Nurse there had ever been.
But she did so much more than just
Keep one hospital clean.
Onto the bed jumped three big rats
They laughed at Bert and said
“We’ll give you a nasty disease
And soon you will be dead.”
She wrote great books about nursing
And opened up a school.
She made it seem like being a nurse
Was really, really cool!
Poor Bert was very scared indeed,
The rats were right, he feared.
He thought that he was going to die
But then, a light appeared.
Nowadays all of us can thank
The lady with the lamp
That hospitals are clean and fresh
And not dirty and damp.
It was a lady with a lamp
Called Florence Nightingale.
She took one look at the rats, and
Picked them up, by the tail.
Nowadays we think cleanliness
Seems like just common sense
But it would have all been different
Were it not for Florence.
“No rats allowed in here,” she said
“On this I’m quite determined.
From now on this place will be kept
Clean, safe, and de-vermined.”
Taken from: Perro, Paul. (2008) Florence Nightingale. Retrieved April 9, 2013, from http://www.history-for-kids.com/florence-nightingale.html
20
UNIT 3
2 Read the poem again and answer these questions.
a. Who was Bert and what happened to him?
.
b. What was the hospital like? How do you know that?
.
c. Why were there rats in the hospital?
.
d. What did Florence do with Bert? Where can you find this information in the poem?
.
e. What other things did Florence do in her life? Underline the information in the poem and write.
.
3 Complete the table with information from the poem.
Hospital characteristics
In the past
4 Write a short paragraph about what the poem says.
This poem talks about...
Nowadays
Make sure you follow
the steps of the writing
process
21
WHO I AM
Lesson 4
1 What personal qualities do you think are important in the following people?
a. A close friend
b. A boy / girlfriend
c. A parent
d. A grandparent
e. A classmate
f. A brother / sister
sensitive
thoughtful
reliable
tolerant
independent
honest
lively
ambitious
2 Ask a partner to answer this questionnaire about personality.
Yes
No
Do you like people?
Do you always tell the truth?
Do you work hard?
Do you enjoy jokes?
Do you understand difficult things easily?
Do you help other people?
Do you like parties?
Do you always do the homework?
3 Find an adjective in the box for each answer in your questionnaire.
boring
funny
lazy
clever
dishonest
hard-working
self-confident
friendly
honest
serious
shy
kind
unkind
4 Write a short description of the classmate you interviewed.
is
,
. He / she likes
like
22
UNIT 3
.
, and
and he / she doesn’t
5 Read what these people were doing last Tuesday at ten o’clock in the morning. Identify their jobs.
Last Tuesday in the
morning, I was teaching
Math to a group of
students.
I was picking
up the phone and sending
e-mails. I was also
organizing a meeting.
a.
b.
I was playing the
guitar and creating
a song.
I was operating
a patient.
c.
d.
6 Look at these photos for 30 seconds and then close your book. Can you remember what these
people were doing yesterday in the afternoon? Tell your partner.
Example: Ben was playing computer games.
Ben
Sofía and Francisco
Paulina
Manuel
Alicia
7 Answer these questions. Then, compare your answers with a partner.
a. What were you doing today when your alarm clock went off?
b. What was your best friend doing yesterday at this same time?
c. What were you doing when the earthquake of 2010 happened?
d. What were your parents doing when the earthquake happened?
23
Lesson 5
INFLUENTIAL LIVES
1 Interview an adult in your family. Ask him / her about the most important events in his / her life and
write notes.
2 Use your notes to make a timeline of his / her life. Follow the model on Page 89 of the Student’s Book.
3 With your notes from the timeline, write the biography of the person you interviewed. Follow the
instructions on Page 88 of the Student’s Book.
Follow the steps of the
writing process.
Check with the list in the
Writing box on page 89 of the
Student’s Book.
4 Correct your work with the checklist on Page 89 of the Student’s Book and write a final version of
the biography.
5 Read the biography aloud to your classmates.
24
UNIT 3
DIFFERENT PEOPLE,
DIFFERENT LIVES
UNIT 4
Lesson 1
EXPERIENCES IN
A FOREIGN COUNTRY
1 Choose adjectives from the box to compare the elements in each picture. Write sentences
expressing the comparisons.
good
cheap
dangerous
difficult expensive
high
old short
beautiful
ugly
bad
2 Read how these people describe themselves. Are the statements below (a – d) true (T) or false (F)?
I am not a short girl at all. I
am brilliant at athletics and
arts, but not good at math
and languages.
Diana
a.
Justin is taller than Diana.
b.
Diana is a better athlete.
c.
Justin is better at languages.
d.
Diana is better at arts.
I am not a tall boy at all.
I like math, biology and
science and I am very good
at each of them. I like arts
but I am not good at it.
Justin
25
3 Look for information about Ireland and Chile. Complete the maps.
4 Use the information in Exercise 3 to write complete sentences comparing Chile and Ireland.
5 Look for information about another country. Complete the data:
Area:
Population:
Temperature:
Annual rainfall:
6 Write two additional sentences comparing Chile and the country you chose.
26
UNIT 4
DO YOU LIKE JOKES?
Lesson 2
1 Write the phrases in the boxes in the corresponding column of the table.
Can you give me a hand with…?
I’m afraid I’m busy now.
Certainly!
It’s fine.
Can you help me with…?
It’s no problem.
Asking for help
I’d really like to, but...
Of course!
What do you need?
Would you be so kind to…?
I’m really busy.
Is there anything I can do…?
What can I do for you?
I’m sorry, I can’t.
Feel free to ask me.
Can you…?
Sure!
Do you need some…?
All right!
OK
Indeed!
Could you…?
Offering to help
Refusing to help
2 In pairs, imagine a situation in which you have to ask / offer / refuse to help and write a short
conversation using some of the phrases in Exercise 1. Then practice and role-play the conversation in
front of your classmates.
A:
?
B:
?
A:
!
B:
?
A:
.
B:
!
27
Lesson 3
FESTIVALS AROUND THE WORLD
1 Find information about the items mentioned and complete them using the correct form of the
adjectives in brackets.
a. Mount Everest is
. (high)
b. Cheetahs are
. (fast)
c. The Amazon is
. (long)
d. Mercury is
. (close)
e. The Sahara desert is
. (big)
2 Look at the table and ask questions to your partner about James, Anne and Carol. Then answer your
partner’s questions.
Age
Height
Weight
James
14
1.80
82 kg
Anne
13
1.65
62 kg
Carol
15
1.60
55 kg
a. Who is the
?
b. Who is
?
c.
?
d.
?
3 Write four questions about Chile using superlatives. Ask the questions to your partner and find out
how much he / she knows about the country.
a.
b.
c.
d.
28
UNIT 4
4 Have a look at these bicycle ads. Complete the conversation between Dan and the salesclerk using
the superlative form of the adjectives in parentheses. Then, write the bicycle model they are talking
about in each case.
Clerk: Can I help you?
Dan:
. I want to spend between
Yes, I’m looking for a
What’s
(good) bike you have
Clerk: Well, there are
That’s the
Dan:
(cheap) is the
.
.
is the
Clerk: That’s
?
.
It sells for only
Dan:
.
(expensive)?
. It’s on sale for
.
(low) price in town.
How are the bicycles different?
Clerk: Well,
Dan:
Clerk: Yes, and it’s also
(small).
.
.
5 Practice and role-play the dialog in pairs.
29
Lesson 4
TOP OF THE POPS
1 Imagine you are interviewing your favorite music star. Find information to complete the fact file and
stick a photo.
Name:
Age:
Type of music:
Musical instrument:
Photo
Pets:
Brothers / sisters:
Favorite sport:
2 Write questions about the information in the fact file.
3 Put the questions and answers together and write the interview in your notebook. Practice the
interview with your partner.
4 What were these people doing when this picture was taken? Write sentences.
30
UNIT 4
TO MY COUNTRY
Lesson 5
1 Read the poem Colors. Label its parts according to the information on Pages 116 and 117 of the
Student’s Book.
Target strategy:
Analyzing text structure.
Colors
By Erin
Red is the color of anger,
welling up inside of me.
Orange is the color of fun,
and all my happy energy.
Blue is the color of calm and cool,
like swimming in a summer pool.
Purple is the color of arty ideas,
crayons and pencils and paint.
Yellow is the color of the sun,
which makes me feel happy and warm.
Green is the color of giggles and laughs,
midnight feasts in a boarding school dorm’.
Pink is the color of blushing and happy,
love and kisses and all stuff that’s sappy.
Colors describe how we feel every day,
so listen to colors.
They’ll help you find your way.
Taken from: (2005). Colors. Retrieved May 9, 2013, from Poems by Erin. http://www.loriswebs.com/youngpoets/erinl.html
2 How many rhymes can you identify in this poem? Underline them using different colors.
3 Reflect on what you feel about your favorite colors. Complete these sentences with your own ideas.
a.
is the color of
,
b.
is the color of
,
c.
is the color of
,
d.
is the color of
.
4 Choose one of the colors you chose in Exercise 3 to write an acrostic poem. Follow the instructions.
a. Brainstorm a list of words or phrases that remind you of your topic word (the
color). Some of them may start with the letters in your word.
Example:
Blue is the color
b. Use the words in point a. to help write your acrostic poem. Each line should
begin with a letter from the color you chose.
Like the sky
c. Review your poem and check spelling. When it is ready, recite it in front of
your classmates or post it on your class blog.
Everynight
Under the stars
31
2015 © Ediciones Cal y Canto
Travelers 8º básico Workbook Reedición
Nº de Inscripción: 233.260
ISBN: 978-956-339-192-3
Original text
© Lina Alvarado Jantus.
Teacher of English
Instituto Profesional Chileno-Británico
Original illustrations
© Ediciones Cal y Canto Ltda.
Design
© Ediciones Cal y Canto Ltda.
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English Editor
Design
Cover Design
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Photos
2014 © Ediciones Cal y Canto
Travelers 8º básico Workbook
Nº de Inscripción: 233.260
ISBN: 978-956-339-138-1
ISBN PACK: 978-956-339-166-4
Original text
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Design
Jorge Muñoz Rau
Lina Alvarado Jantus
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© Lina Alvarado Jantus.
Teacher of English
Instituto Profesional Chileno-Británico
© Ediciones Cal y Canto Ltda.
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