TEENS CLUB

Transcription

TEENS CLUB

ET
KL
O K
BO OO
G B
IN RK
A D WO
RE &
Inglés
+
TEXTO DEL ESTUDIANTE
º
Medio
TEENS CLUB
ISBN PACK: 978-956-8694-35-7
ISBN: 978-956-8694-27-2
INGLÉS 1º Me d io
Lina Alvarado Jantus
9 789568 694357
9 789568 694272
PEFC/29-31-75
EDICIÓN ESPECIAL PARA EL MINISTERIO DE EDUCACIÓN
PROHIBIDA SU COMERCIALIZACIÓN
EDICIÓN ESPECIAL PARA EL MINISTERIO DE EDUCACIÓN - PROHIBIDA SU COMERCIALIZACIÓN
Inglés
º
Medio
TEENS CLUB
Teacher of English
Instituto Profesional Chileno-Británico
Este libro pertenece a:
Nombre:
Curso:
Colegio:
Te lo ha hecho llegar gratuitamente el Ministerio de Educación a través del establecimiento educacional en el que estudias.
Es para tu uso personal tanto en tu colegio como en tu casa; cuídalo para que te sirva durante todo el año.
Si te cambias de colegio lo debes llevar contigo y al finalizar el año, guardarlo en tu casa.
DISCOVER YOUR BOOK
TEEN LIFE
UNIT
Yaritza, 15, Brazil.
“Of course I feel Brazilian, but I
also feel like other teens throughout
the world. I can see we are similar when
we chat on the Internet. We share the
same feelings, and talk about the
same topics”.
TEEN LIFE
In this unit you will:
• read posts of a Student Forum chat.
• read poems.
• listen to an interview.
• listen to poems.
Listening
• discriminate between correct and incorrect
information.
• identify correct sequence.
• differentiate sounds.
• find general and specific information.
• identify collocations.
Speaking
• exchange information about personal interests
and preferences.
• Recite a poem about teen life.
You will learn how to:
Reading
• identify cognates.
• infer meaning of words in context.
• locate and match information.
Writing
• write a personal introduction to a forum chat.
• complete a poem.
Language
• use linking words.
• use the Present Continuous for future plans.
James, 14, England.
“Nowadays, teenagers are the
same throughout the world. We are
inspired by the same things and love
doing the same activities. I don’t think
a Chinese teen is different at
all from me”.
Atzuko,
14, Japan.
“My identity is not in my nationality,
It is in my art. I’m studying art at an
American school and I feel like the
rest of my classmates”.
You will also:
• develop respect for and acceptance of age,
and social and cultural diversity.
• assess the importance of English as an
international communication tool.
GETTING READY
Ludvik,
15, Czech Republic. “My
national identity is very important to
me, although I see myself more as a
European or a “westerner” teen.
1 Read what young people say about being a teenager. Do you agree?
2 Discuss with your partner. What does being a teenager mean to you? Make some notes.
3 Copy this chart into your notebook. Interview six of your classmates about their interests and
preferences and enter the information in the chart. Present the results for each item in a graph
(pie chart or bar graph).
Classmate’s name
Music
Free Time
Sports
Art
Carmen, 14, Chile.
Identity? No, I don’t feel different
from teenagers from other parts of the
world. I wear the same clothes; I like and
do the same things. So, why do I have
to feel different?
7
6
TEEN LIFE
BEFORE YOU START
be
4 You are going to read two poems written by teenagers. What do
you think teenagers usually write about? Why? Explain.
take
have
fly
LISTENING
parents? Why? What do you think you can do to solve these
problems? Share with your partner.
1 Read the list of predictions for the year 2050. Complete them with will / won’t and the verbs
in the boxes.
TEEN LIFE
3 Answer these questions.Do you have any conflicts with your
TEENAGE TALK
LESSON 1
GETTING READY
Some interesting pictures to
provide a setting and some simple
exercises to activate your previous
knowledge. You can also examine
the objectives of the unit here.
5 Read the words in the Key Word Spot. Look up their meaning in
a dictionary.
travel
READING
13
• folks
• fume
• mean (adj.)
• swear
• unfair
• utterly
• Cars
• Everyone
mobile phones, even young children.
They’ll leave their room a mess
And give cleaning it a miss,
But yes, I must confess
also doing this.
They think their folks are ancient,
them
And utterly unfair, the result is to ignore
Before they start to swear.
Their music cracks the ceiling,
15 And makes their parents fume,
reeling
always
Emotions
And more time in their room.
Being a teen may be pretty bad,
But from experience I can tell,
It’s much worse for mum and dad;
For them it’s living hell!
Example: What is Jerry going to do on Wednesday?
He is going to go to the theater with Bob.
10 To
Beth
JERRY
Visit &grandma
Play tennis with Linda
Meet Cristina
Meet Cristina
Gym &at 5:30
Theater with Bob
Dentist at 4:00
First &driving &lesson
Study Math with Beth
8
Study Math with Jerry
What is Jerry going to do on Monday?
What is Beth going to do on Thursday?
What are Jerry and Beth going to do on Tuesday?
What is Beth going to do on Wednesday at 5:30?
What are Jerry and Beth going to study on Friday?
A
• look
• play
• talk
• wear
Getting Older
When you cannot find your pencil
And your purse has gone astray;
When you’re feeling rather tired
For it has been a hectic day.
When the morning comes too quickly
And you just can’t cope with rush;
When everyone is shouting
And you’d rather have some hush.
Perhaps you’re getting older,
10 For this happens, we are told,
But no, this isn’t how it is;
You’re only thirteen years old!
5
1
READING
The tasks will help you develop strategies to
improve your understanding of written texts.
1 Find information about someone you know that has a very unusual life. How is this person similar
You have finished Unit 1! Answer the questions, and then, take some
time to reflect on what you have achieved. Evaluate yourself, checking
(✔) always, sometimes or never, according to your knowledge.
15
1 I can write three sentences expressing future plans with the
structure Present Progressive.
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.
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
.
.
.
Skills
Always
or
Sometimes
.
.
.
Never
a.
b.
c.
d.
e.
the
24
5 pts.
Where do they live?
What do they do after school?
How does Bao-Yu get to school?
What time does Kenny get up?
Who is his favorite singer?
UNIT 1
UNIT CHECK
A formal test at the end of the unit to evaluate
your progress and help you discover what you
need to revise.
Use this clue to work out
your score
Never = 0
Sometimes = 1
Always = 2
If you get:
0 - 5 = Watch out! You must look
back and review the whole unit.
Ask help from your teacher or a
partner.
Reading
6 - 9 = Not too bad, but there are
areas where you still have
problems
Identify them and ask your teacher
and / or a classmate for help.
Listening
· discriminate between correct and incorrect
information
· distinguish sounds
10 - 13 = You are doing fine, but
you can certainly do better.
Get together with a classmate and
review your weak points.
Speaking
· exchange personal information about future
arrangements
· ask and talk about personal interests and
preferences
14 - 16 = Congratulations! Great
progress. You may look ahead to
the new unit and help the
classmates who need assistance.
Writing
1 Read the information about these two teenagers and answer the following
questions.
2
a. On weekends, we usually
b. My best friend lied to me, but
and
c. I 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.
,
YOUR ENGLISH IN ACTION
These attractive and entertaining activities
will motivate you to study and put into
practice what you are learning.
ing
2 I can express additional, alternative, and contrasting ideas.
· extract specific information
.
UNIT 1
a. My brother
b.
c.
· identify cognates
clothes?
Sonia: Yes. I love shopping for clothes and make-up,
and I spend a lot of money at the hairdresser's, so
very dark suntan.
I have a weekend job in a supermarket.
Interviewer: Can you describe what you are
wearing?
tank
pink
a
with
Sonia: I'm wearing a pink miniskirt
top and knee-high suede platform boots. I am
wearing false eyelashes, white eye shadow, some
glitter on my cheeks and pink lipstick.
Interviewer: Why did you start dressing like this?
Sonia: My best friend started to dress like this and
I thought she looked really cool.
Interviewer: What do your parents think?
22
TEEN LIFE
READING: TWO CULTURES
the class.
Sonia´s favorite clothes and accesories are
,
and
.
, but her mother
She likes them because she thinks she
way she
.
To get money to buy her clothes and accessories, she has
LISTENING
The tasks will help you develop strategies to
improve your understanding of oral messages.
FINAL REFLECTION
or different to you? Make a list of similarities and differences and share them with your partner.
B:
B:
B:
B:
B:
B:
11
UNIT CHECK
2 Use these prompts to write a complete interview. Then, role play it with your partner in front of
Interviewer: How old are you, Sonia?
Sonia: I'm 15 years old.
Interviewer: I understand you are a 'ganguro girl';
what does that name mean?
Sonia: It means 'black face girl' because I have a
4
a. Where does Danny live in Chicago?
b. What does Danny usually do in his free time?
c. What are his favorite school subjects?
d. Is Danny's life similar to your life? Why? Why not?
17
3
3
2
10 Answer these questions.
8
6 Read the poems quickly and check (✔) your predictions in Exercise 4.
BEFORE YOU START
Short activities to activate previous knowledge
and to deal with the starting point for the
activities that will follow.
what / Friday evening?
you / feel / right now?
what / favorite subjects at school?
you / do / next summer?
you / wear / tomorrow?
you / like / with your friends?
B
• about music
• a nice jacket
• for a girlfriend
• the drums
1
UNIT 1
A:
A:
A:
A:
A:
A:
• I can identify
correct words.
10 Listen again and match the verbs in list A with the phrases in
list B. Then, identify the correct picture for each collocation.
Happy, sad, sleepy, mean,
Feelings often change,
A common act of a typical teen,
I find it rather strange;
them a text.
5 Talking to a friend, or sending
think of next?
They talk for hours on end, what’ll they
vacations in space.
Reflection Spot
• I can predict
information from
pictures.
Danny usually listens to music with his friends / mates.
He is reading Amazing Birds / The Amazing Life of Birds.
All the girls like older / younger boys.
He’s fed up with work / homework.
He’s spending one week / two weeks with his cousins.
1
2 Read Jerry’s and Beth’s diaries and answer these questions about their plans for the week.
a.
b.
c.
d.
e.
10 Listen to the interview again and identify the alternative
you hear.
Complaints
by spaceship.
• People
6
7
security cameras everywhere.
.
• People
10 Listen to the interview with Danny Evans, a typical teenager,
and check your predictions in Exercise 3.
a.
b.
c.
d.
e.
PREDICTIONS FOR 2050
• There
5
Key Word Spot
· introduce yourself to a Student Forum Chat
· write a personal profile
Not sure about something? Look back through the unit again.
Write two things you can do to improve your performance.
a.
b.
.
.
27
FINAL REFLECTION
Guided analysis of your strengths and
weaknesses, to help you check your progress
and find ways to improve your performance.
ORAL PRACTICE
LANGUAGE SPOT
Activities based on a listening text, aimed at
practicing oral skills, pronunciation, fluency
and intonation.
Section designed to help you revise or discover a particular
grammar structure. The activities are meant to promote
independent learning.
FAST LEARNERS
Activities for faster students. They can also be
used with all students, if the circumstances
allow it.
TAKE ACTION!
Hands-on activities to consolidate the contents covered in
the unit.
REAL
LIFE
SPOT
Interesting bits of information on the topics
of the lesson.
READING
AND WRITING
GAME
A short section with extra practice focused on reading
comprehension and writing skills.
SPOT
Section designed to motivate you with
different games.
✔
✔✔ LET’S CHECK
LISTENING AND SPEAKING
These short evaluation activities allow you to
analyze your performance. You complete the
tasks within a time limit and check your points.
A short section with extra practice focused on listening and
speaking skills.
Key
Word
Spot
Reflection
+
RE
A
& DIN
W G
O B
RK O
BO OK
O LE
K T
Special glossary that helps you with the
key words in the text you are going to
read or listen to.
Inglés 1º medio
TEENS CLUB
LET’S READ!
Reading booklet
LET’S READ!
Spot
Reading booklet connection
Statements to help you reflect on
your learning process and to raise your
awareness of how you develop your own
learning strategies.
This icon indicates the connection of
an activity with complementary work
on the Reading Booklet.
WORKBOOK
LET’S READ!
Reading booklet
A complementary booklet aimed at
encouraging your taste for reading
outside of the classroom, and
reinforcing your comprehension skills.
Inglés
º
Medio
TEENS CLUB
WORKBOOK
It includes a selection of activities
divided by unit, as a complement
for the contents covered in the
Student’s book.
3
PLAN OF THE BOOK
UNIT
UNIT
TECHNOLOGY AND
INVENTIONS
TEEN LIFE
6 - 27
4
28 - 51
Getting Ready . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 6
Before you start . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 8
Lesson 1: Teenage talk . . . . . . . . . . . . . . . . . . . . . . 10
Listening:
An interview . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 11
Language Spot:
The Present Progressive for future plans . . . . . . 12
Oral Practice:
A short interview . . . . . . . . . . . . . . . . . . . . . . . . . . . . 13
Reading and writing:
Two posts in a chat forum . . . . . . . . . . . . . . . . . . . . 13
Lesson 2: Typical teenagers . . . . . . . . . . . . . . . . . 16
Reading:
Teen poems . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 17
Language Spot:
Addition, alternative and contrast . . . . . . . . . . . . 19
Listening and Speaking:
Teen poems . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 20
Writing:
A short poem . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 20
Take Action!:
A poetic description . . . . . . . . . . . . . . . . . . . . . . . . . 21
Your English in Action . . . . . . . . . . . . . . . . . . . . . . 22
Unit Check . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 24
Final Reflection . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 27
Getting Ready . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . .
Before you start . . . . . . . . . . . . . . . . . . . . . . . . . . . .
Lesson 1: Technology Update . . . . . . . . . . . . . .
Listening:
A piece of news . . . . . . . . . . . . . . . . . . . . . . . . . . . . . .
Language Spot:
Linking Words . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . .
Oral Practice:
A short description . . . . . . . . . . . . . . . . . . . . . . . . . .
A short story extract: The Bicentennial Man . . .
Lesson 2: Popular teenage inventions . . . . . .
Reading:
Information about two teen inventors . . . . . . . .
Language Spot:
Expressing reasons . . . . . . . . . . . . . . . . . . . . . . . . . . .
A dialog expressing opinions . . . . . . . . . . . . . . . . .
Writing:
A description of a new device . . . . . . . . . . . . . . . .
Take Action!:
An original invention. . . . . . . . . . . . . . . . . . . . . . . . .
Your English in Action . . . . . . . . . . . . . . . . . . . . . .
Unit Check . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . .
Final Reflection . . . . . . . . . . . . . . . . . . . . . . . . . . . . .
28
30
32
ANSWERS
THEMATIC INDEX
108
100
33
34
35
35
38
39
41
43
44
45
46
48
51
UNIT
UNIT
MUSIC AND
LITERATURE
BODY AND MIND
78 - 99
52 - 77
Getting Ready . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . .
Before you start . . . . . . . . . . . . . . . . . . . . . . . . . . . .
Lesson 1: New Stars . . . . . . . . . . . . . . . . . . . . . . . . .
Listening:
A TV show . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . .
Language Spot:
Expressing quantity . . . . . . . . . . . . . . . . . . . . . . . . . .
Oral Practice:
A dialog about necessities and obligations . . .
Song lyrics . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . .
Lesson 2: We want you to read! . . . . . . . . . . . . .
Reading:
A novel extract: The wonderful wizard of Oz . .
Language Spot:
The Passive Voice . . . . . . . . . . . . . . . . . . . . . . . . . . . .
A dialog about the content of a story . . . . . . . . .
Writing:
A book review . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . .
Take Action!:
A chat with a star . . . . . . . . . . . . . . . . . . . . . . . . . . . .
Unit Check . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . .
GLOSSARY
52
54
56
57
59
60
60
64
65
68
70
70
71
72
74
77
109
Getting Ready . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . .
Before you start . . . . . . . . . . . . . . . . . . . . . . . . . . . .
Lesson 1: You can beat them! . . . . . . . . . . . . . . .
Listening:
An oral presentation . . . . . . . . . . . . . . . . . . . . . . . . .
Language Spot:
Expressing possibilities (may / might). . . . . . . . .
Oral Practice:
A dialog about bullying . . . . . . . . . . . . . . . . . . . . . .
A personal story about bullying . . . . . . . . . . . . . .
Lesson 2: Why am I in such a bad mood? . . .
Reading:
Letters to an advice column . . . . . . . . . . . . . . . . . .
Language Spot:
Giving advice and recommendation (should /
shouldn’t / ought to) . . . . . . . . . . . . . . . . . . . . . . . . .
Expressing advice and suggestions . . . . . . . . . . .
Writing:
A letter to an advice column . . . . . . . . . . . . . . . . .
Take Action!:
Expressing possibility . . . . . . . . . . . . . . . . . . . . . . . .
Unit Check . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . .
BIBLIOGRAPHY
78
80
82
83
84
86
86
88
89
91
92
93
93
94
96
99
110
5
UNIT
TEEN LIFE
• read posts of a Student Forum chat.
• read poems.
• listen to an interview.
• listen to poems.
Listening
information.
• identify correct sequence.
• differentiate sounds.
• identify collocations.
Speaking
• exchange information about personal interests
and preferences.
• Recite a poem about teen life.
Reading
• identify cognates.
• infer meaning of words in context.
• locate and match information.
Writing
• write a personal introduction to a forum chat.
• complete a poem.
Language
• use the Present Continuous for future plans.
You will also:
• develop respect for and acceptance of age,
and social and cultural diversity.
• assess the importance of English as an
international communication tool.
GETTING READY
1 Read what young people say about being a teenager. Do you agree?
2 Discuss with your partner. What does being a teenager mean to you? Make some notes.
3 Copy this chart into your notebook. Interview six of your classmates about their interests and
preferences and enter the information in the chart. Present the results for each item in a graph
(pie chart or bar graph).
Classmate’s name
6
Music
Free Time
Sports
Art
TEEN LIFE
Yaritza, 15, Brazil.
“Of course I feel Brazilian, but I
also feel like other teens throughout
the world. I can see we are similar when
we chat on the Internet. We share the
same feelings, and talk about the
same topics”.
James, 14, England.
“Nowadays, teenagers are the
same throughout the world. We are
inspired by the same things and love
doing the same activities. I don’t think
a Chinese teen is different at
all from me”.
Atzuko,
14, Japan.
“My identity is not in my nationality,
It is in my art. I’m studying art at an
American school and I feel like the
rest of my classmates”.
Ludvik,
15, Czech Republic. “My
national identity is very important to
me, although I see myself more as a
European or a “westerner” teen.
Carmen, 14, Chile.
Identity? No, I don’t feel different
from teenagers from other parts of the
world. I wear the same clothes; I like and
do the same things. So, why do I have
to feel different?
7
BEFORE YOU START
TEENAGE TALK
LESSON 1
1 Read the list of predictions for the year 2050. Complete them with will / won’t and the verbs
in the boxes.
be
take
have
fly
travel
PREDICTIONS FOR 2050
• There
• Cars
• People
security cameras everywhere.
.
by spaceship.
• Everyone
• People
mobile phones, even young children.
vacations in space.
2 Read Jerry’s and Beth’s diaries and answer these questions about their plans for the week.
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
Theater with Bob
Gym &at 5:30
Dentist at 4:00
First &driving &lesson
Study Math with Beth
a.
b.
c.
d.
e.
8
Meet Cristina
Study Math with Jerry
What is Jerry going to do on Monday?
What is Beth going to do on Thursday?
What are Jerry and Beth going to do on Tuesday?
What is Beth going to do on Wednesday at 5:30?
What are Jerry and Beth going to study on Friday?
UNIT 1
TEEN LIFE
Before starting this unit, you need to know:
• Future Will / Going to.
• Different types of texts.
LESSON 2
TYPICAL TEENAGERS
1 Which picture (1 – 4) shows…
a.
a page of prose? b.
a drama script? c.
1
2
3
4
a poem? d.
a comic?
2 Which are the elements that help you identify each type of text? Discuss with your partner.
9
LESSON 1
TEENAGE TALK
LISTENING
BEFORE LISTENING
1 In the Word Search Puzzle, find the names of these pictures related
to teen culture.
C
N
C
W
H
K
M
Y
S
E
M
A
G
O
E
D
Q
R
C
X
L
L
K
I
W
P
T
S
O
F
R
N
S
R
V
V
S
S
Z
F
A
Y
W
F
Y
Q
S
B
G
E
H
N
S
I
R
I
Y
Q
A
M
O
S
P
Z
D
U
B
U
I
M
O
U
T
W
I
E
S
M
S
J
V
B
Z
D
C
J
Z
P
E
F
F
N
D
O
B
U
O
S
K
G
L
I
B
X
R
U
Z
X
S
H
O
U
P
J
W
U
V
U
B
M
I
S
X
O
A
J
O
R
B
N
I
E
N
N
V
T
B
X
P
I
C
F
F
Z
T
O
P
K
Z
Z
Q
S
R
I
B
Y
L
Y
G
K
C
U
M
M
Z
R
K
W
X
S
K
S
Q
Z
N
P
X
H
Q
K
O
B
K
U
H
E
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D
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T
S
I
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U
S
P
J
E
S
I
F
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T
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P
R
Y
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K
Y
X
D
W
K
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.
Key Word Spot
• fleece
• fed up
• look forward to
10
UNIT 1
a.
b.
c.
d.
Do the people look like typical teenagers?
Where do you think they are from?
What do you think they like doing in their free time?
What do teenagers care about these days? What are
their interests?
4 Match these meanings with the words from the text in the Key
Word Spot.
a. bored or unhappy b. expect with pleasure c. wool
TEEN LIFE
LISTENING
5
10 Listen to the interview with Danny Evans, a typical teenager,
and check your predictions in Exercise 3.
6
10 Listen to the interview again and identify the alternative
you hear.
a.
b.
c.
d.
e.
7
Danny usually listens to music with his friends / mates.
He is reading Amazing Birds / The Amazing Life of Birds.
All the girls like older / younger boys.
He’s fed up with work / homework.
He’s spending one week / two weeks with his cousins.
• I can predict
information from
pictures.
• I can identify
correct words.
10 Listen again and match the verbs in list A with the phrases in
list B. Then, identify the correct picture for each collocation.
A
• look
• play
• talk
• wear
1
8
Reflection Spot
2
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
AFTER LISTENING
LANGUAGE SPOT
The Present Progressive for Future Plans
1. Read these questions and answers from the text.
a. What are you wearing today?
I’m wearing a fleece jacket, jeans and sneakers.
b. What are you doing on your next vacation?
I’m spending a week with my cousins in the country.
2. Answer these questions.
a. Which of the exchanges refers to an action that is
happening now?
b. Which of the exchanges refers to a planned future event?
c. Which tense was used in the sentences about the future?
i. The Simple Present tense.
ii. The Present Progressive tense.
iii. The Simple Future tense.
3. Copy and complete this general rule in your notebook.
to talk about temporary events and
We use the
about what is happening now.
We can also use the
to talk about
and arrangements.
4. Write two more sentences about Danny’s possible plans for
the future.
9 Complete these dialogs with the Simple Present or the Present
Progressive form of the verbs in brackets. Then, match them with
the pictures (1 – 3).
a. What
He / She
b. What
She
your best friend
after school?
basketball at the stadium.
your mother
a parents’ meeting.
c. How often
Every day, and we
1
12
UNIT 1
right now?
(do)
(play)
(do)
(organize)
Chilean teenagers
fruit?
(eat)
milk every day, too.
(drink)
2
3
TEEN LIFE
ORAL PRACTICE
10
11 Complete these questions and answers from an interview in
your group. Then, listen and compare with the recording (several
possibilities are correct).
A:
B:
A:
B:
A:
B:
A:
How often
you
to the movies?
right now?
What
.
A great book called
your favorite subjects at
What
,
and
.
you and
friends
What
about?
.
B: Sports and
next weekend?
A: What
and going
.
B: We
.
?
11 Ask and answer the questions in Exercise 10 with your partner.
Practice and then role play the conversation in front of your
classmates.
READING AND WRITING
12
12 Can the Internet be a useful tool for communication? What do
you usually use the Internet for? Read these two posts, and
complete the rows in the chart on the next page with information
about Jay and Brummie.
Key Word Spot
• Gig (verb): (informal)
to perform live music
at a pub or bar.
Jay Star
Hey! I’m new to the forum - So yeah I’m a
student in Boston – from Saint Joseph's; love
music and play the guitar and the drums. I’m
gigging this Saturday at Fenney’s.
What’s up?
Brummie Bex
Hi everyone! My name is Bex; just finished my
first year at Benton Harbor Secondary School.
Originally from Chicago. In my free time, I play
sports and chat on the Internet with people from
all over the world. Next weekend I’m camping on
the beach with my friends for two nights.
If anyone wants to know anything else, feel free
to ask!
LET’S READ!
Page 4
Compare the blog post with
the ones on this page. Are
the interests similar in any
way? Answer the questions.
13
Editing checklist
Use this checklist to help you think
about your work.
Punctuation
Do your sentences begin
with capital letters and end
with periods?
Have you checked your
work for other punctuation
marks, such as question
marks, exclamation marks,
commas, etc.?
Sentences
Do all your sentences
make sense?
Can you add any words to
make them more
interesting?
Spelling
work for spelling mistakes?
Are there any words you are
not sure about?
When you have finished your work,
read it through and check for any
changes you need to make.
Name
UNIT 1
School
Likes
Plans
Jay Star
Brummie Bex
You
13 Complete the last row of the chart with your personal information.
14 Use the information in the chart to complete the following post,
introducing yourself to a Student Forum chat. Don’t forget to invent
a username!
Hi, I’m
I like
always
Next weekend I
.I
. I go to
and
or I
and I
at
.
. In my free time I
with my friends.
in
.
15 Write a final version of your post on a sheet of paper. Use the
Editing Checklist to check for mistakes, and then exchange it with
your partner.
LET’S CHECK
16 Imagine a friend from the USA is coming to Chile. Write a short text
about the plans you have with him for the next weekend.
0-4
Keep trying!
14
City
5-8
Good!
9 - 10
Very good!
(12 pts.)
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
David, my dear
son…I know we
haven’t had much time to
talk, but I’d like to know
more about you…your
likes, your hobbies, your
friends, your
idols…
No problem, Dad.
You can visit www.
greatdavid.com
15
LESSON 2
TYPICAL TEENAGERS
READING
BEFORE READING
1 Check (✔). Have you ever heard these expressions? Then, share
comments with your partner. Where have you heard them?
a.
b.
c.
d.
That music is too loud!
You sleep too much!
You spend too much time on the phone!
Your room is a mess!
2 Take a look at the pictures. Are these situations familiar to
you? Can you describe a typical Chilean teenager? Why do you
think they behave that way? Explain.
1
3
16
UNIT 1
2
4
TEEN LIFE
3 Answer these questions.Do you have any conflicts 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. Look up their meaning in
a dictionary.
READING
13
Key Word Spot
• folks
• fume
• mean (adj.)
• swear
• unfair
• utterly
Complaints
Happy, sad, sleepy, mean,
Feelings often change,
A common act of a typical teen,
I find it rather strange;
them a text.
5 Talking to a friend, or sending
think of next?
They talk for hours on end, what’ll they
They’ll leave their room a mess
And give cleaning it a miss,
But yes, I must confess
10 To also doing this.
They think their folks are ancient,
re them
And utterly unfair, the result is to igno
Before they start to swear.
Their music cracks the ceiling,
e,
15 And makes their parents fum
Emotions always reeling
And more time in their room.
Being a teen may be pretty bad,
But from experience I can tell,
It’s much worse for mum and dad;
For them it’s living hell!
1
Getting Older
When you cannot find your pencil
And your purse has gone astray;
When you’re feeling rather tired
For it has been a hectic day.
5 When the morning comes too quickly
And you just can’t cope with rush;
When everyone is shouting
And you’d rather have some hush.
Perhaps you’re getting older,
,
10 For this happens, we are told
But no, this isn’t how it is;
You’re only thirteen years old!
1
6 Read the poems quickly and check (✔) your predictions in Exercise 4.
17
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
AFTER READING
10 In pairs, complete the following dialog with information that is true
for you.
A: Do you recognize yourself in the poem?
B: Yes / No, because my feelings
,I
my room is
. What about you?
A: Well, I recognize / don’t recognize myself because
I don’t think
and my music
LANGUAGE SPOT
and
.
,
Addition, alternative and contrast
1. Revise these examples from the poem. Pay attention to the words
in bold.
a. 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.
when we want to express
We use
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
12
13 Listen to the two poems on Page 17. In pairs, choose the part
you liked most. Memorize, practice, and recite it in front of your
classmates.
LET’S CHECK
13 Complete these sentences with and, but, or.
(10 pts.)
a. Teenagers are always listening to music
chatting on
the Internet.
soft drinks.
b. Teenagers like fast food
they prefer being with
c. Teenagers love their parents
their friends.
she can’t speak it.
d. My sister can understand English
French.
e. My friend can speak English
0-3
Keep trying!
4-6
Good!
7-8
Very good!
9 - 10
Excellent!
WRITING
14 Complete the verses of this poem with words from the boxes.
afraid
ashamed
blunt
bold
brave
TURN UP THE VOLUME
Liz Boyatt
I need to be ______________,
I need to be ______________,
I need to be ______________,
I need to be ______________.
I can't be ______________,
I can't keep ______________,
I can't be ______________,
I can't be ______________,
I can't be anyone but myself.
20
UNIT 1
loud
quiet
shy
TEEN LIFE
15 Complete the verses of this poem with ideas, feelings, or actions
connected with teenagers or your real life. Then, compare poems in
your group. Use the Editing Checklist to check for mistakes.
Editing checklist
about your work.
I AM
James Born
I am love in the face of
I am kindness in the face of
I am strength in the face of
I am patience in the face of
I will not run away from
I will not run and
, I am
I am
I will make a difference in this world, big or
That is my promise to me, my promise to
,
Punctuation
,
,
.
,
.
,
.
.
16 You are going to write a poem about your everyday life. Follow the
example in Exercise 15. You can use connectors such as and,
but, and or to join your ideas. 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.
with periods?
commas, etc.?
Sentences
make sense?
make them more
interesting?
Spelling
not sure about?
Just because
et
Just because I’m qui
mute
doesn’t mean I’m
boring
Doesn’t mean I’m
’t be outgoing
Doesn’t mean I can
et
me
Don’t make fun of
am
Don’t judge how I
an animal
Don’t treat me like
et
Just Because I’m qui
nds
I still want make frie
sati
ver ons
Still love to have con
thoughts
Still want to share
et
me
Doesn’t mean that’s
21
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
ager.
9 - 14 pts.: You are not exactly a typical teen
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 and answer the following
questions.
a.
b.
c.
d.
e.
24
Where do they live?
What do they do after school?
How does Bao-Yu get to school?
What time does Kenny get up?
Who is his favorite singer?
UNIT 1
5 pts.
TEEN LIFE
2 Read the text again. Are these statements true (T) or false (F)?
a.
b.
c.
d.
e.
5 pts.
Bao-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.
a. How are Bao Yu and Kenny's lives different? Explain.
b Can cultural differences affect a friendship between two teenagers? Why?
Explain.
5 pts.
LISTENING: DIAMOND LAMOUR’S LIFE
4
16 Listen to the interview and decide if these statements are true (T) or false (F).
a.
b.
c.
d.
e.
5
6
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.
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.
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. Use the Present Continuous to express future, and the
verbs in the boxes.
buy
get
have
help
play
visit
work
7 pts.
,
i. A. Let’s go swimming after school.
basketball at 5:30.
B. Sorry, I
ii. A. Do you think it will snow tomorrow?
B. Maybe. I think I
iii. I
afternoon, if you like.
a new coat. This one is too old.
tomorrow morning. We can go shopping in the
iv. A. Have you got any plans for the vacation?
B. Yes, we
my grandmother.
v. I
vi. My sister
a party at home.
Marcy with her homework after school today.
married next month. We
8 Complete these sentences about yourself and your friends expressing routine.
Pay attention to the provided connectors to include additional or alternative ideas.
a. On weekends, I
b. My friends never
c. My friends and I
d. After school, we
e. We always
and
or
and
and
and
5 pts.
.
.
.
.
.
SPEAKING
9 Ask your partner the questions in Exercise 1. Notice that the questions require
some changes. Role play the conversation.
5 pts.
Example: What time do you get up?
WRITING
10 In your notebook, write a reply to Bao-Yu or Kenny, telling about your life.
0 - 11
Keep trying!
26
UNIT 1
12 - 24
Good!
25 - 37
Very good!
5 pts.
52
TOTAL
38 - 52
Excellent!
TEEN LIFE
FINAL REFLECTION
1 I can write three sentences expressing future plans with the
structure Present Progressive.
a. My brother
b.
c.
ing
.
.
.
2 I can express additional, alternative, and contrasting ideas.
a. On weekends, we usually
b. My best friend lied to me, but
and
c. I like
Skills
Always
or
Sometimes
.
.
.
Never
your score
Never = 0
Sometimes = 1
Always = 2
If you get:
partner.
Reading
· identify cognates
problems
Listening
information
· distinguish sounds
Speaking
· exchange personal information about future
arrangements
· ask and talk about personal interests and
preferences
Writing
· introduce yourself to a Student Forum Chat
· write a personal profile
a.
b.
.
.
27
UNIT
TECHNOLOGY AND
INVENTIONS
• read information from webpages.
• listen to a conversation.
• listen to a radio program extract about
technology.
Listening
information.
• relate speakers and speech.
• discriminate sounds and words.
• identify sequence.
Speaking
• describe a technological device.
• exchange opinions about inventions and
technology.
Reading
• identify the sequence of events.
• identify the type of text.
Writing
• complete a paragraph about a new invention.
Language
• use relative clauses with because.
You will also:
• assess and appreciate the role of technology in
everyday life.
• develop respect for and acceptance of other
people’s opinions.
GETTING READY
1 Find the following items in the picture on Page 29.
bicycle
DVD
calculator
jet plane
camera
cellular phone
microwave oven
credit card
personal computer
2 Copy this chart into your notebook and classify the inventions above in the corresponding
column (some inventions can go in both columns).
Work / Study
Leisure (Free time)
3 Are these inventions common in your country? Which one do you use the most? What for?
28
Discuss with your partner.
TECHNOLOGY AND INVENTIONS
29
BEFORE YOU START
LESSON 1
TECHNOLOGY UPDATE
1 Read the descriptions of these new inventions (a – c) and match them with the pictures
(i – iii).
a. It solves the problem of weather. No
matter how cold (or hot) it is outside,
your body maintains a pleasantly warm
temperature. It’s perfect for camping,
skiing, or any outdoor activity. It comes in
12 different colors.
b. You can wear it when it’s very cold. It
has a small rechargeable battery that
can be held in your pocket. You can
wear it under your jacket. It is thicker
than the one in the image.
c. They are clear plastic tubes that hold your crayons so they can be used even if they break.
i.
Crayon Holders
ii.
Super T-shirt
iii.
Electric - Heat Vest
2 Link the sentences in box A and C with a word in box B.
A
Phil wants to go to the cinema.
I can't sleep.
Sheila went to the disco.
My brother plays tennis.
Devin studies Spanish.
Carol didn't invite him.
B
AND
BUT
SO
3 Which of the words in box B…
a. links two ideas that are related?
b. links a positive and a negative idea?
c. gives a result?
30
UNIT 2
C
Jules didn't go to her birthday party.
I'll drink a glass of warm milk.
My brother plays baseball.
Devin studies Italian.
I don't like that movie.
She didn't dance.
• Vocabulary related to inventions and technology.
• The Present Simple tense.
• Linking words and, but, so.
POPULAR TEENAGE INVENTIONS
LESSON 2
1 Write full sentences about what the people in the pictures (1 – 8) did yesterday. Use the
clues in the boxes. Use the Past Tense of the verbs.
cook lunch
ride her horse
1
Anna
2
5
Jill and Nick
6
dance all night
have a picnic
talk to a friend
sing at the theater
Charles
Maggie
play the piano
3 Emily and Eddie
7
Dan
watch a movie
4
8
Gina
Sheila
a.
b.
c.
d.
e.
f.
g.
h.
31
LESSON 1
TECHNOLOGY UPDATE
LISTENING
BEFORE LISTENING
1 In your group, look at the pictures on this page. What are these
inventions? Do they all exist? Think about possible future inventions.
2 In your notebook, make a list of inventions that would improve your
everyday life. Discuss with your partner the reasons for your choice.
3 Match the names of three new gadgets (a – c) with the pictures you
think represent them (1 – 6).
C–Pen
a.
TiVo
b.
Thought-Remote Control
c.
1
2
4
5
3
6
4 Complete these sentences with the names of the corresponding
gadgets.
a.
b.
c.
32
UNIT 2
allows you to interact with TV.
can memorize a text.
is very useful for disadvantaged people.
5 Which of these words are related to the inventions in Exercise 3?
Discuss with your partner.
action
electronic
automatic
gadget
portable
pen
command
game
system
idea
technology
computer
control
invention
control
machine
TV
scanner
LISTENING
6
19 Listen to the recording and check your ideas in Exercises 3,
and 4.
7
19 Listen again and number the gadgets in the order they
are mentioned.
a.
b.
c.
8
19 Listen to the recording again. Are these statements true (T)
or false (F)?
a.
b.
c.
d.
e.
f.
9
C-Pen
Thought Remote Control
TiVo
With TiVo, you can see action as it happens in
fast motion.
TiVo is a device to control the TV remotely.
The C-Pen is the latest version of a highlighter pen.
The C-Pen can store more than 3,000 pages of text.
The Thought Remote Control can read your mind.
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
AFTER LISTENING
LANGUAGE SPOT
Linking words
1. Read these sentences from the text and other examples. Pay
special attention to the words in bold.
a. Although it looks like a highlighter pen, it is a small
portable scanner.
b. I can’t even imagine that! However, I’m sure it is now possible.
c. TiVo is very expensive, while the handy scanner is a
cheaper gadget.
d. Though people are physically disadvantaged, they can
use a computer.
2. Identify what the words in bold express. Choose an alternative.
a. Contrast.
b. Reason.
c. Consequence.
d. Purpose.
,
and
3. Linking words such as
indicate
between ideas.
Answer:
Which linking words go at the beginning of a sentence?
Which linking word goes at the beginning of the second
sentence (and followed by a comma)?
Which linking word can go at the beginning or in the middle of
a sentence?
Reflection Spot
• I can use linking
words to combine
ideas.
• I can identify
what linking
words express.
34
UNIT 2
10 Write sentences using linking words from the Language Spot.
Follow the example.
a. Although the children were making a terrible noise
b.
c.
d.
.
.
.
.
ORAL PRACTICE
11
20 Complete this description of a new invention in your notebook.
Then, listen to the recording and check.
This
is called CyberBug. It
you to
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 the object. Then, take turns to practice the text
aloud. Try to imitate the accent and intonation.
13 Try this crossword puzzle and find out how many words from the
lesson you can identify.
2
1
3
4
5
6
7
8
Across
1. a small tool or device
4. a device which allows you to operate something from a distance
5. a small computer designed for one person to use at home
7. a machine that can read and convert texts into digital files.
8. the set of keys for operating a computer
Down
2. an electrical appliance with a screen on which you can watch
programs
3. the flat surface at the front of a TV or a computer
6. a small device that is moved by hand to control the movement of
the cursor
35
The bicentennial man
21
Extract
Gerald Martin took Andrew to the regional offices of the
United States Robots and Mechanical Men Corporation. As a
member or the Regional Legislature, he had no trouble at all
in gaining an interview with the chief robopsychologist. In
fact, it was only as a member of the Regional Legislature that
he qualified as a robot owner in the first place - in those early
days when robots were rare.
Andrew did not understand any of this at the time, but in
later years, with greater learning, he could review that early
scene and understand it in its proper light.
The robopsychologist, Merton Mansky, listened with a
growing frown and more than once managed to stop his
fingers at the point beyond which they would have irrevocably
drummed on the table. He had drawn features and a lined
forehead, but he might actually have been younger than
he looked.
“Robotics is not an exact art, Mr. Martin,” Mansky explained.
“I cannot explain it to you in detail, but the mathematics
governing the plotting of the positronic pathways is far too
complicated to permit of any but approximate solutions.
Naturally, since we build everything around the three laws, those are incontrovertible. We
will, of course, replace your robot.”
“Not at all,” said Sir. “There is no question of failure, on his part. He performs his assigned
duties perfectly. The point is he also carves wood in exquisite fashion and never the same
twice. He produces works of art.”
Mansky looked confused. “Strange. Of course, we’re attempting generalized pathways these
days. Really creative, you think?”
“See for yourself.” Sir handed over a little sphere of wood on which there was a playground
scene in which the boys and the girls were almost too small to make out, yet they were in
perfect proportion and they blended so naturally with the grain that it, too, seemed to have
been carved.
Mansky was incredulous. “He did that?” He handed it back with a shake of his head. “The
luck of the draw. Something in the pathways.”
“Can you do it again?”
“Probably not. Nothing like this has ever been reported.”
“Good! I don’t in the least mind Andrew’s being the only one.”
“I suspect that the company would like to have your robot back for study,” Mansky said.
“Not a chance!” Sir said with sudden grimness. “Forget it.” He turned to Andrew, “Let’s go
home, now.”
Taken from: Asimov, I. (March 1991). Robot Visions. The bicentennial man. (p. 245). New York:
New American Library.
36
UNIT 2
READING AND WRITING
14 Read the extract of the short story on Page 36. Use a dictionary if
necessary. After that, answer these questions.
a. What type of short story is it?
i. Children’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?
15 Answer the questions.
a. Is it normal for a machine to produce art? Why?
b. Do you think robots will ever be part of everyday life? Explain.
c. Would you like to own a robot? Why?
16 Write a short description of Andrew. Use the words in the Language
Spot to link your ideas and follow the model in Exercise 11.
17 Read your description aloud in your group or in front of the class.
LET’S CHECK
18 Think about an everyday object you use regularly, and write four
sentences describing it. Then, write a short description of the object
using your sentences, but adding connectors. Check your draft with
your teacher and write a final version on your notebook. You can
(7 pts.)
draw and color the object, if you want.
0-2
Keep trying!
3-4
Good!
5-6
Very good!
7
Excellent!
37
LESSON 2
READING
BEFORE READING
1 In pairs, name a few recent inventions and tell your classmates how
they have changed daily life.
2 Which of these items do you think was invented or conceived by
a teenager? What makes you think so? Explain.
1
3
2
3 You are going to read about two young inventors whose creativity is
making life a little easier for others. Have a look at the pictures and
choose the correct name for each invention.
2
1
a.
b.
c.
d.
Key Word Spot
• clap
• launch
• skill
• tool
38
UNIT 2
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
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
_____
I. __________________
nia, won
ader from Hanover, Pennsylva
Ana Lingenfelder, an eighth-gr
she
se
-a-Toy World Games. Becau
a top award at the 2013 Invent
e
games but didn’t always hav
always liked playing hand-clap
s to
kid
ws
allo
t
ented this game tha
someone to play with, Ana inv
play alone.
when
rd. A pair of hands lights up
The game is an electronic boa
time to the music.
players clap against them in
n’t know
g about toys, but she really did
Ana had always loved thinkin
covered
Then, she and her mother dis
as.
ide
se
tho
h
wit
do
to
at
wh
actures
ine, a company which manuf
By Kids for Kids (bkfk.com) onl
and sells kids’ inventions.
product
del that shows what the final
mo
a
pe
toty
pro
a
de
ma
a
An
ention.
es to get a patent for her inv
will look-like and now she hop
Andrew Sutherland
II. __________________
_____
Two years ago, because Andre
w Sutherland’s French
teacher gave him a list of 11
1 French animal names to
memorize, he had the idea to
apply his programming skills
to the problem.
Now Andrew, a junior at Alb
any High School, California,
has
just launched a website with
his final product: an online
memorization tool.
To use it, you enter the data
you need to memorize, be it
vocabulary words, history dat
es, or science facts. It turns
the
information into flash cards,
and then generates tests. Aft
er
you take a test, the program
retests you on the questions
you got wrong.
Andrew has some advice for
inventors: “Look at your
everyday life, and invent som
ething to improve it a little bit”
.
Adapted from: Bellis, M. (n.d.) Inventors. Retrieved April 24, 2013, from: http://
inventors.about.com/od/inventorsalphabet/tp/popularinventor.htm
39
7 Read the text again and choose the best alternative to complete
the sentences.
a. Who are the two inventors?
i. Two high school students.
ii. Two junior school students.
iii. A junior school student and a high school student.
b. Where are the two inventors from?
i. Both from the USA.
ii. Both from France.
iii. One from the USA and one from France.
c. Why did Ana invent the toy?
i. She always had friends to play with.
ii. She always had to play alone.
iii. She sometimes had to play alone.
d. What did Ana take to a toy company?
i. Her final product.
ii. A model of her invention.
iii. The patent of her invention.
e. Why did Andrew develop his invention?
i. He had to learn about animals.
ii. He had to learn a list of words.
iii. He had to practice programming skills.
8 Read the text again. Number the events about both inventions in
chronological order.
a. Ana’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 and answer these questions.
a.
b.
c.
d.
What does bkfk stand for?
What is a prototype?
What kind of data can you enter when using Quizlet?
What is Andrew’s suggestion to new inventors?
AFTER READING
10 What motivated the young inventors profiled in the text? Share your
comments with your classmates. Have you ever felt motivated to
invent something? What was your motivation?
LANGUAGE SPOT
because
1. Revise these sentences from the text and other examples.
Pay special attention to the word in bold.
a. Because she always liked playing hand-clap games but
didn’t always have someone to play with, Ana invented
this game, that allows kids to play alone.
b. Because Andrew Sutherland’ s French teacher gave him
a list of 111 French animal names to memorize, he had
the idea to apply his programming skills to the problem.
c. Jenny phoned me because she needed some advice.
d. I’m going to bed early because I have a terrible
headache.
a. How many parts can you recognize in these sentences?
b. What does the word because introduce? Choose an
alternative.
i. A contrast.
ii. A reason.
iii. A consequence.
We can use the word __________ to join two ideas that
express a reason and a __________. We use __________
to introduce the sentence that expresses the reason.
NOTE: the order in which we can express the ideas
can vary.
4. Copy the sentences in Point 1 in your notebook and circle
the two parts in different colors.
41
11 Use the visual clues to rewrite these sentences, using because.
Example:
We didn’t have our science class. The teacher was absent.
Because the teacher was absent, we didn’t have our science class.
We didn’t have our science class because the teacher was absent.
a. The children can’t go to
the beach. It’s raining.
b. Paul’s car didn’t start. It broke
down.
c. My sister got up early. She
has to study.
d. I can’t eat that sandwich. It’s
too big.
e. Sarah went to bed late. She is f. My father will arrive late
to work. He missed the bus.
sleepy.
42
UNIT 2
12 Complete these sentences with your own ideas.
Example: I got a good mark because I studied a lot.
a. 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.
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.
43
LET’S CHECK
16 Put the ideas together using because. Use because at the
beginning of four of your sentences.
(8 pts.)
a.
b.
c.
d.
e.
f.
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.
Dan isn’t very tall. He can’t reach the top shelf.
Children can easily identify Italy on a map. It has the shape of
a boot.
g. My sister has a sore throat. She shouted loudly at the game.
h. Helen is putting on her nicest dress. She is going to a party.
Editing checklist
about your work.
Punctuation
with periods?
commas, etc.?
Sentences
make sense?
make them more
interesting?
Spelling
not sure about?
44
UNIT 2
0-2
Keep trying!
3-4
Good!
5-6
Very good!
7-8
Excellent!
WRITING
17 Write a short description of a device you know or you would like
to create. Make sure you use because to introduce reasons.
Follow these steps:
a. Think about the device you chose and write a list of ideas you
associate with it.
b. Write a list of useful connectors to link your ideas.
c. Organize your ideas and write a short paragraph (about 100
words) describing the device.
d. Use the Editing Checklist to check your work for mistakes, and
write a final version on a sheet of paper.
e. Exchange descriptions with your partners.
REAL LIFE
SPOT
TIONS
ACCIDENTAL INVEN
The microwave
n
In 1945 Percy Lebaro
Spencer, an American
,
engineer and inventor
was busy
manufacturing
magnetrons, the
devices used to
e radio signals that
produce the microwav
s a very
radar use. Radar wa
were integral to early
r. However,
during the time of wa
important innovation
l discovery.
s a purely accidenta
wa
g
in
ok
co
e
av
ow
cer
micr
ning magnetron, Spen
tio
nc
fu
a
by
ng
di
an
While st
et had
olate bar in his pock
noticed that the choc
at it was the
d soon figured out th
in
m
en
ke
s
Hi
.
ed
elt
m
r
caused this, and late
microwaves that had
entually, an
ev
pcorn kernels and
experimented with po
.
egg, which exploded
TAKE ACTION!
An original invention
a. Work in groups of four people and prepare a brief presentation
about an original invention.
b. In your group, choose an inventor. It can be one of those listed
at www.invent.org. (Go to the “Hall of Fame” link, far left, and
search by inventor or invention) or you can use your library,
encyclopedias, etc.
c. Write a short paragraph about the inventor and his / her
invention. Include information about what sparked the idea and
what steps the inventor took to go from idea to reality.
d. If it is possible, add visual material to illustrate your presentation.
e. Present the information to your classmates.
45
1 Look for information about the inventions in the pictures. Then, copy and complete the fact file
in your notebook.
3
2
1
Name of invention
1
4
2
6
5
3
4
5
Name of inventor
Place of invention
Year
Additional information
2 Your personal invention.
a.
b.
c.
d.
Think of something really fantastic you would like to invent.
Give it a name, state its purpose, list the materials needed and then describe it.
Write the description on a piece of cardboard.
Make a sketch of your invention and stick it on the cardboard, as in the example.
Name
Purpose
Description
Sketch
46
UNIT 2
6
airplane
automobile
cell phone
compact disc
credit card
Internet
electric typewriter
Correction pen.
Mp3 player.
refrigerator
television
vacuum cleaner
2005
1995
1986
1983
1980
1973
1956
1940
1927
1920
1911
1900
1901
1902
1903
3 Look for information about these important 20th century inventions, and complete the timeline.
4 Choose one of the inventions in Exercise 3. Look for information about the inventor and write
his / her biography. Present your work to your classmates.
47
UNIT CHECK
READING
24
THE LIFE OF A TEEN INVENTOR
By Caitlin Watson of Verde Magazine
Spencer Davis creates all types of inventions in
his garage. He is a big fan of do-it-yourself
inventing, which requires little more than a few
pieces of trash, drugstore supplies, and a lot of
imagination.
Spencer’s passion for inventing began in eighth
grade. Before that, he had done some experiments
with barbecue skewers and rubber bands. Since
then, his creations have improved in design,
appearance, and technology.
Over the years, Spencer has designed bunkers,
tree houses, robots, and caffeinated cereal.
Besides, Spencer also enjoys sillier types of
inventing; he has “fixed” an old tape player to put
his iPod inside and play it through the tape.
Another high-voltage creation is what Spencer
calls “the glove.” In essence, it is a leather glove
with a battery and disposable camera parts wrapped
in electrical tape.
Although Spencer’s mother
expresses some worries about
his inventions, she is very
supportive of Spencer’s hobby.
For him, inventing is a
constructive activity and it’s
good for teens who might be involved in more
destructive hobbies. He dedicates about six hours
every weekend to work on his inventions. Then, he
blows off steam and gets new inspirations by
playing video games.
For the summer, Spencer has plans to build an
electric boat powered entirely by solar panels.
Spencer hopes to continue inventing through college
and perhaps turn his experimentations into a career.
“Inventing is an investment,” Spencer says.
“Some of the inventions will work and others won’t,
but in the end, you will be satisfied. I’ll definitely
be making stuff forever.”
Adapted from: Watson, C. (2008, June 10) The life of a teen inventor. The Paly Voice.
Retrieved January 10, 2013, from: http://palyvoice.com/node/19898
1 Read the text once. What type of text is this?
a. A biography.
b. An advertisement.
1 pt.
c. An article.
d. A short story.
2 Read the text again and find the answers to these questions.
4 pts.
a. 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.
Although
because
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 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
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.
0 - 13
Keep trying!
50
UNIT 2
14 - 28
Good!
29 - 43
Very good!
8 pts.
49 pts.
TOTAL
44 - 49
Excellent!
FINAL REFLECTION
1 I can give information about these technological devices.
2 I can put sentences together using linking words.
a. My boyfriend loves rock music. I like reggae.
b. Brenda never drives to work. She doesn’t have a car.
your score
Skills
Always
Sometimes
Never
Never = 0
Sometimes = 1
Always = 2
Listening
· identify the sequence of information
If you get:
Ask help from your teacher or
a partner.
· discriminate between correct and incorrect information
Reading
· make predictions from the context
problems
Speaking
· describe a technological device
· express reasons and preferences
Writing
· write a paragraph describing a technological device
· write a paragraph about an inventor and his / her invention
a.
b.
.
.
51
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
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
• Vocabulary related to music and literature
• Active sentences and Present Tense
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.
c.
“Rub the turkey inside and out with the kosher salt. Place the bird in a large stock
pot, and cover with cold water.”
“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 In pairs, write a list of radio and TV programs related to music that
you know. Share your list with other pairs.
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
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.
i. Voice coach
ii. Songwriting coach
iii. Director
28 Listen to the recording again and answer these questions.
Reflection Spot
• Can I apply
study skills?
• Can I infer the
meaning of
new words?
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
: 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.
28 Listen to the recording once more and match the questions
(a – d) with the answers (i – iv).
a.
b.
c.
d.
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.
AFTER LISTENING
10
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
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.
money when we go out, but we
We don’t spend
always have a good time!
Malcom: I have
pets and I don’t have
time for
friends because
anything else. I only have
I prefer my pets!
LET’S CHECK
12 Write sentences about your classmates and their interests,
expressing quantity.
Eg. There are only a few of my friends who like soccer.
(8 pts.)
a.
b.
c.
d.
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:
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.
READING AND WRITING
15 Have a look at the texts you are going to read and answer these
questions.
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)
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.
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
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
Gift of a friend
Demi Lovato
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.
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
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 Work in pairs. Follow the instructions to write one or two verses of
the lyrics of a song.
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. Use poetic devices. Think about the rhyme you would like to use.
d. Find a melody for your song. It can be something that pops into
your head or something that another band has written.
e. 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?
20 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.
Eg. Michael has many friends, and he spends a lot of time
with them...
63
LESSON 2
READING
WE WANT YOU TO READ!
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
Book
Author
Literary Genre
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?
8 Read the text once more and complete this event map.
a. Place
b. Time
Reflection Spot
• What strategies
can I use to
understand a
narrative text?
Event map
c. Characters
• Can I recognize
the correct
sequence of
events?
d. End
LET’S READ!
AFTER READING
9 In groups of four, compare your list in Exercise 1 and share the
answers to these questions with the rest of the class.
a. Do you have a favorite book?
b. What is your favorite genre?
c. Who is your favorite author?
Page 8
Read the extract of this
short story about a pianist
and answer the questions.
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 write a short paragraph with your ideas about what happened
with Dorothy and her friends. Make sure you include sentences in
the Passive Voice.
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
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!
too; the characters are
.
I find it
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.
b. Underline the expressions the writer uses to introduce his / her
personal opinion.
17 Choose a book you like, find information about it and, in your
notebook, make a list of:
- Name
- Author
- Characters
- Plot
- Highlights
18 Write a review of the book you have chosen.
a.
b.
c.
d.
e.
Use the information in the chart and follow the model on Page 70
Use the Editing Checklist to check your work for mistakes.
Write a final version of the review on a separate sheet of paper.
Add a picture of the book’s cover, to illustrate it.
Exchange reviews with your classmates. If possible, publish it on
your class blog or notice board.
Editing checklist
about your work.
Punctuation
with periods?
commas, etc.?
Sentences
make sense?
make them more
interesting?
Spelling
not sure about?
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.
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 In your notebook, make a word map for music. Use 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
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.
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.
a.
b.
c.
d.
e.
5
5 pts
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
everyday.
a.
b.
c.
d.
4 pts.
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!
FINAL REFLECTION
1 I can write three sentences expressing opinions about a book or
T.V. show I like.
a.
b.
c.
.
.
.
2 I can write these sentences in the Passive Voice, in my notebook.
a. Meteorologists make the weather forecast every day.
b. Many people use social networks as communication tools.
c. People buy a lot of things through the Internet nowadays.
d. We print our books on recycled paper.
Skills
Always
Sometimes
your score
Never
Listening
Never = 0
Sometimes = 1
Always = 2
If you get:
partner.
Reading
· make predictions from the context
Speaking
problems.
Identify them and ask your
teacher and / or a classmate for
help.
· express obligations, and needs.
· talk about TV, music and literature
Writing
· write a book review
a.
b.
.
.
77
UNIT
BODY AND MIND
• read a teen’s advice webpage
• listen to a classroom conversation
• listen to a radio interview
Reading
information
• extract specific information from a text
• distinguish main ideas in paragraphs
Listening
information
• discriminate sounds
• recognize the sequence of information
Language
• use modal verbs to express advice and
recommendations
• use modal verbs to talk about possible future
situations
Speaking
• express advice and recommendations
• exchange information about teens’ problems
• express future possibilities
Writing
• write a short story about bullying
• write a short paragraph about body image
You will also:
• reflect on giving importance to our internal
and not only to our external appearance
• 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 list and compare
your answers in your group.
List:
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
YOU CAN BEAT THEM!
LESSON 1
1 What do these sentences express? Write P (Permission), Po (Possibility), A (Ability),
Ob (Obligation), or Pr (Prohibition).
a.
b.
c.
d.
e.
f.
g.
h.
i.
j.
k.
l.
I can go to the beach.
I may go to the beach.
You mustn’t smoke here.
It might rain this afternoon.
May I go now?
May we have some more cherry pie?
People must not smoke in public spaces.
You must be here before 8 o’clock tomorrow.
May I borrow your pen?
You can't smoke here.
You may use my car.
May I smoke here?
2 Have a look at the visual clues. Complete the sentences expressing what is possible to happen.
Example:
Sarah is staying in bed today.
It is possible that she is ill.
c. This restaurant is very
elegant.
a. It is cloudy.
.
d. Sean got up very
late today.
b. My father has a lot
of work.
.
80
UNIT 4
.
.
BODY AND MIND
• Modals
• Recommendations
• Present simple
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. Copy and complete this definition of Bullying in
your notebook. Choose words from the boxes to complete it.
actions
victim
stronger
hurting
stopping
serious
school
Bullying is
somebody, either by words or
,
, but it can happen anywhere. It
It usually takes place at
is usually inflicted by people who are
than the
,
form of abuse. The victim usually
and it is considered a
what is happening to them.
has a hard time
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.
Key Word Spot
• approach
• beat
• confident
• issue
• mess (v)
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.
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?
37 Listen once more. Are these statements true (T) or false (F)?
a.
b.
c.
d.
e.
f.
g.
h.
When he was a child, Oliver’s sister was bullied.
Oliver is 25 years old now.
Oliver is a successful businessman.
Oliver changed schools to make a new start.
Oliver thinks people don’t take the problem seriously now.
The best thing to do is not to talk about bullying.
Oliver feels his past experience can help other people.
Oliver hates bullies.
AFTER LISTENING
LANGUAGE SPOT
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 Look at the pictures on the side of this page and complete the
dialogs, using may or might.
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?
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.)
a.
b.
c.
d.
d.
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
BODY AND MIND
39
I’ve always been funny. It’s my
thing. Some people get beauty,
others sports ability, a lucky few
even get musical talent. Me? I can’t
dance, sing, catch a ball, and no one
has called to make me a top model,
but I can make people laugh.
sad he was gone. I cried because I
was ashamed. I knew I could have
been nicer. I could have used my
humor to turn the situation around
on the person making fun of him, but
I never did. I laughed at Dennis, not
with him.
Being funny is a bit like your own
personal super power. It can be used
for good or evil. The question is,
what do you do with all that power?
Sometimes it’s easy to make fun of
someone who doesn’t fit in, who’s
different, or just plain weird.
I realized then that being funny
comes with responsibility; I had to
use it wisely. Bullies aren’t just the
people who shove someone around
or the one who makes the snotty
comment. Bullies are also the people
who stand on the side and laugh. I
promised myself I would never feel
that shame again. I would use my
humor for good, to make people
laugh with me, not at someone else.
I wanted to be a hero, not a villain.
Feel free to join me, the world can
always use another superhero, and
you don’t even have to look good in
a Lycra suit.
In high school, I had a classmate
named Dennis. Dennis was pretty
dorky. He had terrible acne and
wasn’t the best student. He was
always trying to fit in, but he
never did.
Dennis died in an accident. Everyone
was shocked and a few of us started
to cry. I wasn’t crying because I was
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 Write a short story, using the information in Exercise 15.
- Write some ideas about the beginning, development and end of
your story, on a separate sheet of paper. Try to express your ideas
using full sentences.
- Put your ideas together using connectors. Then, write a draft of
your story, defining the paragraphs. Check your ideas are in
chronological order.
- Write a final version of your text. You can use a dictionary.
- 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.
Editing checklist
about your work.
Punctuation
with periods?
commas, etc.?
Sentences
make sense?
make them more
interesting?
Spelling
not sure about?
87
LESSON 2
READING
WHY AM I IN SUCH A BAD MOOD?
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
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?
Key Word Spot
• lose my grip
• guilty
• let down
• mean
• give up
• empty handed
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 texts again and circle the best answer for each question.
a. Why is Abbie starting to panic?
i. She knows exactly why she feels irritable.
ii. She is not sure why she feels down.
iii. She can’t stop bullying.
b. How is Priscilla feeling?
i. She knows exactly why she feels irritable.
ii. She is not sure why she feels down.
iii. She likes to be on a roller coaster.
LET’S READ!
Page 10
Read this extract of a
science fiction story about
bullying, and answer the
questions.
c. What does Joe think about what his friend did?
i. It was very funny.
ii. It was very embarrassing.
iii. It was not important.
d. What happened when Emma looked for on-line information?
i. She received good advice.
ii. She didn’t find any.
iii. She found a lot.
Abbie
Emma
Joe
Priscilla
89
SEARCH BLOG MARK BLOG
Next blog
To create blog Access
TEEN PROBLEM PAGE
Abbie, 16
I’m trying to study for my exams, but
it’s hard to concentrate for long. I sit on
the bed with my books, but then I lie
down and fall asleep. And my parents
ask me to do things, or my friends call,
so I give up studying. I’m starting to panic. What should
I do?
Priscilla, 15
I always find myself getting really
irritable for almost no reason or
suddenly I feel down without knowing
why. I often go from sadness to anger
or to joy in a matter of minutes. I feel
as though I’m losing my grip. Why do I feel like being on an
emotional roller coaster almost all the time?
Joe, 15
I secretly like a girl in my class, and I
told my best friend. He promised not
to tell anyone, but he really let me
down. Now the whole class knows,
including the girl. They all think it’s
funny, but I’m very embarrassed and upset. Should I stop
being friends with this guy? He said sorry, but I don’t trust
him anymore.
Emma, 16
I’m a girl suffering from Bulimia
Nervosa. Only a few friends know,
but I am not getting anything from
them, and sometimes I feel they
don’t care. I feel very embarrassed to
tell my family. I would greatly appreciate any advice. I’ve
been looking on-line for hours trying to find info on eating
disorders, but have come up empty handed. Please help.
ANSWERS
I.
You’d better not tell him any more secrets! But it’s silly
to end a good friendship because of a broken promise.
It’s impossible for some people to keep a secret, and I
bet your friend feels very guilty and sad. You ought to
accept his apology.
II.
It’s very normal to be nervous, but you should calm
down. It’s helpful to have a regular routine - try to
study at the same time every day. And you’d better
tell your friends and family so they don’t interrupt
you. Sit down to work at a desk or table, and take a
break every half hour - get up and do something
different for five minutes. Good luck!
III.
This serious problem afflicts more than one out of 10 women at
some time in their lives and twice as many teens suffer from it. It
often involves more complex problems, such as strong emotions,
fear, guilt, shame, poor self-image, excessive perfectionism. If you
are suffering from an eating disorder, you should tell your family
and seek for professional help urgently.
IV.
Dealing with constant change and pressure is part of the answer.
Being a teen means struggling with identity and self-image. To be
accepted by friends feels extremely important. You feel you want
to be on your own and make your own decisions, but it can be a
time of confusion and conflict. It can take a while for teens - and
their families - to feel comfortable with the transition between
childhood and adulthood. You shouldn’t worry too much.
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
AFTER READING
10 Answer these questions in your group. Take notes of your answers
and then share your comments with other groups.
Reflection Spot
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?
• Can I relate the
topic with my
own reality?
• Can I offer
advice and
recommendations?
LANGUAGE SPOT
Giving advice and recommendation
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.
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 this piece of advice for a new student at your school. Use
should, shouldn’t, ought to and had better, and the verbs in the boxes.
(7 pts.)
make
follow
a. You
b. You
c. You
d. You
e. You
f.
g.
0-2
Keep trying!
go to sleep
I
I
ignore
say
tell
try
sure your name is in the roll.
late the night before.
to remember your classmates’ names.
that your last school was better.
any useful advice your classmates give you.
students who bully me?
my teacher if I have a problem?
3-4
Good!
5-6
Very good!
7
Excellent!
13
41 In pairs, complete these short dialogs based on the texts you
read. Then practice them with your partner. Compare with the
recording.You can invent more problems after that.
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 Write a letter to an advice column.
a. Choose one of the problems in the pictures or your own ideas.
Editing checklist
about your work.
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.
d. Write a draft of your letter, on a separate sheet of paper, using
this organizer as a guide.
Address
with periods?
commas, etc.?
Sentences
make sense?
make them more
interesting?
Spelling
not sure about?
ient
Dear Name &of &the &recip
lem
rob
Description &of &the &p
Asking &for &a &solution
Closing
Signature
e. Use the Editing Checklist to check your work for mistakes.
f. Write a final version on a separate sheet of paper, and exchange
the letter with a classmate.
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:
• He or she has an obsession with weight and food.
• He or she knows exactly how many calories and fat
grams are in everything that he or she eats.
• He or she feels the need to exercise all the time,
even when sick or exhausted.
• He or she avoids hanging out with you and other
friends during meals.
• He or she starts to wear big or baggy clothes.
Someone who wears baggy clothes to hide their
shape might hide other concerns.
• 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.
• He or she seems to compete with others about how
little they eat.
• He or she goes to the bathroom a lot, especially
right after meals, or you've heard him or her
vomiting after eating.
• Despite losing a lot of weight, he or she always talks
about how fat he or she is.
• 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).
• He or she is very defensive or sensitive about his /
her weight loss or eating habits.
• He or she buys or takes laxatives, steroids, or diet
pills.
• 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:
• Try your best not to talk about food, weight, diets,
or body shape.
• 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.
• Try to avoid focusing on
how your friend
looks physically.
• 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.
c. To offer advice.
2 Read the text again. Are these statements true (T), false (F), or not mentioned
(NM)?
a.
b.
c.
1 pt.
5 pts.
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
a.
b.
c.
d.
e.
5
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.
44 Listen to the recording again. Number the sentences in the order you hear them.
a.
b.
c.
d.
6
5 pts.
44 You are going to listen to an interview about body image. Are these
statements true (T) or false (F)?
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?
44 Listen to the recording once more. Complete each paragraph with words from
the boxes.
4 pts.
6 pts.
a. A recent
showed that
of the girls aged eight to
want to look like
they see in the
and
out of ten
if they were thinner.
of them think they would be
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
are trying out body image classes; their aim
to be gorgeous. Some
is to get
to feel more
about themselves, and about
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.
10 pts.
WRITING
10
45 Choose one of these problems and reply to it offering advice and support.
10 pts.
am so confused. I
Hey guys, I’m 15 years old, OK maybe this will sound really stupid, but I
the pressure of
take
don’t know who I am anymore, I am depressed all the time, and I can’t
trying not to
family,
my
school and all my extra classes. I’m trying really hard to get along with
of
lots
works,
of
lose more friends in school, trying not to fail (school is really hard, lots
take it,
can’t
just
I
think
I
subjects), and trying to keep up with ballet, hip hop, and piano, but
??
support
or
advice
Any
I need to figure out who I am, I just want to start being happy already.
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
BODY AND
AND MIND
MIND
FINAL REFLECTION
1 I can offer advice to a friend who has been a victim of bullying.
2 I can write three sentences using may / might to express future
possibilities about my life.
Skills
Always
Sometimes
your score
Never
Never = 0
Sometimes = 1
Always = 2
Listening
· extract specific information from a recording
If you get:
partner.
Reading
· identify and extract specific information
problems
Speaking
· offer advice and recommendations
· exchange information about possible situations in the future
Writing
· write a short piece of advice
· write a short paragraph about body image
a.
b.
.
.
99
ANSWERS
Language Spot
We use the Present Progressive to talk about temporary
events and
about what is happening now.
We can also use the Present Progressive to talk about future
plans and arrangements.
Unit 1: Teen Life
Before you start
Lesson 1
1 will be, will fly, will travel, will have, will take.
9 a. does, do, He / She plays. (3) b. is, doing, is organizing.
2 a. He is going to play tennis with Linda. b. She is going to
have her first driving lesson. c. They are going to meet
Cristina. d. She is going to go to the gym. e. They are
going to study math.
Name
Jay Star
City
Boston
Brummie Bex Chicago
Lesson 2
1 a. 4. b. 1. c. 3. d. 2.
School
Saint Joseph
Benton Harbor
Likes
Plans
Music; playing
Gigging this
the guitar
Saturday at Fenney’s.
Sports; chatting Camping on the beach with
on the Internet
friends.
Lesson 2: Typical teenagers
Lesson 1: Teenage talk
2 Answers may vary.
1 COMPUTERS / FASHION / FRIENDS / MUSIC / PARTIES /
SPORTS / VIDEOGAMES
C
N
C
W
H
K
M
Y
N
N
J
Z
T
S
N
S
B
G
I
Y
Q
I
O
S
I
P
E
S
S
Y
S
E
M
A
G
O
E
D
I
V
P
I
D
M
M
S
S
E
H
R
X
U
J
H
F
T
O
E
J
Q
Q
R
C
X
L
L
K
I
S
R
L
Z
R
K
W
R
Z
N
S
I
U
I
S
A
M
P
K
I
T
K
W
P
T
E
R
O
B
P
F
F
R
X
S
K
S
V
F
N
B
A
E
P
Z
D
O
Z
Z
Q
S
R
S
O
W
O
Z
B
T
W
J
Q
Z
N
K
P
K
V
A
M
U
U
F
F
U
B
X
J
I
B
Y
L
F
R
I
E
N
D
S
M
P
X
H
Q
F
I
Y
Y
W
X
X
J
V
B
U
I
M
T
Y
G
K
X
Q
Z
D
Z
O
B
U
S
U
K
O
B
B
H
D
F
Y
V
B
G
T
X
I
O
U
E
C
U
Y
W
S
C
J
P
O
S
K
C
H
K
U
K
P
R
K
4 a. fed up; b. look forward to; c. wool
5 a. Yes, he does. b. He’s from Chicago, in the USA.
c. He likes skateboarding, playing the guitar and listening
to music. d. He cares about the environment.
6 a. friends; b. The Amazing Life of Birds;
c. older; d. homework; e. one week.
7 look for a girlfriend (1); play the drums (3); talk about
music (2); wear a nice jacket (4)
8 a. He lives in the suburbs of Chicago.
b. Skateboarding, play the drums, listen to music, go
to clubs.
c. History, Spanish and computer science.
d. Answers will vary.
100
(2) c. do, eat, drink (1)
5 folks: members of your family, especially your parents.
fume: to be very angry about something. mean: angry.
swear: to use rude or offensive language. unfair: unjust.
utterly: totally, very.
6 a. Authors complaining about teenagers.
7 a., d., e., f.
8 1 – They talk for hours on end, what they’ll think on next.
2 – Talking to a friend or sending them a text. 3 – Their
music cracks the ceiling. 4 – They’ll leave their room a
mess and give cleaning it a miss.
5 – And more time in their room.
6 – Talking to a friend.
9 a. (7) b. (9) c. (1, 2) d. (3)
Language Spot
1. a. and. b. or. c. a contrast.
3. We use but when we want to express a contrast between
two ideas.
We use and when we want to express additional ideas.
We use or when we want to express alternative ideas.
11 a. Teenagers sleep a lot but they are always sleepy, anyway.
b. Teenagers don’t talk with their parents but they talk a
lot with their friends.
c. Teenagers like music and sports.
d. Teenagers like to be with friends or to spend a lot of
time in their rooms.
13 a. or; b. and; c. but; d. but; e. and.
14 bold, loud, blunt, brave, shy, quiet, ashamed, afraid
Your English in Action
1 A: What do you generally do on Friday evenings?
B: I usually go to the movies.
A: How are you feeling right now?
B: I’m tired. I have so much homework.
A: What are your favorite subjects at school?
B: I like Spanish and Math.
A: What are you doing next weekend?
B: I am doing sports and going to a disco with my friends.
A: What are you wearing today?
B: I’m wearing jeans, sneakers and a fleece jacket.
A: What do you like to do with your friends?
B: I like to go skating, going to parties and doing sports.
3 Sonia’s favorite clothes and accessories are pink mini
skirts, pink tops, platform boots, false eyelashes, glitter
and pink lipstick. She likes them because she thinks she
looks really cool, but her mother doesn’t like the way she
looks or dresses. To get money to buy her clothes and
accessories she has a weekend job in a supermarket.
Unit Check
READING - TWO CULTURES
1 a. The girl lives in Shanghai, in China. The boy lives
in Seattle, in the USA.
b. She goes to her sports club to do judo or play baseball
and tennis. He plays video games.
c. She takes the subway.
d. He gets up at 7:00 in the morning.
e. Snoop Dogg is his favorite singer.
2 a. True; b. False; c. True; d. False; e. False.
SPEAKING
Task
Score Language Score
Appropriate questions
and answers to
exchange personal
information.
Mostly appropriate
questions and
answers to exchange
personal information.
3
Practically
no
language
mistakes.
1
2
Very few
language
mistakes.
1
A few questions and
answers to exchange
personal information.
1
Some
language
mistakes.
1
Very poor questions
and answers to
exchange personal
information.
1
A lot of
language
mistakes.
0
Interaction
Fluid interaction,
good pronunciation,
no hesitation.
Fluid interaction, a
few pronunciation
mistakes, a minimum
of hesitation.
Fluid interaction,
some pronunciation
mistakes, some
hesitation.
Interaction affected
by pronunciation
mistakes and a lot of
hesitation.
Score
Your
Score
1
1
1
0
WRITING
Task
Wrote the reply and
provided all the
required information.
Score
4
Wrote the reply and
provided most of the
2
Wrote the reply and
provided some of the
1
Tried to write the
reply but provided
very few of the
1
Language
Practically no
grammar or
vocabulary
mistakes.
Very few
grammar or
vocabulary
mistakes.
Some
grammar or
vocabulary
mistakes.
A lot of
grammar or
vocabulary
mistakes.
Score
Interaction
Score
1
Correct spelling
and format.
1
1
1
0
A few spelling
mistakes and
slightly incorrect
format.
Several spelling
mistakes and
rather incorrect
format.
A lot of spelling
mistakes and
incorrect format.
Your
Score
1
1
0
3 Answer will vary.
LISTENING - DIAMOND LAMOUR'S LIFE
4 a. False; b. False; c. False; d. False; e. True.
5 a. a. fourteen; b. meets; c. Jake; d. excited; e. world.
6 1 – d.; 2 – a.; 3 – c.; 4 – b.; 5 – e.
7 i. am playing. ii. am buying. iii. am working. iv. are
visiting. v. am helping. vi. Is getting, are having.
101
Unit 2: Technology and inventions
GETTING READY
2 Work / Study
calculator
cellular phone
computer
camera
jet plane
microwave oven
Leisure (Free time)
cellular phone
computer
credit card
DVD
bicycle
camera
jet plane
10 Answers will vary.
11 gadget, allows, listen, has, portable, bag, conversations.
19 Across: 1. gadget; 4. remote control; 5. PC; 7. scanner; 8.
keyboard Down: 2. television; 3. screen; 6. Mouse
Lesson 2: Popular teenage inventions
Before you start
2 The three inventions were created by teenagers.
Lesson 1
3 Picture 1: Quizlet. Picture 2: Hands on hand-clap game.
1 a. ii. b. iii. c. i.
2 Phil wants to go to the cinema but I don’t like that movie.
I can’t sleep so I’ll drink a glass of warm milk.
Sheila went to the disco but she didn’t dance.
My brother plays tennis and baseball.
Devin studies Spanish and Italian.
Carol didn’t invite him so Jules didn’t go to her birthday
party.
4 a. and. b. but. c. so.
Lesson 2
1 a. Anna danced all night.
b.
c.
d.
e.
f.
g.
h.
Charles cooked lunch.
Emily and Eddie watched a movie.
Gina talked to a friend.
Jill and Nick had a picnic.
Maggie played the piano.
Dan sang at the theater.
Sheila rode her horse.
Lesson 1: Technology update
3 a. C - pen - picture 5; b. TIVO - picture 2; c. Thought
control remote - picture 4.
4 a. TiVo; b. Thought control remote; c. C-pen; d. Thought
control remote
7 a. 2; b. 3; c. 1
8 a. False; b. True; c. False; d. False;
e. True; f. True
9
102
Language Spot
2. a. contrast.
Linking words such as although, though, while, and
however indicate between ideas.
Although, though. However. While.
a. Sports lovers
b. The Thought Remote Control can be controlled only
with the mind.
c. The scanner.
4 Clap: to hit your open hands together several times to
show that you approve of or have enjoyed something.
(aplaudir)
Skill: a particular ability or type of ability. (habilidad,
capacidad)
Tool: an instrument that you hold in your hand and use for
making or repairing things. (herramienta)
Launch: to start an activity, especially an organized one.
(lanzar, comenzar)
5 c. d.
7 a. - ii.; b. – i.; c. – iii.; d. – ii.; e. – ii.
8 a.: iv.; i.; ii.; v.; iii.. b.: iv.; iii.; ii.; i.
9 a. It stands for By Kids for Kids. It’s an acronym.
b. It is a model of the final product.
c. You can enter vocabulary words, history dates,
science facts.
d. To look at everyday life and invent something to
improve it.
Language Spot
2. a. Two. b. A reason.
3. We can use the word because to join two ideas that express
a reason and a cause. We use because to introduce the
sentence that expresses the reason.
11 a. The children can’t go to the beach because it’s raining.
/ Because it’s raining, the children can’t go to the beach.
b. Paul’s car didn’t start because it broke down. /
Because it broke down, Paul’s car didn’t start.
c. My sister got up very early because she has to study. /
Because she has to study, my sister got up very early.
d. I can’t eat that huge sandwich because it’s too big. /
Because it’s too big, I can’t eat that huge sandwich.
e. Sarah is sleepy because she went to bed late. /
Because she went to bed late, Sarah is sleepy.
f. My father will arrive late to work because he missed
the bus. / Because he missed the bus, my father will
arrive late to work.
16 a. Because Jim was hot and tired, he sat under a tree in
b.
c.
d.
e.
f.
g.
h.
the garden. /Jim sat under a tree in the garden
because he was hot and tired.
Because she was very thirsty, my mother drank some
tea. / My mother drank some tea because she was
very thirsty.
Susan hurried up because she was late for school. /
Because she was late for school, Susan hurried up.
Because the weather is cold, my father is wearing a
heavy coat. / My father is wearing a heavy coat
because the weather is cold.
Dan can’t reach the top shelf because he isn’t very tall. /
Because he isn’t very tall, Dan can’t reach the top shelf.
Children can easily identify Italy on a map because it
has the shape of a boot. / Because it has the shape of
a boot, children can easily identify Italy on a map.
My sister has a sore throat because she shouted loudly
at the game. / Because she shouted loudly at the
game, my sister has a sore throat.
Helen is putting on her nicest dress because she is
going to a party. / Because she is going to a party,
Helen is putting on her nicest dress.
3 1900 - automobile; 1901 - vacuum cleaner;
1902 - electric typewriter; 1903 - airplane;
1911 - refrigerator; 1920 - credit card; 1927 - television;
1956 – correction pen; 1973 - Internet;
1980 - CD; 1983 - cell phone; 1986 - MP3 player
Unit Check
READING – THE LIFE OF A TEEN INVENTOR
1 c.
2 a. They require pieces of trash and drugstore supplies.
b. He has designed bunkers, tree houses, robots and
caffeinated cereal.
c. He thinks it is a constructive activity.
d. By playing video games.
3 a. His garage.
b. The glove.
c. Six hours every weekend.
d. An electric boat powered by solar panels.
4 a. ii, b. ii, c. ii., d. ii, e. i.
LISTENING – THE GARBAGE EATER AND THE HUMAN
ROBOT
5 a.
6 a. 2,000; b. five; c. work; d. made
7
Can Can’t
The garbage eater
The human robot
✔
change garbage into drugs or alcohol.
✔
change garbage into a human or an animal.
✔
clean the house.
✔
help with homework.
8 b. – e. – a. – d. – f. – c.
LANGUAGE
a. Because it was raining, the match was postponed.
b. Glenda is a clever student. However, she doesn’t receive a
scholarship.
c. All the shops are closed because it’s a holiday.
d. The new student is very good at grammar. Besides, she is
very good at writing.
e. My sister has blue eyes, while my eyes are brown.
SPEAKING
Task
Appropriate
exchange of
information about
an invention.
Mostly appropriate
exchange of
information about
an invention.
A few questions and
answers to exchange
information about
an invention.
Very poor questions
and answers to
exchange
information about
an invention.
Interaction
Score
3
Practically
no language
mistakes.
Fluid interaction,
good pronunciation,
no hesitation.
2
2
Very few
language
mistakes.
2
1
Some
language
mistakes.
1
0
A lot of
language
mistakes.
3
few pronunciation
mistakes, a minimum
of hesitation.
Fluid interaction,
some pronunciation
mistakes, some
hesitation.
by pronunciation
hesitation.
0
Your
Score
2
1
0
WRITING
Task
Wrote the description
providing all the
Score
3
providing most of the
2
but provided some of
the required
information.
1
Very poor description
without providing the
0
Language
Practically no
grammar or
vocabulary
mistakes.
Very few
grammar or
vocabulary
mistakes.
Some
grammar or
vocabulary
mistakes.
A lot of
grammar or
vocabulary
mistakes.
Score
3
2
1
0
Interaction
Correct spelling
and format.
A few spelling
mistakes and
slightly incorrect
format.
Several spelling
mistakes and
rather incorrect
format.
A lot of spelling
mistakes and
incorrect format.
Score
Your
Score
2
1
1
0
103
Unit 3: Music and literature
Before you start
Lesson 1
7 a. Dorothy and her friends.
b. Everything is green.
c. They seem to be happy, contented, and prosperous.
8 a. The City of Oz. b. Not mentioned. c. Dorothy, the Guard.
d. Dorothy and her friends remained in the Palace until
they met Oz.
1 Across: 2. (rhythm), 3. (music), 6. (solo)
Down: 1. (lyrics), 3. (musician), 4. (chorus), 5. (song)
Lesson 2
1 1: Children’s stories. 2: Economy. 3: Love novel.
4: Science fiction. 5: History. 6: Biography. 7: Drama: Cuisine.
1 Answers.
a. Macbeth, b. Slow cooker recipes, c. Charles Dickens,
a life.
Lesson 1: New Stars
3 audience: c.; coach: b.; contestant: a.; fit: e.; pretend: d.
4 a. 5 c. 6 a. – iii.; b. – i.; c. – ii.
7 a. People will learn to sing and compose.
b. If they get the lowest votes, they will leave the program.
c. They feel very good, they think it's a great feeling.
9 a. Adam; b. Spencer; c. Adam; d. Savannah; e. Spencer;
f. Savannah.
10 a. – iii.; b. – i.; c. – iv.; d. – ii.
Language Spot
2. b.
3. We use words such as much, many, some, a few, to express
quantity.
Language Spot
3. The Passive voice is used when the focus is on the object.
It is not important or not known; however, who, or what is
performing the action.
11 a. are delivered. b. was found. c. are sold. d. was painted.
12 a. were written. b. were drawn. c. is used. d. are sold.
13 The Wonderful Wizard of Oz, mazing and incredible, very
interesting, extraordinary, intelligent, beautifully described,
fantasy stories, science-fiction.
14 a. Highlights. b. Protagonist. c. Author. d. Plot.
2
Name
Harry Potter and the Goblet of
Fire
Sandokan, the tiger of Malaysia
Romeo and Juliet
20,000 Leagues under the Sea
The Lord of the Rings
Papelucho
Little Women
Narnia Chronicles
11 Anne: a lot of, many, much. Malcom: a lot of, much, a few.
13 Can I ask you; need to; I’d like to know; six weeks; How
about the rules?; must obey; attend all classes; Tell me
about; us to develop our talents; to work hard.
15 a. ii. b. Friends (friendship).
18 a. Yes. It has the same topic. b. No. c. Friends are a gift of
life. d. Someone you can count on.
Lesson 2: We want you to read!
2 They are all writers.
3 Fantasy.
4 a. 1. b. 4. c. 2. d. 6. e. 3. f. 5.
6 b., d., e., c., f., a.
104
Author
Characters
Harry Potter, Hermione,
Prof. Dumbledore
Emilio Salgari
Sandokan
William Shakespeare Romeo and Juliet
Julio Verne
Captain Nemo
J.R.R. Tolkien
Lebolas, the Hobbit
Marcela Paz
Papelucho
Meg, Jo, Beth, Amy y
Louise M. Alcott
Laurie
Aslan, White Witch,
C.S. Lewis
Peter, Susan, Edmund,
Lucy
J.K. Rowling
Unit Check
READING - SPOT LIGHT ON BEVERLEY KNIGHT
1 a. She is a singer and a composer.
b.
c.
d.
e.
She started singing when she was a teenager.
She takes her inspiration from events that happen to her.
No, she doesn’t.
She thinks Alicia Keys is a great artist.
2 a. British; b. two very important awards; c. once a day.
3 a. the church; b. best artist, best album; c. birthday party
for a local radio station; d. Nirvana, Coldplay; e. drama
club, dance classes.
LISTENING - DISCUSSING THE RULES
Unit 4: Body and mind
4 a. couldn’t; b. months; c. TV; d. lowest; e. feeling.
5 b.; f.; c.; a.; e.; d.
Before you start
6 a. new; b. classes; c. co aches; d. sing.
Lesson 1
LANGUAGE
1 a. A. b. Po. c. Pr. d. Po. e. P. f. P. g. Pr. h. Ob. i. P. j. Pr.
k. Po. l. P.
7 a. many. b. many. c. much. d. any.
2 a. It is possible that it will rain.
8 a. The Eiffel Tower is situated in France.
b. It is possible that he will come home late today.
c. It is possible that it is very expensive.
d. It is possible that he is late.
b. Harry Potter series are written by J.K. Rowling.
c. 32 pieces are used in a game of chess.
d. Cold milk is served with tea in England.
Lesson 2
SPEAKING
Task
Interaction
Fluid interaction,
good pronunciation,
no hesitation.
few pronunciation
mistakes, a minimum
of hesitation.
Fluid interaction,
some pronunciation
mistakes, some
hesitation.
by pronunciation
hesitation.
Appropriate roleplaying of an
interview.
3
Practically
no language
mistakes.
3
Mostly appropriate
role-playing of an
interview.
2
Very few
language
mistakes.
2
1
Some
language
mistakes.
1
0
A lot of
language
mistakes.
0
A few questions
and answers to
role-play an
interview.
Very poor questions
and answers to
role-play an
interview.
Score
Your
Score
2 a. mountain climbling – ii. shouldn’t.
2
b. running – i. should – ii. should.
c. wind-surfing – i. shouldn’t – ii. should.
d. scuba diving – i. shouldn’t – ii. should.
2
Lesson 1: You can beat them!
2 All of the situations in the pictures are related to bullying.
1
3 Bullying is hurting somebody, either by words or actions.
It usually takes place at school, but it can happen
anywhere. It is usually inflicted by people who are
stronger than the victim, and it is considered a serious
form of abuse. The victim usually has a hard time
stopping what is happening to them.
0
WRITING
Task
Wrote the review
providing all the
Score
3
Wrote the review
providing most of the
2
Wrote the review but
provided some of the
1
Very poor review
without providing the
0
Language
Practically no
grammar or
vocabulary
mistakes.
Very few
grammar or
vocabulary
mistakes.
Some
grammar or
vocabulary
mistakes.
A lot of
grammar or
vocabulary
mistakes.
Score
2
1
1
0
Interaction
Correct spelling
and format.
A few spelling
mistakes and
slightly incorrect
format.
Several spelling
mistakes and
rather incorrect
format.
A lot of spelling
mistakes and
incorrect format.
Score
2
1
1
1 a. – ii. b. – v. c. – i. d. – iv. e. – iii.
Your
Score
5 approach - to come near to somebody or something
beat - to get control of or defeat something
confident - feeling sure about your own ability
issue - an important topic or problem/worry
mess - a dirty or untidy state or a situation full of problems
6 b. He is offering advice.
7 a. Tell us about being bullied Oliver.
b. When I was 15 I made a decision.
c. I think people realize it is a universal problem.
d. You may visit our web-page and see.
e. Have a look at our solutions.
f. The easiest thing to do is not talk about it.
g. They don't realize they upset you.
h. You should tell someone you trust instead.
i. It was a horrible experience.
j. I don't have any hard feelings towards them.
8 a., d., e., c., b.
105
9 a. False. (He was bullied when he was a teen).
b. False. (He's 23). c. True. d. True.
e. False. (He thinks people realize bullying is a universal
problem).
f. False. (It's better to talk about the problem).
g. True
h. False. (He doesn't have any hard feelings towards them).
Language Spot
2. c.
3. We use might and may to express that it is a possibility
that something will happen.
10 a. He may arrive on Sunday.
b.
c.
d.
e.
She might be at the cinema.
It may rain.
He might be American, British or Australian.
We may go to the disco.
11 Answer will vary.
12 A: Do you think people take this topic seriously?
B: I think people now realize that bullying is a very
important problem.
A: What do you do to help people in trouble?
B: There is not only one answer, because every case
is different.
A: What's your advice to people who are being bullied?
B: They shouldn't think it's not a problem. They should
tell someone they trust; it might work.
14 a. A personal experience with bullying.
b. One of the bullies.
c. Yes.
Lesson 2: Why am I in such a bad mood?
4 d.
5 a. mean b. guilty c. give up d. let down e. empty handed
f. Lose my grip
6 Problems that are discussed: study problems, eating
disorders, adolescence problems, love problems.
7 Abbie - II., Joe - I., Emma - III., Priscilla - IV.
8 a. Abbie. b. Emma. c. Joe. d. Abbie. e. Priscilla. f. Joe.
9 a. i. b. ii. c. ii. d. ii.
106
Language Spot
2. b.
3. When we want to give advice we use should, ought to or
had ('d) better.
11 a. You should do your homework.
b.
c.
d.
e.
f.
g.
He was rude to me. He ought to apologize.
The music is very loud. We'd better turn it down.
You shouldn't borrow my things without asking.
They'd better not be late for school on their first day.
You ought to go to bed early.
You ought to tell your teacher if you have a problem.
12 a. You should / ought to / had better make sure your
name is in the roll.
b. You shouldn't go to sleep late the night before.
c. You should / ought to / had better try to remember your
classmates' names.
d. You shouldn't say that your last school was better.
e. You should / ought to / had better follow any useful
advice your classmates give you.
f. Should I ignore students who bully me?
g. Should I tell my teacher if I have a problem?
Unit Check
READING - EATING DISORDERS
1 c.
2 a. True. b. NM. c. True. d. False. e. False.
3 a. When a person starts to do things that are physically
and emotionally dangerous.
b. Any three from the list on page 98, marked with bullet
points.
c. You can talk to your parents, the school counselor, or
even your friend's parents.
LISTENING - WHY DO WE WORRY ABOUT BODY
IMAGE?
4 a.True. b. False. c. False. d. True. e. True.
5 c., a., d., b.
6 a. A recent survey showed that half of the girls aged 8
to 16 want to look like women they see in the media
and six out of ten of them think they would be happier
if they were thinner.
b. Some beauty companies now want to use more
normal people - not pencil thin models - to show you
don't have to be skinny and glamorous to be
gorgeous. Some schools are trying out body image
classes; their aim is to get students to feel more
positive about themselves, and about each other.
WRITING
7 Possible Answers:
a. You should take an aspirin / go to bed / have a rest.
b. She ought to study more for the next test / she’d better
study.
c. He'd better go to bed / turn off the TV.
d. They should stop saying bad things about Patrick / they
shouldn’t talk about other people.
8 Possible Answers:
a.
b.
c.
d.
She may have a difficult test.
He might go out with his friends.
It may rain.
He might be still at the office.
SPEAKING
Task
Appropriate roleplaying of an
interview.
Mostly
appropriate roleplaying of an
interview.
A few
questions and
answers to roleplay an interview.
Very poor
questions
and answers to
role-play an
interview.
Score
Language
Score
4
Practically no
language
mistakes.
3
3
Very few
language
mistakes.
2
2
Some
language
mistakes.
1
1
A lot of
language
mistakes.
0
Interaction
Fluid interaction, good
pronunciation, no
hesitation.
few pronunciation
mistakes, a minimum
of hesitation.
Fluid interaction,
some pronunciation
mistakes, some
hesitation.
by pronunciation
hesitation.
Your
Score
Score
Task
Wrote the reply
offering advice
and support.
Score
4
Wrote the reply
following most of
the indications.
3
Wrote the reply
following some of
the indications.
2
Tried to write the
reply, but
followed very few
of the indications.
1
Language
Practically no
grammar or
vocabulary
mistakes.
Very few
grammar or
vocabulary
mistakes.
Some
grammar or
vocabulary
mistakes.
A lot of
grammar or
vocabulary
mistakes.
Score
Interaction
Score
3
Correct spelling and
format.
3
2
A few spelling
mistakes and
slightly incorrect
format.
2
1
Several spelling
mistakes and rather
incorrect format.
1
0
A lot of spelling
mistakes and
incorrect format.
0
Your
Score
3
2
1
0
107
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
108
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
GLOSSARY
Adjective: (n.) a word that describes a noun
or pronoun.
Adverb: (n.) a word that describes or gives
more information about a verb, adjective,
adverb, or phrase.
Adverbs of degree: they tell us about the
intensity of an action, an adjective, or another
adverb.
Adverbs of manner: they tell us how
something happens.
Chart / table: (n.) an arrangement of facts or
numbers in rows or columns.
Clue: (n.) a sign or a piece of information that
helps you to solve a problem or answer a
question.
Cognate: (n.) languages and words that have
the same origin, or that are related and in
some way similar.
Collocation: (n.) a sequence of words or
terms that co-occur more often than it would
be expected by chance.
Conditional sentences: (also known as
Conditional Clauses or If Clauses). They are
used to express that the action in the main
clause (without if) can only take place if a
certain condition (in the clause with if) is
fulfilled.
Discuss: (v.) to talk about a subject with
someone and tell each other your ideas or
opinions.
Draft: (n.) a piece of text, a formal
suggestion, or a drawing in its original state,
often containing the main ideas and
intentions but not the developed form.
Edit: (v.) to make changes to a text, deciding
what will be removed and what will be kept
in, in order to prepare it for being printed
and/or published.
Extract: (n.) a particular part of a book,
poem, etc.
First person: referring to personal pronouns I
(singular, referring to yourself)) or we (plural,
referring to yourself with others). I and we are
said to be in the subjective case because they
can be used as the subject of a sentence.
Graphic organizer (also known as
knowledge map, concept map, story map,
cognitive organizer, or concept diagram):
Communication tool that uses visual symbols
to express knowledge, concepts, thoughts, or
ideas, and the relationships between them.
Its main purpose is to provide a visual aid to
facilitate learning.
Guess: (v.) to give an answer to a particular
question without all the facts and so cannot
be certain if it is correct.
Infinitive: (n.) the basic form of a verb,
without an inflection binding it to a particular
subject or tense. It usually follows to.
Label: (v.) to describe someone or something
using a particular word or phrase.
Match: (v.) to choose someone or something
that is suitable for a particular person,
activity, or purpose.
Modal verbs: they are used to express ideas
such as possibility, intention, obligation, and
necessity.
Noun: (n.) a word that refers to a person,
place, object, event, substance, idea, feeling,
or quality.
Pattern: (n.) a particular way in which
something is done, is organized, or happens.
Phrase: (n.) a group of words which are
often used together and have a particular
meaning; a phrase functions as a part of
speech and includes a head (or headword),
which determines the nature of the unit.
Preposition: a word (one of the parts of
speech) that shows the relationship between
a noun or pronoun and other words in a
sentence.
Prediction: (n.) a statement about what
somebody thinks will happen in the future.
Pronoun: a word that can replace a noun or
another pronoun; they are used to make
sentences less repetitive. Grammarians
classify pronouns into several types: personal,
demonstrative, interrogative, indefinite,
relative, reflexive, and intensive.
Proofread: (v.) to find and correct mistakes in
text before it is handed in, printed, or put
online.
Provided: (adj., v.) given, offered, presented.
Punctuation: (n.) special symbols that are
added to writing to separate phrases and
sentences, to show that something is a
question, etc.
Question: (n.) a sentence or phrase used to
find out information; in an exam, a problem
that tests a person’s knowledge or ability.
Role play: (v.) to pretend to be someone else,
especially as part of learning a new skill.
Rule: (n.) a principle of a system, such as a
language or science.
Sentence: a group of words that are put
together to mean something. It is the basic
unit of language which expresses a complete
thought.
Spelling: (n.) the way in which words are
formed with the correct letters in the correct
order.
Statement: an affirmative or negative
sentence that is not a question or command.
Structure: the way that words or parts of
speech are arranged or put together.
Subject: the person or thing which performs
the action described by the verb.
Support: (v.) to help to show something to be
true.
Synonym: a word or phrase that means the
same as another word or phrase.
Tense: form of a verb that shows us when
the action or state happens, past, present or
future.
Tone: a writer’s attitude toward subject,
audience, and self. It is primarily conveyed
through diction, point of view, syntax, and
level of formality.
Tongue twister: (n.) a sentence or phrase
that is intended to be difficult to say,
especially when repeated quickly and often.
Verb form: English verbs have five basic
forms: the base form, the – s form, the -ing
form, the past form, and the past participle
form. There are two types of past forms, for
regular and irregular verbs.
Taken from:
• http://dictionary.cambridge.org/dictionary/
american
• http://dictionary.cambridge.org/dictionary/
learner-english
• http://www.bbc.co.uk/worldservice/
learningenglish/grammar/learnit/learnitv89.
shtml
• http://www.edufind.com/english/grammar.
php
• http://www.usingenglish.com/glossary/
modal-verb.html
• http://grammar.about.com.htm
• http://www.englishpage.com/verbpage.html
• http://www.englishclub.com/grammar/
terms.htm
• http://www.englishclub.com/grammar.htm
• http://www.aacc.edu/tutoring/file/skimming.
pdf
109
BIBLIOGRAPHY
• Adams, M.J. et al. (2000). Phonemic
Awareness in Young Children: A
Classroom Curriculum. Baltimore,
Maryland: Paul H. Brooks Publishing Co.
• Allen, V. F. (1983). Techniques in
Teaching Vocabulary. Oxford University
Press, 200 Madison Ave., New York, NY.
• Berardo, S. A. (2006). The use of
authentic materials in the teaching of
reading. The reading matrix, 6(2).
• Burke, J. (2003). Reading Reminders Tools, Tips, and Techniques. (1st ed.).
Portsmouth, NH: Boynton / Cook.
• Camp, D. (2000). It takes two: Teaching
with twin texts of fact and fiction. The
Reading Teacher, 53(5).
• Carless, David. Implementing task‐
based learning with young learners. ELT
journal 56.4 (2002).
• Celce-Murcia, M., & McIntosh, L. (1991).
Teaching English as a second or foreign
language (pp. 279-295). Heinle & Heinle
Publishers.
• Coady, J. (1997). Vocabulary acquisition
through extensive reading. Second
language vocabulary acquisition: A
rationale for pedagogy, 225.
• Fox, Gwyneth associated editor et al.
(1st ed.). (2007). Diccionario Macmillan
Castillo Español – Inglés, Inglés español. Mexico DF: Editorial Macmillan
de México S.A. de C.V.
• Gebhard, J. G. (1996). Teaching English
as a foreign or second language: A
teacher self-development and
methodology guide. University of
Michigan Press.
• Ghosn, I. K. (2002). Four good reasons to
use literature in primary school ELT. ELT
journal, 56(2), (172-179).
• Gurrey, P. (1954). The teaching of written
English. Longmans, Green.
• Harmer, J. (2006). How to teach English.
Pearson Education India.
• Heaton, J. B., & Harmer, J. (1975).
Writing English Language Tests: A
practical guide for teachers of English as
a second or foreign language. Longman.
110
• Hedge, T. (2000). Teaching and Learning
in the Language Classroom: A Guide to
Current Ideas about the Theory and
Practice of English Language Teaching.
Oxford University Press.
• Loyd, S. (2000). The Phonics Handout.
Essex: Jolly Learning, Ltd.
• Loyd, S., & Werman, S. (2003). Jolly
Dictionary. Essex: Jolly Learning, Ltd.
• Moon, J. (1st ed.). (2000). Children
Learning English. Oxford: Macmillan
Education.
• Murphy, R.M. (2nd ed.). (1997). Essential
Grammar in Use. Cambridge: Cambridge
University Press.
• Nuttall, C. (1996). Teaching reading
skills in a foreign language. Heinemann,
361 Hanover Street, Portsmouth, NH.
• Peregoy, S.F. et al. (3rd ed.). (2005).
Reading, Writing and Learning in ESL.
White Plains, NY: Addison Wesley
Publishing Company.
• Quirk, R., Greenbaum, S., Leech, G.,
Svartvik, J., & Crystal, D. (1985). A
comprehensive grammar of the English
language (Vol. 397). London: Longman.
• Richards, J. C., & Renandya, W. A.
(2002). Methodology in language
teaching: An anthology of current
practice. Cambridge University Press.
• Richards, J. C., Platt, J., Platt, H., &
Candlin, C. N. (1992). Longman
dictionary of language teaching and
applied linguistics (Vol. 78). London:
Longman.
• Rivers, W. M. (1981). Teaching foreignlanguage skills. University of Chicago
Press, 5801 S. Ellis Ave., Chicago, IL.
• Rivers, W. M. (1987). Interactive
Language Teaching. Cambridge
University Press, 40 West 20th Street,
New York, NY.
• Rivers, W. M., & Temperley, M. S. (1978).
A Practical Guide to the Teaching of
English as a Second or Foreign
Language. Oxford University Press, 200
Madison Ave., New York, NY.
• Scrivener, J. (2011). The Essential Guide
to English Language Teaching. Oxford:
Macmillan Publishers Limited.
• Soalt, J. (2005). Bringing together
fictional and informational texts to
improve comprehension. The Reading
Teacher, 58(7).
• Warschauer, M. (1995). E-Mail for
English Teaching: Bringing the Internet
and Computer Learning Networks into
the Language Classroom. Teachers of
English to Speakers of Other Languages
(TESOL), Inc., 1600 Cameron St., Suite
300, Alexandria, VA 22314.
• Wood, K. D., & Endres, C. (2004).
Motivating student interest with the
Imagine, Elaborate, Predict, and Confirm
(IEPC) strategy. The Reading Teacher,
58(4).
ADDITIONAL BIBLIOGRAPHY
GENERAL CONTENT
• Adelson-Goldstein, J. & Shapiro, N. (2008)
Oxford Picture Dictionary. Oxford: OUP.
The content is organized within
thematic units, which end with a story
page, where new words are introduced
in a realistic visual context.
• Blanchard, K. L., & Root, C. B. (1997).
Ready to write more: From paragraph to
essay (3rd ed.). Harlow: Longman.
This book presents paragraph
development and composition skills in
clear steps, and offers you strategies to
bring your own ideas to the writing
process.
• Broukal, M. (2003) Weaving It Together
(Vol. 1 – 4). Boston: Heinle & Heinle Pub.
This book connects high-interest readings
with clear writing activities. It has plenty
of writing practice to help you develop
your ideas clearly and with confidence.
• Burke, J. (2003). Reading Reminders Tools, Tips, and Techniques. (1st ed.).
Portsmouth, NH: Boynton / Cook.
This book helps you to improve your
reading skills. It is connected with any
of the reading texts in the book.
• Mascull, B.L. (1997). Collins Cobuild Key
Words in Science and Technology. (1st
ed.). Harlow, Essex: Heinemann
Educational Ltd.
Use this book to look up key words
related to science and technology.
• Peregoy, S.F. et al. (2005). Reading,
Writing and Learning in ESL. (3rd ed.).
White Plains, NY: Addison Wesley
Publishing Company.
This book helps you improve your
reading and writing skills. It is
connected with all the reading and
writing activities of the book.
• Rinvolucri, M. et al. (1995). More
Grammar Games. (1st ed.). Cambridge:
Cambridge University Press. This book
helps you improve your knowledge of
grammar through fun activities.
• Robitaille, J., & Connelly, R. (2006).
Writer's Resources: From Paragraph to
Essay. Heinle & Heinle Pub.
It helps develop your confidence and
skills as writers with practice exercises
that provide you the opportunity to apply
what you have learned.
• Schampfer, B. & Hagen, S. (2009)
Understanding and Using English
Grammar. Harlow: Pearson Education Ltd.
This book has a comprehensive
reference grammar.
• Walker, E. & Elsworth S. (2000).
Grammar Practice for elementary
students (New Edition). Harlow: Pearson
Education Ltd.
This book is a useful resource to practice
grammar. Grammar points are presented
clearly and reinforced by exercises.
UNIT 1
• http://www.timeforkids.com/
It is a news magazine that offers ageappropriate news stories related to
teens’ interests and activities.
• http://learnenglishteens.britishcouncil.
org/magazine
An on-line magazine written especially
for you by young people from the UK,
which allows you keep up to date with
the latest fashions, music or trends.
• http://www.teenspot.com/boards/
• http://www.teenchatplace.com/
• http://www.dmoz.org/Kids_and_Teens/
Computers/Chats_and_Forums/Teens/
Attractive and interesting forum chats,
where you can keep in touch with other
adolescents from all over the world.
• http://www.bestteenpoems.com/
It is a compilation of the most popular
poems by teens.
• http://www.teenink.com/poetry/
Poems on being a teen by teens, for
teens and about teens.
org/magazine/books
• http://www.timeforkids.com/newsarchive/entertainment
• http://www.timeforkids.com/minisite/
summer-book-review-0
minisite/2013-summer-movie-guide
Recent books and movies reviews.
UNIT 2
• http://inventors.about.com/library/
inventors/blkidprimer6_12story.htm
• http://www.cracked.com/
article_19601_6-teenage-inventorsthat-changed-world.html
• http://www.huffingtonpost.com/news/
teen-inventors
Useful sites where you can read more
stories of creativity and problem solving
for teen inventors.
• Bachman, F. (2007). The Story of
Inventions (2nd ed.). Arlington Heights:
Christian Liberty Press.
• Bachman, F. (2010). Great inventors and
their inventions. Chapel Hill: Yesterday’s
Classics.
• Pratt, F. (1955). All About Famous
Inventors and Their Inventions. New
York: Random House.
http://www.asimovonline.com/oldsite/
short_fiction_sf_f_index.html
You will find more stories by Isaac
Asimov on line.
• Asimov, I. (1990). The Complete Stories
(1st ed.). New York: Broadway Books.
This first book contains three-volume
collection of short stories by the Isaac
Asimov.
• Bradbury, R. (2005). Bradbury Stories:
100 of His Most Celebrated Tales. New
York: Harper Collins. The book includes
the author's finest works of short fiction,
including many that have not been
republished for decades.
UNIT 4
• http://www.eastoftheweb.com/shortstories/UBooks/Bull.shtml
On-line stories about bullying
experiences.
• Hall, M. K., & Jones, C. (2011). Dear
Bully: Seventy Authors Tell Their Stories.
HarperTeen.
UNIT 3
• http://www.lyrics.com/
Lyrics.com is a music community with
the largest lyrics database.
• http://www.azlyrics.com/
Lyrics collection organized by artists
alphabetically.
WEB PAGES
• http://www.johnsesl.com/templates/
quizzes/LQ.php
• http://www.esl-lab.com/
• http://www.esldesk.com/esl-links/index.
htm
• http://www.languagegames.org/la/
crossword/english.asp
• http://www.esl.about.com/cs/listening/
• http://www.sikids.com
• http://www.gobartimes.org
• http://www.englishlistening.com
• http://www.tolearnenglish.com
• http://www.focusenglish.com/dialogues/
conversation.html
• http://www.isabelperez.com
• http://www.antimoon.com/how/
pronunc-soundsipa.htm
• http://www.english-online.org.uk/
games/gamezone2.htm
• http://www.longlongtimeago.com/
• http://www.manythings.org/voa/stories/
• http://www.americanliterature.com/
twenty-great-american-short-stories
• http://www.americanliterature.com/
short-story-collections
org/
ADDITIONAL AUDIOVISUAL RESOURCES
http://www.ted.com/
111
2014 © Ediciones R&B
Teen Club 1º Medio Student’s Book
Nº de Inscripción: 233.237
ISBN: 978-956-8694-27-2
ISBN PACK: 978-956-8694-35-7
Original text
© Lina Alvarado Jantus
Teacher of English
Instituto Profesional Chileno-Británico
Basado en Teen Club 1º Medio:
2010 Ediciones R&B®
Nº de Inscripción: 183.657
ISBN: 978-956-8694-06-7
Original illustrations
Design
Ediciones R&B®
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Ediciones R&B
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