UNIT - CRA

Transcription

UNIT - CRA

+
STUDENT’S TEXTBOOK
ET
KL
O K
BO OO
G B
IN RK
A D WO
RE &
English
º
Medio
TEENS CLUB
Lina Alvarado Jantus
EDICIÓN ESPECIAL PARA EL MINISTERIO DE EDUCACIÓN - PROHIBIDA SU COMERCIALIZACIÓN
STUDENT'S TEXTBOOK
English
º
Medio
TEENS CLUB
Teacher of English
Instituto Profesional Chileno-Británico
This book belongs to:
Name:
Class:
School:
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:
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t SFBEQPFNT
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t MJTUFOUPQPFNT
Listening
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JOGPSNBUJPO
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t EJGGFSFOUJBUFTPVOET
t GJOEHFOFSBMBOETQFDJGJDJOGPSNBUJPO
t JEFOUJGZDPMMPDBUJPOT
Speaking
t FYDIBOHFJOGPSNBUJPOBCPVUQFSTPOBMJOUFSFTUT
BOEQSFGFSFODFT
t 3FDJUFBQPFNBCPVUUFFOMJGF
You will learn how to:
Reading
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t JOGFSNFBOJOHPGXPSETJODPOUFYU
t MPDBUFBOENBUDIJOGPSNBUJPO
Writing
t XSJUFBQFSTPOBMJOUSPEVDUJPOUPBGPSVNDIBU
t DPNQMFUFBQPFN
Language
t VTFMJOLJOHXPSET
t VTFUIF1SFTFOU$POUJOVPVTGPSGVUVSFQMBOT
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:
t EFWFMPQSFTQFDUGPSBOEBDDFQUBODFPGBHF
BOETPDJBMBOEDVMUVSBMEJWFSTJUZ
t BTTFTTUIFJNQPSUBODFPG&OHMJTIBTBO
JOUFSOBUJPOBMDPNNVOJDBUJPOUPPM
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?
6
7
TEEN LIFE
BEFORE YOU START
LESSON 1
TEENAGE TALK
you think teenagers usually write about? Why? Explain.
take
fly
5 Read the words in the Key Word Spot and look up their meaning in
a dictionary. Are they nouns, adjectives, verbs or adverbs? Classify
the words and look up for synonyms. Then, find the parts of the
poems in which the words are mentioned and re-write these
sentences replacing the words by their synonyms.
travel
A: Can you imagine how life will be in the year 2050?
security cameras everywhere and cars
. Everyone
B: I think there
mobile phones, even young children. What about you? What do you think?
by spaceship and we
vacations in space!
A: I think people
B: Wow! That sounds great!
READING
saying your predictions aloud and follow the model in Exercise 1 to have a conversation
with your partner about how you imagine life in the year 2050.
3 Read Jerry’s and Beth’s diaries and create two questions about their plans for the week.
1
Example:What is Jerry going to do on Wednesday?
He is going to go to the theater with Bob.
Beth
JERRY
Visit &grandma
Meet Cristina
Gym &at 5:30
First &driving &lesson
Study Math with Beth
Study Math with Jerry
What
What
?
?
5 Think about your plans for next weekend and take some notes, using the format of the
diaries in Exercise 3. Then, look at your notes and start a conversation with your partner
about your weekend plans.
Strategy
a.
b.
c.
d.
e.
7
Happy, sad, sleepy, mean,
Feelings often change,
A common act of a typical teen,
I find it rather strange;
a text.
Talking to a friend, or sending them
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,
them
And utterly unfair, the result is to ignore
Strategy
Spot
Before listening to the
recording again,
practice saying the
words and expressions
in bold aloud. With
your partner, take turns
to dictate the
expressions to each
other and check if you
can recognize them.
B
• about music
• a nice jacket
• for a girlfriend
• the drums
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!
1
1
3
2
8
5
4
10 Answer these questions.
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?
UNIT CHECK
1 Find information about someone you know that has a very unusual life. How is this person similar
READING: TWO CULTURES
11
LISTENING
The tasks will help you develop strategies to
improve your understanding of oral messages.
TEEN LIFE
PROJECT
Teens around the world
15
or different to you? Make a list of similarities and differences and share them with your partner.
Social Studies and Geography
2 Use these prompts to write a complete interview. Then, role play it with your partner in front of
the class.
1 Form groups of five students.
B:
B:
B:
B:
B:
B:
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
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.
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
10 Listen again and match the verbs in list A with the phrases in
list B. Then, identify the correct picture for each collocation.
A
• look
• play
• talk
• wear
READING
The tasks will help you develop strategies to
improve your understanding of written texts.
YOUR ENGLISH IN ACTION
3
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.
17
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?
10 Listen to the interview again and identify the alternative
you hear.
Spot
UNIT 1
A:
A:
A:
A:
A:
A:
6
13
Before they start to swear.
Their music cracks the ceiling,
15 And makes their parents fume,
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!
4 With your partner, take turns to ask and answer your questions in Exercise 3.
8
• folks
• fume
• mean (adj.)
• swear
• unfair
• utterly
5
Play tennis with Linda
Dentist at 4:00
10 Listen to the interview with Danny Evans, a typical teenager,
and check your predictions in Exercise 3.
Complaints
Make sure you follow the example.
Theater with Bob
5
Key Word Spot
Visualize the situations
that the poems
describe. What do you
see? Discuss your
ideas with your partner.
2 Take your time to write three predictions for the year 2050 in your notebook. Then, practice
Meet Cristina
LISTENING
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
the boxes.
have
TEEN LIFE
3 Answer these questions.Do you have any arguments with your
1 Complete the dialog about predictions for the year 2050 with will/won’t and the verbs in
be
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.
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
2 Choose five different countries of the world and search for
information about teenage life in each country. Use the Internet,
encyclopedias and what you have learned in Social Studies and
Geography.
3 Find information about: the school system, typical free-time
activities, local music, typical teenage clothes and cultural
traditions.
4 Write a rough copy with all the information for each country. Then,
use your findings and the contents of this unit to prepare an oral
presentation with your group.
5 Make posters with photos, cutouts and maps to illustrate your work.
clothes?
Sonia: Yes. I love shopping for clothes and make-up,
and I spend a lot of money at the hairdresser's, so I
very dark suntan.
have a weekend job in a supermarket.
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
lipstick.
pink
glitter on my cheeks and
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?
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.
You can prepare a Power Point Presentation as an aid to help you
with your oral presentation. Be careful not to read from the PPP, but
to show it!
6 Present it to the rest of the class and display your work in the
classroom.
Checklist
Reflect upon your project and check (✔) under the correct column.
Very well
Well
Not so well
We followed the instructions carefully.
We collected information from different sources.
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
22
We distributed the tasks evenly among the group members.
,
UNIT 1
These attractive and entertaining activities
will motivate you to study and put into
practice what you are learning.
2
1 Read the information about these two teenagers. Create two questions for each
the
4 pts.
paragraph and write them in your notebook. Then, work with a partner and take
turns to ask and answers your questions. Support your answers with evidence
from the text.
.
24
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.
We participated actively.
We were respectful of each other´s ideas and opinions.
27
PROJECT
This section gives you the opportunity to apply
what you have learned in the unit and to
integrate it with other school subjects.
FAST LEARNERS
TAKE ACTION!
Hands-on activities to consolidate the contents covered in
the unit.
READING
AND WRITING
REAL
A short section with extra practice focused on reading
comprehension and writing skills.
LIFE
A short section with extra practice focused on listening and
speaking skills.
SPOT
Interesting bits of information on the topics
of the lesson.
GAME
LISTENING AND SPEAKING
SPOT
Section designed to motivate you with
different games.
✔
ORAL PRACTICE
✔✔ LET’S CHECK
Activities based on a listening text, aimed at
practicing oral skills, pronunciation, fluency
and intonation.
Key
Word
These short evaluation activities allow you to
analyze your performance. You complete the
tasks within a time limit and check your points.
Spot
Special glossary that helps you with the
key words in the text you are going to
read or listen to.
Useful Expressions Spot
Commonly used expressions that
students can use in dialogs and
conversations.
A
& DIN
W G
O B
RK O
BO OK
O LE
K T
Activities for faster students. They can also be
used with all students, if the circumstances
allow it.
Strategy
Spot
Strategies that help you
comprehend and use the
language.
LET’S READ!
Reading booklet connection
This icon indicates the connection of
an activity with complementary work
on the Reading Booklet.
WORKBOOK
RE
+
LET’S READ!
º
Medio
LET’S READ!
Reading booklet
Reading booklet
A complementary booklet aimed at
encouraging your taste for reading
outside of the classroom, and
reinforcing your comprehension skills.
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
4
UNIT
TEEN LIFE
TECHNOLOGY AND
INVENTIONS
6 - 27
28 - 51
Getting Ready . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 6
BEFORE YOU START . . . . . . . . . . . . . . . . . . . . . . . . . 8
Lesson 1: Teenage talk . . . . . . . . . . . . . . . . . . . . . . 10
Listening . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 11
Language Spot: . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 12
Talking about future plans: The Present
Progressive . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 12
Oral Practice . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 13
Reading and writing. . . . . . . . . . . . . . . . . . . . . . . . . 13
Lesson 2: Typical teenagers . . . . . . . . . . . . . . . . . 16
Reading . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 17
Language Spot: . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 19
Connecting ideas: addition, alternative
and contrast . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 19
Listening and Speaking . . . . . . . . . . . . . . . . . . . . . 20
Writing . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 20
Take Action! . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 21
YOUR ENGLISH IN ACTION . . . . . . . . . . . . . . . . . 22
UNIT CHECK . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 24
PROJECT . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 27
Getting Ready . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . .
BEFORE YOU START . . . . . . . . . . . . . . . . . . . . . . . .
Lesson 1: Technology Update . . . . . . . . . . . . . .
Listening . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . .
Language Spot: . . . . . . . . . . . . . . . . . . . . . . . . . . . . .
Connecting ideas: although, however, while,
though . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . .
Oral Practice . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . .
Reading and writing . . . . . . . . . . . . . . . . . . . . . . . .
Lesson 2: Popular teenage inventions . . . . . .
Reading . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . .
Language Spot: . . . . . . . . . . . . . . . . . . . . . . . . . . . . .
Expressing causality: because . . . . . . . . . . . . . . . . .
Listening and Speaking . . . . . . . . . . . . . . . . . . . .
Writing . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . .
Take Action! . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . .
YOUR ENGLISH IN ACTION . . . . . . . . . . . . . . . . .
UNIT CHECK . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . .
PROJECT . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . .
28
30
32
33
34
COMMUNICATIVE TASKS FILE ............................100
THEMATIC INDEX ....................................................... 104
34
35
37
38
39
41
41
43
44
45
46
48
51
UNIT
UNIT
MUSIC AND
LITERATURE
BODY AND MIND
52 - 77
78 - 99
Getting Ready . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . .
BEFORE YOU START . . . . . . . . . . . . . . . . . . . . . . . .
Lesson 1: New Stars . . . . . . . . . . . . . . . . . . . . . . . . .
Listening . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . .
Language Spot: . . . . . . . . . . . . . . . . . . . . . . . . . . . . .
Expressing quantity: all, much, many, some,
a few . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . .
Oral Practice . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . .
Reading and writing. . . . . . . . . . . . . . . . . . . . . . . . .
Lesson 2: We want you to read! . . . . . . . . . . . . .
Reading . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . .
Language Spot: . . . . . . . . . . . . . . . . . . . . . . . . . . . . .
The Passive Voice . . . . . . . . . . . . . . . . . . . . . . . . . . . .
Listening and Speaking . . . . . . . . . . . . . . . . . . . . .
Writing . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . .
Take Action! . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . .
UNIT CHECK . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . .
PROJECT . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . .
LANGUAGE REFERENCE ........... 105
52
54
56
57
59
59
60
60
64
66
68
68
70
70
71
72
74
77
Getting Ready . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . .
BEFORE YOU START . . . . . . . . . . . . . . . . . . . . . . . .
Lesson 1: You can beat them! . . . . . . . . . . . . . . .
Listening . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . .
Language Spot: . . . . . . . . . . . . . . . . . . . . . . . . . . . . .
Expressing possibility: may and might . . . . . . . .
Oral Practice . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . .
Reading and writing. . . . . . . . . . . . . . . . . . . . . . . . .
Lesson 2: Why am I in such a bad mood? . . .
Reading . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . .
Language Spot: . . . . . . . . . . . . . . . . . . . . . . . . . . . . .
Giving advice and recommendation: should,
had better, ought to . . . . . . . . . . . . . . . . . . . . . . . . . .
Listening and Speaking . . . . . . . . . . . . . . . . . . . . .
Writing . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . .
UNIT CHECK . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . .
PROJECT . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . .
VOCABULARY ................................ 107
78
80
82
83
84
84
86
86
88
89
91
91
92
93
94
96
99
BIBLIOGRAPHY.............................. 109
5
UNIT
TEEN LIFE
t SFBEQPTUTPGB4UVEFOU'PSVNDIBU
t SFBEQPFNT
t MJTUFOUPBOJOUFSWJFX
t MJTUFOUPQPFNT
Listening
JOGPSNBUJPO
t JEFOUJGZDPSSFDUTFRVFODF
t EJGGFSFOUJBUFTPVOET
t JEFOUJGZDPMMPDBUJPOT
Speaking
t FYDIBOHFJOGPSNBUJPOBCPVUQFSTPOBMJOUFSFTUT
BOEQSFGFSFODFT
t 3FDJUFBQPFNBCPVUUFFOMJGF
Reading
t JEFOUJGZDPHOBUFT
t JOGFSNFBOJOHPGXPSETJODPOUFYU
t MPDBUFBOENBUDIJOGPSNBUJPO
Writing
t XSJUFBQFSTPOBMJOUSPEVDUJPOUPBGPSVNDIBU
t DPNQMFUFBQPFN
Language
t VTFMJOLJOHXPSET
t VTFUIF1SFTFOU$POUJOVPVTGPSGVUVSFQMBOT
You will also:
t EFWFMPQSFTQFDUGPSBOEBDDFQUBODFPGBHF
BOETPDJBMBOEDVMUVSBMEJWFSTJUZ
t BTTFTTUIFJNQPSUBODFPG&OHMJTIBTBO
JOUFSOBUJPOBMDPNNVOJDBUJPOUPPM
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
LESSON 1
TEENAGE TALK
1 Complete the dialog about predictions for the year 2050 with will/won’t and the verbs in
the boxes.
be
take
have
fly
travel
A: Can you imagine how life will be in the year 2050?
security cameras everywhere and cars
. Everyone
B: I think there
mobile phones, even young children. What about you? What do you think?
by spaceship and we
vacations in space!
A: I think people
B: Wow! That sounds great!
2 Take your time to write three predictions for the year 2050 in your notebook. Then, practice
saying your predictions aloud and follow the model in Exercise 1 to have a conversation
with your partner about how you imagine life in the year 2050.
3 Read Jerry’s and Beth’s diaries and create two questions about their plans for the week.
Make sure you follow the example.
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
What
What
?
?
4 With your partner, take turns to ask and answer your questions in Exercise 3.
5 Think about your plans for next weekend and take some notes, using the format of the
diaries in Exercise 3. Then, look at your notes and start a conversation with your partner
about your weekend plans.
8
UNIT 1
TEEN LIFE
Before starting this unit, you need to know:
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t %JGGFSFOUUZQFTPGUFYUT
LESSON 2
TYPICAL TEENAGERS
1 Which picture (1 – 4) shows…
a.
a page of prose? b.
1
a drama script? c.
a comic?
2
Van Gogh's Bed
Jane Flanders (1985)
is orange,
like Cinderella's coach, like
the sun when he looked it
straight in the eye.
is narrow, he sleeps alone, tossing
between two pillows, while it carried him
bumpily to the ball.
is clumsy,
but friendly. A peasant
built the frame; and old wife beat
the mattress till it rose like meringue.
is empty,
morning light pours in
like wine, melody, fragrance,
the memory of happiness.
3
a poem? d.
A drive in the motor car (Extract)
By Roald Dahl
One amazing morning, our whole family got ready to
go for our first drive in the first motor-car we had ever
owned. The driver was my 21-year-old sister.
She had received two full half-hour lessons in
driving, and in that enlightened year of 1925, this was
considered sufficient. Nobody had to take a driving-test.
As we all climbed into the car, our excitement was so
intense we could hardly bear it.
Up front, there were three bodies in all: the driver
behind the wheel, my brother (aged eighteen) and one of
my sisters (aged twelve). In the back seat, there were four
more of us: my mother (aged forty), two small sisters
(aged eight and five), and myself (aged nine).
We were all trembling with fear and joy as the driver
let out the clutch and the great long black automobile
leaned forward and moved.
“Are you sure you know how to do it?” we shouted.
“Do you know where the brakes are?”
“Be quiet!” snapped the ancient sister. “I’ve got to concentrate!”
Fortunately, there were very few vehicles on the roads in those days. Occasionally, you
met a small truck or a delivery-van and now and again a private car, but the danger of
colliding with anything else was fairly remote.
Soon we were entering a countryside of green fields with not a soul in sight. The
driver was clutching the steering-wheel and we all watched the speedometer needle
moving up to twenty, then twenty-five, then thirty. We were probably doing about
thirty-five miles an hour when we came suddenly to a sharp bend in the road. My
sister shouted “Help!” and slammed on the brakes and swung the wheel wildly round.
The wheels locked and we went crashing into the hedge.
4
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 Read the paragraph ignoring the gaps. Then, read it again and
circle the right word to complete the paragraph.
Strategy
Spot
You are going to listen
to the interview with
Dany Evans, a typical
teenager. In your
notebook, write a list
of the questions you
think the interviewer
will ask him.
I’m in 9th grade. People in my class have different interests: some of
them are crazy about
(Internet / cell phones /videogames)
because they’re always talking about the latest websites where you can
play online or different tips to be a better player. There is also this
group of girls and boys who like to go shopping and wear the best
clothes. They are really interested in (fashion /models / stores). Other
people like
(gym / sports / athletics) and participate in soccer ,
basketball and volleyball competitions. Some people also like (arts /
music / dancing) and have their own rock bands and play different
instruments. In my case, I share all these interests so I can spend time
and have fun with everyone in my class. I love dancing and going to
(parties /school / celebrations) on the weekend with my friends,
but I also enjoy video games, going shopping, playing sports and music.
2 With your partner, make a list of other words related to teenagers.
3 Look at the photos above and answer these questions in your group.
a.
b.
c.
d.
Key Word Spot
• fleece
• fed up
• look forward to
10
UNIT 1
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
6
10 Listen to the interview with Danny Evans, a typical teenager,
and check your predictions in Exercise 3.
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’s fed up with work / homework.
He’s spending one week / two weeks with his cousins.
10 Listen again and match the verbs in list A with the phrases in
list B. Then, identify the correct picture for each collocation.
A
• look
• play
• talk
• wear
1
8
2
Strategy
Spot
Before listening to the
recording again,
practice saying the
words and expressions
in bold aloud. With
your partner, take turns
to dictate the
expressions to each
other and check if you
can recognize them.
B
• about music
• a nice jacket
• for a girlfriend
• the drums
3
4
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
LANGUAGE SPOT
Talking about future plans: The Present Progressive
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.
i.
A: What
B:
your best friend
A: What
B:
your mother
A: How often
B:
Chilean teenagers
? (do)
. (play)
ii.
right now? (do)
. (organize)
iii.
12
UNIT 1
? (eat)
. (drink)
TEEN LIFE
ORAL PRACTICE
10
11 In your group, complete the dialog with your own ideas and use
the phrases in the Useful Expressions Spot. Then, listen and
compare your conversation with the recording. How are your
questions similar or different? Discuss with your partners.
A: How often
B:
A: What
B:
A: What’s your favorite
B:
A: What you and friends
B:
A: What
B:
?
.
right now?
.
?
.
about?
.
next weekend?
.
• Sometimes I go to the
movies
• I go to the movies once
a week/ month / year.
• I never / hardly ever go
to the movies.
11 Ask and answer the questions in Exercise 10 with your partner.
Practice and role-play the conversation in front of your classmates.
Use the phrases in the Useful Expressions Spot as you perform
the dialog.
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
about Jay and Brummie.
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!
Key Word Spot
• Gig (verb): (informal)
to perform live music
at a pub or bar.
LET’S READ!
Page 4
Compare the blog post with
the ones on this page. Are
the interests similar in any
way? Answer the questions.
13
Editing checklist
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Punctuation
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NBSLTTVDIBTRVFTUJPO
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Sentences
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Spelling
)BWFZPVDIFDLFEZPVS
XPSLGPSTQFMMJOHNJTUBLFT
"SFUIFSFBOZXPSETZPVBSF
OPUTVSFBCPVU
Vocabulary
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UIBUUIFXPSETZPVIBWF
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Name
UNIT 1
School
Likes
Plans
Jay Star
Brummie Bex
You
13 Organizing. You are going to write a post in a student forum chat.
To plan your writing, complete the last row of the chart with your
personal information.
14 Drafting. Use the information in the chart to write a post in a
student forum chat. Invent a username, introduce yourself and
make sure you include the following points:
• say hello, your name and the name of your school.
• say what you like doing in your free time.
• say what you will do next weekend.
15 Writing. Write a final version of your post on a sheet of paper.
16 Editing. Exchange your compositions with your partner and use the
Editing Checklist to check for mistakes.
LET’S CHECK
17 Go over the unit and check what you have learned. With your
partner, create a dialog in your notebook in which you talk about
future plans. Make sure you use the unit’s language and
vocabulary in your dialog. Then, role-play your conversation in front
of your teacher.
(12 pts.)
0-4
Keep trying!
14
City
5-8
Good!
9 - 10
Very good!
11 - 12
Excellent!
TEEN LIFE
FAST LEARNERS
Play the Don’t Answer Back game
a. Write down questions like those in the interview and in Exercise 10.
b. Play in groups of four to six students, sitting in a circle.
c. Player 1 asks a question to Player 2, on his / her right.
d. Player 2 does not answer Player 1’s question, but answers What’s
your name?
e. Player 2 asks a question to Player 3, on his / her right.
f. Player 3 does not answer Player 2’s question but Player 1’s question
and so on.
g. Each player has three lives. If he / she doesn’t answer the correct
question, or he / she hesitates for too long, he / she loses 1 point.
h. The student who loses fewer points wins. The time is set by
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
Do you think they have similar or different plans to have fun on the
weekend? In your group, write a conversation about weekend plans
between a parent and a child. Use your own ideas and take turns to
role-play your conversation in front of your class.
15
LESSON 2
TYPICAL TEENAGERS
READING
BEFORE READING
1 In pairs, look up these words in the dictionary and take notes of
their meaning. Then, look at the pictures in Ex. 2 and take turns to
describe each picture using the appropriate word.
oversleep
loud
mess
screen time
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.
Strategy
Spot
Look at the titles of the
poems on Page 17.
What feelings do you
think they express?
1
3
16
UNIT 1
2
4
TEEN LIFE
3 Answer these questions.Do you have any arguments with your
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 and look up their meaning in
a dictionary. Are they nouns, adjectives, verbs or adverbs? Classify
the words and look up for synonyms. Then, find the parts of the
poems in which the words are mentioned and re-write these
sentences replacing the words by their synonyms.
Key Word Spot
• folks
• fume
• mean (adj.)
• swear
• unfair
• utterly
Strategy
Spot
Visualize the situations
that the poems
describe. What do you
see? Discuss your
ideas with your partner.
READING
13
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
y think of next?
They talk for hours on end, what’ll the
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,
ore them
And utterly unfair, the result is to ign
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
17
6 Read the poems quickly and check (✔) your predictions in Exercise 4.
7 Read the first poem again. Check (✔) the comments about
teenagers that are mentioned in them.
a.
b.
c.
d.
e.
f.
Their mood changes very often.
They are tidy and considerate.
They don’t study very often.
They listen to loud music.
They sleep too much.
They spend too much time on the phone.
8 Look at the pictures (1 - 6). Find phrases or sentences in the poem
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?
Answer the questions.
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
10 In pairs, create a conversation in which you give your own opinions
about the poems and write it in your notebook. Then, take your time
to practice your dialog and say it out loud. Use the expressions in
the Useful Expressions Spot to express your ideas.
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
and
,
.
• Speaking for myself…
• In my opinion…
• Personally, I think…
LANGUAGE SPOT
Connecting ideas: addition, alternative and contrast
1. Revise these examples from the poem. Pay attention to the words
in bold.
a. Talking to a friend, or sending them a text,
b. Their music cracks the ceiling, And makes their parents fume,
c. Being a teen may be pretty bad, But from experience I can tell
a. Which word introduces an additional idea?
b. Which word introduces an alternative idea?
c. What does the word but introduce: a condition,
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.
We use
when we want to express
ideas.
Strategy
Spot
Go back to the poems
and choose one idea,
statement or verse that
calls your attention in
some way. In your
group, explain your
choice and discuss
your ideas.
4. Read the poems. Find and copy all the sentences that include the
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. Teenagers sleep a lot. They are always sleepy, anyway.
b. Teenagers don’t talk with their parents. They talk a lot with
their friends.
c. Teenagers like loud music. They like sports.
d. Teenagers like to be with friends. They like to spend a lot of time
in their rooms.
19
Strategy
Spot
Listen again and write
a sentence that
summarizes each
message in the poems.
In your group, discuss
if you agree or
disagree with the
poet's views and
impressions.
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 Read the prompts and create five sentences using the connectors
and, but, or.
(10 pts.)
a. listening to music / chatting on the Internet.
b. fast food / soft drinks.
c. love parents / being with friends.
d. understand English / speak it.
e. speak English / French.
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
connected with teenagers or your real life. Then, compare poems in
your group. Use the Editing Checklist to check for mistakes.
Strategy
I AM
James Born
Picture what you want
to express in your
poem. In your
notebook, complete
the following prompts:
• The goal of this poem
is...
• The feelings I will
express are ...
• The language I need
to use is...
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...
16 Organizing. You are going to write a poem about your everyday
life. Before you write, look at the Strategy Spot and organize your
ideas in your notebook.
17 Drafting. Follow the example in Exercise 15 and write a draft of
your poem in your notebook. You can use connectors such as, and,
but, and or to join your ideas.
18 Editing. With your partner, exchange your drafts and check for
mistakes using the Editing checklist.
19 Writing. Write the final version of your poem on a piece of paper.
Then, learn it and recite it in front of the class.
TAKE ACTION!
A poetic description
a. Work in pairs.
b. Read all the poems in this lesson again.
c. Find three sentences that help you
describe a typical teenager.
d. Write them on a nice piece of paper,
add illustrations and display your work in
the classroom.
2-9
Spot
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
versations
Still love to have con
thoughts
Still want to share
et
me
Doesn’t mean that’s
Editing checklist
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Punctuation
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XJUIQFSJPET
Sentences
$BOZPVBEEBOZXPSETUP
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Spelling
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Vocabulary
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For extra practice of Unit 1, complete the activities in the Workbook.
21
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.
2 Use these prompts to write a complete interview. Then, role play it with your partner in front of
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
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.
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
.
To get money to buy her clothes and accessories, she has
22
UNIT 1
,
the
.
TEEN LIFE
4 Would you like to know if you are a typical teenager? Take this quiz and find out!
@
@
a. Do you like looking like everyone
else?
i. Yes, I feel better that way.
ii. No, I like to be different.
iii. I don’t really care.
@
b. How much do you worry about
what your family thinks of you?
i. Not much; it’s my life after all.
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. Do you think it’s important to look
attractive?
i. Yes, of course!
ii. No, how you look is not as
important as what you are like
as a person.
iii. It’s not something I think about
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. Of course I do. You’re only
young once.
ii. In some ways I do, in some
ways I don’t.
iii. No, you’ve got to think of
the future.
@
@
Score:
r!
15 - 18 pts.: You are a pretty typical teenage
r.
age
teen
9 - 14 pts.: You are not exactly a typical
ager!
0 - 8 pts.: You are definitely not a typical teen
5 Compare your results with your partners and answer these questions.
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! 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?
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.
1 Read the information about these two teenagers. Create two questions for each
paragraph and write them in your notebook. Then, work with a partner and take
turns to ask and answers your questions. Support your answers with evidence
from the text.
24
UNIT 1
4 pts.
TEEN LIFE
2 Read the text again. Are these statements true (T) or false (F)?
a.
b.
c.
d.
e.
5 pts.
Bao-Yu is an only child.
Kenny is older than Bao-Yu.
They like doing the same things in their free time.
Bao-Yu has more classes a day than Kenny.
They like the same sports.
3 Answer the questions.
5 pts.
a. How are Bao Yu and Kenny's lives different? Explain.
b Can cultural differences affect a friendship between two teenagers? Why?
Explain.
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
Diamond often goes to parties on Friday night.
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.
5 pts.
Diamond is fifteen / fourteen.
She usually rings / meets her friends downtown.
Her boyfriend is called Jake / Jack.
She’s feeling excited / 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.
About once a month.
I’m fifteen tomorrow.
I’m studying for several tests.
In Lansing, Michigan.
My birthday party.
25
LANGUAGE
7 Complete these sentences with your own ideas. Use the Present Continuous to
7 pts.
express future, and the verbs in the boxes.
buy
get
have
help
play
visit
work
i. A. Let’s go swimming after school.
.
B. Sorry,
ii. A. Do you think it will snow tomorrow?
.
B. Maybe. I think
iii. A.
. What do you think?
B. We can go shopping in the afternoon, if you like.
iv. A. Have you got any plans for the vacation?
B. Yes, we
.
v. A. Do you think we will go to Paula’s house after school today?
B: No, I can’t. I
.
vi. My sister is getting married next month. We
.
8 Read the text and circle the right connector.
6 pts.
What teens worry about
Everyone has their stress points,
what they report makes them worry:
(and / or) teens are no exception. Here’s
tWhat people think of them. Teens don’t want their identity to be viewed in a negative
light. Unfortunately, this ‘dark light’ often means many admirable qualities, like making
good grades
(or / and) playing the viola in the school orchestra.
tGrades. Believe it
(but / or) not, most teens worry about grades. Good grades
are a sign of well-being,
(and / but) even though teacher approval may not be
as cool as peer approval, it’s important.
tFamily difficulties. Most teens may seem indifferent to their families,
(but /
and) this attitude does not necessarily reflect how they really feel. If there’s trouble at
home, emotional
(and / or) financial, teens can be particularly sensitive to this.
SPEAKING
9 Use these prompts to create two questions about future plans. With your partner,
take turns to ask and answer your questions using what you have learned in the Unit.
a. ... on weekends?
b. ... after school?
4 pts.
4 pts.
WRITING
10 In your notebook, write a reply to Bao-Yu or Kenny, telling about your life.
0 - 29
Keep trying!
26
UNIT 1
30 - 36
Good!
37 - 42
Very good!
50
TOTAL
43 - 50
Excellent!
TEEN LIFE
PROJECT
Teens around the world
Social Studies and Geography
1 Form groups of five students.
2 Choose five different countries of the world and search for
information about teenage life in each country. Use the Internet,
encyclopedias and what you have learned in Social Studies and
Geography.
3 Find information about: the school system, typical free-time
activities, local music, typical teenage clothes and cultural
traditions.
4 Write a rough copy with all the information for each country. Then,
use your findings and the contents of this unit to prepare an oral
presentation with your group.
5 Make posters with photos, cutouts and maps to illustrate your work.
You can prepare a Power Point Presentation as an aid to help you
with your oral presentation. Be careful not to read from the PPP, but
to show it!
6 Present it to the rest of the class and display your work in the
classroom.
Checklist
Very well
Well
Not so well
8FGPMMPXFEUIFJOTUSVDUJPOTDBSFGVMMZ
8FDPMMFDUFEJOGPSNBUJPOGSPNEJGGFSFOUTPVSDFT
8FEJTUSJCVUFEUIFUBTLTFWFOMZBNPOHUIFHSPVQNFNCFST
8FQBSUJDJQBUFEBDUJWFMZ
8FXFSFSFTQFDUGVMPGFBDIPUIFS}TJEFBTBOEPQJOJPOT
27
UNIT
TECHNOLOGY AND
INVENTIONS
t SFBEJOGPSNBUJPOGSPNXFCQBHFT
t MJTUFOUPBDPOWFSTBUJPO
t MJTUFOUPBSBEJPQSPHSBNFYUSBDUBCPVU
UFDIOPMPHZ
Listening
JOGPSNBUJPO
t SFMBUFTQFBLFSTBOETQFFDI
t EJTDSJNJOBUFTPVOETBOEXPSET
t JEFOUJGZTFRVFODF
Speaking
t EFTDSJCFBUFDIOPMPHJDBMEFWJDF
t FYDIBOHFPQJOJPOTBCPVUJOWFOUJPOTBOE
UFDIOPMPHZ
Reading
t JEFOUJGZUIFTFRVFODFPGFWFOUT
t JEFOUJGZUIFUZQFPGUFYU
Writing
t DPNQMFUFBQBSBHSBQIBCPVUBOFXJOWFOUJPO
Language
t VTFMJOLJOHXPSET
t VTFSFMBUJWFDMBVTFTXJUIbecause
You will also:
t BTTFTTBOEBQQSFDJBUFUIFSPMFPGUFDIOPMPHZJO
FWFSZEBZMJGF
t EFWFMPQSFTQFDUGPSBOEBDDFQUBODFPGPUIFS
QFPQMFTPQJOJPOT
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?
Discuss with your partner.
28
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 Complete the dialog with and, but or so.
I’m definitely going. Who wants to
My Dad got me free tickets for the concert
join me?
Sheila: Seriously? Wow! That’s great! I want to go with you
oops! No. Wait! I can’t.
I’ve got a math test
a lot to study. What a pity!
Devin: That’s awesome, Phil! I’m joining you. I won’t have more opportunities like this
I’m going with you. It’s my favorite band!
Phil:
Sheila, let’s do something. I’m good at math so I can help you today after school. I
would really love to go with you
Devin. What do you say?
Sheila: Thanks, Phil! You’re the best!
Phil:
3 In groups of three, practice the conversation in Exercise 2 and role-play it in front of your
teacher.
30
UNIT 2
t )PXUPSFGFSUPBDUJPOTJOUIFQSFTFOU
t 5IF1BTU4JNQMFUFOTF
t -JOLJOHXPSETandbutso.
POPULAR TEENAGE INVENTIONS
LESSON 2
1 Look at the pictures and the expressions in the boxes. With your partner, take turns to
describe the pictures using the expressions and the Past Simple tense. Then, work
individually and write a paragraph about three pictures. Make sure you include the
expressions in the boxes and the Past Simple tense.
cook lunch
ride her horse
1
4
dance all night
2
Gina
5
Dan
play the piano
watch a movie
talk to a friend
sing at the theater
Anna
7
have a picnic
Charles
3 Emily and Eddie
Jill and Nick
8
6
Maggie
Sheila
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
control
idea
portable
automatic
command
electronic
invention
system
TV
gadget
machine
technology
computer
game
pen
control
Strategy
Spot
Read the questions in
the Listening section
carefully. What do you
have to listen for in
each question?
Discuss your ideas
with your partner.
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
Strategy
Spot
Underline key words in
the questions before
answering. This will
help you focus your
attention on the
answers.
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.
With the Thought Remote Control you won’t need a
mouse or a keyboard for your computer.
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
LANGUAGE SPOT
Connecting ideas: although, however, while, though
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?
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.
34
UNIT 2
.
.
.
.
ORAL PRACTICE
11
20 Listen and complete this description of an invention. Then, use
the text as a model to write your own description of an invention
that calls your attention in your notebook. Make sure you look at
the Useful Expressions Spot and include the expressions in
your description.
This
is called CyberBug. It
you to
to people’s conversations. 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
work or even to the gym! With it, you can hear
people although they are up to 50 meters away!
12 Practice describing your invention. Then, present your description
to your class.
13 Read the following sections from the text on Page 36 and pay
• The latest invention
• A modern / brilliant /
ingenious / wonderful
invention.
• A new invention has
been designed /
patented.
attention to the words in bold.
a. Match the paragraphs (I – III) and the definitions of the words
in bold (i - iii).
I. 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.
II. “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.”
III. The point is he also carves wood in
exquisite fashion and never the same
twice. He produces works of art.
i. To make or form a figure
as an art by cutting / With
special beauty or charm.
ii. A facial expression of
discomfort or anger / His
forehead was that of an
older person, having
many wrinkles.
iii. The robot design / Not
open to question.
b. Check your answers looking up unfamiliar words in your dictionary.
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’s short story.
ii. A science-fiction story.
iii. A mystery short story.
b.
c.
d.
e.
Is Andrew human?
What do you think is the robopsychologist’s job?
What is the problem with Andrew, according to Gerald Martin?
Do you consider it a problem too? Why?
Strategy
Spot
• What do you know
about Andrew? Write
a list of sentences in
your notebook.
• Link your sentences
using the words in
the Language Spot.
• Make sure you follow
the model in
Exercise 11.
15 Organizing. You are going to write a short description of Andrew.
To plan your writing, follow the tips in the Strategy Spot.
16 Drafting. Use your notes to write a draft of your description of
Andrew in your notebook.
17 Editing. Exchange your draft with your partner and check for
mistakes.
18 Writing. Write the final version of your description in your notebook.
Then, read it aloud in your group or in front of the class.
LET’S CHECK
19 Complete this dialog using the connectors in bold and your own
ideas.
(7 pts.)
A: What do you think about technology?
B: I think …… However …..
A: What’s the greatest modern invention? The computer or the cell
phone?
B: Although ….. , I think the greatest is ….. What about you?
A: Well, in my opinion … While ……, the other is …….
0-2
Keep trying!
3-4
Good!
5-6
Very good!
7
Excellent!
37
LESSON 2
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
Strategy
a teenager? What makes you think so? Explain.
Spot
Read the title of the
text on Page 39. What
main points do you
typically find in this
type of text?
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.
2
1
a.
b.
c.
d.
A translation glove.
Hands on hand-clap game.
The homework helper.
Quizlet.
4 Study the words in the Key Word Spot and look up their meaning in
Key Word Spot
• clap
• launch
• skill
• tool
38
UNIT 2
a dictionary.
5 Have a quick look at the cognates in the texts. Can you identify two
alternatives you think are correct?
a.
b.
c.
d.
New technologies will help students.
This is a new videogame to play with friends.
This is a new toy that will allow kids to play alone.
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.
Ana Lingenfelder
Strategy
Spot
As you read, underline
the main ideas in the
text. Then, organize
the main points in a
visual diagram or table
in your notebook.
_____
I. __________________
won
r from Hanover, Pennsylvania,
ade
-gr
hth
eig
an
er,
feld
gen
Ana Lin
she
-a-Toy World Games. Because
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
ered
cov
Then, she and her mother dis
what to do with those ideas.
es
, a company which manufactur
ine
onl
)
om
fk.c
(bk
s
Kid
for
s
By Kid
and sells kids’ inventions.
duct
that shows what the final pro
del
mo
a
ype
tot
pro
a
de
ma
Ana
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 da
tes, 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’s invention
i. Ana always liked hand-clap games.
ii. Ana made a model of her invention
iii. Ana wants to get a patent.
iv. Ana didn’t always have friends to play with.
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’s invention
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. Answer these questions and create two
more on your own. Write the new questions in your notebook.
a. What does bkfk stand for?
b. What is a prototype?
Strategy
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
Expressing causality: because
Spot
Make judgements.
Discuss in your group:
• Do these inventions
contribute to the
world? Why?
• Vote for the most
relevant invention.
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’t always have someone to play with, Ana invented
this game, that allows kids to play alone.
b. Jenny phoned me because she needed some advice.
a. What does the word because introduce? Choose an
alternative.
i. A contrast.
ii. A reason.
iii. A consequence.
NOTE: the order in which we can express the ideas
can vary.
41
11 Look at the photos. With your partner, take turns to connect each
pair of sentences (a – f) using because orally. Then, write the
sentences in your notebook.
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
at 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. I can’t open the door because
b. She is studying English because
c. He isn’t having dinner with us because
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.
Strategy
Spot
Listen and react:
How similar or different
were your own ideas?
Do you agree with the
people in the
conversation?
A: Which of the two inventions do you like the most?
B: I like the
.
A: Why?
. Do you agree?
B: Because I think it’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. Use the phrases in the Useful
Expressions Spot in your conversation.
• I prefer the car over the
laptop.
• The reason for this is ...
• Yes, I agree with you /
No, I don’t think so.
43
LET’S CHECK
16 Put the ideas together using because. Use because at the
beginning of four of your sentences.
a.
b.
c.
d.
Strategy
(4 pts.)
Jim was hot and tired. He sat under a tree in the garden.
My mother drank some tea. She was very thirsty.
Susan hurried up. She was late for school.
The weather is cold. He is wearing a heavy coat.
Spot
Draw a table in your
notebook that includes
the following
categories:
• My own device
• Characteristics
• Why it is relevant
17 In pairs, choose one of these teen inventions and describe them
orally using corresponding vocabulary in the box.
launch
electronic board
online tool
(4 pts.)
toy
programming skills
clap
light up
Hands on hand-clap game
flashcards
Quizlet
Editing checklist
BCPVUZPVSXPSL
Punctuation
)BWFZPVDIFDLFEZPVS
XPSLGPSQVODUVBUJPONBSLT
TVDIBTRVFTUJPONBSLT
FYDMBNBUJPONBSLT
DPNNBTFUD
Sentences
$BOZPVBEEBOZXPSETUP
NBLFUIFNNPSF
JOUFSFTUJOH
Spelling
)BWFZPVDIFDLFEZPVS
Vocabulary
UIBUUIFXPSETZPVIBWF
DPOUFYU
0-2
Keep trying!
3-4
Good!
5-6
Very good!
7-8
Excellent!
WRITING
18 Organizing. You are going to write a short description of a device
you know or you would like to create. In your composition, you have
to explain why you think your invention is important. To plan your
writing, use the strategy in the Strategy Spot.
19 Drafting. Write a draft of your description in your notebook. Make
sure you use because to introduce reasons. Follow these steps:
a. Use your notes in your table.
b. Write a list of useful connectors to link your ideas.
c. Write a short paragraph (about 100 words) describing the
device.
20 Editing. Use the Editing Checklist to check your work for mistakes.
21 Writing. Write a final version on a sheet of paper and exchange
your description with your partners.
44
UNIT 2
REAL LIFE
SPOT
TIONS
ACCIDENTAL INVEN
The microwave
n
In 1945 Percy Lebaro
n
Spencer, an America
,
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
rly
ea
to
al
gr
te
in
re
wever,
we
g the time of war. Ho
rin
du
n
tio
va
no
in
nt
importa
l discovery.
s a purely accidenta
microwave cooking wa
Spencer
nctioning magnetron,
fu
a
by
ng
di
an
st
le
Whi
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.
10-17
45
1 Look for information about the inventions in the pictures. Then, copy and complete the fact file
in your notebook.
2
1
3
6
4
5
Name of invention
1
2
3
4
5
Name of inventor
Place of invention
Year
Additional information
2 Your personal invention.
a.
b.
c.
d.
46
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.
UNIT 2
6
3 In your group, create a puzzle with the words in the boxes. Number the spaces for each word
in the puzzle and write a numbered list of definitions (across and down). Then, exchange your
puzzles with other groups and solve them.
Example:
1
Across:
1. a device which allows you to operate something from a distance
airplane
credit card
Mp3 player
automobile
Internet
cell phone
2005
1995
1986
1983
compact disc
electric typewriter
refrigerator
1980
1973
1956
1940
1927
1920
1911
1900
1901
1902
1903
4 Look for information about these important 20th century inventions, and complete the timeline.
television
Correction pen
vacuum cleaner
5 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.
6 Read the paragraph ignoring the gaps. Then, circle the best option to complete the text with the
corresponding connectors.
Ancient technology
The most important ancient civilizations developed (because / though / and) they had their own
inventors. (Because / Although/ However) it is true that these civilizations existed centuries ago, their
amazing technology was the result of incredible advances in engineering in ancient times. (While /
Though / Because) these advances were developing, they stimulated societies to adopt new ways of
living and governance. (Although / Because/ However) , many ancient inventions were forgotten, lost
to the pages of history, only to be re-invented many thousands of years later.
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. What kind of materials do Spencer’s inventions require?
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. Spencer Davis’s inventions require
i. a lot of drugstore supplies.
ii. a lot of imagination and a few pieces of trash.
b. Spencer’s passion for inventions began when he was
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’s mother is
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.
because
Although
A
• It was raining.
• Glenda is a clever student.
• All the shops are closed.
• The new student is very good
at grammar.
• My sister has blue eyes.
besides
however
5 pts.
while
B
• My eyes are brown.
• The match was postponed.
• She didn't receive a scholarship.
• It is a holiday.
• She is very good at writing.
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
8 pts.
for everyday life. Include information about its functions and the reason it is
useful for you. Don’t forget to combine your ideas with linking words, such as:
although, however, though, while.
49 pts.
TOTAL
0 - 13
Keep trying!
50
UNIT 2
14 - 28
Good!
29 - 43
Very good!
44 - 49
Excellent!
PROJECT
Greatest inventions of all times
History and Science
1 Choose three inventions all along human history that you think
have changed people´s lives forever. To search for information, use
the Internet, encyclopedias and what you have learned in History
and Science.
2 Find information about: the name of the invention, its description
and its purpose, the name of the inventor, the place and the year of
the invention, and any other interesting facts you want to include.
3 Use your findings and the contents of this unit to prepare a short
webpage article.
4 Write or type your article on a sheet of paper and add images and a
timeline to illustrate your work. Keep in mind the format of a
webpage article!
5 Display your work in the classroom. If possible, upload your article
on the web.
Checklist
Very well
Well
Not so well
*GPMMPXFEUIFJOTUSVDUJPOTDBSFGVMMZ
*DPMMFDUFEJOGPSNBUJPOGSPNEJGGFSFOUTPVSDFT
*QBSUJDJQBUFEBDUJWFMZ
*DPOUSJCVUFEUPNZDMBTTNBUFT}MFBSOJOH
51
UNIT
MUSIC AND
LITERATURE
· read a chat conversation
· read book reviews
· listen to a television program
· listen to an extract from a story
Reading
· distinguish general and specific information
· discriminate between correct and incorrect
information
· identify the type of text
Listening
· infer mood of speakers
· relate speakers and speech
· discriminate sounds
Language
· use modal verbs must, have to, need to
· use the Passive Voice
Speaking
· express necessity, no necessity, obligation
· talk about books
Writing
· write a book review
· write questions and answers in a chat room
You will also:
· assess and appreciate the value of music and
literature
· develop respect for the role of music and
literature as means of communication
GETTING READY
1 In your group, write a list of all the literary genres and music styles you know. Then, complete
this chart in your notebook and decide which are your favorite ones.
Music
Literature
2 Compare your chart with other groups and share new words. Then look up the meanings of the
words you do not know in an English-English dictionary and write a glossary in your notebook.
3 Imagine you are lost on an island in the middle of the ocean. Choose a book and a music
album you would like to have with you. Share your comments in your group, giving reasons for
your choice.
52
MUSIC AND LITERATURE
53
BEFORE YOU START
LESSON 1
NEW STARS
1 In pairs, solve this crossword and find out how much you know about music.
Across
2. a regular repeated pattern
of sounds
3. an arrangement of
sounds in patterns
6. played or performed by
only one person
1
2
4
3
5
6
Down
1. the words of a song
3. a person who plays or
writes music, especially
as a job
4. a part of a song that is
sung after each verse
5. a short piece of music
with words
2 Work in your group. Complete this chart with the names of bands and singers you know,
according to the kind of music they interpret. Then, compare your work with another group.
Rock'n Roll
54
UNIT 3
Heavy Metal
Classical
Pop
Rap
t 3FGFSUPQSFTFOUBDUJPOTQFSGPSNFECZBOBHFOUJOUIFQSFTFOU
t "DUJWFTFOUFODFTBOE1SFTFOU5FOTF
LESSON 2
WE WANT YOU TO READ
1 In pairs, look at the book covers below and match them with a genre from the boxes.
Biography
Economy
Children’s stories
History
Cuisine
Love novel
Drama
Science fiction
2 Read these three extracts and decide which books (in Exercise 1) they belong to. How can
you tell? Discuss with your partner.
a.
“People will shed a flood of tears that will drown the wind like a horrible downpour
of rain. I can’t spur myself to action. The only thing motivating me is ambition, which
makes people rush ahead of themselves toward disaster.”
b.
“Rub the turkey inside and out with the kosher salt. Place the bird in a large stock
pot, and cover with cold water.”
c.
“In 1843, he wrote his novel The Life and Adventures of Martin
Chuzzlewit, a story about a man’s struggle to survive on the
ruthless American frontier. The book was published the
following year.”
55
LESSON 1
NEW STARS
LISTENING
BEFORE LISTENING
1 Work with your partner. In your notebook, write a list of radio and
TV programs related to music that you know. Share your list with
other pairs.
Strategy
Spot
Before you listen, read
the questions in the
Listening section and
take notes on the
following points:
• People talking in the
conversation.
• Why they are talking.
2 Read the name of the lesson. What do you think it is? Check (✔).
a.
b.
c.
d.
A well-known music academy.
A reality TV show.
A radio program.
A famous award for young people.
3 Read the words in the Key Word Spot and match them with their
Key Word Spot
• audience
• coach
• contestant
• fit
• pretend
56
UNIT 3
meaning (a – e).
a. a person who takes part in a competition.
b. somebody who gives private lessons.
c. the group of people who watch or listen to something
(a program, a concert, etc.)
d. to behave in a particular way to make people believe something
that is not true.
e. to put something in the right place.
LISTENING
4
28 Listen to the recording and check your prediction in Exercise 2.
5
28 Listen to the recording again. Where was it taken from?
a. A music lesson.
c. A TV show.
6
Spot
As you listen, answer:
• Exercise 5: what
sound clues can help
you identify the right
answer?
• Exercise 6: listen for
each name in the
recording and take
notes of the
occupations that are
mentioned later.
• Exercise 7: underline
the key words in each
question. Listen and
identify other key
words in the
recording.
d. An advertisement.
28 Listen to the recording again. Match the people’s names (a – c)
and their jobs (i - iii).
a. Spencer
b. Savannah
c. Adam
7
b. A radio program.
Strategy
i. Voice coach
ii. Songwriting coach
iii. Director
28 Listen to the recording again and answer these questions.
a. What will people learn to do at the academy?
b. What will happen if the participants get the lowest number
of votes?
c. How do people feel when they get to perform their own songs?
57
8
28 Listen to the recording. Who says each of these sentences,
Spencer, Savannah or Adam?
a.
b.
c.
d.
e.
f.
9
Strategy
Summarize the
conversation in a
sentence:
I listened to a recording
of a conversation in
which ...
28 Listen to the recording once more and match the questions
(a – d) with the answers (i – iv).
a.
b.
c.
d.
Spot
10
: You will spend three months with us.
: Some of you can really sing like a star.
: Only a few people can be a composer.
: All our coaches are great.
: You don’t need to be a poet.
: Everyone here can sing.
What are the students’ obligations?
What is Savannah going to do?
What is important for Adam?
What do many contestants say?
i. Help contestants find their special voice.
ii. That performing their songs is great.
iii. To obey the rules and attend all the classes.
iv. To fit the words to the music.
28 Answer these questions in your group and then share answers
with another group.
a. Do you know any similar Chilean TV programs?
b. What are / were they called?
c. Why do people participate in these contests? Would you do it?
Why?
58
UNIT 3
LANGUAGE SPOT
Expressing quantity: all, much, many, some, a few
1. Read these sentences from the text. Pay special attention to the
words in bold.
a. All of our coaches are great.
b. That’s not much time.
c. You will spend many weeks at the New Stars music academy.
d. Some of you can really sing like a star.
e. Only a few people can become composers.
2. What do the words in bold express?
a. quality
b. quantity
c. frequency
,
We use words such as
to express
.
,
NOTE:
We use a few to refer to countable things and a little to refer to
uncountable things.
We use many to refer to countable things, often in negative and
interrogative sentences.
We use much to refer to uncountable things, often in negative and
interrogative sentences.
11 Complete what these two teens say using much, many, a lot of,
some, and a few.
Anne:
I don’t have
money but I have
friends.
We don’t spend
money when we go out, but we
always have a good time!
Malcom: I have
pets and I don’t have
time for
anything else. I only have
friends because
I prefer my pets!
LET’S CHECK
12 In your notebook, write four sentences about your classmates and
their interests, expressing quantity.
Example: There are only a few of my friends who like soccer.(8 pts.)
0-2
Keep trying!
3-4
Good!
5-7
Very good!
8
Excellent!
59
ORAL PRACTICE
13
29 In pairs, complete this dialog between two students at the New
Stars Academy. Use the clues in the boxes. Then, check with
the recording.
attend all the classes
I'd like to know
six weeks
A:
B:
A:
B:
• Excuse me.
• Let me introduce
myself.
• I’m ... I’m new here ...
• Many thanks!
Can I ask you
must obey
to work hard
need to
Tell me about
us to develop our talents
Hi!
a few questions? I’m new here, you see.
know?
Sure! What do you
how long we’re going to stay here.
Well,
, and then we’ll learn to
We’ll stay here for
sing and compose.
A:
B: We
their rules and
our coaches.
A:
B: They are great! They help
.
14
How about the rules?
.
, but we need
29 Listen to the recording and practice the dialog with a partner.
Role play it in front of the class. You can also use the expressions
in the Useful Expressions Spot.
READING AND WRITING
15 Have a look at the texts you are going to read and answer these
questions in your notebook.
a. What type of texts are they? How can you tell?
i. Poems
ii. Songs
iii. Rhymes
iv. Riddles
b. Take a quick look at the texts on Page 61 (skim). What topic do
you think they are related to? Why?
c. Look at the texts again. Circle the words they have in common.
Which topic are these words related to?
60
UNIT 3
That’s what friends are for
(Dionne Warwick)
Gift of a friend
Demi Lovato
And I never thought I'd feel this way,
And as far as I'm concerned
I'm glad I got the chance to say
That I do believe I love you.
Sometimes you think you'll be fine by yourself
‘Cause a dream is a wish you make all alone;
It's easy to feel like you don’t need help,
But it’s harder to walk on your own.
And if I should ever go away,
Well, then close your eyes and try
To feel the way we do today
And then, if you can, remember.
Chorus
You'll change inside when you realize
The world comes to life and everything’s bright;
From beginning to end when you have a friend by your side
That helps you to find the beauty you are;
When you open your heart and believe in the gift of a friend,
The gift of a friend
Chorus
Keep smiling, keep shining,
Knowing you can always count on me, for sure;
That's what friends are for.
In good times and bad times
I'll be on your side forever more;
Well, you came and opened me
And now there's so much more I see
And so, by the way, I thank you.
And then, for the times when we're apart,
Well then, close your eyes and know
These words are coming from my heart;
And then, if you can, remember.
Chorus
Keep smiling, keep shining,
Knowing you can always count on me, for sure;
In good times and bad times
I'll be on your side forever more;
Taken from: Warwick, D. That’s what friends
are for. Retrieved November 18, 2012, from
http://www.lyricsdepot.com/dionne-warwick/
thats-what-friends-are-for.html
Someone who knows when you’re lost and you’re scared,
And they’re through the highs and the lows;
Someone you can count on, someone who cares,
Beside you wherever you’ll go.
Chorus
You'll change inside when you realize
That helps you to find the beauty you are
When you open your heart and believe in the gift of a friend.
And when your hope crashes down
Shattering to the ground, you, you feel all alone;
When you don’t know which way to go
And there's no signs leading you home, you're not alone.
Chorus
That helps you to find the beauty you are
When you open your heart and believe in,
When you believe in, when you believe in the gift of a friend.
Taken from: Lovato, D. Retrieved November 18,
2012, from http://www.lyricsdepot.com/demilovato/gift-of-a-friend.html
61
16 Read the lyrics quickly and check your ideas in Exercise 15.
17 Read the first lyrics again and answer the following questions.
a. Who do you think inspired this song?
b. How did the author feel when she wrote it? Why do you
think so?
c. How is the song organized? Take a look at it again.
18 Read the second lyrics again and answer these questions.
a. Is it related to the first song? How?
b. Is it organized in the same way?
c. What message does the chorus want to transmit?
d. Read the third verse of the lyrics once more. According to it,
what characteristics does a friend have?
A friend is a person who
.
19 Organizing. Work in pairs. You are going to write one or two verses
of the lyrics of a song. To plan your writing, follow these steps:
a. Select a topic that you like or that is important to you. (It can be
anything you want, such as a breakup, a current relationship, a
bad day, happiness, etc).
b. Write a list of ideas that come to your mind, related to the topic
you chose.
c. Think about the rhyme you would like to use.
20 Drafting. Write a draft of your song’s verses in your notebook.
Make sure you use poetic devices. Use the songs on Page 61 as
a model.
21 Editing. Exchange your verses with other groups. Check that
your composition has a similar style to that of the model songs on
Page 61.
22 Writing. Write the final version of your verses on a piece of colored
cardboard and display it on a visible place of your classroom.
Finally, find a melody for your song. It can be something that pops
into your head or something that another band has written. If
possible, record the song or sing it live in front of your classmates.
62
UNIT 3
GAME
SPOT
Apply the Truth Questionnaire to two of your classmates.
a. Copy the questionnaire into your notebook.
b. Choose two classmates and ask them these questions.
c. Write down their answers.
The Truth Questionnaire
Name:
Name:
How many friends do you have?
How much time do you spend with your friends?
What do most of your classmates do on weekends?
What do a lot of parents worry about?
What are many of your friends going to study at
the university?
Do you spend a lot of money when you go out?
How many of your friends are interested in politics?
How much time do you spend at school?
How many of your friends are an “only child”?
How much money do you usually have by the end of
the month?
23 Write two short paragraphs describing your classmates, using the
information you collected when applying the questionnaire. Follow
these steps:
- Make a list of all the answers, classified by person.
- Write a draft of each paragraph, one per person.
- Join your ideas with connectors, such as or, but, or and.
- Write a final version of your paragraphs and read them aloud to
your classmates.
Example: Michael has many friends, and he spends a lot of time
with them...
63
LESSON 2
WE WANT YOU TO READ!
READING
BEFORE READING
1 In your group, ask and answer questions to fill in this chart of
favorites. Compare answers.
a. Do you have a favorite book? Which one?
b. What is your favorite literary genre?
c. Who is your favorite author?
Name of Student
Strategy
Book
Author
Literary Genre
Spot
Read the title of the
text. Why do you think
the author describes
the city of Oz as
'wonderful'? What do
you know about Oz?
2 Look at the pictures. Do you know these people? What do they
have in common? Have you ever read one of their works? Discuss
with your partner.
Isabel Allende
Marcela Paz
Isaac Asimov
Stephanie Meyer
J.R.R. Tolkien
J.K. Rowling
3 Have a look at the text and illustrations on Page 66. Which of these
genres does the book belong to?
64
UNIT 3
4 Match each name (a – f) with the corresponding book cover (1 – 6).
a.
b.
c.
d.
e.
f.
A Hundred Years of Solitude.
Harry Potter and the Deathly Hallows.
Kingdom of the Golden Dragon.
Papelucho and the Alien.
The Lord of the Rings.
The Movies of my Life.
1
2
3
4
5
6
5 Take a look a the text and find the words in the Key Word Spot.
Can you infer their meaning? Read the full sentences, so as to get
the whole context. Discuss with your partner.
6 Read the text again. Number these events in the order they are
mentioned in the story.
a.
b.
c.
d.
e.
f.
Key Word Spot
• Dazzled
• Lead
• Marble
• Pane
• Screen
Dorothy and her friends passed through the Palace Gates.
Dorothy and her friends arrived at the City of Oz.
The Guardian of the Gates led them through the streets.
Dorothy and her friends walked over green pavement.
Dorothy saw that everything in the shops was green.
They came to the Palace of the Great Wizard Oz.
65
READING
30
l
u
w
f
r
i
e
z
d
n
a
z
o
r
O
w
d
f
o
e
h
T
Chapter 11 (Excerpt) - The Wonderful City of Oz
Dorothy and her friends were dazzled by the brilliancy of the wonderful
City. The streets were lined with beautiful houses all built of green marble.
They walked over pavement of the same green marble, and where the
blocks were joined together, there were rows of emeralds. The window
panes were of green glass; even the sky above the City had a green tint and
the rays of the sun were green.
There were many people with greenish skins walking about, all dressed in
green clothes. They looked at Dorothy and her strange company with
wondering eyes and the children all ran away when they saw the Lion, but
no one spoke to them.
Dorothy saw that everything in the shops was green. Green candy and
green pop corn were offered for sale, as well as green shoes, green hats,
and green clothes of all sorts. A man was selling green lemonade and
when the children bought it, they paid for it with green pennies.
Everyone seemed happy, contented, and prosperous.
The Guardian of the Gates led them through the streets until they came
to the Palace of the Great Wizard Oz. There was a soldier before the
door, dressed in a green uniform and wearing a long green beard.
“These strangers demand to see the Great Oz” said the Guardian of the
Gates to him.
“I will carry your message to him.”
They passed through the Palace Gates and were led into a big room with a
green carpet and lovely green furniture set with emeralds.
“Please make yourselves comfortable while I go to the door of the
Throne Room and tell Oz you are here.”
When he came back, Dorothy asked: “Have you seen Oz?”
“Oh, no,” replied the soldier; “I have never seen him, but I spoke to him
as he sat behind his screen and gave him your message. He said he will
grant you an audience, if you so desire, but each one of you must enter
his presence alone and he will admit only one each day. Therefore, as you
must remain in the Palace for several days, I will have to show you the
rooms where you may rest in comfort after your journey.”
Adapted from: Baum, F. L. (1900, May 17) The Wonderful Wizard of Oz, Chapter 11, The Wonderful City of
Oz. Excerpt. Retrieved March 7, 2012, from http://www.literature.org/authors/baum-l-frank/the-wonderfulwizard-of-oz/
66
UNIT 3
7 Read the text again and answer these questions.
a. Who are the protagonists in this excerpt?
b. What is the main characteristic of the city they are visiting?
c. How do the people in the city seem to be?
Strategy
8 Read the text once more and complete this event map.
a. Place
b. Time
Spot
Create your own
questions about the
text. This will help you
maximize your
comprehension. In
your notebook, write
two questions about
the excerpt.
Event map
c. Characters
d. End
9 Complete the dialog with your own ideas. Then, add two more
questions and say it aloud in your group. Use the expressions in
the Useful Expressions Spot.
A: Do you have a favorite book?
.
B: Yes, I like
C: And what is your favorite genre?
A: I think it’s
. And who’s your
favorite author?
A: My favorite author is
.
C: Mine is
.
LET’S READ!
Page 8
Read the extract of this
short story about a pianist
and answer the questions.
• The reason I like ... is
....
• One of the important
things about ... is ...
• What I like about ... is
...
67
LANGUAGE SPOT
The Passive Voice
1. Read these sentences paying special attention to the verb form
in bold.
a. The main role of the story is played by Dorothy.
b. The story begins when Dorothy is carried by a tornado.
c. The streets were lined with beautiful houses.
d. Green candy and green popcorn were offered for sale.
2. Discuss these questions in pairs.
a. What is special about this structure?
b. Why is it used?
c. What is the pattern?
d. How can you indicate a change of time, a different tense?
3. Complete this general rule.
voice is used when the focus is on the
The
. It is not important or not known; however, who, or what
is performing the action.
4. Look at these examples of the Active voice and the Passive Voice.
Are the subjects performing or receiving the action? Discuss with
your partner.
a. Active voice: “These strangers demand to see the great Oz.”
b. Passive voice: “Dorothy and her friends were dazzled...”
10 What do you think happened next? Take a look at the text again
and think about how the story continued.
a. Imagine four or five facts that took place in the story when
Dorothy and her friends were received by the Wizard of Oz.
Write four or five sentences describing what you imagined in
your notebook. Make sure you use the passive voice in your
sentences.
b. In pairs, exchange your lists of sentences and check for meaning
and language. Pay special attention to the use of passive voice
and correct mistakes if necessary.
c. Use your notes and this model to write a paragraph describing
what you think happened next in the story. Include connectors
where appropriate in order to link your ideas. Write the
paragraph in your notebook.
The day Dorothy and her friends were received by the Wizard …
They felt very ... and thought that ... because ... Then, ...
Finally, ...
68
UNIT 3
11 Complete these sentences using the Passive Voice and the
verbs in brackets.
a. Letters
(deliver ) by the postman at 8
every day.
(find ) at
b. This bag
the bus-stop yesterday
evening.
c. A lot of English grammar
books
(sell )
every year.
d. This portrait of Diego Rivera
(paint ) by
Frida Kahlo.
LET’S CHECK
12 Complete these sentences in the Passive voice, using the verbs in
brackets. Ex: The bathroom is cleaned 3 times a day.
(8 pts.)
a. Those books
(write) by experienced authors.
(draw ) by well-known artists.
b. The illustrations
(use ) to teach students how to
c. This program
write stories.
(sell ) by established bookshops.
d. Most of our books
0-2
Keep trying!
3-4
Good!
5-6
Very good!
7-8
Excellent!
69
Strategy
Spot
Listen to the
conversation again. As
you listen, take notes
of your own answers .
You don't need to write
long sentences. You
can only use words.
13
31 In pairs, use the expressions in the boxes to complete this
conversation about The Wonderful Wizard of Oz. Then, listen to the
recording and check.
amazing and incredible
fantasy stories
beautifully described
science-fiction
very intelligent
Mark:
Sylvia:
Mark:
Sylvia:
Mark:
Sylvia:
Mark:
extraordinary
The Wonderful Wizard of Oz
very interesting
Hi, Sylvia! What are you reading?
. Have you read it?
It’s the most
book I’ve ever read!
I find it
too; the characters are
.
Oh, yes. Dorothy is very,
.
And the places are
. I love
!
I like them too, but I prefer
.
14 Practice the dialog above with your partner, using information that is
true for you. Then, roleplay it in front of the class.
WRITING
15 Have a look at this review. Find the name of the review section for
each definition.
: the best, most interesting or most exciting part
a.
of something.
: the main character in a play, movie, or book.
b.
: the person who wrote a particular book.
c.
: the series of events which form the story.
d.
Kaspar, Prince of Cats
32
Author: Michael Morpurgo
Characters: Although this book is called Kaspar, Prince of Cats, the story is really about
a boy called Johnny Trott, who works at a hotel in London. He’s an orphan and works
really hard. Prince Kaspar Kandinsky, Prince of Cats, comes to stay with his interesting
owner, Countess Kandinsky. They befriend Johnny and then the adventures begin.
Plot: Johnny’s life changes when he meets the Countess and Kaspar. He looks after the
magnificent cat and he makes friends with LizzieBeth, an American guest. Pretty soon,
events take Johnny and Kaspar all around the world.
Highlights: The story is so good that if you start it, you’ll want to keep on reading.
You will feel as if you were the protagonist. And there are some really cool
illustrations to go with it.
70
UNIT 3
16 Have a look at the review again.
a. Identify the paragraphs in which these themes are mentioned.
i. Description of main characters.
ii. Writer’s personal opinion.
iii. Description of main events.
Editing checklist
Use this checklist to help you think
BCPVUZPVSXPSL
b. Underline the expressions the writer uses to introduce his / her
personal opinion.
Have you checked your work
for punctuation marks, such
as question marks,
exclamation marks, commas,
FUD
Sentences
Can you add any words to
NBLFUIFNNPSFJOUFSFTUJOH
Spelling
Have you checked your work
GPSTQFMMJOHNJTUBLFT
Vocabulary
17 Organizing. You are going to write a review of a book you like. To
plan your writing, find information about the following points and
write a list in your notebook.
- Name
- Author
- Characters
- Plot
- Highlights.
18 Drafting. To write a draft of your book review, use your notes and
follow the model on Page 70. Write the draft in your notebook.
20 Writing. Write a final version of the review on a separate sheet of
paper. Add a picture of the book’s cover, to illustrate it. Finally,
exchange reviews with your classmates. If possible, publish it on
your class blog or notice board.
Punctuation
Use your dictionary to check
that the words you have used
BSFBQQSPQSJBUFJODPOUFYU
Strategy
Spot
Make a list of the
mistakes you have
made and ask your
teacher to help you
categorize them (verb
tenses, punctuation,
etc.). This will help you
create your own editing
checklist to edit future
compositions.
TAKE ACTION!
A chat with a star.
a. Think about a famous young artist you would like to chat with.
b. Write a short piece of chat with the questions you would like
to ask and his / her answers.
c. Role play the interview in front of your classmates.
18-25
71
1 A new character.- In groups of four students, read the text on Page 66 again, and think of a
new character for the story.
- Write a full description of your character, including physical descriptions and details of his/her
personality. Don't forget to give him/her a name. You can also draw him/her.
- Write a short paragraph, explaining the role of this character in the story.
- Share your descriptions with the rest of the class.
List of characteristics
Paragraph describing the
character (using connectors)
Share the description with
the class
2 Imagine you are participating in the New Stars TV show.
a. Write an e-mail to a friend or to your parents telling them about your experiences at
the academy.
b. Include information about:
i. your duties;
ii. your activities;
iii. your coaches;
iv. any other interesting points you may want to include.
72
UNIT 3
3 Complete this chart about famous books. Would you like to read them? In your notebook,
number them from 1 to 8, in order of priority, and explain your priorities to your partner.
Name
Author
Characters
Emilio Salgari
Sandokan
Harry Potter and the Goblet of Fire
Romeo and Juliet
20,000 Leagues under the Sea
J.R.R. Tolkien
Papelucho
Meg, Jo, Beth, Amy and Laurie
Little Women
C.S. Lewis
Aslan, White Witch, Peter, Susan,
Edmund, Lucy
4 Copy this word map in your notebook. Complete it with words from this unit and add other
words you know. After this, compare your map to your partner's, and complement it with his/her
information. Create a final version with the whole class, draw it on a big piece of cardboard and
paste it on a wall in your classroom.
Styles
Professions
Music
Instruments
People
Famous songs
5 Read your notes in Exercise 1 again and tell your partner about your character. Make sure you
describe your character’s appearance and personality and you refer to his/her role in the story.
73
UNIT CHECK
READING: SPOTLIGHT ON BEVERLEY KNIGHT
33
Singer and songwriter Beverley Knight began singing in church and she has performed in local
clubs since her late teens. Read this chat conversation between Beverly and some of her fans.
Beverley Knight
More
H2o:
Bk:
How did you start out in music?
I started quite by accident. I had always sung, in church and
in school, and I was asked to be part of the entertainment at
a birthday party for a local radio station. Being a teenager,
I said “yeah!” And that was how I started!
Kellieg: What inspires you to write?
Bk:
When I put pen to paper, Iʼve always got something to say
because thatʼs how I feel. When Iʼm writing songs, itʼs about
an event that happened to me or something close to
my heart.
Rachel: I was wondering if you could tell me how you write songs.
Bk:
Writing what I feel and how I feel is what I write about every
day.
Rona: What kind of music do you like?
Bk:
Ah, my musical tastes are very diverse: from Outkast to Fly
and Stone, from Prince to Nirvana and Coldplay. I think
Alicia Keys is a great artist. I like a little bit of pop as well.
Rita:
I really want to be a singer and be in films like Harry Potter,
but the main thing is I donʼt know how to achieve my
dreams.
Bk:
Donʼt worry. It may be that your school or youth club have
things like a drama club, a dance class, something like that
you can get into. That would be a fantastic place to start,
somewhere to build up your confidence and obviously your
ability. Then, you can specify exactly what you want to go
into, acting, or singing, or dancing. You should try your hand
at everything: dance class, drama class. If your schoolʼs got
a production, it would be always brilliant to get yourself
started, get out there in front of an audience. There are
always talent scouts about.
Created by: Publishing team.
74
UNIT 3
1 Read the text and answer these questions, in your notebook.
a.
b.
c.
d.
e.
5 pts.
What does Beverly Knight do?
When did she start singing?
Where does she take her inspiration from?
Does she have a favorite musical genre?
Who does Beverly think is a great artist?
2 Read the text again and choose the right answer.
3 pts
a. Since she began singing, Beverly has become a great name in the
European / British / American industry.
b. Up to now, she has won an important award / no awards at all / two very
important awards.
c. She writes once a week / once a day / twice a week.
3 Read the text again and find this information.
a.
b.
c.
d.
e.
Place where Beverly began singing:
Prizes she has won:
Event in which she was invited to participate:
Two famous bands she likes:
Places she suggests for starting a career:
5 pts
.
.
.
.
.
LISTENING - DISCUSSING THE RULES
4
34 Listen to two people talking about the New Stars Academy. Choose the
correct alternative for each sentence.
a.
b.
c.
d.
e.
5
5 pts
I wouldn’t / couldn’t get to the meeting.
We’ll stay here for three months / weeks.
Each week we will perform one of our own songs on a radio / TV show.
If you get the highest / lowest number of votes…
Performing my own songs will be a great feeling / filling.
34 Listen to the recording again. Number the questions in the order you hear them.
a.
b.
c.
d.
e.
f.
6 pts
Are there any rules?
Can I ask you a few questions?
Can you explain that, please?
What else would you like to know?
What happens if we can't sing like stars?
What would you like to know?
75
6
34 Listen to the recording once more. Complete each sentence with one word.
a. I’m
here.
b. We must obey all the rules and attend all the
are great!
c. Our
.
d. Everyone here can
2 pts.
.
LANGUAGE
7 Complete these sentences with much, many, or any.
5 pts.
a. Sarah hasn’t visited
places in her life, just 2 or 3.
people around the world.
b. These comic books are read by
these last
c. The director of the academy hasn’t been around
few weeks.
new songs lately?
d. Have you heard
8 Write sentences in the Passive Voice. Eg. Queen's park is visited by many people
4 pts.
everyday.
a.
b.
c.
d.
The Eiffel Tower / situate/ France.
The Harry Potter series / write / J.K. Rowling.
32 pieces / use / in a game of chess.
Cold milk / serve / with tea / England.
SPEAKING
8 pts.
9 In pairs, role play an interview between a fan and a famous artist. Follow the
example on Page 74.
WRITING
10 Think of a TV program you like, and write a short review.
8 pts.
- Make a list of the good and bad aspects of the program.
- Write a short draft of your review, using connectors such as or, and, or but.
- Write a final version of your review, and share it with your classmates.
0 - 13
Keep trying!
76
UNIT 3
14 - 28
Good!
29 - 43
Very good!
51 pts.
TOTAL
45 - 51
Excellent!
PROJECT
Interview with a famous writer
Literature and Drama
1 Form pairs to do this project.
2 Choose a book you have read and liked a lot and search
for information about its author. Use the Internet,
encyclopedias and what you have learned in the Literature
class.
3 Find information about: interesting facts of his/her personal
life, his/her beginnings as a writer, and his/her works (past
and present).
4 Think of five questions and use all the information you gathered to
create an interview for a TV talk show. Also, use the contents of this
unit to enhance your work.
5 With your partner, decide who will be the interviewer and who will
be the famous writer. Then, role-play the interview and rehearse it
several times.
6 Prepare a TV set stage and film your interview with your partner.
7 Show it to the rest of the class.
Checklist
Very well
Well
Not so well
77
UNIT
BODY AND MIND
t read a teen’s advice webpage
t listen to a classroom conversation
t listen to a radio interview
Reading
t discriminate between correct and incorrect
information
t extract specific information from a text
t distinguish main ideas in paragraphs
Listening
t discriminate between correct and incorrect
information
t discriminate sounds
t recognize the sequence of information
Language
t use modal verbs to express advice and
recommendations
t use modal verbs to talk about possible future
situations
Speaking
t express advice and recommendations
t exchange information about teens’ problems
t express future possibilities
Writing
t write a short story about bullying
t write a short paragraph about body image
You will also:
t reflect on giving importance to our internal
and not only to our external appearance
t reflect on the importance of worrying and
supporting friends who are in trouble
GETTING READY
1 Look at the pictures on Page 79. Which of the teenagers seem happy? Why?
2 Which of the teenagers might have a problem? What problems? In pairs, write a list in your
notebook and compare your answers in your group.
3 Talk with your partner about what you would do in each of those situations. Share your
comments with other classmates.
78
79
BEFORE YOU START
LESSON 1
YOU CAN BEAT THEM!
1 Complete the dialogs using the affirmative or negative form of the verbs in the box and your
own ideas.
may
a. Dana:
Jake:
Claire:
Ernest:
can
must
might
Can you guys go to the beach with me after school?
Mmmm ... I’m not sure … I
have something to do ... I
I
I have to study.
Dana, it
rain
b. A: Excuse me,
B: People
A: It’s ok. I
I smoke here?
smoke in public spaces because
respect this norm. I understand.
2 Classify the modal verbs you used in Exercise 1 according their use.
Permission
Possibility
Ability
Obligation
Prohibition
3 In pairs, have a look at the visual clues. Take turns to complete the sentences telling your
partner what is possible to happen.
Example:
Sarah is staying in bed today.
It is possible that she is ill.
80
a.
It is cloudy.
b.
My father
has a lot of work.
UNIT 4
c.
This restaurant is
very elegant.
d.
Sean got up very
late today.
BODY AND MIND
t )PXUPFYQSFTTQPTTJCJMJUZQSPIJCJUJPOBOEBCJMJUZ
t )PXUPBTLGPSQFSNJTTJPOBOEHJWFSFDPNNFOEBUJPOT
t )PXUPSFGFSUPFWFOUTUBLJOHQMBDFJOUIFQSFTFOU
LESSON 2
WHY AM I IN SUCH A BAD MOOD?
1 Match sentences a – e with sentences i. – v.
a.
b.
c.
d.
e.
We don’t want to get lost.
We’re traveling to London next month.
It often rains in London.
This city is very dangerous.
Aunt Rosa is going to have a graduation party for Scott.
i. You shouldn’t forget to take an umbrella.
ii. We should take a map with us.
iii. We should confirm our attendance.
iv. You shouldn’t go off on your own.
v. You should visit The London Eye.
2 What´s the activity? Read the sentences below and decide which advice is for each activity.
Then, complete the pieces of advice with should or shouldn’t.
scuba diving
Mountain
climbing
Skiing
Wind-surfing
Swimming
Running
a.
i. You should always wear a helmet and special boots.
go out if the weather is bad.
ii. You
b.
i. You
colored clothes.
ii. You
pavement, or in a park.
always wear brightly
c.
i. You
ii. You
but far from the rocks.
go out in a storm or at night
always stay close to the shore
d.
i. You
ii. You
you go out on the boat.
go too deep.
check your equipment before
go on the road, stay on the
81
LESSON 1
LISTENING
YOU CAN BEAT THEM!
BEFORE LISTENING
1 Answer these questions in pairs.
a. What is bullying?
b. How can bullying affect your life?
c. Do you know of any organizations that help people who are
being bullied?
2 Choose the situations in the list that are related to bullying. Have
you ever been involved in any of these situations? Explain.
a. People calling names
b. Damaging belongings
c. Stealing money at school
d. Threatening and intimidating
e. Making abusive phone calls
f. Sending offensive phone texts
g. Posting insulting messages
on the Internet
82
UNIT 4
BODY AND MIND
3 Talk to your partner. Complete this paragraph about Bullying with
your own ideas. Make sure you use the words from the boxes to
complete it.
actions
victim
stronger
hurting
stopping
serious
school
Bullying is to …. somebody, either by words or …
It usually takes place at ….
The victim usually …..
In my opinion …..
We can help ….
4 You are going to listen to a recording about bullying. Read the title
of the lesson and look at the picture. What is the man doing? Circle
the best answer.
a. He is giving a lecture.
b. He is offering advice.
c. He is giving instructions.
d. He is telling a story.
5 Read the words in the Key Word Spot. Look up their meanings in a
dictionary. Then, choose 2 of the definitions and write sentences in
your notebook.
LISTENING
6
37 Listen to the recording and check your prediction in Exercise 4.
7
37 Listen to the recording again and circle the best alternative.
a.
b.
c.
d.
e.
f.
g.
h.
i.
j.
Talk to / Tell us about being bullied, Oliver.
When I was 15 / 16 I made a decision.
I think people realize it is a serious / universal problem.
You may visit our web page / site and see.
Have a look at our solutions / suggestions.
The easiest / hardest thing to do is not talk about it.
They don’t realize that they offend / upset you.
You should tell someone you like / trust instead.
It was a horrible / terrible experience.
I don’t have any / have some hard feelings towards them.
Strategy
Spot
Before you listen,
think:
Why does the speaker
want to communicate a
message about
bullying?
To whom is the
speaker sending this
message?
Key Word Spot
• approach
• beat
• confident
• issue
• mess (v)
Strategy
Spot
Before doing the
activities in this
section, listen and
identify the speakers’
purpose and audience.
Were your ideas right?
83
8
37 Listen again and number the questions in the order you
hear them.
a.
b.
c.
d.
e.
9
Do you think people take the issue seriously enough?
How do you feel about the bullies now?
How do you look back at the time when you were bullied?
How does your program help?
What’s your advice to people who are being bullied?
44 Listen to the recording once again. Then, complete this
summary of the conversation with the words from the boxes.
advises
businessman
two minds about
Strategy
Spot
To check your
understanding, work in
pairs. One of you must
report the recording's
message and ask:
“What do you think?”.
The other gives his /
her opinion explaining
his / her answer.
name calling
improve
Oliver is a
who
schools about bullying.
With his help, schools can
pupil’s life. When he was a
teenager he was bullied at school. There was a lot of
.
Now, looking back at his past he feels he’s
bullying. He
thinks that, although his experience helped him to become the
person he is today, it was a horrible experience.
LANGUAGE SPOT
Expressing possibility: may and might.
1. Read these sentences from the recording. Pay special attention to
the words in bold.
a. Have a look at our solutions - one might work for you.
b. If something makes you feel bad, you should talk about it. It
may help.
c. It might change your life.
2. What do the words in bold express?
a. A condition.
c. A possibility.
b. A reason.
d. A purpose.
and
to express that it
We use
is
that something will happen. They are used
indistinctly, when talking.
84
UNIT 4
BODY AND MIND
10 Read the questions and complete the dialogs, using may or might,
and your own ideas.
Example:
A: Where is your brother? It’s 1:30.
B: He may be having lunch.
a. A: When will your brother arrive?
B:
.
b. A: Why doesn’t Kate phone me?
B:
.
c. A: What will the weather be like tomorrow?
B:
.
d. A: Why is that man speaking English?
B:
.
e. A: What will we do tomorrow evening?
B:
.
LET’S CHECK
11 What do you think will happen in your life in the next ten years? In
your notebook, write 5 sentences trying to predict what your life will
be like.
Consider these aspects:
- studies
- family
- personal
- professional
Example: I think I will study physics and become an astronomer.
(10 pts.)
0-4
Keep trying!
5-6
Good!
7-8
Very good!
9 - 10
Excellent!
85
ORAL PRACTICE
12 Work with your partner to complete the dialog below with the ideas
in the boxes.
every case is different is a very important problem
only one answer
take this topic seriously tell someone they trust think it’s not a problem
to help the people in trouble What’s your advice
A: Do you think people
?
B: I think people now realize that bullying
?
A: What do you do
, because
B: There is not
to people who are being bullied?
A:
. They
B: They shouldn’t
should
. It might work.
13
.
38 Listen to the recording and check your answers. Then, practice
the dialog with your partner and role play it in front of your
classmates.
READING AND WRITING
14 Read this text about bullying and answer these questions.
a.
b.
c.
d.
What is the text narrating?
Who is narrating the story?
Is it a personal experience?
If Dennis hadn’t died in an accident, how do you think the story
would have ended?
e. What is the piece of advice implicit in this text?
86
UNIT 4
.
Bullying Isn’t Funny
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BODY AND MIND
39
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#FJOHGVOOZJTBCJUMJLFZPVSPXOQFSTPOBM
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QPXFS 4PNFUJNFTJUTFBTZUPNBLFGVOPG
TPNFPOFXIPEPFTOUGJUJOXIPTEJGGFSFOU
PSKVTUQMBJOXFJSE
Adapted from: Cook, E. (2012, February 3). Dear Bully: 70 Authors Tell
Their Stories - Bullying Isn’t Funny. Retrieved April 22, 2013, from http://
www.dearbully.com/
15 Answer these questions with your partner. Take notes in you notebook.
a. Have you ever suffered / witnessed / caused a bullying situation?
Narrate it.
b. Would you help a friend who is being bullied? How?
c. What advice would you give him / her?
16 Organizing. You are going to write a short story, using the
information in Exercise 15. To plan your writing, take notes of your
ideas about the beginning, development and end of your story, on a
separate sheet of paper.
17 Drafting. Use your notes to write a draft of your story. Try to
express your ideas using full sentences and connectors to put ideas
together. You can use a dictionary.
18 Editing. Check your story using the Editing Checklist. Also, make
Editing checklist
BCPVUZPVSXPSL
Punctuation
Do your sentences begin
with capital letters and end
with periods?
)BWFZPVDIFDLFEZPVS
work for other punctuation
NBSLTTVDIBTRVFTUJPO
DPNNBTFUD
Sentences
Do all your sentences
make sense?
make them more
interesting?
Spelling
)BWFZPVDIFDLFEZPVS
work for spelling mistakes?
Are there any words you are
not sure about?
Vocabulary
read it through and check for any
sure your ideas are in chronological order.
19 Writing. Write a final version of your text. Swap stories with a
partner, so that you can read and check his/hers, and viceversa.
Give your story to your teacher, so that he/she can create a story
book of your class.
87
LESSON 2
WHY AM I IN SUCH A BAD MOOD?
READING
BEFORE READING
1 In pairs, think of typical reasons for teenage problems. Do you have
any problems related to these topics? Share with your partner.
addictions
body image
family relationships
friends
money
stress
2 What would you do if you had a serious problem? Range the
Key Word Spot
• lose my grip
• guilty
• let down
• mean
• give up
• empty handed
alternatives from 1 (the first option) to 5 (the last option). Compare your
answers with your partner.
get professional help
tell a friend
keep the problem to yourself
tell your parents
write to a magazine’s problem page
3 Take a quick look at the text on Page 90. Can you identify three
problems that will be discussed?
Strategy
Spot
Reading can be much
easier if you are aware
of the strategies you
use. Look at Exercises
3, 4 and 5. What
strategies do you have
to use? How do they
help you?
88
UNIT 4
4 Take a look at the text again. What kind of text is it? Which are its
characteristics? What is its purpose?
5 Read the expressions in the Key Word Spot. Find them in the text
on Pages 90 and identify their meaning.
a. unkind
b. not innocent
c. stop making an effort
d. fail
e. not obtaining what you want
f. lose control
BODY AND MIND
READING
40
6 Read the texts on Pages 90 quickly and check your predictions.
7 Read the texts again. Match the problems with the corresponding
piece of advice (I – IV). You can check with the recording.
8 Read the texts carefully again and write the corresponding name.
a.
b.
c.
d.
e.
f.
should have a regular routine.
is suffering an eating disorder.
should accept an apology.
should change the place where he / she studies.
is experiencing changeable moods.
told a secret to a friend.
9 Read the text once more and summarize the problems and the
advice given in the following diagram. Where possible, include the
expressions in Exercise 2 in your summary.
Strategy
Spot
Circle the key words in
each question. Find the
parts of the text that
you think answer the
questions and underline
key words there.
Teen problems
LET’S READ!
Abbie
Emma
Joe
Priscilla
Problem
Problem
Problem
Problem
Advice
Advice
Advice
Advice
Page 10
Read this extract of a
science fiction story about
bullying, and answer the
questions.
89
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Next blog
To create blog Access
TEEN PROBLEM PAGE
Abbie, 16
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*EP
Priscilla, 15
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Joe, 15
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IJNBOZNPSF
Emma, 16
*NBHJSMTVGGFSJOHGSPNBulimia
Nervosa0OMZBGFXGSJFOETLOPX
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EJTPSEFSTCVUIBWFDPNFVQFNQUZIBOEFE1MFBTFIFMQ
ANSWERS
I.
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UPFOEBHPPEGSJFOETIJQCFDBVTFPGBCSPLFOQSPNJTF
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BDDFQUIJTBQPMPHZ
II.
*UTWFSZOPSNBMUPCFOFSWPVTCVUZPVTIPVMEDBMN
EPXO*UTIFMQGVMUPIBWFBSFHVMBSSPVUJOFUSZUP
TUVEZBUUIFTBNFUJNFFWFSZEBZ"OEZPVECFUUFS
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EJGGFSFOUGPSGJWFNJOVUFT(PPEMVDL
III.
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TPNFUJNFJOUIFJSMJWFTBOEUXJDFBTNBOZUFFOTTVGGFSGSPNJU*U
PGUFOJOWPMWFTNPSFDPNQMFYQSPCMFNTTVDIBTTUSPOHFNPUJPOT
GFBSHVJMUTIBNFQPPSTFMGJNBHFFYDFTTJWFQFSGFDUJPOJTN*GZPV
BSFTVGGFSJOHGSPNBOFBUJOHEJTPSEFSZPVTIPVMEUFMMZPVSGBNJMZ
BOETFFLGPSQSPGFTTJPOBMIFMQVSHFOUMZ
IV.
%FBMJOHXJUIDPOTUBOUDIBOHFBOEQSFTTVSFJTQBSUPGUIFBOTXFS
#FJOHBUFFONFBOTTUSVHHMJOHXJUIJEFOUJUZBOETFMGJNBHF5PCF
BDDFQUFECZGSJFOETGFFMTFYUSFNFMZJNQPSUBOU:PVGFFMZPVXBOU
UPCFPOZPVSPXOBOENBLFZPVSPXOEFDJTJPOTCVUJUDBOCFB
UJNFPGDPOGVTJPOBOEDPOGMJDU*UDBOUBLFBXIJMFGPSUFFOTBOE
UIFJSGBNJMJFTUPGFFMDPNGPSUBCMFXJUIUIFUSBOTJUJPOCFUXFFO
DIJMEIPPEBOEBEVMUIPPE:PVTIPVMEOUXPSSZUPPNVDI
Adapted from: D’Arcy, L. (2012, March). Why am I in such a bad mood? Retrieved March 12, 2013,
from http://teenshealth.org/teen/your_mind/feeling_sad/bad_mood.html#
90
UNIT 4
BODY AND MIND
10 Answer these questions in your group. Take notes of your answers
and then share your comments with other groups.
a. Do you agree with all the advice offered?
b. If not, what would you suggest the teenagers do?
c. Have you ever been involved in a similar situation?
Strategy
LANGUAGE SPOT
Giving advice and recommendation: should, had better, ought to
1. Read these sentences from the text.
a. You should try to ignore them and walk away.
b. You'd better not tell him any more secrets!
c. Should I stop being friends with this guy?
d. You shouldn't worry too much.
e. You ought to accept his apology.
Spot
Make inferences: who
is the person who
gives advice?
Discuss the following
points:
• male/ female?
• age?
• occupation?
2. What do these sentences express? Choose an alternative.
a. Orders.
b. Advice.
c. Instructions.
d. Facts.
3. Complete this rule:
When we want to give______ we use______, ______, or ______.
4. Find three more examples like those in Point 1 in the text and
copy them into your notebook.
11 Rewrite these sentences in your notebook, using the correct form of
the verb in brackets.
a. It’s important to do your homework.
b. He was rude to me. He should apologize.
c. The music is very loud. We ought to turn it down.
d. It’s wrong to borrow my things without asking.
e. You should go to bed earlier.
f. You should tell the teacher about your problem.
(should)
(ought to)
(had better)
(should)
(ought to)
(ought to)
91
LET’S CHECK
12 Complete the dialog with should, shouldn’t, ought to, had better,
and the verbs in the boxes. Then, practice the dialog with
your partner.
follow
Strategy
go to sleep
ignore
say
tell
(7 pts.)
try
A: I’m starting classes at your school next week! I’m so nervous!
What useful advice would you give me?
B: Well, classes start very early in the morning, at 8 o’clock! That
means you
late the night before.
A: I see … and, how many students are there in your class?
B: We’re 45, so
to remember your classmates’ names.
And, very important! You
that your last school
was better and also, you
any useful advice your
classmates give you.
A:
I
students who bully me?
B: No. You
your teacher if you have a problem.
Especially, if that problem is bullying.
A: Thanks very much for your help!
Spot
Listen and react:
Do you agree with the
advice given? Listen to
the conversations
again. As you listen,
circle the letters (a - f)
if you agree with the
advice. If you disagree,
cross the
corresponding letter.
0-2
Keep trying!
3-4
Good!
5-6
Very good!
7
Excellent!
13
• An enormous / serious
/ complicated problem.
• A minor problem.
41 In pairs, complete these dialogs based on the texts you read.
Then, practice and role-play them with your partner. You can invent
more problems and use the phrases in the box.
a. A:
B: You should accept his apology but you’d better not tell him
any more secrets!
b. A:
B: You should calm down and take it easy.
?
c. A:
B: You ought to ignore people who bully you.
?
d. A:
B: You’d better try not to lose your temper and be patient.
?
?
e. A:
?
B: You’d better concentrate on what you’re doing and not try to
do two things at the same time.
?
f. A:
B: You should tell her family and seek for professional help.
14
92
UNIT 4
41 Listen to the recording again and practice the dialogs with your
partner. Role play them in front of your classmates.
BODY AND MIND
WRITING
15 Organizing. Write a letter to an advice column.
a. Choose one of the problems in the pictures or your own ideas.
Editing checklist
BCPVUZPVSXPSL
Punctuation
b. Make a list of the reasons why you need help with this particular
problem. Example: I can’t think clearly, it’s affecting my health, etc.
c. Imitate the posts in the reading texts and write one yourself, asking
for advice. Make sure you use connectors, to join your ideas.
16 Drafting. Write a draft of your letter on a separate sheet of paper.
Make sure you follow the model of the column Teen Problem Page
on Page 90.
• Address
• Dear Name of the recipient
• Description of the problem
• Asking fo a solution
• Closing
• Signature
18 Writing. Write a final version on a separate sheet of paper, and
exchange the letter with a classmate.
26-33
Do your sentences begin
with capital letters and end
with periods?
)BWFZPVDIFDLFEZPVS
work for other punctuation
NBSLTTVDIBTRVFTUJPO
DPNNBTFUD
Sentences
Do all your sentences
make sense?
make them more
interesting?
Spelling
)BWFZPVDIFDLFEZPVS
work for spelling mistakes?
Are there any words you are
not sure about?
Vocabulary
read it through and check for any
Strategy
Spot
As you edit your letter,
reflect on how much
you have improved
your writing skills.
Write a list of the types
of texts that you have
written during the
course and set goals
to improve your writing.
'PSFYUSBQSBDUJDFPG6OJU4DPNQMFUFUIFBDUJWJUJFTJOUIF8PSLCPPL
93
1 Answer this quiz, calculate your score, and find out what your body image is (each answer
scores 1 to 3 points, as they are presented). Then, compare scores in your group.
Are you worried about your body image?
a. When you look at yourself in the mirror, what
do you think?
i. Wow! I am hot!
ii. Hello, me!
iii. I need to lose 5 kilos!
b. A friend of yours starts complaining about how
fat he or she is. What do you say?
i. Yeah, you could lose some weight.
ii. You look great to me.
iii. Gosh, so am I! Let’s go on a diet!
c. When you go to the beach or pool and you are
lying on your towel, what do you think?
i. I have the best body here.
ii. Being here is fun!
iii. I hope that no one notices how fat I look.
d. Your boyfriend or girlfriend compliments you
on how good you look. What do you say?
i. I know!
ii. Thanks!
iii. No, I don’t look that great.
e. If you go on a date that isn’t fun, what is
the reason?
i. Most boys or girls are boring.
ii. You didn’t really get along with that person.
iii. You were not very nice.
f. When you exercise or go to the gym and you
work out longer than you planned, why is it?
i. You wanted as many people as possible to
see you in your cool new outfit.
ii. You were really enjoying exercising.
iii. You had to work off those extra calories
from lunch.
94
UNIT 4
42
g. When would you feel the happiest?
i. When everyone thinks you are beautiful.
ii. When you have friends who care about you.
iii. When everyone likes you.
h. When you haven’t had a date in several
months, what is the most likely reason?
i. All those boys or girls are too stupid to know
what they are missing.
ii. You haven’t met anyone you really
like lately.
iii. You’re not good-looking or smart
enough yet.
i. When you look at a fashion magazine, what do
you think?
i. I’m better-looking than those models.
ii. Hmm..., these clothes are cool.
iii. I wish I looked like those models!
j. Which is closest to how you feel about dieting?
i. Diet? Why improve upon perfection?
ii. I don’t really diet. I like myself the way
I am.
iii. Dieting is good for me - the more I do it,
the better.
BODY AND MIND
Your Score:
10-17 points
You look fantastic! No problems there. However, what you need to
focus more on is your
appreciation of non-physical aspects of both yourself and others. Try
making a list of nonappearance related things you like about yourself and / or your friends
, explore hobbies, do
volunteer work - there’s more to you than meets the eye!
18-23 points
Of course, like most people,
You have a solid appreciation of yourself and a good body image.
you feel insecure sometimes, proud others.
or all bad, but rather as
You need to be careful not to think of yourself as being either all good
some combination of the two. You’re fantastic just the way you are!
24-30 points
This score indicates a preoccupation with body image and the opinio
ns of others. You are a
unique and special person and have a right to be proud of who you
are - as you are.
There is no such thing as physical or personal perfection. Try planni
ng some activities that
highlight your appreciation of yourself:
• Paste a sign over your mirror that says: “Hi, Gorge
ous!”
• Take a bubble bath.
• Make a list of things you like about yourself or of
things you do well.
• Get a massage.
• In short, give yourself some love - you deserve
it!
2 Read Tim and Claire’s diaries for next week and exchange information about them with your
partner. Use may and might.
Day
Tim
Day
Claire
Monday
Cinema with Bob
Monday
Study for math test
Tuesday
Play football
Tuesday
Visit aunt Maggie
Wednesday
Radiohead concert
Wednesday
Radiohead concert
Thursday
Stay at home
Thursday
Go to the dentist
Friday
Disco
Friday
Meet friends
Saturday
Birthday party at Susan’s
Saturday
Stay at home
Sunday
Go to the football match
Sunday
Watch movies on TV
95
UNIT CHECK
READING
43
Eating disorders
Lots of teens are critical of their bodies. Normal
concerns about body image can cross the line and
become eating disorders when a person starts to do
things that are physically and emotionally dangerous
- things that could have long-term health
consequences.
How do you know if a friend has an eating disorder?
Some of the signs that a friend may have an eating
disorder include:
t He or she has an obsession with weight and food.
t He or she knows exactly how many calories and fat
grams are in everything that he or she eats.
t He or she feels the need to exercise all the time,
even when sick or exhausted.
t He or she avoids hanging out with you and other
friends during meals.
t He or she starts to wear big or baggy clothes.
Someone who wears baggy clothes to hide their
shape might hide other concerns.
t He or she goes on dramatic or very restrictive diets,
cuts food into tiny pieces, moves food around on
the plate instead of eating it, and is very precise
about how food is arranged on the plate.
t He or she seems to compete with others about how
little they eat.
t He or she goes to the bathroom a lot, especially
right after meals, or you've heard him or her
vomiting after eating.
t Despite losing a lot of weight, he or she always talks
about how fat he or she is.
t He or she appears to be gaining a lot of weight
even though you never see him or her eat (people
with bulimia often only eat diet food in front of
their friends).
t He or she is very defensive or sensitive about his /
her weight loss or eating habits.
t He or she buys or takes laxatives, steroids, or diet
pills.
t He or she has a tendency to faint, bruises easily, is
very pale, or starts complaining of being cold more
than usual.
If a friend has some of these symptoms, you might
talk to him or her, privately, about what you've
noticed. Tell your friend that you're worried. Be
gentle, and try to be really supportive of your friend
and what he or she is going through.
If your concerns increase, talk to your parents, the
school counselor, or even your friend's parents. It
can feel like betraying a friend, but it's often
necessary to get a friend the help he or she needs.
Being a supportive friend also means learning how
to behave around someone with an eating disorder.
Here are some ways to support a friend who is
battling an eating problem:
t Try your best not to talk about food, weight, diets,
or body shape.
t Focus on your friend's strengths - that he or she has
a great smile, is helpful and friendly, or good at
math or art, etc.
t Try to avoid focusing on
how your friend
looks physically.
t Most important, remind
your friend that you're
there no matter what and
you want to help him or
her get healthy again.
Adapted from: CBBC Newsround. Eating problems. What are eating problems? (2010, February 19)
Retrieved March 12, 2013, from http://news.bbc.co.uk/cbbcnews/hi/newsid_1740000/
newsid_1742500/1742500.stm
96
UNIT 4
BODY AND MIND
1 Read the text quickly and circle the best answer. What is the purpose of the text?
a. To tell a story.
b. To explain a problem.
1 pt.
c. To offer advice.
2 Read the text again. Are these statements true (T), false (F), or not mentioned
5 pts.
(NM)?
a.
b.
c.
Eating disorders could have serious health consequences.
Only girls can suffer eating disorders.
If your friend doesn’t want to talk about what he / she eats, he / she
might have an eating disorder.
To talk to his / her parents means to betray your friend.
It is advisable to talk about foods, calories and diets to make your friend
feel better.
d.
e.
3 Read the text once more and answer these questions in your notebook.
6 pts.
a. When do normal concerns about body image become eating disorders?
b. Can you mention three symptoms of an eating disorder?
c. What can you do if your concerns increase?
LISTENING: WHY DO WE WORRY ABOUT BODY IMAGE?
4
5 pts.
44 You are going to listen to an interview about body image. Are these
statements true (T) or false (F)?
a.
b.
c.
d.
e.
Dr. Paula Reynolds works in the USA.
This is a morning program.
All models and actresses have the body of healthy women.
Both boys and girls are affected by this problem.
Beauty companies are now using normal models.
4 pts.
5
44 Listen to the recording again. Number the sentences in the order you hear them.
a.
b.
c.
d.
Is this problem only affecting girls?
Talk to someone you trust.
That means most of them are underweight.
What can we do to make ourselves feel better?
6 pts.
6
44 Listen to the recording once more. Complete each paragraph with words from
the boxes.
a. A recent
showed that
of the girls aged eight to
they see in the
and
out of ten
want to look like
of them think they would be
if they were thinner.
half
happier
media
six
sixteen
survey
women
97
b. Some beauty
now want to use more normal people - not
thin models to show you don’t have to be skinny and
to be gorgeous. Some
are trying out body image classes; their aim
to feel more
about themselves, and about
is to get
each of them.
companies
glamorous
positive
very
schools
students
LANGUAGE
7 Read the list of situations and write a sentence giving advice or a recommendation
for each.
6 pts.
a. Mark has got a headache.
b. Jenny got a bad mark in the last English test.
c. It’s late at night and Simon is still watching TV.
d. Some students are saying bad things about Patrick.
8 Answer these questions using may or might.
4 pts.
a. Why is Patricia studying so hard?
b. Why will your father arrive late?
c. Why are you taking your umbrella?
d. Why doesn’t Phil answer the phone?
SPEAKING
9 In pairs, imagine that you are interviewing a famous fortune teller. Exchange
information about what he predicts for next year about: your country, the world and
the environment.
10 pts.
WRITING
10
45 Choose one of these problems and reply to it offering advice and support.
10 pts.
Hey guys, I’m 15 years old, OK maybe this will sound really stupid, but I am so confused. I
don’t know who I am anymore, I am depressed all the time, and I can’t take the pressure of
school and all my extra classes. I’m trying really hard to get along with my family, trying not to
lose more friends in school, trying not to fail (school is really hard, lots of works, lots of
subjects), and trying to keep up with ballet, hip hop, and piano, but I think I just can’t take it,
I need to figure out who I am, I just want to start being happy already. Any advice or support??
Please someone
I’m getting strange calls and stuff. Any help? And I am now 14.
Hey, for about three months now I’ve been getting really strange calls, texts and mail. The sms
and e-mails usually say that ‘’I am ready for you now”. And when this person calls me, she just
whispers weird things. I know it is a female, because I can hear it in her voice. I am really
starting to get frightened. What should I do?
0 - 13
Keep trying!
98
UNIT 4
14 - 28
Good!
29 - 46
Very good!
57 pts.
TOTAL
47 - 57
Excellent!
BODY AND MIND
PROJECT
A class survey on healthy habits
Biology and Maths
1 Form groups of three students.
2 Choose one healthy habit that you consider important
among teenagers and find information about it. Use
the Internet, encyclopedias and what you have learned
in Biology and Health Care classes.
3 Use your findings and the contents of this unit to
prepare a questionnaire with your group. Then, write a set of
questions (no more than 10) with their alternative answers.
4 Think of a name for your questionnaire and type it on a sheet of
paper.
5 Carry out the survey by asking ten different classmates. Then,
collect all the information in your group and analyze the results.
6 Draw to some conclusions and design graphs to show the results in
numbers. Use what you have learned in the Math class to calculate
percentages.
7 Present your conclusions and graphs to the rest of the class orally
or through a Power Point Presentation.
Checklist
Very well
Well
Not so well
99
COMMUNICATIVE TASKS FILE
TEEN LIFE
UNIT
1 In pairs, describe the picture. Then, discuss the following questions, expressing your
opinions and explaining your ideas.
a. Both pictures show ways to have fun in two different generations. Compare the two
pictures. Which one do you prefer? Why?
b. How is your generation different to that of your parents with respect to the use of
technology?
In my opinion …
I believe …
100
The first picture shows …
As far as I’m concerned ...
while the second shows …
What I think is …
UNIT
1 Which of these inventions has best contributed to the world? Make a ranking and take notes of
the reasons that explain your choice.
2 In groups of three, present and explain your raking to your partners.
3 Agree on the top three best inventions. Present your conclusion to your classmates, justifying
your decisions.
If I had to choose the best invention, I would choose …. because
I like the …. because
What do you think?
Tell me what you think about ….
Yes, but what about …?
Do you agree?
Yes, I agree
I think you’re right, but I prefer … because
Actually, I’m not sure about that …
Ok, so which three are the best?
So, we’ve decided to choose ….
101
UNIT
1 In pairs, look at the pictures. Describe what you can see.
2 Compare and contrast the pictures. What do they have in common? How are they different?
Well, in the first picture, there are people playing …
while in the second I can see …
Both types of music are ….
Both pictures show …
Both pictures show very different ….
In this picture, I can see a group of musicians playing …..
but in the second one the musicians are playing …
102
UNIT
BODY AND MIND
1 In pairs, look at the pictures. They all show different things you can do when feeling sad or in
trouble. Take turns to describe what you see in each picture. What do you normally do in these
situations?
2 Discuss the advantages and disadvantages of each way to solve a problem (doing something
to forget about your problem, talking to a friend, talking to your parents, trying to solve the
problem on your own).
Talking to a friend has a lot advantages, such as ….
One advantage of talking to your parents is ….
Another advantage is that you can …
On the other hand, it can be difficult to ….
There are some disadvantages of trying to solve your problem on
your own, like ….
I think the benefits of ….are ….
103
THEMATIC INDEX
TOPICS
Teens’ interests and favorite activities
10
Typical attitudes
16
Technological devices
32
Teenage inventions
38
Accidental inventions
45
TV programs
56
Fantasy literature
64
A book review
70
Bullying
82
Teenage problems
88
LANGUAGE
104
The Present Progressive for future plans
12
Connectors and, but, or
19
Linking words although, however, while, though
34
Relative clauses with because
41
Words to express quantity
59
The Passive voice
68
May and might to express future probability
84
Giving advice and recommendation (should, ‘d better, ought to)
91
LANGUAGE REFERENCE
1 Future Simple
Affirmative
I
You
He
She
It
We
You
They
Negative
I
You
He
She
It
We
You
They
will travel abroad.
will help you.
won´t play tennis.
Interrogative
will
I
You
He
She
It
We
You
They
take the bus?
Yes, ... will.
No, ... won´t.
2 Future with be going to
Affirmative
Negative
Interrogative
I am going to sleep.
I´m not going to study tonight. Am
You
We
They
are going to eat.
You
We
They
aren´t going to cook.
He
She
It
is going to play.
He
She
It
isn´t going to walk.
Are
Is
I
You
We
They
going to run?
He
She
It
Yes, ... am/
are/is.
No, ...´m not/
aren´t/isn´t.
3 Present Progressive as Future
Affirmative
Negative
I am studying tonight.
You
are running.
We
They
I´m not playing tomorrow
You
We aren´t having tea.
They
He
She
It
He
She
It
is sleeping.
isn´t watching TV.
Interrogative
Am
Are
Is
I
You
We
They
travelling?
next week?
He
She
It
Yes, ... am/
are/is.
No, ...´m not/
aren´t/isn´t.
4 Past Simple
Affirmative
I
You
He
She
It
We
You
They
played volleyball.
ate fruit salad.
Negative
I
You
He
She
It
We
You
They
didn´t watch TV.
Interrogative
Did
I
You
He
She
It
We
You
They
get up late
yesterday?
Yes, ... did.
No, ... didn´t.
105
5 Passive Voice
Affirmative
Negative
Tea is grown in China.
Tea isn´t grown in Peru.
Ferraris are made in Italy.
Ferraris aren´t made in every country.
Interrogative
Yes, it is.
Is tea grown in Mexico?
Are Ferraris made in Italy?
Harry Potter was written by
J.K. Rowling.
Harry Potter wasn´t written by
Stephanie Meyer.
Corn flakes were created by
accident in 1898.
Corn flakes weren´t created in 1960.
No, it isn´t.
Yes, they are.
No, they aren´t.
Yes, it was.
Was Harry Potter written
by J.K Rowling?
Were corn flakes created
by accident?
No, it wasn´t.
Yes, they were.
No, they
weren´t.
6 Modal Verbs
1. Ability and permission
We use:
• can for present ability an permission: Can you drive?
2. Advice and recommendation
We use:
• should (not), ought (not) to and had better (not) for advice and recommendation in the
present or the future: You should / ought to / had better wear your helmet when you ride
your bike.
3. Possibility
We use:
• may and might to say that something is possibly true now or in the future: They aren´t at
home - they may / might be on holidays.
• may not and might not to say that something is possibly not true now or in the future: He
may not / might not want to come with us because he is very tired.
7 Linking Words
•
•
•
•
and and besides express addition.
but, although, however, while and though express contrast.
because introduces a reason.
or introduces an alternative idea.
8 Quantifiers
106
Countable nouns
Uncountable nouns
Both
(not) many
(a) few
(not) much
(a) little
all
a lot (of)
some
(not) any
VOCABULARY
Unit 1:
Teen Life
Unit 2:
Technology and inventions
Lesson 1: Teenage talk
Lesson 1: Technology update
fleece: a soft cloth that is used to make warm clothes.
gig: (informal) to perform live music at a pub or bar.
Expressions
a growing frown: a facial expression of disapproval that
is getting more and more visible in a person.
Expressions
to be fed up with sth: to feel angry about something that
has continued for a long time.
to look forward to: to think of a future event with
pleasurable, eager anticipation.
Lesson 2: Typical teenagers
ceiling: The upper interior surface of a room or other
similar compartment.
folks: informal expression, used as a friendly form of
address to a group of people.
fume: to feel, show, or express great anger.
hectic: full of incessant activity.
mean: unkind or aggressive in behavior.
rather: intensifier, to a certain or significant extent or
degree.
reel: to feel very disoriented.
swear: to use offensive language, especially as an
expression of anger.
unfair: not based on or behaving according to the
principles of equality and justice.
utterly: completely and without qualification; absolutely.
Lesson 2: Popular teenage inventions
flash cards: a card with a word or picture on it, normally
used in teaching.
launch: to make a new product, book etc. available for
sale for the first time.
skill: an ability to do something well, especially because
you have learned and practiced it.
tool: a piece of equipment or a skill that is useful for
doing your job.
Expressions
to win an award: to win a tangible symbol which means
approval or distinction.
hand-clap games: a type of cooperative, non-competitive
games which are generally played by two players and
involves clapping while singing or reciting a rhyme.
Expressions
to give sth a miss: to deliberately avoid doing something.
go astray: to get lost.
107
Unit 3:
Music and literature
Unit 4:
Body and mind
Lesson 1: New stars
Lesson 1: You can beat them!
audience: the people who watch or listen to a particular
program, or who see or hear a particular artist's, writer's
etc work.
coach: someone who trains a person or team.
contestant: someone who competes in a contest.
fit: if something fits another thing, it is similar to it or
suitable for it.
approach: to begin to deal with a situation or problem in a
particular way or with a particular attitude.
bully: someone who uses their strength or power to
frighten or hurt someone who is weaker.
improve: to make something better, or to become better.
issue: a subject or problem that is often discussed or
argued about, that affects the interests of a lot of people.
Lesson 2: We want you to read
dazzled: if a very bright light dazzles you, it stops you
from seeing properly for a short time.
marble: a type of hard rock that becomes smooth when
it is polished, and is used for making buildings and
statue.
window pane: a single whole piece of glass in a
window screen.
Expressions
a book review: a book review is a form of literary
criticism in which a book is analyzed based on content,
style, and merit.
a book excerpt: a passage or quotation taken or
selected from a book.
Literary elements
main characters: the individuals who contribute the most
to the story or who are the most important of the story.
place: the geographic location in which a story takes
place.
plot: the plan, scheme, or main story of a literary or
dramatic work, as a play, novel, or short story.
time: the historic moment in time in which a story
takes place.
108
Expressions
name calling: the act of using offensive names to insult
someone.
to be two minds about sth: to be unable to decide about
something.
to beat the bullies: to succeed in the problem of bullying,
despite the difficulties.
to turn one’s life around: to stop living in a negative,
self-destructive way.
to mess about: to waste time doing things that are not
important.
Lesson 2: We want you to read
let down: not to do what people expect you to do.
shame: a guilty and embarrassed feeling that you have
when you or someone else has behaved badly
silly: in a state when you are not able to do anything sensible.
upset: very sad, worried, or angry about something.
Expressions
empty handed: having received or gained nothing.
to give up doing sth: to stop doing something that you are
trying hard to do.
to lose one’s grip: to lose your ability to control or deal
with a situation.
to struggle with sth: to fight or battle with someone or
something.
BIBLIOGRAPHY
t American Heritage Dictionaries. (2010). 100 Words Almost Everyone Mixes up or Mangles. Boston: Houghton Mifflin Harcourt.
t Berry, R. (2011). English Grammar: A Resource Book for Students. London: Routledge.
t Blisom, L. (2014). Speed Reading: Speed Reading for Beginners Easy Techniques to Improve your Reading Speed. [Kindle Edition].
Retrieved from Amazon.com
t Boyer, S. (2001). Understanding English Pronunciation. An Integrated Practice Course. London: Usborne Better English.
t Bromberg, M. (2005). 504 Absolutely Essential Words. New York: Barron’s.
t Collins Cobuild Key Words in Science and Technology (1st ed). (1997). Oxford: Collins Cobuild.
t Flower, J. (1995). Start building your Vocabulary. Boston: Heinle.
t Funk, W. (2003). 30 Days to a More Powerful Vocabulary. New York: Galahad.
t Gerber, J. (2014). How to Speak English Fluently: Tips and Tricks for English Learners. [Kindle Edition]. Retrieved from Amazon.com
t Gerber, J. (2014). 650+English. Phrases for Everyday Speaking. [Kindle Edition]. Retrieved from Amazon.com
t Greenbaum, S. (1991). A Student’s Grammar of the English Language. London: Longman.
t Heffer, S. (2014). Simply English: An A-Z of Avoidable Errors. London: Cornerstone.
t Idioms are Fun (2003). Delhi: Wilco Publishing House.
t LaCarna, J. (2000). Build your Vocabulary Skills! A Quick and Easy Method. Hartford: The Graduate Group.
t Lewis (2005). How to Read Better and Faster. New Delhi: Goyal Publishers & Distributors.
t Lewis (2008). Instant Word Power. New York: Bristol Park Books.
t Lewis, N. (1985). Thirty Days to Better English. New York: Signet.
t Lewis, N. (1989). Twenty Days to Better Spelling. New York: Signet.
t Lewis, N. (1991). Word Power Made Easy. New York: Pocket Books.
t McCarthy, M. & O’Dell, F. (2010). English Collocations in Use Intermediate. Cambride: Cambridge University Press.
t McCarthy, M. & O’Dell, F. (2010). English Vocabulary in Use Elementary (2nd Edition) with Answers. Cambridge: Cambridge University
Press.
t Murphy, R. (1996). Essential Grammar in Use. (2nd ed). Cambridge: Cambridge University Press.
t Oxford Phrasal Verbs Dictionary (2006). Cambridge: Cambridge University Press.
t Proverbs are Fun (2003). Delhi: Wilco Publishing House.
t Redman, S. (1996). A Way with Words. Cambridge: Cambridge University Press.
t Reinvolucri, M. (1995). More Grammar Games. Cambridge: Cambridge University Press.
t Rosset, E. (2000). Conversation in Action – Let’s Talk. Mendelu: Stanley.
t Sharma, P. (2014). Vocabulary Organizer. Cork: Collins.
t Spears, R. (2000). NTC’s American Idioms Dictionary. Columbus: McGraw-Hill.
t Swam, M. (1997). How English Works. Oxford: Oxford University Press.
t Watcyn-Jones, P. (2002). Test your Vocabulary 2 Revised Edition. Essex: Pearson Education. ESL.
t Webster’s New Explorer Vocabulary Skill Builder. (2008). In Merriam-Webster Dictionaries. Springfield: Merriam-Webster.
t Williams, P. (2014). The English Tenses Practical Grammar Guide. Brighton: English Lessons Brighton.
109
RECOMMENDED READERS
t Escott, J. (2008). Hanna and the Hurricane. Penguin Readers Harlow, Essex: Pearson Education Limited.
t Rabley, S. (2008). Between Two Worlds. Penguin Readers, Harlow, Essex: Pearson Education Limited.
t Rabley, S (2008). Billy and the Queen. Penguin Readers Harlow, Essex: Pearson Education Limited.
t Rabley, S (2008). Dino’s Day in London. Penguin Readers Harlow, Essex: Pearson Education Limited.
t Rabley, S (2008). The Fine Boy. Penguin Readers Harlow, Essex: Pearson Education Limited.
t Rabley, S (2008). Flying Home. Penguin Readers Harlow, Essex: Pearson Education Limited.
t Rabley, S (2008). The Pearl Girl. Penguin Readers Harlow, Essex: Pearson Education Limited.
t Smith, R. (2008). The Last Photo. Penguin Readers Harlow, Essex: Pearson Education Limited.
ADDITIONAL BIBLIOGRAPHY
Unit 1: Teen Life
t Fitzhugh, L. (2001). Harriette the Spy. New York: Yearling.
t Higashida, K.A. (2013). The Reason I Jump: The Inner Voice of a Thirteen-Year-Old Boy with Autism. New York: Random House.
t Green, J. (2014). The Fault in our Stars. New York: Speak.
Unit 2: Technology and inventions
t Adams, D. (2004). The Hitchhiker’s Guide to the Galaxy. New York: Pocket Books.
t Sagan, C. (1997). Contact. Penarth: Pocket.
t Selznic, B. (2007). The Invention of Hugo Cabret. New York: Scholastic.
Unit 3: Music and literature
t Ende, M. (1993). The Neverending Story. New York: Puffin.
t Or, W. (2002). Nim’s Island. New York: Yearling.
t Sparks, N. (2009). The Last Song. New York: Grand Central Publishing.
Unit 4: Body and mind
t Telgemeir, R. (2010). Smile. New York: Graphix.
t Kuskowski, A. (2010). Line Up. Irvine: Saddleback Educational Publishing.
t Roald, D. (2002). Danny the Champion of the World. New York: Knopf Books for Young Readers.
110
WEB PAGES
t http://www.johnsesl.com/templates/quizzes/LQ.php
t http://www.esl-lab.com/
t http://www.esldesk.com/esl-links/index.htm
t http://www.languagegames.org/la/crossword/english.asp
t http://www.esl.about.com/cs/listening/
t http://www.sikids.com
t http://www.gobartimes.org
t http://www.englishlistening.com
t http://www.tolearnenglish.com
t http://www.focusenglish.com/dialogues/conversation.html
t http://www.isabelperez.com
t http://www.antimoon.com/how/pronunc-soundsipa.htm
t http://www.english-online.org.uk/games/gamezone2.htm
t http://www.longlongtimeago.com/
t http://www.manythings.org/voa/stories/
t http://www.americanliterature.com/twenty-great-american-short-stories
t http://www.americanliterature.com/short-story-collections
t http://www.timeforkids.com/
t http://learnenglishteens.britishcouncil.org/
ADDITIONAL AUDIOVISUAL RESOURCES
http://www.ted.com/
111
2016 © Ediciones R&B
Teen Club 1º Medio Student’s Book 2016 Reedición
Nº de Inscripción: 233.237
ISBN: 978-956-8694-37-1
Original text
© Lina Alvarado Jantus
Teacher of English
Original illustrations
Design
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Teen Club 1º Medio Student’s Book 2015 Reedición
ISBN: 978-956-8694-37-1
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ISBN: 978-956-8694-27-2
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Original text
Teacher of English
Basado en Teen Club 1º Medio:
2010 © Ediciones R&B®
ISBN: 978-956-8694-06-7
Original text
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