teens club

Transcription

teens club - ediciones rb

ET
KL
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BO OO
G B
IN RK
A D WO
RE &
Inglés
+
TEXTO DEL ESTUDIANTE
º
Medio
TEENS CLUB
ISBN PACK: 978-956-8694-35-7
ISBN: 978-956-8694-27-2
INGLÉS 1º Me d io
Lina Alvarado Jantus
9 789568 694357
9 789568 694272
PEFC/29-31-75
EDICIÓN ESPECIAL PARA EL MINISTERIO DE EDUCACIÓN
PROHIBIDA SU COMERCIALIZACIÓN
EDICIÓN ESPECIAL PARA EL MINISTERIO DE EDUCACIÓN - PROHIBIDA SU COMERCIALIZACIÓN
Inglés
º
Medio
TEENS CLUB
Lina Alvarado Jantus
Teacher of English
Instituto Profesional Chileno-Británico
Este libro pertenece a:
Nombre:
Curso:
Colegio:
Te lo ha hecho llegar gratuitamente el Ministerio de Educación a través del establecimiento educacional en el que estudias.
Es para tu uso personal tanto en tu colegio como en tu casa; cuídalo para que te sirva durante todo el año.
Si te cambias de colegio lo debes llevar contigo y al finalizar el año, guardarlo en tu casa.
DISCOVER YOUR BOOK
TEEN LIFE
UNIT
Yaritza, 15, Brazil.
“Of course I feel Brazilian, but I
also feel like other teens throughout
the world. I can see we are similar when
we chat on the Internet. We share the
same feelings, and talk about the
same topics”.
TEEN LIFE
In this unit you will:
• read posts of a Student Forum chat.
• read poems.
• listen to an interview.
• listen to poems.
Listening
• discriminate between correct and incorrect
information.
• identify correct sequence.
• differentiate sounds.
• find general and specific information.
• identify collocations.
Speaking
• exchange information about personal interests
and preferences.
• Recite a poem about teen life.
You will learn how to:
Reading
• identify cognates.
• infer meaning of words in context.
• locate and match information.
Writing
• write a personal introduction to a forum chat.
• complete a poem.
Language
• use linking words.
• use the Present Continuous for future plans.
James, 14, England.
“Nowadays, teenagers are the
same throughout the world. We are
inspired by the same things and love
doing the same activities. I don’t think
a Chinese teen is different at
all from me”.
Atzuko,
14, Japan.
“My identity is not in my nationality,
It is in my art. I’m studying art at an
American school and I feel like the
rest of my classmates”.
You will also:
• develop respect for and acceptance of age,
and social and cultural diversity.
• assess the importance of English as an
international communication tool.
GETTING READY
Ludvik,
15, Czech Republic. “My
national identity is very important to
me, although I see myself more as a
European or a “westerner” teen.
1 Read what young people say about being a teenager. Do you agree?
2 Discuss with your partner. What does being a teenager mean to you? Make some notes.
3 Copy this chart into your notebook. Interview six of your classmates about their interests and
preferences and enter the information in the chart. Present the results for each item in a graph
(pie chart or bar graph).
Classmate’s name
Music
Free Time
Sports
Art
Carmen, 14, Chile.
Identity? No, I don’t feel different
from teenagers from other parts of the
world. I wear the same clothes; I like and
do the same things. So, why do I have
to feel different?
7
6
TEEN LIFE
BEFORE YOU START
be
4 You are going to read two poems written by teenagers. What do
you think teenagers usually write about? Why? Explain.
take
have
fly
LISTENING
parents? Why? What do you think you can do to solve these
problems? Share with your partner.
1 Read the list of predictions for the year 2050. Complete them with will / won’t and the verbs
in the boxes.
TEEN LIFE
3 Answer these questions.Do you have any conflicts with your
TEENAGE TALK
LESSON 1
GETTING READY
Some interesting pictures to
provide a setting and some simple
exercises to activate your previous
knowledge. You can also examine
the objectives of the unit here.
5 Read the words in the Key Word Spot. Look up their meaning in
a dictionary.
travel
READING
13
• folks
• fume
• mean (adj.)
• swear
• unfair
• utterly
• Cars
• Everyone
mobile phones, even young children.
They’ll leave their room a mess
And give cleaning it a miss,
But yes, I must confess
also doing this.
They think their folks are ancient,
them
And utterly unfair, the result is to ignore
Before they start to swear.
Their music cracks the ceiling,
15 And makes their parents fume,
reeling
always
Emotions
And more time in their room.
Being a teen may be pretty bad,
But from experience I can tell,
It’s much worse for mum and dad;
For them it’s living hell!
Example: What is Jerry going to do on Wednesday?
He is going to go to the theater with Bob.
10 To
Beth
JERRY
Visit &grandma
Play tennis with Linda
Meet Cristina
Meet Cristina
Gym &at 5:30
Theater with Bob
Dentist at 4:00
First &driving &lesson
Study Math with Beth
8
Study Math with Jerry
What is Jerry going to do on Monday?
What is Beth going to do on Thursday?
What are Jerry and Beth going to do on Tuesday?
What is Beth going to do on Wednesday at 5:30?
What are Jerry and Beth going to study on Friday?
A
• look
• play
• talk
• wear
Getting Older
When you cannot find your pencil
And your purse has gone astray;
When you’re feeling rather tired
For it has been a hectic day.
When the morning comes too quickly
And you just can’t cope with rush;
When everyone is shouting
And you’d rather have some hush.
Perhaps you’re getting older,
10 For this happens, we are told,
But no, this isn’t how it is;
You’re only thirteen years old!
5
1
READING
The tasks will help you develop strategies to
improve your understanding of written texts.
1 Find information about someone you know that has a very unusual life. How is this person similar
or different to you? Make a list of similarities and differences and share them with your partner.
14 Read this interview and complete the paragraph about this extreme teen fashion. Then,
answer these questions.
a. What's your opinion about this fashion? Do you like it? Why? Why not?
b. Do you think it's OK to accept these kind of differences in people? Why? Explain.
Sonia: My mother thinks it is awful. She doesn't like
the way I look or dress.
Interviewer: Do you spend a lot of money on your
READING: TWO CULTURES
You have finished Unit 1! Answer the questions, and then, take some
time to reflect on what you have achieved. Evaluate yourself, checking
(✔) always, sometimes or never, according to your knowledge.
15
2
a. On weekends, we usually
b. My best friend lied to me, but
and
c. I like
Skills
.
.
.
Always
or
Sometimes
.
.
.
Never
questions.
a.
b.
c.
d.
e.
the
24
5 pts.
Where do they live?
What do they do after school?
How does Bao-Yu get to school?
What time does Kenny get up?
Who is his favorite singer?
UNIT 1
UNIT CHECK
A formal test at the end of the unit to evaluate
your progress and help you discover what you
need to revise.
Never = 0
Sometimes = 1
Always = 2
6 - 9 = Not too bad, but there are
areas where you still have
problems
Identify them and ask your teacher
and / or a classmate for help.
Listening
· discriminate between correct and incorrect
information
· distinguish sounds
10 - 13 = You are doing fine, but
you can certainly do better.
Get together with a classmate and
review your weak points.
Speaking
· exchange personal information about future
arrangements
· ask and talk about personal interests and
preferences
14 - 16 = Congratulations! Great
progress. You may look ahead to
the new unit and help the
classmates who need assistance.
Writing
1 Read the information about these two teenagers and answer the following
Use this clue to work out
your score
If you get:
0 - 5 = Watch out! You must look
back and review the whole unit.
Ask help from your teacher or a
partner.
Reading
Hi, Bao-Yu! My name is Kenny. I am fourteen years old
and I live in Seattle, in the USA. Wow, your life is
really different to mine. I always get up at 7 in the
morning on weekdays. I have eight classes a day.
I like to play basketball, video games and see my
friends. What about music? Who's your favorite
singer? I really like rap music - Snoop Dogg is my
favorite singer.
,
YOUR ENGLISH IN ACTION
These attractive and entertaining activities
will motivate you to study and put into
practice what you are learning.
ing
2 I can express additional, alternative, and contrasting ideas.
· extract specific information
.
UNIT 1
structure Present Progressive.
a. My brother
b.
c.
· identify cognates
clothes?
Sonia: Yes. I love shopping for clothes and make-up,
and I spend a lot of money at the hairdresser's, so
very dark suntan.
I have a weekend job in a supermarket.
Interviewer: Can you describe what you are
wearing?
tank
pink
a
with
Sonia: I'm wearing a pink miniskirt
top and knee-high suede platform boots. I am
wearing false eyelashes, white eye shadow, some
glitter on my cheeks and pink lipstick.
Interviewer: Why did you start dressing like this?
Sonia: My best friend started to dress like this and
I thought she looked really cool.
Interviewer: What do your parents think?
22
TEEN LIFE
FINAL REFLECTION
Hi! My name is Bao-Yu. I want to make friends with people
all over the world. I live in Shangai, in the east of China. I'm
15 years old and I live with my parents. I don't have any
brothers or sisters.
On school days, I always get up at 6 a.m. I take the subway
to school and usually meet my friends on the train. We
have six classes a day.
After school, I often go to my sports club where I do judo
and play baseball and tennis. When I get home I do two
hours of homework and then I usually watch TV. I also like
reading. On the weekend, I meet my friends and I go
shopping. Sometimes we go to the park and play baseball.
Tell me about you! What is your life like?
go / movies
tired / homework
Spanish / math
sports / disco / friends
jeans / sneakers / jacket
skating / going to parties / doing sports
Sonia´s favorite clothes and accesories are
,
and
.
, but her mother
She likes them because she thinks she
way she
.
To get money to buy her clothes and accessories, she has
LISTENING
The tasks will help you develop strategies to
improve your understanding of oral messages.
1 I can write three sentences expressing future plans with the
the class.
B:
B:
B:
B:
B:
B:
11
UNIT CHECK
2 Use these prompts to write a complete interview. Then, role play it with your partner in front of
Interviewer: How old are you, Sonia?
Sonia: I'm 15 years old.
Interviewer: I understand you are a 'ganguro girl';
what does that name mean?
Sonia: It means 'black face girl' because I have a
4
a. Where does Danny live in Chicago?
b. What does Danny usually do in his free time?
c. What are his favorite school subjects?
d. Is Danny's life similar to your life? Why? Why not?
17
YOUR ENGLISH IN ACTION
3
3
2
10 Answer these questions.
8
6 Read the poems quickly and check (✔) your predictions in Exercise 4.
BEFORE YOU START
Short activities to activate previous knowledge
and to deal with the starting point for the
activities that will follow.
what / Friday evening?
you / feel / right now?
what / favorite subjects at school?
you / do / next summer?
you / wear / tomorrow?
you / like / with your friends?
B
• about music
• a nice jacket
• for a girlfriend
• the drums
1
UNIT 1
A:
A:
A:
A:
A:
A:
• I can identify
correct words.
10 Listen again and match the verbs in list A with the phrases in
list B. Then, identify the correct picture for each collocation.
Happy, sad, sleepy, mean,
Feelings often change,
A common act of a typical teen,
I find it rather strange;
them a text.
5 Talking to a friend, or sending
think of next?
They talk for hours on end, what’ll they
vacations in space.
Reflection Spot
• I can predict
information from
pictures.
Danny usually listens to music with his friends / mates.
He is reading Amazing Birds / The Amazing Life of Birds.
All the girls like older / younger boys.
He’s fed up with work / homework.
He’s spending one week / two weeks with his cousins.
1
2 Read Jerry’s and Beth’s diaries and answer these questions about their plans for the week.
a.
b.
c.
d.
e.
10 Listen to the interview again and identify the alternative
you hear.
Complaints
by spaceship.
• People
6
7
security cameras everywhere.
.
• People
10 Listen to the interview with Danny Evans, a typical teenager,
and check your predictions in Exercise 3.
a.
b.
c.
d.
e.
PREDICTIONS FOR 2050
• There
5
Key Word Spot
· introduce yourself to a Student Forum Chat
· write a personal profile
Not sure about something? Look back through the unit again.
Write two things you can do to improve your performance.
a.
b.
.
.
27
FINAL REFLECTION
Guided analysis of your strengths and
weaknesses, to help you check your progress
and find ways to improve your performance.
ORAL PRACTICE
LANGUAGE SPOT
Activities based on a listening text, aimed at
practicing oral skills, pronunciation, fluency
and intonation.
Section designed to help you revise or discover a particular
grammar structure. The activities are meant to promote
independent learning.
FAST LEARNERS
Activities for faster students. They can also be
used with all students, if the circumstances
allow it.
TAKE ACTION!
Hands-on activities to consolidate the contents covered in
the unit.
REAL
LIFE
SPOT
Interesting bits of information on the topics
of the lesson.
READING
AND WRITING
GAME
A short section with extra practice focused on reading
comprehension and writing skills.
SPOT
Section designed to motivate you with
different games.
✔
✔✔ LET’S CHECK
LISTENING AND SPEAKING
These short evaluation activities allow you to
analyze your performance. You complete the
tasks within a time limit and check your points.
A short section with extra practice focused on listening and
speaking skills.
Key
Word
Spot
Reflection
+
RE
A
& DIN
W G
O B
RK O
BO OK
O LE
K T
Special glossary that helps you with the
key words in the text you are going to
read or listen to.
Inglés 1º medio
LET’S READ!
LET’S READ!
Spot
Reading booklet connection
Statements to help you reflect on
your learning process and to raise your
awareness of how you develop your own
learning strategies.
This icon indicates the connection of
an activity with complementary work
on the Reading Booklet.
WORKBOOK
LET’S READ!
Reading booklet
A complementary booklet aimed at
encouraging your taste for reading
outside of the classroom, and
reinforcing your comprehension skills.
Inglés
º
Medio
TEENS CLUB
WORKBOOK
It includes a selection of activities
divided by unit, as a complement
for the contents covered in the
Student’s book.
3
PLAN OF THE BOOK
UNIT
UNIT
TECHNOLOGY AND
INVENTIONS
TEEN LIFE
6 - 27
4
28 - 51
Getting Ready . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 6
Before you start . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 8
Lesson 1: Teenage talk . . . . . . . . . . . . . . . . . . . . . . 10
Listening:
An interview . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 11
Language Spot:
The Present Progressive for future plans . . . . . . 12
Oral Practice:
A short interview . . . . . . . . . . . . . . . . . . . . . . . . . . . . 13
Reading and writing:
Two posts in a chat forum . . . . . . . . . . . . . . . . . . . . 13
Lesson 2: Typical teenagers . . . . . . . . . . . . . . . . . 16
Reading:
Teen poems . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 17
Language Spot:
Addition, alternative and contrast . . . . . . . . . . . . 19
Listening and Speaking:
Teen poems . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 20
Writing:
A short poem . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 20
Take Action!:
A poetic description . . . . . . . . . . . . . . . . . . . . . . . . . 21
Your English in Action . . . . . . . . . . . . . . . . . . . . . . 22
Unit Check . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 24
Final Reflection . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 27
Getting Ready . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . .
Before you start . . . . . . . . . . . . . . . . . . . . . . . . . . . .
Lesson 1: Technology Update . . . . . . . . . . . . . .
Listening:
A piece of news . . . . . . . . . . . . . . . . . . . . . . . . . . . . . .
Language Spot:
Linking Words . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . .
Oral Practice:
A short description . . . . . . . . . . . . . . . . . . . . . . . . . .
A short story extract: The Bicentennial Man . . .
Lesson 2: Popular teenage inventions . . . . . .
Reading:
Information about two teen inventors . . . . . . . .
Language Spot:
Expressing reasons . . . . . . . . . . . . . . . . . . . . . . . . . . .
A dialog expressing opinions . . . . . . . . . . . . . . . . .
Writing:
A description of a new device . . . . . . . . . . . . . . . .
Take Action!:
An original invention. . . . . . . . . . . . . . . . . . . . . . . . .
Your English in Action . . . . . . . . . . . . . . . . . . . . . .
Unit Check . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . .
Final Reflection . . . . . . . . . . . . . . . . . . . . . . . . . . . . .
28
30
32
ANSWERS
THEMATIC INDEX
108
100
33
34
35
35
38
39
41
43
44
45
46
48
51
UNIT
UNIT
MUSIC AND
LITERATURE
BODY AND MIND
78 - 99
52 - 77
Getting Ready . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . .
Before you start . . . . . . . . . . . . . . . . . . . . . . . . . . . .
Lesson 1: New Stars . . . . . . . . . . . . . . . . . . . . . . . . .
Listening:
A TV show . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . .
Language Spot:
Expressing quantity . . . . . . . . . . . . . . . . . . . . . . . . . .
Oral Practice:
A dialog about necessities and obligations . . .
Song lyrics . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . .
Lesson 2: We want you to read! . . . . . . . . . . . . .
Reading:
A novel extract: The wonderful wizard of Oz . .
Language Spot:
The Passive Voice . . . . . . . . . . . . . . . . . . . . . . . . . . . .
A dialog about the content of a story . . . . . . . . .
Writing:
A book review . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . .
Take Action!:
A chat with a star . . . . . . . . . . . . . . . . . . . . . . . . . . . .
Unit Check . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . .
GLOSSARY
52
54
56
57
59
60
60
64
65
68
70
70
71
72
74
77
109
Getting Ready . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . .
Before you start . . . . . . . . . . . . . . . . . . . . . . . . . . . .
Lesson 1: You can beat them! . . . . . . . . . . . . . . .
Listening:
An oral presentation . . . . . . . . . . . . . . . . . . . . . . . . .
Language Spot:
Expressing possibilities (may / might). . . . . . . . .
Oral Practice:
A dialog about bullying . . . . . . . . . . . . . . . . . . . . . .
A personal story about bullying . . . . . . . . . . . . . .
Lesson 2: Why am I in such a bad mood? . . .
Reading:
Letters to an advice column . . . . . . . . . . . . . . . . . .
Language Spot:
Giving advice and recommendation (should /
shouldn’t / ought to) . . . . . . . . . . . . . . . . . . . . . . . . .
Expressing advice and suggestions . . . . . . . . . . .
Writing:
A letter to an advice column . . . . . . . . . . . . . . . . .
Take Action!:
Expressing possibility . . . . . . . . . . . . . . . . . . . . . . . .
Unit Check . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . .
BIBLIOGRAPHY
78
80
82
83
84
86
86
88
89
91
92
93
93
94
96
99
110
5
UNIT
teen LiFe
• read posts of a Student Forum chat.
• read poems.
• listen to an interview.
• listen to poems.
Listening
information.
• identify correct sequence.
• differentiate sounds.
• identify collocations.
Speaking
• exchange information about personal interests
and preferences.
• Recite a poem about teen life.
Reading
• identify cognates.
• infer meaning of words in context.
• locate and match information.
Writing
• write a personal introduction to a forum chat.
• complete a poem.
Language
• use the Present Continuous for future plans.
You will also:
• develop respect for and acceptance of age,
and social and cultural diversity.
• assess the importance of English as an
international communication tool.
GettING ReADY
1 Read what young people say about being a teenager. Do you agree?
2 Discuss with your partner. What does being a teenager mean to you? Make some notes.
3 Copy this chart into your notebook. Interview six of your classmates about their interests and
preferences and enter the information in the chart. Present the results for each item in a graph
(pie chart or bar graph).
Classmate’s name
6
Music
Free Time
Sports
Art
teen LiFe
Yaritza, 15, Brazil.
“Of course I feel Brazilian, but I
also feel like other teens throughout
the world. I can see we are similar when
we chat on the Internet. We share the
same feelings, and talk about the
same topics”.
James, 14, England.
“Nowadays, teenagers are the
same throughout the world. We are
inspired by the same things and love
doing the same activities. I don’t think
a Chinese teen is different at
all from me”.
Atzuko,
14, Japan.
“My identity is not in my nationality,
It is in my art. I’m studying art at an
American school and I feel like the
rest of my classmates”.
Ludvik,
15, Czech Republic. “My
national identity is very important to
me, although I see myself more as a
European or a “westerner” teen.
Carmen, 14, Chile.
Identity? No, I don’t feel different
from teenagers from other parts of the
world. I wear the same clothes; I like and
do the same things. So, why do I have
to feel different?
7
BeFore you Start
teenage taLK
LESSON 1
1 Read the list of predictions for the year 2050. Complete them with will / won’t and the verbs
in the boxes.
be
take
have
fly
travel
PREDICTIONS FOR 2050
• There
• Cars
• People
security cameras everywhere.
.
by spaceship.
• Everyone
• People
mobile phones, even young children.
vacations in space.
2 ReadJerry’sandBeth’sdiariesandanswerthesequestionsabouttheirplansfortheweek.
Example: What is Jerry going to do on Wednesday?
He is going to go to the theater with Bob.
Beth
JERRY
Visit &grandma
Play tennis with Linda
Meet Cristina
Meet Cristina
Theater with Bob
Gym &at 5:30
Dentist at 4:00
First &driving &lesson
Study Math with Beth
Study Math with Jerry
a. What is Jerry going to do on Monday?
b. WhatisBethgoingtodoonThursday?
c. WhatareJerryandBethgoingtodoonTuesday?
d. WhatisBethgoingtodoonWednesdayat5:30?
e. WhatareJerryandBethgoingtostudyonFriday?
8
UNIT 1
teen LiFe
Before starting this unit, you need to know:
• Future Will / Going to.
• Different types of texts.
LESSON 2
typicaL teenagerS
1 Which picture (1 – 4) shows…
a.
a page of prose? b.
a drama script? c.
1
2
3
4
a poem? d.
a comic?
2 Which are the elements that help you identify each type of text? Discuss with your partner.
9
LESSON 1
teenage taLK
LISTENING
BEFORE LISTENING
1 In the Word Search Puzzle, find the names of these pictures related
to teen culture.
C
N
C
W
H
K
M
Y
S
E
M
A
G
O
E
D
Q
R
C
X
L
L
K
I
W
P
T
S
O
F
R
N
S
R
V
V
S
S
Z
F
A
Y
W
F
Y
Q
S
B
G
E
H
N
S
I
R
I
Y
Q
A
M
O
S
P
Z
D
U
B
U
I
M
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2 With your partner, make a list of other words related to teenagers.
3 Lookatthephotosaboveandanswerthesequestionsinyourgroup.
Key Word Spot
• fleece
• fed up
• look forward to
10
UNIT 1
a.
b.
c.
d.
Do the people look like typical teenagers?
Where do you think they are from?
What do you think they like doing in their free time?
What do teenagers care about these days? What are
their interests?
4 Match these meanings with the words from the text in the Key
Word Spot.
a. bored or unhappy b. expect with pleasure c. wool
teen LiFe
LISTENING
5
10 Listen to the interview with Danny Evans, a typical teenager,
and check your predictions in Exercise 3.
6
10 Listen to the interview again and identify the alternative
you hear.
a.
b.
c.
d.
e.
7
Danny usually listens to music with his friends / mates.
He is reading Amazing Birds / The Amazing Life of Birds.
All the girls like older / younger boys.
He’sfedupwithwork / homework.
He’sspendingone week / two weeks with his cousins.
• I can predict
information from
pictures.
• I can identify
correct words.
10 Listen again and match the verbs in list A with the phrases in
list B.Then,identifythecorrectpictureforeachcollocation.
A
•look
•play
•talk
•wear
1
8
Reflection Spot
2
B
•about music
•a nice jacket
•for a girlfriend
•the drums
3
4
10Answerthesequestions.
a.
b.
c.
d.
Where does Danny live in Chicago?
What does Danny usually do in his free time?
What are his favorite school subjects?
Is Danny's life similar to your life? Why? Why not?
11
AFTER LISTENING
Language Spot
The Present Progressive for Future Plans
1.Read these questions and answers from the text.
a.What are you wearing today?
I’m wearing a fleece jacket, jeans and sneakers.
b.What are you doing on your next vacation?
I’m spending a week with my cousins in the country.
2.Answer these questions.
a.Which of the exchanges refers to an action that is
happening now?
b.Which of the exchanges refers to a planned future event?
c.Which tense was used in the sentences about the future?
i. The Simple Present tense.
ii.The Present Progressive tense.
iii.The Simple Future tense.
3.Copy and complete this general rule in your notebook.
to talk about temporary events and
We use the
about what is happening now.
We can also use the
to talk about
and arrangements.
4.Write two more sentences about Danny’s possible plans for
the future.
9 Complete these dialogs with the Simple Present or the Present
Progressive form of the verbs in brackets. Then, match them with
the pictures (1 – 3).
a. What
He / She
b. What
She
your best friend
after school?
(do)
basketball at the stadium.
(play)
your mother
a parents’ meeting.
c. How often
Every day, and we
1
12
UNIT 1
right now?
(do)
(organize)
Chilean teenagers
fruit? (eat)
milk every day, too.
(drink)
2
3
teen LiFe
ORAL PRACTICE
10
11Completethesequestionsandanswersfromaninterviewin
yourgroup.Then,listenandcomparewiththerecording(several
possibilities are correct).
A:
B:
A:
B:
A:
B:
A:
How often
you
to the movies?
right now?
What
.
A great book called
your favorite subjects at
What
,
and
.
you and
friends
What
about?
.
B: Sports and
next weekend?
A: What
and going
.
B: We
.
?
11 AskandanswerthequestionsinExercise10 with your partner.
Practice and then role play the conversation in front of your
classmates.
READING AND WRITING
12
12 Can the Internet be a useful tool for communication? What do
you usually use the Internet for? Read these two posts, and
complete the rows in the chart on the next page with information
aboutJayandBrummie.
Key Word Spot
• Gig(verb):(informal)
to perform live music
at a pub or bar.
Jay Star
Hey! I’m new to the forum - So yeah I’m a
student in Boston – from Saint Joseph's; love
music and play the guitar and the drums. I’m
gigging this Saturday at Fenney’s.
What’s up?
Brummie Bex
Hi everyone! My name is Bex; just finished my
first year at Benton Harbor Secondary School.
Originally from Chicago. In my free time, I play
sports and chat on the Internet with people from
all over the world. Next weekend I’m camping on
the beach with my friends for two nights.
If anyone wants to know anything else, feel free
to ask!
LET’S READ!
Page 4
Compare the blog post with
the ones on this page. Are
the interests similar in any
way?Answerthequestions.
13
Editing checklist
Use this checklist to help you think
about your work.
Name
Likes
Plans
Brummie Bex
You
Do your sentences begin
with capital letters and end
with periods?
Have you checked your
work for other punctuation
marks, such as question
marks, exclamation marks,
commas, etc.?
Sentences
Do all your sentences
make sense?
Can you add any words to
make them more
interesting?
Spelling
work for spelling mistakes?
Are there any words you are
not sure about?
When you have finished your work,
read it through and check for any
changes you need to make.
13 Complete the last row of the chart with your personal information.
14 Use the information in the chart to complete the following post,
introducing yourself to a Student Forum chat. Don’t forget to invent
a username!
Hi, I’m
I like
always
Next weekend I
.I
. I go to
and
or I
and I
at
.
. In my free time I
with my friends.
in
.
15 Write a final version of your post on a sheet of paper. Use the
Editing Checklist to check for mistakes, and then exchange it with
your partner.
Let’s Check
16 Imagine a friend from the USA is coming to Chile. Write a short text
about the plans you have with him for the next weekend.
UNIT 1
School
Jay Star
Punctuation
14
City
0-4
Keep trying!
5-8
Good!
9 - 10
Very good!
(12 pts.)
11 - 12
Excellent!
teen LiFe
FAST LEARNERS
Play the Don’t Answer Back game
a. WritedownquestionslikethoseintheinterviewandinExercise10.
b. Play in groups of four to six students, sitting in a circle.
c. Player1asksaquestiontoPlayer2,onhis/herright.
d. Player2doesnotanswerPlayer1’squestion,butanswersWhat’s
your name?
e. Player2asksaquestiontoPlayer3,onhis/herright.
f. Player3doesnotanswerPlayer2’squestionbutPlayer1’squestion
and so on.
g. Eachplayerhasthreelives.Ifhe/shedoesn’tanswerthecorrect
question,orhe/shehesitatesfortoolong,he/sheloses1point.
h. Thestudentwholosesfewerpointswins.Thetimeissetby
the teacher.
Example:
What’s your name?
Player 1: What do you do at weekends?
. What are you doing next Saturday?
Player 2: My name is
Player 3: I usually stay at home. What is your favorite subject at school?
Player 4: I am going to a party.
And so on…
REAL LIFE
SPOT
David, my dear
son…I know we
haven’t had much time to
talk, but I’d like to know
more about you…your
likes, your hobbies, your
friends, your
idols…
No problem, Dad.
You can visit www.
greatdavid.com
15
Lesson 2
Typical teenagers
READING
BEFORE READING
1 Check (4). Have you ever heard these expressions? Then, share
comments with your partner. Where have you heard them?
a.
b.
c.
d.
That music is too loud!
You sleep too much!
You spend too much time on the phone!
Your room is a mess!
2 Take a look at the pictures. Are these situations familiar to
you? Can you describe a typical Chilean teenager? Why do you
think they behave that way? Explain.
1
3
16
UNIT 1
2
4
teen LiFe
3 Answerthesequestions.Doyouhaveanyconflictswithyour
parents? Why? What do you think you can do to solve these
problems? Share with your partner.
4 You are going to read two poems written by teenagers. What do
you think teenagers usually write about? Why? Explain.
5 Read the words in the Key Word Spot. Look up their meaning in
a dictionary.
READING
13
Key Word Spot
• folks
• fume
• mean (adj.)
• swear
• unfair
• utterly
Complaints
Happy, sad, sleepy, mean,
Feelings often change,
A common act of a typical teen,
I find it rather strange;
them a text.
5 Talking to a friend, or sending
think of next?
They talk for hours on end, what’ll they
They’ll leave their room a mess
And give cleaning it a miss,
But yes, I must confess
10 To also doing this.
They think their folks are ancient,
re them
And utterly unfair, the result is to igno
Before they start to swear.
Their music cracks the ceiling,
e,
15 And makes their parents fum
Emotions always reeling
And more time in their room.
Being a teen may be pretty bad,
But from experience I can tell,
It’s much worse for mum and dad;
For them it’s living hell!
1
Getting Older
When you cannot find your pencil
And your purse has gone astray;
When you’re feeling rather tired
For it has been a hectic day.
5 When the morning comes too quickly
And you just can’t cope with rush;
When everyone is shouting
And you’d rather have some hush.
Perhaps you’re getting older,
,
10 For this happens, we are told
But no, this isn’t how it is;
You’re only thirteen years old!
1
6 Readthepoemsquicklyandcheck(4) your predictions in Exercise 4.
17
7 Read the first poem again. Check (4) the comments about
teenagers that are mentioned in them.
a.
b.
c.
d.
e.
f.
Theirmoodchangesveryoften.
Theyaretidyandconsiderate.
Theydon’tstudyveryoften.
Theylistentoloudmusic.
Theysleeptoomuch.
Theyspendtoomuchtimeonthephone.
8 Look at the pictures (1 - 6).Findphrasesorsentencesinthepoem
Complaints that are related to them, and write them under each photo.
1
2
5
4
LET’S READ!
Page 3
Compare the poems with
the ones on Page 17. Are
they similar in any way?
Answerthequestions.
18
UNIT 1
3
6
9 Read the poem Getting Older again. Identify the verse in which these
ideas are mentioned and write the number beside each of them.
a.
b.
c.
d.
Everybody speaks loudly.
You are growing up.
You cannot find your belongings.
You feel exhausted.
teen LiFe
AFTER READING
10 In pairs, complete the following dialog with information that is true
for you.
A: Do you recognize yourself in the poem?
B: Yes / No, because my feelings
,I
my room is
. What about you?
A: Well, I recognize / don’t recognize myself because
I don’t think
and my music
Language Spot
and
.
,
Addition, alternative and contrast
1. Revise these examples from the poem. Pay attention to the words
in bold.
a.Talkingtoafriend,or sending them a text,
b.Theirmusiccrackstheceiling,And makes their parents fume,
c.Beingateenmaybeprettybad,But from experience I can tell
2.Answerthesequestions.
a. Which word introduces an additional idea?
b. Which word introduces an alternative idea?
c. What does the word butintroduce:acondition,
a result or a contrast?
3. Complete these general rules.
when we want to express a
We use
between two ideas.
when we want to express
We use
ideas.
when we want to express
We use
ideas.
4.Readthepoems.Findandcopyallthesentencesthatincludethe
words in bold in point 1. Can you identify the addition, alternative
or contrast they are expressing?
11 Use and, or, but, to connect the following pairs of sentences.
a.Teenagerssleepalot.Theyarealwayssleepy,anyway.
b.Teenagersdon’ttalkwiththeirparents.Theytalkalotwith
their friends.
c.Teenagerslikeloudmusic.Theylikesports.
d.Teenagersliketobewithfriends.Theyliketospendalotoftime
in their rooms.
19
12
13 Listen to the two poems on Page 17. In pairs, choose the part
you liked most. Memorize, practice, and recite it in front of your
classmates.
Let’s CheCk
13 Complete these sentences with and, but, or.
(10 pts.)
a. Teenagersarealwayslisteningtomusic
chatting on
the Internet.
soft drinks.
b. Teenagerslikefastfood
they prefer being with
c. Teenagerslovetheirparents
their friends.
shecan’tspeakit.
d. My sister can understand English
French.
e. My friend can speak English
0-3
Keep trying!
4-6
Good!
7-8
Very good!
9 - 10
Excellent!
WRITING
14 Complete the verses of this poem with words from the boxes.
afraid
ashamed
blunt
bold
brave
TURN UP THE VOLUME
Liz Boyatt
I need to be ______________,
I need to be ______________,
I need to be ______________,
I need to be ______________.
I can't be ______________,
I can't keep ______________,
I can't be ______________,
I can't be ______________,
I can't be anyone but myself.
20
UNIT 1
loud
quiet
shy
teen LiFe
15 Complete the verses of this poem with ideas, feelings, or actions
connectedwithteenagersoryourreallife.Then,comparepoemsin
your group. Use the Editing Checklist to check for mistakes.
Editing checklist
about your work.
I AM
James Born
I am love in the face of
I am kindness in the face of
I am strength in the face of
I am patience in the face of
I will not run away from
I will not run and
, I am
I am
I will make a difference in this world, big or
That is my promise to me, my promise to
,
Punctuation
,
,
.
,
.
,
.
.
16 Youaregoingtowriteapoemaboutyoureverydaylife.Followthe
example in Exercise 15. You can use connectors such as and,
but,andortojoinyourideas.Then,learnitandreciteitinfrontof
the class.
taKe action!
A poetic description
a. Work in pairs.
b. Read all the poems in this lesson again.
c.Findthreesentencesthathelpyoudescribeatypicalteenager.
d. Write them on a nice piece of paper, add illustrations and
display your work in the classroom.
with periods?
commas, etc.?
Sentences
make sense?
make them more
interesting?
Spelling
not sure about?
Just because
et
Just because I’m qui
mute
doesn’t mean I’m
boring
Doesn’t mean I’m
’t be outgoing
Doesn’t mean I can
et
me
Don’t make fun of
am
Don’t judge how I
an animal
Don’t treat me like
et
Just Because I’m qui
nds
I still want make frie
sati
ver ons
Still love to have con
thoughts
Still want to share
et
me
Doesn’t mean that’s
21
your engLiSH in action
1 Findinformationaboutsomeoneyouknowthathasaveryunusuallife.Howisthispersonsimilar
or different to you? Make a list of similarities and differences and share them with your partner.
2 Usethesepromptstowriteacompleteinterview.Then,roleplayitwithyourpartnerinfrontof
the class.
A:
A:
A:
A:
A:
A:
3
what / Friday evening?
you / feel / right now?
what / favorite subjects at school?
you / do / next summer?
you / wear / tomorrow?
you / like / with your friends?
B:
B:
B:
B:
B:
B:
go / movies
tired / homework
Spanish / math
sports / disco / friends
jeans / sneakers / jacket
skating / going to parties / doing sports
14Readthisinterviewandcompletetheparagraphaboutthisextremeteenfashion.Then,
answerthesequestions.
a. What's your opinion about this fashion? Do you like it? Why? Why not?
b. Do you think it's OK to accept these kind of differences in people? Why? Explain.
Interviewer: How old are you, Sonia?
Sonia: I'm 15 years old.
Interviewer: I understand you are a 'ganguro girl';
what does that name mean?
Sonia: It means 'black face girl' because I have a
very dark suntan.
Interviewer: Can you describe what you are
wearing?
Sonia: I'm wearing a pink miniskirt with a pink tank
top and knee-high suede platform boots. I am
wearing false eyelashes, white eye shadow, some
glitter on my cheeks and pink lipstick.
Interviewer: Why did you start dressing like this?
Sonia: My best friend started to dress like this and
I thought she looked really cool.
Interviewer: What do your parents think?
Sonia: My mother thinks it is awful. She doesn't like
the way I look or dress.
Interviewer: Do you spend a lot of money on your
clothes?
Sonia: Yes. I love shopping for clothes and make-up,
and I spend a lot of money at the hairdresser's, so
I have a weekend job in a supermarket.
Sonia´s favorite clothes and accesories are
,
.
and
, but her mother
She likes them because she thinks she
way she
.
Togetmoneytobuyherclothesandaccessories,shehas
22
UNIT 1
,
the
.
teen LiFe
4 Wouldyouliketoknowifyouareatypicalteenager?Takethisquizandfindout!
@
@
a. Do you like looking like everyone
@
else?
i. Yes, I feel better that way.
ii. No, I like to be different.
iii. Idon’treallycare.
b. How much do you worry about
what your family thinks of you?
i. Notmuch;it’smylifeafterall.
ii. I care a bit because I know they
just want me to be happy.
iii. I care a lot.
c. Do you like spending time at
@
home?
i. No, I prefer to go out as much
as possible.
ii. Yes, but I also like going out
with my friends.
iii. Yes, I love to be at home with
my mum and dad.
@
Answer key:
a = 3 pts.
b = 2 pts.
c = 1 pt.
@
@
d. Doyouthinkit’simportanttolook
attractive?
i. Yes, of course!
ii. No, how you look is not as
important as what you are like
as a person.
iii. It’snotsomethingIthinkabout
much.
@
e. Do you plan your life carefully?
i. No, I love doing things without
thinking about them first.
ii. It depends. Sometimes I do.
iii. Yes, I always think before I act.
f. Do you live for today?
i. OfcourseIdo.You’reonly
young once.
ii. In some ways I do, in some
waysIdon’t.
iii. No,you’vegottothinkof
the future.
@
@
Score:
r!
15 - 18 pts.: You are a pretty typical teenage
ager.
9 - 14 pts.: You are not exactly a typical teen
ager!
0 - 8 pts.: You are definitely not a typical teen
5 Compareyourresultswithyourpartnersandanswerthesequestions.
a. What differences can you see between Chilean teenagers and teenagers from other
countries? Explain.
b. Do you think it is easy to be a teenager in Chile? Why? Explain.
23
unit cHecK
READING: TWO CULTURES
15
Hi!MynameisBao-Yu.Iwanttomakefriendswithpeople
allovertheworld.IliveinShangai,intheeastofChina.I'm
15yearsoldandIlivewithmyparents.Idon'thaveany
brothersorsisters.
Onschooldays,Ialwaysgetupat6a.m.Itakethesubway
toschoolandusuallymeetmyfriendsonthetrain.We
havesixclassesaday.
Afterschool,IoftengotomysportsclubwhereIdojudo
andplaybaseballandtennis.WhenIgethomeIdotwo
hoursofhomeworkandthenIusuallywatchTV.Ialsolike
reading.Ontheweekend,ImeetmyfriendsandIgo
shopping.Sometimeswegototheparkandplaybaseball.
Tellmeaboutyou!Whatisyourlifelike?
Hi,Bao-Yu!MynameisKenny.Iamfourteenyearsold
andIliveinSeattle,intheUSA.Wow,yourlifeis
reallydifferenttomine.Ialwaysgetupat7inthe
morningonweekdays.Ihaveeightclassesaday.
Iliketoplaybasketball,videogamesandseemy
friends.Whataboutmusic?Who'syourfavorite
singer?Ireallylikerapmusic-SnoopDoggismy
favoritesinger.
1 Read the information about these two teenagers and answer the following
questions.
a. Where do they live?
b. What do they do after school?
c. HowdoesBao-Yugettoschool?
d. What time does Kenny get up?
e. Who is his favorite singer?
24
UNIT 1
5 pts.
teen LiFe
2 Read the text again. Are these statements true (T) or false (F)?
a.
b.
c.
d.
e.
5 pts.
Bao-Yuisanonlychild.
KennyisolderthanBao-Yu.
Theylikedoingthesamethingsintheirfreetime.
Bao-YuhasmoreclassesadaythanKenny.
Theylikethesamesports.
3 Answerthequestions.
a. HowareBaoYuandKenny'slivesdifferent?Explain.
b Can cultural differences affect a friendship between two teenagers? Why?
Explain.
5 pts.
LISTENING: DIAMOND LAMOUR’S LIFE
4
16 Listen to the interview and decide if these statements are true (T) or false (F).
a.
b.
c.
d.
e.
5
6
DiamondoftengoestopartiesonFridaynight.
She goes to the movies once a week.
Her favorite subjects at school are Spanish and art.
She worries about flying because she gets very nervous.
Next week, she is having a lot of exams.
16 Listen to the interview again and circle the correct alternative.
a.
b.
c.
d.
e.
Diamond is fifteen / fourteen.
She usually rings / meets her friends downtown.
Her boyfriend is called Jake / Jack.
She’sfeelingexcited / exhausted.
She wants to change politics / the world.
16 Listen to the interview once more and number these sentences in the order
you hear them.
a.
b.
c.
d.
e.
5 pts.
5 pts.
5 pts.
About once a month.
I’mfifteentomorrow.
I’mstudyingforseveraltests.
In Lansing, Michigan.
My birthday party.
25
LANGUAGE
7 Complete these sentences. Use the Present Continuous to express future, and the
verbs in the boxes.
buy
get
have
help
play
visit
work
7 pts.
,
i. A.Let’s go swimming after school.
basketball at 5:30.
B.Sorry, I
ii. A.Do you think it will snow tomorrow?
B.Maybe. I think I
iii.I
afternoon, if you like.
a new coat. This one is too old.
tomorrow morning. We can go shopping in the
iv.A.Have you got any plans for the vacation?
B.Yes, we
my grandmother.
v. I
vi.My sister
a party at home.
Marcy with her homework after school today.
married next month. We
8 Complete these sentences about yourself and your friends expressing routine.
Pay attention to the provided connectors to include additional or alternative ideas.
a. On weekends, I
b. My friends never
c. My friends and I
d. After school, we
e. We always
and
or
and
and
and
5 pts.
.
.
.
.
.
SPEAKING
9 Ask your partner the questions in Exercise 1. Notice that the questions require
some changes. Role play the conversation.
5 pts.
Example: What time do you get up?
WRITING
10 In your notebook, write a reply to Bao-Yu or Kenny, telling about your life.
0 - 11
Keep trying!
26
UNIT 1
12 - 24
Good!
25 - 37
Very good!
5 pts.
52
TOTAL
38 - 52
Excellent!
teen LiFe
FinaL reFLection
YouhavefinishedUnit1!Answerthequestions,andthen,takesome
(4) always, sometimes or never, according to your knowledge.
1 I can write three sentences expressing future plans with the
structure Present Progressive.
a. My brother
b.
c.
ing
.
.
.
2 I can express additional, alternative, and contrasting ideas.
a. On weekends, we usually
b. My best friend lied to me, but
and
c. I like
Skills
Always
or
Sometimes
.
.
.
Never
your score
Never = 0
Sometimes = 1
Always = 2
If you get:
Ask help from your teacher or a
partner.
Reading
· identify cognates
problems
Listening
· discriminate between correct and incorrect
information
· distinguish sounds
Speaking
· exchange personal information about future
arrangements
· ask and talk about personal interests and
preferences
Writing
· introduce yourself to a Student Forum Chat
· write a personal profile
a.
b.
.
.
27
UNIT
TECHNOLOGY AND
iNvENTiONS
• read information from webpages.
• listen to a conversation.
• listen to a radio program extract about
technology.
Listening
information.
• relate speakers and speech.
• discriminate sounds and words.
• identify sequence.
Speaking
• describe a technological device.
• exchange opinions about inventions and
technology.
Reading
• identify the sequence of events.
• identify the type of text.
Writing
• complete a paragraph about a new invention.
Language
• use relative clauses with because.
You will also:
• assess and appreciate the role of technology in
everyday life.
• develop respect for and acceptance of other
people’s opinions.
GettING ReADY
1 Find the following items in the picture on Page 29.
bicycle
DVD
calculator
jet plane
camera
cellular phone
microwave oven
credit card
personal computer
2 Copy this chart into your notebook and classify the inventions above in the corresponding
column (some inventions can go in both columns).
Work / Study
Leisure (Free time)
3 Are these inventions common in your country? Which one do you use the most? What for?
28
Discuss with your partner.
TECHNOLOGY AND iNvENTiONS
29
BEFOrE YOU STArT
LESSON 1
TECHNOLOGY UPDATE
1 Read the descriptions of these new inventions (a – c) and match them with the pictures
(i – iii).
a. It solves the problem of weather. No
matter how cold (or hot) it is outside,
your body maintains a pleasantly warm
temperature. It’s perfect for camping,
skiing, or any outdoor activity. It comes in
12 different colors.
b. You can wear it when it’s very cold. It
has a small rechargeable battery that
can be held in your pocket. You can
wear it under your jacket. It is thicker
than the one in the image.
c. They are clear plastic tubes that hold your crayons so they can be used even if they break.
i.
Crayon Holders
ii.
Super T-shirt
iii.
Electric - Heat Vest
2 Link the sentences in box A and C with a word in box B.
A
Phil wants to go to the cinema.
I can't sleep.
Sheila went to the disco.
My brother plays tennis.
Devin studies Spanish.
Carol didn't invite him.
B
AND
BUT
SO
3 Which of the words in box B…
a. links two ideas that are related?
b. links a positive and a negative idea?
c. gives a result?
30
UNIT 2
C
Jules didn't go to her birthday party.
I'll drink a glass of warm milk.
My brother plays baseball.
Devin studies Italian.
I don't like that movie.
She didn't dance.
Before starting this unit, you need to know:
• Vocabulary related to inventions and technology.
• The Present Simple tense.
• Linking words and, but, so.
POPULAr TEENAGE iNvENTiONS
LESSON 2
1 Write full sentences about what the people in the pictures (1 – 8) did yesterday. Use the
clues in the boxes. Use the Past Tense of the verbs.
cook lunch
ride her horse
1
Anna
2
5
Jill and Nick
6
dance all night
have a picnic
talk to a friend
sing at the theater
Charles
Maggie
play the piano
3 Emily and Eddie
7
Dan
watch a movie
4
8
Gina
Sheila
a.
b.
c.
d.
e.
f.
g.
h.
31
Lesson 1
TECHNOLOGY UPDATE
LISTENING
BEFORE LISTENING
1 In your group, look at the pictures on this page. What are these
inventions? Do they all exist? Think about possible future inventions.
2 In your notebook, make a list of inventions that would improve your
everyday life. Discuss with your partner the reasons for your choice.
3 Match the names of three new gadgets (a – c) with the pictures you
think represent them (1 – 6).
C–Pen
a.
TiVo
b.
Thought-Remote Control
c.
1
2
4
5
3
6
4 Complete these sentences with the names of the corresponding
gadgets.
a.
b.
c.
32
UNIT 2
allows you to interact with TV.
can memorize a text.
is very useful for disadvantaged people.
5 Which of these words are related to the inventions in Exercise 3?
Discuss with your partner.
action
electronic
automatic
gadget
portable
pen
command
game
system
idea
technology
computer
control
invention
control
machine
TV
scanner
LISTENING
6
19 Listen to the recording and check your ideas in Exercises 3,
and 4.
7
19 Listen again and number the gadgets in the order they
are mentioned.
a.
b.
c.
8
19 Listen to the recording again. Are these statements true (T)
or false (F)?
a.
b.
c.
d.
e.
f.
9
C-Pen
Thought Remote Control
TiVo
With TiVo, you can see action as it happens in
fast motion.
TiVo is a device to control the TV remotely.
The C-Pen is the latest version of a highlighter pen.
The C-Pen can store more than 3,000 pages of text.
The Thought Remote Control can read your mind.
WiththeThoughtRemoteControlyouwon’tneeda mouse or a keyboard for your computer.
19 Answer these questions.
a. Who can benefit from an invention such as TiVo?
b. What's the main difference between Thought - Remote Control
and a normal one?
c. Which other invention has the same function of the C-Pen?
33
AFTER LISTENING
Language Spot
Linking words
1.Read these sentences from the text and other examples. Pay
special attention to the words in bold.
a.Although it looks like a highlighter pen, it is a small
portable scanner.
b.I can’t even imagine that! However, I’m sure it is now possible.
c.TiVo is very expensive, while the handy scanner is a
cheaper gadget.
d.Though people are physically disadvantaged, they can
use a computer.
2.Identify what the words in bold express. Choose an alternative.
a.Contrast. b.Reason.
c.Consequence.
d.Purpose.
,
and
3.Linking words such as
indicate
between ideas.
Answer:
Which linking words go at the beginning of a sentence?
Which linking word goes at the beginning of the second
sentence (and followed by a comma)?
Which linking word can go at the beginning or in the middle of
a sentence?
Reflection Spot
•I can use linking
words to combine
ideas.
•I can identify
what linking
words express.
34
UNIT 2
10 Write sentences using linking words from the Language Spot.
Follow the example.
a.Although the children were making a terrible noise
b.
c.
d.
.
.
.
.
ORAL PRACTICE
11
20 Complete this description of a new invention in your notebook.
Then, listen to the recording and check.
This
is called CyberBug. It
you to
topeople’sconversations.It
a microphone
and an amplifier, and a small headphone. Besides, it is very cheap
. You can put it in your
and take it to
and
between
workoreventothegym!Withit,youcanhear
people althoughtheyareupto50metersaway!
12 Practice describing the object. Then, take turns to practice the text
aloud. Try to imitate the accent and intonation.
13 Try this crossword puzzle and find out how many words from the
lesson you can identify.
2
1
3
4
5
6
7
8
Across
1. a small tool or device
4. a device which allows you to operate something from a distance
5. a small computer designed for one person to use at home
7. a machine that can read and convert texts into digital files.
8. the set of keys for operating a computer
Down
2. an electrical appliance with a screen on which you can watch
programs
3. the flat surface at the front of a TV or a computer
6. a small device that is moved by hand to control the movement of
the cursor
35
The bicentennial man
21
Extract
Gerald Martin took Andrew to the regional offices of the
United States Robots and Mechanical Men Corporation. As a
member or the Regional Legislature, he had no trouble at all
in gaining an interview with the chief robopsychologist. In
fact, it was only as a member of the Regional Legislature that
he qualified as a robot owner in the first place - in those early
days when robots were rare.
Andrew did not understand any of this at the time, but in
later years, with greater learning, he could review that early
scene and understand it in its proper light.
The robopsychologist, Merton Mansky, listened with a
growing frown and more than once managed to stop his
fingers at the point beyond which they would have irrevocably
drummed on the table. He had drawn features and a lined
forehead, but he might actually have been younger than
he looked.
“Robotics is not an exact art, Mr. Martin,” Mansky explained.
“I cannot explain it to you in detail, but the mathematics
governing the plotting of the positronic pathways is far too
complicated to permit of any but approximate solutions.
Naturally, since we build everything around the three laws, those are incontrovertible. We
will, of course, replace your robot.”
“Not at all,” said Sir. “There is no question of failure, on his part. He performs his assigned
duties perfectly. The point is he also carves wood in exquisite fashion and never the same
twice. He produces works of art.”
Mansky looked confused. “Strange. Of course, we’re attempting generalized pathways these
days. Really creative, you think?”
“See for yourself.” Sir handed over a little sphere of wood on which there was a playground
scene in which the boys and the girls were almost too small to make out, yet they were in
perfect proportion and they blended so naturally with the grain that it, too, seemed to have
been carved.
Mansky was incredulous. “He did that?” He handed it back with a shake of his head. “The
luck of the draw. Something in the pathways.”
“Can you do it again?”
“Probably not. Nothing like this has ever been reported.”
“Good! I don’t in the least mind Andrew’s being the only one.”
“I suspect that the company would like to have your robot back for study,” Mansky said.
“Not a chance!” Sir said with sudden grimness. “Forget it.” He turned to Andrew, “Let’s go
home, now.”
Taken from: Asimov, I. (March 1991). Robot Visions. The bicentennial man. (p. 245). New York:
New American Library.
36
UNIT 2
READING AND WRITING
14 Read the extract of the short story on Page 36. Use a dictionary if
necessary. After that, answer these questions.
a. What type of short story is it?
i. Children’sshortstory.
ii. A science-fiction story.
iii. A mystery short story.
b. Is Andrew human?
c. Whatdoyouthinkistherobopsychologist’sjob?
d. What is the problem with Andrew, according to Gerald Martin?
e. Do you consider it a problem too? Why?
15 Answer the questions.
a. Is it normal for a machine to produce art? Why?
b. Do you think robots will ever be part of everyday life? Explain.
c. Would you like to own a robot? Why?
16 Write a short description of Andrew. Use the words in the Language
Spot to link your ideas and follow the model in Exercise 11.
17 Read your description aloud in your group or in front of the class.
Let’s CheCk
18 Think about an everyday object you use regularly, and write four
sentences describing it. Then, write a short description of the object
using your sentences, but adding connectors. Check your draft with
your teacher and write a final version on your notebook. You can
(7 pts.)
draw and color the object, if you want.
0-2
Keep trying!
3-4
Good!
5-6
Very good!
7
Excellent!
37
Lesson 2
popular teenage inventions
READING
BEFORE READING
1 In pairs, name a few recent inventions and tell your classmates how
they have changed daily life.
2 Which of these items do you think was invented or conceived by
a teenager? What makes you think so? Explain.
1
3
2
3 You are going to read about two young inventors whose creativity is
making life a little easier for others. Have a look at the pictures and
choose the correct name for each invention.
1
2
a. A translation glove.
b. Hands on hand-clap game.
c. The homework helper.
d. Quizlet.
Key Word Spot
•clap
•launch
•skill
•tool
38
UNIT 2
4 Study the words in the Key Word Spot and look up their meaning in
a dictionary.
5 Have a quick look at the cognates in the texts. Can you identify two
alternatives you think are correct?
a. New technologies will help students.
b. This is a new videogame to play with friends.
c. This is a new toy that will allow kids to play alone.
d. A new online tool that can help you with your homework.
READING
22
6 Read the text quickly and check your predictions in Exercises 3 and 5.
POPULAR TEENAGE INVENTIONS
Ana Lingenfelder
_____
I. __________________
nia, won
ader from Hanover, Pennsylva
Ana Lingenfelder, an eighth-gr
she
se
-a-Toy World Games. Becau
a top award at the 2013 Invent
e
games but didn’t always hav
always liked playing hand-clap
s to
kid
ws
allo
t
ented this game tha
someone to play with, Ana inv
play alone.
when
rd. A pair of hands lights up
The game is an electronic boa
time to the music.
players clap against them in
n’t know
g about toys, but she really did
Ana had always loved thinkin
covered
Then, she and her mother dis
as.
ide
se
tho
h
wit
do
to
at
wh
actures
ine, a company which manuf
By Kids for Kids (bkfk.com) onl
and sells kids’ inventions.
product
del that shows what the final
mo
a
pe
toty
pro
a
de
ma
a
An
ention.
es to get a patent for her inv
will look-like and now she hop
Andrew Sutherland
II. __________________
_____
Two years ago, because Andre
w Sutherland’s French
teacher gave him a list of 11
1 French animal names to
memorize, he had the idea to
apply his programming skills
to the problem.
Now Andrew, a junior at Alb
any High School, California,
has
just launched a website with
his final product: an online
memorization tool.
To use it, you enter the data
you need to memorize, be it
vocabulary words, history dat
es, or science facts. It turns
the
information into flash cards,
and then generates tests. Aft
er
you take a test, the program
retests you on the questions
you got wrong.
Andrew has some advice for
inventors: “Look at your
everyday life, and invent som
ething to improve it a little bit”
.
Adapted from: Bellis, M. (n.d.) Inventors. Retrieved April 24, 2013, from: http://
inventors.about.com/od/inventorsalphabet/tp/popularinventor.htm
39
7 Read the text again and choose the best alternative to complete
the sentences.
a. Who are the two inventors?
i. Two high school students.
ii. Two junior school students.
iii. A junior school student and a high school student.
b. Where are the two inventors from?
i. Both from the USA.
ii. Both from France.
iii. One from the USA and one from France.
c. Why did Ana invent the toy?
i. She always had friends to play with.
ii. She always had to play alone.
iii. She sometimes had to play alone.
d. What did Ana take to a toy company?
i. Her final product.
ii. A model of her invention.
iii. The patent of her invention.
e. Why did Andrew develop his invention?
i. He had to learn about animals.
ii. He had to learn a list of words.
iii. He had to practice programming skills.
8 Read the text again. Number the events about both inventions in
chronological order.
a. Ana’sinvention
i. Ana always liked hand-clap games.
ii. Ana made a model of her invention
iii. Ana wants to get a patent.
iv.Anadidn’talwayshavefriendstoplaywith.
v. Ana took her invention to a toy company.
LET’S READ!
Page 6
Read the extract of this
science fiction story
about technological
advances, and answer
the questions.
40
UNIT 2
b. Andrew’sinvention
i. The program retests you on the questions
you got wrong.
ii. It generates tests.
iii. It turns the information into flash cards.
iv. To use this program, you enter the data.
9 Read the text once more and answer these questions.
a.
b.
c.
d.
What does bkfk stand for?
What is a prototype?
What kind of data can you enter when using Quizlet?
WhatisAndrew’ssuggestiontonewinventors?
AFTER READING
10 What motivated the young inventors profiled in the text? Share your
comments with your classmates. Have you ever felt motivated to
invent something? What was your motivation?
LANGUAGE SPOT
because
1. Revise these sentences from the text and other examples.
Pay special attention to the word in bold.
a. Because she always liked playing hand-clap games but
didn’talwayshavesomeonetoplaywith,Anainvented
this game, that allows kids to play alone.
b. Because AndrewSutherland’sFrenchteachergavehim
a list of 111 French animal names to memorize, he had
the idea to apply his programming skills to the problem.
c. Jenny phoned me because she needed some advice.
d. I’mgoingtobedearlybecause I have a terrible
headache.
2. Answer these questions.
a. How many parts can you recognize in these sentences?
b. What does the word because introduce? Choose an
alternative.
i. A contrast.
ii. A reason.
iii. A consequence.
3. Copy and complete this general rule in your notebook.
We can use the word __________ to join two ideas that
express a reason and a __________. We use __________
to introduce the sentence that expresses the reason.
NOTE: the order in which we can express the ideas
can vary.
4. Copy the sentences in Point 1 in your notebook and circle
the two parts in different colors.
41
11 Use the visual clues to rewrite these sentences, using because.
Example:
We didn’t have our science class. The teacher was absent.
Because the teacher was absent, we didn’t have our science class.
We didn’t have our science class because the teacher was absent.
a.The children can’t go to
the beach. It’s raining.
b.Paul’s car didn’t start. It broke
down.
c.My sister got up early. She
has to study.
d.I can’t eat that sandwich. It’s
too big.
e.Sarah went to bed late. She is f. My father will arrive late
to work. He missed the bus.
sleepy.
42
UNIT 2
12 Complete these sentences with your own ideas.
Example: I got a good mark because I studied a lot.
a. Ican’topenthedoorbecause
b. She is studying English because
c. Heisn’thavingdinnerwithusbecause
d. My sister is late because
e. The school team won the match because
.
.
.
.
.
13
23 Complete this dialog about the texts on Page 39 with your own
ideas. Then, compare it with the recording.
A: Which of the two inventions do you like the most?
B: I like the
.
A: Why?
. Do you agree?
B: BecauseIthinkit’s
.
A: Yes / No. I think
B: Why do you say that?
.
A: Well, because in my opinion, it
14 Practice the dialog with your partner taking turns to be A and B.
Then, role play it in front of your classmates.
15 Choose one of these inventions and create a dialog of your own,
following the example in Exercise 13.
43
Let’s Check
16 Put the ideas together using because. Use because at the
beginning of four of your sentences.
(8 pts.)
a. Jim was hot and tired. He sat under a tree in the garden.
b. My mother drank some tea. She was very thirsty.
c. Susan hurried up. She was late for school.
d. The weather is cold. He is wearing a heavy coat.
e. Dan isn’t very tall. He can’t reach the top shelf.
f. Children can easily identify Italy on a map. It has the shape of
a boot.
g. My sister has a sore throat. She shouted loudly at the game.
h. Helen is putting on her nicest dress. She is going to a party.
Editing checklist
about your work.
Punctuation
with periods?
commas, etc.?
Sentences
make sense?
make them more
interesting?
Spelling
not sure about?
44
UNIT 2
0-2
Keep trying!
3-4
Good!
5-6
Very good!
7-8
Excellent!
Writing
17 Write a short description of a device you know or you would like
to create. Make sure you use because to introduce reasons.
Follow these steps:
a.Think about the device you chose and write a list of ideas you
associate with it.
b.Write a list of useful connectors to link your ideas.
c.Organize your ideas and write a short paragraph (about 100
words) describing the device.
d.Use the Editing Checklist to check your work for mistakes, and
write a final version on a sheet of paper.
e.Exchange descriptions with your partners.
REAL LIFE
SPOT
TIONS
ACCIDENTAL INVEN
The microwave
n
In 1945 Percy Lebaro
Spencer, an American
,
engineer and inventor
was busy
manufacturing
magnetrons, the
devices used to
e radio signals that
produce the microwav
s a very
radar use. Radar wa
were integral to early
r. However,
during the time of wa
important innovation
l discovery.
s a purely accidenta
wa
g
in
ok
co
e
av
ow
cer
micr
ning magnetron, Spen
tio
nc
fu
a
by
ng
di
an
While st
et had
olate bar in his pock
noticed that the choc
at it was the
d soon figured out th
in
m
en
ke
s
Hi
.
ed
elt
m
r
caused this, and late
microwaves that had
entually, an
ev
pcorn kernels and
experimented with po
.
egg, which exploded
TAKE ACTiON!
An original invention
a. Work in groups of four people and prepare a brief presentation
about an original invention.
b. In your group, choose an inventor. It can be one of those listed
at www.invent.org. (Go to the “Hall of Fame” link, far left, and
search by inventor or invention) or you can use your library,
encyclopedias, etc.
c. Write a short paragraph about the inventor and his / her
invention. Include information about what sparked the idea and
what steps the inventor took to go from idea to reality.
d. If it is possible, add visual material to illustrate your presentation.
e. Present the information to your classmates.
45
YOUr ENGLiSH iN ACTiON
1 Look for information about the inventions in the pictures. Then, copy and complete the fact file
in your notebook.
3
2
1
Name of invention
1
4
2
6
5
3
4
5
Name of inventor
Place of invention
Year
Additional information
2 Your personal invention.
a.
b.
c.
d.
Think of something really fantastic you would like to invent.
Give it a name, state its purpose, list the materials needed and then describe it.
Write the description on a piece of cardboard.
Make a sketch of your invention and stick it on the cardboard, as in the example.
Name
Purpose
Description
Sketch
46
UNIT 2
6
airplane
automobile
cell phone
compact disc
credit card
Internet
electric typewriter
Correction pen.
Mp3 player.
refrigerator
television
vacuum cleaner
2005
1995
1986
1983
1980
1973
1956
1940
1927
1920
1911
1900
1901
1902
1903
3 Look for information about these important 20th century inventions, and complete the timeline.
4 Choose one of the inventions in Exercise 3. Look for information about the inventor and write
his / her biography. Present your work to your classmates.
47
UNiT CHECK
READING
24
THE LIFE OF A TEEN INVENTOR
By Caitlin Watson of Verde Magazine
Spencer Davis creates all types of inventions in
his garage. He is a big fan of do-it-yourself
inventing, which requires little more than a few
pieces of trash, drugstore supplies, and a lot of
imagination.
Spencer’s passion for inventing began in eighth
grade. Before that, he had done some experiments
with barbecue skewers and rubber bands. Since
then, his creations have improved in design,
appearance, and technology.
Over the years, Spencer has designed bunkers,
tree houses, robots, and caffeinated cereal.
Besides, Spencer also enjoys sillier types of
inventing; he has “fixed” an old tape player to put
his iPod inside and play it through the tape.
Another high-voltage creation is what Spencer
calls “the glove.” In essence, it is a leather glove
with a battery and disposable camera parts wrapped
in electrical tape.
Although Spencer’s mother
expresses some worries about
his inventions, she is very
supportive of Spencer’s hobby.
For him, inventing is a
constructive activity and it’s
good for teens who might be involved in more
destructive hobbies. He dedicates about six hours
every weekend to work on his inventions. Then, he
blows off steam and gets new inspirations by
playing video games.
For the summer, Spencer has plans to build an
electric boat powered entirely by solar panels.
Spencer hopes to continue inventing through college
and perhaps turn his experimentations into a career.
“Inventing is an investment,” Spencer says.
“Some of the inventions will work and others won’t,
but in the end, you will be satisfied. I’ll definitely
be making stuff forever.”
Adapted from: Watson, C. (2008, June 10) The life of a teen inventor. The Paly Voice.
Retrieved January 10, 2013, from: http://palyvoice.com/node/19898
1 Read the text once. What type of text is this?
a. A biography.
b. An advertisement.
1 pt.
c. An article.
d. A short story.
2 Read the text again and find the answers to these questions.
4 pts.
a.WhatkindofmaterialsdoSpencer’sinventionsrequire?
b. What things has he designed over the years?
c. What does he think about inventing?
d. How does he get new inspiration for his inventions?
3 Read the text again and find the following information.
a. Place in which Spencer develops his inventions.
b. Name of his most “electrical” creation.
c. Time Spencer dedicates to his inventions.
d. Invention that Spencer will develop during his holiday.
48
UNIT 2
4 pts.
4 Read the text once more. Choose the best alternative to complete the sentences.
5 pts.
a.SpencerDavis’sinventionsrequire
i. a lot of drugstore supplies.
ii. a lot of imagination and a few pieces of trash.
b.Spencer’spassionforinventionsbeganwhenhewas
i. a little boy.
ii. in junior school.
c. Over the years, Spencer has designed
i. a lot of silly things.
ii. a variety of things.
d.Spencer’smotheris
i. very worried but proud.
ii. a bit worried but supportive.
e. Spencer thinks that he
i. will continue inventing things when he enters college.
ii. will stop inventing things when he enters college.
LISTENING - THE GARBAGE EATER AND THE HUMAN ROBOT
5
25 Listen to the recording. What type of text is this?
a. A conversation.
b. A lecture.
6
1 pt.
c. An advertisement.
d. A report.
25 Listen to the recording again and choose the correct alternative.
4 pts.
a. The Garbage Eater 200 / 2000 is an easier way to recycle.
b. Hammers inside the machine pound the garbage in five / fifteen minutes.
c. Lydia, tell us about your walk / work.
d. I made / mailed one that looks just like me.
7
25 Listen to the recording again. Check (✔) the correct column can or can’t.
Can
6 pts.
Can’t
The garbage
eater
change garbage into drugs or alcohol.
The human
robot
clean the house.
change garbage into a human or an animal.
help with homework.
49
8
25 Listen to the description of the Garbage Eater 2000 and put the actions in
the correct sequence.
a.
b.
c.
d.
e.
f.
3 pts.
Finally the object wanted is produced.
Hammers inside the machine pound the garbage.
The machine re-shapes the garbage.
Two rods melt the garbage at a temperature of 2000 ºC.
You decide how many pieces you need the eater to suck up.
You type in what you want the garbage to turn into.
LANGUAGE
9 Use the ideas in A and B and the linking words in the box to form full sentences.
Although
because
A
•Itwasraining.
•Glendaisacleverstudent.
•Alltheshopsareclosed.
•Thenewstudentisverygood
at grammar.
•Mysisterhasblueeyes.
besides
however
5 pts.
while
B
•Myeyesarebrown.
•Thematchwaspostponed.
•Sheshedidn'treceivea
scholarship.
•Itisaholiday.
•Sheisverygoodatwriting.
a.
b.
c.
d.
e.
SPEAKING
10 In pairs, exchange information about an imaginary invention. Ask / say its
name, where you got the idea, the materials you used and why it is useful in
everyday life.
8 pts.
WRITING
11 Write a description (120 – 150 words) of a gadget or a device you find useful
for everyday life. Include information about its functions and the reason it is
usefulforyou.Don’tforgettocombineyourideaswithlinkingwords,suchas:
although, however, though, while.
0 - 13
Keep trying!
50
UNIT 2
14 - 28
Good!
29 - 43
Very good!
8 pts.
49 pts.
TOTAL
44 - 49
Excellent!
FiNAL rEFLECTiON
You have finished Unit 2! Answer the questions, and then, take some
(✔) always, sometimes or never, according to your knowledge.
1 I can give information about these technological devices.
2 I can put sentences together using linking words.
a. My boyfriend loves rock music. I like reggae.
b. Brendaneverdrivestowork.Shedoesn’thaveacar.
your score
Skills
Always
Sometimes
Never
Never = 0
Sometimes = 1
Always = 2
Listening
· identify the sequence of information
If you get:
Ask help from your teacher or
a partner.
· discriminate between correct and incorrect information
Reading
· make predictions from the context
problems
Speaking
· describe a technological device
· express reasons and preferences
Writing
· write a paragraph describing a technological device
· write a paragraph about an inventor and his / her invention
a.
b.
.
.
51

teens club - ediciones rb

Transcription

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